|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|
|National Certificate: Autotronics|
|SAQA QUAL ID||QUALIFICATION TITLE|
|78923||National Certificate: Autotronics|
|SGB Manufacturing and Assembly Processes|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|MERSETA - Manufacturing, Engineering and Related Services Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 06 - Manufacturing, Engineering and Technology||Manufacturing and Assembly|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||132||Level 3||NQF Level 03||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 replaces:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|22859||National Certificate: Autotronics||Level 3||NQF Level 03||141|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This Qualification is for any individual who is, or wishes to be, involved in an autotronics environment. The Qualification contains all the skills, knowledge, values and attitudes required by a learner who needs mainly to be able to perform a range of activities and thereby meet the challenges within a specific autotronics environment. An individual acquiring this Qualification will be able to contribute towards the efficient operation of a number of processes within this sector and at this level as described in the Core component of the qualification.
The Core component covers the following competencies:
These competencies will enable the learner to work in different industries within the diverse autotronics sector.
The Qualification ensures progression of learning, enabling the learner to perform optimally within the autotronics field of learning and providing access to learning at a higher level within the same or a related sector.
This is the second Qualification in a series of four autotronics qualifications that range from NQF Levels 2 to 5. These qualifications constitute a learning pathway that takes the learners from basic/simple competencies in autotronics at NQF Level 2 to high level autotronics competencies at NQF Level 5. Typical learners will be persons who are currently working in an autotronics environment, who have not received any formal recognition for their skills and knowledge or for anyone wishing to follow a career in an autotronics working environment, in a variety of contexts.
The automobile is subject to ever increasing technological advances. These advances are continuously being incorporated into the electrical systems of automobiles. They represent the integration of mechanical, hydraulic, pneumatic, electronic and electrical systems and are managed by microelectronic control known as Computer Integrated Auto Management (CIAM) Systems. Consequently, the auto-electrical skills required to maintain such automobiles are changing to incorporate more electronic skills.
The field of autotronics deals with the installation, diagnosis and repair of CIAM systems. People working in the field of autotronics require specialised technical skills and knowledge and well as highly developed analytical skills to enable them to install, diagnose and repair CIAM systems.
This series will reflect the skills, knowledge and understanding required to perform effectively in industry, whether in micro, small, medium or large enterprises.
This qualification forms the basis for further learning in the field of autotronics.
The autotronics sector falls within the ambit of South Africa's large motor industry. There are huge motor assembly plants in several parts of the country, primarily in the Eastern Cape, Gauteng and Kwa Zulu Natal provinces. There are also many automotive related sectors like the automotive components manufacturing and assembly industries, automotive sales and service sector, repairs (including panel beating and spray painting) industries. It's a sector that employs a large number of people. Companies and/or industries within this sector operate in a global competitive and challenging environment.
The highly developed autotronics sector is well-established and economically powerful. In terms of transformation in the country, learners will require skills and competencies to gain access to positions within management structures by completing other qualifications and training. It will be in the interest of the country and the sector to ensure that those who operate in the autotronics environment are trained according to this Qualification to improve productivity and efficiency.
This national Qualification and its related Unit Standards were developed to standardise the accreditation of learning programmes, resulting in improved quality management in terms of programme delivery.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners wishing to study towards this Qualification are assumed to have:
Recognition of Prior Learning:
This Qualification may be achieved in part (or whole) through the recognition of relevant prior knowledge and/or experience. The learner must be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. As part of the provision of recognition of prior learning providers are required to develop a structured means for the assessment of individual learners against the Unit Standards of the Qualification on a case-by-case basis. A range of assessment tools and techniques during formative and summative assessment procedures should be used which have been jointly decided upon by the learner and the assessor. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The same principles that apply to assessment of this Qualification also apply to recognition of prior learning.
