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

National Certificate: Value Engineering 
SAQA QUAL ID QUALIFICATION TITLE
49745  National Certificate: Value Engineering 
ORIGINATOR
SGB Engineering 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose

The engineer is faced with the prospect of a life adapting to new developments and learning new things. The ability to cope with change lies not so much in learning about new technological developments but in adapting flexibly and effectively to new ways of thinking. The techniques of using new technology and creatively finding new ways of using existing technology to meet current systems demands a high level of mental flexibility from the modern engineer. Value engineering/analysis and its analytical techniques bring a powerful tool to bear in this situation.

Value Engineering emphasises the theory and practice of functional analysis, the main point of departure that distinguishes Value Engineering from other problem solving methods.

The practice of forming and manipulating concepts through creative thinking includes brainstorming, synetics and lateral thinking.

Rationale

This qualification provides a learner with all the skills and knowledge required of a Value Engineer.

Learners for this qualification are likely to be working in the industry where continuous improvement of products, services and systems is a requirement. This qualification will give them the opportunity to balance their practical skills with the essential knowledge needed to earn a formal qualification in Value Engineering.

There is a critical need in the industry to identify people who are able to apply the essential methodologies associated with efficient and successful Value Engineering studies and workshop applications. This will lead to competence in the field of work and thereby add value to the industry and improve the economy of the country. It will also lead to a balanced society in that learners will understand how the work they do fits into the greater needs of the industry. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that candidates embarking on learning towards this qualification are already competent in the following areas:
  • Communication and Mathematical Literacy at NQF Level 4
  • Computer Literacy
  • Has the ability to source, gather, analyse and synthesise information using a variety of data collection and organising techniques.
  • Has a general understanding of product orientated and general management processes.
  • Project management competencies at NQF Level 4

    Recognition of Prior Learning:

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.

    Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence will be judged in accordance with the general principles of assessment described above and the requirements for integrated assessment.

    Access to the Qualification:

    The qualification is open bearing in mind learning assumed to be in place. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Total : 17 Fundamental credits, 65 Core credits, 96 Elective credits (Of which 38 credits are required)

    Rules of combination:

    Fundamental:
    Candidates are required to achieve all 17 credits listed in the Fundamental category

    Core:
    Candidates must achieve all 65 credits listed in the Core category in Exit Level Outcomes.

    Elective:
    Candidates must achieve at least 38 credits of their choice from any of the available Elective credits in Exit Level Outcomes.

    Structure of the qualification:

    The qualification has the following general structure:

    The rationale and purpose provides, among other things, a broad description of what holders of the qualification can do.

    The qualification is further defined by means of a number of Exit Level Outcomes. These ELOs provide a means for learners to exit the qualification with recognition for clusters of competencies, even if they do not achieve the whole qualification. The ELOs also provide a means to organise the unit standards into coherent clusters, thus facilitating integrated assessment.

    Each unit standard contains details of specific outcomes, range statements and assessment criteria, thus making it possible for assessors to judge competence in terms of each unit standard, while at the same time providing possible evidence of integration of competencies. 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcome 1
    > Manage Human Dynamics & Change.

    Exit Level Outcome 2
  • Apply basic principles of Costing, Pricing and Budgeting.

    Exit Level Outcome 3
  • Manage a Project.

    Exit Level Outcome 4
  • Conform to a relevant Legislation.

    Exit Level Outcome 5
  • Measure Performance and Improve Productivity.

    Exit Level Outcome 6
  • Apply Functional Thinking.

    Critical Cross-Field Outcomes:

    This qualification addresses the following critical cross-field outcomes, as detailed in the unit standards:
  • Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
    >[Exit Level Outcomes: 3; 4; 5; 6]
  • Working effectively with others as a member of a team, group, organisation or community.
    > [Exit Level Outcomes: 1; 3; 4; 5; 6]
  • Organising and managing oneself and one's activities responsibly and effectively.
    > [Exit Level Outcomes: 1; 3; 5]
  • Collecting, analysing, organising and critically evaluating information.
    > [Exit Level Outcomes: 2; 3; 4; 5; 6]
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
    > [Exit Level Outcomes: 1; 3; 5; 6]
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
    > [Exit Level Outcomes: 3; 4; 5; 6]
  • Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    > [Exit Level Outcomes: 3; 4; 5: 6]

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    For award of the whole qualification, candidates must achieve the required number of credits as specified in the rules of combination in point 15 as well as the criteria specified for integrated assessment in point 18 below.

