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:

Further Education and Training Certificate: Yacht and Boat Building

SAQA QUAL ID	QUALIFICATION TITLE
78864	Further Education and Training Certificate: Yacht and Boat Building
ORIGINATOR
SGB Manufacturing and Assembly Processes
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
MERSETA - Manufacturing, Engineering and Related Services Education and Training Authority			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Further Ed and Training Cert	Field 06 - Manufacturing, Engineering and Technology		Manufacturing and Assembly
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	146	Level 4	NQF Level 04	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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
50560	Further Education and Training Certificate: Small Craft Construction	Level 4	NQF Level 04	169	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The purpose of this qualification is, to prepare qualifying learners for a career in boatbuilding, to provide an opportunity for people currently employed in the industry to achieve formal recognition for their accumulated knowledge and skills, and to enable them to develop a structured career path, as well as to facilitate the economic growth and development of the South African boat building industry.

Qualifying learners will have developed advanced boat building skills, knowledge and understanding, which include but are not limited to:

Demonstrating an understanding of the basic principles of boat and yacht design.

Demonstrating a practical understanding of the installation of marine systems.

Demonstrating a thorough understanding of composite materials technology and advanced composite fabrication processes relevant to boat building.

Discussing and describing the need for standards in boat building.

Applying relevant standards to the different aspects of small craft construction and systems specification and installation.

Learners acquiring this qualification will have a thorough understanding of their role, and acquire the applied competencies to consistently and effectively execute their duties by contributing to the manufacturing process, and adhering to quality and safety requirements. The skills, knowledge and understanding demonstrated within this qualification are essential for social, economic and cultural transformation, and contribute to upliftment and economic growth within the manufacturing environment.

Rationale:

South Africa has a well-developed, albeit relatively small, boat building industry, which competes very favourably with the boat building sectors in other countries. South African built boats are highly regarded for their quality by both South African and foreign boat owners. Thus is testimony to the high degree of knowledge and skill prevalent in the South African boat building sector. These skills need to be formally transmitted to an increasing number of workers in the sector so that South Africa can remain at the forefront of world small craft construction and continue to attract foreign and local buyers.

An extensive review was undertaken of education and training programmes and qualifications in the boat building sector and this which resulted in the determination of a learning pathway for the sector. This qualification is the third in the pathway that addresses the full skills requirements of the boat building sector and will prepare qualifying learners for the broad range of activities that must be undertaken by the competent boat builder, whilst at the same time providing a sound base for further learning.

This qualification reflects the need and demand within the small craft construction sector for skilled employees. The qualification will enable learners to manufacture world-class products; it will improve professionalism in the sector and enhance the general quality of service delivery in the industry, thereby contributing positively to investor confidence and the international competitiveness of the South African small craft construction sector.

The qualification can be used to give recognition to experienced, but unqualified boat builders for the skills and knowledge they have acquired through the recognition of prior learning and credit accumulation. It also provides learners with opportunities for professional development and career advancement within the broader manufacturing environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners are already competent in:

Communication and Mathematical Literacy at NQF Level 3.

Recognition of Prior Learning:

The structure of this unit standards-based qualification makes the Recognition of Prior Learning possible. This qualification may therefore 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 mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the Recognition of Prior Learning option towards gaining a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

This Recognition of Prior Learning may allow:

Accelerated access to further learning at this or higher levels on the NQF.

Gaining of credits towards a unit standard.

Obtaining of this Qualification in part or in whole.

Access to the Qualification:

There is open access to the qualification for learners whose mobility on a boat will not be restricted due to any disabilities, as most training will take place on and in a small craft. However, it is preferable that learners first complete the National Certificate: Yacht and Boat Building, NQF Level 3 before accessing this qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification learners are required to obtain a minimum of 156 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:

Mathematical Literacy at NQF Level 4 to the value of 16 credits.

Communication at NQF Level 4 in a First South African Language to the value of 20 credits.

Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

All Unit Standards in the Fundamental Component are compulsory.

