SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

General Education and Training Certificate: General Technical Practice

SAQA QUAL ID	QUALIFICATION TITLE
49753	General Education and Training Certificate: General Technical Practice
ORIGINATOR
SGB Electrical Engineering & Construction
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
EWSETA - Energy and Water Sector Education and Training Authority			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 12 - Physical Planning and Construction		Electrical Infrastructure Construction
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	130	Level 1	NQF Level 01	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 9999/99	2018-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
20417	Certificate: General Education and Training: Basic Technical Practice: Energy	Level 1	NQF Level 01	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose

This entry- level qualification reflects the workplace-based needs of the Energy sector, expressed by employers and employees, for now and in the future. This qualification improves the employability of learners within the energy industries and provides flexibility to pursue different careers within the sector.

The qualification specifies the key skills, knowledge and values required to participate in learning processes within a formal work environment. While acquiring a strong core background to the world of work in a technical environment, the level of flexibility within the range of electives will allow the individual to pursue a career within any chosen field in the energy industry.

Rationale

All technical sectors require workers at a wide range of levels and this qualification will meet the needs of learners at entry levels as well as provide them with the knowledge and skills required for further learning. All of the NQF Level 2 technical and occupational qualifications assume some learning at NQF Level 1. This qualification formalises those assumptions. In doing so, it provides a range of qualifying learners with access to further learning at NQF Levels 2 and beyond in the fields or sub-disciplines of these technical sectors. As an example, in the Energy Sector, a career path can be followed in Electrical Engineeringon completion of this qualification:

National Certificate in Electrical Engineering Level 2

National Certificate in Electrical Engineering Level 3

National Certificate in Electrical Engineering Level 4

National Certificate in Electrical Engineering Level 5

For those who have acquired experience in the workplace, the qualification represents part of the RPL process to acknowledge workplace skills acquired without the benefit of formal education or training. For the unemployed or first time workers it provides an introduction to the world of work and an opportunity to acquire vocational skills and values which will enhance the employability of the learner. It will also redress some disparities in terms of employment and skilled personnel remuneration in the technical fields.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners are competent in the following:

Mathematical Literacy at ABET Level 3

Communication at ABET Level 3

Recognition of prior learning:

This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanisms to be used and provided with sufficient support and guidance to prepare for the assessment process.

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

Access to the qualification:

The ability to distinguish colour is crucial for a person entering an electrical sub-field. Entry is open to any learner bearing in mind the above-mentioned physical requirement and the learning assumed to be in place.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The rules of combination for this Qualification:

The Fundamental, Core and Elective learning components are broken down as follows:
Fundamental Unit Standards:
The "Communication " category contains 23 Credits. The "Mathematics Literacy 'category contains 20 credits and "Science and Technology" and "world of Work" categories together contain 11 Credits. This amounts to 54 Credits for the Fundamental component of the Qualification. All the fundamental Unit Standards are compulsory.

Core Unit Standards:
This amounts to 46 credits. All the Core Unit Standards are compulsory.

Elective Unit Standards:
A minimum of 30 Credits must be done from the Elective component.

A minimum of 130 Credits must be done to achieve a Certificate.

EXIT LEVEL OUTCOMES

1. Understand and adhere to safe working practices, select and use appropriate tools and equipment, follow instructions and use diagrammatic guides under supervision.

2. Work to acceptable standards, evaluate quality of own work and utilise efficient time management, study and self-management skills.

3 .Describe and explain general business principles and practices at a basic level, understand common workplace processes and apply basic problem solving techniques within a defined context.

4. Describe and explain, the procedures, legislation and policies that govern a specific working environment and explain understanding of technologies applied in the energy environment, alternative forms of energy, energy efficiency and terminology.

ASSOCIATED ASSESSMENT CRITERIA

1.
(Note: Assessment must be carried out in situ)

The applicable knowledge and practical skills are described in terms of a range of key elements or processes in the fields or sub-disciplines of Energy Generation, Transmission and Distribution, Renewable Energy, Electrical Construction and Engineering and include; tools and equipment, materials, technical information, communication structures and/or the service provided or the final product.