Learners may provide evidence of prior learning for which they may receive credit towards the Unit Standards and/or the Qualification by means of portfolios or other forms of appropriate evidence as agreed to between the relevant provider and relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
Recognition of Prior Learning is particularly important, as there are people in the autotronics sector with a variety of skills and competencies of differing quality and scope. It is important that an Recognition of Prior Learning process be available to assist in making sense of existing competencies and skills, and helping to standardise these competencies and skills towards a common standard.
Access to the Qualification:
There is an open access to this Qualification. However it is preferable that learners first complete the National Certificate: Autotronics at NQF Level 2 before accessing this qualification.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 132 credits as detailed below.
Fundamental Component; 36 Credits.
The Fundamental Component consists of Unit Standards in:
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of Unit Standards to the value of 74 Credits, all of which are compulsory.
The Elective Component consists of Unit Standards offering a variety of competencies to the learner. Learners are to choose Elective Unit Standards totalling a minimum of 22 credits to attain a minimum of 132 credits for this Qualification.
|EXIT LEVEL OUTCOMES|
|1. Test, diagnose repair and/or service conventional automobile electronic systems.
2. Construct and test basic electronic circuits.
3. Trace and repair auto-electrical circuits.
4. Apply safety, health and environment protection procedures in the workplace.
Critical Cross-Field Outcomes:
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made when:
Work effectively with others as a member of a team, group, organisation, community to:
Organise and manage oneself and one's activities responsively and effectively when:
Collect, analyse, organise and critically evaluate information to:
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation to:
Use science and technology effectively and critically, showing responsibility towards the environment and the health of others by:
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation to:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this Qualification is achieved. Both formative and summative assessment methods and strategies are used to ensure that the Exit Level Outcomes and the purpose of the Qualification are achieved through achieving the Unit Standards. Learning, teaching and assessment are inextricably linked.
Learning and assessment should be integrated and assessment practices must be fair, transparent, valid and reliable. A variety of assessment strategies and approaches must be used. This could include tests, assignments, projects, demonstrations and/or any applicable method. Evidence of the acquisition of competencies must be demonstrated through the Unit Standards, which enhance the integration of theory and practice as deemed appropriate at this level.
Formative assessment is an on-going process which is used to assess the efficacy of the teaching and learning process. It is used to plan appropriate learning experiences to meet the learner's needs. Formative assessments can include a mix of simulated and actual (real) practice or authentic settings. Feedback from assessment informs both teaching and learning. If the learner has met the assessment criteria of all the Unit Standards then she/he has achieved the Exit Level Outcomes of the Qualification.
Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the Qualification. Such judgement must include integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the Exit Level Outcomes. Summative assessment can take the form of oral, written and practical examinations as agreed to by the relevant ETQA.
Integrated assessment must be designed to achieve the following:
An integration of the achievement of the Exit Level Outcomes in a way that reflects a comprehensive approach to learning and shows that the purpose of the Qualification has been achieved;
Judgement of learner performance to provide evidence of applied competence or capability.
Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
|This qualification is part of a series of qualifications in the field of Autotronics and was compared to similar qualifications - some outcomes-based - in various countries. The following countries were used to compare this qualification with:
International comparability with the following car manufacturing countries was attempted, with little success, as there was very little or no information available:
There was also a paucity of information on training offered by car manufacturers to their employees; in other words, vehicle or company-specific training. Some information is available on training by car manufacturers, namely, BMW and Volvo. This is described later.
Comparability with the following countries was possible and the comparisons are listed below:
Within New Zealand a qualification such as a certificate usually consists of a number of courses/unit standards. When a unit standard in the certificate qualification is completed, the credits for that unit standards count towards the total credits one requires to complete the qualification. In some qualifications all courses/unit standards are compulsory, while in others there may be elective courses/unit standards.
Current certificates - similar to this qualification are presented in New Zealand. These include the following:
National Certificate in Motor Industry (Automotive Electrical Engineering):
National Certificate in Motor Industry (Automotive Electrical and Mechanical Engineering) (Level 3) with strands in Electrical and Electronics, Light Vehicle, Motorcycle, Outdoor Power Equipment, and Trailer Boat Systems.
