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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: CNC Production Machining 
SAQA QUAL ID QUALIFICATION TITLE
57878  National Certificate: CNC Production Machining 
ORIGINATOR
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 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  143  Level 2  NQF Level 02  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  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 the qualification is to provide learners, education and training providers and employers with the standards and the range of learning required to work effectively in various industries making use of Computerised Numeric Control (CNC) production machining skills and to meet the challenges of such an environment.

This is the first qualification in a learning pathway for learners who want to follow a career in the field of CNC production machining, specifically in facilities which use machining and turning centres.

People working in the CNC production machining field require specialised technical skills and knowledge which combine some hand skills and an understanding of machining processes with more intensive production methods, greater control over the accuracy of dimensions and the maintenance of quality standards.

The primary skills that are recognised in this qualification are the ability to operate CNC equipment which manufactures precision machined components and the ability to monitor and record quality data and interpret statistical process control graphs. These capabilities require an understanding of basic machining theory; machinery functioning and maintenance; engineering materials and tools; and concepts of measurement, basic engineering drawings and basic statistics. Hand skills play a role in this qualification.

Qualified learners will also understand:
  • The basics of how a business functions.
  • Their role in the business, i.e. in production and related activities.
  • How they are affected by legislation, regulations, agreements and policies related to their particular work environment.

    With this understanding learners will be able to participate effectively in workplace activities.

    Learners can be assessed on:
  • A machining centre.
  • A CNC lathe or turning centre.
  • Any other equipment in which material is removed to form the part, eg cutting, boring, grinding.

    This qualification will ensure the development of relevant skills required by an industry sector essential for economic growth and development. This qualification will contribute to the social upliftment and development of employees and economic growth by allowing learners who are active in the industry to gain recognition for the skills and knowledge they have acquired without having to go through a formal apprenticeship process.

    Rationale:

    The rapid uptake of new technology in the form of computerised numeric control (CNC) systems in South Africa and the emergence of South Africa as a cost-effective supplier to international markets has created a demand for people with the skills to operate, set and programme such equipment. In order to meet this demand in the form of learnerships and skills programmes, the industry needs an engineering machining qualification which focuses on the understanding and use of CNC systems and statistical process control (SPC). This qualification represents a shift away from the traditional field of engineering machining, which is characterised by work-to-order, low volume manufacture of components using various machining methods.

    The emerging industry is characterised by greater precision, higher volumes, and higher standards of quality. This qualification spells out the skills needed to operate successfully in this new field.

    This is the first in a learning pathway of four qualifications in a learning pathway for CNC production machining. The pathway ends with the National Certificate in CNC Production Machining NQF Level 5. The qualifications provide a developmental pathway for the full range of activities required for production machining. The skills and knowledge required are described in a generic manner so that the changing needs of particular worksites can be met without requiring changes to the qualification or the unit standards.

    Typical learners would be new entrants to the industry and existing employees with some experience in CNC production machining. Once qualified, they would typically monitor machining processes and product quality. They would perform tasks under supervision within the context of an overall team. This role represents a recognised position in the organisation.

    This qualification series recognises skills, knowledge and values relevant to a workplace and requires workplace experience. It is suitable for learners who:
  • Attend courses and then apply the knowledge gained to activities in the workplace (Portfolio to reflect formative assessment).
  • Are already workers and have acquired the skills and knowledge without attending formal courses (RPL can be done through the summative assessment and portfolio of evidence).
  • Participate in skills programmes and have the appropriate work experience.
  • Are part of a learnership programme which integrates structured learning and work experience.
  • Acquire their learning through any combination of the above.

    The outcomes of this qualification combine skills and knowledge in the technical, inter-personal and business spheres, enabling the learner to perform the operational aspects of the work, function within a team context and contribute to value-adding processes within the organisation.

    This qualification provides learners who have gained relevant experience in the workplace with an opportunity to obtain credits through an RPL process.

    It also forms the basis for further learning in the field of CNC production machining where the learner will be able to specialise in setting and programming CNC machinery. The qualification, however, retains sufficient of the general engineering machining and mechanical assembly qualifications so that learners can still articulate into such qualifications.

    Learner achievements will contribute to the ability of South African companies to compete for work in the global economy, thus securing jobs and employment opportunities. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The following competencies are assumed for a learner accessing this qualification:
  • Communication, NQF Level 1.
  • Mathematical Literacy, NQF Level 1.