    Integrated assessment:

    Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome (see "associated unit standards" above).

    Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of workplace activities.

    Assessors should note that the evidence of integration (as below) could well be presented by candidates when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well-designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.

    Candidates must demonstrate the ability to engage in the operations selected in an integrative way, dealing with divergent and "random" demands related to these work operations, effectively. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Integration of skills will be demonstrated through the achievement of the core operational standards.

    Criteria for integrative assessment of generic competence include:

    Assessment criteria associated with Exit Level Outcome 1
  • Recognise team member performance, encourage participation in decision-making, delegate tasks and review decisions and the progress with delegated tasks.
  • Harness diversity and build on strength of a diverse working environment, identify the nature of diversity in the working environment, identify the positive consequences of diversity in the working environment, deal with diverse individuals and groups and deal with disagreements and conflict arising from diversity amongst individuals and groups.
  • Demonstrate knowledge of different types of meetings and their procedures, to prepare for a technical practitioners meeting, to chair a technical practitioners meeting and conduct post-meeting follow up for a technical meeting.
  • Recognise areas in need of change, make recommendations and implement change in the team, department and division.

    Assessment criteria associated with Exit Level Outcome 2
  • Record and analyse information relating to direct costs, record and analyse information relating to allocation, apportionment and absorption of overhead costs, prepare and present standard cost reports and demonstrate an understanding of the business and accounting environment.
  • Demonstrate an understanding of the business and accounting environment, collect, analyse and disseminate information about costs and make recommendations to reduce costs and enhance value.

    Assessment criteria associated with Exit Level Outcome 3
  • Evaluate proposals and select preferred option, conceptualise plans, delegate tasks and track projects.
  • Identify information flow needs in a team, department or division, implement information flow systems in a team, department or division and monitor and review information flow.
  • Discuss and explain the appropriateness of the various organisational structures, identify project types and nature and guide on appropriate project strategies and tactics, suggest appropriate structures, methods and processes to projects, check and verify that a project environment is established, evaluate and consolidate from project experiences and update standard structures and processes.
  • Discuss and explain the appropriateness of the various organisational structures, supervise and monitor a developmental or business or technical project team, report progress on a developmental or business or technical project, identify and rectify problems occurring in a developmental or business or technical project and set up, run and close a developmental project.
  • Keep abreast of and analyse innovations or new developments, create opportunities for innovation, lead projects meet new, innovative ideas and review new projects/procedures to determine effectiveness.

    Assessment criteria associated with Exit Level Outcome 4
  • Identify Best Practice guidelines, analyse current operating practices against identified Best Practices, draw up a plan for implementing Best Practice and implement Best Practice.
  • Identify and access legislation, legal documents and rules, interpret legislation, legal documents and rules, comply with legislation and rules which regulate business in general and the department/division in particular and identify areas of non-compliance.

    Assessment criteria associated with Exit Level Outcome 5
  • Establish performance standards and monitoring systems, prepare for performance review of team member and conduct performance review interview.
  • Design a framework to collate data in an organisation related to factors influencing capital or labour or material productivity in an organisation, measure the quantifiable factors that influence capital or labour or material productivity, assess the identified qualitative factors that influence capital or labour or material productivity and establish the relative impact of each factor on capital or labour or material productivity and to assess capital or labour or material effectiveness.
  • Promote productivity improvement as a competitive strategy of the organisation, nurture pro-active participation in the implementation of the organisational productivity improvement strategy and objectives and to monitor, evaluate and improve the impact of the organisational promotion strategy.
  • Identify the causes for unacceptable levels of productivity within the organisation, identify priority areas for productivity improvement to develop a productivity improvement strategy and develop plans for implementing the strategy in the identified priority areas.
  • Measure value-added productivity, measure multi-factor productivity and to measure total factor productivity within an organisation.