Core Component:

This Core component covers competencies related to small craft construction practices, health, safety and environmental issues, tools and equipment, manufacturing processes and materials and standards. The unit standards provide the knowledge, values and skills that all learners require in order to engage in small craft construction practices. A high level of skill and understanding are necessary in activities as diverse as joinery, metalwork, composites fabrication, and electrical, mechanical and plumbing installation for the professional boat builder.

The Core Component consists of Unit Standards to the value of 75 credits all of which are compulsory.

Elective Component:

Learners are to choose unit standards from the Elective Component to the value of at least 15 credits to complete the qualification.

EXIT LEVEL OUTCOMES

Qualifying learners are able to:

1. Demonstrate an understanding of and apply the basic principles of boat and yacht design.

2. Demonstrate a practical understanding of the installation of marine electrical systems.

3. Demonstrate a thorough understanding and application of composite materials technology and advanced composite fabrication processes relevant to boat building.

4. Discuss and describe the need for standards in boat building.

5. Apply relevant standards to the different aspects of small craft construction and systems specification and installation.

Critical Cross-Field Outcomes:

The Critical Cross-Field Outcomes form an important part of the competencies required of a competent boat builder and are therefore integrated in a meaningful way into the unit standards making up the qualification. Details of how may be addressed are given in each unit standard.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Displacement and stability calculations are undertaken during small craft design.

Different sailing rig types are described and discussed in terms of their advantages and disadvantages and use.

A general arrangement and interior layout drawing for a small craft is produced.

Associated Assessment Criteria for Exit Level Outcome 2:

Guidelines for the installation of marine systems are followed.

Maintenance activities are outlined and undertaken on marine systems.

Associated Assessment Criteria for Exit Level Outcome 3:

A thorough understanding of composite materials and their interaction to form composite structures is demonstrated.

Components are produced used advanced and specialised composite production processes.

Hardware items are installed on composite panels according to recognised standards and industry best practice.

Associated Assessment Criteria for Exit Level Outcome 4:

The role of international and local standards in boat design, construction and maintenance is described and discussed.

Marine systems and structures are checked for compliance with relevant international and local standards.

Associated Assessment Criteria for Exit Level Outcome 5:

Relevant national and international standards are applied to all design, production and maintenance activities undertaken.

Implications of non-compliance with standards are discussed, for different aspects of yacht and boat building, and for the business of the boatyard.

Integrated Assessment:

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

Assessment of Communication and Mathematical Literacy should be integrated as far as possible with other aspects and should use practical administration contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tool methods and assess combinations of practical, applied, foundational and reflective competencies.

Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated manner.

INTERNATIONAL COMPARABILITY

The South African boatbuilding qualifications have been developed to fit into the NQF system where a series of qualifications is developed at successive NQF Levels, each of which can be awarded to learners on completion, while full competence as a boatbuilder is only attained on completion of all the qualifications in the series. International practice, on the other hand, is that there is one large qualification encompassing the full range of competencies, skills and knowledge, which has to be completed for the person to be equipped as a competent boatbuilder. Learners internationally only receive the comprehensive qualification and not smaller, step-by step qualifications. This makes it difficult to compare the qualifications on a level by level basis with other qualifications from around the world.

While the qualified South African boat builder may ultimately have very similar skills, and a comparable level of knowledge to boatbuilders in different countries, the process of developing these is quite distinct in South Africa.

This qualification was compared with training offered in countries that are acknowledged leaders in the small boat-building industry i.e. countries whose industry supplies small craft to other countries. These countries are:

USA.

Malaysia.

Turkey.

Australia.

New Zealand.

UK.

The UK:

The United Kingdom is renowned for their boat building expertise and there are several national registered qualifications, however, it seems that many training providers still present their own traditional learning programs based on the learner's years of experience and specific manufacturer's needs. The UK is the only country that offers qualifications on consecutive 'levels' in a similar way to South Africa, but only does so at two levels, namely level 2 and level 3. In the UK there are very well established boatbuilding schools which offer the full range of training in a specialist practical environment. May of the programmes include theoretical examinations which students do online, while they have to demonstrate competence through a series of assignments managed and assessed at their boat building yard. The South African boat building qualifications are much more comprehensive.

