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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Electro-Mechanics 
SAQA QUAL ID QUALIFICATION TITLE
58269  National Certificate: Electro-Mechanics 
ORIGINATOR
SGB Generic Manufacturing, Engineering, Technology 
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.  SFAP - Sub-framework Assignment Pending 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  166  Level 2  NQF Level 02  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  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 purpose of this qualification is to build knowledge and skills that are required by employees in an engineering support environment (in various sectors of the economy) that would add value to the qualifying learner in terms of enrichment of the person, status and recognition. It provides an opportunity for learners to learn and apply skills in relation to the workplace.

In practice, most artisans become multi-skilled informally. Fitters, for example, acquire electrical skills and knowledge, and vice versa. This qualification however forms a structured and formal learning path, resulting in outcomes which are assessed and recognized in terms of the relevant national structures such as ETQAs and the NQF.

Typical entrants to this qualification could be:
  • People currently working in industry who have acquired some engineering skills and have the potential to complete this qualification successfully.
  • People working in industry from fields other than engineering who have the interest and potential to complete this qualification successfully.
  • School leavers who have not yet had any work experience or vocational learning, but who have the potential to achieve this qualification.

    The NC Electro-mechanics L2 is an introductory qualification and focuses largely on "tools and techniques" required for further development towards the L3 and L4 qualifications respectively. A learner in possession of the NC Electro-Mechanics L2 can however already make a meaningful contribution to the industry within which he/she operates, typically as an artisan aide, maintenance assistant or similar.

    This qualification will allow a learner in the engineering industry to obtain a nationally recognised qualification in electro-mechanics. The status and relevance of this qualification will attract and retain quality learners and employees, and is the first step along a recognised and meaningful career path. This qualification can be attained by means of RPL (Recognition of Prior Learning) thereby enabling recognition of people with existing knowledge and skills. This will not only allow a learner to gain credits towards this qualification, but also to move across the different occupational areas.

    People credited with this qualification contribute to the maintenance of machinery and equipment by applying mechanical and electrical knowledge and skills. They are able to:
  • Understand and solve problems by communicating in verbal or written form with peers, members of supervisory/management levels and others.
  • Understand and solve problems by applying mathematical practical applications.
  • Demonstrate an understanding of electro-mechanical principles and requirements.
  • Understand and use appropriate hand and power tools, machinery and equipment in order to respond to equipment component maintenance requirement.
  • Maintain and monitor plant and equipment in order to enhance levels of occupational health and safety, quality assurance or plant and equipment efficiency.

    The Unit standards in this unit standards-based qualification are intended as building blocks for the further development of skills that will make the learner a more fulfilled, informed, efficient and cost effective worker in the industry. This should result in more efficient service to the customer and make the industry more competitive in the global market.

    After completing this qualification and gaining appropriate working experience, a learner will then be able to progress to the Level 3 qualification, and later to the Level 4 qualification. It will also be possible to articulate to one of the "Pure" trades (such as Fitter or Electrician) or even into a production related qualification.

    Rationale:

    The Engineering sector serves the need of the society and the economy by providing support services in the provision and maintenance of machinery, plant and equipment in industries such as mining, manufacturing, transport and chemicals. These industries are vital to the existence, performance and growth of the South African economy. A healthy economy is in turn vital in terms of the development and upliftment of the country, its infrastructure and all its people.

    Companies invest considerable sums of money in plant, equipment, processes, raw materials and other resources. These investments can only be justified if the plants and equipment operate to the optimum capacity and efficiency. Stoppages and breakdowns need to be kept to the absolute minimum, as such stoppages lead to undue increases in costs. The effective maintenance and repair of plant and equipment is thus of utmost importance. Competent (qualified) engineering practitioners (engineers, technicians, artisans and supporting staff) are required for this purpose.

    A growing number of industries and companies within industries are moving towards applying "millwrights" in maintenance situations, especially where engineering support services are rendered on a shift basis. "Multiskilled" artisans, or millwrights, will thus work on shift together with operations staff, performing maintenance support and even doing routine maintenance while on shift. This is in contrast to the more traditional practice of having specialist artisans like fitters and electricians on standby.

