[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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: 

National Certificate: Vocational, Level 2 
SAQA QUAL ID QUALIFICATION TITLE
50440  National Certificate: Vocational, Level 2 
ORIGINATOR
Generic 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  GFETQSF - General and Further Education and Training Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 500 - Undefined  Undefined 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  Level 2  NQF Level 02  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0618/23  2023-06-30  2028-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-06-30   2032-06-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The National Certificate: Vocational, Level 2 is aimed at learners in FET Colleges, who have a minimum of grade 9, but preferably from a general academic school and learners who are in possession of a GETC obtained through workplace learning. The qualification builds on the competencies acquired in the General Education Band. In particular it develops Language, Communication and Numerical competencies, which the learner will find useful in everyday life and in the world of work. Life Skills are also offered, which should enable the learner to operate confidently and independently in society. Furthermore, the learner is introduced to basic skills, knowledge, applied competence and values applicable to people entering a particular vocational area at an elementary level. Successful learners will be able to continue with the vocational learning contained in the National Certificate: Vocational, Level 3 as well as with other applicable occupational and/or vocational learning at a higher level.

The National Certificate: Vocational, Level 2 will provide learning experiences in situations contextually relevant to the particular vocational area in which the programme is situated. The National Certificate: Vocational, Level 2 on the NQF will offer programmes in the form of subjects that will consist of academic knowledge and theory integrated with the practical skills and values specific to each vocational area.

The National Certificate: Vocational, Level 2 has the objectives of:
  • Equipping learners with the knowledge, skills and values necessary for self-fulfillment and meaningful participation in society as citizens of a free country.
  • Providing access to further learning in a specific vocational sector chosen by the learner.
  • Facilitating the transition of learners from formal education to the workplace.
  • Providing employers with a profile of learner's competencies.

    This means that the National Certificate: Vocational, Level 2 should:
  • Deepen the foundation laid by General Education and Training.
  • Lay a foundation for specialist learning.
  • Prepare learners for further learning.
  • Prepare learners for employment at an elementary level.
  • Develop citizens with a commitment to the social demands of our country such as democracy, improved productivity, global competitiveness, social and economic transformation, etc.
  • Promote the holistic development of learners.

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

    Rationale:

    There is a great need in South Africa for learners especially those who leave the formal schooling system, before completing their National Senior Certificates, to be adequately prepared for the workplace. This need must also be coupled with the need for a skilled labour force to help the country attain its economic growth targets and to be globally competitive in terms of products and services. Consequently, a vocational learning pathway has been developed for learners who do not wish to continue with general academic learning at FET level. This learning pathway, consisting of three qualifications in the FET band, will provide learners with Communication, Numeracy and Life Skills and broad vocation competencies with specialization in a particular vocational area, which will enable them to be better prepared for the world of work and for further learning in their chosen vocational field at either further education or higher education level.

    Ideally learners should complete all three qualifications in the pathway i.e. the National Certificate: Vocational at Levels 2, 3 and 4, as the qualifications have been planned in a successive manner so that learners will be best prepared for the world of work and together they present a coherent set of skills, knowledge and competencies. Nevertheless the National Certificate: Vocational, Level 2 serves the purpose of preparing learners to enter a chosen occupation or broad class of occupations at an elementary level.

    The National Certificate: Vocational, Level 2 is the first qualification in the learning pathway and will be offered in the form of subjects at FET Colleges, and at other accredited providers.

    The National Certificate: Vocational, Level 2, as is the case with the other qualifications in the learning pathway, is based on the following underpinning principles:
  • Social transformation.
  • Outcomes based education.
  • High knowledge and high skills.
  • Integration and applied competence.
  • Progression.
  • Articulation and portability.
  • Human rights, inclusivity and environmental and social justice.
  • Credibility, quality and efficiency. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners who access this qualification are competent in Communication and Mathematical Literacy at NQF Level 1.

    Recognition of Prior Learning:

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

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

    Access to the qualification:

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

    1.1. A GETC or a Grade 9 Certificate issued by a school.
    1.2. An Adult Education and Training (ABET) NQF Level 1 Certificate.
    1.3. A recognised equivalent qualification obtained at NQF Level 1.
    1.4. An approved bridging programme designed for the specific purpose of access to NQF Level 2.
    1.5. A Recognition of Prior Learning (RPL) assessment programme, which meets the basic requirements for access to NQF Level 2.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of a Fundamental and a Vocational Component.

    1. Fundamental Component:

    The following three subjects are compulsory:

    1.1. Language at NQF Level 2 in one of the eleven official languages provided for by the South African Constitution, 1996 (Act No. 108 of 1996), provided that the official language chosen is offered at least on First Additional Language level, provided further that the language is the language of learning and teaching (LOLT) of the FET college/provider.

    1.2. Mathematics or Mathematical Literacy at NQF level 2.

    1.3. Life Skills and Computer Literacy at NQF Level 2.

    2. Vocational Component:

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

    Learners are to choose four subjects at level 2 provided that at least three of the four subjects are selected from one sub-field. The remaining subject may be chosen either from sub-fields in the same organising field, or from any other organising field.

    The Vocational subjects are grouped into Vocational specialisations each of which indicates what subjects must be chosen.

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

    Learners accessing the National Certificate: Vocational, Levels 3 and 4 will be expected to offer the same three Fundamental subjects, and four Vocational subjects which were chosen for the National Certificate; Vocational, Level 2 as they form a successive continuation of the learning done at NQF Level 2. The learning in each level, however, is distinctive. There is no carry-over of credits from one level to the next.

    The Vocational Specialisiations are the following:

    2.1. Civil Engineering and Building Construction:

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

    Optional Subject:

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

    2.2. Drawing Office Practice:

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

    Optional Subject:
  • Drawing Office Procedures and Techniques.

    2.3. Education and Development:

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

    Optional Subject:
  • Early Childhood development.

    2.4. Electrical Infrastructure Construction:

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

    Optional Subject:

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

    2.5. Engineering and Related Design:

    Three Compulsory Subjects:
  • Engineering Fundamentals.
  • Engineering Systems.
  • Engineering Technology.

    Optional Subject:

    Choose one of the following recommended subjects or any subject from any other vocational specialisation, depending on the field of mechanical specialisation:
  • Automotive Repair and Maintenance.
  • Engineering Fabrication.
  • Fitting and Turning.
  • Physical Science.
  • Refrigeration Principles.
  • Welding.

    2.6. Finance, Economics and Accounting:

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

    Optional Subject:

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

    2.7. Hospitality

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

    Optional Subject:

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

    2.8. Information Technology and Computer Sciences:

    Three Compulsory subjects:
  • Electronics.
  • Introduction to Information Systems.
  • Introduction to Systems Development.

    Optional Subject:

    Choose one of the following recommended subjects or a subject from any other vocational specialisation:
  • Client Services and Human Relations.
  • Entrepreneurship.
  • Multimedia Basics.

    2.9 Information Technology and Computer Sciences: Programming and Robotics

    Three Compulsory subjects:
  • Electronics and Digital Concepts for Robotics
  • Robotics Fundamentals
  • Basic Principles of Computer Programming and Computer Literacy

    Optional Subject:

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

    2.10. Management:

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

    Optional Subject:

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

    2.11. Marketing:

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

    Optional Subject:

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

    2.12. Mechatronics:

    Name of the Programme: Mechatronics.

    Fundamental subjects: The same 3 fundamental subjects as for all other NC(V) programmes would be used.

    Three Compulsory Subjects:
  • Electro technology.
  • Introduction to Computers.
  • Manual Manufacturing.

    Optional Subject:
  • Mechatronic systems.

    2.13. Office Administration:

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

    Optional Subject:

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

    2.14. Primary Agriculture

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

    Optional Subject:

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

    2.15. Primary Health:

    Three Compulsory Subjects:

  • The South African Health Care System.
  • Public Health.
  • The Human Body and Mind.

    Optional Subject:

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

    2.16. Process Instrumentation:

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

    Optional Subject:
  • Instrumentation Technology.

    2.17. Process Plant Operations:

    Three Compulsory Subjects:
  • Engineering Fundamentals.
  • Physical Science.
  • Process Technology.

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

    2.18. Safety in Society:

    Three Compulsory Subjects:
  • Introduction to Governance.
  • Introduction to Law.
  • Principles of Criminal Justice.

    Optional Subject:

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

    2.19. Tourism:

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

    Optional Subject:

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

    2.20. Transport and Logistics:

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

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

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

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

    3.1. A learner may not choose both Mathematics and Mathematical Literacy.

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

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

    3.4. A learner may offer an additional language in lieu of the fourth Vocational subject to the value of 20 credits at Level 2 selected as follows:

    3.4.1. The language must be at least at First Additional Language level.
    3.4.2. It must be one (1) of the eleven official languages or be one of the non-official languages listed in the policy document, National Educational Policy: Formal Further Education and Training College Programmes.

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

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

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

    6. Credits

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

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

    Total for Fundamental Component: 50 credits.

    Vocational Component:
  • Vocational Subject 1: 20 credits.
  • Vocational Subject 2: 20 credits.
  • Vocational Subject 3: 20 credits.
  • Vocational Subject 4: 20 credits.

    Total for Vocational Component: 80 credits.

    Total for Qualification: 130 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The Exit Level Outcomes and their Associated Assessment Criteria of this National Certificate: Vocational, Level 2 are explicitly stated in the curriculum statements of the individual subjects of the qualification.

    1. Fundamental Component

    1.1. Language:

    a. Listening and Speaking

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

    Associated Assessment Criteria:
  • Listening and speaking strategies are used for a range of everyday purposes.
    Range: Purposes refer to greetings, providing information, requests and questions, instructions and directions, maintaining social conversations, short formal and informal speeches.
  • Different forms of oral communication are recognised and used for social contexts.
  • Oral presentations are researched, planned and delivered for specific social contexts.
  • Oral presentations are responded to using appropriate speaking and listening techniques.
  • Language is used in a range of social oral situations.

    b. Reading and Viewing

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

    Associated Assessment Criteria:
  • Reading and viewing strategies are used for information, comprehension and enjoyment.
  • Familiar written and visual texts are understood and described in order to identify meaning, values and attitudes.
  • Structures and key features of texts are investigated to show how they shape meaning.
    Range: Texts include literary and non-literary texts, reference material, visual and multi-media texts. Literary texts should constitute 20% of the number of texts read and viewed.
  • Elements of style are identified and described to show how these elements achieve particular effects.
  • Forms of non-verbal communication are identified and described to determine meaning, values and attitudes.
    Range: Non-verbal forms of communication include body language, facial expressions, gestures, signs and symbols, colour, pictures and illustrations, communication by touch, lip reading and sign language.

    c. Writing and Presenting

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

    Associated Assessment Criteria:
  • Writing tasks are planned for specific purposes, audiences and contexts.
    Range: Tasks refer to personal writing tasks, learning writing tasks, elementary research tasks and functional writing.
  • Writing strategies and techniques are used for first drafts.
  • Language structures and conventions are used to create and write texts that are appropriate, logical, and stylistically and grammatically correct.
  • Feedback received from others is used to check and adapt written texts.
  • Own writing is proofread and edited to produce final texts for presentation.
  • The final text is presented using the conventions and formats required by the context.

    d. Language in Practice

    Exit Level Outcome: Use language structures and conventions to assist learning and to communicate appropriately as required in social contexts.