    These skills form the basis for determining the credit allocation in this qualification. The allocation of credits is also based on the assumption that the learner will be working towards this qualification as part of a learning programme, which integrates all the unit standards.

    Recognition of Prior Learning:

    This qualification may be obtained through a process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. The guidelines for integrated assessment should be used to develop the RPL assessment process. As with integrated assessment, 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.

    Access to the qualification:

    There is open access to this qualification. A workplace is, however, a prerequisite to obtaining the relevant work experience and evidence required for the assessment of the Exit Level Outcomes. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The rules of combination for this qualification are reflected in the matrix:
  • The total number of credits for this qualification is 143.
  • The total number of credits in the Fundamental component is 36.
  • The total number of credits in the Core component is 95.
  • The minimum number of Elective credits is 12.

    The elective credits should be chosen in accordance with the requirements of the selected context and the interests of the learner. 

  • EXIT LEVEL OUTCOMES 
    The Exit Level Outcomes for this qualification reflect a combination of Specific Outcomes and Critical Cross-field Education and Training Outcomes. The way in which the Critical Outcomes have been advanced through the learning required for this qualification is embedded in the way in which the unit standards have been constructed. Critical Outcomes form the basis for acquiring the skills and knowledge and values. The application of these in a specific context results in the achievement of Specific Outcomes. The integration of Specific Outcomes from a variety of unit standards results in the ability to achieve the Exit Level Outcomes.

    1. Demonstrate an understanding of a CNC machining method and the ability to produce precision components.
    > Range: Producing precision components includes deburring and any other finishing operation machining method: either turning, milling, boring, cutting or grinding.

    2. Carry out routine machine operations and maintenance tasks.

    3. Monitor and record production and quality data and respond to error conditions, malfunctions and faults.
    > Range: Monitoring includes understanding the use and purpose of gauges and measuring instruments.

    4. Communicate with peers and members of supervisory/management levels by summarising information and expressing opinions on given information in spoken or written form.

    Critical Cross-Field Outcomes:

    These are embedded in the unit standards, which make up the qualification and are thus also reflected in the Exit Level Outcomes of the qualification.

    The critical cross-field outcomes are supported by the exit level outcomes as follows:
  • Identifying and solving problems in which responses display that responsible decisions using critical thinking have been made. Refer to all Exit Level Outcomes.
  • Working effectively with others as a member of a team, group, organization and community. Refer to all Exit Level Outcomes.
  • Organising and managing oneself and one's activities responsibly and effectively. Refer to all Exit Level Outcomes.
  • Collecting, analyzing, organizing and critically evaluating information. Refer to all Exit Level Outcomes.
  • Communicating effectively using visual, mathematical and/or language skills. Refer to all Exit Level Outcomes.
  • Using science and technology effectively and critically, showing responsibility toward the environment and health of others. Refer to all Exit Level Outcomes.
  • Demonstrating an understanding of the world as a set of related systems by recognizing that problem contexts do not exist in isolation. Refer to all Exit Level Outcomes. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Output and quality requirements are met.
  • Safe working practices are applied.
  • An understanding of materials used in the workplace is demonstrated.
  • An ability to read and interpret engineering drawings is demonstrated.
  • Response to questioning indicates an understanding of the theoretical principles of machining, the various machining methods and the functioning of machinery.

    2.
  • Process agents are applied consistently and systematically.
  • Pre-operational checks are performed in accordance with specified procedures.
  • Response to questioning indicates understanding of key concepts of routine maintenance on machinery.

    3.
  • Data is recorded in accordance with the requirements of the appropriate statistical process control method.
  • Error conditions, faults and malfunctions are recognised and communicated effectively and timeously to the appropriate person.
  • Responses are appropriate to the nature of the problem.
  • Response to questioning indicates understanding of issues related to routine problems encountered while working.

    4.
  • Terminology related to engineering concepts, machinery, components and manufacturing processes is used correctly.
  • Information is clear and accurate and conveyed in a timely manner.
  • Relationships with peers and supervisory/management levels are established and functioning.
  • Communication is effective, regular and ongoing.

