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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Vocational, Level 3 
SAQA QUAL ID QUALIFICATION TITLE
50442  National Certificate: Vocational, Level 3 
ORIGINATOR
Generic 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  GFETQSF - General and Further Education and Training Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 500 - Undefined  Undefined 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  Level 3  NQF Level 03  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0618/23  2023-06-30  2028-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-06-30   2032-06-30  

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 
Purpose:

The National Certificate: Vocational, Level 3 is aimed at learners in FET Colleges. Successful learners will either go on to complete the National Certificate: Vocational, Level 4 or leave the FET College for employment in the workplace, equipped with the relevant knowledge and understanding, practical skills, applied competence and values required for employment at an intermediate level of a particular occupation, trade or in a particular vocational area. Ideally these learners will continue occupational or vocational learning at higher levels on the NQF.

The National Certificate: Vocational, Level 3 will provide learning experiences in situations contextually relevant to the particular vocational area in which the programme is situated. The National Certificate: Vocational at Level 3 on the NQF will offer programmes in the form of subjects that will consist of academic knowledge and theory integrated with the practical skills and values specific to each vocational area.

The National Certificate: Vocational has the objectives of:
  • Equipping learners with the knowledge, skills and values necessary for self-fulfillment and meaningful participation in society as citizens of a free country.
  • Providing access to further learning in a specific vocational sector chosen by the learner.
  • Facilitating the transition of learners from formal education to the workplace.
  • Providing employers with a profile of learner's competencies.

    This means that the National Certificate: Vocational, Level 3 should:
  • Deepen the foundation laid by General Education and Training.
  • Lay a foundation for specialist learning.
  • Prepare learners for further learning.
  • Prepare learners for employment.
  • Develop citizens with a commitment to the social demands of our country such as democracy, improved productivity, global competitiveness, social and economic transformation, etc.
  • Promote the holistic development of learners.

    The National Certificate: Vocational, Level 3 consists of a combination of compulsory Fundamental subjects and an optional Vocational specialisation in which the learner has to demonstrate fundamental, applied and reflexive competence.

    The qualification complies with the provisions of the National Education Policy Act 1996 (Act 27 of 1996) and the Further Education and Training Act 1998 (Act 98 of 1998).

    Rationale:

    South Africa, as is the case with all industrialised and developing countries, has a need of a skilled workforce that is able to provide the products and services required by its citizens. South Africa has to compete internationally with other countries in marketing its products and services. What matters in the global economy are high quality products and services, which in turn require high levels of skill and productivity in the country offering them. The particular skills shortages related to the South African economy and its intended growth rate have been identified and the FET College sector is seen as an ideal vehicle to address those shortages. The FET Colleges will, through the National Certificate, Vocational at Levels 2, 3 and 4 produce learners who will be able both to enter the workplace with well developed relevant competencies which can be applied in a range of vocational areas and who will also be able to continue with further learning in their chosen fields so further developing their abilities and competencies. This should result in South Africa having the kind of employees who are able to supply products and services that match those offered by other countries.

    The National Certificate: Vocational, Level 3 is a vocationally orientated qualification, which follows on from either the National Certificate: Vocational, Level 2 offered in FET Colleges and at other accredited providers or appropriate vocational and/or occupational qualifications at NQF Level 2 offered through workplace training. It aims at providing a solid foundation for learning in a particular vocational direction and at the same time at providing the learner with the skills, knowledge, attitudes and values to proceed to the National Certificate: Vocational, Level 4.

    The National Certificate: Vocational, Level 3 is based on the following underpinning principles:
  • Social transformation.
  • Outcomes based education.
  • High knowledge and high skills.
  • Integration and applied competence.
  • Progression.
  • Articulation and portability.
  • Human rights, inclusivity and environmental and social justice.
  • Valuing indigenous knowledge systems.
  • Credibility, quality and efficiency.

    The National Certificate: Vocational, Level 3 will be offered in the form of subjects that will consist of academic knowledge and theory integrated with the practical skills and values specific to each particular vocational area. It will be offered primarily in FET Colleges. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners who access this qualification are competent in the Learning Outcomes at NQF level 2 of the subjects they will offer in the National Certificate: Vocational, Level 3.

    Recognition of Prior Learning:

    Any learner who does not possess a statement of achievement or recognized certificate indicating that he/she meets the entry requirements may be granted admission to the qualification through a process of Recognition of Prior Learning conducted by Umalusi, a recognized examining body, or an ETQA that has a Memorandum of Understanding with Umalusi.

    Learners entering the qualification from other sites of learning could receive credits for relevant learning assessed by other assessment bodies, accredited by Umalusi, the Council for General and Further Education and Training Quality Assurance, in terms of section 16(6) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001).

    Access to the qualification:

    1. Access to this qualification is open to all learners who are in possession of:

    1.1 A National Certificate, Vocational, Level 2.
    1.2 A recognised equivalent qualification obtained at NQF Level 2.
    1.3 An approved bridging programme designed for the specific purpose of access to NQF Level 3.
    1.4 A Recognition of Prior Learning (RPL) assessment programme, which meets the basic requirements for access to NQF Level 3.

    2. Learners who have not been part of the South African education system may also gain access through an appropriate RPL assessment. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The National Certificate: Vocational, Level 3 is made up of a Fundamental Component and a Vocational Component.

    1. Fundamental Component:

    The following three subjects are compulsory:

    1.1. Language at NQF Level 3 in one of the eleven official languages provided for by the South African Constitution, 1996 (Act No. 108 of 1996), provided that the official language chosen is offered at least on First Additional Language level, provided further that the language is the language of learning and teaching (LOLT) of the FET college/provider.

    1.2. Mathematics or Mathematical Literacy at NQF level 3.

    1.3. Life Skills and Computer Literacy at NQF level 3.

    2. Vocational Component:

    The Vocational Component defines the qualification as being of a specific type and involves learning experiences in situations contextually relevant to the particular vocational field and also provides for the attainment of specific learning required for depth and specialisation within a particular programme. The Vocational Component will therefore indicate the specialisation of the programme.

    Learners are to choose four subjects of 20 credits each at level 3 provided that at least three of the four subjects are selected from one sub-field. The remaining subject may be chosen either from sub-fields in the same organising field, or from any other organising field.

    The Vocational subjects are grouped in specialisations each of which indicates which subjects have to be taken.

    The approved subjects are those listed in the policy document, "National Policy on the Programme and Promotion Requirements of National Certificates and Non-formal Programmes Offered in Further Education and Training (FET) Colleges".

    The three Fundamental subjects, and the four Vocational subjects, making up the National Certificate, Vocational, Level 3 on the NQF are a successive continuation of the learning done at NQF Level 2. The learning in each level, however, is distinctive. There is no carry-over of credits from one level to the next.

    The Vocational Specialisations are the following:

    2.1. Civil Engineering and Building Construction

    Compulsory Subjects:
  • Construction Planning.
  • Materials.
  • Plant and Equipment.

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Carpentry and Roof Work.
  • Concrete Structures.
  • Masonry.
  • Roads.
  • Physical Science.
  • Plumbing.

    2.2. Drawing Office Practice:

    Three Compulsory Subjects:
  • Architectural Graphics and Technology.
  • Civil and Structural Steel work Detailing.
  • Engineering Graphics and Design (CAD).

    Optional Subject:
  • Drawing Office Procedures and Techniques.

    2.3. Education and Development:

    Three Compulsory Subjects:
  • Art and Science of Teaching.
  • Human and Social Development.
  • Learning Psychology.

    Optional Subject:
  • Early Childhood Development.

    2.4. Electrical Infrastructure Construction

    Three Compulsory Subjects:
  • Electrical Principles and Practice.
  • Electrical Workmanship.
  • Electronic Control and Digital Electronics.

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Electrical Systems and Construction.
  • Physical Science.
  • Renewable Energy Technologies.

    2.5. Engineering and Related Design

    Three Compulsory Subjects:
  • Engineering Graphics and Design.
  • Engineering Practice and Maintenance.
  • Materials Technology.

    Optional Subject:

    Choose one of the following recommended subjects depending on field of Mechanical specialisation or any subject from any other Vocational specialisation:

    Manufacturing and Assembly:
  • Automotive Repair and Maintenance.
  • Physical Science.

    Engineering and Related Design:
  • Fitting and Turning.
  • Physical Science.
    Or
  • Engineering Fabrication-Boilermaking.
    Or
  • Engineering Fabrication-Sheet Metal Worker.
    Or
  • Refrigeration Practice.
    Or
  • Welding.

    2.6. Finance, Economics and Accounting

    Three Compulsory Subjects:
  • Applied Accounting.
  • Economic Environment.
  • Financial Management.

    Optional Subject:

    Choose the following recommended subject or any subject from any other vocational specialisation:
  • New Venture Creation.

    2.7. Hospitality

    Three Compulsory Subjects:
  • Client Services and Human Relations.
  • Food Preparation.
  • Hospitality Generics.

    Optional Subject:

    Choose the following recommended subject or any subject from any other vocational specialisation:
  • Hospitality Services.

    2.8. Information Technology and Computer Sciences:

    Three Compulsory subjects:
  • Computer Hardware and Software.
  • Principles of Computer Programming.
  • Systems Analysis and Design.

    Optional Subject:

    Choose one of the following recommended subjects or a subject from any other vocational specialisation:
  • Client Services and Human Relations.
  • Contact Centre Operations.
  • Multimedia Content
  • Project Management.

    2.9 Information Technology and Computer Sciences: Programming and Robotics

    Three Compulsory subjects:
  • Electronics and Digital Concepts for Robotics
  • Introduction to Robotics
  • Introduction to Technical Programming

    Optional Subject:

    Choose one of the following recommended subjects or a subject from any other vocational specialisation:
  • Physical Science
  • Mechatronic Systems
  • Electrotechnology
  • Instrumentation Technology
  • Engineering Graphics and Design

    2.10. Management

    Three Compulsory subjects:
  • Financial Management.
  • Management Practice.
  • Operations Management.

    Optional Subject:

    Choose the following recommended subject or any subject from any other vocational specialisation:
  • Project Management.

    2.11. Marketing

    Three Compulsory subjects:
  • Advertising and Promotions.
  • Marketing.
  • Marketing Communication.

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Consumer Behaviour.
  • Contact Centre Operations.
  • Graphic Design.
  • Wholesale and Retail.

    2.12. Mechatronics:

    Three Compulsory Subjects:
  • Electro technology.
  • Machine Manufacturing.
  • Stored programme Systems.

    Optional Subject
  • Mechatronic systems.

    2.13. Office Administration

    Three Compulsory Subjects:
  • Business Practice
  • Office Data Processing
  • Office Practice

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Applied Accounting.
  • New Venture Creation.

    2.14. Primary Agriculture

    Three Compulsory Subjects:
  • Animal Production
  • Plant Production
  • Soil Science

    Optional Subject:

    Choose the following recommended subject or any subject from any other vocational specialisation:
  • Agri-business

    2.15. Primary Health:

    Three Compulsory Subjects:
  • The South African Health Care System.
  • Public Health.
  • The Human Body and Mind.

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Community Oriented Primary Care.

    2.16. Process Instrumentation:

    Three Compulsory Subjects:
  • Electronic Control and Digital Electronics.
  • Engineering Practice and Maintenance.
  • Physical Science.

    Optional Subject:
  • Instrumentation Technology.

    2.17. Process Plant Operations:

    Three Compulsory Subjects:
  • Physical Science.
  • Process Control.
  • Process Technology.

    Optional Subjects:
  • Process Chemistry.
  • Pulp and Papermaking Technology.

    2.18. Safety in Society

    Three Compulsory Subjects:
  • Criminal Justice Structures and Mandates.
  • Criminal Law.
  • Governance.

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Criminology.
  • Theory of Policing Practices.

    2.19. Tourism

    Three Compulsory Subjects:
  • Client Services and Human Relations.
  • Science of Tourism.
  • Sustainable Tourism in South Africa and Regional Travel.

    Optional Subject:

    Choose the following recommended subject or any subject from any other vocational specialisation:
  • Tourism Operations and Technology.

    2.20. Transport and Logistics:

    The programme will consist of three fundamental subjects:
  • A language.
  • Life Skills and Computer Literacy.
  • Mathematics or Mathematical Literacy.

    One optional subject: (an existing approved NC(V) subject will be used):
  • Entrepreneurship level 2, Project Management level 3 and 4.
    OR
  • New Venture Creation level 2, 3 and 4.

    The three Transport related core subjects are the following:
  • Subject 1: Transport Economics.
  • Subject 2: Transport Operations.
  • Subject 3: Freight Logistics.

    3. The above choices are subject to the following provisos:

    3.1. A learner may not offer both Mathematics and Mathematical Literacy Credits.

    3.2. A learner who chooses the subject Physical Science must choose Mathematics.

    3.3. Mathematics is compulsory for a learner who chooses Engineering and Related Design, Building and Civil Construction or Electrical Infrastructure Construction.