    Associated Assessment Criteria:
  • Learning resources are identified and used to assist learning in different contexts.
    Range: Learning resources include dictionaries, textbooks, web page information, reference works, manuals and study guides.
  • Learning strategies are identified and developed to assist and improve learning.
    Range: Strategies include techniques for learning, learning style, time management, goals and motivation, learning context and barriers, teamwork, group learning and leadership, and multiple intelligences.
  • Language structures and conventions are identified and used for effective learning and communication.
    Range: Language structures and conventions refer to syntax and grammar, diction, meaning and idiomatic language.
  • Language awareness and structures are used to produce a range of oral and written texts.

    1.2. Mathematics:

    a. Numbers

    Exit Level Outcome: Recognise and work with numbers and their relationships to estimate, calculate and check solutions.

    Associated Assessment Criteria:
  • Computational tools and strategies are used to make estimates and approximates.
  • Numbers and relationships amongst numbers and numbers systems are represented in different ways.

    b. Functions

    Exit Level Outcome: Investigate and represent a wide range of algebraic expressions and functions and solve related problems.

    Associated Assessment Criteria:
  • Functions and patterns are used to solve problems.
  • Algebraic expressions are manipulated to solve problems.
  • Algebraic equations are solved in given problems.
  • Rate of change of a function between two values of the independent variables are investigated in order to solve problems.

    c. Space, Shape and Orientation

    Exit Level Outcome: Describe, represent, analyse and explain properties of shapes in 2- and 3-dimensional space with justification.

    Associated Assessment Criteria:
  • Physical qualities are estimated, measured and calculated in order to solve problems.
  • The properties of geometric shapes are described and represented graphically.
  • Geometric figures are represented on a Cartesian co-ordinate system.
  • Geometrical and trigonometrical models are interpreted and constructed in order to solve problems.

    d. Statistical and Probability Models

    Exit Level Outcome: Analyse data to establish statistical models to solve related problems.

    Associated Assessment Criteria:
  • Univariate numerical data is collected, organized and interpreted in order to analyse data.
  • Data is represented by making use of graphic illustrations.
    Range: Graphic illustrations refer to but are not limited to bar graphs, histograms, polygons, pie charts, line and broken line graphs.

    e. Financial Mathematics

    Exit Level Outcome: Plan personal finances.
    Range: Includes understanding of income and expenditure, basic budgets, the impact of interest rates.

    Associated Assessment Criteria:
  • Personal and household budgets are planned and controlled by using mathematics.
    Range: Household budgets refer to both income and expenditure.
  • Simple and compound interest are explained and defined using examples.

    1.3. Mathematical Literacy

    a. Numbers

    Exit Level Outcome: Demonstrate an understanding of numbers and measurement in personal and familiar contexts.

    Associated Assessment Criteria:
  • A range of numbers is used to solve problems in personal and familiar contexts.
  • One and two-step calculations for which the method is stated are performed in order to solve problems in personal and familiar contexts.
  • Measuring tools and techniques are identified and used to solve concrete problems in personal and familiar contexts.

    b. Patterns and Relationships

    Exit Level Outcome: Identify and use mathematical patterns and relationships in personal and familiar contexts.

    Associated Assessment Criteria:
  • Patterns are identified and extended for problem solving purposes in personal contexts.
  • Information from different representations of relationships are identified and used to solve problems in personal contexts.
  • Conversions between different representations of relationships are performed in order to reveal information about the relationship.

    c. Finance

    Exit Level Outcome: Manage finances in personal and familiar contexts.

    Associated Assessment Criteria:
  • Finances are managed in personal contexts.
  • Financial information presented in a range of documents is read, interpreted and acted upon in personal contexts.

    d. Space, Shape and Orientation

    Exit Level Outcome: Explain and use representations of the physical world appropriate to personal and familiar applications.

    Associated Assessment Criteria:
  • The vocabulary of space; shape and orientation is described and used in a range of personal and familiar contexts.
  • Space; shape and orientation calculations are performed correctly to solve problems in personal contexts.

    e. Information communicated through numbers/graphs and tables.

    Exit Level Outcome: Interpret and use representations of the physical world appropriate to personal and familiar applications.

    Associated Assessment Criteria:
  • Representations are interpreted and used to make sense of and solve problems in personal contexts.
  • Physical and diagrammatic representations are made to investigate problems and communicate findings in personal contexts.

    1.4. Life Skills and Computer Literacy

    Exit Level Outcome 1: Set goals and plan activities.

    Associated Assessment Criteria:
  • Goals for tasks and activities are set according to priorities and life situations using specific criteria.
    Range: The criteria include but are not limited to SMART (specific, measurable, achievable, realistic and time bound) principles.
  • Time management principles are explained with examples.

    Exit Level Outcome 2: Demonstrate an understanding of factors that contribute to health and wellness.

    Associated Assessment Criteria:
  • The relationship between the basic functions of the human body and its organs and personal hygiene is explained with examples.
  • The five main food groups are identified and an indication is given of how each contributes to good health.
  • Clean and healthy lifestyle habits are identified and an indication is given of the consequences of poor hygiene and unhealthy habits.
  • Opportunistic diseases/infections are described in terms of the mode of transmission and their impact on health and wellness.
    Range: Opportunistic diseases/infections include but are not limited to Sexually Transmitted Infections (STIs), Influenza and upper respiratory tract infections, all childhood infectious diseases, water-borne diarrhoeal infections.
  • The effects of habit-forming drugs on the individual are explained in terms of their impact on emotions and behaviours.
  • The consequences of substance abuse are explained in terms of their impact on the individual and the community.
  • The value of sport and/or recreational activities is explained with reference to physical, emotional, spiritual and mental well being, and opportunities for sport and/or recreational are identified in the immediate community.

    Exit Level Outcome 3: Investigate career opportunities to inform personal choices.

    Associated Assessment Criteria:
  • Occupations are identified and investigated in order to inform personal career choices.
  • Job applications are prepared according to job descriptions.
    Range: Job applications must include the drafting of a curriculum vitae.
  • Job interview skills and techniques are identified and used for a specific job interview.
    Range: Techniques include questioning skills, presentation skills, etc.
  • The relationship between motivation, commitment and responsibility is explained in a work context.
  • The reasons why life-long learning should be practised are explained in terms of its influence on future career prospects and personal development.
  • The role of personal career development plans is explained in terms of guiding personal progress in the work context.

    Exit Level Outcome 4: Define personal development with regard to attitudes, values and skills.

    Associated Assessment Criteria:
  • The concept of personal development is explained in terms of the relationship between attitudes, values and skills.
  • The concepts of morality and work ethics are explained with examples.
  • Ways to form and maintain positive relationships are explained in terms of personal boundaries.
    Range: Personal boundaries include values, needs, interests.

    Exit Level Outcome 5: Demonstrate an understanding of basic computing skills.

    Associated Assessment Criteria:
  • Graphical User Interface (GUI)-based word processing applications are used to format documents.
  • GUI-based spreadsheet applications are used to create and edit spreadsheets.
  • GUI-based presentation applications are used to produce presentations.
  • GUI-based electronic message applications are used to process messages.
  • GUI-based web-browsers are used to search the Internet.
  • Concepts of information and communication technology are explained in terms of the use of its components in a healthy and safe manner.
  • The uses of personal computers are explained in a graphical user interface environment.
  • Personal computer operating system functions are used to enable smooth operations and effective document management.
  • Files in a GUI-based environment are located, accessed and managed using relevant functions.
  • Computer files in a GUI-based environment are protected in order to ensure the confidentiality of data.

    2. Vocational Component

    2.1. Civil Engineering and Building Construction

    Construction Planning:

    Exit Level Outcome: Identify and use measurements including International Symbols (SI) unit.

    Associated Assessment Criteria:
  • Terminology, concept, components and materials used in construction building are defined with examples.
  • Measurement of quantities of areas and volumes.
  • Measuring instruments are used in order to make adjustments.
    > Range: Instruments include but is not limited to dumpy levels, tapes, spirit level, straight edge, set squares, vernier calipers and micro meters.

    Plant and Equipment:

    Exit Level Outcome: Describe and safely use plant machinery in Civil Engineering and Building Construction.
  • Legislation and safety regulations are identified according to their uses.
  • Machine and hand tools are identified.
    > Range: Tools used for general work, carpentry, metalwork, building, plumbing, tiling, glazing and mechanics.

    Materials:

    Exit Level Outcome: Identify and describe the use of construction materials.

    Associated Assessment Criteria:
  • Geology concept is defined.
  • Characteristics of construction materials are identified and described in terms of their influence on building and construction.
    > Range: Characteristics include: perosity, capillarity, bulking. Materials include: sand, clay, refractory and cement block bricks, timber, lime and paint.
  • Materials are used in masonry building construction.
    > Range: Masonry includes bricks and blocks.

    Carpentry and Roof Work:

    Exit Level Outcome: Prepare for and construct roof trusses used in carpentry and roof work.
    Range: Prepare includes setting out and erecting.

    Associated Assessment Criteria:
  • Gable roof truss is constructed and installed according to given specifications.
  • Roofs are clad with concrete tiles and or corrugated galvanised sheeting.
  • Different roof bracings are installed.

    Concrete Structures:

    Exit Level Outcome: Make required preparations for concrete structure construction.

    Associated Assessment Criteria:
  • Methods of applying water stops and joints are explained.
  • Methods of concrete mixing are described using examples.
  • Circular steel form-work is erected according to given specifications.
  • Steel work for walls are erected according to given specifications.
  • Timber form work are erected according to given specifications.
  • Applying release agents appropriately.
    > Range: Timber form work includes rectangular columns and L-shape walls.

    Masonry:

    Exit Level Outcome: Perform elementary masonry.

    Associated Assessment Criteria:
  • Work surface is prepared for masonry walls using bricks and blocks.
  • Methods of building with lintels are explained.
  • Building is performed according to given specifications.
  • Methods of building arches are described.

    Roads:

    Exit Level Outcome: Perform road construction activities.

    Associated Assessment Criteria:
  • Different types of Road drainage are described.
  • Road construction drawings are interpreted to determine what work has to be done.
  • Health and safety practices are applied to work area in the road construction environment.
  • Construction activities are performed using standard operating procedures.

    Plumbing:

    Exit Level Outcome: Perform plumbing activities.

    Associated Assessment Criteria:
  • History of plumbing industry is described.
  • Pipes are used according to instruction drawings.
    > Range: Pipes include copper and galvanised.
  • Use includes cutting, threading, bending and joining.
  • Taps, valves and locks are repaired and maintained where necessary.
  • Waste water fixtures and sanitary fittings are installed according to given specifications.
  • Below ground raining systems are installed in accordance with drawing specifications.
  • Methods of cutting sheet metals and welding basic components are described.