    Through its design this qualification will meet the needs of learners in the Engineering sector (or those wish to enter the Engineering sector) who require technical expertise and essential knowledge needed to earn a formal qualification relevant to electro-mechanics. The qualification facilitates access from previously disadvantaged groups and other learners to acquire the technical knowledge and skills that are required.

    The National Certificate Electro-Mechanics L2 will produce competent learners who are able to contribute to improved productivity and efficiency within the sector. They will be able to work with due care to Occupational Health and Safety requirements, while maintaining the relevant quality standards, which are particularly important in the engineering sector.

    This qualification will enhance the status, productivity and employability of the learner within the engineering sector as well as contribute to quality, production rate and growth. This allows for access, progression, portability and mobility within and between the different sectors to which the engineering sector provides maintenance services. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In the Engineering function, employees are appointed on technical knowledge and experience and the potential to achieve relevant technical qualifications. It is therefore assumed that learners attempting this qualification are competent in the following at least NQF Level 1 or equivalent:
  • Communication and Mathematics.
  • Introduction to work and safety.

    Recognition of Prior Learning:

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the criteria laid out above.

    Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    Access to the Qualification:

    There is open access to the qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    FUNDAMENTAL COMPONENT

    The Fundamental Component consists of Unit Standards in:
  • Communications at Level 2 to the value of 20 credits;
  • Mathematical Literacy at Level 2 to the value of 16 credits.

    All Unit Standards in the Fundamental Component are compulsory.

    CORE COMPONENT

    The Core Component consists of Unit Standards to the value of 118 credits all of which are compulsory.

    ELECTIVE COMPONENT

    The Elective Component consists of a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and must choose Elective Unit Standards to the value of 12 credits from the Elective Unit standards listed under that specialization so as to attain a minimum of 166 credits for the Qualification.

    Mining And Minerals specialization (Learning Programme ID 60293):

    Learners are to choose Elective Unit Standards to the value of at least 12 credits from the list below:
  • 243762, Demonstrate knowledge of the principles of the transfer of mechanical power, Level 1, 2 credits
  • 243783, Identify and select engineering equipment and materials, Level 1, 4 credits
  • 243781, Identify, select and examine different types of bearings, Level 1, 1 credits
  • 114669, Carry out basic electric arc welding in an electrical environment, Level 2, 8 credits
  • 114616, Carry out basic gas welding, brazing and cutting in an electrical environment, Level 2, 8 credits
  • 243769, Demonstrate knowledge of lubrication, Level 2, 2 credits
  • 243782, Identify, select and apply mechanical fasteners, Level 2, 4 credits
  • 10233, Install or replace electrical metering units or measuring instrument, Level 2, 4 credits
  • 10254, Maintain electrical distribution boards, panels and enclosures, Level 2, 6 credits
  • 13218, Maintain pipe systems, Level 2, 20 credits
  • 113858, Maintain transformers, Level 2, 5 credits
  • 13297, Grind tools and drill bits, Level 3, 4 credits
  • 10739, Repair a double drum scraper winch, Level 2, 4 credits
  • 244367, Install a straining wire cable support system, Level 2, 2 credits
  • 110404, Carry out a detailed inspection on intrinsically safe apparatus and circuits, Level 2, 3 credits

    Manufacturing and Engineering specialisation (Learning Programme ID 66769):
  • 243783, Identify and select engineering equipment and materials, Level 1, 4 credits
  • 243781, Identify, select and examine different types of bearings, Level 1, 1 credits
  • 243769, Demonstrate knowledge of lubrication, Level 2, 2 credits
  • 243782, Identify, select and apply mechanical fasteners, Level 2, 4 credits
  • 244367, Install a straining wire cable support system, Level 2, 2 credits
  • 13218, Maintain pipe systems, Level 2, 20 credits
  • 113858, Maintain transformers, Level 2, 5 credits
  • 13205, Operate and monitor a lathe to produce simple components, Level 2, 12 credits
  • 13204, Operate and monitor a milling machine to produce simple components, Level 2, 12 credits
  • 13297, Grind tools and drill bits, Level 3, 4 credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand and solve problems by communicating in verbal or written form with peers, members of supervisory/management levels and others.
    2. Understand and solve problems by applying mathematical principles and techniques in the engineering context.
    3. Demonstrate an understanding of electro-mechanical principles and requirements.
    4. Understand and use appropriate hand and power tools, machinery and equipment in order to respond to equipment component maintenance requirements.
    5. Maintain and monitor plant and equipment in order to enhance levels of occupational health and safety, quality assurance or plant and equipment efficiency.

