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 (GETC): Manufacturing, Engineering and Related Activities 
SAQA QUAL ID QUALIFICATION TITLE
23253  National Certificate (GETC): Manufacturing, Engineering and Related Activities 
ORIGINATOR ORIGINATING PROVIDER
SGB Manufacturing and Assembly Processes   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
MERSETA - Manufacturing, Engineering and Related Services Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  124  Level 1  NQF Level 01  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 
This qualification specifies the key skills, knowledge and values required to access engineering and manufacturing qualifications in the Further Education and Training Band. It describes the learning outcomes required to participate in workplace-based learning programmes for occupationally focused qualifications in the manufacturing, engineering and assembly sectors.

It provides learners who have no formal qualification with an opportunity for assessment to
  • Recognise prior learning.
  • Identify gaps, and
  • Structure learning programmes to close those gaps.
    The learning required for these learners would be what is typically included in ABET learning programmes.

    For learners who have formal school qualifications but no work experience, this qualification specifies the necessary knowledge, skills and values required to participate learning processes within a formal work environment. Typically, these outcomes reflect the learning outcomes that would be achieved at the end of an extensive induction and orientation process.

    This qualification would enable both kinds of learners to establish an understanding of, and to make some preliminary choices about:
  • A career and learning pathways.
  • The content and requirements of the qualifications and unit standards which would form the basis of their learning, as well as have
  • A knowledge and understanding of assessment processes, including Recognition of Prior Learning.

    The qualifications specify:
  • Fundamental skills in communication and mathematical literacy.
  • Skills in working with basic communication and information technology systems.
  • Core skills in measurement, use of common tools and instruments and an understanding of the science and technology which underpins these activities.
  • Safety, health, environmental and quality issues related to the specific work context.
  • Understanding and working with the policies, rules and procedures related to the specific work context, contracts, BCE and the relationship between the employer and the employee.
  • Recognising and understanding the purpose, the processes, the materials and the products used within the specific work context, the structure of the workplace, and the purpose of specific departments or sections and the way in which each contributes to the purpose of the organisation.
  • Understanding and explaining the purpose of the company in the context of the industry, sector and economy as a whole.
  • Understanding and explaining the basic principles which underpin business in the manufacturing, engineering and assembly field (concepts of cost, adding value, money value of time, profit and loss, customers).
  • Skills related to, and an understanding of, the options and alternatives in the learning pathway, goal setting, planning work and learning processes, measuring and evaluating progress and outcomes.
  • Understanding financial issues related to pay, tax and deductions including unemployment insurance, pensions or provident funds and other forms of insurance.

    Rationale

    Many technical and occupational qualifications in engineering and manufacturing at NQF Level 2 assume some learning at NQF Level 1. This qualification formalises those assumptions. In doing so, it provides a range of qualifying learners with access to further learning at NQF Levels 2 and beyond in the fields of manufacturing, engineering and assembly. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits for this qualification assume that learners have demonstrated communication and numeracy competency at ABET level 3.

    Recognition of prior learning:

    One of the primary purposes of this qualification is to recognise prior learning. The learner should be thoroughly briefed on the mechanisms to be used and provided with sufficient support and guidance to prepare for the assessment process.

    Care should be taken that the mechanism used for RPL provides the learner with the opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option to gain this qualification. This qualification will also allow for the design of top-up courses, or additional experience based on gaps established during an initial assessment process. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    These are spelled out in the matrix. 

    EXIT LEVEL OUTCOMES 
    1. Describe and explain a specific manufacturing, engineering or assembly process, relate the tools and materials to the process and explain the science and technology which underpins the conversion processes.

    2. Demonstrate in the process of assessment the use of appropriate numeracy and communication skills.

    3. Describe and explain, in the context of a specific workplace environment, the procedures and policies which govern that specific working environment.

