|[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]|
|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|
|National Diploma: Master Craftsmanship (Electrical)|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49059||National Diploma: Master Craftsmanship (Electrical)|
|SGB Manufacturing and Assembly Processes|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|EWSETA - Energy and Water Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Diploma||Field 06 - Manufacturing, Engineering and Technology||Engineering and Related Design|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||253||Level 5||NQF Level 05||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|Why do we need a master craftsmanship qualification?
South Africa has a critical shortage of skilled practitioners in most technical occupations. A strong cadre of master artisans and craftspeople would have a significant impact on the ability of South African industry to build on the improved financial environment and create sustainable economic growth.
Many of those who took on this role originally came from overseas in the 1960's and 1970's. This generation of technically proficient people has by now either moved on to higher positions, retired, been retrenched, or is approaching retirement age. The reduction in the number of apprentices, from approximately 25 000 per annum in 1985 to approximately 5000 in 2002, has substantially reduced the pool of skilled people. Those apprentices have also been further reduced by emigration as the result of economic conditions locally and active recruiting by overseas countries.
The decline in the number of people taking up practical and technical occupations has meant that many such functions are performed by superficially trained workers and those gravitating to the work through redeployment and retrenchment. This has resulted in a significant reduction in the quality of workmanship and levels of service. Large organisations report that up to 70% of the work being done during annual maintenance shutdowns has to be redone (so called re-work). Some component manufacturers, for instance, have found it easier to order their tooling from Portugal:
The master craftsmanship series of qualifications could be used to improve those very aspects (quality, quick delivery and cost-effectiveness) to create sustainable economic activity. The qualifications would also give past and current artisans and craftspeople a way of having their skills recognized and targeted to the needs of the economy. For industry, these skills would fill the gap between engineering design and shop floor operations; and between new systems and technological concepts, and practical implementation.
The National Training Board investigation into the apprenticeship system in 1986 revealed that the category of persons most likely to succeed in a new business start-up were artisans and craftspeople. The decline in the number of artisans and craftspeople emerging from the training system has had a significant impact on the number of people who could successfully start up new businesses to provide general or specialised practical services to the industry or the public. This in turn has had a negative impact on economic growth and ultimately on employment opportunities. A further benefit of the master craftsmanship projects would be to assist new business start-ups to have a greater chance of success.
Experienced artisans and craftspeople also played a role in developing the next generation of people in the occupation. The apprenticeship system in its strongest form was built on the transfer of knowledge and expertise from the artisans and craftspeople to the apprentices. A further function of master craftsmanship is to transfer skills, knowledge and values. This role will support the quality assurance of apprenticeship and learnership systems, ensuring the development of people with high quality and relevant skills, knowledge and values.
This and related qualifications will act as a framework for providers, assessors and learners to plan, implement and measure the outcomes of suitable learning programmes, or the recognition of prior learning, in this new discipline.
The specific purpose of this qualification, the second in the series, represents the skills, knowledge and understanding required by competent practitioners to:
This qualification is conceptualised as a generic qualification that can be used for a wide range of trades and technical and service occupations. However, current SAQA regulations do not permit the registration of generic qualifications. This qualification will, therefore, initially be focused only on electrical trades and occupations. This qualification can be obtained in the context of a variety of electrical, maintenance, installation and manufacturing processes.
This qualification together with the National Certificate and the National First Degree in Master Craftsmanship are conceptualised as an integrated set of building blocks. The credits for the National Certificate qualification are required to fulfil all the requirements for this National Diploma. The credits for this National Diploma will, in turn, be required to fulfil the requirements of the National First Degree in Master Craftsmanship.
Rationale for the qualification:
The concept of master craftsmanship represents a career path for people involved in practical and technical occupations. While the development of the Master Craftsmanship qualifications will initially use the traditional trades as a basis, the career path is equally appropriate for a range of other occupations, both for traditional occupations as well as for new occupations emerging as the result of changing technology.
In South Africa there was previously no formal career path for artisans and craftspeople once they had acquired the initial trade qualification. Either they:
The proposed series of master craftsmanship qualifications combines aspects of these career options into a fully-fledged qualification pathway, allowing master craftspeople to perform a variety of roles within industry or in the economy.
The primary roles of master artisans or craftspeople are:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The credits and the related unit standards assume that the learner is either formally qualified in an NQF Level 5 Certificate in Master Craftsmanship or has extensive experience in the installation, repair, maintenance or manufacture of electrical equipment, components and control systems and has some experience with instrumentation. If a learner does not have such experience or qualifications, the learning time will be increased.