    Consistency of Exit Level Outcomes with Critical Cross Field Outcomes (CCFOs):

    The following CCFO's have been addressed in this qualification:
  • Understand and solve problems by communicating in verbal or written form with peers, members of supervisory/management levels and others.
  • Understand and solve problems by applying mathematical practical applications.
  • Demonstrate an understanding of electro-mechanical principles and requirements.
  • Understand and use appropriate hand and power tools, machinery and equipment in order to respond to equipment component maintenance requirement.
  • Maintain and monitor plant and equipment in order to enhance levels of occupational health and safety, quality assurance or plant and equipment efficiency.

    Critical Cross-Field Outcomes:
  • Identifying and solving problems in which responses display that responsible decisions using critical thinking have been made.
    > Exit Level Outcomes 1, 2, 5.
  • Working effectively with others as a member of a team, group, organization and community.
    > Exit Level Outcomes 1, 4, 5.
  • Organising and managing oneself and one's activities responsibly and effectively.
    > Exit Level Outcomes 1, 2, 4, 5.
  • Collecting, analyzing, organizing and critically evaluating information.
    > Exit Level Outcomes 1, 2, 4, 5.
  • Communicating effectively using visual, mathematical and/or language skills.
    > Exit Level Outcomes 1, 2, 3, 5.
  • Using science and technology effectively and critically, showing responsibility toward the environment and health of others.
    > Exit Level Outcomes 2, 4, 5.
  • Demonstrating an understanding of the world as a set of related systems by recognizing that problem contexts do not exist in isolation.
    > Exit Level Outcomes 1, 2, 3, 4, 5.
  • Contributing to the full personal development of each learner and the social and economic development of society at large, by making it an underlying intention of the programme of learning to make an individual aware of:
    > Exit Level Outcome 1,2,3,4,5.
    > Reflecting on and exploring a variety of strategies to learn more effectively.
    > Participating as responsible citizens in the life of local, national and global communities.
    > Being culturally and aesthetically sensitive across a range of contexts.
    > Exploring education and career opportunities.
    > Developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Effective verbal communication is used in the interaction with other role players in the maintenance process to determine and understand the extent of maintenance problems, find and implement solutions and giving and getting feedback.
  • Effective written communication is used in order to understand, evaluate and report on maintenance problems.
  • Technical reading skills are applied in order to understand engineering and related information.
  • Technical writing skills are applied in order to record engineering and related information.

    2.
  • Engineering related calculations are conducted and applied in the engineering context, such as:
    > Electrical calculations.
    > Volume, mass, dimensions.
    > Ratios and percentages.

    3.
  • The impact of electro-mechanical maintenance activities are demonstrated in terms of their effect on and contribution to the efficient operation of plant and equipment.
  • An understanding of routine electro-mechanical maintenance procedures and operations is demonstrated.
  • Mechanical theory and principles are understood and applied in the engineering context.
  • Electrical theory and principles are applied in the engineering context.
  • Engineering drawings are read, interpreted and produced in the engineering context.

    4.
  • An understanding of hand tools, power tools, machinery and equipment is demonstrated in terms of their design, terminology and application.
  • Hand tools, power tools, machinery and equipment are used in accordance with manufacturers specifications and good engineering practice.
  • Hand tools, power tools, machinery and equipment are used safely.
  • Tools, machinery equipment are cared for and stored in accordance with requirements.