    Integrated Assessment:

    The integrated assessment should be based on a summative assessment guide. The guide will specify how the assessor will assess different aspects of the performance and will include:
  • Evaluating evidence in a portfolio of evidence, particularly projects which integrate various aspects of the qualification and which demonstrate the integration of all aspects of learning: fundamental and core; knowledge, skills and values; the development of the critical outcomes.
  • Observing and listening to the learner at work, both in primary activities as well as in other interactions, or in relevant simulations.
  • Asking questions and initiating short discussions to test understanding and to verify other evidence.
  • Looking at records and reports.
  • Formative and summative assessment of unit standards.

    Assessment of competence for this qualification is based on the experience acquired by the learner in the workplace, within the particular CNC production machining context. The assessment process should cover the explicit tasks required for the qualification as well as the understanding of the underlying concepts and principles. The assessment process should also establish how the learning process has advanced the Critical Cross-field Outcomes.

    The learner may choose in which language he/she 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 presented if pertinent to any of the Exit Level Outcomes.

    Assessors should also evaluate evidence that the learner is able to perform consistently over a period of time. 

  • INTERNATIONAL COMPARABILITY 
    These qualifications represent the learning progression for an occupation, which focuses on the machining of precision parts and components using computer numerical control (CNC). The stages of development related to CNC machining equipment are:
  • Operator.
  • Setter, including elements of programming.
  • Programmer, including troubleshooting and management of manufacturing processes.
  • Specialist, including process design, costing, trouble shooting and selection and implementation of new technology.

    Machining includes processes such as cutting, boring, turning, milling and grinding. It may also include punching and nibbling.

    These occupations have evolved from the traditional mechanical engineering trades such as machinist, turner and tool, jig and die maker. CNC has replaced manual operations and the focus has become the repeatable precision machining of components in a production environment, often as mass-production but not excluding small batches of product.

    The standards for the occupation are to a large extent determined by the market for the end product. The arms, armaments, automotive and machine construction industries are some of the primary markets for machined products. The primary drivers for the requisite knowledge and skills in the occupation are the changing technology inherent in the machinery and the ancillary equipment such as tooling and fixtures. As technology evolves so the demands of the market place increase and practitioners' knowledge and skills sets must adapt in order to achieve effective use of the equipment. The sources of this knowledge and of the training related to it, are the equipment and tooling manufacturers and suppliers. Courses at educational institutions are in general not responsive enough for all the learning needs and can, at best, only provide a broad framework. During the development process one of the participants commented as follows, 'Looking at what other countries include in their courses is fallacious - it is more about what [knowledge and skill] is required to work with the systems and technology to produce products. In the end you [must] meet customer requirements'.

    Furthermore, many CNC courses are not designed for occupational development on a step-by-step basis. Generally the courses assume a general knowledge of machining or engineering and build CNC knowledge and skills specific onto this. One of the participants in the standards development process attended a 450-hour course in Sweden as part of the arms deal offset strategy. The course he attended cuts across 3 NQF Levels. Other courses are design to focus on specific pieces of equipment such as a turning centre.

    Training processes for the occupations outlined above are varied. The following encompass some of the options:
  • Skills and knowledge upgrading of qualified tradespersons in the mechanical engineering field.
  • Short courses and on-the-job training.
  • Apprenticeships.
  • Vocational education and training programmes followed by a work experience component.

    The only way to make any meaningful comparisons was to compare occupational profiles in the following way:
  • Occupational role: Exit Level Outcomes.
  • Occupational activities: Unit Standards and Specific Outcomes.

    This approach can be supported by referring to curriculum contents and course outlines.

    The above occupations and the related career path are similar to descriptions found in various countries belonging to the Organisation for Economic Co-operation and Development (OECD), eg the United States of America:

    Before CNC programmers ... machine a part, they must carefully plan and prepare the operation. First, these workers review three-dimensional computer aided/automated design (CAD) blueprints of the part. Next, they calculate where to cut or bore into the workpiece, how fast to feed the metal into the machine, and how much metal to remove. They then select tools and materials for the job and plan the sequence of cutting and finishing operations.

    Next, CNC programmers turn the planned machining operations into a set of instructions. These instructions are translated into a computer aided/automated-manufacturing (CAM) program containing a set of commands for the machine to follow. These commands normally are a series of numbers (hence, numerical control) that describes where cuts should occur, what type of cut should be used, and the speed of the cut. CNC programmers and operators check new programs to ensure that the machinery will function properly and that the output will meet specifications. Because a problem with the program could damage costly machinery and cutting tools, computer simulations may be used to check the program instead of a trial run. If errors are found, the program must be changed and retested until the problem is resolved. In addition, growing connectivity between CAD/CAM software and CNC machine tools is raising productivity by automatically translating designs into instructions for the computer controller on the machine tool. These new CAM technologies enable programs to be easily modified for use on other jobs with similar specifications.

