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Further Education and Training Certificate: Measurement, Control and Instrumentation 
74531  Further Education and Training Certificate: Measurement, Control and Instrumentation 
SGB Generic Manufacturing, Engineering, Technology 
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 
Further Ed and Training Cert  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
Undefined  134  Level 4  NQF Level 04  Regular-Unit Stds Based 
Passed the End Date -
Status was "Reregistered" 
SAQA 091/21  2021-07-01  2023-06-30 
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. 


The purpose of this qualification is to provide learners with the necessary applied competence to function professionally in the Measurement, Control and Instrumentation field.

Qualifying learners will gain competencies that will promote professionalism in this sub field by being able to:
  • Maintain process control systems.
  • Maintain Programmable Logic Controllers (PLC).
  • Demonstrate understanding of the principles of process communication systems.
  • Maintain and support policies and procedures to solve a variety of problems within a Measurement, Control and Instrumentation field.

    The elective component of this qualification provides for specialization in analytical equipment.

    This qualification is the final in a series of three towards the Further Education and Training Certificate: Measurement, Control and Instrumentation. It serves as a prerequisite for entry into the certificate at NQF Level 5. After completion of this certificate a learner could be summatively assessed towards the red seal certification by the Department of Labour.

    Typical entrants to this qualification:
  • A learner whom has completed the NQF Level 3 Qualification in Measurement, Control and Instrumentation and is progressing towards the completion of this Further Education and Training Certificate.
  • Whilst work experience during this learning is important and advisable, an institutional provider with the necessary simulator equipment and plant that is accredited by the relevant ETQA, would suffice for providing this learning.
  • A Recognition of Prior Learning (RPL) candidate (an individual whom has developed specific on the job knowledge and skills in a non-formal manner outside of a structured learning programme and volunteers to be assessed for competence in a structured manner).

    Qualifying learners:

    After qualifying with this certificate learners will be able to provide meaningful foundational skills to a range of industries and will contribute to the maintenance function of instrumentation by delivering skills and knowledge commensurate with the exit level outcomes of this certificate.

    Completion of this qualification is a pre-requisite for a trade test towards the red seal certification for artisanship.


    The need for this qualification has been established by the Measurement, Control and Instrumentation profession and informed by the energy sector skill plan. This qualification serves as a basis for learners who are already in this field, have gained experience in this industry and wishe to receive formal recognition for their current experience, and for learners who wish to follow this career path for further development.

    Measurement, Control and Instrumentation is complex and sophisticated and regarded as a critical and scarce skill. Its importance spans across various industries of manufacturing engineering and technology. Competence is important since the implications of malfunctioning instrumentation could cause the loss of life, finances and infrastructure in industry. One of its primary purposes in industry, and particularly process plants, is to ensure correct measurement and control for the purpose of contributing to the safe and efficient operation of plants. Secondly, competence in Measurement, Control and Instrumentation is important since it is a significant contributor to innovation. Throughput and quality is driven by instrumentation processes directly contributing to the revenue of businesses. Ensuring competence against this qualification is important since it forms the basis for ongoing learning in order to keep track of changing technology and advances in the field. This qualification provides for the channelling of a scarce skill for the sustainable growth of the industries it supports.

    Health, safety, risks and environmental knowledge forms an integral part of the learning covered in the unit standards associated with this qualification. Concepts and equipment covered by this qualification are written in a generic manner in order to provide for the portability of skill across industries. The qualification thus contributes to a national skills pool in a meaningful and proactive manner. 

    This qualification assumes that the candidate has acquired the competencies associated with the NQF Level 3 Certificate in Measurement Control and Instrumentation.

    Learning in preparation for this qualification should include the aspects of:
  • Communication and Mathematical Literacy at NQF Level 3.
  • Natural Science Technology.
  • Measurement Control and Instrumentation principles and technology.

    Recognition of Prior Learning:

    This qualification may be obtained through RPL. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification. As with integrated assessment, whilst this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the outcomes assessed against.

    Access to the Qualification:

    There is open access to this qualification, however it is necessary to obtain relevant task experience at the NQF Level 3, National Certificate: Measurement, Control and Instrumentation in order to produce the evidence required for competence against the exit level outcomes.

    The learner must be physically able to perform the outcomes as specified in the unit standards and be able to differentiate between various colours applicable to the industry. 


    Fundamental Component:
  • The Fundamental Component consists of Unit Standards in:
    > Communications in a first language at NQF Level 4 to the value of 20 credits.
    > Communications in a second language at NQF Level 3 to the value of 20 credits.
    > Mathematical Literacy at NQF Level 4 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 51 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 27 credits from the Unit standards listed under that specialization so as to attain a minimum of 134 credits for the Qualification.