New Zealand:

New Zealand offers qualifications at level 3 and level 4, but the qualifications are distinct and do not follow on from one another. By far the majority of the qualifications are at level 4, and the prospective boatbuilder would spend between three and five years accumulating the necessary credits, skills and experience to attain the level 4 qualification without first acquiring a level 2 or level 3 qualification along the way. In New Zealand there is a very well developed tradition of practical training being done in boatyards, and learners develop all their skill and experience in the workplace and attend polytechnics or universities for the theoretical content only.

In general the contents of the South African boat building qualifications, taking the level 2, 3 and 4 qualifications as a whole, compare well with the New Zealand boat building qualifications.

United States of America:

The American Boat and Yacht Council (ABYC) have a well developed professional certification process which covers the majority of the core boatbuilding skills. This series of South African boatbuilding qualifications (levels 2, 3 and 4) focuses on the same core knowledge and skills, and the successful learner should be well prepared for ABYC certification on completion of all three qualifications.

Turkey:

The boating industry in Turkey is well developed. A technical high school, Kurucasile, on the Black Sea Coast of Turkey, is devoted to boat building only. This school, in addition to modern techniques, teaches its students, elements and principles of traditional craftsmanship. A number of other schools and academic institutions also run diploma courses in boatbuilding, which include practical components being learned at large yards. All these diplomas are valid nationwide. These programmes and courses consist of all the skills and knowledge required by a boatbuilder and are not shorter certificate courses given to successful learners who have mastered only some of the skills and knowledge required. Diplomas issued by large universities (such as the naval architect diplomas issued by most technical universities) are internationally recognised.

Australia:

Australia has a well-established boat-building industry supported by well-defined units of study to be offered by training providers. Their learning programs in boat building do not seem to follow levels of complexity. It is very difficult to compare the South African individual boat building qualifications with those in Australia. However, it seems that once South African learners have completed the Further Education and Training Certificate: Boatbuilding and the preceding two qualifications at NQF Level 2 and NQF Level 3, they will be adequately equipped to compete with their Australian counterparts.

Malaysia:

Malaysia is an emerging boat building country. To date they have not developed a formal national qualification. They have however identified future training objectives and are in the process of developing learning programmes for the manufacture of fibreglass boats.

Africa in General:

Although many countries in Africa have displayed the capability to build boats of many shapes and sizes it still lacks the capability to build modern boats. No evidence was found of any boat building training being presented in sub-Saharan Africa. The South African qualifications could help to fill that gap on the continent by making these qualifications available to all those countries that might show an interest in these qualifications.

Conclusion:

Other countries all have a certain assumed level of basic education and do not attempt to combine teaching of Mathematics and Communication Fundamentals with the qualifications in the same way as the NQF in South Africa. While this is in response to a particular South African need, it further contributes to the local qualification being quite different in nature from any of its international counterparts.

The cumulative content of the South African qualifications (Levels 2, 3 and 4) is broader than would be required in Australia, Canada, New Zealand and the UK, but very similar to the recently developed ABYC qualifications in the USA. In the other countries, while the full scope of skills and knowledge are available as qualifications, students tend to specialise in more specific areas and so achieve a boat building qualification with a particular area of focus.

The South African qualifications offer learners a number of sequential shorter qualifications, while the other countries offer qualifications at the end of a longer, but possibly more narrowly focused period of learning.

Level 2:

In Level 2, learners receive an introduction to the working environment, workplace health and safety training, and entry level skills and boat building knowledge very similar to what they would receive in all the other countries, with the primary difference being that they receive a level 2 qualification at the end of it. The South African qualification includes Fundamentals in Mathematical Literacy and Communication which the others do not.

