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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Vocational, Level 4 
SAQA QUAL ID QUALIFICATION TITLE
50441  National Certificate: Vocational, Level 4 
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
Further Ed and Training Cert  Field 500 - Undefined  Undefined 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  Level 4  NQF Level 04  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 101/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The National Certificate: Vocational, Level 4 is aimed at learners in FET Colleges. These learners leave the FET College either for higher education or for employment in the workplace.

The National Certificate: Vocational, Level 4 aims to equip learners adequately for entry into the world of work by providing them with practical knowledge and skills related to a particular economic or vocational sector. It also has as its objective to provide learners with ways to cope with the social, economic and cultural challenges they face in their daily lives. While the Vocational Component of the qualification is grounded in the South African context, it also incorporates global imperatives to help the South African economy to compete internationally in terms of such issues as productivity, quality, efficiency and cost effectiveness. This qualification will provide learners with the knowledge, skills, attitudes and values, which should enable them to access learning in the higher education band.

The National Certificate: Vocational, Level 4 will provide learning experiences in situations contextually relevant to a particular vocational area chosen by the learner. The National Certificate: Vocational, Level 4 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 4 has the objectives of:
  • Equipping learners with the knowledge skills and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country.
  • Providing access to higher education in a specific vocational sector.
  • 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 4 should:
  • Deepen the foundation laid by General Education and Training.
  • Lay a foundation for specialist learning.
  • Prepare learners for higher education.
  • Prepare learners for employment.
  • 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:

    South Africa as a country that operates in the global economy has to compete with countries with well-developed economies and highly developed skills levels amongst their citizens. This means that South Africa has to have a workforce with equally well-developed skills, knowledge and competencies. Coupled to this need, is a high national unemployment rate, which is related to the relatively low skill levels of its citizens. The skills needs of the country have been identified and FET Colleges are seen as a sector that can assist in developing those specific needs as well as the general competencies required by our country.

    The National Certificate: Vocational, Level 4 is the third qualification in a Vocational Education and Training learning pathway, which follows on from learning in the General Education and Training band. The three qualifications in the pathway aim at enabling learners to acquire the necessary knowledge, practical skills, applied competence and understanding required for employment in a particular occupation or trade, or class of occupations or trades at various levels and for further learning in a chosen sector.

    The National Certificate: Vocational, Level 4 is aimed at providing vocational education organized into subjects related to specific vocational areas. The qualification will be offered primarily in FET Colleges, although other accredited providers can offer it.

    The National Certificate: Vocational, Level 4 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 the Exit Level Outcomes and Learning Outcomes at NQF levels 2 and 3 of the subjects they will offer in the National Certificate: Vocational, Level 4.

    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 learner 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:
  • Access to this qualification is open to all learners who are in possession of:

    > A National Certificate: Vocational, NQF Level 3.
    > An appropriate registered equivalent qualification obtained at NQF Level 3.
    > A bridging programme designed for the specific purpose of access to NQF Level 4.
  • Access is also open to South African learners who have undergone an RPL assessment for Grade 11 learners, which meets the basic requirements for access to NQF Level 4.
  • Learners who have not been part of the South African education system may also gain access through an appropriate RPL assessment. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The National Certificate: Vocational, Level 4 is made up of a Fundamental Component and a Vocational Component.

    1. Fundamental Component:

    The following three subjects are compulsory:

    1.1. Language at NQF Level 4 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 4.

    1.3. Life Skills and Computer Literacy.

    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 of 20 credits each at Level 4 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.

    The Vocational Specialisations are the following:

    2.1. Civil Engineering and Building Construction:

    Compulsory Subjects:
  • Construction Planning.
  • Construction Supervision.
  • Materials.

    Optional Subject:
    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Carpentry and Roofwork.
  • 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.
  • Mechanical Draughting and Technology.

    Optional Subject:
  • Drawing Office Procedures and Techniques.

    2.3. Education and Development:

    Three Compulsory Subjects:
  • Art and Science of Teaching Level 4.
  • Human and Social Development Level 4.
  • Learning Psychology Level 4.

    Optional Subject:
    Choose one of the following recommended subjects depending on the field of mechanical specialisation or any subject from any other vocational specialisation:
  • Early Childhood Development.

    2.4. Electrical Infrastructure Construction:

    Three Compulsory Subjects:
  • Electrical Principles and Practices.
  • Electrical Workmanship.
  • Electronic Control and Digital Electronics.

    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:
  • Applied Engineering Technology
  • Engineering Processes
  • Professional Engineering Practice

    Optional Subject:
    Choose one of the following recommended subjects depending on the field of mechanical specialisation or any subject from any other vocational specialisation:
  • Automotive Repair & Maintenance.
  • Engineering Fabrication-Boilermaking.
  • Engineering Fabrication-Sheet Metal Worker.
  • Fitting and Turning.
  • Physical Science.
  • Refrigeration and Air Conditioning Processes.
  • 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 Science:

    Three Compulsory Subjects:
  • Computer Programming.
  • Data Communication and Networking.
  • Systems Analysis and Design.

    Optional Subject:
    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Client Services and Human Relations.
  • Contact Centre Operations.
  • Multimedia services.
  • Project Management.

    2.9. Management:

    Three Compulsory Subjects:
  • Financial Management.
  • Management Practice.
  • Operations Management.

    Optional Subject:
    Choose the following recommended subject or any subject from any other vocational specialisation:
  • Project Management.

    2.10. Marketing:

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

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

    2.11. Mechatronics:

    Three Compulsory Subjects:
  • Computer-Integrated Manufacturing.
  • Electro Technology.
  • Stored Programme Systems.

    Optional Subject:
    Choose one of the following recommended subjects depending on the field of mechanical specialisation or any subject from any other vocational specialisation:
  • Mechatronic Systems, Level 4.

    2.12. 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
  • Personal Assistance.

    2.13. Primary Agriculture:

    Three Compulsory Subjects:
  • Advanced Plant Production.
  • Animal Production.
  • Farm Planning and Mechanisation.

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

    2.14. 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.

    2.15. Process Instrumentation:

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

    Optional Subject:
  • Instrumentation Technology.

    2.16. Process Plant Operations:

    Three Compulsory Subjects:
  • Physical Science.
  • Process Control.
  • Process Technology.

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

    2.17. Safety in Society

    Three Compulsory Subjects:
  • Criminal Justice Process
  • Governance
  • Law of Procedures and Evidence

    Optional Subject:
    Choose one of the following recommended subjects or any subject from any other vocational specialisation:
  • Applied Policing
  • Criminology

    2.18. Tourism:

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

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

    2.19. 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 three Fundamental subjects, and the four Vocational subjects, making up the National Certificate: Vocational, Level 4 on the NQF are a successive continuation of the learning done at NQF Levels 2 and 3. The learning in each level, however, is distinctive. There is no carry-over of credits from one level to the next.

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

    4.1. A learner may not offer both Mathematics and Mathematical Literacy.

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

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

    4.4. A learner may offer an additional language in lieu of the fourth vocational subject to the value of 20 credits at level 4 selected as follows:

    4.4.1. The language must be at least at First Additional Language level.

    4.4.2. It must be one 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''.

    5. 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).

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

    6.1. A learner who is classified as an immigrant may offer the required official language on at least Second Additional Language Level.

    6.2. 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.

    6.3. 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.

    7. Credits:

    Each subject is worth 20 credits with Life Skills and Computer Literacy worth 10 credits. The total for the qualification is 130 credits.
  • 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 4 are explicitly stated in the curriculum statements of the individual subjects up this qualification.

    1. Fundamental Component:

    1.1. Language:

    a. Listening and Speaking:
  • Exit Level Outcome: Listen and respond critically and speak in diverse contexts for a variety of purposes.
  • Associated Assessment Criteria:

    > Listening and speaking strategies are analysed and used for a wide range of purposes.
    > Range: Purposes refer to persuasion and developing arguments, expressing opinions and assertiveness, marketing, group communication, negotiation, conflict resolution, interviewing techniques, public speaking and maintaining conversation.
    > Different forms of oral communication are distinguished and used in diverse contexts.
    > Oral presentations are researched, planned and delivered in diverse contexts.
    > Oral presentations are evaluated using appropriate speaking and listening techniques.
    > A critical awareness of language usage is applied in diverse oral situations.

    b. Reading and Viewing:
  • Exit Level Outcome: Critically read and view texts in order to infer meaning and make meaningful responses.
  • Associated Assessment Criteria:

    > A variety of reading and viewing strategies are applied to comprehend, analyse, synthesise and appreciate language and information.
    > Written and visual texts are investigated to explain meaning, values and attitudes.
    > The structure and key features of texts are examined and reflected on in order 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.
    > Comment: Literary texts should constitute 20% of the number of texts read and viewed.
    > Stylistic devices are analysed to illustrate and motivate how these devices achieve particular effects.
    > Different forms of non-verbal communication are examined and interpreted to explain meaning, values and attitudes.
    > Range: Forms of non-verbal communication include body language, facial expressions, gestures, signs and symbols, colour, pictures and illustrations, graphic representations and diagrams, proxemics and cultural forms.

    c. Writing and Presenting:
  • Exit Level Outcome: Write and present texts for a wide range of purposes and audiences using language conventions and formats appropriate to diverse contexts.
  • Associated Assessment Criteria:

    > Writing tasks are planned for specific purposes, audiences and contexts.
    > Range: Tasks include formal reports, meeting documentation, proposals and other persuasive documentation, documentation for the media and personal and workplace correspondence.
    > Writing strategies and techniques are applied for first drafts.
    > Language conventions and structures are used to create and write texts that are appropriate, logical, and stylistically and grammatically correct.
    > Feedback from others is analysed and incorporated where necessary into written texts.
    > Own writing is proofread and edited to produce final texts.
    > Final texts are presented using the conventions and formats required by the context.

    d. Language in Practice:
  • Exit Level Outcome: Use language structures and conventions to promote learning and communicate in diverse contexts.
  • Associated Assessment Criteria:

    > Learning resources are accessed, used and managed to improve learning and communication strategies in diverse contexts.
    > Range: Learning resources include dictionaries, textbooks, web page information, reference works, manuals, study guides, persuasive texts, workplace documentation, and multi-media texts.
    > Language structures and conventions are analysed and used for effective learning and communication.
    > Range: Language structures and conventions refer to syntax and grammar, diction, meaning and idiomatic language.
    > Oral and written texts are produced to demonstrate a critical awareness of language usage.