    Mining and Minerals specialization:

    Learners are to choose Elective Unit Standards to the value of at least 27 credits from the list below:
  • ID 262481, Demonstrate an understanding of detection equipment, Level 3, 4 credits.
  • ID 12225, Construct and test advanced electronic circuits, Level 4, 16 credits.
  • ID 262487, Fault find and repair analytical equipment, Level 4, 15 credits.
  • ID 116059, Maintain Specialized Sensing Devices, Level 4, 15 credits.
  • ID 262484, Perform routine maintenance on analysers, Level 4, 12 credits.

    Analyzer specialization:

    Learners are to choose Elective Unit Standards to the value of at least 27 credits from the list below:
  • ID 262484, Perform routine maintenance on analysers, Level 4, 12 credits.
  • ID 262487, Fault find and repair analytical equipment, Level 4, 15 credits.

    Chemical Industry Specialisation:

    Learners must do Unit Standards from the list below to give a minimum of 27 credits:
  • ID 262481; Demonstrate an understanding of detection equipment; Level 3; 4 credits.
  • ID 12225; Construct and test advanced electronic circuits; Level 4; 16 credits.
  • ID 116059; Maintain Specialized Sensing Devices; Level 4 15 credits.

    The following specializations are possible and the relevant unit standards will be added to each:
  • Pulp and Paper.
  • Metals Manufacturing and related process industries.
  • Lifting machinery.
  • Food and Beverages.
  • Power Plant. 

    1. Maintain process control systems.

    2. Maintain Programmable Logic Controllers (PLC).

    3. Demonstrate understanding of the principles of Process Communication Systems.

    4. Maintain and support policies and procedures to solve a variety of problems within a Measurement, Control and Instrumentation field.
  • Range: Problems include both familiar and unfamiliar.

    Critical Cross Field Outcomes:
  • The learner is capable of identifying deviations related to equipment and procedures and creatively finding solutions through clearly defined methods and techniques.
  • Work effectively with others as a member of a team on a daily basis to effectively provide maintenance and related services to process control systems.
  • Organise and manage oneself and one's activities responsibly and effectively by proactively handling and maintaining instrumentation, equipment and tools.
  • Communicate effectively using appropriate verbal and nonverbal skills to ensure a smooth shift take-over and hand-over and reporting all work related issues.
  • Demonstrate an understanding of the world, as a set of related systems by recognising that problem solving in the context of Instrumentation and Analytical equipment does not happen in isolation.
  • Use science and technology to show responsibility towards the environment and health of the broader community by complying with health, safety and environmental policies and procedures as dictated by legislation. 

    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Preparations for maintaining process control systems are done in accordance with workplace policies and procedures.
    1.2 Faults in process control systems are diagnosed in accordance with sound troubleshooting philosophies.
    1.3 Equipment in process control system is repaired in accordance with manufacturer's specifications.
    1.4 Equipment is calibrated in accordance with calibration standards and specified ranges.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 PLC hardware is diagnosed for faults, in accordance with sound diagnostic techniques.
    2.2 PLC hardware is repaired in accordance with manufacturer's specifications.
    2.3 Normal conditions are established after completion in accordance with organizational procedure.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 The fundamentals of the hierarchical industrial network structure are explained.
  • Range: Diagrams, description, equipment handling.
    3.2 Process Communication protocols, interfaces and mediums are conducted in accordance with workplace procedures.
    3.3 Network addressing is conducted in accordance with manufacturer specifications.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Solutions to problems are based on a clear analysis of information gathered through accepted diagnostic procedures.
    4.2 Policies and procedures are reviewed in responding to unfamiliar problems to ensure suitability of the solution to the situation.
    4.3 Answers given to problems arising in the Measurement, Control and Instrumentation field show insight and understanding. Where answers are not known, the process of researching information is appropriate to the situation.
    4.4 Actions taken to solve problems are accurately recorded for future reference.

    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.
  • The assessment criteria of the qualification are embodied in the Unit Standards. The depths of technical expertise that will be assessed across the various specialist contexts are clearly articulated in the relevant specific outcomes, assessment criteria and range statements within these unit standards.
  • Some assessment aspects will demand practical demonstration while others may not. In some case inference will be necessary to determine competence depending on the nature and context within which performance takes place.
  • Since this is a foundational qualification, 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 further learning.
  • The assessment should also ensure that all the critical cross-field outcomes have been achieved. 

    This qualification was compared with a host of countries internationally including Zimbabwe, Kenya, Tanzania, Zambia, New Zealand, Australia, USA, European Union, India and Canada.