Level 3:

In Level 3, students build on the knowledge and skills acquired at level 2 in a very similar fashion to the other countries studied, with the main difference again being the awarding of a level 3 qualification upon completion, and the inclusion of further Mathematical Literacy and Communication Fundamentals.

In terms of levels, the level 3 falls between the UK level 2 and level 3, and is similar to the New Zealand level 3, although in New Zealand no interim qualification is awarded.

Level 4:

At level 4 the learner hones his/her skills, and refines his/her knowledge of boatbuilding, and upon completion, the successful learner will have achieved an almost identical level of theoretical knowledge to his counterpart following the ABYC syllabus in the USA, but will achieve the qualification with slightly less experience. Likewise, the New Zealand, Australian and Canadian students will have more workplace experience and a slightly narrower theoretical basis, while the UK student will have less experience and a slightly narrower knowledge base, but much more intensive practical training.

As stated in the beginning, it is very difficult to compare unlike levels and systems across countries, and each system will naturally have its own benefits and drawbacks. The content of the South African qualification is as comprehensive as any other and broader than most, but the way of delivering the training and the assessment thereof are quite different.

ARTICULATION OPTIONS

Articulation:

This Qualification articulates with the following Qualifications:

Horizontal articulation:

ID:36153; Further Education and Training Certificate: Polymer Composite Fabrication; NQF Level 4.

ID:49092; Further Education and Training Certificate: Furniture Making: Wood; NQF Level 4.

Vertical articulation:

ID: 22433; National Certificate: Manufacturing and Assembly; NQF Level 5.

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education and Training Quality Assurance Body (ETQA) or with an ETQA that has a Memorandum of Understanding 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 or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.

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 as well as in the exit level outcomes described in the Qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria for the Registration of Assessors:

For an applicant to register as an assessor, the applicant needs:

To be registered as an assessor with the relevant Education and Training Quality Assurance Body.

A relevant tertiary qualification at one level higher than the level of the qualification and 12 months experience in the relevant field.

Well-developed subject matter expertise within small craft construction.

REREGISTRATION HISTORY

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

NOTES

This qualification replaces qualification 50560, "Further Education and Training Certificate: Small Craft Construction", Level 4, 169 credits.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	376540	Demonstrate an understanding of boat design	Level 4	NQF Level 04	15
Core	376580	Demonstrate an understanding of boatbuilding standards	Level 4	NQF Level 04	20
Core	376582	Demonstrate an understanding of structural composites	Level 4	NQF Level 04	20
Core	376581	Install marine electrical systems	Level 4	NQF Level 04	20
Fundamental	119472	Accommodate audience and context needs in oral/signed communication	Level 3	NQF Level 03	5
Fundamental	119457	Interpret and use information from texts	Level 3	NQF Level 03	5
Fundamental	119467	Use language and communication in occupational learning programmes	Level 3	NQF Level 03	5
Fundamental	119465	Write/present/sign texts for a range of communicative contexts	Level 3	NQF Level 03	5
Fundamental	9015	Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems	Level 4	NQF Level 04	6
Fundamental	119462	Engage in sustained oral/signed communication and evaluate spoken/signed texts	Level 4	NQF Level 04	5
Fundamental	119469	Read/view, analyse and respond to a variety of texts	Level 4	NQF Level 04	5
Fundamental	9016	Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts	Level 4	NQF Level 04	4
Fundamental	119471	Use language and communication in occupational learning programmes	Level 4	NQF Level 04	5
Fundamental	7468	Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues	Level 4	NQF Level 04	6
Fundamental	119459	Write/present/sign for a wide range of contexts	Level 4	NQF Level 04	5
Elective	376545	Apply marine fairing and painting techniques	Level 4	NQF Level 04	15
Elective	263024	Plan and produce two dimensional (2D) Computer Aided Drawings (CAD)	Level 4	NQF Level 04	15
Elective	117166	Use CNC machinery in the furniture production process	Level 4	NQF Level 04	10

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.

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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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