    1.2. Mathematics:

    a. Functions and Algebra:
  • Exit Level Outcome 1: Analyse and represent a wide range of Mathematical functions and inverses of the function and solve problems.
  • Associated Assessment Criteria:

    > Various types of functions, relations and inverses are worked with in various contexts.
    > Range: y = ax + q., y = ax , y = a , a > 0.
    > Third degree polynomials are factorised and graphed.
    > Range: Including examples that require the factor theorem.
    > An intuitive understanding of the limit concept is demonstrated in the context of approximately the rate of change or gradient of a function at a point.
    > Range: Application of first principles.

    b. Data Handling and Statistics:
  • Exit Level Outcome 2: Analyse and interpret data to establish statistical and probability models to solve related problems.
  • Associated Assessment Criteria:

    > Situations or issues that can be dealt with through probabilistic or statistical methods are identified correctly.
    > Range: Calculating measures of centre and spread such as mean median, mode, range, variance, standard deviation and inter - quartile range.
    > Data sources and databases are selected to ensure representivity of the data and validity of resolutions.
    > Statistics generated from the data are interpreted and justified in order to make mathematical meaning.

    c. Space, Shape and Measurement:
  • Exit Level Outcome 3: Analyse and explain properties of shapes in 2-dimensional and 3- dimensional space with justification.
  • Associated Assessment Criteria:

    > Symbols and units are used in accordance with the SI unit conventions and as appropriate to the situations.
    > Descriptions are based on a systematic analysis of shapes and reflect the properties of the shapes accurately, clearly and completely.
    > Range: Proof of basic theorems on circles, Co-ordinate geometry.
    > Problem-solving methods are represented clearly, logically and in mathematical terms.

    d. Complex Numbers:
  • Exit Level Outcome 4: Solve Mathematical equations with complex numbers.
  • Associated Assessment Criteria:

    > Complex numbers are represented in terms of real and imaginary parts.
    > Formulae used for calculations are appropriate to the situation.
    > Methods used to make sense of and solve problems are efficient and solutions obtained are verified to be correct in terms of the context or problem.

    e. Calculus:
  • Exit Level Outcome 5: Use integration techniques to solve problems involving area.
  • Associated Assessment Criteria:

    > Equations are solved correctly and solutions are given in radians.
    > Anti-derivatives and integrals are found by using rules and simplifications correctly.
    > Areas are determined correctly by splitting two or more intervals when the graph crosses the X-axis.

    f. Financial Mathematics:
  • Exit Level Outcome 6: Analyse and critically interpret a variety of financial situations mathematically.
  • Associated Assessment Criteria:

    > Personal and business finances are organized in order to manage income properly and encourage financial discipline.
    > Taxation, inflation and interest rates are understood and predicted in terms of their impact on financial budgets.
    > Range: Personal and business finances, the effect of taxation, inflations and changing interest rates.

    1.3. Mathematical Literacy:

    a. Numbers:
  • Exit Level Outcome: Perform calculations and measure quantities in diverse contexts.
  • Associated Assessment Criteria:

    > Measuring tools and techniques are identified and used to solve multi-step problems in diverse contexts.
    > Numbers appropriate to problems are used in a range of diverse contexts.
    > Multi-step calculations are performed in order to solve problems in diverse contexts.

    b. Patterns and Relationships:
  • Exit Level Outcome: Identify and use patterns and/or relationships in diverse contexts for a variety of purposes.
  • Associated Assessment Criteria:

    > Patterns for different relationships are identified and extended for problem solving purposes in a range of diverse contexts.
    > Information from different representations and relationships are explained and used to solve problems in diverse contexts.
    > Conversions between different representations of a relationship are performed to highlight aspects of the relationship appropriate to solving problems in diverse contexts.

    c. Finance:
  • Exit Level Outcome: Manage finances for personal and workplace contexts.
  • Associated Assessment Criteria:

    > Finances are managed in personal and workplace contexts.
    > Financial information presented in a range of documents is interpreted and acted upon in personal and workplace contexts.

    d. Space, Shape and Orientation:
  • Exit Level Outcome: Read, interpret, make and use a wide range of representations of the physical world in workplace and other areas of responsibility.
  • Associated Assessment Criteria:

    > Space, shape and orientation calculations are performed to solve problems in workplace contexts.
    > Representations are interpreted and used to make sense of and solve problems in the workplace.
    > Physical and diagrammatic representations are made to investigate problems.

    e. Information communicated through numbers/graphs and tables:
  • Exit Level Outcome: Manage information communicated through numbers, tables and graphs in order to make predictions in various contexts.
  • Associated Assessment Criteria:

    > Information is collected, organised and analysed to make predictions.
    > Information presented (and misrepresented) in various forms is analysed and interpreted in order to make sense of and inform predictions and decisions in a range of contexts.

    1.4. Life Skills and Computer Literacy:
  • Exit Level Outcome 1: Demonstrate knowledge and understanding of attitudes, values and skills that contribute to personal development.
  • Associated Assessment Criteria:

    > Factors that influence or prevent achievement of plans are anticipated, monitored and reviewed and contingencies for these are developed, where necessary.
    > Factors, which influence personal development, are explained in terms of their impact on relationships.
    > Range: Factors include but are not limited to assertiveness, passivity, assertion, aggression, confidence, being over confident etc.
    > Ways to cope with life situations in a responsive manner are explained with examples.
    > Morally acceptable and unacceptable behaviour is explained in order to distinguish between them.
    > The value of work and of work ethics is explained with examples.
  • Exit Level Outcome 2: Explain and apply principles of healthy and positive living.
  • Associated Assessment Criteria:

    > Factors, which contribute to stress, are identified and explained in terms of their impact on personal and work situations.
    > Range: Factors include but are not limited to society, environment, organisation etc.
    > Positive ways to deal with opportunistic diseases/infections are explained in terms of their impact on the individual and community.
    > Range: Opportunistic diseases/infections include but not limited to Sexually Transmitted Infections (STI's), Tuberculosis (TB), HIV/AIDS.
    > The balance between physical and mental wellness is explained in relation to work productivity.
  • Exit Level Outcome 3: Apply research skills to community issues.
  • Associated Assessment Criteria:

    > A needs analysis is conducted in relation to community issues.
    > Community development needs are analysed to identify possible solutions and strategies.
    > A research process is developed using current techniques and methods.
    > A questionnaire is developed in relation to a specific research topic.
    > A concise report based on research findings is compiled in response to a community research question.
  • Exit Level Outcome 4: Solve problems creatively and make informed decisions.
  • Associated Assessment Criteria:

    > The difference between problems and challenges are distinguished with examples.
    > The impact of one's attitude on problems and challenges is described in terms of its effect on individuals and relationships.
    > Different techniques for solving problems or making decisions are explained with reference to specific problems or issues.
    > Methods and strategies to deal with the personal and/or work issues are explained in order to guide life decisions.
  • Exit Level Outcome 5: Utilise business computing skills.

    > Associated Assessment Criteria:

    > Graphical-User-Interface (GUI)-based spreadsheet applications are used to produce graphs and charts.
    > GUI- based database applications are used to produce databases.
    > A computer topic is researched using and applying a variety of sources.

    2. Vocational Component:


    2.1. Civil Engineering and Building Construction:

    Exit Level Outcomes for the three compulsory subjects:

    Construction Supervision
  • Exit Level Outcome: Coordinate civil engineering and building construction operations.
  • Associated Assessment Criteria:

    > Information is processed and maintained according to organisational procedures and requirements.
    > Range: Information refers to attendance registers, wages records, task analysis, critical path analysis, bar charts and materials lists.
    > The roles and responsibilities of roleplayers and personnel are explained in order to clarify operational processes.
    > The role of supervision is explained in terms of leadership and management processes.
    > Health and safety principles and practices are applied in terms of current legislation.
    > Cost control principles are applied to specific construction projects.
    > Implementation of construction projects are assessed in order to inform corrective actions.
    > Labour related issues are communicated to work teams in line with current legislation.
    > Conflict resolution principles are explained in order to apply prevention strategies.

    Construction Planning:
  • Exit Level Outcome: Describe planning and organization of construction contracts according to common and commercial law.
    > Range: It includes quantity costing and tender quotations.
  • Associated Assessment Criteria:

    > Terminology used in the construction contracts are interpreted.
    > The process of obtaining work through tender adjudication is explained.
    > The methods of estimating costs and quantities are described.
    > Range: Cost includes materials, plant and labour.

    Materials:
  • Exit Level Outcome: Explain and use construction materials in the Civil Engineering and Building Construction.
    > Range: Materials used include: Plastics, Metals, Timber, Paint.
  • Associated Assessment Criteria:

    > Documentation used for material and plant control, and safety checks are explained and used in accordance with prescribed requirements.
    > Understand and use plastics in construction industry.
    > Describe the use of elastomers in the construction industry.
    > Range: Elestomers include: Rubber, silicon, neoprene, flexible acrylic.
    > Describe the methods of joining materials together.
    > Range: Methods include: Fastenings, metal adhesives, cyanoacrylates, epoxies, glues, hot melt adhesives.
    > Explain use of protection of materials in industry.
    > Range: Waterproofing, painting, coating and preservatives.

    Carpentry and Roof Work:
  • Exit Level Outcome: Produce construction work for carpentry and roofing end products.
  • Associated Assessment Criteria:

    > The methods of installing carpentry structures are explained.
    > Range: Installation includes: Geyser support structures, ceiling, doors, door furniture, cupboards, skirting, shelving, paneling, and suspended timber floors.

    Concrete Structures:
  • Exit Level Outcome: Produce concrete for industry use.
  • Associated Assessment Criteria:

    > Methods of storing concrete making materials are explained.
    > Range: Materials includes steel, cement, reinforcing steel.
    > Checking of materials before use is explained.
    > Methods of handling concrete are described.
    > Concrete is mixed and compacted for use in industry.

    Masonry:
  • Exit Level Outcome: Describe finishing activities of masonry.
  • Associated Assessment Criteria:

    > Methods and processes of plastering a masonry wall are explained.
    > Topping and screeds work areas are set out and prepared to be carried out.
    > Tiling equipments are prepared according to specifications for installing purposes.

    Roads:
  • Exit Level Outcome: Road is constructed with all necessary road furniture in place.
    > Range: Road furniture includes: Road drainage, road pavement.
  • Associated Assessment Criteria:

    > Different types of pavements are installed according to specification.
    > Range: Pavements includes: Flexible and fixed pavements.
    > Impotence of road maintenance and road rehabilitation is explained.

    Plumbing:
  • Exit Level Outcome: Plumbing activities are performed according to specifications.
  • Associated Assessment Criteria:

    > Building man holes and below ground drainage system is explained.
    > Repair water supply system.
    > Range: Include hot water and cold water supply system.
    > Fabricate and fit chimney flashing.
    > Maintain solar systems and install it according to specification.
    > Adhere to basic business principle when dealing with clients.

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

    2.2. Drawing Office Practice:

    Exit Level Outcomes for the three compulsory subjects:

    Architectural Graphics and Technology:

    Exit Level Outcome 1: Describe the administration and legislation governing design and construction.

    Associated Assessment Criteria:
  • Administration, legislation and regulations governing the design and construction of structures are identified and explained.

    Exit Level Outcome 2: Draw a building plan according to scale.

    Associated Assessment Criteria:
  • A building plan is drawn to scale from a freehand sketch using CAD.

    Exit Level Outcome 3: Estimate the cost and quantities of material and labour required for a building project.

    Associated Assessment Criteria:
  • The construction activities, productivity and estimated cost to build a single storey masonry house are determined.

    Civil And Structural Steel Work Detailing:

    Exit Level Outcome 1: Apply basic design concept of simple reinforced concrete and structural steelwork components.