    4. Describe and explain the purpose of a specific business.

    5. Describe and explain how the NQF enables the learner to select a learning path and identify the skills and qualifications that will enable him/her to achieve his/her goals and targets. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
    (Note: assessment must be carried out in situ)
    1.1 The applicable manufacturing, engineering or assembly process is described in terms of a range of key elements including materials, stages, tools, machinery and equipment, services, information management and communication structures, final product produced.
    1.2 The learner is able to physically demonstrate his/her understanding of the applicable process by providing his/her explanations on site/location, by means of a guided visual tour.
    1.3 Clear links are drawn between the process and the scientific and technological concepts underpinning it, drawing on insights gained by the learner during his/her work experience.

    2.
    2.1 Appropriate verbal and written communication skills, including sketches, drawings and diagrams, are selected and used to explain concepts and processes during assessment.
    2.2 Aspects of the processes and the associated concepts are represented and explained in numerical form.

    3.
    3.1 The procedures and policies that impact on the learner`s job/task are identified and their impact on his/her job/task is explained, drawing from the learner`s own work experience.
    3.2 The purpose and the need for such policies and procedures is illustrated.

    4.
    4.1 The markets, suppliers, customers, employers and shareholders are described.
    4.2 Generic business concepts are described and explained.
    4.3 Generic concepts are related to the learner`s own work experience, demonstrating a critical reflection of their applicability and benefit to stakeholders within the learner`s own workplace.

    5.
    5.1 The learner`s goals and learning targets are identified.
    5.2 Clear links are drawn between NQF principles and functioning, and the learning path, skills and qualifications the learner has identified.
    5.3 Enabling mechanisms as well as potential barriers to learning are identified and critically discussed.

    Integrated assessment

    Integrated assessment at the level of this qualification will evaluate the learner`s capacity to integrate concepts, actions and ideas across a range of activities and knowledge domains.

    The integrated assessment must specifically evaluate the learner`s ability to:
  • Implement and apply procedures.
  • Understand, use and care for basic tools and technology.
  • Explain and discuss issues, aspects and principles and relate them to the specific workplace context.

    This will require assessment methodologies which will include demonstration and oral and written responses, both summative and formative, and evidence of these in the form of portfolios or projects.

    Since this is a foundational qualification, the learner must show sufficient evidence to apply the fundamental learning skills both in the workplace and in other contexts.

    The assessment should also ensure that learners are assessed for the critical outcomes. 

  • INTERNATIONAL COMPARABILITY 
    This qualification represents a response to the unique needs of this country in terms of redressing imbalances of the past and providing stepping stones for the previously and currently disadvantaged persons. This made it difficult to find a comparable outcomes-based qualification elsewhere. Reference was then made to the assumptions underlying entry into qualifications in the field of manufacturing, engineering and assembly in other, similar, outcomes-based qualifications, certifications or skills standards in New Zealand and Australia. Reference was also made to the generic manufacturing and engineering skills standards proposed in the United States when constructing this qualification, to ensure the relevance of the qualification content and benchmarking with best practice world wide. 

    ARTICULATION OPTIONS 
    This qualification has been designed as a foundation for a wide range of occupational and work-place based qualifications. It has also been designed to allow learners to gain access to formal learning opportunities. 

    MODERATION OPTIONS 
    Moderation of the assessment will be determined by the requirements of the MERSETA ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Anyone assessing a learner against this qualification must be registered as an assessor with a relevant ETQA / MERSETA ETQA or an ETQA that has a Memorandum of Understanding with the MERSETA ETQA.

    Assessors should have a technical knowledge of an engineering occupation or manufacturing context. They should also have sufficient expertise to assess communication, numeracy, technology and business processes. 