    International qualifications were examined to ensure that the qualification model and associated unit standards proposed are comparable in terms of technical and learning best practice. However, the core and elective components have been developed and/or revised taking into account South Africa's unique context. The Working group for Instrumentation and Analyser mechanician is satisfied that this newly revised qualification is comparable to the best in the world.


    The dual function of learning and training is a central feature of education and training policy in many countries, for example in Egypt, Mexico, Tunisia and South Africa. In Egypt, proactive training that assists enterprises to adjust to the needs of new skills, technology and work organization goes hand in hand with active labour market policy, including training for the unemployed, as well as measures that encourage income-generating and training activities for poorer groups of the population. The European Union exemplifies a regional dimension of such developments. Bi- and tripartite agreements on lifelong learning and training have multiplied recently, particularly in industrialized countries, as governments, employers' and workers' organisations have engaged in collective bargaining at the enterprise, sector or national level. The agreements stipulate workers' rights and certain regulatory conditions. They have also contributed to institutional frameworks at sector or national levels, often with the financial partnership of the government. Collective bargaining and dialogue with governments have, in many countries, led to the establishment of training funds that finance lifelong learning and training, for example in France, Spain, Netherlands, Denmark, and Sweden, and also in developing countries such as Benin, Senegal and Mali. Other arrangements provide for national qualification frameworks and skills recognition and certification, for instance, the United Kingdom, South Africa, Australia and New Zealand. Hence, training clauses of collective agreements tend to provide a good basis for establishing and sharing responsibilities, for building different types of partnerships, and for promoting equity in training.

    The South African National Skills Development Strategy (NSDS) promotes a coherent and comprehensive approach to skills development. Learnerships are used to provide a mechanism to facilitate linkages between a structured learning environment and the workplace, so that graduates who obtain a qualification are ready to enter the world of work. In support of this goal, the Instrument Mechanician Learnership as it existed, has been revised, optimized and streamlined in conjunction with professional organisations, industry and training institutions who have rolled-out the initial training, incorporating the experience gained during this process. The review and optimisation of this qualification also aligns with the governmental, business and labour organisation objectives as defined in the Joint Initiative on Priority Skills Acquisition (JIPSA), which has defined the trade of Instrument Mechanician as one of the sixteen priority trades in South Africa.

    The trade of Instrument Mechanician is overwhelmingly technology based, i.e. the 'technology of the day' dictates the work content. The benefit that international comparability can deliver to this trade is therefore best derived in the form of 'best practice' typically found in the 'high technology' societies from which the majority of the equipment and systems originate. These are primarily the USA/Canada, UK, Germany, Japan and Australia/New Zealand. Comparison with Japan and Germany is complicated because of language barriers and their preference in providing narrow band 'specialized' training, which is not as broad based as the South African approach. Good comparison is possible between the other countries mentioned. India is included in this comparison as an upwardly mobile developing nation similar to South Africa.

    Comparison between the various countries mentioned shows that while differences exist in sub-skill groupings, a good correlation exists between the blend of basic and advanced skills taught in the SAQA Instrumentation Mechanician qualification series called the Further Education and Training Certificate: Measurement, Control and Instrumentation. These may be summarized into the following major skill categories:
  • Electrical and Electronics.
  • Sensors and measurement techniques.
  • Instrumentation by functionality, including Flow, Pressure, Level, Temperature & Analysis.
  • Instrument Control Loops.
  • Control Systems (PLC/DCS).

    This Instrument Mechanician Qualification series has been developed with the active participation of the South African Institute of Measurement and Control (SAIMC), which has a broad spectrum industry and interested party representation, which involves continental and international partnerships.

    International occupational profile of Measurement, Control and Instrumentation Mechanician (including analysers):

    Measurement Control and Instrumentation studies across the globe, provides Industrial Instrument Mechanics with the basic knowledge and skills (technical training) that employers are seeking in new employees.

    Industrial Instrument Mechanicians install, repair, maintain, and adjust instruments used to measure and control industrial processes such as pulp and paper manufacturing and petrochemical production. These types of instruments are typically used for controlling factors such as:
  • Flow of substances such as gases or liquids.
  • Temperature of materials or stages of a process.
  • Pressure maintained during a process.
  • Level of a material used or created during a process.

    Industrial Instrument and Analyser Mechanics are often employed by pulp and paper processing companies, hydroelectric power generating companies or mining, petrochemical and natural gas companies. They help these companies diagnose faults and perform preventive maintenance by inspecting and testing the instruments and systems in use. Industrial Instrument Mechanic is usually a nationally designated trade in individual countries since the skill they provide is crucial for the survival of processing plants.