    Associated Assessment Criteria:
  • Concept of simply supported beams, shearing force and bending moment diagrams as well as axial loading are explained and applied.
  • A simple reinforced concrete beam, column and pad footing as well as steel beam, column, tension and compression members are explained and designed.

    Exit Level Outcome 2: Explain the theory and spacing of pile caps and beams.

    Associated Assessment Criteria:
  • Simple supported reinforced concrete beams, slabs, columns, footings, staircases retaining walls, culverts and multi level floor layouts are designed and drawn.
  • Pile caps and capping beams are explained and produced.

    Exit Level Outcome 3: Explain and apply structural steelwork detailing, reinforced concrete and specifications.

    Associated Assessment Criteria:
  • A simple truss, basic stairway detail, catladder, platform beams and flooring type drawings are explained, designed and drawn using CAD.
  • Different types of materials used in concrete are identified and characteristics of concrete and reasons for concrete testing are explained.
  • The importance of using steel in reinforced concrete, bending schedules in steel reinforcement, strength of concrete is explained.

    Mechanical Draughting and Technology:

    Exit Level Outcome 1: Explain different models used in the engineering design process.

    Associated Assessment Criteria:
  • The design process and models used in the process is investigated and explained.

    Exit Level Outcome 2: Describe and draw types of screw threads used in industry.

    Associated Assessment Criteria:
  • Different screw threads, internal and external square threads as well as the helical spring are explained and drawn.

    Exit Level Outcome 3: Explain and construct different types of gears, keys and cams.

    Associated Assessment Criteria:
  • Different types of gears, keys and keyways used in industry are explained, designed and constructed.
  • The conventional representations of gears are drawn.
    > Range: spur gear, bevel gear, involute rack and warm gear.
  • The uses of cams and cam followers, the construction of both profile and motion diagrams are explained and applied.

    Exit Level Outcome 4: Draw an assembly and detail drawings of different engineering components in first and third angle orthographic projection.

    Associated Assessment Criteria:
  • Assembly and detailed drawings are produced using the correct techniques according to instructions.

    Exit Level Outcome 5: Explain and produce 3D drawings using basic and advanced commands.

    Associated Assessment Criteria:
  • The main concepts, workspace, tools and commands for 3D modeling are explained and used.
  • Different types of drawings of 3D objects are created and edited using basic and advanced 3D commands.

    Exit Level Outcomes for Optional subject/s:

    Drawing Office Procedures and Techniques:

    Exit Level Outcome 1: Explain and apply management and supervision activities in a drawing office.

    Associated Assessment Criteria:
  • The roles and functions of management and supervision in the drawing office environment are described.

    Exit Level Outcome 2: Explain and develop a project management plan for the drawing office environment.

    Associated Assessment Criteria:
  • The nature and activities of a simple project plan are explained and developed.
  • The nature and types of organizational structures in a project environment are identified and explained.

    Exit Level Outcome 3: Plan and estimate a drawing office project.

    Associated Assessment Criteria:
  • The resource requirement of a given project is prepared, monitored and controlled according to the estimated budget plan.

    2.3. Education and Development:

    Exit Level Outcomes for the three compulsory subjects:

    Art and Science of Teaching:
  • Exit Level Outcome 1: Analyse and compare the art and science of teaching for application in a variety of teaching and learning contexts.
  • Associated Assessment Criteria:

    > The art and science of teaching are analysed, in a variety of teaching and learning contexts.
    > The art and science of teaching are applied in a variety of teaching and learning contexts.
    > The art and science of teaching are reflected upon in a variety of teaching and learning contexts.

    Human and Social Development:
  • Exit Level Outcome 1: Investigate and compare theories of human development for application in a variety of contexts.
  • Exit Level Outcome 2: Investigate and compare theories of Social Development for application in a variety of contexts.
  • Associated Assessment Criteria:

    > Theories of human and social development are investigated and compared in a variety of contexts.
    > Theories of human and social development are applied in a variety of contexts.
    > Theories of human and social development are reflected upon in a variety of contexts.

    Learning Psychology:
  • Exit Level Outcome 1: Investigate and compare theories of human learning for reflective application in a variety of learning and teaching contexts.
  • Associated Assessment Criteria:

    > Theories of human learning are investigated and compared in a variety of teaching and learning contexts.
    > Theories of human learning are applied in a variety of teaching and learning contexts.
    > Theories of human learning are reflected upon in a variety of teaching and learning contexts.

    Early Childhood Development (Optional Subject):
  • Exit Level Outcome 1: Investigate and analyse ways of supporting early childhood education to enable reflective application in a variety of learning and teaching contexts.
  • Associated Assessment Criteria:

    > Ways of supporting early childhood education are analysed in a variety of learning and teaching contexts.
    > Ways of supporting early childhood education are applied in a variety of learning and teaching contexts.
    > Ways of supporting early childhood education are reflected upon in a variety of learning and teaching contexts.

    2.4. Electrical Infrastructure Construction:

    Exit Level Outcomes for the three compulsory subjects:

    Electrical Principles and Practice
  • Exit Level Outcome: Understand and apply electrical principles.
  • Associated Assessment Criteria:

    > Typical electrical circuits and installations and associated calculations are constructed and performed within given specifications.
    > Principles of electricity are applied during maintenance, testing and designing of electrical systems.
    > Range: Systems refer only to electricity systems.
    > Circuits and fault find programmable logic controllers are repaired according to specifications.
    > Cabling and accessory equipment are used in a structured scenario.
    > Terminology used in electrical diagrams is defined with examples.
    > Range: Terminology includes but is not limited to symbols and abbreviations.

    Electrical Workmanship:
  • Exit Level Outcome: Apply Electrical workshop practices and procedures.
  • Associated Assessment Criteria:

    > Principles of electricity are used to maintain electrical appliances and installations within a structured scenario.
    > Electrical equipment is used in electrical construction in a structured scenario.
    > Fault-finding procedures are used in a structured scenario.
    > Electrical systems are tested and maintained within a structured scenario.

    Electronic Control and Digital Electronics (Optional Subject):
  • Exit Level Outcome: Apply Electronic Practices and Procedures.
  • Associated Assessment Criteria:

    > Technical manuals are interpreted and used when dealing with electronic practices in a structured scenario.
    > Safety precautions and procedures are applied when removing and replacing electronic components.
    > Binary codes are used in a structured scenario.
    > Software is loaded onto a computer in a structured scenario.
    > Elementary fault-find control circuits are designed in accordance with given specifications.

    Electrical Systems and Construction (Optional Subject):
  • Exit Level Outcome 1: Use electrical components and equipment in a construction environment.
  • Associated Assessment Criteria:

    > Electric components are explained according to their uses and operating principles.
    > Measuring instruments are described in terms of their operating principles.
    > Range: Measuring also includes installation.
    > Electrical equipment is used in electrical construction in a structured scenario.
    > Principles of operation of electric machinery are applied within a structured scenario.
    > Principles of operation of electric components and electric circuitry are applied within a structured scenario. Principles of operation of electric high voltage equipment are applied within a structured scenario.
    > Principles of operation of electric household appliances are applied within a structured scenario.
  • Exit Level Outcome 2: Test and maintain electrical systems.
  • Associated Assessment Criteria:

    > Electrical systems are tested and maintained in relation to their original design and construction.
    > Tests on installations are performed according to regulatory requirements.
    > The condition of electrical equipment is analysed in order to determine which maintenance practices and procedures should be used.
    > Diagnostic procedures are applied in order to identify and isolate faults on electrical systems.

    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 wind power, fuel cell technology, eMobility and batteries 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 wind power generation, hydrogen and fuel cell technology, and eMobility concepts are analyzed and explained.
    > Practical implementation procedures for workplace health and safety are identified, explained and performed.
    > Various practical activities and experiments with wind power generation and fuel cell technology training systems are performed and concluded on.
    > Operation and performance of batteries for renewable energy systems is explained.
    > Possible career pathways in the wind power, fuel cell technology and eMobility sectors are identified.

    2.5. Engineering and Related Design:

    Engineering Processes:
  • Exit Level Outcome 1: Use Mechanical Engineering extraction tools, equipment, methods and processes to produce components.
  • Associated Assessment Criteria:

    > Methods of Mechanical Engineering are identified in accordance with industry requirements and standards.
    > Methods and processes are identified and distinguished in accordance with industry standards.
    > Preventative and corrective measures are applied in accordance with workplace requirements.
    > Tools, equipment and machinery are identified and used in accordance with manufacturer's specifications and safety procedures.
    > Tools, equipment and machinery are calibrated as per job requirements.
    > Tools, equipment and machinery are maintained as per manufacturing specifications.
    > Range: Tools, equipment and machinery include tools used for fabrication and to extraction purposes.
  • Exit Level Outcome 2: Explain and apply safety, health and environmental procedures within a Mechanical Engineering environment.
  • Associated Assessment Criteria:

    > Safety, health and environmental issues relating to Mechanical Engineering are explained and applied in accordance with current legislation.
    > Range: Legislation includes The Occupation Health and Safety Act, Mine Safety and Health Act.
    > Workplace health and safety procedures are adhered to at all times within a workplace context and complies with legislation.
    > Range: Safety procedures include personal protective equipment, work place safety, and identifying a safe environment.
    > Hazardous conditions are identified and recorded to ensure that corrective actions are taken in accordance with specified requirements.
    > Range: Conditions include environmental conditions and working conditions.
    > Hazardous materials and gases are explained and understood in terms of storage, transportation and disposal procedures.
    > Range: Symbolic signages are identified for information and warning.
    > Emergency and evacuation plans are identified and applied in accordance with emergency procedures.

    Professional Engineering Practice:
  • Exit Level Outcome: Apply professional conduct and principles in a Mechanical Engineering context.
    > Range: Conduct refers to professional ethics.
  • Associated Assessment Criteria:

    > Reasons why a code of ethics and conduct must be applied within the engineering sector are explained with examples.
    > Ethics regarding environmental sensitivity and sustainability are explained in relation to current legislation.
    > Consequences of non-adherence to a code of conduct is explained with examples.

    Applied Engineering Technology:
  • Exit Level Outcome: Analyse Mechanical Engineering processes to systematically diagnose and solve problems.
  • Associated Assessment Criteria:

    > Mechanical Engineering processes are analysed in order to identify potential problems.
    > Solutions to eliminate or reduce problems are designed using scientific and engineering principles.

    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 enquiry in which more than one variable is controlled is designed, planned and conducted to collect data systematically with regard to accuracy and reliability.
    > Unseen problems are solved through the selection and use of appropriate problem-solving strategies.
    > Scientific arguments are communicated and defended with clarity and precision.
  • Exit Level Outcome 2: State, explain, interpret, evaluate and apply scientific and technological knowledge in everyday contexts.
  • Associated Assessment Criteria:

    > Prescribed scientific knowledge is defined, discussed and explained using examples.
    > Prescribed scientific principles, theories, models and laws are expressed and explained by indicating the relationship between different facts and concepts using own words.
  • Exit Level Outcome 3: Identify and critically evaluate scientific knowledge claims and their impact on the quality of socio-economic, environmental and human development.
  • Associated Assessment Criteria:

    > The knowledge claims of indigenous knowledge systems are researched, discussed, compared and evaluated by indicating the correlation among them and an explanation is given of the acceptance of different claims.
    > Case studies are researched and ethical and moral arguments from different perspectives are presented to indicate the impact of different scientific and technological applications on human development.
    > The impact of scientific and technological research is evaluated with an indication given of its contribution to the management, utilisation and development of resources to ensure continental and global sustainability.