    5.
  • Tools and equipment are used in accordance with manufacturers specifications.
  • Equipment component maintenance requirements are planned and responded to based on given maintenance procedures.
  • Equipment and process adjustments are made in accordance with plant requirements and manufacturers specifications.
  • Electro-mechanical components are maintained in accordance with plant requirements and manufacturers specifications.
  • Reports are completed and submitted in accordance with procedure.
  • Quality, occupational health, safety and environmental practices are adhered to in accordance with the relevant legislation and other requirements.

    Integrated Assessment:

    Integrated assessment at the level of the qualification provides an opportunity for learners to show they are able to integrate concepts, actions and ideas achieved across a range of unit standards and contexts.

    Integrated assessment must evaluate the quality of observable performance as well as the thinking behind the performance, and must be based on an assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include:
  • Observing the learner at work (both in the primary activity as well as other interactions).
  • Asking questions and initiating short discussions to test understanding.
  • Looking at records and reports in the portfolio and reviewing previous assessments.

    In some cases inference will be necessary to determine competence depending on the nature and context within which performance takes place.

    It is necessary to ensure that the fundamental part of the qualification is also targeted to ensure that while the competence may have been achieved in a particular context, learners are able to apply it in a range of other contexts and for future learning. The assessment should also ensure that all the critical cross-field outcomes have been achieved.

    The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.

    While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit-level outcomes. The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities associated with electro-mechanical engineering principles. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been named "NC Electro-Mechanics" and does not use the colloquial term "millwright" in its definitions. The purpose of this is on the one hand to be more accurate in terms of the outcomes, and on the other to prevent any confusion or restriction that may be caused by different interpretations of the term "millwright" across different industries. However, in benchmarking the proposed qualification against international ones, we refer (below) to terms such as "millwright" and "flexi-trade" as used in the international context.

    The NC Electro Mechanics L2 is the first of a learning path of three consecutive qualifications which culminate in the FETC Electro-Mechanics L4. The international qualifications found do not lead to three different qualifications, but culminate in one qualification over a typicaLLY four-year period. The three Electro-Mechanical qualifications (L2, L3 and L4 respectively) collectively compare well to similar international qualifications.

    The NC Electro-Mechanics L2 compares well to the qualifications found in Canada and the United States of America in terms of:
  • Content: The qualifications from the various countries all address mechanical, electrical, hydraulic, pneumatic, industrial electronic (PLC) and other related competencies.
  • Progression: The international qualifications all address a progression of competencies, e.g. Replace components (L2), Maintain and repair (L3) and Programme systems (PLC's) (L4), albeit in a single apprenticeship of typically 4-5 years.

    The content of the first year of the typical millwright apprenticeship relates favourably to the content of the NC Electro-Mechanics L2 and Learning Assumed to be in Place:

    Demonstrate Work Practices:
  • Explain Federal/Provincial Occupational Health and Safety regulations.
  • Explain Environmental Regulations.
  • Use Personal Protective Equipment.
  • Maintain Safe Working Area.
  • Describe Fire Prevention and Control.
  • Identify Ergonomic Considerations.
  • Use Communication and Team Skills.
  • Interpret Plans and Sketches.
  • Use References Resources.
  • Describe Trade Science.

    Use Trade Math:
  • Describe Principles of Metallurgy.
  • Use Fasteners.
  • Use Tools.

    Use Hand Tools:
  • Use Measuring and layout Tools and Instruments.
  • Use Portable Hand Tools.
  • Use Fixed Shop Machines and Equipment.
  • Use Mobile Equipment.
  • Conclusion: These outcomes are covered within the L2 certificate developed for South Africa.
  • Learning delivery: The learning delivery process in all the examples included on-the-job (practical) and off-the-job (theoretical) components.
  • Outcomes-Based: All the examples found either directly or indirectly comply with principles of outcomes-based learning, particularly in terms of outcomes (modules) representing meaningful units of learning and assessment being conducted continuously (formatively). There is generally a final integrated assessment, typically called a trade test, where the candidate is required to demonstrate specific and core (cross-field) knowledge and skills. While the United States example does not specifically refer to outcomes-based learning, this should be seen in the context of the USA being at the forefront of competency-based training since the 1970's. The term "competency-based" is often used interchangeably with "outcomes-based" or "standards-based".
  • Apprenticeship/Learnership: In all the examples found, learning is vocational-based. In some countries (Scotland, New Zealand) these are called "modern apprenticeships". Learners are engaged in a formal contract of learning and most learning is workplace-based. In most cases learners "earn while they learn".
  • Application (Purpose): As is the intention with the South African qualifications, the international qualifications all prepare learners for working in process or manufacturing oriented industries where they contribute to the effective and efficient maintenance of plant and equipment.
  • Status: In all countries researched "millwrights" are sought after individuals and their skills are highly rated.

