SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Sugar Industry Technical Maintenance 
SAQA QUAL ID QUALIFICATION TITLE
21244  National Certificate: Sugar Industry Technical Maintenance 
ORIGINATOR
SGB Secondary Agriculture: Processing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
AgriSETA - Agriculture SETA  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 01 - Agriculture and Nature Conservation  Secondary Agriculture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  Level 2  NQF Level 02  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
A learner assessed as competent against this qualification, will be able to undertake maintenance work in a wide cross-section of skills specific to the sub-field of Secondary Agriculture eg. Sugar Manufacturing and Refining industry and he/she will obtain a formally recognised qualification on level 2 on the NQF in the Field of Agriculture and Nature Conservation. The Learners will also have a thorough understanding of the process of manufacturing and refining sugar. In addition they will also have enhanced communication skills, basic computer skills and an understanding of the HIV/AIDS problem as it pertains to the individual. All of these will contribute to the operational efficiency of all the Sugar Factories. Note: Skills gained by the learner will also enable portability to many other industries.

In addition the learner will be well positioned to extend their learning and practice into other areas of manufacturing process, or to strive towards welding, electrical and manufacturing standards and practice at higher levels.

Regarding the transformation issues the inclusion of aspects such as cognitive skills, affective skills, computer skills, entrepreneurial skills, human relations and social skills will benefit the learner in terms of portability and stimulate new expectations of Industry.


RATIONALE:

The range of typical learners that will enter this qualification will vary and includes:
  • School leavers wishing to enter the Sugar Refining and Manufacturing industry;
  • Complete novices wishing to enter the Sugar Refining and Manufacturing industry;
  • Learners in possession of different levels of practical experience in the Sugar Refining and Manufacturing industry, which will be assessed and RPL`d; and
  • Learners may come from both genders.

    The current emphasis in the industry is on multi-skilling as it is believed to enhance the employability of the individual. This qualification will enable the learner to acquire recognised competencies relevant to the Sugar Refining and Manufacturing industry. The qualifying learner will operate in areas of activities such as routine maintenance of electrical and mechanical machinery in the sugar refining manufacturing processes. The learner will engage in activities such as the installation and repairs of basic electrical and mechanical machinery.

    This qualification has been developed to meet the skills shortage which characterises the sugar industry. The sugar industry is facing a skills disaster in the near future. Contributing factors to this skills disaster are
  • the rapid decline in the numbers of qualifying artisans,
  • the ageing workforce,
  • the emigration of artisans, and
  • the effect of aids on artisan population.

    90% of the sugar cane industry falls within KZN. The impact HIV/AIDS will have on the workforce and, consequently on the availability of the required skills, will be devastating.

    Furthermore, the sugar industry is characterised by changing requirements for technical skills for itself.

    This qualification has been developed to meet the skills shortage which characterises the sugar industry in terms of the emphasis in the industry on multi-skilling as it is believed that it will enhance the employability of the individual.

    Because of the emphasis on multi-skilling across a wide cross-section of skills, the learner will be enabled to enter a broader spectrum of career paths and would be employable in other sectors as well. Other sectors could include manufacturing and processing sectors.

    This qualification forms a generic basis for further learning because of the multi-skilling aspect. Learners will be provided with the necessary skills to choose different options as career paths, such as specialising at higher levels as electricians, welders, mill wrights, etc. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that a learner entering a programme leading to this qualification has achieved numeracy and literacy equivalent to NQF 1. In terms of the technical skills, no learning is assumed to be in place, as this qualification is regarded as the entry point to learning in this field.

    Recognition of Prior Learning:

    This qualification may be achieved in part or in whole through the recognition of prior learning. Credit will be given to learning, which has already been acquired, through the appropriate process of assessment.

    For example:
  • Learners who have acquired skills and competencies in this qualification through for instance experience in the industry will be assessed against the unit standards the qualification comprises of prior to entering learning. Credits will be allocated to those unit standards and exit level outcomes in which the learner is found competent. The outstanding unit standards will then be sequenced according to an appropriate learning programme.
  • Should a new entrant into the industry wish to enter this learning programme, recognition will be given to al appropriate learning acquired through the schooling system.
  • In terms of fundamental unit standards, competencies could be acquired through life experience.

    Any learner wishing to be directly assessed may arrange to do so, without attending further training or education. The assessor and learner will decide together on the most appropriate assessment route to take. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is, in fact, based on unit standards, but the table of unit standards will be added later. 

    EXIT LEVEL OUTCOMES 
    1. Exit level outcomes:
  • Undertake various basic electrical tasks in the sugar factory, individually or as part of a team.
  • Undertake various basic mechanical tasks in the sugar factory, individually or as part of a team.
  • Undertake various basic-welding tasks in the sugar factory, individually or as part of a team

    The following critical cross-field outcomes is related to these specific outcomes and should be observed for in particular during the assessment process:
  • Problem solving, Team work, Self-organisation and management, Information evaluation, Communication, Use of science and technology.