    Automotive Repair and Maintenance (Optional subject):
  • Exit Level Outcome 1: Carry out special vehicle maintenance and repair.
    > Range: Specialised Vehicles include: Automotive transmission, Fuel injection, Computer electronic systems, Body construction.
  • Associated Assessment Criteria:

    > The characteristics of the specialised automotive systems are identified and explained in terms of their properties and function.
    > Common problems occurring with the system are identified in terms of how they manifest.
    > Solutions to the problems are identified and addressed according to manufacturer's specifications.
    > Work is conducted in accordance with workplace safety requirements and current legislation.

    Fitting and Turning (Optional subject):
  • Exit Level Outcome 1: Use and maintain Fitting and Turning tools, equipment and machinery.
  • Associated Assessment Criteria:

    > The tools, equipment and machinery used for Fitting and Turning are used and maintained according to manufacturer's specifications, current legislation and safety standards.
    > Tools, equipment and machinery are set correctly as per job requirements.
  • Exit Level Outcome 2: Use Fitting and Turning processes to diagnose and solve problems.
  • Associated Assessment Criteria:

    > Mechanical Engineering problems are analysed using diagnostic procedures.
    > Possible solutions are designed using scientific and engineering knowledge to eliminate or reduce the problems.
    > Range: Resources include materials, labour, space availability and consumables.
    > All actions relating to problem solving are recorded according to workplace requirements.
    > Production and operation maintenance requirements are explained and maintained according to set mechanical engineering standards.

    Engineering Fabrication-Boiler making (Optional subject):

    Exit Level Outcome 1: Describe structural steel fabrication.

    Associated Assessment Criteria:
  • Aspects of structural steel fabrication are explained and demonstrated.
  • Structural steel section drawings are laid out and marked off and fabrication of structural steel components is demonstrated.

    Exit Level Outcome 2: Perform basic welding and joining of metals.

    Associated Assessment Criteria:
  • Basic principles of joining and welding of metals are explained and demonstrated.

    Exit Level Outcome 3: Explain and produce components using fabrication processes.

    Associated Assessment Criteria:
  • Aspects of steel tank fabrication and transition piece fabrication are explained and produced.

    Engineering Fabrication - Sheet Metal Worker(Optional Subject):

    Exit Level Outcome 1: Describe and apply sheet metal fabrication.

    Associated Assessment Criteria:
  • Various aspects of sheet metal fabrication are explained, complex fabrication patterns are laid out and marked off and parts are shaped and assembled.

    Exit Level Outcome 2: Join metals using the oxy-acetylene welding process.

    Associated Assessment Criteria:
  • Preparation for and performing of oxy-acetylene welding of metals are explained and demonstrated.

    Exit Level Outcome 3: Install and erect sheet metal components.

    Associated Assessment Criteria:
  • Plant layout and component drawings are interpreted and a system is installed
    > Range:Aair-conditioning, dust extraction and ventilation systems.

    Refrigeration and Air Conditioning Processes (Optional subject):
  • Exit level Outcome 1: Explain and apply knowledge and understanding of advanced cooling equipment and processes.
    > Range: This outcome covers the advanced study and application of cooling equipment and the associated electrical power and control gear, including the thermal processes and calculations, pressure and temperature settings, parameters, adjustments and fault repairs.
  • Associated Assessment Criteria:

    > The operation of different basic and actual vapour compression refrigeration cycles and operating conditions on component performance are explained for DX systems and H.F.C refrigerants.
    > Categories of air conditioning systems and the purpose and operation of types of refrigerant control and safety devices are listed, identified and explained.
    > DX defrost systems are listed and their purpose and operation explained.
    > Psychometric charts, heat, steam, mass flow calculations and airflow at different heights above sea level are explained in terms of average air-conditioning and ventilation systems.
    > Operating parameters and servicing of Heating, Ventilation-, Air-conditioning & Refrigeration (HVAC& R) systems are explained and applied.
    > Pressure switches are benchmarked and set in a plant.
    > The purpose and operation of a defrost system is checked and explained for electric and hot gas defrost systems.
    > 3-phase circuits, electrical control panels and circuitry in air conditioning, refrigeration and ventilation installations are identified, sketched and interpreted.
    > 3-phase circuit diagrams are designed and constructed.
    > Electric motors, circuitry and controls are inspected and maintained.
    > Operational fault finding, remedial action and corrective actions are conducted in line with trouble shooting procedures for walk in cold rooms and pump down refrigeration applications.

    Welding (Optional Subject):

    Exit Level Outcome 1: Describe the principles of arc welding.

    Associated Assessment Criteria:
  • The principles of plate welding are described and demonstrated.

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

    Associated Assessment Criteria:
  • A variety of fillet and groove welding processes to weld carbon steel work pieces are explained and demonstrated.
    > Range: Shielded metal arc, gas and gas metal arc methods in vertical, inclined and flat rotational positions.

    Exit Level Outcome 3: Explain and demonstrate gas brazing processes.

    Associated Assessment Criteria:
  • Oxy-fuel brazing processes and gas metal arc welding in the down hand position are explained and demonstrated.

    2.6. Finance, Economics and Accounting:

    Exit Level Outcomes for the three compulsory subjects:

    Applied Accounting:
  • Exit Level Outcome: Prepare financial statements.
    > Range: Includes manually (by hand) and on computer software.
  • Associated Assessment Criteria:

    > Financial statements are prepared according to Generally Accepted Accounting Practice (GAAP).
    > Range: Financial statements include year-end transactions.
    > Transactions for a small business are recorded using accounting software.

    Financial Management:
  • Exit Level Outcome: Interpret the financial performance of a business.
    > Range: Performance refers to budget, financial analysis.
  • Associated Assessment Criteria:

    > A budget is drafted for a small business.
    > Deviations are minimised by comparing a budget with actual income and expenses.
    > Financial statements are analysed to measure financial performance of a business.
    > Financial planning principles are explained in relation to positive financial returns.

    Economic Environment:
  • Exit Level Outcome: Explain the effects of local and international influences on a small business.
  • Assessment Criteria:

    > Socio-economic development theories are explained in terms of the effect on a business in the South African context.
    > Local Economic Development (LED) legislation and policies are identified and described in terms of their effect on a business in a South African context.
    > Trade transactions, concepts and instruments are identified and described with examples.
    > International trade concepts and instruments are explained with examples.
    > Range: Concepts and instruments include international trade, basic international finance, process of initiating import and export factoring, comparing import and export factoring with a letter of credit, risk management principles associated with import and export factoring.

    New Venture Creation (Optional subject):
  • Exit Level Outcome: Apply financial principles to plan a new business venture.
  • Associated Assessment Criteria:

    > The possibility of starting a new business venture is investigated for decision-making purposes.
    > The necessity for financial planning is explained in terms of its consequences.
    > The concept of financing a new business venture is explained in terms of resource needs.
    > The principles of costing and pricing are explained and applied to establish a new business venture.

    2.7. Hospitality

    Exit Level Outcomes for the three compulsory subjects:

    Hospitality Generics:
  • Exit Level Outcome: Maintain health, safety and security in the workplace.
  • Associated Assessment Criteria:

    > Occupational health and safety practices are applied in order to minimise risks.
    > Health, safety and security legislation is implemented and monitored at all times.
    > Current legislation impacting on the hospitality industry is listed with examples.
    > A housekeeping safety plan is analysed for a specific workplace to determine whether all risks and preventative measures have been included.

    Food Preparation:
  • Exit level Outcome: Operate as a cook/chef.
  • Associated Assessment Criteria:

    > Food is handled and prepared according to health and safety standards.
    > Specified dishes are prepared and presented using set recipes and standard presentation practice.
    > Basic menus are planned, prepared and presented according to healthy dietary requirements.
    > Food supplies are received and stored according to health and safety standards.

    Client Services and Human Relations:

    Exit Level Outcome: Explain and apply client services and human relation principles and techniques.

    Associated Assessment Criteria:
  • Methods of measuring client service satisfaction are explained with examples.
  • Client service tools are developed to measure customer satisfaction.
  • Follow-up procedures are identified and selected to deal with client queries.
  • The role of staff training is explained and planned in order to identify gaps in terms of service delivery.
  • Application of First Aid is explained in terms of identifying emergency situations in a specific context.

    Hospitality Services (optional subject):
  • Exit level Outcome 1: Prepare a range of beverages.
  • Associated Assessment Criteria:

    > The process of obtaining a liquor licence is explained according to current legislation and practice.
    > Common cocktails and beverages are prepared according to client expectation.
    > Methods of serving wine and alcoholic beverages are explained in terms using the appropriate glasses, temperature and garnishing.
  • Exit level Outcome 2: Operate as a drinks or silver service waiter.
  • Associated Assessment Criteria:

    > A wine and drinks service is provided under licensed conditions.
    > Orders are taken for clients using appropriate communication skills.
  • Exit level Outcome 3: Maintain a cleaning programme.
  • Associated Assessment Criteria:

    > Cleaning programmes are developed and maintained to ensure hygienic conditions.
    > Cleaning is performed according to health, safety and security standards.
    > Meetings with staff are planned and conducted to ensure teams operate effectively.

    2.8. Information Technology and Computer Science:

    Exit Level Outcomes for the three compulsory subjects:

    Systems Analysis and Design:
  • Exit Level Outcome 1: Explain the Risks of Information and Communication Technology (ICT).
  • Associated Assessment Criteria:

    > The role of ethics and professionalism in the computer industry are explained in terms of its effects on society.
    > The types of risks are identified and categorised in terms of threats and current trends.
    > The types of control mechanisms to deal with risks in the computer industry are explained in terms of organisational policies and procedures.
  • Exit Level Outcome 2: Apply Knowledge and Understanding of Information Technology Systems Analysis and Design.
  • Associated Assessment Criteria:

    > Information systems analysis techniques are explained in terms of industry specifications.
    > Information gathering techniques for computer systems development are identified and used to solve problems.
    > Principles of designing computer systems inputs and outputs are explained and applied in a given scenario.
    > Maintenance of information systems is implemented and maintained according to given specifications.

    Data Communications and Networking:
  • Exit Level Outcome: Apply Data Communications and Networks.
  • Associated Assessment Criteria:

    > Computer network principles are explained in terms of their roles and features.
    > Synchronous and asynchronous data communication are described in terms of characteristics and types.
    > Network architectures are described in terms of local area and wide area networks.
    > Information and communication networks are explained in terms to their principles and incorporation in various Internet applications.
    > The use of computer networks for communication is described in terms of support purposes.
    > Computer cabling is described in terms of trends and termination methods.
    > The installation of a local area network is explained in terms of design and manufacturer's guidelines.
    > The installations of computer software applications are explained in a networked environment.
    > Supporting user principles are applied in a local area network environment.
    > Local area network support is explained in terms of maintenance and administration.
    > Wide area and local area networks are compared according to network components, functions and alternative network designs.