    3.4. Learners may offer an additional language in lieu of the fourth Vocational subject to the value of 20 credits at Level 3 selected as follows:

    3.4.1. The language must be at least at First Additional Language level.
    3.4.2. It must be one of the eleven official languages or be one of the non-official languages listed in the policy document, "National Educational Policy: Formal Further Education and Training College Programmes."

    4. The subjects chosen for an approved programme at an FET College may also consist of subjects assessed by other assessment bodies, accredited by Umalusi, the Council for General and Further Education and Training Quality Assurance, in terms of section 16(6) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001).

    5. The following concessions to the above rules are applicable:

    5.1. A learner who is classified as an immigrant may offer the required official language on at least Second Additional Language Level.
    5.2. A learner who has an aural impairment and whose language of instruction is not his/her home language, may offer the official language at Second Additional Level.
    5.3. A learner experiencing dyscalculia may be exempted from offering Mathematical Literacy or Mathematics, provided that another subject is offered in lieu of Mathematical Literacy or Mathematics.

    6. Credits:

    Each subject is worth 20 credits with Life Skills and Computer Literacy worth 10 credits. The total for the qualification is 130 credits.

    Fundamental Component:
  • Language: 20 credits
  • Mathematics or Mathematical Literacy: 20 credits
  • Life Skills and Computer Literacy: 10 credits
    Total for Fundamental Component: 50 credits

    Vocational Component:
  • Vocational subject 1: 20 credits
  • Vocational subject 2: 20 credits
  • Vocational subject 3: 20 credits
  • Vocational subject 4: 20 credits
    Total for Vocational Component: 80 credits

    Total for Qualification: 130 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The Exit Level Outcomes and their Associated Assessment Criteria of the National Certificate, Vocational, Level 3 are explicitly stated in the curriculum statements of the individual subjects up this qualification.

    1. Fundamental Component

    1.1. Language:

    a. Listening and Speaking

    Exit Level Outcome: Listen and speak in workplace contexts for a variety of purposes and audiences.

    Associated Assessment Criteria:
  • Listening and speaking strategies are used for a range of purposes in a workplace context.
    > Range: Purposes refer to presenting arguments, interpersonal, work-related and group communication, public speaking, strategies and techniques for assertiveness and presentation techniques.
  • Different forms of oral communication are identified and used in workplace contexts.
  • Oral presentations are researched, planned and delivered in a workplace context.
  • Oral presentations are responded to in workplace contexts using appropriate speaking and listening techniques.
  • Language is used in a variety of workplace situations.

    b. Reading and Viewing

    Exit Level Outcome: Read and assess verbal and non-verbal forms of communication in order to determine meaning and make responses to the intended message.

    Associated Assessment Criteria:
  • A variety of reading and viewing strategies are applied to comprehend, interpret and gain information.
  • Written and visual texts are explained in terms of meaning and application in a workplace.
  • The structure and key features of texts are identified and explained to show how they shape meaning.
    > Range: Texts include literary and non-literary texts, reference material, visual and multi-media texts. Literary texts should constitute 20% of the number of texts read and viewed.
  • Stylistic devices are identified and explained to show how these devices achieve particular effects.
  • Different forms of non-verbal communication are investigated and explained to determine meaning, values and attitudes.
    > Range: Forms of non-verbal communication include body language, facial expressions, gestures, signs and symbols, colour, pictures and illustrations, graphic representations and proxemics.

    c. Writing and Presenting

    Exit Level Outcome: Write and present for a limited range of purposes and audiences using language conventions and formats appropriate to workplace contexts.

    Associated Assessment Criteria:
  • Writing tasks are planned for specific purposes, audiences and contexts.
    > Range: Writing tasks refer to short reports, forms and questionnaires, proposals and other persuasive writing and workplace correspondence.
  • Writing strategies and techniques are used for first drafts.
  • Language structures and conventions are used to create and write texts that are logical, and stylistically and grammatically correct.
  • Feedback from others is used to check and adapt the written text.
  • Own writing is proofread and edited so that the final text can be produced for presentation.
  • The final text is presented using the conventions and formats required by the context.

    d. Language in Practice

    Exit Level Outcome: Use language structures and conventions in order to direct learning and to communicate in workplace context.

    Associated Assessment Criteria:
  • Communication resources are accessed and used to demonstrate learning in different contexts.
    > Range: Resources include dictionaries, textbooks, web page information, reference works, manuals, study guides, and multi-media texts.
  • The communication process is understood and used to develop and implement communication skills in workplace contexts.
  • Language structures and conventions are identified and used for effective learning and communication.
    > Range: Language structures and conventions refer to syntax and grammar, diction, meaning and idiomatic language.
  • Language awareness and structures are used and interpreted to produce a range of oral and written texts.

    1.2. Mathematics:

    a. Complex Numbers

    Exit Level Outcome: Manipulate mathematical statements using complex numbers.

    Associated Assessment Criteria:
  • Complex numbers are represented in a form appropriate to the context.
    > Range: Form refers to standard, polar and diagrams.
  • Operations are performed on complex numbers.
    > Range: Operations include addition, subtraction, multiplication, division and raising to a power.
  • Problems are solved using complex numbers.
    > Range: To include non-real solution of equations.

    b. Functions

    Exit Level Outcome: Investigate, analyse, describe and represent a wide range of functions and solve related problems.

    Associated Assessment Criteria:
  • Techniques are used to sketch and interpret information from graphs of functions.
  • A formal definition for the function concept is given correctly.
  • Various types of functions and relations are worked with correctly.
  • Limits of functions are determined for use in problem solving.
  • The derivative is determined from first principles.
  • Derivatives are determined using the rules for differentiation.
  • Derivatives are used to solve problems of both Mathematical and real-life situations.

    c. Space, Shape and Orientation

    Exit Level Outcome: Analyse and justify properties of shape in 2-dimensional and 3-dimensional space.

    Associated Assessment Criteria:
  • Formula for area and volume are used in given problems.
    > Range: Includes right pyramids, right cones, spheres and combinations of these.
  • Necessary conditions for similarity of polygons are investigated in given problems.
  • The Cartesian co-ordinate system is used to derive and apply equations.
  • The effect on co-ordinates is investigated, generalized and applied in given problems.
    Range: Includes rotation about 0 degrees, 90 degrees and 180 degrees and enlargement through the origin by a constant k.
  • Special angles are derived and their values are used in calculations.
  • Quotient and squares identities are derived and used in given problems.
  • Reduction formula are derived and used to simplify trigonometric expressions.
  • The area, sine and cosine rule are used to solve problems.

    d. Statistical and Probability Models

    Exit Level Outcome: Interpret data to establish statistical and probability models to solve related problems.

    Associated Assessment Criteria:
  • Measures of central tendency and dispersion in univariate numerical data are calculated and represented in given problems.
  • Questions are posed and data is collected and organized from given problems.
  • Data is analysed and interpreted using various mathematical techniques.

    e. Financial Mathematics

    Exit Level Outcome: Apply mathematical knowledge and skills to plan personal finance and investigate opportunities for entrepreneurship.

    Associated Assessment Criteria:
  • Complete income and expenditure sheets and budgets for personal and social club finances.
  • Simple and compound interest is used to make sense of and define a variety of situations.

    1.3. Mathematical Literacy:

    a. Numbers

    Exit Level Outcome: Calculate and measure using numbers in personal and workplace contexts.

    Associated Assessment Criteria:
  • Numbers, determined by the context, are used to solve problems in personal and workplace contexts.
  • Multi-step calculations are performed in order to solve problems in personal and workplace contexts.
  • Measuring tools and techniques are identified and used to solve concrete problems in personal and workplace contexts.

    b. Patterns and Relationships

    Exit Level Outcome: Identify and use patterns and relationships between varying quantities in personal and workplace contexts.

    Associated Assessment Criteria:
  • Patterns are identified and extended in personal and workplace contexts.
  • Information about relationships is determined from the representations of the relationship and used to solve problems in personal and workplace contexts.
  • Conversions are used to show different representations and solve concrete problems in personal and workplace contexts.

    c. Finance

    Exit Level Outcome: Deal with personal and workplace related finances in a responsible manner.

    Associated Assessment Criteria:
  • Finances are managed in personal and workplace contexts.
  • Financial information is interpreted and used in personal and workplace related contexts.

    d. Space, Shape and Orientation

    Exit Level Outcome: Read, interpret, make and use representations of the physical world appropriate to personal and workplace-based applications.

    Associated Assessment Criteria:
  • The vocabulary of space, shape and orientation is used in a range of personal and workplace based contexts.
  • Space; shape and orientation calculations are performed correctly to solve problems in personal and workplace contexts.
  • Representations are interpreted and used to make sense of and solve problems in personal and workplace contexts.
  • Physical and diagrammatic representations are made to investigate problems in personal and workplace contexts and findings are communicated with evidence.

    e. Information communicated through numbers/graphs and tables

    Exit Level Outcome: Use information communicated through numbers, tables and graphs in order to make predictions in personal and workplace contexts.

    Associated Assessment Criteria:
  • Information is collected and organised in order to answer questions in personal and work related contexts.
  • Information presented (and misrepresented) in various forms is critically interpreted in order to make sense of and make predictions about personal and workplace contexts.

    1.4. Life Skills and Computer Literacy:

    Exit Level Outcome 1: Describe the effects of positive living in order to cope with sexually transmitted and/or opportunistic diseases/infections.

    Associated Assessment Criteria:
  • Ways to deal with discrimination and human rights violations are explained in relation to support services available in a community context.
  • The effect of medication and a healthy diet on the alleviation of symptoms is explained with examples.
  • The role and effects of a positive attitude and lifestyle are described in terms of their impact on the individual's well being.

    Exit Level Outcome 2: Demonstrate ability to participate in a team.

    Associated Assessment Criteria:
  • Advantages and disadvantages of working in a team are identified with examples.
  • Characteristics of an effective team or group are identified and described with examples.
  • The responsibilities of each member of a team are identified and explained in relation to the purpose and goals of the team.
  • The role of behaviours and attitudes are identified and explained in terms of their impact and effect on teambuilding.
  • The principles of teamwork are applied to a specific context.

    Exit Level Outcome 3: Demonstrate an understanding of leadership.

    Associated Assessment Criteria:
  • Leadership qualities are identified and described with examples.
  • Different leadership styles are described with reference to the interaction and relationship between a leader and a team in specific contexts.
    > Range: Contexts include sports and recreation, voluntary organisations, community projects, study, work and personal life.
  • The role of leadership is explained in terms its impact on organisational objectives.
  • The relationship between the follower and the leader is described for different contexts.
    > Range: Contexts include but are not limited to sport and recreation, voluntary organisations, community projects, study, work, etc.

    Exit Level Outcome 4: Explain and apply ways of managing diversity within the South African context.

    Associated Assessment Criteria:
  • The concept of diversity is explained with reference to the diverse nature of South African society.
  • Human rights, as outlined in the South African Constitution, are explained in terms of the principles of responsible citizenship.
    > Range: Reference to the South African Constitution refers specifically to Chapter 2 Bill of Rights.
  • Attitudes and perceptions relating to cultural and gender stereotyping are explained in terms of ways to manage them.
  • Ways of managing diversity are investigated for a specific context.

    Exit Level Outcome 5: Apply basic computing skills.

    Associated Assessment Criteria:
  • Graphical-User-Interface (GUI)-based word processing applications are used to produce tables, columns and create merged documents.
  • (GUI)-based spreadsheets are produced using formulas and statistics.
  • (GUI)-based presentation applications are used to format the presentation.
  • (GUI)-based applications are used to produce simple databases.
  • Preventative maintenance, environment and safety issues are identified in a computer environment.
  • The effects of information and communication technology are explained in terms of the physical, social and legal environment.

    2. Vocational Component

    2.1. Civil Engineering and Building Construction:

    Construction Planning

    Exit Level Outcome: Explain and use drawings and symbols in civil engineering and building construction.

    Associated Assessment Criteria:
  • The use of symbols and abbreviations are described in terms of their functions and meanings.
  • A drawing is interpreted in order to draw up building plans.
  • Sketches are produced according to given specifications.
  • Describe stakeholders in the construction industry and their functions.
  • Identify and explain the legislation governing construction industry.

    Plant and Equipment

    Exit Level Outcome: Explain and use equipment in civil engineering and building construction activities.
  • Range: Equipment refers to but is not limited to machinery and plants, earth moving equipment, rock drilling equipment, handling equipment, shutters, heavy duty vehicles.

    Associated Assessment Criteria:
  • Equipment is identified and described in terms of their uses and operating principles.
  • The use of equipment in civil engineering and building construction is described in terms of operations on a work site.
  • Care and maintenance of equipment is described and applied in line with current health and safety principles and procedures.
  • The use of materials on a work site is planned according to given specifications.
  • Construction activities are performed in accordance with prescribed industry regulations.