    In benchmarking the proposed Electro-Mechanical Qualifications against international qualifications, we looked for examples in different parts of the world:
  • The United States was chosen because it has one of the largest economies of the world and has a strongly organised millwright community.
  • Canada was chosen inasmuch it represents a multicultural society (French and British) and its proximity and similarity to the United States of America.
  • Botswana was chosen because it is a neighbouring country (part of the SADEC community) with a stable socio-economical system.
  • We also looked at examples of South African millwrights from the era before the current skills development dispensation.

    Canada:

    The following information was obtained on the website: http://www.logos-net.net/Skills with regards to "flexi training" programmes.

    Niagara College, the Lincoln County Board of Education and the Ontario Training and Adjustment Board trained learners for work as millwrights in pipefitting, electrical trades, instrumentation, machining and welding. The concept of "Flexi-Trades" was intended to train workers to perform tasks to agreed levels within their associated trade area. For example, a trained millwright would be able to carry out welding and pipefitting tasks up to the agreed level, depending on the individual's competence. The Flexi-Trades concept will allow for more efficient use of personnel within the mechanical and electrical (maintenance) areas. In addition, each tradesperson will gain a higher skill level and an understanding of interdisciplinary relations.

    Information regarding training was also found on the website of the British Columbia Institute of Technology (www.bcit.ca), The College of The Rockies (www.cotr.bc.ca) and North Alberta Institute of Technology (www.nait.ca). The full millwright qualification is obtained over a four-year period. The "job description" of the millwright is in essence similar to the basic purpose of the proposed Electro-Mechanical qualifications: "Millwrights are often described as masters of all trades as they are expected to install, maintain and repair all types of machinery in almost any industry. Millwrights install, repair, overhaul and maintain all types of machinery and heavy mechanical equipment".

    Conclusion: The term "Flexi-trades" can be used interchangeably with the term "millwright" as intended in the proposed Electro-Mechanic qualifications. The qualifications developed for the South African industries serve a similar purpose.

    United States:

    The millwright trade is very strong in the USA and highly organized in terms of union representation. The site of Union Millwrights (www.unionmillwright.com) describes the function and training (apprenticeship) of millwrights in similar vein to the purpose of the electro-Mechanical qualifications, i.e. multi-skilled artisans receiving their training by means of apprenticeships which include on-the-job and off-the-job (theoretical) components.

    The site of the University of Virginia (www.ccps.virginia.edu) also gives good descriptions of the tasks performed by millwrights, knowledge and skills required:
  • "They fit bearings, align gears and wheels, attach motors and connect belts according to the manufacturer's specifications. Precision leveling and alignment are important to getting the job right. As the machinery is put into use, millwrights perform preventive maintenance and fix broken or malfunctioning parts.
  • This type of work requires many different skills. Millwrights need to understand how machines work, be able to follow drawings and blueprints, use precision assembly equipment, and calculate angles and measurement.
  • They also need to know how to use power tools, cutting torches, welding machines, and soldering guns. In addition to old-fashioned tools, they must know something about computers since more machinery, controls and equipment-testing has become computerized. Much of their work is performed under pressure, since a machine or the entire production process may have to be halted to complete installation, repairs or maintenance."

    More information was found on the websites www.realapprenticeship.com and www.stc.edu (State of wisconsin).

    In the United States model, the millwright qualification is also achieved over a four-year period.

    Conclusion: The proposed Electro-Mechanical qualifications are in line with the US examples.