    2.2. Drawing Office Practice:

    Exit level outcomes for the three compulsory subjects:

    Architectural Graphics and Technology:

    Exit Level Outcome 1: Explain and interpret architectural drawings, symbols, specifications, terminology and components.
    Associated Assessment Criteria:
  • Specifications and the role of drawings are explained in terms of work requirements.
  • Drawings and symbols used on architectural drawings are interpreted.
  • Terminology and components in the construction industry are described.

    Exit Level Outcome 2: Explain and demonstrate the use of appropriate instruments for measuring, setting out and leveling.
    Associated Assessment Criteria:
  • Different measuring, setting out and leveling instruments are described and used.
  • Setting out of different shapes is demonstrated.

    Exit Level Outcome 3: Explain the principles, draw and interpret the setting out of a foundation for a residential house.

    Associated Assessment Criteria:
  • The principles and setting out of foundations for a single storey house are explained.
  • Strip footing foundations for a residential house are drawn and interpreted.

    Exit Level Outcome 4: Draw, explain and interpret brickwork, lintels and arches
    Associated Assessment Criteria:
  • Different types of brickwork, lintels and arches are drawn, explained and interpreted.

    Civil and Structural Steel Work Detailing:

    Exit Level Outcome 1: Identify and explain civil construction terminology, structural steel drawings and specifications.

    Associated Assessment Criteria:
  • Terminology used in construction of steel profile sections, different types of corrosion prevention and different methods of fastening are explained.
  • Abbreviations and erection marks in a structural steel orthographic projection drawing are identified and explained.
  • Different drawing scales and reinforced concrete drawings are identified and explained.

    Exit Level Outcome 2: Explain the properties of structural steelwork and the use of reinforced concrete.

    Associated Assessment Criteria:
  • Different properties of steel, manufacturing of structural steel and standardisation of profile lengths are explained.
  • The difference on rolled profiles, the application of various steel profiles and the weight variation of similar serial sizes are explained.
  • Different types of materials used in concrete testing are defined.
    The importance of bending schedules and the use of steel reinforcement in concrete is described.

    Exit Level Outcome 3: Explain welding symbols and different types of bolts for structural steelwork.

    Associated Assessment Criteria:
  • Basic and supplementary welding symbols used in structural steelwork are identified and explained.
  • Types of bolts used in structural steelwork, strength and positioning of bolts are described.

    Engineering Graphics And Technology:

    Exit Level Outcome 1: Identify and use appropriate drawing instruments and equipment.

    Associated Assessment Criteria:
  • Different types of lines, lettering and numbering is explained and applied using appropriate drawing instruments and equipment.

    Exit Level Outcome 2: Explain and reproduce freehand drawings of engineering components.

    Associated Assessment Criteria:
  • The use of freehand drawing techniques in engineering is explained and demonstrated by drawing two dimensional engineering components according to scale.

    Exit Level Outcome 3: Describe and produce geometrical constructions using lines and shapes to illustrate engineering components.

    Associated Assessment Criteria:
  • Concepts related to line and shape applications in geometrical constructions are explained and a single view of engineering components is produced.
  • The involute of geometrical shapes, Archimedean spiral, helix, cycloids and epicycloids are explained and produced.
  • The principle of first and third angle orthographic projection in a single engineering component drawn according to scale is explained and interpreted.

    Exit Level Outcome 4: Explain and construct pictorial drawings.

    Associated Assessment Criteria:
  • Perspective drawings and oblique projection of a single engineering component are described and drawn.

    Drawing Office Procedures And Techniques (Optional Subject)

    Exit Level Outcome 1: Explain the drawing office orientation, layout, equipment, standards and specifications.

    Associated Assessment Criteria:
  • The career pathways for draughting, the role of professional bodies, history and development of graphic communication are explained.
  • Standard legends are prepared and freehand drawing techniques as well as drawing equipment and instruments are explained and used.
  • Drawing office administration procedures, reproduction process, layout and equipment are described and applied.

    Exit Level Outcome 2: Describe the principle of visualization and perception as well as the SI unit measurements used in the drawing office.

    Associated Assessment Criteria:
  • Verbal instructions or written text are used to produce, check and revise freehand drawings.
    > The conversion of basic SI unit measurement is defined and applied.

    Exit Level Outcome 3: Produce drawings using a computer aided design programme.

    Associated Assessment Criteria:
  • Hard copies of final detail drawings are produced using a computer aided design programme.

    2.3. Education and Development:

    Exit level outcomes for the three compulsory subjects.

    Art and Science of Teaching:

    Exit Level Outcome 1: Explain the foundations for effective teaching to enable application in a variety of learning and teaching contexts.

    Associated Assessment Criteria:
  • The foundations for effective teaching are explained in a variety of teaching and learning contexts.
  • The foundations for effective teaching are applied in a variety of teaching and learning contexts.

    Human And Social Development:

    Exit Level Outcome 2:
  • Identify and explain aspects of human development to enable application in a variety of contexts.
  • Identify and explain aspects of social development to enable application in a variety of contexts.

    Associated Assessment Criteria:
  • Aspects of human and social development are identified and explained a variety of contexts.
  • Aspects of human and social development are applied in a variety of contexts.

    Learning Psychology:

    Exit Level Outcome 3: Identify and explain the foundations of human learning for application in a variety of contexts.

    Associated Assessment Criteria:
  • The foundations for human learning are identified in a variety of contexts.
  • The foundations of human learning are explained in a variety of contexts.
  • The foundations of human learning are reflected upon in a variety of contexts.

    Early Childhood Development (Optional):

    Exit Level Outcome 4: Identify and explain child growth, development and learning in the early years in a variety of contexts.

    Associated Assessment Criteria:
  • Stages of growth, development and learning in the early years are identified and explained to enable application in a variety of contexts.

    2.4. Electrical Infrastructure Construction.

    Exit Level Outcomes for the three compulsory subjects:

    Electrical Principles and Practice:

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

    Associated Assessment Criteria:
  • Elementary electrical formulas are used to calculate data in relation to the testing of electrical equipment.
  • Principles of electricity and magnetism are explained in terms of its influence on maintenance and testing.
  • Measuring instruments are described according to their uses.
  • Electric components are described according to their operating principles and uses.
  • Methods of building protection into electric circuits are described using examples.
  • The use of cabling and accessory equipment is explained in relation to the principles of electricity.
  • Terminology used in electrical diagrams is described by making use of examples.
    Range: Terminology includes but is not limited to IEC and SI symbols, units and prefixes.

    Workshop Practice:

    Exit Level Outcome: Identify workshop practices and procedures.

    Associated Assessment Criteria:
  • Codes of practice in the electrical trade are identified in order to comply with regulations.
  • Occupational health and safety related Acts are identified in order to inform compliance.
  • Elementary first aid procedures are identified and explained with examples.
    Range: Elementary first aid includes:
    > Identification of cause and injury.
    > Elementary first aid procedures.
    > Necessary follow-ups.
  • Hand and power tools are identified in terms of their uses.
  • Engineering principles are identified in terms of workshop practices.

    Electronic Control and Digital Electronics:

    Exit Level Outcome: Identify and apply elementary electronic theory.

    Associated Assessment Criteria:
  • Electronics theory and components are explained in terms of their uses.
  • Principles of electronics are described with examples.
  • Basic electronics principles are applied to build circuits.
  • Elementary electronic circuits are drawn using generally accepted circuit symbols.
  • The function of basic computer components are identified and described according to their uses.
  • The binary system and electronic and computer components are described in terms of their uses.
    Range: Binary concepts include "ones" and "zeroes".
  • Programmable logic controllers are explained in terms of their functions.
  • Basic telecommunications concepts are explained in terms of their application.

    Electrical Systems and Construction (Optional Subject):

    Exit Level Outcome: Describe electrical equipment and plan electrical installation inspection.

    Associated Assessment Criteria:
  • Measuring equipment is described in terms of its operation and application.
  • Regulatory safety precautions in electrical installations are described in terms of current legislation.
  • Principles of electric machinery are described in terms of their operation and application.
  • Electric circuitry components are described in terms of their operating principles and applications.
  • Principles of electric high voltage equipment are described in terms of their operation and application.
  • Principles of electric household appliances are described in terms of their operation and application.
  • Electric circuitry is planned according to specifications.
  • Inspections on electric system installations are planned in order to inform decision-making.
  • Procedures to assess the condition of equipment are described in order to do maintenance.

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

    Renewable Energy Technologies (Optional Subject):

    Exit Level Outcome: Analyze the fundamental principles of renewable energy technologies and perform various practical activities to enable reflective and practical application in a variety contexts and possible career pathways.

    Associated Assessment Criteria:
  • Fundamental principles of renewable energy technologies are analyzed and explained.
  • The concepts of work, energy and power, electricity and base quantities are explained in scientific terms and applied through calculations.
  • Potential workplace hazards and correct safety procedures related to photovoltaic installations are identified, explained and performed.
  • Various practical activities and experiments with photovoltaic training systems are performed and concluded on.
  • Possible career pathways in photovoltaic industries are identified.

    2.5. Engineering and Related Design

    Engineering Fundamentals:

    Exit Level Outcome: Identify and Explain Various Disciplines and Practices in Engineering.
    Range: Various disciplines include but are not limited to chemical, mechanical and geological exploration (mining and metallurgy).

    Associated Assessment Criteria:
  • Engineering disciplines are identified according to their core functions and roles.
    Range: Roles refer to better designs, solving problems and functioning in the community.
    Functions refer to but are not limited to boiler making, automotive industry, fitting and machining, mining and operations and chemical industry.

    Engineering Technology:

    Exit Level Outcome 1: Describe Engineering Practices and Procedures.
    Range: Practices and procedures include safety legislation, housekeeping practices and safe workplace procedures. Workplace includes but is not limited to classroom, workshop and worksite.

    Associated Assessment Criteria:
  • Legislation relating to Mechanical Engineering principles are identified and listed with examples.
    Range: Occupational Health and Safety and Mining Safety Acts.
  • Workshop policies and procedures, which relate to safety processes are described in order to ensure compliance.

    Exit Level Outcome 2: Identify, Select and Use Hand and Power Tools, Machinery and Equipment.
    Range: Power tools include hydraulic, electrical pneumatic tools.

    Associated Assessment Criteria:
  • Equipment and tools are used and cared for according to their operating principles and uses.
    Range: > 'Cared for' refer to specifications in workplace procedures.
    > 'Use for' refers to the safe handling and use of equipment.
    > Tools include: hand and power tools.
  • Machines are used and cared for according to their operating principles and uses.
    Range: > 'Cared for' refer to specifications in workplace procedures.
    > 'Use for' refers to the safe handling and use of machines.

    Engineering Systems:

    Exit Level Outcome: Identify and Describe Processes and Methods used in Engineering.
    Range: Processes refer to specific disciplines.

    Associated Assessment Criteria:
  • Engineering processes are identified and described in accordance with industry standards.
    Range: Processes include but are not limited to: Manufacturing and Assembly, Fabrication and Extraction, Engineering and Related Design.
  • Engineering methods are identified and described in accordance with industry standards.
    Range: Methods include but are not limited to Manufacturing and Assembly, Fabrication and Extraction, Engineering and Related Design.

