All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
Further Education and Training Certificate: Electro-Mechanics |
SAQA QUAL ID | QUALIFICATION TITLE | |||
58270 | Further Education and Training 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 | ||
Further Ed and Training Cert | Field 06 - Manufacturing, Engineering and Technology | Engineering and Related Design | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 171 | Level 4 | NQF Level 04 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 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. The FETC Electro-Mechanics (L4) is the culmination of a learning path spanning three qualifications and is intended to produce a highly competent artisan who can perform his/her duties competently and confidently. They will apply electrical, mechanical and industrial electronics engineering skills in order to meet the challenges of a competitive and demanding environment. This qualification will provide learners, education and training providers and employers with the standards and the range of learning required to produce these individuals. Typical entrants to this qualification could be: This qualification will enable the learner to provide advanced maintenance and fault-finding services, typically in a plant or production environment. The status and relevance of this qualification will attract and retain quality learners and employees, who may even have the potential to progress to more advanced qualifications at Technician or Engineer level. This qualification can also be attained by means of RPL (Recognition of Prior Learning) thereby enabling recognition of people with existing knowledge and skills. RPL will not only allow a learner to gain credits towards this qualification, but also to move across the different occupational areas. The field of electrical and mechanical engineering is characterized by the provision of engineering maintenance, repair and installation services and support in a variety of industries. The production equipment requiring such service and support ranges from basic to highly sophisticated equipment. People working in the electrical and mechanical engineering field require specialised technical skills and knowledge to meet the electrical and mechanical engineering requirements of such diverse industries. People credited with this qualification contribute to the maintenance of machinery and equipment by applying both mechanical and electrical knowledge and skills. They are able to: 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 preferably gaining appropriate working experience, a learner will then be able to progress to the Level (anticipated) level 5 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. This qualification is thus the benchmark for competent people to conduct maintenance activities in a production environment, and also forms the basis for further learning in the field of electrical and mechanical engineering within the higher education and training band. 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 its entire 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, e.g. in continuous process operations. "Multi-skilled" artisans, or millwrights as they are commonly known, could 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 artisans like fitters and electricians on standby. Millwrights are particularly useful in smaller organizations which cannot afford to employ e.g. both a Fitter and Electrician. 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 FETC Electro-Mechanics L4 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 |
It is assumed that learners attempting this qualification are competent in the following:
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: It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3. All Unit Standards in the Fundamental Component are compulsory. CORE COMPONENT The Core Component consists of Unit Standards to the value of 103 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 Unit standards listed under that specialization so as to attain a minimum of 171 credits for the Qualification. Mining and Minerals specialization (Learning Programme ID 60295): Learners are to choose Elective Unit Standards to the value of at least 12 credits from the list below: Manufacturing and Engineering specialisation (Learning Programme ID 66770): |
EXIT LEVEL OUTCOMES |
1. Understand and solve problems by applying mathematical practical applications and communicating in verbal or written form with peers, members of supervisory/management levels and others.
2. Understand and solve problems by applying mathematical practical applications. 3. Demonstrate an understanding of the functioning of programmable logic controllers and use them in an Electro-Mechanical context. 4. Apply fault finding techniques to diagnose and repair equipment and machinery during production/operation. 5. Maintain and repair plant and. equipment. Critical Cross-Field Outcomes: > Exit Level Outcomes 1, 2, 3, 5. > Exit Level Outcomes 1, 3, 4, 5. > Exit Level Outcomes 2, 3, 4, 5. > Exit Level Outcomes 2, 3, 4, 5. > Exit Level Outcome 1. > Exit Level Outcomes 2, 3, 4. > Exit Level Outcomes 2, 3, 4, 5. > Exit Level Outcomes 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.
