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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: |
| Higher Occupational Certificate: Medical Equipment Maintainer |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124505 | Higher Occupational Certificate: Medical Equipment Maintainer | |||
| ORIGINATOR | ||||
| Development Quality Partner- HWSETA | ||||
| 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 | ||
| Higher Occupational Cert | Field 06 - Manufacturing, Engineering and Technology | Engineering and Related Design | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 217 | Not Applicable | NQF Level 05 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0632/25 | 2025-06-03 | 2030-06-03 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2031-06-03 | 2034-06-03 | |||
| 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 purpose of this qualification is to prepare a learner to function as a Medical Equipment Maintainer. Medical Equipment Maintainer performs preventative maintenance, inspections, troubleshooting, repairs, upgrades and updates; and installation of and startup on medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that requires special control, according to standard operating procedures, manufacturer's specifications and functionality of equipment in order to keep equipment optimally functional. A qualified learner will be able to: A competent learner shall demonstrate among others the following attributes: honesty, integrity, punctuality, time management, self-motivated, responsibility, critical analysis, accountability, problem-solving, interpersonal relations, ethical behaviour, well organised, self-confidence and confidentiality. Rationale: All Provincial Health Departments are faced with increasing medical litigations, and faulty and malfunctioning medical equipment are among the contributory factors that result in high patient safety incidents. It is against this background that the National Department of Health commenced with ongoing studies whose adverse findings have been translated into the Ideal Hospital Realisation and Maintenance Framework (IHRMF) to address the situation. Coupled with the IHRMF is the Departmental mandate to make sure that National Health Insurance is realised for delivering quality health care to the citizens of the country, as such functional and safe use of medical equipment forms a cornerstone for successful implementation. There is a major problem with the maintenance of medical equipment in South African public healthcare services. This is evident by the current medical liabilities faced by healthcare centres, of which some are a result of faulty medical equipment resulting in multiple lawsuits and avoidable serious adverse events, due to poor maintenance. The qualification will provide learners with knowledge and skills that will enable them to carry out preventative maintenance, inspections, troubleshooting, repairs, upgrades and updates or installation of and startup on medical equipment with low to moderate risk that require general control, i.e., Class I medical equipment and medical equipment with moderate to high risk that requires special control, i.e., Class II medical equipment, according to standard operating procedures, manufacturer's specifications and functionality of equipment in order to keep equipment optimally functional. The availability of qualified Medical Equipment Maintainers will benefit the sector by ensuring improved healthcare services resulting from well-maintained, efficient and effective functioning medical equipment. In addition, well-maintained medical equipment will have an extended life span which in turn is a cost-benefit to the healthcare facility. This shall cut the costs of liability and litigation by patients to private and public health facilities. Society will benefit from this qualification through improved healthcare, and learning opportunities created through the availability of a nationally recognised medical equipment maintainer occupational qualification, thereby, creating employment opportunities for communities, thus, promoting a healthy society. This will increase efficiency in the healthcare service provision and system, especially in rural areas. Typical learners for the qualification are post-grade 12 learners with Mathematics and Physical Science; and qualified individuals who are currently working at healthcare centres as general maintenance workers or assistants to Clinical Technologists. The National Department of Health representative participated in the development of this qualification. Representatives from the Tshwane University of Technology also participated in the development of this qualification. Currently, there are no careers that articulate horizontally with this occupation. However, qualified learners can pursue entrepreneurship opportunities in the medical equipment sector. Vertical progression can be towards careers such as Clinical Equipment Maintainer and Medical Device Maintainer in Clinical Engineering. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access to Training Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. RPL for exemption from modules For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for Access to the External Integrated Summative Assessment (EISA) Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met prior to the FISA and keep record of such evidence. Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO. Entry Requirements: An NQF level 4 qualification with Mathematics and Physical Science. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules: Total number of credits for Knowledge Modules: 64 Practical Skill Modules: Total number of credits for Practical Skill Modules: 70 Work Experience Modules: Total number of credits for Work Experience Modules: 83 |
| EXIT LEVEL OUTCOMES |
| 1. Apply preventive maintenance procedures on medical equipment with low to moderate risk that requires general control and medical equipment with moderate to high risk that requires special control.
2. Apply operational procedures to maintain medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that require special control. 3. Demonstrate the ability to apply knowledge and skills to upgrade and update medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that require special control. 4. Apply operational procedures, knowledge and skills to install medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that require special control. 5. Apply managerial principles to ensure management and control of Medical Equipment. Inventory. 6. Apply learning and development principles to capacitate self and the medical equipment end-user on the use of the medical equipment. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Apply preventive maintenance procedures on medical equipment with low to moderate risk that requires general control and medical equipment with moderate to high risk that requires special control. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Apply operational procedures to maintain medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that require special control. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Demonstrate the ability to apply knowledge and skills to upgrade and update medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that require special control. Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Apply operational procedures, knowledge and skills to install medical equipment with low to moderate risk that require general control and medical equipment with moderate to high risk that require special control. Associated Assessment Criteria for Exit Level Outcome 5: ELO 5: Apply managerial principles to ensure management and control of Medical Equipment. Inventory. Associated Assessment Criteria for Exit Level Outcome 6: ELO 6: Apply learning and development principles to capacitate self and the medical equipment end-user on the use of the medical equipment. Integrated Assessment: Formative Assessments conducted internally Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Integrated Summative Assessments conducted Internally Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification or skills programme. Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment (EISA) - a national assessment The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating: The attainment of all modules for the Knowledge, Practical and Work Experience modules. Or The attainment of all modules for the Knowledge and Application Components. The Skills Development Provider will implement Internal Assessment for Modules as stipulated in the form of Internal Assessment Criteria (IAC) found in the QCTO curriculum document. Accredited SDPs should have well-designed, relevant, learning resources and explicit Formative and Summative Assessment Strategies to prepare learners for the EISA. |
| INTERNATIONAL COMPARABILITY |
| International comparability has been done against courses and qualifications offered in the United States of America and Nepal.