Recognition of prior learning:
This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. While this is primarily a work-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes
|RECOGNISE PREVIOUS LEARNING?|
|EXIT LEVEL OUTCOMES|
|The exit level outcomes for this qualification reflect a combination of specific outcomes and critical cross-field education and training outcomes. The way in which the critical outcomes have been advanced through the learning required for this qualification is embedded in the way in which the unit standards have been constructed. Critical outcomes form the basis of acquiring the skills and knowledge and values. The application of these in a specific context results in the achievement of specific outcomes. The integration of specific outcomes from a variety of unit standards results in the ability to achieve the exit level outcomes.
1. Provide products and services which meet or exceed customer expectations
2. Develop and achieve key performance indicators for the section or the contractors
3. Resolve disputes, conflicts and grievances in the workplace
4. Maintain and improve systems, procedures and processes to enhance the quality and safety of work processes and practices
5. Facilitate and assess learning in the workplace
|ASSOCIATED ASSESSMENT CRITERIA|
The integrated assessment must be based on a summative assessment guide. The guide must spell out how the assessor will assess different aspects of the performance and will include:
The learner may choose in which language he/she wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.
While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be presented if pertinent to any of the exit level outcomes.
The assessment process should cover the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities. The assessment process should also establish how the learning process has advanced the critical outcomes.
Assessors should also evaluate evidence that the learner has been performing consistently over a period of time.
|The best-known master qualifications are those in German-speaking countries. The master qualifications are a requirement within these countries for:
The German system is however different and there is no qualification framework like the NQF. The master qualification is a single qualification and can only be acquired based on the following:
The master qualifications in other countries such as the United Kingdom and New Zealand focus primarily on advanced technical skills and knowledge.
The development of these qualifications was largely based on the contextualisation of the German qualifications in South Africa. German-qualified master artisans who operate in both small and large companies in South Africa assisted in the process to ensure the qualifications would have the same value as those in German-speaking countries.
|This qualification has been designed and structured so that qualifying learners can move from one context to another. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL.
Overview of the proposed qualifications pathway and articulation possibilities:
7---Engineer-Quality assurance or Education, Training and Development, Technical sales and marketing, General management
6--First Degree Master Craftsmanship-Engineering technologist or equivalent
5--Nat Diploma Master Craftsmanship-Engineering technician or equivalent
5--Nat Certificate Master Craftsmanship
4-NQF technical or supervisory qualification-NQF 4 trade
3-NQF 3 trade
Note: the actual articulation will be determined by the institutional and professional entry requirements. The articulation to engineering qualifications is being explored with the Engineering SGB but has not yet been finalised.
|Moderators for the qualification should be qualified and accredited with an appropriate ETQA.
To assure the quality of the assessment process, the moderation should cover the following:
Moderators should be qualified assessors in their own right.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The following criteria should be applied by the relevant ETQA:
1. Appropriate qualification in the field of electrical engineering, maintenance or manufacture with a minimum of 2 years' experience in a small business environment. The subject matter expertise of the assessor can be established by recognition of prior learning.
2. Appropriate experience and understanding of assessment theory, processes and practices.
3. Good interpersonal skills and ability to balance the conflicting requirements of:
4. Registration as an assessor with a relevant ETQA.
5. Any other criteria required by a relevant ETQA.
Since this is a new field, it may be some time before there are sufficient qualified assessors. The relevant ETQAs should allow interim arrangements to be made. It is envisaged that holders of this and related qualifications will eventually form a professional association. The members of this association will then support the quality assurance and assessment processes. Assessors would then be required to be registered members of this association.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||13942||Demonstrate a basic understanding of the role of a business strategy in managing a small business or a business unit||Level 4||NQF Level 04||5|
|Core||116783||Analyse trends and implement continuous improvements||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||15237||Build teams to meet set goals and objectives||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||116779||Develop and implement specifications to achieve the desired product or service||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||116781||Develop and implement sustainable processes and procedures||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||10043||Develop, implement and manage a project/activity plan||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||15224||Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||14214||Evaluate and improve the project team`s performance||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||116785||Manage requirements related to quality and other standards||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||116787||Plan, monitor and control the financial resources for a small company or business unit||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||114600||Apply innovative thinking to the development of a small business||Level 4||NQF Level 04||4|
|Fundamental||15234||Apply efficient time management to the work of a department/division/section||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||15231||Create and use a range of resources to effectively manage teams, sections, departments or divisions||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||15238||Devise and apply strategies to establish and maintain relationships||Level 5||Level TBA: Pre-2009 was L5||3|
|Fundamental||15215||Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||114884||Co-ordinate the improvement of productivity within a functional unit||Level 4||NQF Level 04||8|
|Elective||115753||Conduct outcomes-based assessment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||14803||Facilitate Technical/Practical skills learning to adult learners||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||15229||Implement codes of conduct in the team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||114716||Manage installation and maintenance contractors||Level 5||Level TBA: Pre-2009 was L5||16|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.