2. > General and. personal finance. > Statistics and. probability. > Other practical applications such as motoring, building. > Electrical calculations. > Geometric shapes applied to design of structures. > Mass, volume, temperature, pressure. 3. 4. 5. 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: 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. |
INTERNATIONAL COMPARABILITY |
This qualification has been titled "NC Electro Mechanics" and does not use the colloquial term "millwright" in its definitions. The purpose of this is on one hand to be more accurate in terms of the title, 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 learning outcomes of the FETC Electro-Mechanics L4 compare well to the advanced requirements of similar international qualifications in terms of: > Year Three: > Install Equipment. > Explain Leveling and Aligning Procedures > Service Power Transmissions. > Describe Power Transmission Theory. > Service Couplings. > Service Gear Types. > Service Belt Types. > Service Clutches and brakes. > Service Chain Drive. > Service Fluid Power. > Explain Hydraulic Theory. > Interpret Hydraulic Schematics. > Describe Hydraulic Components. > Identify Hydraulic Pumps. > Assemble Hydraulic Circuits. > Maintain and Troubleshoot Hydraulic Circuits. > Service Pumps. > Explain Pump Theory. > Identify Types of Pumps. > Maintain and Troubleshoot Positive Displacement Pumps. > Maintain and Troubleshoot Non Positive Displacement Pumps. > Year Four: > Use Work Practices. > Plan Job Requirements. > Describe Trade Science. > Describe Theory of Electricity and Electronics. > Install Equipment. > Describe Procedures for Commissioning Equipment. > Maintain Prime Movers. > Explain Prime Mover Theory. > Describe Electric Motors. > Maintain Electric Motors. > Describe Internal Combustion Engines. > Describe the Maintenance of Internal Combustion Engines. > Describe Turbines. > Describe the Maintenance of Turbines. > Service Power Transmissions. > Describe Power Turbines. > Service Fluid Power. > Explain Pneumatic Theory. > Describe Pneumatic Components. > Interpret Pneumatic Schematics. > Identify Pneumatic Pumps. > Assemble Pneumatic Circuits. > Maintain and Troubleshoot Pneumatic Circuits. > Explain the Theory of Vacuum Systems. > Interpret Vacuum Symbols. > Identify Vacuum System Components. > Describe Vacuum Systems. > Maintain and Troubleshoot Vacuum Systems. > Describe Compressors. > Explain Compressor Theory. > Identify Types of Compressors. > Describe Positive Displacement Compressor Theory. > Describe Non-Positive Displacement Compressor theory. > Service Material Handling Systems. > Maintain Fans and Blowers. > Service HVAC and Pollution Control Equipment. > Describe Theory of Pollution Control. > Describe the Different Methods of Pollution Control. > Maintain Pollution Control Equipment. > Describe Methods of Heating Ventilation and Air Conditioning (HVAC). > Describe Operational Equipment Effectiveness. > Describe Operational Equipment Effectiveness Processes. > Create Problem Solving Flow Charts. > Describe Theory of Maintenance Procedures. > Describe Types of maintenance. > Describe Use of Predictive Maintenance Tools. > Identify Equipment and Process Deficiencies. > Perform Vibration Analysis and Rotating equipment Balancing. In benchmarking the proposed Electro-Mechanical Qualifications against international qualifications, we looked for examples in different parts of the world: 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 "Flex-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 Flex-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 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: 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: Conclusion: The proposed Electro-Mechanical qualifications are in line with the US examples. Botswana: In Botswana Millwrights are trained through the apprenticeship system. The length and duration of the practical and theoretical components differ slightly to the South African apprenticeship system, but the learning outcomes are similar for example millwrights with fitting and electrical competences are trained as they is a great need for them in the country. 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: 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: While there are different definitions referring to millwrights and their "job descriptions" all over the world, 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 3-4 years. Typical outcomes of the various Millwright training programmes are: 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 important 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: Vertical articulation exists with: |