Understanding of the applicable key elements or processes in his/her field is demonstrated by providing explanations on site.

Appropriate verbal and written communication skills, including sketches, drawings and diagrams, are selected and used to explain concepts and processes.

2.

The learner is able to apply Quality control principles are applied to work, own life and study.

The learner's goals and learning targets are identified.

Concept of self- management and planning is applied in work and in personal life.

3.

The roles and interdependence of markets, suppliers, customers, employers and shareholders are described with examples.

Generic business concepts are described and explained with examples.

Links between inappropriate behaviour in the workplace and its effect on productivity is drawn using practical examples.

4.

The procedures and policies that impact on the learner's tasks in the workplace are identified and explained using examples from own world experiences.

The purpose and the need for such policies and procedures is illustrated with examples.

Clear links are drawn between the process/task and the scientific and technological concepts underpinning it, drawing on insights gained by the learner during his/her work experience.

Integrated assessment

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

The integrated assessment must specifically evaluate the learner's ability to:

Implement and apply procedures with special reference to the relevant Codes of Practice and applicable regulations pertaining to specific tasks.

Understand, use and care for basic tools, machinery and equipment.

Explain and discuss issues, aspects and principles and relate them to the specific workplace context.

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

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

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

Learners should be given access to the RPL process to acknowledge workplace skills acquired without the benefit of formal education or training.

INTERNATIONAL COMPARABILITY

This Qualification was benchmarked against international standards and Qualifications. The Unit Standards on which this Qualification is based were compared with Unit Standards from New Zealand, Australia and Scotland in terms of their range of Qualifications used as entry level to the technical related industries. An attempt was made to make a comparison with the SADC countries, but no information on this could be found.

This Qualification has been designed for use as an entry level for General Education and Training in all technical industries and is pitched at a very basic level, preparing learners for a career path in a technical field. The closest similarity found is the German 'Berufsgrundbildungjahr', which serves as a preparation year for entering into Apprenticeships.

The focus of the Core Units Standards compares very well with similar international Standards. The upliftment of literacy, numeracy and social skills have been emphasised more in the fundamental requirement of this Qualification to redress past inequalities. More Fundamental credits are therefore needed for this Qualification than what is required for related international entry levels.

The core-and elective Unit Standards of this Qualification are more focused on the practical application, with the theoretical requirements built into the embedded knowledge. Only a few standards focus on theory, but are written more generically than those of the other countries. The international Qualifications on the other hand, included more knowledge-based Unit Standards with fewer credits linked to them.

This qualification compares well in terms of addressing minimum levels of literacy and numeracy whilst promoting lifelong learning. It is also unique in that it combines an introduction to the world of work with occupational skills standards.

ARTICULATION OPTIONS

Horizontal articulation:

This qualification has been designed as a broad - based foundation for a wide range of occupational and workplace based qualifications. The learner will acquire general technical skills that will enable the individual to pursue different careers and also facilitate articulation within the engineering industries.

Vertical articulation is possible with:

Any level 2 qualification within a technical environment.

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA.

Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s including professional bodies; and in terms of the moderation guideline detailed immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards, exit level outcomes as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Anyone assessing a learner against this qualification must be registered as an assessor with the relevant ETQA.