    Industrial Instrument Mechanics also calibrate components and instruments according to manufacturer's' specifications and troubleshoot and tune industrial processes. Many of the instruments that they maintain are key to automating part (or all) of a manufacturing process.

    Because their work can affect millions of dollars of production, Industrial Instrument Mechanics are in high demand. Industrial Instrument Mechanics are sometimes placed under tight deadlines to complete work assigned.

    Country Comparison:


    Courses in Canada are based on intense theory in the classroom for a concurrent total curriculum incorporating approximately 900 classroom hours. The Canadian curriculum involves industry examples but the learning itself is not work based. Theory is combined with practical examples, simulations and field trips, but there is no coordination between classroom learning and learning in the workplace. It is structured with 4 exit levels ranging from level 1 - 4. The subject content of the curriculum is identical to the South African qualifications. There are minor changes in the way sets of skills are related but the overall curriculum results in the same objectives of installation, calibration, general maintenance and breakdown maintenance of industrial instrumentation as with this qualification. The Canadian model refers to critical cross field outcomes as essential skills and demonstrates the integration of critical cross field outcomes to the fundamental knowledge of their curriculum. There was favourable comparison with regard to the latter. It is interesting to note the detailed classification and reference to "on the job" technical description in their curriculum. The Canadian curriculum classifies the complexity of the tasks according to the essential knowledge and describes the detail of the associated technical content.

    The curriculum is similar to the whole qualification concept and is not outcomes based. It is similar to the apprentice system in South Africa and there is no coordinated relationship in the learning and assessment of workplace and classroom learning. However, there is summative assessment resulting in nationally recognised certification. Industrial Instrument Mechanic is a nationally designated trade under the Inter-provincial Red Seal program.


    In India there are two routes to industry competence in the field of Instrumentation. Route one follows the craftsman route and Route two, the apprenticeship route. The difference is essentially the fact that the craftsman is not employer supported and that the apprentice is. The two routes are also done over different time periods. The apprenticeship takes 3 years to complete and the craftsmanship takes two years since more time is spent at the training institute. The content of the first and second year syllabus of the craftsman and apprenticeship is the same. There is two year rebate for practical training before certification.

    In comparing the qualifications, there is general consensus among the subject matter experts consulted that a similar standard of technology and training is applied with minor changes in semantics and the structure of the learning programmes. What the Indian curriculum refers to as preventative maintenance South African instrumentation experts refer to as routine maintenance.

    In the Indian syllabus there is no fundamental education development with regards to Communication and Literacy. It is assumed that candidates have successfully completed this learning through the schooling system, which is specified as the entry requirement. It appears that social studies are combined as part of the syllabus but there was very little access to this detailed content for comparison.

    Republic of Zimbabwe:

    Zimbabwe prescribes to a SADC Protocol, which requires member countries to set up a National Qualification Framework and calls for well-defined Skilled Worker classes/levels. Apprenticeship programs are administered via national legislation and the Industrial Training and Trade Testing Division (IT&TT), which is represented throughout Zimbabwe via regional offices situated in Gweru, Bulawayo, Masvingo and Mutare, with the Head Office in Harare.

    The formal trade of "Instrument Mechanic" exists in Zimbabwe. It appears as though their course structure is influenced by the Canadian methodology. There is also a localised German influence via the Informal Sector Training and Resources Network (ISTARN) project in the Masvingo area. The ISTARN skills project is a joint venture between the Government of Zimbabwe and the Government of the Federal Republic of Germany.

    Zambia, Kenya and Tanzania:

    These countries operate process industries that employ the skill of Instrument Mechanics, and train towards this profession. From information available from SAIMC, certain academics are registered who are involved in these programmes. The three countries appear to emulate the South African apprenticeship structure. A research paper investigating the viability and effectiveness of vocational training also concurs with the apprenticeship structure of training. The SAIMC has confirmed that their programme content compares very favourabley to this qualification.

    New Zealand and Australia:

    New Zealand and Australia have qualification frameworks and like South Africa belong to the Organisation for Economic Cooperation and Development (OECD). Their curriculum structure was most conveniently compared. In certain instances there was direct comparison of unit standards.

    The main difference between our technical content is that they group their tasks and activities differently. An example of this is the analyser component of this qualification. These countries categorise the equipment differently and deal with types of analytical instruments individually. The South African unit standards categorised the principle of operation and listed all types of equipment, grouping the individual analytical instruments in a range.

    The New Zealand Qualifications Authority's National Certificate in Industrial Measurement and Control, and the Australian Certificate II in Electro-technology-Instrumentation compare favorably with this qualification in terms of outcomes, assessment criteria, duration and degree of difficulty.