The following are the many unit standards (core and electives) that are part of the qualification:
Once learners complete this Certificate in Automotive and Mechanical Engineering, they can apply for cross-credits for unit standards from the National Certificate in Motor Industry (Entry Skills) and National Certificate in Mechanical Engineering (Level 2), and become an apprentice working alongside an industry employer, while continuing to study industry-based unit standards. Learners can also choose to continue their qualifications in the Certificate in Applied Technology, specializing in automotive engineering, marine engineering systems, Autotronics, or welding and fabrication.
In comparing these qualifications to the qualifications in South Africa it is clear that the qualifications in New Zealand cover almost all the competencies of this Qualification, with a few differences. Both these qualifications (New Zealand and South Africa) are streamlined for the needs of that country and therefore the unique differences between the two countries.
Within the United Kingdom there are various qualifications in the Autotronics environment. The level of qualifications in the United Kingdom is somewhat higher than the South African qualifications.
Certain aspects of the qualifications offered by the Institute of Motor Industry and City of Guilds in the United Kingdom have been used in benchmarking best practice procedures of some of the unit standards used in this qualification. The NVQ qualifications offered in the UK cover many of the objectives of this series of qualifications, which are at various levels of complexity. The qualifications in the UK are offered as an internship wherein the learner enrols with a college or training centre for the theoretical component, and achieves the practical component in-house. The qualifications are all based on specific levels of performance, and lead to progressive levels of complexity, but are identified as separate qualifications. The learning towards these qualifications is offered through long-term learner-employer relationships, with short-term stints at a training centre.
Qualification titles in the United Kingdom include:
City and Guilds:
Competencies covered within these qualifications include unit standards such as health and safety, customer relations, using tools, repairing, servicing and testing all the elements of electrical systems. The electives include: Carry Out Repairs to Single Electrical Circuits, Install Ancillary Electrical Components, Repair Starting Systems, Repair Electrical Systems, Repair Instruments and Warning Systems, Repair Ignition Systems, Repair Charging, Equipment Implement and Monitor Environmental Regulations in the Automotive Mechanical Industry, Repair/Retrofit Air Conditioning Systems Carry and Soft Soldering (Basic).
Other qualifications in the United Kingdom were also used to compare this Qualification. These include:
The competencies covered by this diploma include the following competencies and help participants to provide essential knowledge for auto-electricians working on vehicles in all types of garages, dealerships and maintenance depots.
The competencies covered by this diploma include the following competencies and are aimed at mechanics or electricians and people who want to increase their knowledge and ability in the field of vehicle electrics.
In comparing these qualifications to the qualifications in South Africa it is clear that there is a significant similarity between the qualifications in the United Kingdom and the South African one, with some differences. Both the qualifications (United Kingdom and South Africa) are streamlined for the needs of that country and therefore the unique differences between the two countries.
In Australia to become an Automotive Electrician usually requires the completion of a Certificate III Apprenticeship in Automotive Electrical Technology. The length of training varies and involves both on-the-job and off-the-job components. The off-the-job training is provided through Registered Training Organizations to Certificate III level.
The competencies covered in this certificate include:
Certificate III in Automotive Electrical Technology:
The Certificate III in Automotive Electrical Technology provides students with a strong grounding in both the theoretical and practical knowledge required for servicing and repairing motor vehicles, and communication and customer service skills needed to participate in a work environment.
Area One - Compulsory (4 Units):
Area Two - from Technical Inventory (18 Units):
Area Three - from Retail, Service and Repair or other (6 Units):
To become an automotive electrician, it is necessary to complete an Automotive Electrical Fitting Technology apprenticeship or Certificate I in Automotive (Pre Apprentice Electrical). Another pathway into the occupation is through the traineeship in Automotive (Electrical) which can lead on to the apprenticeship. Apprenticeships and traineeships are structured training programs that are a valuable alternative for those who wish to gain a qualification through employment. Practical experience at work is complemented with off the job training. Australia is currently experiencing a skills shortage and in certain industry areas there is a high demand for qualified trade people. Apprenticeships usually take four years full time to complete and successful completion will lead to a qualification as a tradesperson.