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

REREGISTRATION HISTORY

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

NOTES

This qualification replaces qualification 20417, "Certificate: General Education and Training: Basic Technical Practice: Energy", Level 1, 120 credits.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	110075	Apply basic fire fighting techniques	Level 1	NQF Level 01	3
Core	116511	Carry out basic first aid treatment in the workplace	Level 1	NQF Level 01	1
Core	13995	Demonstrate an understanding of contracts and their sources	Level 1	NQF Level 01	2
Core	14569	Demonstrate an understanding of how to participate effectively in the workplace	Level 1	NQF Level 01	3
Core	13165	Describe the properties of materials found in the workplace and describe their impact on the environment	Level 1	NQF Level 01	6
Core	13174	Identify and discuss inappropriate behaviours in the workplace	Level 1	NQF Level 01	2
Core	119831	Mark off and cut out shapes using a template	Level 1	NQF Level 01	3
Core	12512	Practice environmental awareness	Level 1	NQF Level 01	4
Core	13172	Understand the employer/employee relationship	Level 1	NQF Level 01	3
Core	7461	Use maps to access and communicate information concerning routes, location and direction	Level 1	NQF Level 01	1
Core	113860	Demonstrate an understanding of the uses and safety aspect associated with flammable energy sources	Level 2	NQF Level 02	3
Core	10252	Identify, inspect, use, maintain and care for engineering hand tools	Level 2	NQF Level 02	6
Core	8420	Operate in a team	Level 2	NQF Level 02	4
Core	10255	Select, use and care for power tools	Level 2	NQF Level 02	5
Fundamental	7509	Apply basic concepts and principles in the natural sciences	Level 1	NQF Level 01	5
Fundamental	14084	Demonstrate an understanding of and use the numbering system	Level 1	NQF Level 01	1
Fundamental	12462	Engage in a range of speaking and listening interactions for a variety of purposes	Level 1	NQF Level 01	6
Fundamental	12471	Explore and use a variety of strategies to learn (revised)	Level 1	NQF Level 01	5
Fundamental	110083	Process, analyse and communicate numerical data	Level 1	NQF Level 01	4
Fundamental	12469	Read and respond to a range of text types	Level 1	NQF Level 01	6
Fundamental	14098	Understand and use energy in technological product and systems	Level 1	NQF Level 01	1
Fundamental	12535	Understand the world of work	Level 1	NQF Level 01	5
Fundamental	7453	Use algebraic notation, conventions and terminology to solve problems	Level 1	NQF Level 01	3
Fundamental	7450	Work with measurement in a variety of contexts	Level 1	NQF Level 01	2
Fundamental	7448	Work with patterns in various contexts	Level 1	NQF Level 01	4
Fundamental	7447	Working with numbers in various contexts	Level 1	NQF Level 01	6
Fundamental	12470	Write for a variety of different purposes	Level 1	NQF Level 01	6
Elective	9839	Apply and maintain safety in an electrical environment	Level 1	NQF Level 01	5
Elective	119304	Compile a portfolio of evidence for assessment	Level 1	NQF Level 01	3
Elective	119832	Construct and wire basic electrical circuits	Level 1	NQF Level 01	4
Elective	14111	Demonstrate an understanding of how scientific skills and knowledge could contribute to sustainable use of resources	Level 1	NQF Level 01	2
Elective	14445	Frame and implement an individual action plan to improve productivity within an organisational unit	Level 1	NQF Level 01	3
Elective	13167	Identify potential hazards and critical safety issues in the workplace	Level 1	NQF Level 01	2
Elective	119835	Install and maintain poles	Level 1	NQF Level 01	4
Elective	119833	Install cables	Level 1	NQF Level 01	7
Elective	119834	Install under-surface wireways and draw in conductors	Level 1	NQF Level 01	8
Elective	14014	Read and interpret construction drawings and specifications	Level 1	NQF Level 01	3
Elective	13617	Select, use and maintain specialised tools for reticulation network construction	Level 1	NQF Level 01	2
Elective	10567	Transport personnel, material and equipment using Light Delivery Vehicle	Level 1	NQF Level 01	4
Elective	8202	Use basic hand-skills	Level 1	NQF Level 01	5
Elective	119074	Erect and dismantle scaffolding	Level 2	NQF Level 02	4
Elective	10254	Maintain electrical distribution boards, panels and enclosures	Level 2	NQF Level 02	6
Elective	113861	Maintain servitudes, wayleaves and clearances	Level 2	NQF Level 02	5
Elective	113877	Understand fundamentals of electricity	Level 2	NQF Level 02	8

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.

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