    NOTES 
    As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2012.
    Unit standard 13197 'Recognise various input, transmission and storage devices, know their purpose and understand how to care for them' will be linked as an Elective as soon as it is registered. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  13159  Care for, select and use hand and measuring tools  Level 1  NQF Level 01 
    Core  13995  Demonstrate an understanding of contracts and their sources  Level 1  NQF Level 01 
    Core  13998  Demonstrate an understanding of the principles of supply and demand, and the concept: production  Level 1  NQF Level 01 
    Core  13176  Describe and discuss basic issues relating to the nature of business, the stakeholders in a business and business profitability  Level 1  NQF Level 01 
    Core  13169  Describe and discuss issues relating to HIV-AIDS, TB and sexually transmitted illnesses and their impact on the workplace  Level 1  NQF Level 01 
    Core  13171  Describe and show how the NQF can help me to plan a learning and career pathway  Level 1  NQF Level 01 
    Core  13165  Describe the properties of materials found in the workplace and describe their impact on the environment  Level 1  NQF Level 01 
    Core  13162  Identify and describe inputs, outputs, stages and quality indicators of the manufacturing, assembly or engineering process  Level 1  NQF Level 01  10 
    Core  13174  Identify and discuss inappropriate behaviours in the workplace  Level 1  NQF Level 01 
    Core  12537  Identify personal values and ethics in the workplace  Level 1  NQF Level 01 
    Core  13167  Identify potential hazards and critical safety issues in the workplace  Level 1  NQF Level 01 
    Core  13996  Identify, discuss, describe and compare major economic systems, with emphasis on the South African economy  Level 1  NQF Level 01 
    Core  13172  Understand the employer/employee relationship  Level 1  NQF Level 01 
    Fundamental  7509  Apply basic concepts and principles in the natural sciences  Level 1  NQF Level 01 
    Fundamental  7513  Assess the impact of scientific innovation on quality of life  Level 1  NQF Level 01 
    Fundamental  7451  Collect, analyse, use and communicate numerical data  Level 1  NQF Level 01 
    Fundamental  7508  Conduct an investigation in the natural science  Level 1  NQF Level 01 
    Fundamental  7449  Critically analyse how mathematics is used in social, political and economic relations  Level 1  NQF Level 01 
    Fundamental  7507  Demonstrate an understanding of the concept of science  Level 1  NQF Level 01 
    Fundamental  7463  Describe and represent objects and the environment in terms of shape, space, time and motion  Level 1  NQF Level 01 
    Fundamental  10229  Discuss development, utilisation and management of human and natural resources  Level 1  NQF Level 01 
    Fundamental  12462  Engage in a range of speaking and listening interactions for a variety of purposes  Level 1  NQF Level 01 
    Fundamental  12471  Explore and use a variety of strategies to learn (revised)  Level 1  NQF Level 01 
    Fundamental  12473  Identify and respond to selected literary texts  Level 1  NQF Level 01 
    Fundamental  12469  Read and respond to a range of text types  Level 1  NQF Level 01 
    Fundamental  13157  Read, interpret and understand information on a payslip  Level 1  NQF Level 01 
    Fundamental  7489  Show, explain, discuss and analyse the relationship between society and natural environment  Level 1  NQF Level 01 
    Fundamental  7461  Use maps to access and communicate information concerning routes, location and direction  Level 1  NQF Level 01 
    Fundamental  7450  Work with measurement in a variety of contexts  Level 1  NQF Level 01 
    Fundamental  7448  Work with patterns in various contexts  Level 1  NQF Level 01 
    Fundamental  7447  Working with numbers in various contexts  Level 1  NQF Level 01 
    Fundamental  12470  Write for a variety of different purposes  Level 1  NQF Level 01 
    Elective  7511  Analyse how scientific skills and knowledge contribute to sustainable use of resources  Level 1  NQF Level 01 
    Elective  7452  Describe, represent and interpret mathematical models in different contexts  Level 1  NQF Level 01 
    Elective  9357  Develop and use keyboard skills to enter text  Level 1  NQF Level 01 