In comparing these qualifications to the qualifications in South Africa it is clear that many of the competencies in this Qualification are covered in the Australian qualification. The qualifications of both countries are streamlined for the needs of that country and this points to the difference/s between the two countries.
The following qualifications exist in Malaysia and compared with the South African Qualification it is clear that the content is similar to the South African Qualifications. Although it was difficult to determine and compare the levels of these qualifications it is clear that the content and progression are similar as the South African Qualifications.
Malaysia works closely with partners in the automotive industry to expose students to real-life conditions in the automotive industry. Their training partners include companies involved in the distribution and servicing of vehicle brand such as BMW, Mercedes Benz, Nissan, Mazda, Ssangyong, Citroen, Fiat, Honda, Hyundai, Toyota, Audi and Volvo.
Certificate: Technical and Management: Automotive.
This qualification covers the following aspects:
In year 1, students are introduced to:
In Year 2, students are:
Students will also pick up essential knowledge and skills in:
Students will be able to immediately adapt to the working environment thanks to the unique concept of closely monitored and extensive on-the-job-training as well as familiarisation with the latest automobile models in the market.
In comparing these qualifications to the qualification in South Africa it is clear that there are differences between the qualifications and similarities in terms of competencies.
In Dallas, Texas various qualifications are presented but it was difficult to determine the level of which these certificates are presented.
Certificate: Essential Troubleshooting Skills with Hands-On Troubleshooting Training.
This certificate covers aspects such as electrical/electronics troubleshooting training using the Starter Kit Troubleshooting, testing and measuring circuit voltage, current and resistance with a DMM, circuit failure and how to interpret live circuit readings to determine a circuit problem, reading of schematic diagrams, live electrical circuit problems, Digital Logic Probe with its advantages and disadvantages.
Certificate: DC Motor Circuits and Advanced Troubleshooting Techniques.
This certificate covers aspects such as the DC Motor Circuit Troubleshooting, Advanced electrical/electronics troubleshooting techniques. The differences in ohmmeters, how to avoid damaging sensitive electronic circuits, how to properly use an analog or digital ohmmeter to test solid-state components, troubleshooting different types of DC motors, starter motor, blower motor circuits and their unique differences and motor circuit problems.
Certificate: Relay Circuit Troubleshooting & Advanced Troubleshooting Techniques.
This certificate covers aspects such as Relay Circuit Troubleshooting, How Relays work; Relay circuit failure and troubleshooting relay circuits, spike suppression diodes, 75 relay circuit problems, advanced relay circuit problems.
Kaw Area Technical School (KATS) offers the course on Auto Technology. This program prepares individuals to apply technical knowledge and skills to repair, service, and maintain all types of automobiles. Instruction includes basic theory and familiarization of automotive components, engine repair and performance, steering and suspension, automatic and manual transmission and transaxle, brakes, electricity/electronics, and heating and air conditioning systems. Hands-on activities are included for foundation and advanced courses.
Veejer Enterprises in Garland, Texas offers a five-day course entitled "The Art of Teaching Auto/Truck Electrical & Electronics Systems Troubleshooting".
Workshop Day 1: Essential Electrical Troubleshooting Skills H-111.
Essential troubleshooting skills using the Starter Kit, H-111. Material covers how electrical circuits work, how to test electrical circuits, how electrical circuits fail and how to troubleshoot electrical circuits. Teachers then practice troubleshooting up to 32 individual electrical problems and learn to insert problems in the Troubleshooting Trainers, H-PCB01 and H-PCB02 (H-111).
Workshop Day 2: Troubleshooting DC Motor Circuits H-113.