    Materials

    Exit Level Outcome: Describe the characteristics and functions of construction materials.

    Associated Assessment Criteria:
  • Materials are identified according to their characteristics.
    > Range: Materials include: reinforcing steel metal, reinforced concrete, concrete pipes.
  • Qualities of materials are tested to meet requirements.
    > Range: Qualities include strength.
  • Explain and use different methods of joining metals.
  • Health and safety procedures and practice are described and adhered to during operations.

    Carpentry and Roof Work

    Exit Level Outcome: Produce construction carpentry and roof work products.

    Associated Assessment Criteria:
  • Types of equipment used in construction carpentry and roof work are described in terms of their uses.
  • Methods and processes are used to produce construction carpentry roof work products.
    > Range: Products includes: timber ceilings, groove wall paneling, open shelving, timber door-frames, L-shape roof, hipped roofs.
  • Current health and safety procedures and practices are applied on a work site.
  • Business concepts are applied in support of civil construction activities.
    > Range: Activities include roof cladding.

    Concrete Structures

    Exit Level Outcome: Produce and use concrete.

    Associated Assessment Criteria:
  • Quality of concrete used is checked against industry requirements.
    > Range: Quality includes appearance, strength and durability.
  • Materials and ingredients used for concrete production are described in terms of their characteristics.
  • Methods of handling concrete are described and used for transportation, placing and compaction.
  • Concrete is mixed for use on a worksite.
  • The quality of construction is checked to ensure adherence to productivity and safety principles.
    > Range: Checking includes routine site tests.
  • Explain and perform striking of formwork.

    Masonry

    Exit Level Outcome: Describe and perform masonry activities.

    Associated Assessment Criteria:
  • Methods and processes are described and applied to perform masonry activities.
  • Equipment are used to construct masonry activities.
    > Range: Construction includes: cavity walls, hollow masonry units, symmetrical arches, face bricks wall.
  • Masonry work areas are set out and prepared for use.
  • Masonry and tiling products are made according to given specifications for installing purposes.
    > Range: Products include: vertical profiles, build walls, door-frames, window frames.
  • Health and safety principles and procedures are applied according to current legislation and workplace practices.
  • Business practices are described and applied on a work site.

    Roads

    Exit Level Outcome: Operate in Road Construction environments.

    Associated Assessment Criteria:
  • The principle of earthworks, compaction, density testing is explained.
    > Range: Testing includes: soil tests, gravels and road building materials.
  • Road construction drawings are analysed and used to calculate quantities needed to complete work.
  • Machines and tools are used to perform specialised Road Construction activities.
  • Health and safety procedures and practices are applied according to current legislation and workplace practices.

    Plumbing

    Exit Level Outcome: Perform plumbing activities.

    Associated Assessment Criteria:
  • Sanitary pipes are installed to buildings.
    > Range: Installation includes above ground drainage systems.
  • Geysers are installed according to given specifications.
    > Range: Cold water and hot water systems are installed.
  • Rainwater goods are installed according to given specifications and drawings.
  • Occupational health and safety regulations are adhered when dealing with plumbing activities.

    2.2. Drawing Office Practice

    Exit Level Outcomes for three compulsory subjects:

    Architectural Graphics and Technology:

    Exit Level Outcome 1: Describe and demonstrate architectural and construction detail drawings as a medium of communication in the construction industry.

    Associated Assessment Criteria:
  • The importance of clear communication in the construction industry is described.
  • Architectural drawings and detailing as a communication medium are explained and demonstrated.

    Exit Level Outcome 2: Read, apply and interpret architectural drawings and specifications.

    Associated Assessment Criteria:
  • Drawings and symbols used in construction activities are identified, applied and interpreted.

    Exit Level Outcome 3: Explain and produce Construction detail computer-Aided Drawings (CAD).

    Associated Assessment Criteria:

    > Detailed scale working and cross section computer aided drawings are explained and produced.

    Exit Level Outcome 4: Describe carpentry and roofing terminology and produce drawings.

    Associated Assessment Criteria:
  • Roofing terminology and CAD drawings for roofing are explained and produced.
  • Cross sectional drawings of windows and doors are described and produced.

    Civil and Structural Steel Work Detailing:

    Exit Level Outcome 1: Explain and produce formwork used in reinforced concrete.

    Associated Assessment Criteria:
  • Different grades of steel reinforcing, bending schedules, tension and compression are identified and explained.
  • Basic reinforced concrete (CAD) drawings of foundation, columns, beams and slabs are produced.
  • Different types of material used in formwork are identified; standard sizes of formwork and formwork finishes are applied and explained.

    Exit Level Outcome 2: Explain typical connections of a truss building and portal frame for beams and columns.

    Associated Assessment Criteria:
  • The uses of roof trusses, lattice girders, roof sheeting and systems are explained.
  • Typical connection of shoes, ridge, and internal joint for base, column, beam, portal frame footings, eaves and apex using CAD are explained.

    Exit Level Outcome 3: Explain and interpret welding processes, joints, types, methods, orientation, strength and symbols.

    Associated Assessment Criteria:
  • Different types of welding processes and types of welds are introduced, interpreted and explained.
  • Reasons for reinforcement and backing of a weld, edge preparation and partial joint penetration groove welds are explained.
  • Reason for different welding orientations, distortion and control is identified and explained.
  • Welding strengths, design, symbols and simple sketches are explained and illustrated.

    Engineering Graphics and Design:

    Exit Level Outcome 1: Interpret and produce drawings.
  • Range: Drawings includes but are not limited to engineering drawings, maps, sketches and Computer Aided Design (CAD).

    Associated Assessment Criteria:
  • Drawings are interpreted and the understanding applied in a specific context.
    > Range: Drawings include but are not limited to engineering drawings, sketches, maps, graphics and Computer Aided Drawings (CAD).
  • Drawings are produced according to a code of standard.

    Exit Level Outcomes for optional subject:

    Drawing Office Procedures and Techniques:

    Exit Level Outcome 1: Identify and explain plan and design specifications and the organizing of a drawing office.

    Associated Assessment Criteria:
  • Anthropometrics, ergonomics and principles of access for disabled people are explained and designed.
  • The drawing office organization and management are explained securing up-to-date information.

    Exit Level Outcome 2: Describe and apply basic first aid , safety, health care and environmental protection.

    Associated Assessment Criteria:
  • The use of a first aid kit and awareness of safety and environmental protection is explained and applied.

    Exit Level Outcome 3: Explain different types of measuring instruments and equipment.

    Associated Assessment Criteria:
  • The functioning and care for measuring instruments and equipment are explained and demonstrated.

    2.3. Education and Development

    Exit Level Outcomes for three compulsory subjects:

    Art and Science of Teaching

    Exit Level Outcome 1: Investigate and interpret teaching principles, strategies and methodologies to enable application in a variety of teaching and learning contexts.

    Associated Assessment Criteria:
  • Teaching principles, strategies and methodologies are investigated in a variety of teaching and learning contexts.
  • Teaching principles, strategies and methodologies are interpreted in a variety of teaching and learning contexts.
  • Teaching principles, strategies and methodologies are applied in a variety of teaching and learning contexts.

    Human and Social Development

    Exit Level Outcome 1: Investigate and interpret critical elements of human development to enable application in a variety of contexts.
    Exit Level Outcome 2: Investigate and interpret critical elements of social development to enable application in a variety of contexts.

    Associated Assessment Criteria:
  • Critical elements of human and social development are investigated and interpreted in a variety of contexts.
  • Critical elements of human and social development are applied in a variety of contexts.

    Learning Psychology

    Exit Level Outcome 1: Determine and present critical elements of learning to apply appropriate styles and methodologies in a variety of contexts.

    Associated Assessment Criteria:
  • Critical elements of learning are determined to apply appropriate learning styles and methodologies in a variety of contexts.
  • Critical elements of learning are presented in a variety of contexts.
  • Appropriate learning styles and methodologies are applied in a variety of contexts.

    Exit Level Outcomes for optional subject:

    Early Childhood Development:

    Exit Level Outcome 1: Describe care and well being for children in the early years to enable application in a variety of contexts.

    Associated Assessment Criteria:
  • Care and well being for children in the early years are described in a variety of contexts.
  • Care and well being for children in the early years are applied in a variety of contexts.

    2.4. Electrical Infrastructure Construction:

    Exit Level Outcomes for the three compulsory subjects:

    Electrical Principles and Practice

    Exit Level Outcome: Demonstrate understanding of the principles of electricity and magnetic theory.

    Associated Assessment Criteria:
  • The principles of electricity are described as they relate to performing maintenance and testing.
  • Elementary formulas for calculating electrical data are selected and used in order to inform decision-making in relation to testing of electrical equipment.
  • Measuring instruments are described in terms of their uses.
  • Electric components are identified and described according to their operating principles.
  • The use of cabling and accessory equipment is illustrated by making use of sketches.

    Electrical Workmanship:

    Exit Level Outcome: Explain and apply worksite practices and procedures.

    Associated Assessment Criteria:
  • Fault-finding electrical devices are used in a structured scenario.
  • Electrical devices are repaired and maintained according to manufacturer's specifications.
  • Electrical instruments are used in a structured scenario.

    Electronic Control and Digital Electronics

    Exit Level Outcome: Construct electronic circuits.

    Associated Assessment Criteria:
  • Measuring instruments are used in a structured scenario.
  • Elementary electronic circuits on breadboards or viro boards are constructed according to given specifications.
  • The binary system is used in a structured scenario.
  • A computer is assembled and booted according to given specifications.
  • The operation of simple ladder diagram logic is applied using theoretical knowledge.
  • Electronic circuit construction and programmable logic controllers are described using examples.

    Electrical Systems and Construction (Optional Subject)

    Exit Level Outcome 1: Explain electrical components and equipment in terms of their operating principles.

    Associated Assessment Criteria:
  • Principles of measuring equipment are explained in terms of the influence on their various uses.
  • Regulatory safety precautions in electrical installations are explained in relation to practical application.
  • The principles of electricity are explained in terms of their uses inn machinery.
  • The principles of electric circuitry are explained in terms of their uses in components.
  • The principles of electric high voltage are explained in terms of their uses in equipment.
  • The principles of electricity are explained in terms of their uses in household appliances.

    Exit Level Outcome 2: Draw, construct and test electrical systems.

    Associated Assessment Criteria:
  • Electrical sketches and drawings are drawn according to given specifications.
  • Direct Current (DC) and Alternating Current (AC) Electric circuitry are constructed according to specifications.
  • Tests and inspections are conducted on installations in order to assess the condition of the electric circuitry.
  • The condition of equipment is assessed in order to do maintenance.
  • Fault finding is conducted in order to repair electrical systems.
  • System responses are analysed in order to isolate faults.

    Physical Science (Optional Subject):
  • See Engineering and Related Design for Exit Level Outcomes and Associated Assessment Criteria.

    Renewable Energy Technologies (Optional Subject):

    Exit Level Outcome: Examine benefits, principles, and norms and standards of solar-water-heating technologies and perform various practical activities to enable reflective and practical application in a variety contexts and possible career pathways.

    Associated Assessment Criteria:
  • Benefits, principles, and norms and standards of solar-water-heating technologies are examined and explained.
  • The types, functions and characteristic values of solar-water-heating system components are identified and explained and basic calculations performed relevant for system sizing.
  • Potential workplace hazards and correct safety procedures related to installations of solar-water-heating systems are identified, explained and performed.
  • Various practical activities and installations of pre-fabricated solar-water-heating systems are performed and concluded on.
  • Possible career pathways in photovoltaic industries are identified.

    2.5. Engineering and Related Design:

    Engineering Practice and Maintenance:

    Exit Level Outcome: Explain and use Corrective and Preventative procedures.

    Associated Assessment Criteria:
  • Corrective procedures are explained according to workplace practice.
  • Preventative procedures are explained according to workplace practice.

    Materials Technology:

    Exit Level Outcome: Describe the properties and characteristic changes of materials used in Engineering.

    Associated Assessment Criteria:
  • Properties of materials are explained referring to their chemical composition, physical properties and characteristics.
  • Characteristic changes of materials are described using various applications.
    Range: Applications include but are not limited to heat treatments, annealing, tempering, forging cold treatments and stress-strain applications and chemical treatment.

    Engineering Graphics and Design:

    Exit Level Outcome: Interpret and produce drawings.
  • Range: Drawings includes but are not limited to engineering drawings, maps, sketches and Computer Aided Design (CAD).

    Associated Assessment Criteria:
  • Drawings are interpreted and the understanding applied in a specific context.
    Range: Drawings include but are not limited to engineering drawings, sketches, maps, graphics and Computer Aided Drawings (CAD).
  • Drawings are produced according to a code of standard.