United States of America: Schoolcraft College offers a Biomedical Engineering Technologist qualification, which is offered over two (2) years. The qualification is aimed at empowering learners with knowledge and skills to maintain and service medical electronic equipment in hospitals, pathological and haematological laboratories and industries engaged in the manufacture and sales. This qualification has a total of 65 - 71 Credits, depending on the choice of courses which comprise compulsory and elective courses. The qualification is divided into two components. Upon completion of year one, learners will be awarded an Electronic Technology Certificate. Modules that are covered in the first year of study are listed below: Total of 36 Credits For learners to be eligible to apply for the second year of the qualification, i.e., Biomedical Equipment Technician (BMET), learners must meet the following qualifications: Learners who have met the above-mentioned conditions will be eligible to register for year 2 of the qualification. Modules that are offered in year 2 are listed below: Or Or Additional 6 credits can be earned from any two elective modules that are listed below: Similarities Similarities are found to be with qualification content, duration and competencies to be demonstrated upon completion of the qualification and work experience. The two qualifications have similar learner profiles. The scope of work for qualified learners in this qualification is similar to that covered in the Higher Occupational Certificate: Medical Equipment Maintainer. The duration of this qualification is two years which is equivalent to the time it takes for learners to complete the Higher Occupational Certificate: Medical Equipment Maintainer to complete the qualification. Both qualifications have workplace modules and learning as part of delivery. Differences Differences are in terms of credits, some of the modules offered and the composition or structure of the qualification and entry requirements. The compared qualification has a credit value of between 65-71 whilst the Higher Occupational Certificate: Medical Equipment Maintainer has 222 credits. The high credit value assigned to the Higher Occupational Certificate can be attributed to the duration that is assigned to each module and the qualification structure. It is evidence that modules such as LabVIEW Programming CORE 1 and 2, English Composition 2, and Technical Writing, to name but a few are not covered in the South African Higher Occupational Certificate: Medical Equipment Maintainer. The South African qualification has specific entry requirements, as opposed to the United States of America's qualification. Nepal Biomedical Equipment: Repairing and Maintaining Biomedical Devices is a course that is offered by DelftX, over 10 weeks. Upon completion of this qualification, learners would have acquired the knowledge and skills required to diagnose, repair and maintain complex medical equipment. The content covered in this qualification is listed below: Similarities Similarities are with qualification content. The modules listed below are covered in: Differences Differences have been noted between the duration of the two qualifications and the scope of work in relation to the complexity of the equipment. Higher Occupational Certificate: Medical Equipment Maintainer qualification is offered over a period of two years, whilst the Nepalese Biomedical Equipment: Repairing and Maintaining Biomedical Devices course is offered over ten (10) weeks. Learners who complete the Higher Occupational Certificate: Medical Equipment Maintainer qualification can only work on medical equipment with low to moderate risk that requires general control and medical equipment with moderate to high risk that requires special control, whereas those who complete the Nepalese Biomedical Equipment: Repairing and Maintaining Biomedical Devices course, will be equipped to work on complex medical equipment. The Higher Occupational Certificate: Medical Equipment Maintainer has specific entry requirements and workplace modules and learning, as opposed to the Nepalese Biomedical Equipment: Repairing and Maintaining Biomedical Devices. Conclusion: The South African Higher Occupational Certificate: Medical Equipment Maintainer qualification is more comprehensive as it covers a broader scope of competencies than competencies covered in the United States of America's Biomedical Equipment Technician programme. Also, the South African Higher Occupational Certificate: Medical Equipment Maintainer is offered over two years, whilst the Biomedical Equipment: Repairing and Maintaining Biomedical Devices offered in Nepal, is offered over ten weeks. Considering the above, the South African Higher Occupational Certificate: Medical Equipment Maintainer qualification compares favourably with programmes offered in the two countries in terms of content covered, target learners and purpose. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for horizontal and vertical articulation options.
Horizontal Articulation: Vertical Articulation: None. All possible articulation options have reached the end date or will soon reach the end date. Diagonal Articulation: |
| NOTES |
| Additional Legal or Physical Entry Requirements:
Criteria for the accreditation of providers Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below. The curriculum title and code are: Medical Equipment Maintainer: 214901-001-00-00. Encompassed Trade: Assessment Quality Partner (AQP) Health and Welfare Sector Education and Training Authority (HWSETA). |
| 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. |