    Computer Programming:
  • Exit Level Outcome: Apply Computer Programming Skills.
  • Associated Assessment Criteria:

    > GUI-based database applications are applied in practical situations.
    > Sort and search techniques are used in a computer-programming environment.
    > Database access for a computer application is created using Structured Query Language (SQL).
    > Batch and interactive computer program principles are applied using procedural programming language.
    > A website is designed using Hyper Text Mark-up Language (HTML) guidelines.
    > Multimedia and web-based computer applications are created using scripting.

    Consumer Behaviour (Optional subject):
  • See Marketing for Exit Level Outcomes and Associated Assessment Criteria.

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

    Client Services and Human Relations (Optional subject):

    See Hospitality for Exit level Outcomes and Associated Assessment Criteria.

    Multimedia Services:

    Exit Level Outcome: Explain and apply advanced skills and theoretical knowledge required to create multimedia products served on the Internet.

    Associated Assessment Criteria:
  • Multimedia products served on the Internet are explained and applied
    > Range: Windows servers, Databases, Web design, Web programming and Internet security.

    2.9. Management

    Exit Level Outcomes for the three compulsory subjects:

    Management Practices
  • Exit Level Outcome 1: Explain the role and impact of relationships on management and apply to a business.
    > Range: Impact refers to diversity, conflict, ethics, communication, etc.
  • Associated Assessment Criteria:

    > The core ethical values and standards relating to business practice are explained and used when dealing with clients and organisational operations.
    > The relationship between clients, employees, sections and management are analysed to determine how they influence business operations.
    > The need for communication structures within an organisation are explained and analysed in terms of their impact on client service.
    > The business functions of an organisation are analysed in terms of their relationship.
    > Range: Functions include but are not limited to Human Resources, Marketing, Finances, Public Relations, Production and Administration.
  • Exit Level Outcome 2: Explain the impact of change on business practices.
    > Range: Change management includes but is not limited to internal diversity, transformation, and external globalisation.
  • Associated Assessment Criteria:

    > The principles of change management are identified and explained with examples.
    > Change management principles are applied to analyse an organisation's value system, structure, policies and procedures.
    > The need for change management is explained and analysed to ensure that performance leads to optimal productivity.
  • Exit Level Outcome 3: Explain the relationship between leadership and management and its impact on strategic planning.
  • Associated Assessment Criteria:

    > The role of leadership is explained with examples.
    > The relationship between leadership and management is explained in terms of its impact on strategic planning.
    > A strategic plan is developed and assessed for a specific business in terms of meeting organisational objectives.

    Operations Management
  • Exit Level Outcome: Develop and assess an operational plan
    > Range: Plan includes but is not limited to goals, objectives, activities, timeframes, responsible persons, resources, costs and quality.
  • Associated Assessment Criteria:

    > Concepts relating to productivity are explained with examples.
    > Range: Concepts include but are not limited to planning, implementation, input, output, machinery, equipment, and productivity levels.
    > The strategic plan of a business is explained in terms of its impact on operational planning.
    > Resources, systems, policies and procedures of an organisation are analysed in order to draft a current operational plan.
    > An operational plan is developed for a specific organisation.
    > Human resources needed for the implementation of an operational plan are identified and described in terms of their role and deliverables.
    > Range: Resources include but are not limited to lawyers, accountants, specialist consultants and contractors.
    > Processes and procedures of a quality management system are analysed in accordance with organisational policy and procedures.
    > Measures are identified and established to improve individual and organisational productivity.
    > Range: Measures include but are not limited to work-studies, specialist advice, overtime and incentives.

    Financial Management:
  • Exit Level Outcome: Use financial analysis to evaluate business performance
  • Associated Assessment Criteria:

    > A budget is drafted for a small business venture.
    > Deviations are minimized by comparing a budget with actual income and expenditure.
    > Financial statements are analysed to measure financial performance of a business.
    > Financial planning principles are explained in relation to positive financial returns.

    Project Management (Optional Subject):

    > Exit Level Outcome: Plan, execute and control activities of a simple project
    > Range: Simple project plan includes but is not limited to measurable deliverables, milestones, timeframes, activity, time, and resource (human and/or material and/or equipment) information.
  • Associated Assessment Criteria:

    > A project is planned according to project principles.
    > The activities of a project are executed and controlled according to given specifications.
    > Project management processes and techniques are applied to manage a project from implementation to completion.
    > Range: Processes and techniques include but are not limited to planning, scoping, scheduling, and budgeting.
    > The potential risks within a project are explained and quantified in terms of severity and probability.
    > Range: Risks may include but not be limited to financial risks, human resources risks, physical- and environmental risks.
    > Leadership skills and techniques are selected and used in the management of a project.
    > Range: Skills include but are not limited to professionalism, ethical values, norms and social standards, positive attitudes, perseverance, non-judgmental conduct, delegation, and clear communication.

    2.10. Marketing:

    Exit Level Outcomes for the three compulsory subjects:

    Marketing:
  • Exit Level Outcome 1: Explain marketing principles, policies and procedures.
  • Associated Assessment Criteria:

    > Marketing principles are explained using examples.
    > Range: Marketing Principles refer to Place, Product, Price and Promotion.
    > A marketing plan is explained in relation to marketing requirements of an organisation.
    > Marketing policies and procedures are compared in order to differentiate between them.
  • Exit Level Outcome 2: Apply marketing principles, policies and procedures.
  • Associated Assessment Criteria:

    > Marketing principles are applied to the design of a marketing strategy.
    > Elements of a marketing policy are analysed in order to comply with policy and regulations.
    > Marketing queries are investigated and findings are drafted in terms of organisational policy and procedures.
    > Marketing procedures are sequenced so as to ensure that service delivery is enhanced.
  • Exit Level Outcome 3: Compile a marketing plan.
  • Associated Assessment Criteria:

    > The components of a marketing plan are developed for a specific project.
    > The reasons why a marketing plan must comply with organisational ethics and legal requirements are explained with examples.
    > A marketing plan is analysed in terms of deliverables and achievements.

    Advertising and Promotions:
  • Exit Level Outcome: Research marketing trends in order to inform decision-making and promote sales.
  • Associated Assessment Criteria:

    > Stages and processes of market research are identified and described with examples.
    > Types of data capturing methods for marketing are explained in terms of their use.
    > Market trends are identified and explained according to categories of influence and sales performance.
    > Range: Categories include cultural, social, reference group and individual.
    > Consequences of not taking market trends into consideration when making decisions are explained in terms of their impact.
    > An informed marketing decision is made based on the analysis of market trends.
    > Features and benefits of a range of products are described in order to ascertain which appeal to a particular target market.
    > The principles of teamwork in a marketing context are explained with examples.
    > The role of teamwork is analysed in terms of advantages and disadvantages.

    Marketing Communication:
  • Exit Level Outcome: Use marketing communication strategies to promote sales.
  • Associated Assessment Criteria:

    > Legal requirements, which influence the preparation of promotional material, are described using examples.
    > Promotional material to advertise a product or service is prepared within the guidelines of current legal requirements.
    > The role of ethical behaviour within a marketing context is explained in terms of interacting with clients.
    > The concept of diversity is used when designing promotional material.

    Contact Centre Operations (Optional subject):
  • Exit Level Outcome: Deal with customer queries and complaints.
  • Associated Assessment Criteria:

    > An organisational customer policy is explained in terms meeting customer needs.
    > The nature and origin of customer complaints are identified, assessed and documented according to organisational policy and procedures.
    > Strategies are used to deal with customer complaints according to organisational policy and procedures.
    > Benefits of creating a contact centre culture are identified and described in terms of client satisfaction.

    Consumer Behaviour (Optional subject):
  • Exit Level Outcome: Explain the nature and impact of consumer behaviour and apply practically.
  • Associated Assessment Criteria:

    > The nature of consumer behaviour is described in terms of buying patterns.
    > The reasons why customers are identified and liaised with are described in order to determine their needs.
    > Sales techniques are selected and applied in relation to the identified consumer target market.
    > The nature of customer complaints are identified and documented according to organisational policy and procedures.

    Graphic Design:

    Exit Level Outcome: Describe and creatively apply appropriate technological platforms, trends and language to create visually exciting designs in creative industries.

    Associated Assessment Criteria:
  • Useful, unique and relevant ranges of creative outcomes are conceptualised and communicated using appropriate technological platforms and language.
  • Data is researched and collected using creative reasoning and lateral thinking.
  • Different design philosophies and trends are explained, interpreted and used to communicate to target markets.
  • Problems are discussed and solved, through collaboration and appropriate procedures, individually and in groups.
  • Design trends and technologies are described and used holistically to create visually exciting appropriate outcomes.
  • A unique way for visual communication that is effective and relevant to the needs of the creative industry is developed.
  • Technology, the environment and everyday scenarios are holistically and ethically used to contribute to the creative industry.

    Wholesale and Retail (Optional subject):

    Exit Level Outcome: Identify and analyse retail store team performance and implement supervisory functions to improve the profitability of the store and enable reflective and practical application in a variety of contexts.
  • Associated Assessment Criteria:

    > The legislation that impacts on a retail supervisor's daily activities is identified and explained with examples.
    > Customer service is analysed and evaluated and recommendations on how a supervisor can improve customer service provided by the team are proposed.
    > A basic income statement for a retail store is analysed and methods for improving gross profit and reducing expenses and improve net profit are proposed.
    > Various practical activities to reconcile and sign off cash banked in a retail store are performed.
    > Methods for preparing the team and promoting the sale of items being advertised in a retail store are described with examples.
    > Actual sales and budgeted sales are compared for a sales team and appropriate action is recommended.

    2.11. Mechatronics:

    Exit Level Outcomes for the three compulsory subjects:

    Stored programme Systems:
  • Exit Level Outcome 1: Apply, assemble and commission stored programme systems.
    > Range: This outcome covers application of practical analytical and design experience and is designed to develop the student to design, assemble and commission Mechatronic systems in the manufacturing application technical field. It will equip the student with skills to apply a design process, assemble and commission for maintaining the production of quality services.
  • Associated Assessment Criteria:

    > Network types are drawn, field bus protocols and field bus types are defined and described and different transmission mediums identified and explained.
    > Bus systems are selected, applied and installed in integrated industrial control applications and safety considerations taken into account.
    > Related bus systems are interfaced, set up and programmed in advanced PLC mechatronic applications.
    > PLC source control programs are created, tested, debugged and networked to an industrial automated system and PLC diagnostics tools used.
    > Complex networked PLC industrial control systems are maintained and commissioned using various trouble shooting tools.