More troubleshooting skill is developed troubleshooting brushless DC Motor Circuits using the Troubleshooting Trainer, H-PCB03 from H-113. Teachers practice troubleshooting DC Motor circuit electrical problems and learn to insert problems in the Troubleshooting Trainer, H-PCB03. Includes introduction to the various types of ohmmeters, their parameters, capabilities & limitations testing solid-state components and an introduction to key-off battery drain problems relating to DC motor circuit cooling fans. Later in Day 2 we will begin troubleshooting relays (Day 3 material) to make room in Day 3 to cover the new Troubleshooting Trainer H-PCB06, covering Wire Harness Troubleshooting.
Workshop Day 3: Troubleshooting Relay Circuits H-115.
Troubleshooting Relay Circuits using Troubleshooting Trainer H-PCB05 from H-115. Teachers troubleshoot live relay circuit problems including hard to find circuit failures, how relays cause key-off drain problems, how relays are controlled by shorts-to-voltage, etc and learn to insert problems in the Troubleshooting Trainer, H-PCB05.
Wire Harness Troubleshooting, H-116 (Overview).
A brief overview assembling and troubleshooting The Wire Harness Troubleshooting Trainer H-PCB06 from H-116. Teachers assemble a Mini-Electrical-System ("M.E.S." for short) combining all troubleshooting trainers together through the Wire Harness Troubleshooting Trainer and study unique electrical circuit problems relating to troubleshooting an electrical system.
Workshop Day 4:
Troubleshooting Batteries, unusual Battery Failures; How to troubleshoot a battery failure on the vehicle simply using a DMM and a DC Current Clamp. More about battery troubleshooting than you ever thought existed. For example, why is it sometimes impossible to jump start a vehicle with a dead battery and why you can jump start some vehicles but shouldn't.
Cranking circuits and practical cranking circuit troubleshooting on the vehicle simply using a DMM and a DC Current Clamp. Systematic troubleshooting procedures are explained for battery troubleshooting and cranking circuit troubleshooting, testing voltage drops, as well as, troubleshooting these circuits with hands-on practice using a DMM and DC Current Clamp.
Workshop Day 5:
Troubleshooting charging systems.
Systematic troubleshooting procedure is presented that shows a technician how to test the charging system in 60 seconds using only a DMM. Also discussed are the incorrect ways to test the charging system currently being promoted by some manufacturers and what those methods don't work.
Troubleshooting Key-Off Battery Drain Problems.
Discussion of key-off drain issues covers why on-board computers are the primary cause of key-off drain problems.
Troubleshooting multiple battery systems.
Covers principles of operation and troubleshooting concepts of batteries in series and parallel combinations with emphasis on battery voltage analysis versus battery current analysis.
The final day concludes with a time for open discussion and critique.
The company also offers "Auto/Truck Advanced Electrical Hands-On Troubleshooting Workshop Phase 1 and Phase 2.
Day 1: (Phase 2):
Essential Troubleshooting Skills with Hands-On Troubleshooting Training.
Day 1 covers electrical/electronics troubleshooting training using the Starter Kit Troubleshooting Trainer, H-111, (H-PCB01/02). Students learn how to test and measure circuit voltage, current and resistance with a DMM and what the readings tell you about a circuit. Students study how circuits fail and how to interpret live circuit readings to determine a circuit problem. Reading of schematic diagrams is explained. Then students troubleshoot 32 individual live electrical circuit problems one at a time for hands-on practice. Afterwards, the Digital Logic Probe is explained with its advantages and disadvantages. Students receive and use a Digital Logic Probe to gain additional troubleshooting experience.
Day 2: (Phase 2):
DC Motor Circuits and Advanced Troubleshooting Techniques
Day 2 covers the DC Motor Circuit Troubleshooting Trainer, H-113, (H-PCB03), where students learn advanced electrical/electronics troubleshooting techniques. The differences in ohmmeters; how to avoid damaging sensitive electronic circuits and how to properly use an analog or digital ohmmeter to test solid-state components are explained with hands-on application. Troubleshooting different types of DC motors, starter motor, blower motor circuits and their unique differences is reviewed. Students then troubleshoot about 37 DC Motor circuit problems one at a time for hands-on practice in troubleshooting.