    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. Aldabri 106 (PTY) Ltd 
    2. All-Rite Services cc (AUSTERVILLE) (TP) 
    3. Barloworld Equipment (Pty) Ltd (BELLVILLE) (TP) 
    4. BMW SA (Pty) Ltd (ROSSLYN) (TP) 
    5. Bridgestone South Africa (Pty) Ltd - Brits Plant (BRITS) (TP) 
    6. Bridgestone South Africa (Pty) Ltd - PE Plant (PORT ELIZABETH) (TP) 
    7. Coastal Kzn F.E.T. College - Central Office 
    8. Coastal Kzn F.E.T. College - Swinton Road Campus 
    9. College of Production Technology 
    10. Continental Tyres SA (Pty) Ltd (NEW BRIGHTON) (TP) 
    11. DAMELIN TECHNICAL DIVISION (Cape Town)(TP) 
    12. Dorbyl Automotive Systems (NEAVE INDUSTRIAL) (TP) 
    13. Eastcape Midlands Public FET College - Charles Good Year Campus 
    14. Eastcape Training Centre 
    15. False Bay Public FET College - Westlake Campus 
    16. First Car Care (Pty) Ltd T/A STi Autobody Repairers (GOODWOOD) (TP) 
    17. Goodyear SA (Pty) Ltd (UITENHAGE) (TP) 
    18. Hansing Engineering (Pty) Ltd (SALDANHA) (TP) 
    19. INSYGHT TECHNOLOGY TRAINING CENTRE (Durban)(TP) 
    20. Iphimbo Training Centre (DURBAN) (TP) 
    21. Izizwe Training Centre (Pty) Ltd T/A Simtech Training (NORTHDENE) (TP) 
    22. Masiqhame Trading 81 cc T/A Kim's Welding School (AUSTERVILLE) (TP) 
    23. Mercedes Benz South Africa (Pty) Ltd (EAST LONDON) (TP) 
    24. Mopani South East FET College - Phalaborwa Campus 
    25. NALITHUBA EDUCATIONAL DEVELOPMENT T/A NALITHUBA TRAINING SOLUTIONS 
    26. Nissan SA (Pty) Ltd (ROSSLYN) (TP) 
    27. Northlink College - Bellville Campus 
    28. Northlink College - Goodwood Campus 
    29. OLIVIER & SCHRODER CC (Bloemfontein)(TP) 
    30. PDNA Academy (Pty) Ltd (JOHANNESBURG) (TP) 
    31. Polyoak Business School (Pty) Ltd (DIEP RIVER) (TP) 
    32. Primeserve Technical Training Pretoria 
    33. Production Management Institute of Southern Africa (PMI) 
    34. PS Productive Services (WESTVILLE) (TP) 
    35. Red Coral Investment 176 (Pty) Ltd T/A Acorn City College (DURBAN) (TP 
    36. Russ Projects T/A Academy Workplace Development (AWD) (HARRIETDALE) (T 
    37. Shukela Training Centre 
    38. SIMMUNYE TRAINING SOLUTIONS CC 
    39. SOUTH AFRICAN QUALITY TRAINING ACADEMY 
    40. Spring Lights 141 (Pty) Ltd T/A MPC College (DURBAN) (TP) 
    41. SSS Sheet Metal Work cc T/A Sheetech SA (DURBAN) (TP) 
    42. Tekmation (Pty) Ltd T/A Tekmation Training Institute (DURBAN) (TP) 
    43. Training Force 
    44. Training Force (Pty) Ltd 
    45. Triple E Training Holdings (Pty) Ltd 
    46. Tshwane South Public FET College - Centurion Campus 
    47. Tshwane South Public FET College - Odi Campus 
    48. Tshwane South Public FET College - Pretoria West Campus 
    49. Tsoho Training & Development T/A Tsoho Training (BRITS) (TP) 
    50. Umfolozi FET College 
    51. Umfolozi FET College - Mandeni Campus 
    52. Volkswagen of South Africa (Pty) Ltd - Technical Learning Academy (UIT 
    53. Vuselela FET College - Matlosana 
    54. Wessies Brokerage T/A WI Training (PRETORIA) (TP) 
    55. Wilbat Projects 148 (Pty) Ltd (BLUFF) (TP) 
    56. Wilbat Projects 148 (Pty) Ltd (ISIPINGO) (TP) 
    57. World Focus 382 cc T/A Richards Bay Technical Training 



    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.