SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Electro-Mechanics 
SAQA QUAL ID QUALIFICATION TITLE
58288  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  141  Level 3  NQF Level 03  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, e.g. Fitters acquiring 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 ETQA's and the NQF.

This qualification will allow a learner in the engineering industry to obtain a nationally recognised qualification in electro-mechanics and is a stepping stone between the introductory and advanced qualifications in Electro-Mechanics (Levels 2 and 4 respectively). The outcomes build on the basic "trade theory", tools and techniques of the L2 qualification and prepare learners for the advanced and specialised learning outcomes of the L4 qualification.

Typical entrants to this qualification could be:
  • Learners who have completed the L2 qualification and. who are engaged in a learning path towards the L4 qualification. While some practical experience achieving the L2 qualification may be advisable, this is not necessarily a requirement.
  • People currently working in industry who have acquired engineering skills at the appropriate level and have the potential to complete this qualification successfully (RPL candidates).

    The Level 3 qualification enables the learner for the first time to accept responsibility for maintaining plant and/or equipment without working under direct supervision. The status and relevance of this qualification will attract and retain quality learners and employees, and is the second step along a recognised and meaningful career path. 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.

    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:
  • 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.
  • Install, maintain and. repair plant and. equipment and. systems.
  • Solve plant and equipment related problems in order to ensure plant and equipment availability and reliability.

    The Unit standards in this 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 4 certificate. 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. Learners may also articulate to a production environment.

    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 National Certificate Electro-Mechanics L3 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 at, at least NQF Level 2 or equivalent:
  • Communication and Mathematical Literacy.
  • The application of relevant physics and chemistry principles in an engineering environment.
  • Learning outcomes of the NC Electro-Mechanics (L2).

    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 3 to the value of 20 credits;
  • Mathematical Literacy at Level 3 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 93 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 141 credits for the Qualification.

    Mining and Minerals specialization (Learning Programme ID 60294):

    Learners are to choose Elective Unit Standards to the value of at least 12 credits from the list below:
  • 10653, Carry out a detailed inspection of an auto electrical system on a self-propelled mobile machine, Level 2, 5 credits
  • 119735, Remove, test, fit and service automobile batteries, Level 2, 4 credits
  • 10788, Repair the liquid cooling system of an internal combustion engine, Level 2, 3 credits
  • 10829, Repair the transfer gearbox of a self-propelled mobile machine, Level 2, 3 credits
  • 10777, Replace a multi-stage centrifugal pump, Level 2, 2 credits
  • 10800, Replace the final-drive axle assembly of a self-propelled mobile machine, Level 2, 4 credits
  • 10828, Replace the manual transmission of a vehicle, Level 2, 3 credits
  • 10260, Install and commission electrical measuring instruments and control devices, Level 3, 5 credits
  • 10261, Install and Commission Single Phase AC Machines and Control Gear, Level 3, 8 credits
  • 114660, Install Medium Voltage transformers, Level 3, 6 credits
  • 13139, Install, test and maintain a basic pneumatic system, Level 3, 10 credits
  • 14134, Maintain and repair single phase AC machines and control gear, Level 3, 6 credits
  • 13276, Maintain pumps, Level 3, 24 credits
  • 10779, Overhaul of a multi-stage centrifugal pump, Level 3, 6 credits
  • 10778, Repair a multi-stage centrifugal pump, Level 3, 7 credits
  • 10746, Repair a single-stage centrifugal pump, Level 3, 7 credits
  • 243773, Repair an air compressor, Level 3, 10 credits
  • 10773, Repair the hydraulic braking system of a self-propelled machine, Level 3, 7 credits
  • 10766, Replace the diesel engine of a self-propelled mobile machine, Level 3, 5 credits
  • 10262, Maintain and repair three phase AC machines and control gear, Level 4, 12 credits
  • 13818, Maintain low voltage switchgear, Level 4, 4 credits
  • 10616, Carry out a detailed inspection on a flameproof enclosure, Level 2, 3 credits
  • 10759, Repair the mechanical brake system of an underground locomotive, Level 2, 5 credits

    Manufacturing and Engineering specialisation (Learning Programme ID 66771):
  • 10616, Carry out a detailed inspection on a flameproof enclosure, Level 2, 2 credits
  • 110403, Carry out a detailed inspection on low voltage switchgear, Level 2, 3 credits
  • 10777, Replace a multi-stage centrifugal pump, Level 2, 2 credits
  • 113891, Install / replace mini substations and ring-main units / switches, Level 3, 6 credits
  • 10260, Install and commission electrical measuring instruments and control devices, Level 3, 5 credits
  • 10261, Install and Commission Single Phase AC Machines and Control Gear, Level 3, 8 credits
  • 114660, Install Medium Voltage transformers, Level 3, 6 credits
  • 13139, Install, test and maintain a basic pneumatic system, Level 3, 10 credits
  • 14134, Maintain and repair single phase AC machines and control gear, Level 3, 6 credits
  • 13278, Maintain heat exchangers and pressure vessels, Level 3, 8 credits
  • 13276, Maintain pumps, Level 3, 24 credits
  • 243773, Repair an air compressor, Level 3, 10 credits
  • 10262, Maintain and repair three phase AC machines and control gear, Level 4, 12 credits
  • 13818, Maintain low voltage switchgear, Level 4, 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 practical applications.
    3. Install, maintain and. repair plant and. equipment and. systems.
    4. Solve plant and equipment related problems in order to ensure plant and equipment availability and reliability.