    The inside wireman (journeyman) trade curriculum was used as a basis for comparison. There appears to be a global standard on technological content and approach to training. The tool list required for the practical training as well as subject content seems to be almost identical to the South Africa model.

    Instrumentation courses in the USA differ from state to state. The New York state course in instrumentation is rolled out as an apprenticeship. The duration is 48 months for a red seal certificate. It appears that this curriculum covers the same content as this qualification series up to the Level 5 certificate. The progression of complexity and content was almost identical to what was researched in the Canadian curriculum and compares favourably to the South African qualification.


    As much as a thorough effort was made to compare this set of qualifications internationally, language barriers or a general lack of information regarding the content and structure of international qualifications were sometimes encountered. However the curriculum content in accessible countries was thoroughly interrogated and debated for relevance and best practice against the South African model and the Working group for Instrumentation and Analyser mechanician is satisfied that this newly revised qualification is comparable to the best in the world. 

    Vertical Articulation:

    A learner could progress from the National Certificate: Measurement, control and Instrumentation, NQF Level 2 through to NQF Level 5. After completion of NQF Level 5, this would serve as a bridging course for entry into a National Diploma: Electrical Engineering and opt for a specialization in Instrumentation or A Bachelor of Science Degree: Electrical Engineering Light Current with a specialization in Instrumentation.

    Qualifying candidates will have the ability to articulate to the NQF Level 5 qualification or/and opt to go for a summative assessment Trade Test with the Department of Labour (DoL) towards the red seal certification for artisanship.

    Horizontal Articulation:

    Horizontal articulation is applicable between the different specialization areas of this qualification in accordance with qualification rules above. 

  • A person assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement if this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards, exit level outcomes as well as the integrated competence described in the qualification. 

    All assessors need to be Subject Matter Experts, qualified one level or higher and be registered with the relevant ETQA.

    The following criteria should be applied by a relevant ETQA as a minimum requirement:
  • Assessors should be in possession of a qualification (or equivalent) in the Measurement, Control and Instrumentation discipline and at least 5 years experience in the relevant subject area.
  • Registration as an assessor with the relevant Education and Training Quality Assurance Body.
  • Proven inter-personal skills and the ability to:
    > Maintain national and local industry standards.
    > Act in the interest of the learner.
    > Understand the need for transformation to redress the legacies of the past, and respect the cultural background and language of the learner. 

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

    This qualification replaces qualification 48919, "Further Education and Training Certificate: Measurement, Control and Instrumentation", Level 4, 160 credits.
  • For the purposes of this qualification, Instrumentation refers to Industrial instrumentation and control as applied on process plants.
  • Measurement, Control and Instrumentation equipment will refer to flow, temperature, level and pressure field instrumentation. In order to demonstrate an understanding, the learner is given an application, which, if successfully carried out will demonstrate the knowledge component. This application must include the safe handling of the above-mentioned equipment.
  • For the purposes of progression to NQF Level 5, the unit standard "Construct and test advanced electronic circuits" shall be nominated from the elective component. 

    Core  113901  Demonstrate an understanding of process communication systems  Level 4  NQF Level 04 
    Core  116086  Demonstrate an understanding of the factors influencing the quality of measurement  Level 4  NQF Level 04 
    Core  262483  Fault find and repair process control loops  Level 4  NQF Level 04  15 
    Core  116056  Fault find and repair Programmable Logic Controllers (PLC's)  Level 4  NQF Level 04  10 
    Core  262488  Perform routine maintenance on integrated process control loops  Level 4  NQF Level 04  15 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  262481  Demonstrate an understanding of detection equipment  Level 3  NQF Level 03 
    Elective  12225  Construct and test advanced electronic circuits  Level 4  NQF Level 04  16 
    Elective  262487  Fault find and repair analytical equipment  Level 4  NQF Level 04  15 
    Elective  116059  Maintain Specialized Sensing Devices  Level 4  NQF Level 04  15 
    Elective  262484  Perform routine maintenance on analysers  Level 4  NQF Level 04  12 

    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    NQF Sub-Framework
    65630  Further Education and Training Certificate: Measurement, Control and Instrumentation  Generic Provider - Field 06  Level 4  NQF Level 04  134     EWSETA  OQSF 
    78384  Further Education and Training Certificate: Measurement, Control and Instrumentation: Chemical  Generic Provider - Field 06  Level 4  NQF Level 04  134     CHIETA  OQSF 
    74551  Further Education and Training Certificate: Measurement, Control and Instrumentation: Mining and Minerals  Generic Provider - Field 06  Level 4  NQF Level 04  134     MQA  OQSF 

    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.

    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.