    After the programming work is completed, CNC operators perform the necessary machining operations. The CNC operators transfer the commands from the server to the CNC control module using a computer network link or floppy disk. Many advanced control modules are conversational, meaning that they ask the operator a series of questions about the nature of the task. CNC operators position the metal stock on the CNC machine tool-spindle, lathe, milling machine or other-set the controls, and let the computer make the cuts. Heavier objects may be loaded with the assistance of other workers, autoloaders, a crane, or a forklift. During the machining process, computer-control operators constantly monitor the readouts from the CNC control module, checking to see if any problems exist. Machine tools have unique characteristics, which can be problematic. During a machining operation, the operator modifies the cutting program to account for any problems encountered. Unique, modified CNC programs are saved for every different machine that performs a task.

    CNC operators detect some problems by listening for specific sounds - for example, a dull cutting tool or excessive vibration. Dull cutting tools are removed and replaced. Machine tools rotate at high speeds, which can create problems with harmonic vibrations in the workpiece. Vibrations cause the machine tools to make minor cutting errors, hurting the quality of the product. Operators listen for vibrations and then adjust the cutting speed to compensate. In older, slower machine tools, the cutting speed would be reduced to eliminate the vibrations, but the amount of time needed to finish the product would increase as a result. In newer, high-speed CNC machines, increasing the cutting speed normally eliminates the vibrations and reduces production time. CNC operators also ensure that the workpiece is being properly lubricated and cooled, because the machining of metal products generates a significant amount of heat.

    Apart from CNC-specific training, there are a number of common characteristics found in most general education and training programmes. These include:
  • Knowledge and ability to perform manual machining operations in at least one discipline.
  • Ability to read and interpret engineering drawings.
  • Knowledge of and ability to use and apply statistical process control techniques.
  • Principles and application of quality management systems, including customer focus.

    In addition to these occupation-specific requirements, general requirements such as communication, mathematical literacy, safety, health and the environment, risk assessment, team skills, computer literacy and problem solving abilities are also required.
    At operator level the occupational profile becomes less distinct. In most OECD countries the occupation is referred to as CNC machining operator but sometimes also as CNC machining setter. The range of activities can vary from the very simple to those performed by the programmer. The following summarises the most common activities for the CNC setter/operator:
  • Interpret drawings to accurately and efficiently complete parts as specified using shop mathematics.
  • Operate Computerized Numerical Control (CNC) as required.
  • Deburr, clean, and inspection as required.
  • Properly machine all types of material to achieve complete and accurate parts within established/expected timeframes.
  • Use various tools including, but not limited to, deburring tools, hand tools, power tools, overhead cranes (for handling materials and fixtures), various inspection tools as required to fully inspect part, and tool sharpening devices.
  • Maintain work area as required, keeping it free from all scrap material. This includes separating all scrap and machining chips by various alloys as instructed.
  • Maintain work area in a clean and orderly condition.
  • Observe prescribed safety regulations.
  • Keep count and tallies as required.
  • Complete time and work reports.
  • Detect and report faulty operations, defective material, and any unusual or unsafe conditions to supervisor.
  • Maintain proper applications of oils and lubricants, and make minor maintenance repairs as necessary.

    A typical training or re-training programme for such operators is found in this Canadian example:

    3 weeks of McBride Training:
  • Personal Skills Development.
  • Computers.
  • Job Search Techniques.
  • Supported Job Search.

    16 weeks of NAIT Technical Training:
  • Manual Machining Training (Equivalent to Level 1 Apprentice Training).
  • CNC Machinist Operator Training.

    3 weeks unpaid work experience at an employer site.

    The total programme consists of 22 weeks. The programme includes elements, which allow the aspirant operator to develop a career in the CNC field.

    Comparison with South African NQF Level 2 and 3 qualifications.

    The overall level of responsibility in the above list corresponds with NQF Level 3, based on the following activities:
  • Interpret drawings to accurately and efficiently complete parts as specified using shop mathematics.
  • Operate Computerized Numerical Control (CNC) as required.
  • Properly machine all types of material to achieve complete and accurate parts within established/expected timeframes.
  • Use various tools including, but not limited to, deburring tools, hand tools, power tools, overhead cranes (for handling materials and fixtures), various inspection tools as required to fully inspect part, and tool sharpening devices.
  • Detect and report faulty operations, defective material, and any unusual or unsafe conditions to supervisor.