    Electro Technology:
  • Exit Level Outcome 1: Safely install, test and repair 3-phase control systems.
    > Range: This outcome covers application of practical analytical and design experience and is designed to develop the student to design, assemble and commission mechatronic systems in the manufacturing application technical field. It will equip the student with skills to apply a design process, assembling and commissioning skills for maintaining the production of quality services.
  • Associated Assessment Criteria:

    > An understanding of the fundamentals of 3-phase machines & speed control in electrical drives is demonstrated in terms of various 3 phase electric drives.
    > 3-phase electrical drive control circuits are designed and modified by the design of 3 phase electric drives to perform various control functions, the use of SANS and various control circuits diagrams while electricity machine safety is considered whilst designing various function control circuits.
    > Electro-technical systems that employ electrical drives, switches and control gear and speed control devices are installed and tested.
    > 3-phase electrical drive control technology circuits are modified into PLC controlled applications by demonstrating the ability to convert electric drive control circuits to PLC control circuits, to connect and test for function, to produce the necessary documentation and to consider safety regulations when working.
    > Hybrid electro technical control systems are maintained in terms of the importance of various related plans, EMC, safety measures and checks, the impact of pollution, wear and fatigue with reference to reliability and methods to prevent production loss.

    Computer-Integrated Manufacturing:
  • Exit Level Outcome 1: Manufacture components to specifications.
    > Range: This outcome covers computer integrated manufacturing systems.This includes the basics of practical experience and is designed to be an introduction to the technical field of work. It will equip the student with CNC machining skills for the maintenance of mechatronic systems in the computer aided manufacturing (CAD/CAM) industry. Workshop and fieldwork procedures that conform to safety regulations and safe working practices will be learned.
  • Associated Assessment Criteria:

    > The function and operation of various mechatronic systems and accessories are identified and explained in terms of CNC machines system elements, CNC controls, CNC related terminology, robot system elements, robot system terminology and robot controls.
    > A CNC machine is operated and programmed to manufacture a simple mechatronic component with regard to CNC related commands, a written CNC and relevant safety precautions.
    > A robot system is programmed and operated in a manufacturing system application by making use of various robot terminologies, setting up, programming and operating a robot system.
    > A mechatronic system program is modified to meet specification.
    > A CAD drawing of a simple component is produced and interfaced with a CNC machine and robot system to produce it in a CAD/CAM application whilst working safely.

    Mechatronic Systems (Optional Subject):
  • Exit Level Outcome 1: Design, assemble and commission mechatronic systems.
    > Range: This outcome covers application of practical analytical and design experience and is designed to develop the learner to design, assemble and commission mechatronic systems in the manufacturing application in the technical field. It will equip the learner with skills to apply a design process and assembling skills and commissioning skills for maintaining the production of quality services.
  • Associated Assessment Criteria:

    > Understanding of the mechatronic system design processes is demonstrated with reference to mechatronic design system elements.
    > A mechatronic system is designed/applied/demonstrated in a mechatronic design project.
    > A mechatronic system is assembled by explaining and demonstrating mechatronic project design tools, a mechatronics project, the necessary documentation and relevant safety.
    > A mechatronic system is commissioned by means of the relevant commissioning protocols, relevant testing and debugging, adjustments & design changes and a power point presentation explaining the variables of commissioning of the designed project.
    > Quality assurance is maintained and applied to a mechatronic system in terms of mechatronic system maintenance procedures and aids, mechatronic system maintenance in accordance with processes and quality standards.

    2.12. Office Administration:

    Exit Level Outcomes for the three compulsory subjects:

    Business Practice:
  • Exit Level Outcome: Establish and maintain administrative systems within an business environment.
  • Associated Assessment Criteria:

    > Correspondence and documentation is compiled for specific purposes according to organisational requirements and procedures.
    > Filing systems are established and maintained to ensure order and control.
    > Administration records are managed for monitoring purposes.
    > Customer satisfaction is monitored using a range of feedback mechanisms.
    > Telephone calls and e-mail messages are processed to ensure client satisfaction.

    Office Practice:
  • Exit Level Outcome: Plan and coordinate meetings and events in the office environment.
  • Associated Assessment Criteria:

    > Meetings and events are prepared according to organisational policy and procedure.
    > Professional and ethical conduct is explained and implemented when interacting with clients.
    > Meeting arrangements are planned and carried out using time management tools and techniques and within specified timeframes.
    > Customer complaints are handled according to organisational policy and procedure.

    Office Data Processing:
  • Exit Level Outcome: Apply advance computer skills in database, spreadsheets and powerpoint.
  • Associated Assessment Criteria:

    > Advance spreadsheets are used to produce graphs and charts.
    > Database applications are used to produce advanced database documents.
    > Powerpoint applications are used to produce advanced presentations and notes.
    > Financial documentation is produced using applicable software packages.
    > Range: Software packages include but are not limited to: ACCPAC, VIP, Pastel, etc.

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

    Personal Assistance (Optional subject):
  • Exit Level Outcome: Plan and organise secretarial work in a business environment.
  • Associated Assessment Criteria:

    > A broad understanding of secretarial work is explained and applied within specific contexts.
    > Standard meeting protocols and procedures are described and adhered to in order to conduct and manage meetings.
    > Business ethics and principles are explained applied in order to conduct work.
    > Customer service is applied when interacting and liasing with clients of a business.
    > The factors influencing workload are explained and measured in terms of their effect on productivity, personal and professional development.
    > Ways to measure and improve single factor productivity are identified and explained for specific workstations in terms of needs and requirements.
    > The types of expertise and resources needed to perform a job/tasks are identified and described in terms of operational requirements and according to the prescribed budget.

    2.13. Primary Agriculture:

    Exit Level Outcomes for the three compulsory subjects:

    Advanced Plant Production:
  • Exit Level Outcome: Demonstrate an understanding of plant propagation techniques in a nursery.
  • Associated Assessment Criteria:

    > Plant propagation methods are explained in order to select propagation techniques.
    > Plant propagation techniques are explained according to various uses.
    > Plant propagation techniques are carried out in a nursery according to workplace procedures.
    > Flower production is explained and performed in a greenhouse or a field.

    Animal Production:
  • Exit Level Outcome 1: Demonstrate an understanding of animal nutrition.
  • Associated Assessment Criteria:

    > Animal nutrition concepts are explained using examples.
    > Nutritional requirements for cattle, goats, pigs, poultry, ostriches and sheep are identified and explained in terms of their benefits.
    > Supplementary feeding procedures are explained in terms of their role.
  • Exit Level Outcome 2: Demonstrate an understanding of animal production.
    > Range: Livestock includes any of the following: dairy or beef cattle and ostriches.
  • Associated Assessment Criteria:

    > Animal production aspects are explained and practiced according to industry requirements.
    > Livestock and personnel health and safety procedures are adhered to according to current legislation.

    Farm Planning and Mechanisation:
  • Exit Level Outcome 1: Demonstrate an understanding of designing and implementing an agricultural enterprise.
  • Associated Assessment Criteria:

    > Soil preparation is performed based on science principles and environmental contexts.
    > Crops are selected, planted and managed based on soil type and climatic conditions.
    > A decision is made on the type of livestock to rear based on soil type, vegetation and climatic conditions.
    > An agricultural enterprise is selected and planned based on prevailing conditions.
    > Range: Conditions refer to climatic, topography, soil requirements and market availability.
  • Exit Level Outcome 2: Demonstrate an understanding of agricultural mechanisation.
    > Range: Agricultural mechanisation includes but is not limited to operating ploughs, operating tractors, basic repairs.
  • Associated Assessment Criteria:

    > Agricultural machines are listed and described in terms of their operating principles.
    > Farm machines and equipments are prepared according to workplace procedures.
    > The use of machinery is described according to operating principles.
    > Basic agricultural machinery repairs and maintenance are carried out according to manufacturer's specifications.

    Agri-business (Optional subject):
  • Exit Level Outcome: Explain and use human resources, accounting and information systems to generate budgets and integrated plans for an agricultural enterprise.
  • Associated Assessment Criteria:

    > The use of human resources systems, including skills analysis and human resource development plans are explained in terms of their effect on an agricultural enterprise.
    > A simple computerised accounting system is explained and used according to an agricultural organizational principles and procedures.
    > Taxes are calculated and tax returns completed for a small farming enterprise.
    > Market surveys for existing and new commodities are conducted and a cost plan is prepared for a small farming enterprise.
    > An integrated whole-farm budget is prepared to ensure the viability of a farming enterprise.
    > An information system for an agricultural enterprise is developed and used to generate managerial information.

    2.14. Primary Health

    The South African Health Care System:

    Exit Level Outcome 1: Describe tertiary health care services in the South African health care.

    Associated Assessment Criteria:
  • Tertiary health care services is defined in the South African context.
  • The functions of academic heath care institutions in South Africa are listed.
  • The principles that enhance the role of academic health institutions in health and development in South Africa are described.
  • The coordination of activities at academic health care institutions is explained.

    Exit Level Outcome 2: Describe funding of the South African health care system.

    Associated Assessment Criteria:
  • The main concepts associated with health care financing in South Africa are defined.
    > Range: Budgeting, expenditure, accountability, efficiency, sustainability and equity.
  • The financial management cycle in health care in South Africa is described.
    > Range: Planning and budgeting, resource allocation, in-year management-operating monitoring and safeguarding, evaluating and reporting.
  • The reform of financing the health care system in South Arica is described.
    > Range: 1983 -2009.
  • The policy and legislative framework of financing the health care system in South Africa is explained.
    > Range: The South African Constitution, the white paper for transformation of health systems in South Africa and division of national revenue.
  • Sources of funding for the public and private health care systems in South Africa are outlined.

    Exit Level Outcome 3: Describe the South African National Health Insurance (NHI).

    Associated Assessment Criteria:
  • Key health insurance concepts are defined.
    > Range: Voluntary and mandatory.
  • The NHI as a new financing strategy and accelerated health system reformation is described.
    > Range: Objectives, principles, benefits and provider payment mechanisms.

    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 are explained and examined anatomically.
    > Range: Physical properties and functions of body organs and systems with a focus on the human skull, male and female skeletons and comparison with animal organs.

    Exit Level Outcome 2: Understand physiology.

    Associated Assessment Criteria:
  • The physiology of the body systems and their organs in a healthy individual are explained.
    > Range: The brain and nervous system, the somatic and automatic nervous systems, the respiratory and cardiovascular systems, the endocrine system and waste removal from the body.

    Exit Level Outcome 3: Understand psychology.

    Associated Assessment Criteria:
  • Psychological theories and concepts are explained.
    > Range: Behaviourism, cognitive and moral development, senses and perception, language and communication.
  • The link between a healthy mind and body and different medicinal practices are explained.

    Public Health:

    Exit Level Outcome 1: Outline the management of health and wellness of the family within the home.

    Associated Assessment Criteria:
  • Health and safety principles in and around the home and the importance of hygiene and physical activity to family health and wellness are explained.
  • The effects of noise pollution and the care for domestic animals on family health and wellness are described.
  • The effects of domestic violence and abuse as well as the impact of a disabled family member on a family are discussed.

    Exit Level Outcome 2: Understand and manage local environmental health issues.

    Associated Assessment Criteria:
  • The role of the environment, pollution, and buildings on the health of people are described.
  • The principles to promote a healthy environment (including noise control) are explained.
  • The impact of environmental disasters on people is assessed.