    Physical Science (Optional Subject):

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

    Associated Assessment Criteria:
  • A scientific investigation in which one variable is controlled is planned and conducted to collect data systematically with regard to accuracy and reliability.
  • Standard exercises are solved through the application of given steps in a problem-solving strategy.
  • Information and conclusions are communicated using appropriate language, SI units and numeric and linguistic modes of representation.

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

    Associated Assessment Criteria:
  • Basic prescribed scientific knowledge is recalled and stated using examples.
  • Prescribed scientific theories and models are expressed and explained by indicating the relationship between facts and concepts.

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

    Associated Assessment Criteria:
  • Knowledge claims are discussed by indicating the link between indigenous knowledge systems and scientific knowledge.
  • The inter-relationship and impact of science and technology on socio-economic and human development are described with examples.
  • The impact of scientific and technological knowledge on sustainable local development of resources and on the immediate environment is discussed with emphasis on environmental challenges such as management and the use and disposal of elements and compounds.

    Fitting and Turning (Optional Subject):

    Exit Level Outcome: Identify and Describe Processes and Methods Used in Fitting and Turning.

    Associated Assessment Criteria:
  • Fitting and Turning processes are identified and described in accordance with industry standards.
    Range: Processes and industries include Manufacturing and Assembly, Engineering and Related Design and Fabrication and Extraction.
  • Fitting and Turning methods are identified and described in accordance with industry standards.
    Range: Methods include Manufacturing and Assembly, Engineering and Related Design and Fabrication and Extraction.

    Engineering Fabrication (Optional Subject):

    Exit Level Outcome 1: Produce components using fabrication methods.

    Associated Assessment Criteria:
  • The theoretical principles of fabrication are identified and described with examples.
  • Fabrication methods are explained in relation to quality and output requirements.
  • The different types of machinery are explained in terms of their functions.
  • Components are produced and meet quality control checks and industry standards.
  • Safe working practices are adhered to according to current health, safety and environmental legislation.

    Exit Level Outcome 2: Identify engineering materials used in the fabrication process.

    Associated Assessment Criteria:
  • Fabrication materials and their properties are identified and described in terms of their characteristics and applications.
  • Applications and methods of fabricating are described in relation to engineering materials.

    Exit Level Outcome 3: Select, use and care for fabrication machinery.

    Associated Assessment Criteria:
  • Machinery is selected and used in accordance with manufacturer's specifications.
  • Lubricating agents are applied in accordance with set specifications.
  • Machinery is maintained in accordance with manufacturer's specifications.

    Automotive Repair and Maintenance (Optional Subject):

    Exit Level Outcome: Service vehicles.
    Range: Vehicles include Passenger, Light Delivery, Commercial Vehicles, Earthmoving Equipment, Fork lift.

    Associated Assessment Criteria:
  • The fundamentals of basic automotive repair and maintenance are applied according to manufacturer's specifications.
  • Typical examples of inadequate servicing and repair are identified and explained with examples of their consequences.
  • Quality control is performed to ensure that servicing and repairs have been correctly carried out.
  • Safety, health and environmental standards are adhered to according to current legislation.

    Refrigeration Principles:

    Exit Level Outcome: Identify and use principles of refrigeration to install and maintain equipment.
    Range: This outcome covers the study and application of the basic principles of a refrigeration plant and its associated electrical equipment, the tools required to work on the plant and the installation techniques as well as the knowledge required to work with refrigerants.

    Associated Assessment Criteria:
  • Components and accessories of a single stage saturated refrigeration cycle are named and the operation and interaction between components of a vapour compression refrigeration system are explained with the aid of a block diagram and in terms of the direction of refrigeration flow.
  • The relationship between the pressure and temperature of commonly used refrigerants is explained in terms of the interaction between components of a refrigeration system.
  • Fundamentals of electricity used in Heating - Ventilation- Air-Conditioning & Refrigeration (HVAC& R) systems are described and explained in terms of the characteristics and uses of conductors and Ohm's law.
  • The potential hazards and methods to prevent injury when using electricity are listed and explained in terms of electric shocks, fires and earth leakages.
  • Tools and instruments used in the refrigeration trade are identified in order to be used and maintained in line with manufacturer's instructions.
  • Refrigerant types and containers are identified and described in terms of the safe use of refrigerants in cooling systems.
  • Installation of refrigerant piping is explained and executed in terms of the application of various piping types and sizes, the purpose of various pipe fittings and pipe jointing & securing methods and the purpose of insulation materials.
  • Brazed and non brazed joints are formed in terms of the advantages and disadvantages of flared, flanged, compression and threaded joints.
  • Various domestic and commercial installations are tested for leaks, the work site is cleared and the hand over procedure explained in line with safety and suitability of leak testing tools & equipment.
  • Fixing methods, bracketing systems, keys and locking devices applicable to the trade are identified and applied in terms of their purposes, advantages, disadvantages and consequences.
  • Correct handling of refrigerants, refrigerant containers, service cylinders, dial-a-charge and compressor oils are explained and applied in terms of hazards and protective equipment in order to safely transfer, recover and evacuate a refrigerant system.

    Welding:

    Exit Level Outcome 1: Explain and discuss principles and demonstrate basic skills of arc welding.

    Associated Assessment Criteria:
  • The principles of arc (fillet) and shielded metal arc welding are described and demonstrated.

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

    Associated Assessment Criteria:
  • A variety of welding processes to weld carbon steel work pieces are explained and demonstrated.
    > Range: Shielded metal arc, gas and gas metal arc methods.

    2.6. Finance, Economics and Accounting

    Exit Level Outcomes for the three compulsory subjects:

    Applied Accounting:

    Exit Level Outcome: Prepare Elementary Journals for Various Transactions.

    Associated Assessment Criteria:
  • Elementary accounting concepts are described according to Generally Accepted Accounting Practice (GAAP).
  • Elementary transactions are recorded in journals according to Generally Accepted Accounting Practice (GAAP).
  • Journals are posted to ledgers.
  • Profit and loss is calculated for the financial year-end.

    Financial Management:

    Exit Level Outcome: Explain and perform Different Financial Activities.
    Range: Financial activities include managing of finances, business calculations and practices, receipts, payments, banking transactions, elementary profit and loss calculations.

    Associated Assessment Criteria:
  • Financial activities are explained in terms of a new business venture.
  • Elementary business calculations are performed in relation to trade activities.
  • Banking procedures are explained according to financial institutions policy and procedures.
  • Financial Statements are interpreted in order to identify weaknesses and strengths.

    Economic Environment:

    Exit Level Outcome: Describe Elementary Economic Principles.

    Associated Assessment Criteria:
  • Elementary economic principles are described in the South African context.
  • The impact of current affairs on a business is described using examples.
  • Trade principles are described in terms of the international trade context.

    New Venture Creation (Optional Subject):

    Exit Level Outcome: Investigate a Selected Business Environment to Start a New Business Venture.

    Associated Assessment Criteria:
  • Types of business environments are described in order to inform decision-making.
  • Markets are investigated in order to determine the need for a new business venture.
    Range: Markets include concept of market, potential clients, type of products.
  • Financial requirements for a new business venture are determined to plan start-up capital.
  • Marketing and selling processes are aligned to type of business environment.
  • The legal environment is understood for a selected business venture.

    2.7. Hospitality

    Exit Level Outcomes for the three compulsory subjects:

    Hospitality Generics

    Exit level Outcome 1: Explain the role and nature of the hospitality industry.

    Associated Assessment Criteria:
  • Sectors of the industry are described in terms of their role and function locally, nationally and internationally.
  • The types of hospitality businesses are described in terms of their structure, function, role and product(s).
  • The relationship between hospitality and tourism is explained in terms of their specific roles and functions.
  • The impact of the hospitality industry is explained in terms of its effect on the community and society.

    Exit level Outcome 2: Demonstrate professional appearance and conduct in a hospitality environment.

    Associated Assessment Criteria:
  • The concept of professional behaviour is explained as it relates to the branding and image of a business.
  • The Code of Conduct is explained in terms of its applicability to the Hospitality Industry.
  • The role of an individual in a team is explained in terms of productivity of a business.
  • Personal hygiene is explained and maintained according to health requirements.
  • Food hygiene principles are explained and applied according to health requirements.

    Exit level Outcome 3: Use and maintain kitchen and service equipment.

    Associated Assessment Criteria:
  • Kitchen and service equipment is used for specific purposes.
  • Kitchen and service equipment is maintained according to hygienic standards.
  • Occupational health and safety practices are adhered to at all times in a workplace context.
  • The housekeeping safety plan for a food preparation work area is understood and applied at all times.

    Client Services and Human Relations:

    Exit Level Outcome: Demonstrate an understanding of client services and human relations in order to promote productivity.

    Associated Assessment Criteria:
  • Divisions of an organisation are described according to their layout, function, role and product(s).
  • The role of personal conduct and presentation is described in terms of the branding of the organisation and its image.
  • The role of cultural sensitivity is described in order to deal with clients.
  • Client needs are identified to ensure customer satisfaction.
  • The constraints of people with special needs are recognised in order to identify possible challenges.
  • Professional behaviour is explained in a business environment.
  • Occupational health and safety practices are defined for risk control.

    Food Preparation:

    Exit level Outcome: Prepare and produce a range of culinary dishes.

    Associated Assessment Criteria:
  • The quantity of food supplies is checked to determine the level of stock.
  • Menus are prepared for specific functions and occasions according to given specifications.
  • Culinary dishes are prepared and presented using a variety of food groups.
  • Occupational health and safety practices are adhered to according to current legislation.
  • The risks present in a food preparation work area are listed and described in terms of their effect on staff and quality of food preparation.

    Hospitality Services (Optional Subject):

    Exit Level Outcome: Operate as an accommodation assistant.

    Associated Assessment Criteria:
  • Guest accommodation and public areas are cleaned and serviced according to organisational procedures.
  • Laundry services are coordinated according to client needs.
  • Occupational health, safety and security practices are adhered to according to current legislation.

    2.8. Information Technology and Computer Science

    Exit Level Outcomes for the three compulsory subjects:

    Introduction to Information Systems:

    Exit Level Outcome: Demonstrate an Understanding of the Fundamentals of Computers and Information Systems in a Business Environment.

    Associated Assessment Criteria:
  • The impact and nature of information technology (IT) and the components of information systems (IS) are explained in terms of their effects on business practices, workplace use and economy.
  • The history of computers is explained using examples.
  • Computer hardware and its components are explained in terms of their uses and storage capacity.
    Range: Includes but not limited to input and output hardware, secondary storage hardware.

    Electronics:

    Exit Level Outcome: Explain and apply the Basic Concepts of Electronics and Components.

    Associated Assessment Criteria:
  • Fundamentals of electricity are explained in terms of design.
  • Electronics theory and components are explained in terms of their uses.
  • Electrical safety standards are explained in terms of their application.
  • Electrical test instruments are explained in terms of their use and care.
  • Soldering and de-soldering techniques are applied in the work context.
  • Basic electronics principles are applied to build circuits.
  • Programmable logic controllers are explained in terms of their functions.
  • Basic telecommunications concepts are explained in terms of their application.

    Introduction to Systems Development:

    Exit Level Outcome: Explain Systems Development Concepts.