    South Africa:

    The term "millwright" in the former Skills Development dispensation in South Africa had different meanings in different contexts, which is why this term is not being used in the proposed qualifications.

    Formerly, millwrights were trained by larger industrial organisations such as:
  • Iscor - typical heavy industrial application.
  • SATS (Railways) - petrol and diesel as well as heavy industry.
  • SASOL - process plant application.
  • Unilever - manufacturing plant application.

    With the decline in the training of artisans over the past decade or so, there has been a drastic decline in the training of millwrights and one of the objectives of this qualification is to reintroduce the training of this valuable trade albeit in the guise of Electro-Mechanics.

    Generic conclusions:

    There are different definitions referring to millwrights and their "job descriptions" all over the world, depending on the particular industry. However, there is sufficient consensus that it refers to a multi-skilled artisan responsible for installation, maintenance and repair of plant and equipment typically in an industrial or process environment.

    In terms of training and qualification, it is clear that a learner will obtain a specific qualification (Millwright) after a vocational learning process (apprenticeship or Learnership) of approximately 4-5 years.

    Typical outcomes of the various Millwright training programmes are:
  • Maintain and repair production or processing machines and equipment with minimal downtime.
  • Check, set up and operate various types of production tools and equipment prior to approving for production use).
  • Report any information that may impede the operation of the plant as soon as it becomes known.
  • Practice safe work habits.
  • Basic training and skills in Industrial Electronics and application of those skills to plant electronic problems or demonstrate industrial electronic ability.
  • Understand and apply knowledge about most commonly used programmable controllers or demonstrate ability to work with programmable controllers.
  • Thoroughly understand and apply knowledge to troubleshoot all types of AC and DC.
  • Control Systems or demonstrate electrical troubleshooting abilities.
  • Troubleshoot all types of DC drives.

    Conclusion: These outcomes are covered within the L2, L3 and L4 certificates developed for South Africa.

    Millwrights are highly sought after individuals who make valuable contributions to the industries in which they work, as effective and efficient maintenance is the key to the safe and efficient operation of plant and equipment. A trained millwright is not restricted to working in a particular industry or environment only, but can easily adapt to different working environments. Some "conversion learning" may be required e.g. when moving from one process to another, but the core competencies will largely be the same across different industries. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both vertical and horizontal articulation.

    Horizontal articulation exists with:
  • ID 48473: National Certificate: Electrical Engineering, NQF Level 2.
  • ID 23273: National Certificate: Mechanical Engineering: Fitting, NQF Level 2.