    2. Exit level outcomes:
  • Install, diagnose faults and repair basic electrical machinery in the sugar factory
  • Install, diagnose faults and repair basic mechanical machinery in the sugar factory

    The following critical cross-field outcomes is related to these specific outcomes and should be observed for in particular during the assessment process:
  • Problem solving, Team work, Self-organisation and management, Information evaluation, Communication, Use of science and technology.


    3. Exit level outcomes:
  • Communicate effectively with fellow employees to ensure efficient maintenance of machinery.

    The following critical cross-field outcomes is related to these specific outcomes and should be observed for in particular during the assessment process:
  • Communication, Use of science and technology.


    4. Exit level outcomes:
  • Demonstrate understanding of the milling refining and packaging process in the sugar factory and how the processes are related to each other.

    The following critical cross-field outcomes is related to these specific outcomes and should be observed for in particular during the assessment process:
  • Self-organisation and management, Information evaluation, Communication, Use of science and technology, > Understanding inter-relatedness of systems


    5. Exit level outcomes:
  • Demonstrate understanding of the basic characteristics of engineering materials and their application in a sugar factory.

    The following critical cross-field outcomes is related to these specific outcomes and should be observed for in particular during the assessment process:
  • Self-organisation and management, Information evaluation, Communication, Use of science and technology.


    6. Exit level outcomes:
  • Use and care for various portable electrical and pneumatic equipment. Use and care for various fixed electrical and pneumatic equipment.

    The following critical cross-field outcomes is related to these specific outcomes and should be observed for in particular during the assessment process:
  • Self-organisation and management, Use of science and technology, Communication, Work in a team. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1. Relevant theory is explained in written and verbal format.Relevant safety and legislative requirements are explained in written and verbal format.Own performance is reflected on and adapted if necessary.

    2. Installation of machinery and equipment is finalised to prescribed standards.Faultfinding methods of machinery and equipment are performed to prescribed standards.Own performance is reflected on and adapted if necessary.

    3. Instructions are interpreted and understood and acted upon appropriately.Reports related to technical work are submitted in written and electronic format.Own performance is reflected on and adapted if necessary.

    4. The milling refining and packaging process in the sugar factory is explained.

    5. Relevant theory is explained in written and verbal format.

    6. Servicing and maintenance of equipment and machinery is performed to prescribed standards.Faultfinding methods of machinery and equipment are performed to prescribed standards.


    Integrated Assessment:

    Integrated assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is relevant and coherent in relation to the purpose of the qualification.

    Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification.

    A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. 

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared to equivalent qualifications in Scotland and Ireland. (Information on these qualifications was sourced during a study tour to the named countries in 2001) It has been found that there is substantial comparison in particular to the Scottish qualifications "National Certificate/SVQ Foundation (Level 2) in Engineering, Fabrication and Welding" as they are based on the same general principles and skills outcomes.

    For example, the principles and skills outcomes include the concept of Multi Skilling, where the learner is exposed to institutionalised and on the job training / experience in relation to the core component of the qualification, which includes engineering, fabrication and welding.

    This system (which we are trying to emulate) however goes further than the skills outcome. There is a lot of emphasis on developing the learner into a more useful member of the community both from the personal perspective of the learner as well as from the company/country. This is achieved through the inclusion of Fundamental Skills such as communication, entrepreneurial learning, computer work, team building etc.

    The end product being a person with specific technical skills at an identified level plus additional non technical skills which helps to round off the person in terms of attitudes, character, additional knowledge and marketability, which will be useful for further employment. 

    ARTICULATION OPTIONS 
    This qualification forms a basis for entry into the sugar industry in particular, but also enhances entry into a wide cross section of industries in South Africa. This will be achieved through the multi-skilling of the learner. The specialisation in fabrication, electrical and mechanical skills at the higher levels of competence meet the requirements of the sugar industry.

    This qualification will facilitate entry into the following career path within the Sugar Manufacturing and Refining Industry:
  • Technical Supervisor
  • Advanced Technical Maintenance Work
  • Technical Maintenance Work
  • Technical Maintenance Support


    The skills acquired in this qualification will:

    i) Not be limited to one trade
    ii) Not be limited to one section of a sugar factory
    iii) Include the understanding of the overall operation of a sugar factory
    iv) Include communication & life skills
    v) Produce the accessibility to a wide career path. 

  • MODERATION OPTIONS 
    Anyone assessing a learner against this qualification must be registered as an assessor with SETASA ETQA.

    Any institution offering learning that will enable achievement of this qualification, or assessment against this qualification must be accredited as a provider with the relevant SETASA ETQA.

    Moderation of assessment will be overseen by the SETASA ETQA according to agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant SETASA ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.