    Associated Assessment Criteria:
  • Basic concepts of software are explained according to types.
  • Software development and programming languages are explained in terms of their relationship and functions.
  • Artificial intelligence concepts are explained using examples.
  • Ways in which data is stored electronically are explained with examples.
  • Computer programming principles and different software applications are explained in terms of their uses.
    Range: Includes but is not limited to the internet, the world-web-web.

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

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

    Entrepreneurship
  • See Management for Exit Level Outcomes and Associated Assessment Criteria.


    Multimedia Basics:

    Exit Level Outcome: Explain and apply conceptual basic skills and knowledge of digital multimedia and multimedia content development.

    Associated Assessment Criteria:
  • Multimedia content development is explained and storytelling is applied.
  • Sound production and sound editing are explained and applied.
  • Photographing and photographic editing are explained and applied.
  • Computer based 2D and 3D graphics and animation are explained and produced.

    2.9 Information Technology and Computer Sciences: Programming and Robotics

    Exit Level Outcomes for the three compulsory subjects:

    Electronics and Digital Concepts for Robotics

    Exit Level Outcome: Identify and apply elementary electronic theory and digital concepts for robotics.

    Associated Assessment Criteria:
  • Basic SI units of measurement are recognised and applied.
  • The concept of basic atomic theory is explained.
  • Different electrical supply systems are compared.
  • Calculations pertaining to the grouping of electrical components and cells are done.
  • The function of different types of basic electronic components are explained.
  • The purpose and operation of different types of semiconductors are explained and demonstrated.
  • The concept of an integrated circuit id described.
  • The purpose use and function of basic transducers and censors are explained/
  • Symbols of electronic components are interpreted, explained and drawn.
  • Basic electronic components and circuits are discussed and demonstrated.
  • Basic electronic principles are applied in the construction of a circuit.
  • A simple circuit is prototyped and tested against a set of design criteria.
  • An explanation pertaining to the composition and design of electronic circuits are provided.
  • Basic electronic tools and equipment are used to perform various measurements and testing.
  • Basic concepts regarding digital electronics are explained and demonstrated through the use of logical gates.
  • Electronic components and circuits are built and tested to perform function in a safe way by constructing an electronic circuit, producing a work plan, testing an electronic circuit, and demonstrating safe working when constructing an electronic circuit.
  • Policies and procedures, which relate to safety processes are described in order to ensure compliance.


    Basic principles of Computer Programming and Computer Literacy

    Exit Level Outcome: Demonstrate a proficiency in basic programming principles problem solving and computer literacy.

    Associated assessment
  • The concept of computer hardware is described in basic terms.
  • The basic components of a computerised system is outlined.
  • Basic operating system functions are performed.
  • The problem-solving process is applied to solve elementary problems using programming constructs and theories.
  • An algorithm is designed to solve a particular problem.
  • A solution is developed using a visual programming environment.
  • The use of a single board microprocessor is demonstrated.
  • A program is written using software on the microprocessor or standard computing device.
  • A high-level programming environment is used to develop basic applications.
  • Knowledge and the differentiation between different number systems are demonstrated.
  • A problem is solved programmatically using various code constructs.

    Robotics Fundamentals

    Exit Level Outcome: Demonstrate an ability to design and code a physical computing device

    Associated Assessment Criteria
  • The concept of a robot is defined and contextualised.
  • The application of robotics in the modern world is discussed.
  • The concept of 3D printing is explained and practically demonstrated.
  • A 3D design is printed
  • The basic concepts of electricity and its relationship to robotics are discussed and practically demonstrated.
  • The basic concepts of microcontrollers and microprocessors are outlined in terms of their composition and uses.
  • A physical computing artefact incorporating a microprocessor is prototyped using various electronic components and sensors.
  • A program is developed based on a set of design specifications to control and manage a physical computing device.
  • GPIO programming is applied in the development of a solution.
  • An automated physical computing artefact or prototype is designed and tested in physical or non-physical (simulated) form using appropriate software tools.
  • Practical robotics projects are constructed, tested, and improved based on a set of design specifications.

    2.10. Management

    Exit Level Outcomes for the three compulsory subjects:

    Management Practice:

    Exit Level Outcome 1: Describe management in an organisation.
    Range: Management includes what managers do, which areas are managed, and what value is added.

    Associated Assessment Criteria:
  • The organisational structure of a business is described and illustrated in the form of an organogram.
  • The management functions are listed and described and an indication is given of who is responsible for each function.
    Range: Functions include but are not limited to Human Resources, Marketing, Finances, Public Relations, Production and Administration.
  • The activities involved in management are identified and described with examples.
    Range: Activities include but are not limited to planning, leading, organizing, controlling and delegating.
  • The role of management is explained in terms of its contribution to the functioning of an organisation.

    Exit Level Outcome 2: Describe factors that influence the management operations of an organisation.

    Associated Assessment Criteria:
  • Internal factors which influence change within an organisation are identified and explained in relation to their effect on employees and the organisation's vision and mission.
  • External factors which influence change within an organisation are identified and explained in relation to their effect on the organisation.
  • The differences between personal ethics and business ethics are explained with examples in terms of their relationship.
  • Current legislation which impact on the day-to-day operations of a business are identified and described with examples.
    Range: Legislation refers to Basic Conditions of Employment Act, Equity Act, Health and Safety Act.

    Operations Management:

    Exit Level Outcome 1: Describe factors that influence the operations of an organisation.

    Associated Assessment Criteria:
  • The roles and functions of a business operations manager are described with examples.
  • The need to adhere to safety regulations in a business is explained with examples.
  • The role of a Quality Management System is described in terms of personal and organisation performance and outputs.
  • The importance of building and maintaining positive relationships with stakeholders is described in terms of their role and effect on the operations of a business.
  • The concept of productivity is defined in terms of its importance for the sustainability of an organisation.

    Exit Level Outcome 2: Operationalise a weekly action plan in a selected business environment.

    Associated Assessment Criteria:
  • A weekly action plan is designed for a specific business activity.
    Range: The action plan can be based on the following operational areas: materials, workstations and information technology. The plan should include goals, objectives, activities, timeframes and delegated persons.
  • Floor plans are compiled in order to determine safe physical operational practices.
  • The components of a quality management system are identified with examples.
  • Quality measures to achieve operational outputs are identified and measures put in place to achieve this.
  • A weekly action plan is implemented and measures put in place to monitor own performance.

    Financial Management:

    Exit Level Outcome: Explain and perform different financial activities.
    Range: Financial activities include managing of finances, business calculations and practices, receipts, payments, banking transactions, elementary profit and loss calculations.

    Associated Assessment Criteria:
  • The financial elements of management are identified and described with examples.
  • Financial activities are explained in terms of a new business venture.
  • Elementary business calculations are performed for specific business tasks.
  • Banking procedures are explained according to financial institutions policy and procedures.
  • The reasons why banking procedures are followed are explained in order to confirm compliance.

    Entrepreneurship (Optional Subject):

    Exit Level Outcome: Compile an elementary business plan for a small business venture.

    Associated Assessment Criteria:
  • Entrepreneurial opportunities and ideas are identified and described using a SWOT analysis.
  • The advantages and disadvantages of entrepreneurship are identified and described in terms of strengths and weaknesses.
  • The characteristics and personality traits of an entrepreneur are identified and described with examples of skills needed in relation to a specific business venture.
  • The elements of a business plan are outlined and described in terms of their objectives and purpose.
  • An elementary business plan is developed using a specific format.

    2.11. Marketing

    Exit Level Outcomes for the three compulsory subjects:

    Marketing:

    Exit Level Outcome 1: Describe and use marketing related activities.

    Associated Assessment Criteria:
  • The different marketing environments are defined so as to establish their role in a commercial context.
    Range: Includes micro, macro and market environments.
  • Promotional concepts and instruments are defined within a marketing context.
  • Marketing concepts are identified using examples.
    Range: All concepts associated with marketing including place, price, product and promotion.
  • Target marketing activities are identified and used to ensure effective marketing practice.
    Range: Includes market research, market segmentation and consumer behaviour.
  • The role and importance of marketing communication techniques are described to ensure effective communication with clients.
  • The marketing mix is described in terms of the way it operates in a specific context.
    Range: Marketing mix is also known as marketing communication and includes the following: advertising, personal selling, sales promotion, direct response marketing, public relations, sponsorship, new media.

    Exit Level Outcome 2: Describe the components of a marketing plan.

    Associated Assessment Criteria:
  • A marketing plan is described to establish its function and importance in a marketing organisation.
  • The components of a marketing plan are identified and described to determine a plan of action for marketing a product or service.

    Advertising and Promotions:

    Exit Level Outcome: Describe products, services and techniques used in marketing.

    Associated Assessment Criteria:
  • Product profiles and services are explained in relation to sales.
  • Promotional techniques are identified and described in terms of marketing objectives and ensuring maximum sales.
  • The role of promotional and media related activities are described in terms of persuasive advertising.

    Marketing Communication:

    Exit Level Outcome: Describe marketing communication and develop marketing material.
  • Marketing communication concepts are identified and described in terms of their impact on marketing.
  • Marketing communication techniques are explained in terms of satisfying client needs.
  • Marketing material to advertise products or services are drafted taking into account legal requirements and implications.
    Range: Marketing material includes flyers and advertisements.

    Contact Centre Operations (Optional Subject):

    Exit Level Outcome: Apply In-Bound Call Centre Operations.

    Associated Assessment Criteria:
  • A customer base is established and maintained to use for reference purposes.
  • A computer package is used to input data received for reference and verification purposes.
  • Calls are retrieved and subject information is provided according to organisational policies and procedures.
  • Queries are responded to and follow-ups are done to ensure customer satisfaction.
  • Communication equipment is used according to organisational policies and procedures.
    Range: Switchboard, headset, computer, fax machine, electronic mail, mobile phones.

    Consumer Behaviour (Optional Subject):

    Exit Level Outcome: Use Consumer Demographics and Lifestyle impacts in a Marketing context.

    Associated Assessment Criteria:
  • Consumer demographics and lifestyles are defined in terms of their influence on sales and services.
  • Queries and requests are recorded to analyse client needs.
  • Storage and retrieval of data are explained for the purpose of classification, cross-referencing and confidentiality.
  • Communication techniques are selected and used in relation to a specific context.
    Range: Techniques include advertising, presentation and promotion.

    Graphic Design:

    Exit Level Outcome: Explain and use graphic design elements and media to convey visual communication.

    Associated Assessment Criteria:
  • An integrated dynamic process is followed to source information.
  • Information appropriate to industry requirements is evaluated.
  • A visual message is communicated through the use of various technological means (e.g. computer, camera and linguistically).
  • Information is applied by drawing conclusions and using appropriate language.

    Wholesale and Retail (Optional Subject):

    Exit Level Outcome: Identify the fundamental principles of retail and perform various practical activities to enable reflective and practical application in a variety of contexts and possible career pathways.