    Automotive Repair and Maintenance (Optional Subject):

    Exit level Outcome: Diagnose vehicle faults and repairs.
    > Range: Vehicles include one of the following types: Passenger, Light Delivery and Commercial vehicles, Earthmoving equipment, Forklifts.

    Associated Assessment Criteria:
  • Common faults occurring in petrol driven vehicles are identified with examples of their effect on the performance of the vehicle.
  • Common faults occurring in diesel driven vehicles are identified with examples of their effect on the performance of the vehicle.
  • Electronic and computerised diagnostic machines are used to identify faults according to manufacturer's specifications.
  • Safety, health and environmental standards are explained and adhered to in workplace contexts and according to current legislation.
  • Solutions to common faults occurring in a range of vehicles are explained and applied to correct the problem.

    Fitting and Turning (Optional Subject):

    Exit Level Outcome: Maintain Fitting and Turning machine components.

    Associated Assessment Criteria:
  • Properties of materials relating to Fitting and Turning are explained in terms of their chemical composition, physical properties and characteristics.
  • Characteristic changes that occur when working with Fitting and Turning materials are described using various applications.
    Range: Applications include but are not limited to heat treatment, annealing, forging, cold treatment and stress-strain applications chemical treatment.
  • Different components are assembled and resembled according to manufacturer's specifications.
  • Machinery is maintained according to manufacturer's specifications.

    Engineering Fabrication: Boiler making (Optional Subject):

    Exit Level Outcome 1: Describe structural steel fabrication.

    Associated Assessment Criteria:
  • Aspects of structural steel fabrication are explained and demonstrated.
  • Structural steel section drawings are laid out and marked off and fabrication of structural steel components is demonstrated.

    Exit Level Outcome 2: Perform basic welding and joining of metals.

    Associated Assessment Criteria:
  • Basic principles of joining and welding of metals are explained and demonstrated.

    Exit Level Outcome 3: Explain and produce components using fabrication processes.

    Associated Assessment Criteria:
  • Aspects of steel tank fabrication and transition piece fabrication are explained and produced.

    Engineering Fabrication: Sheet Metal Worker (Optional):

    Exit Level Outcome 1: Describe and apply sheet metal fabrication.

    Associated Assessment Criteria:
  • Various aspects of sheet metal fabrication are explained, complex fabrication patterns are laid out and marked off and parts are shaped and assembled.

    Exit Level Outcome 2: Join metals using the oxy-acetylene welding process.

    Associated Assessment Criteria:
  • Preparation for and performing of oxy-acetylene welding of metals are explained and demonstrated.

    Exit Level Outcome 3: Install and erect sheet metal components.

    Associated Assessment Criteria:
  • Plant layout and component drawings are interpreted and a system is installed.
    > Range:Aair-conditioning, dust extraction and ventilation systems.

    Physical Science (Optional Subject):

    Exit Level Outcome 1: Use process skills, critical thinking, scientific reasoning and strategies to investigate and solve problems in a variety of scientific, technological, environmental and everyday contexts.

    Associated Assessment Criteria:
  • A scientific investigation in which more than one variable is controlled is planned and conducted to collect data systematically with regard to accuracy and reliability.
  • Multi-step problems are solved through the application of known problem-solving strategies.
  • Information and scientific arguments are communicated and presented with clarity and precision.

    Exit Level Outcome 2: State, explain, interpret, evaluate and apply scientific and technological knowledge in everyday contexts.

    Associated Assessment Criteria:
  • Basic prescribed scientific knowledge is defined and discussed using examples.
  • Prescribed scientific theories, models and laws are expressed and explained by indicating the relationship between different facts and concepts using own words.

    Exit Level Outcome 3: Identify and critically evaluate scientific knowledge claims and their impact on the quality of socio-economic, environmental and human development.

    Associated Assessment Criteria:
  • The scientific value of knowledge claims in indigenous knowledge systems are recognised, discussed and compared and an explanation is given of the acceptance of different claims.
  • Ethical and moral issues related to the development of science and technology are identified and the impact of the relationship is evaluated from a personal viewpoint.
  • The impact of scientific and technological knowledge on the sustainable development of resources is evaluated and long-term and short-term strategies are suggested to improve the management of resources in the environment.

    Refrigeration Practice:

    Exit Level Outcome 1: Describe and use knowledge of refrigeration to inform good practice.
  • Range: This outcome covers the study and application of the science of refrigeration, the electrical equipment that form part of cooling equipment as well as detection of equipment faults. Knowledge of water treatment systems and legal requirements for air conditioning and refrigeration plants are also included.

    Associated Assessment Criteria:
  • The principles of thermodynamics are defined and applied in terms of the relationship between force, work, power and energy, temperature and heat, pressure, mass and volume.
  • Cables, conductors and wire ways, switches, components, loads and protection devices are installed, maintained and terminated in line with single phase circuit requirements.
  • Basic single-phase circuit diagrams are sketched and interpreted and circuits for 2, 4, 6 and 8 pole 3-phase, single speed induction motors are constructed.
  • Fault finding, dismantling, re-assembly and oil analysis is explained and applied with regards to refrigeration compressors, electric motors, pumps, fans and components used in air conditioning, refrigeration and ventilation plants.
  • Possible electric faults, control faults and mechanical faults causing plant stoppage, with reference to a single phase refrigeration plant, are established and corrective action listed.
  • Legal requirements for Group 1 refrigerants, layouts, drawings, sketches & technical specifications are explained and applied in terms of SANS 10147 standards, the Occupational Health & Safety (OHS) Act and the Mines Health & Safety Act.
  • Water treatment systems are explained and demonstrated in terms of commonly applied chemicals for treatment of chilled water, condenser water and hot water systems as used in air-conditioning and refrigeration plants and chilled water circuits.

    Welding (Optional):

    Exit Level Outcome 1: Describe the principles of arc welding.

    Associated Assessment Criteria:
  • The principles of plate welding are described and demonstrated.

    Exit Level Outcome 2: Explain and demonstrate welding of carbon steel work pieces.

    Associated Assessment Criteria:
  • A variety of fillet and groove welding processes to weld carbon steel work pieces are explained and demonstrated.
    > Range: shielded metal arc, gas and gas metal arc methods in vertical, inclined and flat rotational positions.

    Exit Level Outcome 3: Explain and demonstrate gas brazing processes.

    Associated Assessment Criteria:
  • Oxy-fuel brazing processes and gas metal arc welding in the down hand position are explained and demonstrated.

    2.6. Finance, Economics and Accounting:

    Exit Level Outcomes for the three compulsory subjects:

    Applied Accounting:

    Exit Level Outcome: Prepare journals for various transactions.
  • Range: Journals include cash, debtors, creditors.

    Associated Assessment Criteria:
  • Elementary accounting concepts are described according to Generally Accepted Accounting Practice (GAAP).
  • Transactions are recorded in journals according to Generally Accepted Accounting Practice (GAAP).
  • Journals are posted to ledgers.
  • Value Added Tax (VAT) is calculated in accordance with current legislation.

    Financial Management:

    Exit Level Outcome: Record transactions for a small business.
  • Range: Transactions include wages, salaries, petty cash, Value Added Tax (VAT), reconciliations.

    Associated Assessment Criteria:
  • Wages and salaries are calculated according to Generally Accepted Accounting Practice (GAAP).
  • Petty cash systems are explained in relation to business needs.
  • Statements are prepared in order to reconcile transactions.
    > Range of statements includes: bank reconciliation, debtors and creditors.
  • VAT documentation is prepared in accordance with South African Revenue Services (SARS) requirements.

    Economic Environment:

    Exit Level Outcome: Identify economic factors that influence the economy and perform trade calculations.
  • Range: Factors include production factors, role of money, financial markets, role players.

    Associated Assessment Criteria:
  • The economic factors influencing the economy are identified and described using practical examples.
  • Economic principles are explained using examples.
  • Trade transactions are calculated according to international trade principles.
  • The influence of current affairs is explained in terms of its impact on a small business.

    New Venture Creation (Optional Subject):

    Exit Level Outcome: Design an operational plan for a new business venture.

    Associated Assessment Criteria:
  • Stakeholders are identified for a new business venture.
  • The organisational structure of a workplace is identified and explained in terms of its roles and responsibilities.
  • Human resources principles are identified and explained for a new business venture.
  • The concepts of organisational ethics and risk management are explained for a new business venture.
  • Resources for a new business venture are identified and explained with practical examples.
  • An operational action plan is designed for a new business venture.

    2.7. Hospitality:

    Exit Level Outcomes for the three compulsory subjects:

    Hospitality Generics

    Exit Level Outcome 1: Identify nutritional needs and plan and cost balanced menus for a variety of occasions.

    Associated Assessment Criteria:
  • Identify a variety of nutritional needs
  • The concept of a balanced menu is explained with examples.
  • Menus are developed and costed to ensure profitability.

    Exit Level Outcome 2: Develop a housekeeping safety plan for a work area.

    Associated Assessment Criteria:
  • Danger areas are identified in a specific work area.
  • Ways of minimising the effects of the safety risks are explained for the work area.
  • A housekeeping safety plan is formulated to ensure compliance with health and safety regulations.

    Exit level Outcome 3: Operate as a cashier.

    Associated Assessment Criteria:
  • Tills are operated according to organisational requirements.
  • Floats are balanced using organisational procedures.
  • Takings are balanced at the end of business day.

    Food Preparation

    Exit level Outcome: Operate as an assistant cook/chef.

    Associated Assessment Criteria:
  • Specified cooking methods are performed to prepare specific dishes.
  • Specific dishes are prepared using correct methods.
  • Hygiene practices are used according to health and safety standards.
  • Ways of eliminating risks in a food preparation work area are explained to ensure compliance with health and safety requirements.

    Client Services and Human Relations

    Exit Level Outcome: Explain and apply client service and human relations for cultural awareness and maintaining societal values.

    Associated Assessment Criteria:
  • The importance of client service is explained in order to ensure customer satisfaction.
  • The principles of time management are explained and used in order to enhance productivity.
  • Staff induction is explained for the purpose of orientating, preparing and sustaining new staff in their job and role in an organisation.
  • A safe working environment is explained in terms of its effect on staff morale and client interaction.
  • Cultural awareness is explained in order to ensure sensitivity when dealing with customers and colleagues.
  • The role of societal values and ethical behaviour is explained in order to improve service delivery and relationships with clients.
    > Range: Values and ethics refer to human rights, social justice, human dignity, equality, non-racialism, rights and responsibilities of a government and its citizens.

    Hospitality Services (Optional Subject):

    Exit level Outcome 1: Operate as an assistant waiter.

    Associated Assessment Criteria:
  • Client service is provided in a variety of scenarios.
  • Cellars and beverage storerooms are maintained and prepared for service

    Exit level Outcome 2: Operate as an accommodation assistant.

    Associated Assessment Criteria:
  • Housekeeping service is provided to clients in various contexts.
  • Clean linen supply is maintained according to policy and procedure.

    2.8. Information Technology and Computer Sciences

    Exit Level Outcomes for the three compulsory subjects:

    Systems Analysis and Design:

    Exit Level Outcome: Identify and Describe Information Technology Systems Life Cycle.

    Associated Assessment Criteria:
  • System taxonomies are explained in terms of applications.
  • The components of information systems (IS) are explained in terms of their relationship and function.
  • Information systems departments are explained in terms of their role and function.
  • Concepts associated with information technology systems development life-cycle are explained with examples.
  • The preliminary investigation process is explained in terms of its role in the systems life cycle.
  • Information systems planning and strategy are explained in terms of organisation policy and objectives.

    Computer Hardware and Software:

    Exit Level Outcome: Explain and apply the Principles of Computer Hardware and Software.

    Associated Assessment Criteria:
  • Preventative maintenance, environment and safety issues are identified in a computer environment.
  • Problem solving strategies are applied within the information technology context.
  • Computer architecture concepts are explained with examples.
  • Computer systems and related hardware configurations are described in terms of their characteristics and performance.
  • Personal Computer (PC) or hand held computer hardware components are described in terms their functions and operating principles.
  • PC or hand held computers and peripherals are assembled and tested according to given specifications.
  • PC or hand held computer application systems software are installed according to current publisher's instructions.
  • PC or hand held computer peripherals are installed in accordance with current manufacturer's specifications and gained user's acceptance.
  • Information Technology systems are tested according to appropriate test procedures per given scenario.
  • User and technical problems are resolved to ensure that the system functions.
  • PC or hand held computer and peripherals are repaired to correct modular defects.

    Principles of Computer Programming:

    Exit Level Outcome: Use Computer Programming Skills.

    Associated Assessment Criteria:
  • Electronic logic principles are explained in terms of their role in computing.
  • Object oriented and procedural languages are described according to their functions.
  • Computer programming principles are explained in terms of application.
  • A computer programme is designed using programming principles and techniques.
  • Computer programming errors are explained in terms of their types and differences.