    Assessment criteria associated with Exit Level Outcome 6
  • Define the scope of work and functionality of design, determine functional significance, generate alternative solutions and evaluate and select most appropriate solutions.
  • Define the scope of the project, identify and select process and co-ordinate the process over the various life cycle phases.

    Assessment principles

    Assessment should be in accordance with the following general and specific principles:
  • The initial assessment activities should focus on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
  • All assessments should be conducted in accordance with the following universally accepted principles of assessment:
    > Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations;
    > Judge evidence on the basis of its validity, currency, authenticity and sufficiency; and
    > Ensure assessment processes are systematic, open and consistent. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification and the component unit standards have been compared with similar qualifications from the following country:
  • United States of America (Society of American Value Engineers or SAVE International)
  • European Community (Institute of Value Management - IVM)

    The USA qualification is, "Certified Value Specialist - (CVS)" by the Society of American Value Engineers (SAVE). The USA based qualifications does partially represent the SAQA requirements, therefore this qualification was developed from scratch considering SAQA requirements and Unit Standards Alignment. The European Community has a Professional Value Analysis (PVA) and Professional Value Management. (PVM) certification with good alignment with SAQA requirements and has been considered in the design of the NC in Value Engineering.

    Please note that Value Engineering is also defined as Value Management and Value Analysis.

    The website of the American Qualification (still the most respected one in the Value Engineering Fraternity) is www.value-eng.org and the European Community Qualification is found under www.ivm.org.uk. 
    		•

    ARTICULATION OPTIONS 
    This qualification has been designed and structured so that qualifying learners can move from one context to another. It builds onto existing engineering qualifications and acts as a springboard from which learners may progress to more advanced qualifications in the engineering industry.

    Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately.

    The following shows the location of this qualification in terms of other qualifications within the engineering field.

    Mechanical Engineering
  • NC Mechanical Engineering - NQF Level 5
  • ND Mechanical Engineering - NQF Level 6

    Value Engineering
  • NC Value Engineering - NQF Level 5

    Electrical Engineering
  • NC Electrical Engineering - NQF Level 5
  • ND Electrical Engineering - NQF Level 6 
    		•

    MODERATION OPTIONS 
  • Providers offering learning towards achievement of any of the unit standards that make up this qualification must be accredited through the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by the relevant ETQA in conjunction with the relevant Industry, according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria are specified for assessors concerning the technical aspects of the qualification:
  • An appropriate qualification with at least eight years experience in Productivity Improvement environment.
  • Assessors must be registered with the relevant ETQA.
  • Appropriate experience and understanding of assessment theory, processes and practices.
  • Good interpersonal skills and ability to balance the conflicting requirements of the interests of the learner, the provider and the employer. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114599  Apply Functional Value to Engineering Design  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  114051  Conduct a technical practitioners meeting  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  10043  Develop, implement and manage a project/activity plan  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  15233  Harness diversity and build on strengths of a diverse working environment  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  15215  Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  114601  Identify, select and co-ordinate value engineering project life cycle phase  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  15226  Implement systems to meet the flow of information in a team, department or division  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  15230  Monitor team members and measure effectiveness of performance  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  12996  Record, analyse and prepare cost information  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  10149  Support the project environment and activities to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Fundamental  12999  Contribute to the management of costs and the enhancement of value  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  15214  Recognise areas in need of change, make recommendations and implement change in the team, department or division  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  114882  Develop holistic productivity improvement strategies and plans  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  114875  Measure and assess the factors that influence capital productivity and establish the relative impact of each factor  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  114886  Measure and assess the factors that influence labour productivity and establish the relative impact of each factor  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  114876  Measure and assess the factors that influence material productivity and establish the relative impact of each factor  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  114883  Measure value-added, multi factor and total factor productivity within an organisation  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  114879  Promote a productivity improvement strategy  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  10148  Supervise a project team of a business project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  10146  Supervise a project team of a developmental project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  10147  Supervise a project team of a technical project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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


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