    Consistency of Exit Level Outcomes with Critical Cross field Outcomes:

    The following CCFO's have been addressed in this qualification:
  • Identifying and solving problems in which responses display that responsible decisions using critical thinking have been made.
    > Exit Level Outcomes 1, 2, 3, 4.
  • Working effectively with others as a member of a team, group, organization and community.
    > Exit Level Outcomes 1, 3, 4.
  • Organising and managing oneself and one's activities responsibly and effectively.
    > Exit Level Outcomes 2, 3, 4.
  • Collecting, analyzing, organizing and critically evaluating information.
    > Exit Level Outcomes 2, 3, 4.
  • Communicating effectively using visual, mathematical and/or language skills.
    > Exit Level Outcome 1.
  • Using science and technology effectively and critically, showing responsibility toward the environment and health of others.
    > Exit Level Outcomes 2, 3, 4.
  • 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 2, 3, 4.
  • 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 Outcomes1, 2, 3, 4.

    > 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.
  • Mathematical principles and techniques are applied while performing tasks in the engineering context in respect of calculations relating to e.g.:

    > Electricity (current, resistance).
    > Pressure.
    > Volume, mass, dimensions.
    > Ratios and percentages.
    > Geometrical forms.

    3.
  • Maintenance principles and techniques are explained in terms of the maintenance philosophy and system in a particular context.
  • Electrical, mechanical and basic electronic principles and theory are applied while maintaining, repairing, installing and inspecting plant and equipment.
  • Components are installed, maintained and replaced in accordance with the manufacturers specifications.
  • Plant and equipment is maintained in accordance with specified requirements.
  • Plant and equipment is inspected and tested after maintenance and repair to ensure that it will function according to requirements.
  • Work is done in accordance with the relevant Occupational Health and. Safety, environmental and. quality management requirements.

    4.
  • Fault finding techniques are applied to establish the location, nature and causes of plant and equipment related problems.
  • Solutions are implemented, inspected and Plant and equipment related problems are resolved by conducting repairs in accordance with sound engineering practice.
  • Solutions impklemented are inspected and tested to ensure that plant and equipment are restored to the required operating capacity.
  • Reporting is conducted in order to record information, deal with non conformances and prevent incidents from occurring in future.

    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. 
    		•

    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 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 NC Electro-Mechanics L3 learning outcomes compare favourably to approximately the 2nd/3rd year of the typical international millwright qualification. The three Electro-Mechanical qualifications (L2, L3 and L4 respectively) compare well to similar to the whole international qualifications 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 qualifications all address a progression of competencies, e.g. Replace components (L2), Maintain and repair (L3) and Programme systems (PLC's) (L4).

    The content of the 2nd and. 3rd years of the typical millwright apprenticeship relates favourably to the content of the proposed NC Electro-Mechanics L3 qualification:

    > Year Two

    > Describe the Science Trade:
    > Use Trade Math.
    > Explain simple machines.
    > Use Fits and Tolerances.

    > Service Lubricants, Seals and Bearings:
    > Select lubricants.
    > Maintain lubricating systems.
    > Select seals.
    > Install and maintain seals.
    > Select bearings.
    > Install and maintain bearings.

    > Install Equipment:
    > Use safe rigging practices.
    > Describe equipment layout.
    > Prepare equipment foundations.
    > Explain leveling and alignment procedures.
    > Describe methods of securing equipment.

    > 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.
  • 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. 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 State's 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:
  • Canada was chosen inasmuch it represents a multicultural society (French and British) and its proximity and similarity to the United States of America.
  • The United States was chosen because it has one of the largest economies of the world.
  • Botswana was chosen because it is a neighbouring country (part of the SADEC community) with a stable socio-economical system.
  • South Africa - We also looked at a variety of millwright applications 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 "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 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 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.

    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 there 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:
  • Iscor - typical heavy industrial application.
  • SATS (Railways) - petrol and diesel.
  • SASOL - process 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:

    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:
  • 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 23274: National Certificate: Mechanical Engineering: Fitting, NQF Level 3.
  • ID 48475: National Certificate: Electrical Engineering, NQF Level 3.