    Contact centre Operations (Optional Subject):
  • See Marketing for Exit Level Outcomes and Associated Assessment Criteria.

    Consumer Behaviour (Optional Subject):
  • See Marketing for Exit Level Outcomes and Associated Assessment Criteria.

    Client Services and Human Relations (Optional Subject):
  • See Marketing for Exit Level Outcomes and Associated Assessment Criteria.

    Multimedia Content:

    Exit Level Outcome: Explain and apply core skills required for multimedia content development.

    Associated Assessment Criteria:
  • Video and moving pictures design is explained and edited.
  • Electronic publication is explained and applied.
  • Multimedia content is planned and developed.
  • Multimedia products are produced.

    2.9 Information Technology and Computer Sciences: Programming and Robotics

    Exit Level Outcomes for the three compulsory subjects:


    Electronics and Digital Concepts for Robotics

    Exit Level Outcome: Identify and apply electronic theory and digital concepts for robotics in the construction of circuits with a purpose.

    Associated Assessment Criteria:
  • The concept of magnetism and electromagnetism is discussed and demonstrated.
  • Formulas for calculating electrical data are selected and used in order to inform decision-making in relation to testing of electrical equipment.
  • Measuring instruments are described in terms of their uses.
  • Calculations pertaining to transformers are explained and demonstrated.
  • Calculations pertaining to series and parallel networked circuits are explained and demonstrated.
  • Calculations regarding the grouping of electrical cells are demonstrated and discussed.
  • Various sources of power are incorporated as part of a prototype or design.
  • An outline of the characteristics and operations of semi-conductor diodes are given and demonstrated.
  • Bi-polar junction transistors are used in a design and described in terms of their operation.
  • Calculations in terms of inductors and capacitors in series parallel circuits are explained and demonstrated.
  • A circuit drawing based on a set of design specifications is designed and constructed.
  • The composition and design of an electronic circuit is explained and validated against set calculations.
  • Logical gates are incorporated in the design of physical and or design-based prototypes.
  • An electronic and digital prototype is designed and demonstrated against a set of criteria.

    Introduction to Technical Programming

    Exit Level Outcomes: Apply computer and programming skills to solve a problem.

    Associated Assessment Criteria:
  • The concept of hardware and its relationship to a computerised system is discussed and explained.
  • The purpose of software and its function is outlined.
  • The process of software development is outlined.
  • A shell command is executed to perform a particular task.
  • The problem-solving process is applied to solve elementary problems using programming constructs and theories.
  • An algorithm is designed to solve a particular problem.
  • A single board computing and program solution is developed based on a set of design specifications.
  • Visual programming constructs are applied towards the development of a solution.
  • An understanding of the importance of source control is explained and demonstrated.
  • A code solution is developed using a high-level programming language.
  • A program is evaluated against a set of design criteria.
  • A given program is debugged.
  • A simple data structure is included as part of a code solution.
  • The basic principles pertaining to OOP is explained and demonstrated through the use of existing classes.

    Introduction to Robotics

    Exit Level Outcome: Apply and demonstrate the ability to design and build a physical computing device based on a set of design specifications

    Associated Assessment Criteria:
  • The concept of robotics as a mixed discipline is outlined and explained.
  • The purpose of mobility in terms of robotics is explained and practically demonstrated.
  • The relationship between robotics and the internet of thing are discussed and demonstrated.
  • A 3D print design is altered and modified to a set of design specifications.
  • A 3D print design is printed using an appropriate device.
  • The concept of electrical power and power sources for robotic artefacts are discussed and demonstrated.
  • A microcontroller is incorporated in the design of a robotic artefact.
  • An accentuator and controller is added to the design of the robotic artefact
  • Various electronic components including sensors and displays., are included as part of the design and development of a robotic artefact.
  • A physical computing artefact incorporating a microprocessor is prototyped using various electronic components and sensors.
  • A program is developed based on a set of design specifications to control and manage a physical computing device.
  • An automated physical computing artefact or prototype is designed and tested in physical or non-physical (simulated) form using appropriate software tools.
  • Practical robotics projects are constructed, tested, and improved based on a set of design specifications.

    2.10. Management:

    Exit Level Outcomes for the three compulsory subjects:

    Management Practice:

    Exit Level Outcome: Explain the role of management in an organisation.
    > Range: Function includes but is not limited to Human Resources, Marketing, Finance, Public Relations, Production, and Administration. Styles include but are not limited to autocratic, democratic, participative, laissez faire.

    Associated Assessment Criteria:
  • The advantages and disadvantages of organisational structures are explained outlining limitations and benefits of each to management functions.
  • The way in which each management function is addressed in specific organisations is explained in terms of their role.
  • The role of strategic planning is explained for specific organisations.
  • The concept and benefits of strategic planning are defined and explained using examples.
  • The chief characteristics of different management styles are described with an indication of which circumstances are best for each style.

    Operations Management:

    Exit Level Outcome: Apply operational planning principles.
    > Range: Operational Planning includes but is not limited to goals, objectives, activities, timeframes, responsible persons, resources, costs as well as monitoring customer service satisfaction levels.

    Associated Assessment Criteria:
  • An action plan is planned and drafted outlining deliverables, priorities, deadlines, and timeframes.
    > Range: Plan includes goals, objectives, activities, timeframes, responsible persons and possible costs.
  • The implementation of plans are assessed in terms of achievements and deliverables.
    > Range: Plans include monthly, daily, weekly.
  • Environmental and other risks are identified and explained in terms of their effect on the execution of the operational plan.

    Financial Management

    Exit Level Outcome: Perform elementary financial activities within a small business.

    Associated Assessment Criteria:
  • Wages and salaries are calculated according to Generally Accepted Accounting Practice (GAAP).
  • Petty cash systems are explained in relation to business needs.
  • Statements are prepared in order to reconcile transactions.
    > Range: Statements include but are not limited to: bank reconciliation, debtors and creditors.
  • VAT documentation is completed in accordance with South African Revenue Services (SARS) requirements.

    Project Management (Optional Subject)

    Exit Level Outcome 1: Develop a simple project plan.
  • Range: Simple project plan includes but is not limited to measurable deliverables, milestones, timeframes, activity, time, and resource (human and/or material and/or equipment) information.

    Associated Assessment Criteria:
  • A project plan is developed for a small venture.
  • The reasons why support should be given to project teams are identified and explained with examples.
    > Range: Support includes but is not limited to administrative (recordkeeping), financial (quotations, costings) and organising (resources).
  • Leadership skills are identified in order to be used to support and manage a simple project.
  • The role of ethical conduct is explained and applied to manage a project.

    2.11. Marketing

    Exit Level Outcomes for the three compulsory subjects:

    Marketing:

    Exit Level Outcome: Explain the role of market research and apply research in the marketing enviroment.

    Associated Assessment Criteria:
  • Market research is defined in terms of its components, stages and processes.
    > Range: Includes exploratory and conclusive research, primary and secondary data, analysis of data.
  • Marketing trends are identified in order to inform decision-making.
  • The benefits and limitations of market research are described in the marketing context.
  • The impact of marketing research is described and used to inform sales forecasting.

    Advertising and Promotions:

    Exit Level Outcome 1: Identify and describe target markets in order to promote sales.

    Associated Assessment Criteria:
  • Consumer target markets are defined using examples.
  • The purpose of identifying target markets is explained in order to inform decision-making.
  • Marketing material to advertise products or services is described based on target market information and legal requirements.
    > Range: Marketing materials includes press releases, pamphlets, sales letters and promotional surveys.

    Exit Level Outcome 2: Identify and describe promotional plans and techniques.

    Associated Assessment Criteria:
  • The role of promotional skills is explained in terms of marketing performance.
  • Promotional techniques are identified using examples.
  • The components of a marketing plan are listed and described according to organisational requirements.
  • The different types of media mix and media strategies are identified and described in terms of the promotion of specific products.
    > Range: Media mix is also known as marketing communication and includes the following: advertising, personal selling, sales promotion, direct response marketing, public relations, sponsorship, new media. Media strategies include but are not limited to print, radio, TV, E-commerce, M-commerce.
  • The role of corporate culture is described in terms of the way it enhances marketing team performances.

    Marketing Communication:

    Exit Level Outcome: Use Communication in Marketing Activities:

    Associated Assessment Criteria:
  • Marketing information systems are illustrated in order to show the relationships within the system.
  • Marketing events and products are planned and developed to suit client needs.
  • Queries are responded to according to organisational procedures.
    > Range: Responses include verbal and written.

    Contact Centre Operations (Optional Subject):

    Exit Level Outcome: Handle problems and emergencies in a contact centre.

    Associated Assessment Criteria:

    Assessment criteria
  • Information is gathered to enable problems to be dealt with effectively and complies with service level delivery.
    > Range: Information includes management information, information systems, wall boards, shift signs and changes, etc.
  • Available information from relevant parties is obtained and analysed to assess the extent of the problem.
  • Information from customers in emergency situations is documented according to organisational requirements.
  • Follow-up procedures are applied according to organisational requirements.

    Consumer Behaviour (Optional Subject):

    Exit Level Outcome: Describe the different types of consumer markets and use them to inform sales strategies.

    Associated Assessment Criteria:
  • Elementary research techniques are used to determine consumer composition and behaviour.
  • Types of consumers are identified to determine product needs.
  • Consumer markets are identified to determine supply and demand.
  • Target markets and segmentation are explained in relation to sales strategies.
  • Knowledge of product positioning and product life cycles is used to show the influence on consumer behaviour.
  • The role of safety and security policies and procedures is explained to ensure adherence to the requirements.
  • The relationship between consumer types and consumer markets are used to inform sales strategies.

    Graphic Design:

    Exit Level Outcome: Explain and apply technology and the environment needed to create information for specific target markets using appropriate designs and language.

    Associated Assessment Criteria:
  • Data is systematically and creatively collected and interpreted.
  • Technology and the environment are used to do research.
  • Appropriate language and the correct technological platforms are evaluated and the most appropriate applied to create visually fresh and exciting information to communicate to target markets.
  • Designs are reflected upon and shortcomings solved in technological environments and in everyday contexts.
  • Ideas and ways to visually and verbally communicate in the marketplace are developed.

    Wholesale and Retail (Optional Subject):

    Exit Level Outcome: Compare, describe and practically implement processes and procedures to positively influence the net profit of a wholesale or retail business to enable reflective and practical application in a variety of contexts.

    Associated Assessment Criteria:
  • The impact of distribution centres on stock control is explained with examples.
  • Various retail customer queries and complaints are handled as practical activities.
  • Actual figures to budgeted figures from a retail store are compared and suggestions to improve profitability of the store are proposed.
  • Various practical activities are performed in the cashing up tills, preparing deposits and controlling change.
  • Various practical activities are performed in the comparison and completion of receiving and dispatch documentation for a wholesale or retail outlet.

    2.12. Mechatronics:

    Exit Level Outcomes for the three compulsory subjects:

    Stored programme Systems

    Exit Level Outcome 1: Use and maintain stored programme systems and equipment.
  • Range: This outcome covers the basics of connection of industrial standard Stored Program Systems (SPS) and solving PLC control problems. It is designed to be an introduction to the use of programmable logic controls in the automation of production of relevant documents used in the technical field. It will equip the student with fundamental information and technology related operational skills to use and maintain stored program systems and equipment, to use analytical and hand skills to program various control applications and make problem solving decisions in the maintenance of the Mechatronic manufacturing arena.

    Associated Assessment Criteria:
  • Stored program systems, PLC system technology and related elements, PLC languages and applications and Number systems are defined, explained and manipulated.
  • Fundamental switching algebra logic problems, control signal types and signal conditioning, actuators and final drives are identified, explained and demonstrated.
  • Sensor technology is selected, applied and adjusted in industrial control applications.
  • Related PLC system elements are identified, selected and installed by simulation using FB,LAD or ST.
  • Safety standards in the design of the source program are considered in case of a power failure and/or E-stop and necessary documentation is produced.
  • PLC stored program industrial control systems are maintained and commissioned.

    Electro technology

    Exit Level Outcome 1: Safely install, test and repair electrical and electronic control systems.
  • Range: This outcome covers the fundamentals of electro-technical control technology and practical experience and is designed to be an asset to the electrical drive technology field. It will equip the student with machine installation and control related skills for the manufacturing industry. Workshop and field work procedures that conform to safety regulations and safe working practices will be learned.

    Associated Assessment Criteria:
  • The fundamentals of drive technology and related control methods and circuits are described in terms of different electric drives, electric drive coupling methods, driving speed calculations, various control methods and connections in accordance with SANS.
  • Related electrical safety technology is described and applied with regard to general electrical safety methods and safety applied in control circuits.
  • Electro-technical systems that employ electrical drives, switches and control technology are installed and tested in terms of SANS regulations and procedural documentation.
  • Relay ladder logic related control circuits are designed as used in electrical drive control technology with regard to electric drive control applications, control circuit elements, circuit symbols, control elements and connections/installations in accordance with SANS.
  • Installations that employ electrical drives, switches and control circuits are maintained and commissioned in terms of various electric fault drive conditions, electrical drive installations, corrective measures, the procedure to follow when commissioning electric drive faults and commissioning of electric drive faults.