    Associated Assessment Criteria:
  • The role players, sectors and sub-sectors in the Wholesale and Retail industry are described with examples.
  • Possible career pathways in the retail industry are identified.
  • The importance of customer service on the business and methods of attracting and retaining customers is explained as it relates to the retail industry.
  • Factors that impact the bottom line are listed and explained.
  • Various practical activities are performed for the recording of sales, processing various forms of payment and controlling change.
  • The importance of stock control in the Wholesale and Retail industry along with methods used to ensure accurate stock records is explained with examples.
  • The influence of price marking and merchandising on sales is explained with examples.

    2.12. Mechatronics:

    Exit level outcomes for the three compulsory subjects:

    Introduction to Computers:

    Exit Level Outcome 1: Explain and apply fundamental IT related operational skills in the Mechatronic manufacturing environment.
    Range: This outcome covers the basics of connecting basic computer hardware, solving basic PC problems and is designed to be an introduction to the processing of data and production of relevant documents used in the technical field.

    It will equip the student with fundamental information technology related operational skills to use IT related equipment, to use data to gather information and to produce the relevant information to make decisions in the mechatronic manufacturing arena.

    Associated Assessment Criteria:
  • A fundamental understanding of binary logic terminology is defined and explained and binary logic knowledge is applied.
  • Theoretical concepts on how to use a PC file management system is explained and PC hardware is connected.
  • The PC as a system is described, PC elements are selected and connected in accordance with manufacturers instructions and common PC faults are described and rectified.
  • Documents are produced and data processed in accordance with organizational requirements.
  • Word processing application software package uses and features such as Word processing, spreadsheets and presentations are explained and used to produce documents.
  • Information network services are explained and applied.
  • The world wide web is defined and explained, searching for information on the WWW is demonstrated, E-mail terminology and uses is defined, explained and demonstrated.

    Electro Technology:

    Exit Level Outcome 2: Safely install, test and repair electrical and electronic systems.
    Range: This outcome covers the basics of practical experience and is designed to be an introduction to the technical field. It will equip the student with electrical/electronic installation skills for the manufacturing industry. Workshop and fieldwork procedures that conform to safety regulations and safe working practices will be learned.

    Associated Assessment Criteria:
  • Fundamental principles of electricity, electronics theory and electro magnetism are explained in terms of principles of DC electricity, AC electricity, electronic theory, fundamental electro-magnetic and fundamental base electrical quantities.
  • Electrical wiring diagrams are read, interpreted and produced for installation of electrical equipment, components and circuits according to regulation, in a safe way and the necessary paper work is produced, electrical Wiring diagrams are produced, components are connected in accordance to SANS standards and electrical safety standards and procedures are demonstrated whilst working.
  • Electronic components and circuits are built and tested to perform function in a safe way by constructing an electronic circuit, producing a work plan, testing an electronic circuit and demonstrating safe working when constructing an electronic circuit.
  • Fault conditions on electro-technical circuits are located and repaired in accordance with procedure and fault finding techniques and the ability to restore operational function is demonstrated.
  • Necessary documentation is produced and used while working.

    Manual Manufacturing:

    Exit Level Outcome 3: Manufacture components to specifications.
    Range: This outcome covers manual equipment, tools and processes, materials, engineering drawings, welding & soldering.

    Associated Assessment Criteria:
  • Safety and health care is identified and applied during work in accordance with relevant legislation in terms of work shop safety, the role of the employer, environmental hazards and prevention methods.
  • Correct processes and materials are identified, planned and selected when manufacturing and assembling mechatronic sub-systems by means of house keeping, unsafe acts and conditions, colour coding and signage, job processes, work plans, characteristics of metals and plastics and different material profiles.
  • Engineering drawings are read, interpreted, produced and applied to manufacture mechatronic sub-systems.
  • Safety equipment, hand tools and power tools are identified, selected, used and cared for in the manufacture of mechatronic sub-systems.
  • Correct, safe use and care of measuring, marking, checking, cutting and forming tools are demonstrated and mechanical quantities are defined and calculated.
  • Fastening methods and the use of PPE are defined, explained and demonstrated and any malfunctions reported and demonstrated.
  • Correct soldering and welding techniques are identified, selected and used when joining metals by means of different types of metal fusion, various related accessories, related safety, work areas, the use of PPE, malfunctions and welding drawings.

    Mechatronic Systems (Optional):

    Exit Level Outcome 4: Assemble, analyse and troubleshoot mechatronic systems.
  • Range: This outcome covers the basics of practical analytical experience and is designed to be an introduction to the analysis of mechatronic systems in the technical field. It will equip the student with fundamental analytical skills to determine operational functions of equipment, machines and design, producing skills for maintaining the manufacturing industry equipment and related fields.

    Associated Assessment Criteria:
  • Basic technical systems are analysed by explaining a technical system with respect to input -process-output, energy types are identified and conversion explained and system coupling concepts are identified and explained.
  • Various tools used when breaking down the simple technical system are explained.
  • Basic control circuits are analysed and connected for technical systems by identifying and explaining fundamentals of open loop, control terminology, relay logic control and discontinuous and continuous types of control.
  • A relay logic control circuit is constructed and its operation explained.
  • The role of computers and microprocessor based systems and the advantages and disadvantages thereof in industry are assessed in terms of various technical systems at this level.
  • Basic pneumatic technical systems are analysed and connected in terms of pneumatics as a system, pneumatic symbols, actual components , possible malfunctions of pneumatic systems, pneumatic circuits and pneumatic safety.
  • Basic electro-pneumatic control systems are analysed and connected with regard to control signal, symbols, step diagrams, electro-pneumatic circuits, the relevant documentation and safety.
  • Troubleshooting techniques are applied on electro-pneumatic control systems in terms of common electro-pneumatic faults and trouble shooting techniques.

    2.13. Office Administration

    Exit Level Outcomes for the three compulsory subjects:

    Business Practice:

    Exit Level Outcome: Plan and organise secretarial work in a business environment.

    Associated Assessment Criteria:
  • Client needs and queries are identified and dealt with in a professional manner according to organisational procedures.
    Range: Clients include both internal and external customers and colleagues.
  • Petty cash is handled and controlled within an office environment.
  • Incoming and outgoing telephone calls are handled professionally according to organisational procedures.
  • Filing techniques are identified and used to ensure documentation is stored and retrieved easily.
  • Internal and external mail is handled and distributed according to established organisational procedures.
  • Time management techniques are identified and used to plan work and prioritise tasks.
  • Time required to carry out work tasks is estimated and a schedule for completion is drawn up.

    Office Practice:

    Exit Level Outcome: Organise an office environment.

    Associated Assessment Criteria:
  • Office equipment is set up to ensure easy access, optimal workflow as well as meeting health and safety requirements.
  • Health, safety and security measures are identified and explained in terms of organisational policy.

    Office Data Processing:

    Exit Level Outcome: Apply a range of technical word processing skills to produce business documents.
    Range: Assessment Criteria should be met using advanced word processing skills, advanced spreadsheet skills and advanced database skills.

    Associated Assessment Criteria:
  • Business and technical documents are produced for organisational purposes.
  • Touch typing skills are learnt and practised using drill techniques.
  • Meeting documents are produced according to specific formats.
    Range: Meeting documents include: minutes, agenda, attendance register, document packs, etc. Produce documents concerning meetings on an advanced level.
  • Manuscript signs are interpreted and used correctly to produce documentation.
  • Business documents are recorded using applicable audiovisual equipment.
    Range: Business documents include but are not limited to minutes, policies, etc. Audiovisual equipment includes but are not limited to dictaphone, digital recorder, etc.

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

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

    2.14. Primary Agriculture

    Exit Level Outcomes for the three compulsory subjects:

    Plant Production:

    Exit Level Outcome: Demonstrate an understanding of crop production.
    Range: Concepts include but are not limited to morphology and physiology of plants, irrigation, weeds control, pests and diseases control.

    Associated Assessment Criteria:
  • Physiology and morphology are described using examples.
  • Land is prepared for planting according to workplace conditions.
  • Harvesting methods are used according to set procedures.
  • Irrigation is scheduled and operated according to workplace conditions.
  • Methods of weed control are listed and described with examples.
  • Pests and diseases affecting crops are controlled to maximize yield.
  • Fertilisers are applied according to crop requirements.

    Animal Production:

    Exit Level Outcome: Demonstrate an understanding of animal production.

    Associated Assessment Criteria:
  • Poultry breeds and houses are identified and described using examples.
  • Types of feeds are identified and described in terms of their advantages and disadvantages.
  • Diseases and parasites affecting poultry are identified and treated according to workplace procedures.
  • Different goat breeds are identified and described in terms of their strengths and weaknesses.
  • Feeding is described and applied according to workplace conditions.
  • Diseases and parasites affecting goats are identified and controlled according to workplace procedures.

    Soil Science:

    Exit Level Outcome: Use soil science to show how soil influences the growth of plants.

    Associated Assessment Criteria:
  • Soil formation is explained using examples.
  • Soil types are listed and described with examples.
  • Soil science concepts are described with examples.
  • The relationship between soil types, structure and properties are described in order to select crops.
  • Basic soil field tests are undertaken according to set procedures.

    Agri-business (Optional Subject):

    Exit Level Outcome: Explain and use administrative, accounting and entrepreneurial principles in a farming context.

    Associated Assessment Criteria:
  • Farm enterprise records are kept according to recognized administrative and financial management practices.
  • Source documents and related accounting records are completed correctly according to accepted accounting principles.
  • Costs and the requirements for short, medium and long-term capital are explained in terms of the long-term sustainability of the agricultural enterprise.
  • Key concepts relating to marketing are identified and described using data collected from a local community.
  • The choice of an agricultural enterprise is explained in terms of determining factors.
    Range: Determining factors include natural resources, markets and available skills.

    2.15. Primary Health

    The South African Health Care System:

    Exit Level Outcome 1: Describe the South African health care system.

    Associated Assessment Criteria:
  • The SA health care system is described.
    > Range: Health, the national health care system, health care services, health care and medical care.
  • The environmental factors affecting the SA health care system is outlined.
    > Range: Socio-economic, political, geographic demographic.
  • The public health care services in South Africa are clarified.
    > Range: Community, district/sub district, provincial and national levels.
  • The public health care service levels in South Africa are evaluated.

    Exit Level Outcome 2: Describe the district health care system in South African.

    Associated Assessment Criteria:
  • Primary health care in SA is discussed.
  • The district health care system in SA is outlined.
    > Range: Point of entry and referral network at a local health district.

    Exit Level Outcome 3: Describe the stakeholders in the South African healthcare system.

    Associated Assessment Criteria:
  • The roles and responsibilities of stakeholders in the SA health care system are described.
    > Range: Public- and private health care services, non-governmental, not-for-profit organisations and community based organisations.

    The Human Body And Mind:

    Exit Level Outcome 1: Understand anatomy.

    Associated Assessment Criteria:
  • The body systems and organs, their structure and their respective positions in anatomy are explained, so as to prepare for further study in one of the health disciplines.

    Exit Level Outcome 2: Understand physiology.

    Associated Assessment Criteria:
  • The physiology of the body systems and their organs in a healthy individual are described.

    Exit Level Outcome 3: Understand psychology.

    Associated Assessment Criteria:
  • Some well known psychological concepts and an understanding of the healthy mind at a foundation level are explained, described and applied.