Day 3: (Phase 2):
Relay Circuit Troubleshooting and Advanced Troubleshooting Techniques.
Day 3 covers Relay Circuit Troubleshooting Trainer, H-115, (H-PCB05) where students learn how relays work, how relay circuits fail and how to troubleshoot relay circuits. Students learn about spike suppression diodes; what they do and how to properly test them. Students then troubleshoot up to 75 relay circuit problems in the remainder of the third day. Several advanced relay circuit problems are used to convince students what they have learned about troubleshooting as they successfully troubleshoot the most difficult relay circuit problems when the relay is not the problem.
Day 4: (Phase 1) Advanced Electrical System Troubleshooting:
What you need to know about batteries and their dual role in the electrical system. Techniques for troubleshooting unusual battery problems many technicians often misdiagnose and why. Proper battery troubleshooting is covered with advanced battery troubleshooting techniques explained using only a DMM and DC Current Clamp.
Proper operation of cranking/starting circuits is discussed with a systematic step-by-step troubleshooting procedure for finding the cause of any starting circuit problem using only a DMM and Current Clamp.
Day 5: (Phase 1) Advanced Electrical System Troubleshooting:
Generator (alternator) circuits are explained and how the generator interfaces with the electrical system. Computer control of generators (alternators) is explained and how the PCM interacts with the generator (alternator). Analysis of the charging voltage value is discussed and a systematic troubleshooting procedures is given for testing the charging system on the vehicle. Students practice testing the charging voltage on vehicles.
The focus of the US qualifications is on trouble shooting techniques for a variety of auto electrical problems. In comparison to the South African Qualifications it is almost the same as the suggested level of this qualification, with minor differences between the two qualifications.
Japan and Jamaica:
Japan and the Board of Cornerstone Ministries of Jamaica signed a contract to establish an automotive training centre at the Ministries' Connolley Avenue training facility in Kingston, Jamaica.
The automotive training project, is administered in one-year cycles, and seeks to link the identified need for training and employment with the opportunities that the automotive industry made possible. The programme, he said would use the latest technology, utilising computerised simulated models.
In addition, the primary objectives of the project were to train 40 young persons in automotive electrical and mechanic areas and students will receive certification for the project.
Details of the programme are not available.
Canada offers many automotive training courses. However, details of the courses listed below are sketchy. The courses are:
School: Nova Career Centre:
Course 1: Auto Detailing (Certificate):
This on-site programme will teach the students how to keep their own and anybody else's car looking "Show-Room" new Programme Objective: To enable students to acquire the knowledge, skills and attitudes required to perform tasks in the automotive industry. These include the basics such as oil and filter change, brake jobs and battery charging to more complicated procedures like engine rebuilding and transmission repairs. The learner will acquire skills in routing maintenance, shop work, drivetrain maintenance and repair, electrical systems, fuel systems and engine overhaul procedures.
Course 2: Automotive Technician:
Automobiles, like everything else are very much advanced in this high tech world. The programme for Automotive Technicians is great for solving computer and fuel injection problems or just sticking to the mechanical side of things. Graduates have a wide range of skills and can work in a number of capacities in the automobile industry.
Programme Objectives are similar to the course above.
West Island Career Centre (Pierrefonds, Quebec):
Course 1: Automobile Mechanics:
The Automobile Mechanics program enables students to acquire the knowledge, skills and attitudes to perform tasks in the automotive industry. These include the basics such as oil and filter change, brake jobs and battery charging to more complicated procedures like engine rebuilding and transmission repairs.
Automobile Mechanics repair and service automobiles and other gasoline powered vehicles. Mechanics correct mechanical problems and perform preventive maintenance to keep automotive equipment in good operating condition. They may do everything from tune-ups to tearing down, repairing, and rebuilding engines and transmissions. Other duties include servicing suspension systems, brakes and steering, air conditioning, heating, and cooling systems.