    Machine Manufacturing

    Exit Level Outcome 1: Manufacture components to specifications.
  • Range: This outcome covers manual equipment, tools, materials, engineering drawings, machining and lathing, CAD application software.

    Associated Assessment Criteria:
  • Machine safety regulations are identified and applied when maintaining and using machine control systems by means of accident/incident production and risk assessment.
  • Engineering drawings are read, interpreted, produced and applied to machine mechatronic sub-systems with reference to engineering machine drawing types, machine drawing symbols, various related machining processes and machine drawings.
  • The function and selection of tooling requirements, speed setting and materials are identified & explained for related machining applications with reference to sharpening as per tool type requirements, task cutting speeds and relevant materials.
  • Function is identified & explained and components safely machined whilst using a milling machine and a lathe in terms of the machine's construction and part function, machine set up, component production, work plan processes, machine safety, work area and malfunctions.
  • A basic CAD application software program is identified, explained and used to produce a simple component machine drawing.

    Exit Level Outcomes for optional subject:

    Mechatronic Systems

    Exit Level Outcome 1: Assemble, analyse and troubleshoot mechatronic systems.
  • Range: This outcome covers application of practical analytical experience and is designed to develop the student to analyse mechatronic sub-systems in control applications in the technical field. It will equip the student with analytical skills to understand operational functions of equipment, machines and design, producing skills for maintaining manufacturing industry related equipment.

    2.13. Office Administration:

    Exit Level Outcomes for the three compulsory subjects:

    Business Practice:

    Exit Level Outcome: Function in a business environment.

    Associated Assessment Criteria:
  • The role of the organisation in the business sector is outlined with reference to its structure and market position.
  • The role of stakeholders in the business environment is described in terms of their impact on the business organisation.
  • The role of the office reception is explained in relation to an organisation's structure.
  • Organisational policies and procedures are explained and adhered to at all times.
  • The reasons for employee induction in an organisation is explained in terms of smooth and effective transition into the organisation.

    Office Practice:

    Exit Level Outcome: Function in an office environment.

    Associated Assessment Criteria:
  • Office equipment is handled and maintained according to manufacturer's and organisational requirements.
  • Office documents are filed and stored using the organisation's system.
  • Work is prioritised according to organisational timeframes and schedules.
  • Communication techniques and strategies are described and used to deal with clients.

    Office Data Processing:

    Exit Level Outcome: Apply advanced computer skills in file management, word processing and information and communication.

    Associated Assessment Criteria:
  • Word processing applications are used to develop advanced tables, columns and merged documents.
  • E-mails are sent using the World Wide Web accurately and effectively.

    Applied Accounting (Optional Subject):
  • See Finance, Economics and Accounting for Exit Level Outcomes and Associated Assessment Criteria.

    Entrepreneurship (Optional Subject):
  • See Management for Exit Level Outcomes and Associated Assessment Criteria.

    2.14. Primary Agriculture:

    Exit Level Outcomes for the three compulsory subjects:

    Plant Production:

    Exit Level Outcome: Demonstrate an understanding of crop production in order to produce agronomic crops and fruit trees.
    > Range: Aspects include but are not limited to cultivar selection, climate and soil consideration, soil preparation, planting, fertilizing, irrigation, controlling pests and diseases, pruning and harvesting.

    Associated Assessment Criteria:
  • Cultivar selection is described in terms of prevailing climatic and soil conditions.
  • Soil preparation, planting, fertilizer requirements and water requirements are described using examples.
  • Pests and diseases are recognised and controlled according to set procedures.
  • Pruning is explained and carried out according to workplace procedures.
  • Harvesting is explained using examples.

    Animal Production:

    Exit Level Outcome 1: Demonstrate an understanding of sheep production.
  • Range: Sheep production in different climatic conditions.

    Associated Assessment Criteria:
  • Methods of feeding sheep are explained using examples.
  • Diseases affecting sheep are identified and treated following proper procedures.
  • Suitable areas in terms of climatic conditions, vegetation and market availability are identified for use.
  • Grazing camps are selected and classified for use.

    Exit Level Outcome 2: Demonstrate an understanding of pig production.
  • Different breeds and housing types are identified and selected in terms of adaptability.
  • Types of feeds are described and selected according to their benefits.
  • Diseases affecting pigs are identified and treated according to workplace procedures.

    Soil Science:

    Exit Level Outcome: Apply soil science to the production of plants.
  • Range: The soil science concepts include but not limited, soil forms, soil water, soil chemistry, soil physics, and soil fertility.

    Associated Assessment Criteria:
  • Physical science and chemistry of soil is explained using examples.
  • Organic and inorganic fertilizers are described in order to understand their impact on soil.
  • Soil sample results are used to indicate the influence of soil on crop yield.
  • Fertilizer requirements are calculated according to test sample results with a view to improving crop yield.
  • The causes of soil erosion are explained in terms of their effect on agriculture.
  • Soil erosion is combated through the implementation of preventative measures.

    Agri-business (Optional Subject):

    Exit Level Outcome: Collect data, cost activities, use plans and draw up budgets for an agricultural enterprise.

    Associated Assessment Criteria:
  • A report is compiled for a farming operation using collected and analysed data.
  • The viability of an agricultural enterprise is assessed based on possible costs and income for a farming enterprise.
  • An operational plan is used for a farming enterprise.
  • The role and function of farming infrastructure is explained in terms of the viability of a farming enterprise.
  • A cash flow budget is compiled for an agricultural enterprise.
  • The factors affecting the viability of an agricultural enterprise are explained in terms of its long-term sustainability.
  • The issues and factors relating to exporting and importing are explained for an agricultural enterprise.

    2.15. Primary Health

    The South African Health Care System:

    Exit Level Outcome 1: Describe the for-profit and workplace-based health care system in South Africa.

    Associated Assessment Criteria:
  • The for-profit and workplace-based health care system is described.
    > Range: Health facilities, private for-profit hospitals, personnel and workplace-based health services.
  • The personal health care models in South Africa are explained.

    Exit Level Outcome 2: Discuss traditional medicine in the South African health care system.

    Associated Assessment Criteria:
  • The historical background of traditional medicine within the South African context is described.
  • The regulation and provisioning of traditional medicine in South Africa is analysed.
  • The key issues regarding traditional medicine in South Africa are investigated.

    Exit Level Outcome 3: Clarify complementary medicine in the South African health care system.

    Associated Assessment Criteria:
  • The history of complementary medicine in South Africa is outlined.
  • The main types of complementary medicine in South Africa are differentiated.
    > Range: Historical background, use and benefits, safety and effectiveness.
  • The policy and regulatory framework of complementary medicine in South Africa is analysed.
    Range: Registration, licensing products, values and code of ethics.
  • The key issues on complementary medicine in South Africa are investigated.
    Range: Access, payment, safety and benefits.

    Exit Level Outcome 4: Describe civil society organisations in the South African health care system.

    Associated Assessment Criteria:
  • The terms NPO, NGO and CBO and related concepts are defined.
    > Range: Registration, regulation, roles, responsibilities and models of care.
  • The emergence of the NPOs, NGOs and CBOs in the South African health care system is explained.
  • The influence of policy and legislative framework on the regulation and accountability of the NPOs, NGOs and CBOs is explained.
  • The contribution of NPOs, NGOs and CBOs in health promotion in the South African health care system is investigated.

    The Human Body And Mind:

    Exit Level Outcome 1: Understand anatomy.

    Associated Assessment Criteria:
  • Body parts and the organs and systems to which they belong are identified, positioned and labelled anatomically.

    Exit Level Outcome 2: Understand physiology.

    Associated Assessment Criteria:
  • Various ways in which the body protects itself by means of the skin, the skeleton and the immune system are explained physiologically.

    Exit Level Outcome 3: Understand psychology.

    Associated Assessment Criteria:
  • Human behaviour is describe with reference to three of the mainstream theorists.
    > Range: Behaviourist, psycho-dynamic and developmental.

    Public Health:

    Exit Level Outcome 1: Understand reproductive health.

    Associated Assessment Criteria:
  • Male and female sexuality are described.
  • Male and female reproductive health issues are discussed.
    > Range: Adolescent sexuality, the female reproductive cycle, family planning and contraception and pregnancy.

    Exit Level Outcome 2: Outline women's health.

    Associated Assessment Criteria:
  • The societal, political and employment issues related to women's health are explained.
  • Special medical needs of women are summarised.

    Exit Level Outcome 3: Explain Infant and child health.

    Associated Assessment Criteria:
  • The principles of infant and child care and immunisation are explained.
  • The Road to Health chart for children is explained.
  • Oral rehydration is explained and a rehydration mixture prepared and administered.
  • The role of nutrition and physical exercise in child health is described.

    Exit Level Outcome 4: Describe health of the elderly.

    Associated Assessment Criteria:
  • The ageing process is described.
  • Daily activities and specific needs of the elderly regarding safety are described.

    Exit Level Outcome 5: Discuss violence, abuse and injury/ trauma.

    Associated Assessment Criteria:
  • The causes and impact of violence, abuse and injury/ trauma are debated.

    Exit Level Outcome 6: Understand mental health.

    Associated Assessment Criteria:
  • The nature of mental disorders and its causes are discussed.

    Community Oriented Primary Care:

    Exit Level Outcome 1: Understand the origins and history of Community Oriented Primary Care.

    Associated Assessment Criteria:
  • The origins and history of Community Oriented Primary Care as it developed around the world over 70 years is understood in order to root COPC in and learn from past experience.

    Exit Level Outcome 2: Identify and describe the purpose, forms of ownership as well as the organisation of key institutions and organisations in communities in order to understand their actual or potential contribution to individual and community health.

    Associated Assessment Criteria:
  • Key institutions and organisations in communities (including health, welfare, recreation, transport, communication, energy, water & sanitation) are identified and described.

    2.16. Process Instrumentation:

    Exit Level Outcomes for three compulsory subjects:

    Engineering Practice and Maintenance (An Existing Subject):

    Electronic Control and Digital Electronics (An Existing Subject):

    Physical Science (An Existing Subject):


    Exit Level Outcomes for optional subject/s:

    Instrumentation Technology:

    Exit Level Outcome 1: Describe and apply uses of different types of measurements and maintenance of measuring instruments.

    Associated Assessment Criteria:
  • The purposes and maintenance of pressure-, temperature-, flow- and level measurements are described and applied.

    2.17. Process Plant Operations:

    Exit Level Outcomes for three compulsory subjects:

    Process Technology
    Exit Level Outcome 1: Explain and perform mixing different materials according to mixing principles and calculations.

    Associated Assessment Criteria:
  • Safe mixing and sampling of different materials using appropriate equipment and corrective measures are explained and applied.
  • Quantities of multiple components in different mixes are calculated.

    Exit Level Outcome 2: Explain and apply heat transfer processes and systems in processing industries.

    Associated Assessment Criteria:
  • The working principles and use of different heat exchange equipment and their configurations in the processing industry are explained and applied.
    > Range: air coolers and heaters, cooling towers, fuel combustion and direct fired heaters.

    Exit Level Outcome 3:

    Describe the purpose and uses of different types of separation equipment and processes.

    Associated Assessment Criteria:
  • Different types of separation processes and performance remedies are explained.
    > Range: Dryers, ion exchange, coagulation, flocculation, flotation, adsorption, zeolites, membrane separation, filtration, molecular sieves, electrically based separation and desiccant dryers.

    Physical Science:

    Exit Level Outcome 1: Use process skills, critical thinking, scientific reasoning and strategies to investigate and solve problems in a variety of scientific, technological, environmental and everyday contexts.

    Associated Assessment Criteria:
  • A scientific investigation in which more than one variable is controlled is planned and conducted to collect data systematically with regard to accuracy and reliability.
  • Multi-step problems are solved through the application of known problem-solving strategies.
  • Information and scientific arguments are communicated and presented with clarity and precision.

    Exit Level Outcome 2: State, explain, interpret, evaluate and apply scientific and technological knowledge in everyday contexts.

    Associated Assessment Criteria:
  • Basic prescribed scientific knowledge is defined and discussed using examples.
  • Prescribed scientific theories, models and laws are expressed and explained by indicating the relationship between different facts and concepts using own words.

    Exit Level Outcome 3: Identify and critically evaluate scientific knowledge claims and their impact on the quality of socio-economic, environmental and human development.

    Associated Assessment Criteria:
  • The scientific value of knowledge claims in indigenous knowledge systems are recognised, discussed and compared and an explanation is given of the acceptance of different claims.
  • Ethical and moral issues related to the development of science and technology is identified and the impact of the relationship is evaluated from a personal viewpoint.
  • The impact of scientific and technological knowledge on the sustainable development of resources is evaluated and long-term and short-term strategies are suggested to improve the management of resources in the environment.