    Public Health:

    Exit Level Outcome 1: Understand the concepts health and wellness and how factors in the community impact on the health status of the population.

    Associated Assessment Criteria:
  • The concepts health and wellness are defined.
  • Conditions found in communities that affect their level of health and wellness are described.

    Exit Level Outcome 2: Understand the concept public health.

    Associated Assessment Criteria:
  • The concept public health is explained.

    Exit Level Outcome 3: Differentiate between infectious and non-infectious diseases.

    Associated Assessment Criteria:
  • Infectious disease and the principles on how to control infectious diseases are explained.
  • Non-infectious disease and the principles to control and /or prevent non-infectious diseases are outlined.

    Community Oriented Primary Care:

    Exit Level Outcome 1: Understand the concept and principles of Community Oriented Primary Care.

    Associated Assessment Criteria:
  • The concept and principles of Community Oriented Primary Care are defined and described.

    Exit Level Outcome 2: Outline the concept of community as individuals and families in time, space and place.

    Associated Assessment Criteria:
  • The concept of individuals and families in time, space and place as community is defined, described and related to its relevance to Community Oriented Primary Care as an approach to primary care.

    Exit Level Outcome 3: Describe social stratification in societies and communities.

    Associated Assessment Criteria:
  • The relevance of the key social stratifiers for individual and community health and well being (age, ability, race, ethnicity and origin, gender and social class) are described and related to Community Oriented Primary Care as an approach to primary care.

    2.16. Process Instrumentation:

    Engineering Fundamentals (an existing subject).

    Electronic Control and Digital Electronics (an existing subject).

    Physical Science (an existing subject).

    Instrumentation Technology:

    Exit Level Outcome 1: Describe the basics and uses of instrumentation in the process industries.

    Associated Assessment Criteria:
  • Basic uses of process instrumentation are described in different processing environments.

    Exit Level Outcome 2: Describe and apply different types of control valves.

    Associated Assessment Criteria:
  • The purpose of control valve configurations, accessories, actuators and maintenance are explained and applied.

    Exit Level Outcome 3: Describe and perform different measurements
    Range:Ppressure measurements, temperature measurements and flow measurements.

    Associated Assessment Criteria:
  • The purposes and applications of different types of measurements are described.

    2.17. Process Plant Operation:

    Process Technology:

    Exit Level Outcome 1: Explain and use Process Flow Diagrams (PFD) and pipe network drawings.

    Associated Assessment Criteria:
  • PFDs and pipe network drawings as applicable to process application are read and explained.
  • Various drawings are drawn and interpreted.
    Range: piping and valve configurations and freehand Isometric pipe drawings.

    Exit Level Outcome 2: Explain and demonstrate pipes, valves and fittings.

    Associated Assessment Criteria:
  • The purpose, colour-coding and basic working principles of piping, valves and fittings are described in a process environment.
  • Non-optimal performance of valves are inspected and explained.
  • A piping system is constructed and routed according to PFDs and isometric pipe drawing requirements.

    Exit Level Outcome 3: Describe the principles of handling liquid, gas and solid equipment.

    Associated Assessment Criteria:
  • The storage and transfer of raw materials and final products are explained.
  • The functioning and maintenance of process systems, valves, pumps and drive equipment are explained and demonstrated.

    Exit Level Outcome 4: Describe the principles of separation processes.

    Associated Assessment Criteria:
  • Different separation processes applicable to industry are described.

    Physical Science (an existing subject):

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

    Associated Assessment Criteria:
  • A scientific investigation in which one variable is controlled is planned and conducted to collect data systematically with regard to accuracy and reliability.
  • Standard exercises are solved through the application of given steps in a problem-solving strategy.
  • Information and conclusions are communicated using appropriate language, SI units and numeric and linguistic modes of representation.

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

    Associated Assessment Criteria:
  • Basic prescribed scientific knowledge is recalled and stated using examples.
  • Prescribed scientific theories and models are expressed and explained by indicating the relationship between facts and concepts.

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

    Associated Assessment Criteria:
  • Knowledge claims are discussed by indicating the link between indigenous knowledge systems and scientific knowledge.
  • The inter-relationship and impact of science and technology on socio-economic and human development are described with examples.
    > The impact of scientific and technological knowledge on sustainable local development of resources and on the immediate environment is discussed with emphasis on environmental challenges such as management and the use and disposal of elements and compounds.

    Engineering Fundamentals (an existing subject):
    Exit Level Outcome 1: Identify and Explain Various Disciplines and Practices in Engineering.
    Range: Various disciplines include but are not limited to chemical, mechanical and geological exploration, mining and metallurgy.

    Associated Assessment Criteria:
  • Engineering disciplines are identified according to their core functions and roles.
    Range: Roles refer to better designs, solving problems and functioning in the community.
    Functions refer to but are not limited to boiler making, automotive industry, fitting and machining, mining and operations and chemical industry.

    Pulp and Papermaking Technology:

    Exit Level Outcome 1: Describe an overview of the pulp and paper industry.

    Associated Assessment Criteria:
  • The origins of paper and paper making, the South African pulp and paper industry and the environmental impact of a pulp and paper mill are described.

    Exit Level Outcome 2: Describe raw materials, secondary fibre, board and tissue.

    Associated Assessment Criteria:
  • The properties of paper, board and tissue, wood and fibre technology as well as secondary fibre as a raw material, are described.

    Exit Level Outcome 3: Describe receipts, handling and storage of raw materials.

    Associated Assessment Criteria:
  • Receipt, handling and storage of log and chip, bagasse and secondary fibre are described.

    Exit Level Outcome 4: Describe an overview of pulp and chemical production and recovery.

    Associated Assessment Criteria:
  • The terminology and processes of pulp and chemical production and recovery are described.

    Exit Level Outcome 5: Describe an overview of paper making and finishing operations.

    Associated Assessment Criteria:
  • The terminology and processes associated with paper making and paper finishing are described.
    Range: Embossing, supercalendering, laminating, coating slurry preparation process and the finishing process.

    Process Chemistry:

    Exit Level Outcome 1: Explain the South African chemical and process industries and the process of water treatment and purification.

    Associated Assessment Criteria:
  • An overview of the South African chemical and process industries is described.
  • The purposes, principles and methods and applications of water treatment and water purification are explained.

    Exit Level Outcome 2: Describe industrial gas and glass production processes.

    Associated Assessment Criteria:
  • The production and main applications of industrial gases and glass are described.

    Exit Level Outcome 3: Explain safety, health and environmental concepts.

    Associated Assessment Criteria:
  • Common safety, health and environmental concerns relating to the chemical processing environment are described.

    2.18. Safety in Society

    Exit Level Outcomes for the three compulsory subjects:

    Introduction to Law

    Exit level Outcome 1: Demonstrate an understanding of South African law.

    Associated Assessment Criteria:
  • The concepts which underpin law are identified and described with examples. Concepts include but are not limited to privilege, crime, morality, justice, norms, values etc.
  • The sources and origins of South Africa law are described to understand their influence on the South African Legal Framework.
  • The sub sections of South Africa law are identified in order to distinguish them with examples from one another.
    Range: South African law includes private law, mercantile law, public law and indigenous law.
  • Court structures and procedures are described in the context of administration of justice.

    Principles of Criminal Justice

    Exit level Outcome 1: Demonstrate an understanding of the criminal justice system.

    Associated Assessment Criteria:
  • Key principles underpinning safety in society are identified and described in terms of their contribution to perceptions of safe and unsafe environments.
    Range: Factors refer to but are not limited to personal safety, risk factors and environmental factors.
  • Key concepts of the criminal justice system are identified and explained in terms of their impact on safety in society.
    Range: Concepts refer to but are not limited to crime prevention, restorative justice and criminal justice.
  • Processes and procedures related to the criminal justice environment are identified and explained in terms of their sequence and influence on the criminal justice system.
  • The criminal justice roleplayers are identified in terms of their preventative and investigative roles.
    Range Roleplayers include but are not limited to the South African Police Service, Statutory Intelligence, Department of Corrections.
  • The major stakeholders within the criminal justice system are described in terms of their roles and functions.
    Range: Major stakeholders must include but are not limited to Law Enforcement (SAPS, Metro, Traffic and MP) justice, corrections, ancillary services, Non-Governmental Organisations and private security.
  • The concept of "volunteerism" is examined and applied to scenarios in terms of contributing to safety in society.

    Introduction to Governance

    Exit level Outcome 1: Demonstrate an understanding of the principles of governance within government structures.

    Associated Assessment Criteria:
  • Key concepts relating to governance and government are identified and described according to principles which support the Constitution.
    Range: Concepts include but are not limited to: democracy, human rights and Constitutional values.
  • Principles underpinning democracy are identified and described in terms of the key elements relating to democratic governance.
    Range: Principles include but are not limited to: human dignity, equality, supremacy and advancement of human rights. Elements refer to but is not limited to: transparency, accountability and inclusivity.
  • Human rights entrenched in the Constitution (Chapter 2 of the Bill of Rights) are identified and described in terms of their influence on democratic governance and government structures.
  • The development of the Constitution is described in order to understand the changes within government before and after 1994.
  • The levels of the executive government in the South African context is identified and described in terms of its roles and functions.
  • The levels of the legislature in the South African context are identified and described in terms of its roles and functions.
  • The roles and functions of the judiciary in the South African context are identified and described in terms of their structures, aims and objectives.

    Introduction to Policing Practices (Optional Subject):

    Exit level Outcome 1: Demonstrate an understanding of law enforcement agencies and their mandates.

    Range: Agencies must include reference to the South African Police Service (SAPS), Military Police Division (MPD), Metropolitan Police Service (METRO) and Traffic.

    Associated Assessment Criteria:
  • The mandate of law enforcement agencies is identified in line with the Constitution and the current legal framework.
  • The similarities and differences between major law enforcement agencies are listed and compared in terms of their relationship with one another.
  • Key concepts in policing are identified and described in line with currently accepted norms and standard.
    Range: Norms and standards refer to proactive and reactive policing. Concepts include but are not limited to crime investigation, social service, community policing, sector policing, historical background and support operations.
  • Personal and work ethics are identified and distinguished in terms of their relationship and effect on one another.
  • South African policing agency structures are identified and described in terms of their organograms and ranking.

    Criminology (Optional Subject):

    Exit level Outcome 1: Demonstrate an understanding of the field of criminology.

    Associated Assessment Criteria:
  • Key concepts relating to criminology are identified and explained with examples in relation to the development of criminology as a science.
  • Existing models to reduce/prevent specific crime categories are identified and analysed in terms of their effectiveness.
  • The role and ethical responsibilities of criminologists within society and the criminal justice system are explained in terms of their functions and responsibilities.
  • Victim, offender and ecological rights are described in terms of current legislation.
    Range: Current legislation includes but is not limited to the Bill of Rights in the SA Constitution and the SA Victims' Charter of Rights and Minimum Standards and Services for Victims of Crime.
  • Techniques of measuring crime and victimization are identified and explained to assess their value and limitations.
  • Individual and social crime risk factors are described as a basis to identify treatment/prevention programmes.