MODERATION OPTIONS |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Assessors should be in possession of:
|
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 | 113899 | Demonstrate an understanding of basic programmable logic controllers | Level 3 | NQF Level 03 | 6 |
Core | 13327 | Diagnose and repair faults on equipment and machinery during production/operation | Level 4 | NQF Level 04 | 24 |
Core | 12414 | Diagnose and repair faults on low voltage transformers and equipment | Level 4 | NQF Level 04 | 6 |
Core | 116046 | Fault find and repair Equipment associated with Final Control Elements | Level 4 | NQF Level 04 | 10 |
Core | 10259 | Fault find, repair and maintain three phase voltage electrical circuits | Level 4 | NQF Level 04 | 8 |
Core | 13321 | Maintain fluid power / pneumatic systems | Level 4 | NQF Level 04 | 16 |
Core | 13818 | Maintain low voltage switchgear | Level 4 | NQF Level 04 | 4 |
Core | 13328 | Refurbish machines | Level 4 | NQF Level 04 | 24 |
Core | 113897 | Troubleshoot on programmable logic controllers | Level 4 | NQF Level 04 | 5 |
Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
Fundamental | 119467 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
Fundamental | 9015 | Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems | Level 4 | NQF Level 04 | 6 |
Fundamental | 119462 | Engage in sustained oral/signed communication and evaluate spoken/signed texts | Level 4 | NQF Level 04 | 5 |
Fundamental | 119469 | Read/view, analyse and respond to a variety of texts | Level 4 | NQF Level 04 | 5 |
Fundamental | 9016 | Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 4 | NQF Level 04 | 4 |
Fundamental | 119471 | Use language and communication in occupational learning programmes | Level 4 | NQF Level 04 | 5 |
Fundamental | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
Fundamental | 119459 | Write/present/sign for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
Elective | 10621 | Identify the correct phase sequence on high voltage transformers and cables | Level 3 | NQF Level 03 | 3 |
Elective | 116656 | Repair a rotary packer | Level 3 | NQF Level 03 | 2 |
Elective | 243773 | Repair an air compressor | Level 3 | NQF Level 03 | 10 |
Elective | 110384 | Repair an electronic control system for an AC multi-speed motor | Level 3 | NQF Level 03 | 6 |
Elective | 10791 | Troubleshoot the hydraulic system of a self-propelled mobile machine | Level 3 | NQF Level 03 | 6 |
Elective | 13303 | Align machines and equipment using laser technology | Level 4 | NQF Level 04 | 6 |
Elective | 113969 | Inspect, record and report condition of Medium / High Voltage station apparatus and related equipment | Level 4 | NQF Level 04 | 6 |
Elective | 113880 | Inspect, test and maintain Medium / High Voltage transformers | Level 4 | NQF Level 04 | 6 |
Elective | 13325 | Maintain gearboxes | Level 4 | NQF Level 04 | 10 |
Elective | 13326 | Maintain safety valves | Level 4 | NQF Level 04 | 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 AssuranceFunctionary |
NQF Sub-Framework |
66770 | Further Education and Training Certificate: Electro-Mechanics: Manufacturing and Engineering | Generic Provider - Field 06 | Level 4 | NQF Level 04 | 171 | 2015-06-30 | MERSETA | OQSF |
60295 | Further Education and Training Certificate: Electro-Mechanics: Mining and Minerals | Generic Provider - Field 06 | Level 4 | NQF Level 04 | 171 | 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 |
60295 | Further Education and Training Certificate: Electro-Mechanics: Mining and Minerals |
1. ADCORP TECHNICAL TRAINING (PTY) LTD 2. ALLOYS HEAD OFFICE 3. ANGLO PLATINUM - ENGINEERING SKILLS TRAINING CENTRE 4. COLLIERY TRAINING COLLEGE (PTY) LTD 5. FOSKOR (PTY) LTD 6. HARMONY GOLD MINING CO LTD 7. PALABORA COPPER (PTY) LTD 8. SASOL GLOBAL LEARNING 9. 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. |