    Process Control:

    Exit Level Outcome 1: Describe and apply process measurement and SI unit conversions.

    Associated Assessment Criteria:
  • The purpose of different types, components and methods of process measurements and maintenance of measuring equipment are explained and applied.
  • The purpose and uses of standardized measuring and conversions of SI units are described.
    > Range: pressure, temperature, flow and level.

    Exit Level Outcome 2: Describe basic process instruments.

    Associated Assessment Criteria:
  • Operating principles of measuring instruments are explained, different types and their components are identified, measurements are taken and readings are interpreted.
    > Range: pressure, temperature, flow and level.

    Exit Level Outcome 3: Describe instrument safety and control systems.

    Associated Assessment Criteria:
  • The functions of elements are described and primary labels and symbols of instrument control system diagrams are interpreted.
  • Various instrument safety devices are described.

    Exit Level Outcome 4: Describe and apply control logics and control loops.

    Associated Assessment Criteria:
  • The purpose of control loop types and modes and control loop terminology are described and applied.
  • Basic control logics applications are described analysed and applied.
    > Range: pressure, temperature, flow, level and multiple inputs.

    Exit Level Outcomes for optional subjects:

    Pulp and Papermaking Technology:

    Exit Level Outcome 1: Describe woodyard operations.

    Associated Assessment Criteria:
  • Log and bagasse handling and debarking and wood chip production and storage are described.

    Exit Level Outcome 2: Describe the different types of pulp production processes.

    Associated Assessment Criteria:
  • Recovery and de-inking of secondary fibre, as well as groundwood pulping are described.
  • Different pulping processes are described.
    >Range: thermomechanical, Kraft, NSSC, soda and acid.

    Exit Level Outcome 3: Describe pulp treatment processes.

    Associated Assessment Criteria:
  • Pulp bleaching and pulp washing processes are described.

    Exit Level Outcome 4: Describe different processes of paper finishing operations.

    Associated Assessment Criteria:
  • The purpose, working principles, equipment, quality requirements, indicators and corrective measures of different types of paper finishing processes are described.
    > Range: embossing, supercalendering, laminating, coating slurry preparation process and the finishing process.

    Process Chemistry:

    Exit Level Outcome 1: Describe the production and application of fertilizers.

    Associated Assessment Criteria:
  • The fertilizer production process is explained.
    > Range: chemical, physical and mechanical.
  • The importance and application of fertilisers is explained.

    Exit Level Outcome 2: Describe the production process of cement, calcium and sodium compounds.

    Associated Assessment Criteria:
  • The production, importance and application of cement, calcium and sodium compounds are described.

    Exit Level Outcome 3: Describe the production of soap, detergents and pesticides.

    Associated Assessment Criteria:
  • The raw materials, manufacturers, process flow diagrams and steps in a typical soap, detergents and pesticides production process and their importance are explained.
    Exit Level Outcome 4: Describe the production of pulp and paper.

    Associated Assessment Criteria:
  • The raw materials, manufacturers, process flow diagrams and steps in production of pulp and paper and its importance are explained.

    2.18. Safety in Society

    Exit Level Outcomes for the three compulsory subjects:

    Criminal Law

    Exit level Outcome 1: Demonstrate an understanding of criminal law.

    Associated Assessment Criteria:
  • Key principles of criminal law are identified and described in relation to the elements which constitute a crime.
    Range: principles include: nature, objectives and legality.
  • Key elements of criminal law are identified and described in relation to the elements which constitute a crime.
    Range: Elements include act, unlawfulness, criminal responsibility, attempt, conspiracy, incitement, participation and accessories after the fact.
  • Specific crimes are identified and described in terms of their elements.
    > Range: Specific crimes include but are not limited to: people and property.
  • Crimes described in statutory provisions are identified and distinguished from crimes described by common law.

    Criminal Justice Structures and Mandates

    Exit level Outcome 1: Explain and assess the mandates of the roleplayers in the criminal justice system.

    Associated Assessment Criteria:
  • Management functions are identified and described in terms of their application within specific components of organisations.
    > Range Functions refer to planning, controlling, leading and organising.
  • The current legal framework and public service standards are identified and explained to determine their inter-relationship and impact on operational effectiveness.
  • Range: Standard refers to but is not limited to: ethical values, code of conduct and human rights.
  • Internal stakeholders to the criminal justice system are identified and described in terms of their roles, responsibilities and mandates.
    > Range: Internal stakeholders refer to law enforcement agencies, the judiciary and corrections.
  • External stakeholders to the criminal justice system are identified and described in terms of their roles, responsibilities and mandates.
    Range: External stakeholders refer to non-government organisations, community forums and business initiatives.

    Governance

    Exit level Outcome 1: Describe and assess the relationship between democratic governance and government structures.

    Associated Assessment Criteria:
  • The roles and functions of the national structures of government are described and assessed in terms of their mandates.
  • The roles and functions of the provincial structures of government are described and assessed in terms of their mandates.
  • The roles and functions of the local structures of government are described and assessed in terms of their mandates.
  • The composition, roles and purposes of organs of state are identified and described in terms of their governing legislative framework.
    > Range: Organs of state include Telkom, ESKOM and Transnet.
  • Intergovernmental relations and provisions are identified and compared in order to determine their exclusive and concurrent mandates.
  • Traditional leadership is examined in terms of its roles, functions and composition in relation to governance.

    Theory of Policing Practices (Optional Subject):

    Exit level Outcome 1: Demonstrate an understanding of the evolution of policing in terms of best practice.

    Associated Assessment Criteria:
  • The history of policing practices is described and explained in terms of its evolution over time.
  • The change in the operating functions of law enforcement agencies since the inception of the Constitution is described in terms of authority and powers.
  • Management and leadership concepts within law enforcement agencies are described in terms of their impact on these agencies.
  • Quality control mechanisms within law enforcement agencies are explored in terms of their effectiveness and implications for future changes.
    > Range: Quality control mechanisms refer to training and development practices, problem orientated policing and reaction times.

    Criminology (Optional Subject):

    Exit level Outcome 1: Explain crime and victimisation reduction and prevention programmes.

    Associated Assessment Criteria:
  • The relationship between criminology and other fields of study is described in terms of their interaction.
  • Official and non-official statistics are assessed in order to assess their value and limitations.
  • Methods of evidence and information collection are explained and analysed within an ethical context.
  • The role of victim services to reduce/prevent repeat victimisation is explained to determine the health, emotional and economic effects of crime and victimisation on the individual and society.
  • The effectiveness of a programme to reduce/prevent crime and victimisation is analysed in order to determine its success and impact on specific types of crime/victimisation.
  • Theoretical approaches and risk factors contributing to victimisation are identified and explained as a basis to identify treatment/prevention programmes.

    2.19. Tourism:

    Exit Level Outcomes for the three compulsory subjects:

    Science of Tourism

    Exit Level Outcome: Investigate local tourism opportunities.

    Associated Assessment Criteria:
  • The effect of current affairs on tourism is explained with examples.
  • Local tourist information is identified and selected in order to assist clients with choosing destinations.
  • Procedures to follow when arranging an event are explained by making use of examples.
  • Information is sourced in order to determine opportunities for employment and self-employment.

    Client Services and Human Relations

    Exit Level Outcome: Explain and apply client service and human relations for cultural awareness and maintaining societal values.

    Associated Assessment Criteria:
  • The importance of client service is explained in order to ensure customer satisfaction.
  • The principles of time management are explained and used in order to enhance productivity.
  • Staff induction is explained for the purpose of orientating, preparing and sustaining new staff in their job and role in an organisation.
  • A safe working environment is explained in terms of its effect on staff morale and client interaction.
  • Cultural awareness is explained in order to ensure sensitivity when dealing with customers and colleagues.
  • The role of societal values and ethical behaviour is explained in order to improve service delivery and relationships with clients.
    > Range: Values and ethics refer to human rights, social justice, human dignity, equality, non-racialism, rights and responsibilities of a government and its citizens.

    Sustainable Tourism in South Africa and Regional Travel

    Exit Level Outcome: Identify and describe national and regional tourism opportunities in Southern Africa and apply in terms of sustainable practices.

    Associated Assessment Criteria:
  • Regional African and Indian Ocean Island tourist destinations are identified and described with examples of their main attractions.
  • Information about a specific South African tourism destination is identified and prepared for the purpose of planning an excursion.
    > Range: Information refers to South African demographics; recent statistics; economy; infrastructure; institutions; political history; current newsworthy events both locally and worldwide; culture (languages, religion, music, food), natural heritage and physical features.
  • The value of preparing a tourism experience is described in terms of its effect on the individual and community.
  • The different dimensions of sustainable tourism are explained with examples.
    > Range: Dimensions refer to roles, relationships and responsibilities of stakeholders; various approaches; types of resources; sustainability issues.
  • A range of South African heritage sites are identified in terms of how they can be used to enhance a tourism experience.

    Tourism Operations (Optional Subject)

    Exit Level Outcome: Perform entrepreneurial skills in a tourism environment.

    Associated Assessment Criteria:
  • An entrepreneurial profile is identified and described within the tourism industry.
  • The principles concepts and benefits of marketing are described in terms of providing a sustainable tourism operation.
  • A marketing culture is developed in self to promote regional tourism.
  • Integrated marketing communication and its role is defined and understood in a tourism context.
  • Market research is conducted for starting a small Tourism business.
    > Range: Requirements refer to registration, financial and budget.

    2.20. Transport and Logistics:

    Freight Logistics:

    Exit Level Outcome: Describe and perform order processing activities in a freight logistics context.

    Associated Assessment Criteria:
  • Order receipt options and the process from order receipt to delivery of the order are explained.
  • Different documents used at various stages are identified and completed.

    Exit Level Outcome: Investigate and explain warehousing and storage practices.

    Associated Assessment Criteria:
  • Factors influencing warehousing selection and consequences of wrong selection are explained.
  • Inventory control activities are described and performed.

    Exit Level Outcome: Describe procurement and materials handling practices.

    Associated Assessment Criteria:
  • Procurement processes and related activities are described.
  • The handling of materials, packaging and storage of goods are investigated.

    Exit Level Outcome: Apply customer service principles and practices in freight logistics.

    Associated Assessment Criteria:
  • Internal and external customers are identified and explained.
  • The most important aspects of customer relations are explained.
  • Customer complaints, ways of dealing with customer complaints and difficult customers are explained.
  • Typical moments of truth in the freight logistics environment are identified and explained.

    Exit Level Outcome: Explore salvage and scrap disposal practices within a freight logistics environment.

    Associated Assessment Criteria:
  • The legislative framework, criteria and main methods regarding scrap disposal are explained.


    Transport Economics:

    Exit Level Outcome: Examine the economic necessity of legislation for the transport industry.

    Associated Assessment Criteria:
  • The importance of legislation to guide and regulate the transport environment through planning and policy development is explained.
  • A macro and micro view of transport economic planning by stakeholders involved are described.

    Exit Level Outcome: Describe the South African transport industry functioning within a regulated environment.

    Associated Assessment Criteria:
  • The role and function of the department of Transport within the South African Government structure is described.
  • The acts and regulations applicable to the transport industry are named and the origin, main aim and purpose are described.
  • Typical transport related transgressions and its management through structures and responsible departments are described.
  • The seven (7) critical policies within the Department of Transport governing Transport is recognised and described.

    Exit Level Outcome: Distinct between private and public owned transport and passenger and freight transport systems.

    Associated Assessment Criteria:
  • The South African passenger and freight transport markets with specific reference to private and public ownership is described.

    Exit Level Outcome: Describe the specific roles and functions of Government Agencies.

    Associated Assessment Criteria:
  • Government Agencies responsible to regulate the transport industry (road, rail, water/sea and pipelines) are identified and their role and responsibilities are described.

    Transport Operations:

    Exit Level Outcome: Describe the modes of transport, modal characteristics and the interrelation between the modes of transport.

    Associated Assessment Criteria:
  • General and specific modal characteristics of the different modes of transport are described.
  • The interrelation between the different modes of transport is described. (Intermodal transport services).
  • The safety requirements of each transport mode are described in terms of applicable legislation.

    Exit Level Outcome: Describe the methods and techniques to identify, select and negotiate an appropriate mode of transportation to meet the customer's need.

    Associated Assessment Criteria:
  • The evaluation and selection criteria for different modes of transport are described and used to select a suitable mode of transport.
  • The influence of external variables on the selection of a mode of transport is explained.
  • The aspects which are negotiated between carriers and regulatory bodies are explained.

    Exit Level Outcome: Explore legal requirements, activities and operations related to passenger transportation.