    This is reflected in the Exit Level Outcomes:
  • Set up and initiate CNC manufacturing processes.
  • Monitor and control the flow of work.
  • Monitor safety, health and environmental practices.
  • Monitor and maintain the quality of the product.

    In the South African NQF Level 3 operator qualification we have also included low-level programming, the setting up of equipment using pre-written programmes, technical and logistical support to the operational team and some troubleshooting.

    The type of CNC operator at NQF Level 2 found in South Africa is probably found in most developing countries. It is a low-skill occupation and consists mostly of monitoring the production process and alerting technical staff to problems. Parts finishing, cleaning and routine maintenance may also be required. This qualification reflects the following from the above list:
  • Deburr, clean, and inspection as required.
  • Properly machine all types of material to achieve complete and accurate parts within established/expected timeframes.
  • Use various tools including, but not limited to, deburring tools, hand tools, power tools, overhead cranes (for handling materials and fixtures), various inspection tools as required to fully inspect part, and tool sharpening devices.
  • Maintain work area as required, keeping it free from all scrap material. This includes separating all scrap and machining chips by various alloys as instructed.
  • Maintain work area in a clean and orderly condition.
  • Observe prescribed safety regulations.
  • Keep count and tallies as required.
  • Complete time and work reports.
  • Detect and report faulty operations, defective material, and any unusual or unsafe conditions to supervisor.
  • Maintain proper application of oils and lubricants, and make minor maintenance repairs as necessary.

    This is reflected in the following exit level outcomes:
  • Demonstrate an understanding of a CNC machining method and the ability to produce precision components.
  • Demonstrate a familiarity with routine maintenance procedures and operations for machinery.
  • Monitor and record production and quality data and recognise and respond to error conditions, malfunctions and faults.
  • Communicate with peers and members of supervisory/management levels by summarising information and expressing opinions on given information in spoken or written form.

    Other activities and related knowledge is contained in the choice of unit standards and the specific outcomes in the unit standards. In addition to this, the South African qualifications include the tracking of part dimensions in statistical process control charts and recognising and responding to error conditions. As in many of the courses for aspirant operators, manual machining processes and hands-on experience of manual machining have been included as the basis for understanding the process and for recognising problems at this and later stages.

    References:

    Australia:

    http://www.nmit.vic.edu.au/courses/manufacturing/engmech_cer3_a.html
    http://www.tafe.swin.edu.au/eng/
    http://domino.swin.edu.au/__CA256F56001FE705.nsf/0/3D02C44303D6F632CA25690E000A2FB8?OpenDocument&filter=D
    McLennan, W (Statistician General) 1997. Australian Standard Classification of Occupations, Second Edition Canberra: Australian Bureau of Statistics

    Canada:

    http://www.skillscanada.com/en/corporate/profiles/index_cncturning.php
    http://www.mcbridecareergroup.com/images/pdfs/cnc_machinist.pdf

    Botswana:

    http://www.ub.bw/departments/engineering/technology_mission.cfm

    Germany:

    http://www.bibb.de/en/9673.htm
    http://www.bibb.de/de/11988.htm

    India:

    http://delhigovt.nic.in/newdelhi/dept/industries/about.asp

    Kenya:

    www.learningresources.co.ke/downloads/SHE.PDF

    Nigeria:

    http://fmst.gov.ng/docs/2004MinisetrialPressBriefing.pdf

    Sweden:

    http://kaplanskolan.skelleftea.se/Skrivbord/Dokument%20KP/Site%20KP/English?templates=eduPage

    UK:

    http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile825/
    http://www.connexions-direct.com/jobs4u/jobfamily/engineering/toolmakermachinesetter.cfm?fd=503

    USA:

    http://www.bls.gov/oco/ocos286.htm
    http://www.umsl.edu/services/govdocs/ooh20002001/356.htm
    http://www.btc.ctc.edu/coursedocs/Programs/pComputerizedMachining.asp
    http://www.ntma.org/eweb/StartPage.aspx
    http://www.i-train.org//CourseDisplay.asp?db=I&provider=C8088
    http://www.akronmach.com/cnc2.htm

    Country specific searches were also made for Brazil, Korea, Japan, Swaziland, Zimbabwe, Zambia. 