    2.19. Tourism

    Exit Level Outcomes for the three compulsory subjects:

    Science of Tourism:

    Exit Level Outcome: Describe the sectors and role-players of the tourism industry.

    Associated Assessment Criteria:
  • The different role-players are identified and described in terms of their role in the industry.
  • The relationship between hospitality and tourism is explained in terms of their specific roles and functions.
  • The sectors of the Hospitality and Tourism Industry are described in terms of their relationship and benefit to the economy of South Africa.
  • Market segmentation is explained in terms of the types of tourists and their needs.
  • Potential career paths in the tourism industry are identified with examples.
  • Tourism services and products are identified in terms of their impact on society.

    Client Services and Human Relations:

    Exit Level Outcome: Demonstrate an understanding of client services and human relations in order to promote productivity.

    Associated Assessment Criteria:
  • The role of personal conduct and presentation is described in terms of the branding and image of the organisation.
  • The role of cultural sensitivity is described in order to deal with clients.
  • Client needs are identified to ensure customer satisfaction.
  • The constraints of people with special needs are recognised in order to identify possible challenges.
  • Professional behaviour is explained in a business environment.
  • Occupational health and safety practices are defined for risk control.
  • Divisions of an organisation are described according to their structure, function, role and product(s).

    Sustainable Tourism in South Africa:

    Exit Level Outcome: Identify and describe the role of sustainable tourism in the South African context.

    Associated Assessment Criteria:
  • The provinces and major cities in South Africa are identified and described using map skills.
  • Types of maps are used to locate places of interest in the tourism industry.
  • The South African infrastructure is described in relation to principles of tourism operations.
  • The concept of sustainable development is explained with examples.
  • The role of conservation is identified and described in terms of the impact on society and environment.
  • Knowledge of cultural, natural and political heritage sites in South Africa are identified and described with examples.
  • Tourist types are identified and matched with local, provincial and national destinations, attractions and events.

    Tourism Operations (Optional Subject):

    Exit Level Outcome: Perform regular practices in a Tourism office environment using modern communication techniques and equipment.

    Associated Assessment Criteria:
  • Office equipment is handled and maintained according to manufacturer's specifications.
  • An information system is operated and maintained according to organisational requirements.
  • Telephone calls are managed professionally in order to ensure compliance with organisational procedures.
  • Records in a tourism business are identified, created and maintained in order to track evidence and ensure client confidentiality.
  • Documents for financial banking processes are prepared and processed according to organisational requirements.
  • Reservation requests are received and processed to ensure client satisfaction.
  • Information is provided and external services booked to client satisfaction.

    2.20. Transport and Logistics:

    Freight Logistics:

    Exit Level Outcome: Explain the practice and environment of the freight logistics industry in South Africa.

    Associated Assessment Criteria:
  • Key concepts and principles of the freight logistics industry are defined and explained.
  • The size and scope of the freight logistics industry in South Africa is described.

    Exit Level Outcome: Describe the key processes and functions in freight logistics with reference to warehousing, distribution and subsidiary services.

    Associated Assessment Criteria:
  • The relationship between logistics, outsourcing and value adds in the freight logistics environment is described.
  • The relationship between warehousing, distribution and the technical functions performed in a logistics environment is described.
  • The importance of warehousing, plant and warehouse site selection is described.
  • The importance of service support and packaging in the freight logistics environment are described.
  • The key freight logistics elements are explained in terms of the interrelationship between the elements and activities.

    Exit Level Outcome: Recognise and use key financial concepts and perform cost calculations within a freight logistics environment.

    Associated Assessment Criteria:
  • The key financial concepts in freight logistics are recognized and used.
  • The income and expense streams and the effects of the various outputs of each division on the freight logistics operation are described.
  • Different costs are explained and cost ratios are calculated.

    Exit Level Outcome: Explain career pathways and opportunities available in the freight logistics industry by making reference to traits and skills required to pursue a career in freight logistics.

    Associated Assessment Criteria:
  • The structure of a medium to large freight logistics organisation, the broad responsibilities and outputs of various departments in a logistics operation is described.
  • The routes or avenues from entry level to management positions and the elements and personal traits required for promotion to the next level in the freight logistics industry is explained.

    Transport Economics:

    Exit Level Outcome: Explore what is transport economics.

    Associated Assessment Criteria:
  • Key concepts in transport economics is defined and described.
  • The relation between transport and economics, transport economics and infrastructure and an effective transportation system and the well being of an economy is described.
  • The reasons why government should provide a well functioning transport system are provided.

    Exit Level Outcome: Investigate transport as a service and industry within the South African economy.

    Associated Assessment Criteria:
  • The nature and scope of the transport industry and characteristics of transport as a service are described.
  • The broad categories of transport services and modes used in each are described.

    Exit Level Outcome: Investigate the South African transport industry as an economic factor.

    Associated Assessment Criteria:
  • The South African transport industry is described in terms of its size and make-up, different market players and the transport market place.
  • Transportation is described as an enabler of the economy.
  • The transport market is related to the Gross Domestic Product (GDP) and its influence on different production sectors.
  • The industry 'multiplier effect' of transport on the economy is described.
  • The impact of competition and international trade on transport systems are investigated.

    Exit Level Outcome: Explore the non-economical and historical aspects of transport in South Africa.

    Associated Assessment Criteria:
  • The non-economical role and importance of transport for the social development of an economy is described.
  • The historical and current transport infrastructure is compared to indicate similarities and differences.
  • The South African infrastructure developments are compared with developments in other countries.
  • The strategy of the South African government to address socio-economic challenges by improving the transport infrastructure is described.
  • Key stakeholders and decision makers contributing towards infrastructure development in South Africa are identified.

    Transport Operations:


    Exit Level Outcome: Outline the nature, role and importance of operations in a transport business.

    Associated Assessment Criteria:
  • The nature, role and importance of operations within a transport business are described.
  • The system, models, approaches, structures and processes which guide the operations of a transport business are described.

    Exit Level Outcome: Explore the legislative framework regulating operations of a transport business.

    Associated Assessment Criteria:
  • The impact of the transport-related legislation on transport operations of a transport business is described with reference to the rights and responsibilities regarding the environment.

    Exit Level Outcome: Determine the influence of business ethics on the operations of a transport business.

    Associated Assessment Criteria:
  • The influence and challenges of business ethics on operations and decision-making of a transport business is explained.

    Exit Level Outcome: Describe general and specific operations and activities within a transport business and the effects on the service delivery.

    Associated Assessment Criteria:
  • Generic and specific transport operations across various modes of transport are identified, related and compared.
  • The nature and scope of different activities within a transport business are outlined.
    > Range: Supervisory -, technical -, marketing & sales activities, support and ancillary/subsidiary services.
  • The relationship between transport operations and service delivery is explained.

    Exit Level Outcome: Explore the technical and legal requirements for transportation and vehicle maintenance.

    Associated Assessment Criteria:
  • The legal requirements and operational limits for different transport units and vehicles are described.
  • The purpose of and vehicle maintenance procedures are described.
  • Vehicle maintenance repairs are organised, scheduled and assessed once repaired.
  • The procedures, safety measures and inspection of rail or road tankers for loading petroleum products are explained.

    3. Critical Cross-Field Outcomes:

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

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

    ASSOCIATED ASSESSMENT CRITERIA 
    Refer to Exit-Level Outcomes for details of Associated Assessment Criteria.

    Integrated Assessment:

    Assessment for the awarding of the National Certificate: Vocational, Level 2 will be done through both internal and external assessment. Each of the internal and external assessment components will carry a specific weighting in the various fundamental and vocational components.

    1. Internal Assessment

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

    Practical assessment is the direct and systematic observation of a student's performance. Students in practical assessment are engaged in activities that require the demonstration of specific skills, which determine how learners put theory into practice. Practical assessment is particularly relevant to the practical components of the four (4) vocational learning component modules.

    2. External Assessment

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

    3. The relative weighting of internal and external assessment for the purposes of awarding the national Certificate: Vocational, Level 2.

    3.1. The portfolio of evidence will be 25%, and the external assessment mark, 75% of the total mark for the Fundamental Component and for the Second language.
    3.2. The portfolio of evidence mark for each of the four modules in the Vocational component will be 50%, and the external assessment mark, 50% of the total mark. 

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

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

    1. Finland

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

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

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

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

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

    2. Ireland

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

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

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

    3. The United States of America

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

    4. Scotland

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

    The occupational SQV/NVQ at level 2 would be the equivalent to the National Certificate: Vocational, Level 3. It has as its core skills such competencies as:
  • Communication
  • Numeracy
  • Information technology
  • Problem solving
  • Working with others

    The SQV/NVQ at level 2 has added to it various subject matter knowledge and skills related to the specific career focus of each qualification. The National Certificate: Vocational, Level 2 covers similar competencies but at a lower level and the approach of classroom and workplace learning is similar.

    5. Australia

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

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

    6. Botswana

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

    7. Zimbabwe

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

    8. Namibia

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

    9. Other Countries in SADC Region

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

    In conclusion, it can be seen from the above comparison that the National Certificates Vocational at levels 2, 3 and 4 are similar in learning content, target learner group and approach to what is offered in many other countries whose approach to vocational education and training is of a high calibre. 
    		•

    ARTICULATION OPTIONS 
    This Qualification offers the learner access to the National Certificate: Vocational, Level 3 as well as to other vocational and occupational qualifications at levels 2 and 3 offered in the workplace. 

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

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

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

    NOTES 
    Requirements for the issuing of the qualification:

    Subject to the provisions of Section 16(4)(d and e) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001), a National Certificate: Vocational, Level 2 shall be issued to a learner who has complied with the following promotion requirements:

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

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

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

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

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

    A learner who has not satisfied all the requirements of the National Certificate: Vocational, Level 2, will be issued a Statement of Results by the Department of Higher Education, as contemplated in the policy document, "National policy on the programme and promotion requirements of National Certificates and Non-formal Programmes offered in Further Education and Training (FET) colleges." 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    90761  National Certificate: Vocational: Civil Engineering and Building Construction  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90762  National Certificate: Vocational: Drawing Office Practice  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90763  National Certificate: Vocational: Education and Development  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90764  National Certificate: Vocational: Electrical Infrastructure and Construction  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90765  National Certificate: Vocational: Engineering and Related Design  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90766  National Certificate: Vocational: Finance, Economics and Accounting  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90767  National Certificate: Vocational: Hospitality  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90768  National Certificate: Vocational: Information Technology and Computer Science  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90769  National Certificate: Vocational: Management  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90770  National Certificate: Vocational: Marketing  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90771  National Certificate: Vocational: Mechatronics  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90772  National Certificate: Vocational: Office Administration  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90773  National Certificate: Vocational: Primary Agriculture  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90774  National Certificate: Vocational: Primary Health  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90775  National Certificate: Vocational: Process Instrumentation  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90776  National Certificate: Vocational: Process Plant Operations  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90777  National Certificate: Vocational: Safety in Society  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90778  National Certificate: Vocational: Tourism  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 
    90779  National Certificate: Vocational: Transport and Logistics  Generic Provider - NCV  Level 2  NQF Level 02  130     UMALUSI  GFETQSF 


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


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