    Exit Level Outcome 3: Note the management of occupational health and safety in the workplace and the application of waste management principles.

    Associated Assessment Criteria:
  • Relevant legislation and the basic principles of occupational health and safety in the workplace are noted.
  • Environmentally friendly waste disposal practices are described.

    Exit Level Outcome 5: Understand and apply public health education and promotion and elementary first-aid principles.

    Associated Assessment Criteria:
  • The impact of public health education and promotion activities on individual health and wellness is described.
  • Elementary first-aid practices are applied.

    Community Oriented Primary Care:

    Exit Level Outcome 1: Understand the relevance of Community Oriented Primary Care.

    Associated Assessment Criteria:
  • The relevance of Community Oriented Primary Care as an approach to addressing individual and community health and wellbeing in contemporary South Africa is explained.

    Exit Level Outcome 2: Discuss the key components of Community Oriented Primary Care and their application.

    Associated Assessment Criteria:
  • The approach and key steps to implement COPC in a community is outlined.
  • Institutional and organisational resources and capacities are assessed and the health status of a community explained.
  • A health plan is conceptualised through a process of prioritisation and developing intervention strategies.

    Exit Level Outcome 3: Monitor and evaluate COPC.

    Associated Assessment Criteria:
  • A community health strategy is developed and evaluated.
  • Goal specific action plans, monitoring indicators and ways of evaluating a community health plan are described and applied.

    2.15. Process Instrumentation:

    Exit Level Outcomes for the three compulsory subjects:

    Engineering Processes (an existing subject).

    Electronic Control and Digital Electronics (an existing subject).

    Physical Science (an existing subject).

    Instrumentation Technology:

    Exit Level Outcome 1: Describe level measurement and mass measurements as applied in instrumentation technology.

    Associated Assessment Criteria:
  • Different types of measurements are explained and applied.
    > Range: Hydrostatic-, ultrasonic-, microwave- and nucleonic level measurements as well as loadcell based and mass measurements.

    Exit Level Outcome 2: Describe and apply different types of in line-process analysers and control systems.

    Associated Assessment Criteria:
  • The purpose and maintenance of different types of analysers are explained.
  • Different types of process control systems and safety devices are explained and applied.

    2.16. Process Plant Operations:

    Exit Level Outcomes for the three compulsory subjects:

    Process Technology:

    Exit Level Outcome 1: Describe specific separation processes.

    Associated Assessment Criteria:
  • Different types of separation processes and performance remedies are explained.
    > Range: Evaporation, condensation, distillation, absorption, and decantation.

    Exit Level Outcome 2: Explain, perform calculations and balance chemical reactions on the conservation of mass and energy.

    Associated Assessment Criteria:
  • The principles of material flow and mass conservation applicable to simple closed process systems in equilibrium are described.
  • Thermodynamic principles applicable to the heating and cooling of materials in a single phase are explained.

    Exit Level Outcome 3: Describe construction materials in a process plant.

    Associated Assessment Criteria:
  • The selection criteria, properties and application of different types and classes of materials suitable for equipment fit for a process plant are identified and described.
  • The production, application and joining of different classes of metal forms used in process equipment are identified and described.
  • Different methods of metal joining are illustrated.

    Physical Science:

    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 enquiry in which more than one variable is controlled is designed, planned and conducted to collect data systematically with regard to accuracy and reliability.
  • Unseen problems are solved through the selection and use of appropriate problem-solving strategies.
  • Scientific arguments are communicated and defended with clarity and precision.

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

    Associated Assessment Criteria:
  • Prescribed scientific knowledge is defined, discussed and explained using examples.
  • Prescribed scientific principles, theories, models and laws are expressed and explained by indicating the relationship between different facts and concepts using own words.

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

    Associated Assessment Criteria:
  • The knowledge claims of indigenous knowledge systems are researched, discussed, compared and evaluated by indicating the correlation among them and an explanation is given of the acceptance of different claims.
  • Case studies are researched and ethical and moral arguments from different perspectives are presented to indicate the impact of different scientific and technological applications on human development.
  • The impact of scientific and technological research is evaluated with an indication given of its contribution to the management, utilisation and development of resources to ensure continental and global sustainability.

    Process Control:

    Exit Level Outcome 1: Describe statistical process control, interpret control charts and perform corrective measures.

    Associated Assessment Criteria:
  • The purpose and principles of statistical process control are explained.
  • Statistical parameters for process data are explained, determined, plotted on control charts and interpreted.
  • Deviations from the OHS Act and corrective measures are explained and applied.

    Exit Level Outcome 2: Describe quality analysers.

    Associated Assessment Criteria:
  • The purpose, types, application and basic operating principles of in-line process analysers are described.

    Exit Level Outcome 3: Describe the operation of Distributed Control Systems (DCS).

    Associated Assessment Criteria:
  • The purpose of different components and options of a DCS are described in a process environment.
  • The purpose, symbols, process logics and control loops of screen schematics are identified and explained for different Process Flow Diagrams (PFDs) and Mechanical Flow Diagrams (MFDs).
  • Data capturing and retrieval is described and applied.
  • Deviations to a process are identified and changes are made.
  • A Distributed Control System (DCS) process is monitored and controlled.

    Exit Level Outcome 4: Explain different process control techniques.

    Associated Assessment Criteria:
  • The purpose, application and functioning of modes and methods in a process plant are explained.

    Exit Level Outcomes for Optional subject/s:

    Pulp and Papermaking Technology:

    Exit level Outcome 1: Describe different stock preparation processes.

    Associated Assessment Criteria:
  • The purpose, working principles, equipment, quality requirements, testing and corrective measures of different types of stock preparation processes are described.
    > Range: Re-pulping, pulp deflaking, pulp refining, pulp cleaning, pulp screening, pulp blending and pulp thickening processes.

    Exit level Outcome 2: Describe the wet end and dry end of papers processing.

    Associated Assessment Criteria:
  • The purpose, working principles, equipment, quality requirements, testing and corrective measures of the forming, pressing, drying, winding and rewinding sections are explained.

    Exit level Outcome 3: Describe different types of chemical recovery processes.

    Associated Assessment Criteria:
  • The purpose, working principles, equipment, quality requirements, testing and corrective measures of different chemical recovery processes are explained. Range: Kraft, NSSC, magnesium bisulphate, soda and waste liquor concentration chemical recovery processes.

    Exit level Outcome 4: Describe the production of pulping chemicals.

    Associated Assessment Criteria:
  • The different types of production of pulping chemicals processes are explained.
    > Range: unslaked lime, sodium sulphite and calcium bisulphite.

    Process Chemistry:

    Exit Level Outcome 1: Describe the production of polymers in the South African context.

    Associated Assessment Criteria:
  • The South African polymer industry and the production and applications of different polymers are explained.
    > Range: polyethylene, polyvinyl chloride, SBR.

    Exit Level Outcome 2: Describe the extraction and production of metals.

    Associated Assessment Criteria:
  • The extraction and production of base metals, platinum and precious metals and ferroalloys in a metals refinery are described.

    Exit Level Outcome 3: Describe the production of coal based chemicals, crude oil, bio chemicals and agro chemicals.

    Associated Assessment Criteria:
  • The production processes of coal based products, crude oil based chemicals, bio-chemicals and agro-chemicals are listed and explained.

    2.17. Safety in Society

    Exit Level Outcomes for the three compulsory subjects:

    Law of Procedures and Evidence

    Exit level Outcome 1: Explain and apply principles of the Criminal Procedure Act (CPA) and Law of Evidence.

    Associated Assessment Criteria:
  • Key principles of the Criminal Procedure Act are identified and described in relation to the prescribed legal processes.
    Range: principles include arrest, search, seizure, etc.
  • Key procedures to be followed as prescribed in the Criminal Procedure Act are identified and assessed within given case studies.
    Range: Procedures refer to bail procedures, arrest procedures, etc.
  • Instances where rights may be infringed upon are identified and explained in line with the Constitution.
  • Key principles of the Law of Evidence are identified and described in relation to admissibility of evidence.
    Range: principles include arrest, search and seizure etc.
  • Key concepts related to Law of Evidence are identified and described in relation to admissibility of evidence.
    Range: Concepts include admissions, confessions, privilege, handling of evidence, chain of custody, etc.
  • Trial procedures associated with the beginning and end of the court processes are described and applied in a simulated environment.

    Criminal Justice Process

    Exit level Outcome 1: Examine the principles of and processes in the criminal justice phases.

    Associated Assessment Criteria:
  • Crime prevention strategies and processes are examined in terms of their short, medium and long terms effects on the criminal justice system.
  • Crime prevention strategies are developed based on specific scenarios for possible implementation purposes.
  • The crime reporting phase is examined in line with administrative and investigative processes.
  • The judicial phase is explained and used in line with administrative and prescribed judicial processes in a simulated scenario.
  • The correctional phase is examined in line with administrative and prescribed organisational processes.
  • The restorative phase is examined in terms of its influence on reintegration of offenders into society.

    Governance

    Exit level Outcome 1: Analyse statutory and Constitutional provisions with regard to law enforcement structures.

    Associated Assessment Criteria:
  • Law enforcement structures are examined in terms of their roles, responsibilities and relationships.
  • The powers and functions of the South African Police Service are analysed at different levels.
    Range: Levels include National, Provincial and Local (Community).
  • The Constitutionally defined institutions related to safety in society are defined in terms of their roles, powers and functions in relation to governance.
    Range: Constitutionally defined institutions include Public Protector, Human Rights Commission, Commission for the Promotion and the Protection of the Rights of Cultural, Religious and Linguistic Communities, Commission for Gender Equity, Auditor-General, Independent Electoral Commission.
  • National sovereignty and law enforcement structures are described in terms of their functions, jurisdiction and roles.
    Range Structures may include but are not limited to the South African Police Service (SAPS) and the South African National Defence Force (SANDF).
  • Activities related to local police stations are described and analysed in terms of their operational effectiveness.
  • Activities related to local police stations are compared with prescribed standard operating procedures and current legal prescripts.

    Applied Policing (Optional Subject):

    Exit level Outcome 1: Apply policing principles and practices.

    Associated Assessment Criteria:
  • A crime prevention problem is identified and analysed in order to develop a crime prevention plan.
  • A crime investigation problem is identified and analysed in order to determine an investigative approach.
  • The relationship between different law enforcement agencies is analysed in order to identify a possible co-operative policing strategy.
    Range: Law enforcement agencies must include reference to the South African Police Service (SAPS), Military Police Division (MPD), Metropolitan Police Service (METRO) and Traffic.
  • The current policing environment is analysed in order to recommend potential training initiatives.

    Criminology (Optional Subject):

    Exit level Outcome 1: Apply processes to deal with crime and victimisation.

    Associated Assessment Criteria:
  • Types of crime and victimisation are described in terms of their constituent elements.
  • Crimino-ethical measuring techniques are analysed in order to assist in resolving specific crime/victimisation problems.
  • The presentation of evidence and/or information to explain the criminal event and the impact of crime on the victim is prepared according to identified needs or requirements.
  • Crime reduction/prevention programmes are identified and analysed in order to assist in dealing with specific types of crime.
  • Victimisation reduction/prevention programmes are identified and analysed in order to assist in dealing with specific types of victimisation.