    Vertical articulation exists with:
  • ID 58288: National Certificate: Electro-Mechanics, NQF Level 3. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against the qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQAs policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the associated unit standards.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors should be in possession of:
  • An appropriate qualification at or above the level of the qualification and preferably relevant workplace practical experience.
  • Registration as an assessor with the relevant ETQA. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  113863  Apply soldering techniques  Level 2  NQF Level 02  2 
    Core  11954  Design and construct a single phase circuit  Level 2  NQF Level 02  5 
    Core  10784  Grind steel by means of a pedestal / bench grinding machine  Level 2  NQF Level 02  2 
    Core  113876  Identify, inspect and clean electrical machines  Level 2  NQF Level 02  4 
    Core  10624  Install a lighting system  Level 2  NQF Level 02  4 
    Core  10253  Install electric wire ways  Level 2  NQF Level 02  6 
    Core  13216  Maintain indirect drives  Level 2  NQF Level 02  6 
    Core  13219  Maintain static seals in machines and / or equipment  Level 2  NQF Level 02  4 
    Core  9881  Mark off basic regular engineering shapes  Level 2  NQF Level 02  6 
    Core  243780  Monitor bearing performance and conduct routine bearing maintenance  Level 2  NQF Level 02  8 
    Core  13214  Operate and monitor a drilling machine to produce simple components  Level 2  NQF Level 02  6 
    Core  13221  Perform routine maintenance  Level 2  NQF Level 02  8 
    Core  12215  Read, interpret and produce basic engineering drawings  Level 2  NQF Level 02  6 
    Core  10626  Repair a lighting system  Level 2  NQF Level 02  2 
    Core  10603  Restore power by joining a low voltage electrical cable  Level 2  NQF Level 02  4 
    Core  10237  Select, use and care for electrical measuring instruments  Level 2  NQF Level 02  4 
    Core  119744  Select, use and care for engineering hand tools  Level 2  NQF Level 02  8 
    Core  12476  Select, use and care for engineering measuring equipment  Level 2  NQF Level 02  4 
    Core  12219  Select, use and care for engineering power tools  Level 2  NQF Level 02  6 
    Core  12481  Sling loads  Level 2  NQF Level 02  4 
    Core  113877  Understand fundamentals of electricity  Level 2  NQF Level 02  8 
    Core  116450  Demonstrate a broad understanding of pneumatic and hydraulic systems and concepts  Level 3  NQF Level 03  4 
    Core  10740  Lift and move a load using a mechanical lifting equipment  Level 3  NQF Level 03  7 
    Fundamental  119463  Access and use information from texts  Level 2  NQF Level 02  5 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02  3 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02  3 
    Fundamental  9008  Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts  Level 2  NQF Level 02  3 
    Fundamental  119454  Maintain and adapt oral/signed communication  Level 2  NQF Level 02  5 
    Fundamental  119460  Use language and communication in occupational learning programmes  Level 2  NQF Level 02  5 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02  2 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02  5 
    Fundamental  119456  Write/present for a defined context  Level 2  NQF Level 02  5 
    Elective  243762  Demonstrate knowledge of the principles of the transfer of mechanical power  Level 1  NQF Level 01  2 
    Elective  243783  Identify and select engineering equipment and materials  Level 1  NQF Level 01  4 
    Elective  243781  Identify, select and examine different types of bearings  Level 1  NQF Level 01  1 
    Elective  116932  Operate a personal computer system  Level 1  NQF Level 01  3 
    Elective  110404  Carry out a detailed inspection on intrinsically safe apparatus and circuits  Level 2  NQF Level 02  3 
    Elective  114669  Carry out basic electric arc welding in an electrical environment  Level 2  NQF Level 02  8 
    Elective  114616  Carry out basic gas welding, brazing and cutting in an electrical environment  Level 2  NQF Level 02  8 
    Elective  243769  Demonstrate knowledge of lubrication  Level 2  NQF Level 02  2 
    Elective  243782  Identify, select and apply mechanical fasteners  Level 2  NQF Level 02  4 
    Elective  244367  Install a straining wire cable support system  Level 2  NQF Level 02  2 
    Elective  10233  Install or replace electrical metering units or measuring instrument  Level 2  NQF Level 02  4 
    Elective  10254  Maintain electrical distribution boards, panels and enclosures  Level 2  NQF Level 02  6 
    Elective  13218  Maintain pipe systems  Level 2  NQF Level 02  20 
    Elective  113858  Maintain transformers  Level 2  NQF Level 02  5 
    Elective  13205  Operate and monitor a lathe to produce simple components  Level 2  NQF Level 02  12 
    Elective  13204  Operate and monitor a milling machine to produce simple components  Level 2  NQF Level 02  12 
    Elective  10739  Repair a double drum scraper winch  Level 2  NQF Level 02  4 
    Elective  13297  Grind tools and drill bits  Level 3  NQF Level 03  4 


    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
    66769  National Certificate: Electro-Mechanics: Manufacturing and Engineering  Generic Provider - Field 06  Level 2  NQF Level 02  166     MERSETA  OQSF 
    60293  National Certificate: Electro-Mechanics: Mining and Minerals  Generic Provider - Field 06  Level 2  NQF Level 02  166     MQA  OQSF 


    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.
     
    LP ID Learning Programme Title Accredited Provider
    60293  National Certificate: Electro-Mechanics: Mining and Minerals  1. ADCORP TECHNICAL TRAINING (PTY) LTD
    2. ALLOYS HEAD OFFICE
    3. EXXARO COAL (PTY) LTD
    4. FOSKOR (PTY) LTD
    5. HARMONY GOLD MINING CO LTD
    6. SASOL GLOBAL LEARNING
    7. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED  


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