The Trade - details:
Health, Safety and Environmental Protection.
Welding and Cutting.
Job Search Techniques.
Starting a Business.
Characteristics of Motor Vehicles.
Internal Combustion Engines.
Basic Electrical and Electronic Circuits.
Engine and Passenger Temperature Systems.
Road Holding Systems.
Basic Computer-Controlled Systems.
Starting and Charging Systems and Electromagnetic Accessories.
Passive and Active Security Systems.
Electronic Ignition Systems.
Antipollution and Electronic Injection Systems.
Laurier Macdonald Career Centre (St. Leonard, Quebec).
Course 1: Automobile Mechanics (Diploma):
Program objectives in Automobile Mechanics include the performance of basic tasks such as tune-ups, oil and filter changes, brake jobs and charging batteries. Students also learn more complicated procedures such as engine rebuilding, transmission repairs and electromagnetic accessory repairs. Students are taught to repair air conditioning and heating systems.
Our Auto Mechanics course will teach the novice everything from the workings of internal combustion engines to repairing electronic ignitions and antipollution systems. Working with the public and communication skills are a component of the program, as are health, safety and environmental protection.
The Nakawa Vocational Training Institute (NVTI) is one of the four Public Vocational Training Institutes directly operated and administered by the Ministry of Education and Sports (MoES) through the BTVET Department.
The Institute was established in 1971 by the GOU in cooperation with the Government of Japan through the Japan International Cooperation Agency (JICA). The primary objective of the establishment was to provide vocational training skills to school leavers and apprentices in enterprises and to upgrade and assess competencies of industrial workers.
Among its many offerings, the NVTI offers training in motor vehicles. The course includes the following aspects:
Details of these courses are not available.
Training at BMW:
BMW Service Apprenticeship:
Unlike the majority of motor manufacturers, all BMW Service Apprentices attend the BMW Group Academy UK in Berkshire for their off-the-job training. This ensures consistent training throughout the country and allows our apprentices to train on up-to-the-minute products and technology. The training runs for a 2-3 year period and takes the form of classroom and workshop sessions.
On completion the learner will receive the UK's NVQ Level 2 in Vehicle Maintenance and Repair, and the NVQ Level 3 in Vehicle Maintenance and Repair.
The Parts Apprenticeship Programme is unique to BMW and is undertaken mainly within the dealership. The training consists of computer based training (CBT) and modular units. Training is completed at the dealership where candidates are allocated 4 hours per week to study for their qualification. All candidates also attend a minimum of four core parts courses, parts tutorials and off-the-job training at the BMW Group Academy UK during their training programme. The programme is primarily distance learning at the dealership and is structured to be completed in two years.
On completion the learner will receive the UK's NVQ Level 2 in Parts Operations and NVQ Level 3 in Parts Operations.
Training at Volvo:
I-CAR Training for Volvo Level 3.
50% (or a minimum of 2 technicians for small body shops):
None of the SADC countries have their own qualifications relating to Autotronics, but use the British City and Guilds Standards for training learners in the automotive field. Namibia has indicated interest in the South African qualifications and may implement this qualification once it has been registered. Namibia is currently in the process of developing vocational certificates for registration on the Namibia Qualifications Framework. Various initiatives are in place to ensure that their qualifications are in line with the South African Qualifications.
The competencies covered in the National Certificate: Autotronics, Level 3 are either similar to or have some overlap with some of the qualifications that are offered in countries investigated here. While direct and complete comparisons are rarely possible - given the very different contexts in the countries investigated - there are significant (and sometimes not-so-significant) overlaps between this qualification and those internationally. In some cases, it is difficult to figure out the levels of the international courses and qualifications but the overlap in competencies helped to benchmark this Qualification.