    Associated Assessment Criteria:
  • Passenger transport principles and customer service is described.
  • Compliance requirements in respect of safe passenger transports are described.
  • Methods for preparing and dispatching passenger transport service per the various transport modes are described.

    Exit Level Outcome: Investigate passenger ticket sales and operations in a transport business.

    Associated Assessment Criteria:
  • Passenger ticketing services is provided by selling tickets, verifying tickets, handling passenger claims and refunds and managing emergency situations.
  • Measures and safety procedures relating to safety of passengers and their belongings are described.
  • Activities regarding the handling of passenger reservations, amendments to reservations, cancellations, recording of payments and electronic reservations are described and managed.

    3. Critical Cross-Field Outcomes:

    The following Critical Cross-Field Outcomes will be addressed by the individual subjects and will form part of the assessment in each subject as laid down in the curriculum statement for each subject:

    3.1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
    3.2. Work effectively with others as a member of a team, group organization, community.
    3.3. Organise and manage oneself and one's activities responsibly and effectively.
    3.4. Collect, analyse, organize and critically evaluate information.
    3.5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
    3.6. Use science and technology effectively and critically, showing responsibility towards the environment and the health of others.
    3.7. Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
    3.8. Contribute to the full personal development of the learner. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Refer to Exit Level Outcomes.

    Integrated assessment:

    Assessment for the awarding of the National Certificate: Vocational, Level 3 will be done through both internal and external assessment. Each of the internal and external assessment components will carry a specific weighting in the various fundamental and vocational components.

    1. Internal Assessment

    Internal Assessment is assessment conducted by accredited institutions who offer the qualification, the Outcomes of which count towards the achievement of a qualification. Internal Assessment thus refers to Site-Based Assessment, Internal Continuous Assessment (ICASS) and Performance Assessment. Knowledge, skills, attitudes and values (SKAVS) are assessed on an ongoing basis using instruments such as projects, tests, assignments, investigations, role-play, case studies, etc. The results of internal assessment consisting of written oral and task-based assessments (practical work) will be presented in a portfolio of evidence. The practical component could be conducted either in a work-based environment, or in a simulated work-based environment.

    Practical assessment is the direct and systematic observation of a student's performance. Students in practical assessment are engaged in activities that require the demonstration of specific skills, which determine how learners put theory into practice. Practical assessment is particularly relevant to the practical components of the four Vocational Component modules.

    2. External Assessment

    The external assessment consists of written and practical assessment components that are externally set and marked by the Department of Higher Education and externally moderated by Umalusi and/or an appropriate ETQA. The functions of the external assessment body is delegated by the Umalusi Council for this purpose in terms of section 28(2) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001).

    3. The relative weighting of internal and external assessment for the purposes of awarding the national Certificate: Vocational, Level 3.

    3.1. The portfolio of evidence will be 25%, and the external assessment mark, 75% of the total mark for the Fundamental Component and for the Second language.

    3.2. The portfolio of evidence mark for each of the four modules in the Vocational Component will be 50%, and the external assessment mark, 50% of the total mark. 

    INTERNATIONAL COMPARABILITY 
    Vocational qualification and training is an integral part of the education systems in virtually every country in the world. However, the understanding of what vocational education and training means and the target learner group varies from country to country. The way in which Vocational Education and Training is practiced in the different countries is usually closely linked to factors such as the countries' respective labour requirements, unemployment, economic growth targets, skills shortages.

    For comparison purposes it was decided to look specefically at counties with a strong Vocational Education and Training commitment that focuses on the holistic development of 16 to 25 year olds and their preparation for further learning and/or entry into a broad vocational sector. Comparisons of vocational education qualifications that prepare learners for entry into specific occupations have also been included in the comparability study. The National Certificates: Vocational have also been compared with a number of foreign qualifications that are designed to replace apprenticeship qualifications.

    1. Finland

    There are 75 initial vocational qualifications, in a range that includes the following sectors: renewable natural resources, technology and transport, commerce and administration, hotels, catering and home economics, health and social services, culture, leisure activities and physical education.

    According to the relevant legislation, the purpose of vocational education is to give learners the vocational skills they will need in their working lives and the skills required to earn a living on a self-employed basis. The initial vocational qualification takes three years to complete and also qualifies the learner for further studies in higher education.

    Subjects required in all vocational studies are: the mother tongue, the second national language, a foreign language, mathematics, physics and chemistry, physical and health education, social studies, entrepreneurship and workplace studies and arts and culture studies. In addition to theoretical studies in the classroom, there are practical study periods in the workshops of the educational institutions and on-the- job-training at actual workplaces.

    The programmes give eligibility for further studies: The graduates can apply for admission to polytechnics or universities.

    The difference between the Finnish approach and the South African one is that the three-year programme is seen as a whole and no exit qualifications are issued if learners do not complete the full programme. They are similar in terms of the objectives of holistic development and preparation for the workplace and higher education. Both also have theory offered in the classroom with a strong focus on workplace learning.

    2. Ireland

    Ireland has a wide range of vocational and occupational qualifications which are used in their apprenticeship programmes. These qualifications, which are regarded as post-compulsory schooling qualifications for the 18+ year old, are designed to enhance the employability of learners and to provide opportunities for learners to progress to further and higher education. Their level 2 qualifications can be used by learners to apply for access to 250 specific courses in higher education, which are offered by 17 higher education institutions, which have agreed to offer higher education vocational qualifications. The level 2 qualifications offer a combination of theory and workplace skills, which are developed at learning institutions and in the workplace or in simulated environments.

    A study conducted in Ireland has shown that similar apprenticeship qualifications are offered for the same purposes in Germany, Austria, Denmark, the Netherlands and the UK.

    While the age of the target group in Ireland is higher at access point than the South African target group, the Irish vocational programmes have similar content to the South African National Certificates: Vocational and they also aim at granting learners admission to higher education. The major difference is that in South Africa the National Certificates: Vocational do not serve apprenticeship purposes.

    3. The United States of America

    Each state in the USA has its own vocational education and training system, which complies with national legislation that lays down that it should be provided by states. In most states it is provided to fill specific needs for labourers and to provide school early-leavers with appropriate skills training to do specific work or a range of jobs in a certain sector. The emphasis is more on developing workers for a specific occupation than on preparation for a broad vocational area. However, there are generic skills offered which do not limit the learner to only one occupation. The programmes, like the National Certificates Level 2, 3 and 4, also contain life skills learning as well as vocational competencies. However, they are one year programmes with no certification for learners exiting early.

    4. Scotland

    The Scottish Vocational qualifications offer qualifications at SQV levels 2 and 3 to learners over the age of 16, which are designed to create a high-calibre work-force of craftsmen, technicians and managers. These qualifications are designed so that learners obtain theory related to their chosen occupations through attending colleges or training centres and also develop specific occupational skills through workplace learning.

    The occupational SQV/NVQ at level 3 would be the equivalent to the National Certificate: Vocational, Level 4. It has as its core skills such competencies as:
  • Communication
  • Numeracy
  • Information technology
  • Problem solving
  • Working with others.

    The SQV/NVQ at level 3 has added to it various subject matter knowledge and skills related to the specific career focus of each qualification. The National Certificate: Vocational, Level 4 covers similar competencies and the approach of classroom and workplace learning is similar.

    5. Australia

    In Australia schools offer general academic qualifications (Senior Secondary Certificates of Education), as well as a Senior Secondary Certificates of Education programmes, which include units of competency from a National Training Package. These qualifications are obtained through a two year programme offered during years 11 and 12 of formal schooling following completion of year 10. These qualifications combine general formative education with specific vocational competencies and prepare learners for university, TAFE institutions and other formal training programmes, the workplace and for other life roles.

    The Australian Qualifications framework offers vocational educational and training certificates at levels 1, 2, 3 and 4, outside the formal school programmes with their level 4 certificate equating to their Senior Secondary Certificate of Education. Various occupations and specific careers have qualifications at different levels with most learners wishing to be absorbed into the workplace exiting with a level 3 or 4 qualification. These level qualifications also allow access to higher education in programmes oriented towards the focus of the certificate. They also contain theoretical and practical components related to specific careers and allow for a wide selection of choice of specialisiation in each programme.

    6. Botswana

    Botswana offers vocational qualifications called Craft Training for 16+ year olds on completion of a Junior Certificate, which is awarded after 10 years of schooling. These qualifications are offered in parallel with the senior secondary, agricultural training and primary teachers training qualifications. While they are narrower in focus than the South African ones they have the same target group and are a combination of formative as well as vocational learning.

    7. Zimbabwe

    Zimbabwe offers Technical/Vocational qualifications in a wide range of subject areas which learners can access on completion of their 0-Level examinations at the end of the Middle Secondary phase of schooling. These qualifications run in parallel with those offered in the Advanced Secondary phase in the school sector. They do not contain any general formative or non-vocational components.

    8. Namibia

    Namibia offers a technical stream as part of its normal Senior Certificate qualification offered in high schools.

    9. Other Countries in SADC Region

    These countries in general have a well-structured apprenticeship system in which the required skills and knowledge for specific occupations are developed and which lead to certification of one kind or another as qualified artisans. These apprenticeship qualifications can be accessed usually at the end 7 or 9 years of formal schooling of the general academic type. 
    		•

    ARTICULATION OPTIONS 
    This Qualification offers the learner access to the National Certificate: Vocational, Level 4 and to other vocational and occupational qualifications in the chosen specialization at NQF level 4. 

    MODERATION OPTIONS 
  • Internal Assessment of learners by educators in FET Colleges is subject to external moderation by the Department of Higher Education in accordance with the regulations, policies and procedures as laid down from time-to-time.
  • External Assessments will be conducted by assessment bodies, which may be a Department of Higher Education or any other body registered with Umalusi, as a body responsible for conducting external assessment.
  • External Assessment will be moderated by Umalusi according to its laid down policy and procedures and/or by sector ETQAs through a Memorandum of Understanding with Umalusi.
  • Final assessments including internal and external assessments will be subject to moderation by Umalusi according to its laid down policy and procedures. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To be appointed as an examiner, assessor or moderator the person should be in possession of an NQF qualification at least at level 6 with the subject in question at level 6 and should have taught the subject at NQF level 4 for a minimum of 2 years. 

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

    NOTES 
    Requirements for the issuing of the qualification:

    Subject to the provisions of Section 16(4)(d and e) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001), and subject to paragraph 7 of this document, a National Certificate, Vocational, Level 3 shall be issued to a learner who has complied with the following promotion requirements:

    (a) Obtained at least 40% in the official language.

    (b) Obtained at least 30% in Mathematical Literacy or Mathematics.

    (c) Obtained at least 40% in Life Skills and Computer Literacy.

    (d) Obtained at least 50% in each of the four Vocational Component subjects, provided that the student has obtained a sub-minimum of 50% for the practical component in both the portfolio of evidence and the external assessment components.

    (e) A condonation of a maximum of one (1) fundamental subject will be applied as follows:
  • If a student obtains less that 40% in the language subject or Life Skills and Computer Literacy, his/her results may be condoned by a maximum of 5% to the required promotion requirements of 40% in that language subject or Life Skills and Computer Literacy.
  • If a student obtains less that 30% in Mathematics or Mathematical Literacy, his/her results may be condoned by a maximum of 5% to the required promotion requirements of 30% in Mathematics or Mathematical Literacy.
  • No condonation of Vocational subjects is allowed.

    Exit point for learners who have not attained the requirements for the National Certificate: Vocational, Level 3:

    A learner who has not satisfied all the requirements of the National Certificate; Vocational, Level 3, will be issued a Statement of Results by the Department of Higher Education, as contemplated in the policy document, "National policy on the programme and promotion requirements of National Certificates and Non-formal Programmes offered in Further Education and Training (FET) colleges". 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    90780  National Certificate: Vocational: Civil Engineering and Building Construction  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90781  National Certificate: Vocational: Drawing Office Practice  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90782  National Certificate: Vocational: Education and Development  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90783  National Certificate: Vocational: Electrical Infrastructure and Construction  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90784  National Certificate: Vocational: Engineering and Related Design  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90785  National Certificate: Vocational: Finance, Economics and Accounting  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90786  National Certificate: Vocational: Hospitality  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90787  National Certificate: Vocational: Information Technology and Computer Science  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90788  National Certificate: Vocational: Management  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90789  National Certificate: Vocational: Marketing  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90790  National Certificate: Vocational: Mechatronics  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90791  National Certificate: Vocational: Office Administration  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90792  National Certificate: Vocational: Primary Agriculture  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90793  National Certificate: Vocational: Primary Health  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90794  National Certificate: Vocational: Process Instrumentation  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90795  National Certificate: Vocational: Process Plant Operations  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90796  National Certificate: Vocational: Safety in Society  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90797  National Certificate: Vocational: Tourism  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 
    90798  National Certificate: Vocational: Transport and Logistics  Generic Provider - NCV  Level 3  NQF Level 03  130     UMALUSI  GFETQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.