    2.18. Tourism:

    Exit Level Outcomes for the three compulsory subjects:

    Science of Tourism
  • Exit Level Outcome: Explain legal travel processes and procedures.
  • Associated Assessment Criteria:

    > Travel procedures are explained in terms of airport control and procedures.
    > The tourism wholesale sector is identified and explained in terms of the role it plays and the products it offers.
    > The steps and processes involved in arranging a national and international event are identified and explained with examples.
    > The requirements for national and international travel are explained in terms of contracts and current legislation.
    > Range: Legislation includes but is not limited to health and safety.
    > The types of travel documentation are explained in terms of current legislation and policy regulations.
    > Range: Travel documents refer to all types of visas and passports.

    Client Services and Human Relations
  • Exit Level Outcome: Explain and apply client services and human relation principles and techniques.
  • Associated Assessment Criteria:

    > Methods of measuring client service satisfaction are explained with examples.
    > Client service tools are developed to measure customer satisfaction.
    > Follow-up procedures are identified and selected to deal with client queries.
    > The role of staff training is explained and planned in order to identify gaps in terms of service delivery.
    > Application of First Aid is explained in terms of identifying emergency situations in a specific context.

    Sustainable Tourism in South Africa and International Travel
  • Exit Level Outcome: Investigate international travel destinations in terms of sustainable practices.
  • Associated Assessment Criteria;

    > Sources of information and resources relating to tourist information are identified and described with examples.
    > Range: Sources include but are not limited to newspapers; heritage; historical; cultural; wild life; scenic; social; tourist resources and information.
    > The location of typical tourist destinations worldwide is identified and described using map skills.
    > Major routes using various modes of transports to and from South Africa are identified and described with examples.
    > Physical features of the worldwide countries are identified with examples.
    > Range: Physical features include 5 continents, islands, oceans, seas, world capitals, man-made or physical features, ports of entry.
    > The role of sustainable travel destinations worldwide is explained by making use of examples.
    > The role in contributing to sustainable tourism within one's own community is researched in order to show how it adds value to society.

    Tourism Operations (Optional Subject):
  • Exit Level Outcome: Explain and use procedures and practices in a Tourism Office.
  • Associated Assessment Criteria:

    > An itinerary is developed for a client.
    > Range: Itinerary includes various attractions and activities taking into consideration climatic, seasonal and political conditions of the destination.
    > Forex conversions and transactions are performed according to current bank exchange rates.
  • The principles of costing and pricing are applied to travel packages.
  • A guided experience is designed to satisfy the needs of a specific type of client.
  • A tour is planned and operated according to the profile of the target market.

    2.19. Transport and Logistics:

    Freight Logistics:

    Exit Level Outcome: Investigate the legislation and regulatory framework of freight logistics.

    Associated Assessment Criteria:
  • The most important legislation governing the freight industry, the purpose of the legislation and impact on the industry are discussed.

    Exit Level Outcome: Explain the South African government procurement process.

    Associated Assessment Criteria:
  • The government procurement process in terms of the Public Finance Management Act (PFMA), the government tendering system, and the documentation used are explained.

    Exit Level Outcome: Explain the National Freight Logistics strategy (NFLS) and its impact on the industry.

    Associated Assessment Criteria:
  • The purpose of the NFLS and the institutional and regulatory environment are explained in terms of infrastructure, operations and regulation.
  • The main freight logistics modes and corridors are explained.

    Exit Level Outcome: Investigate the practice of integrated logistics management.

    Associated Assessment Criteria:
  • Integrated logistics management and synergies of integrated logistics in a supply chain is discussed with examples.

    Exit Level Outcome: Determine elementary profitability of a logistics operation.

    Associated Assessment Criteria:
  • The impact of key factors and the function of logistics outsourcing on profitability are described.
  • Income and expenditure are recorded and the profit or loss is calculated.

    Exit Level Outcome: Investigate the freight logistics clusters and environment.

    Associated Assessment Criteria:
  • Freight logistics clusters and management relating to warehousing, distribution and technical clusters are interrogated.
  • A customer care policy that incorporates the aspects of effective customer care is developed.

    Transport Economics:

    Exit Level Outcome: Investigate the economic principles and factors impacting on the transport service market.

    Associated Assessment Criteria:
  • Key concepts of the transport service market are defined and explained.
  • Market demand and supply of transport services and its interaction is described.

    Exit Level Outcome: Examine cost elements and determination of rates in transport service delivery.

    Associated Assessment Criteria:
  • Different cost items, models and principles and its impact on pricing of transport services are described.
  • Different transportation rates are listed and the factors, structures and entities influencing the determination of rates across various modes of transport are explained.

    Exit Level Outcome: Describe the supply and demand of transport and its effects on the costs and price of transport per mode.

    Associated Assessment Criteria:
  • The effect on the transport industry where the demand in the transport market influences the different modes of transport is described.
  • Elasticity as a concept affecting the supply and demand of transport is explained.
  • The supply of transport modes in the transport industry based on the demands of the transport market is described.

    Exit Level Outcome: Determine the costs of producing different types of transport services per mode of transport.

    Associated Assessment Criteria:
  • The cost of producing transport services per mode is calculated.
  • A comparative analysis of the cost of transport across the modes is completed.

    Exit Level Outcome: Describe the relation between transport management and transport pricing.

    Associated Assessment Criteria:
  • The relation between transport management and pricing is explained with industry examples.

    Exit Level Outcome: Examine intermodalism in the context of the demand for transport.

    Associated Assessment Criteria:
  • An integrated transport network is described and intra and intermodal transport is described.
  • The intermodal decision making process is explained with reference to central scheduling.

    Transport Operations:

    Exit Level Outcome: Explain the fundamental concepts and strategies of transport management.

    Associated Assessment Criteria:
  • The nature, strategic role and objectives of transport management and planning are explained.
  • Management approaches and methods used in the management of transport services are explained.
  • The relation between transport management and transport operations within the transport business is indicated.

    Exit Level Outcome: Explain the structures and processes guiding transport management operations.


    Associated Assessment Criteria:
  • Strategies used to execute operations and achieve management objectives are described.
  • The operations processes of a transport business are described from a systems perspective.

    Exit Level Outcome: Explore factors influencing capacity planning and optimisation.

    Associated Assessment Criteria:
  • The different methods used to determine the capacity and size of a typical transport business are examined.
  • The impact of capacity planning and optimisation on profitability of a transport business is described.

    Exit Level Outcome: Apply operations to schedule transportation and perform related activities.

    Associated Assessment Criteria:
  • Decision making techniques are applied to schedule transportation using different modes of transport.
  • Different routes schedules for different modes of transport are investigated.

    Exit Level Outcome: Investigate costing models and principles in the transport industry.

    Associated Assessment Criteria:
  • Cost elements are identified and factors influencing transport costs are described.
  • Costs involved using different modes of transport are compared.
  • Profitability and alternative routing and scheduling impacting on profitability are described and calculated.

    Exit Level Outcome: Describe the legal requirements, operations and risks associated with the handling, loading and transportation of abnormal load.

    Associated Assessment Criteria:
  • The legislative requirements relating to permits, escort services and the transportation of abnormal loads are described.
  • Principles and risks associated with the transportation of abnormal loads are explained.
  • The handling and loading of abnormal loads is described.

    Exit Level Outcome: Describe the legal requirements, operations and risks associated with the handling, loading and transportation of dangerous goods.

    Associated Assessment Criteria:
  • The legislative requirements for handling and transporting dangerous goods are described.
  • The risks associated with transporting of dangerous goods and precautionary measures taken are explained.
  • The criteria and operations for disposal of hazardous materials are described.

    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.
    3.5. 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.
  • Integrated assessment:

    Assessment for the awarding of the National Certificate: Vocational, Level 4 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.

    > 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 FET-College-Based Assessment or 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 Vocational Component modules.

    > 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).

    > The relative weighting of internal and external assessment for the purposes of awarding the National Certificate: Vocational, Level 4:

    > 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.
    > 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 Levels 2, 3 and 4 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 learner 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 have 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 access point 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 work force 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 3 would be the equivalent to the National Certificate: Vocational, Level 4. It has as its core skills such competencies as:

    > Communication.
    > Numeracy.
    > Information technology.
    > Problem solving.
    > Working with others.

    The SQV/NVQ at level 3 has added to it various subject matter knowledge and skills related to the specific career focus of each qualification. The National Certificate: Vocational, Level 4 covers similar competencies 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 level 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 specialisation 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 a well-structured apprenticeship system 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 level 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 learning in the Higher Education band, provided the learner meets the requirements for Higher Education study in terms of subject combinations and level of achievement as laid down by the body issuing such requirements. Such access is, however, subject to the specific admission requirements of the individual institutions offering learning programmes in Higher Education.

    Articulation is also possible with workplace and vocational education qualifications at NQF level 5, which are aligned with the subjects taken by the learner. 

    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.
  • Final assessments including internal and external assessments will be subject to moderation by Umalusi according to its laid down policy and procedures and/or by sector ETQAs through a Memorandum of Understanding with Umalusi. 

  • 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), and subject to paragraph 7 of this document, a National Certificate: Vocational, Level 4 shall be issued to a learner who has complied with the following promotion requirements:
  • Obtained at least 40% in the official language.
  • Obtained at least 30% in Mathematical Literacy or Mathematics.
  • Obtained at least 40% in Life Skills and Computer Literacy.
  • 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.
  • 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.

    Exit point for learners who have not attained the requirements for the National Certificate; Vocational, Level 4:

    A learner who has not satisfied all the requirements of the National Certificate: Vocational, Level 4, 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
    90799  National Certificate: Vocational: Civil Engineering and Building Construction  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90800  National Certificate: Vocational: Drawing Office Practice  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90801  National Certificate: Vocational: Education and Development  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90802  National Certificate: Vocational: Electrical Infrastructure Construction  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90803  National Certificate: Vocational: Engineering and Related Design  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90804  National Certificate: Vocational: Finance, Economics and Accounting  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90805  National Certificate: Vocational: Hospitality  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90806  National Certificate: Vocational: Information Technology and Computer Science  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90807  National Certificate: Vocational: Management  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90808  National Certificate: Vocational: Marketing  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90809  National Certificate: Vocational: Mechatronics  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90810  National Certificate: Vocational: Office Administration  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90811  National Certificate: Vocational: Primary Agriculture  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90812  National Certificate: Vocational: Primary Health  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90813  National Certificate: Vocational: Process Instrumentation  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90814  National Certificate: Vocational: Process Plant Operations  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90815  National Certificate: Vocational: Safety in Society  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90816  National Certificate: Vocational: Tourism  Generic Provider - NCV  Level 4  NQF Level 04  130     UMALUSI  GFETQSF 
    90817  National Certificate: Vocational: Transport and Logistics  Generic Provider - NCV  Level 4  NQF Level 04  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 



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