This Qualification enjoys close similarity with the qualifications from Australia and New Zealand. The qualifications in these countries are unit standards based and offer comprehensive Electives that, together with the Core, cover most of this Qualification. There is also a similarity with the levels and duration of this Qualification and those in Australia and New Zealand. The competencies of the qualifications in the United Kingdom also overlap significantly with the competencies contained herein. In addition, the UK qualifications match this Qualification in terms of duration. The comparison with these three countries is enhanced by the fact that the qualifications offered in those countries are in an outcomes-based format. An advantage was that a fair amount of information is available and this promotes a more comprehensive comparability.
The qualification in Malaysia is a general automotive qualification and is taught over a period of two years. However, aspects pertaining to the electrical - from both years - overlap with this qualification. In the United States, the identified certificate and short courses in the autotronics field have a heavy emphasis on the auto electrical aspect. The focus of these qualifications and short courses is on troubleshooting auto electrical system problems. The target audience of the workshops are those who are involved in teaching autotronics to others. The qualifications identified in Canada are more or less of the same duration as this Qualification. While they are not specifically for autotronics but are broadly for the automotive field, some of the competencies of those qualifications overlap with this Qualification. The Ugandan qualification is also of a general nature but contains the auto electrical aspect.
On the whole this qualification compares very favourably with international qualifications or aspects there from.
|This Qualification lends itself to both vertical and horizontal articulation possibilities.
Horizontal articulation is possible with the following Qualifications:
Vertical articulation is possible with the following Qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 22859, "National Certificate: Autotronics", Level 3, 141 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||264996||Construct and test basic electronic circuits||Level 2||NQF Level 02||16|
|Core||376601||Diagnose, test and repair conventional automobile charging systems||Level 3||NQF Level 03||16|
|Core||376606||Diagnose, test and repair conventional automobile starting systems||Level 3||NQF Level 03||16|
|Core||376603||Service and repair conventional automobile ignition systems||Level 3||NQF Level 03||6|
|Core||260437||Trace and repair auto electrical circuit faults||Level 3||NQF Level 03||8|
|Core||376607||Use technical information to understand auto electrical circuits||Level 3||NQF Level 03||8|
|Core||120344||Demonstrate knowledge and understanding of relevant current occupational health and safety legislation||Level 4||NQF Level 04||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||258679||Operate and monitor a lathe||Level 2||NQF Level 02||12|
|Elective||116937||Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets||Level 2||NQF Level 02||4|
|Elective||242814||Identify and explain the core and support functions of an organisation||Level 3||NQF Level 03||6|
|Elective||260723||Install, test and maintain a basic fluid power system||Level 3||NQF Level 03||8|
|Elective||13139||Install, test and maintain a basic pneumatic system||Level 3||NQF Level 03||10|
|Elective||9526||Manage basic business finance||Level 3||NQF Level 03||6|
|Elective||9530||Manage work time effectively||Level 3||NQF Level 03||3|
|Elective||114979||Operate a computer workstation in a business environment||Level 3||NQF Level 03||2|
|Elective||116720||Show understanding of diversity in the workplace||Level 3||NQF Level 03||3|
|Elective||9533||Use communication skills to handle and resolve conflict in the workplace||Level 3||NQF Level 03||3|
|Elective||260737||Diagnose and repair vehicle ignition systems||Level 4||NQF Level 04||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|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.
|1.||Dawsons Training Academy (Pty) Ltd (DURBAN) (TP)|
|2.||Imperial Technical Training Academy (WADEVILLE) (TP)|
|3.||McCarthy Academy Cape Town (BLACKHEATH) (TP)|
|4.||McCarthy Automotive Artisan Academy (MIDRAND) (TP)|
|5.||McCarthy Automotive Artisans Academy (PINETOWN) (TP)|
|6.||Northlink College - Bellville Campus|
|7.||Qualitas Training cc (SELBY) (TP)|
|8.||Toyota Academy Toyota SA Motors (Pty) Ltd (SANDTON) (TP)|
|9.||Volkswagen of South Africa (Pty) Ltd - Technical Learning Academy (UIT|
|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.|