    Vertical articulation exists with:
  • ID 58270: Further Education and Training Certificate: Electro-Mechanics, NQF Level 4.
  • ID 48474: Further Education and Training Certificate: Electrical Engineering, NQF Level 4.
  • ID 23275: Further Education and Training Certificate: Mechanical Engineering: Fitting, NQF Level 4. 
    		•

    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 ETQA's 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  10281  Connect and commission a three-phase direct on line motor control system  Level 3  NQF Level 03  6 
    Core  10270  Construct Basic Electronic Circuits  Level 3  NQF Level 03  4 
    Core  113899  Demonstrate an understanding of basic programmable logic controllers  Level 3  NQF Level 03  6 
    Core  13639  Fault find on alternating current (AC) and direct current (DC) systems  Level 3  NQF Level 03  8 
    Core  13134  Install and program basic programmable logic controllers  Level 3  NQF Level 03  20 
    Core  114388  Install, joint and terminate Low Voltage cables and conductors  Level 3  NQF Level 03  8 
    Core  13117  Install, test and maintain a basic hydraulic system  Level 3  NQF Level 03  10 
    Core  13283  Maintain bearings in machines and equipment  Level 3  NQF Level 03  8 
    Core  13282  Maintain brakes and clutches  Level 3  NQF Level 03  6 
    Core  13280  Maintain direct drives  Level 3  NQF Level 03  6 
    Core  13279  Maintain dynamic seals in machines and / or equipment  Level 3  NQF Level 03  3 
    Core  13277  Maintain lubricating systems  Level 3  NQF Level 03  4 
    Core  114406  Understand basic electronic theory and components  Level 3  NQF Level 03  4 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03  2 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03  4 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Elective  10653  Carry out a detailed inspection of an auto electrical system on a self-propelled mobile machine  Level 2  NQF Level 02  5 
    Elective  10616  Carry out a detailed inspection on a flameproof enclosure  Level 2  NQF Level 02  2 
    Elective  110403  Carry out a detailed inspection on low voltage switchgear  Level 2  NQF Level 02  3 
    Elective  119735  Remove, test, fit and service automobile batteries  Level 2  NQF Level 02  4 
    Elective  10788  Repair the liquid cooling system of an internal combustion engine  Level 2  NQF Level 02  3 
    Elective  10759  Repair the mechanical brake system of an underground locomotive  Level 2  NQF Level 02  5 
    Elective  10829  Repair the transfer gearbox of a self-propelled mobile machine  Level 2  NQF Level 02  3 
    Elective  10777  Replace a multi-stage centrifugal pump  Level 2  NQF Level 02  2 
    Elective  10800  Replace the final-drive axle assembly of a self-propelled mobile machine  Level 2  NQF Level 02  4 
    Elective  10828  Replace the manual transmission of a vehicle  Level 2  NQF Level 02  3 
    Elective  113891  Install / replace mini substations and ring-main units / switches  Level 3  NQF Level 03  6 
    Elective  10260  Install and commission electrical measuring instruments and control devices  Level 3  NQF Level 03  5 
    Elective  10261  Install and Commission Single Phase AC Machines and Control Gear  Level 3  NQF Level 03  8 
    Elective  114660  Install Medium Voltage transformers  Level 3  NQF Level 03  6 
    Elective  13139  Install, test and maintain a basic pneumatic system  Level 3  NQF Level 03  10 
    Elective  14134  Maintain and repair single phase AC machines and control gear  Level 3  NQF Level 03  6 
    Elective  13278  Maintain heat exchangers and pressure vessels  Level 3  NQF Level 03  8 
    Elective  13276  Maintain pumps  Level 3  NQF Level 03  24 
    Elective  10779  Overhaul of a multi-stage centrifugal pump  Level 3  NQF Level 03  6 
    Elective  10778  Repair a multi-stage centrifugal pump  Level 3  NQF Level 03  7 
    Elective  10746  Repair a single-stage centrifugal pump  Level 3  NQF Level 03  7 
    Elective  243773  Repair an air compressor  Level 3  NQF Level 03  10 
    Elective  10773  Repair the hydraulic braking system of a self-propelled machine  Level 3  NQF Level 03  7 
    Elective  10766  Replace the diesel engine of a self-propelled mobile machine  Level 3  NQF Level 03  5 
    Elective  113969  Inspect, record and report condition of Medium / High Voltage station apparatus and related equipment  Level 4  NQF Level 04  6 
    Elective  10262  Maintain and repair three phase AC machines and control gear  Level 4  NQF Level 04  12 
    Elective  13818  Maintain low voltage switchgear  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
    Assurance
    Functionary    		 NQF Sub-Framework
    66771  National Certificate: Electro-Mechanics: Manufacturing and Engineering  Generic Provider - Field 06  Level 3  NQF Level 03  141  2015-06-30  MERSETA  OQSF 
    60294  National Certificate: Electro-Mechanics: Mining and Minerals  Generic Provider - Field 06  Level 3  NQF Level 03  141     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
    60294  National Certificate: Electro-Mechanics: Mining and Minerals  1. ADCORP TECHNICAL TRAINING (PTY) LTD
    2. ALLOYS HEAD OFFICE
    3. FOSKOR (PTY) LTD
    4. HARMONY GOLD MINING CO LTD
    5. SASOL GLOBAL LEARNING
    6. 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.