  • ARTICULATION OPTIONS 
    This qualification has been designed and structured so that qualifying learners can move from one context within the CNC production-machining environment to another. They would have to acquire the specific knowledge related to the new context and adjust their skills and values accordingly.

    Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Holders of other qualifications may be evaluated against this qualification for the purpose of RPL and placement in learning programmes.

    This qualification articulates vertically with the National Certificate in CNC Production Machining: NQF Level 3, SAQA ID: 57877. This qualification articulates horizontally with other engineering qualifications at this level, eg National Certificate: Mechanical Engineering: Fitting and Machining, Level 2, SAQA ID: 23254 or National Certificate: Mechanical Engineering: Machining at NQF Level 2, SAQA ID: 23277. 

    MODERATION OPTIONS 
    Moderators for the qualification should be qualified and accredited with an appropriate ETQA.

    To assure the quality of the assessment process, the moderation should cover the following:
  • Assessor credentials.
  • The assessment instrument.
  • The assessment process.

    Moderators should be qualified assessors in their own right. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria should be applied by the relevant ETQA:
  • Appropriate qualification with a minimum of 2 years' experience of a relevant process of CNC production machining. The subject matter expertise of the assessor can also be established by recognition of prior learning.
  • Be active in the industry and be familiar with the particular aspect of the process and technology in which the learner has contextualised his/her skills and knowledge.
  • Appropriate experience and understanding of assessment theory, processes and practices.
  • Good interpersonal skills and ability to balance the conflicting requirements of:
    > Maintaining national standards.
    > The interests of the learner.
    > The need for transformation and redressing the legacies of the past.
    > The cultural background and language of the learner.
  • Registration as an assessor with a relevant ETQA.
  • Any other criteria required by a 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  13217  Collect and use information  Level 2  NQF Level 02 
    Core  12477  Identify engineering materials, their characteristics and applications and common metal tests used in engineering  Level 2  NQF Level 02 
    Core  13220  Keep the work area safe and productive  Level 2  NQF Level 02 
    Core  13205  Operate and monitor a lathe to produce simple components  Level 2  NQF Level 02  12 
    Core  13204  Operate and monitor a milling machine to produce simple components  Level 2  NQF Level 02  12 
    Core  243014  Operate and monitor computerised numerically controlled (CNC) machining equipment  Level 2  NQF Level 02  16 
    Core  13258  Participate in work group activities  Level 2  NQF Level 02 
    Core  13221  Perform routine maintenance  Level 2  NQF Level 02 
    Core  9882  Read and interpret basic engineering drawings  Level 2  NQF Level 02 
    Core  119744  Select, use and care for engineering hand tools  Level 2  NQF Level 02 
    Core  12476  Select, use and care for engineering measuring equipment  Level 2  NQF Level 02 
    Core  12219  Select, use and care for engineering power tools  Level 2  NQF Level 02 
    Fundamental  119463  Access and use information from texts  Level 2  NQF Level 02 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02 
    Fundamental  9008  Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts  Level 2  NQF Level 02 
    Fundamental  119454  Maintain and adapt oral/signed communication  Level 2  NQF Level 02 
    Fundamental  119460  Use language and communication in occupational learning programmes  Level 2  NQF Level 02 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02 
    Fundamental  119456  Write/present for a defined context  Level 2  NQF Level 02 
    Elective  13202  Apply study and learning techniques  Level 2  NQF Level 02 
    Elective  110001  Communicate effectively in teams  Level 2  NQF Level 02 
    Elective  13222  Deal with safety, health and environmental emergencies in the workplace  Level 2  NQF Level 02 
    Elective  12465  Develop a learning plan and a portfolio for assessment  Level 2  NQF Level 02 
    Elective  12466  Explain the individual`s role within business  Level 2  NQF Level 02 
    Elective  110016  Hand over responsibility for a manufacturing operation  Level 2  NQF Level 02 
    Elective  13214  Operate and monitor a drilling machine to produce simple components  Level 2  NQF Level 02 
    Elective  12463  Understand and deal with HIV/AIDS  Level 2  NQF Level 02 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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. Bell Equipment Company SA (Pty) Ltd (ALTON) (TP) 
    2. SSS Sheet Metal Work cc T/A Sheetech SA (DURBAN) (TP) 
    3. THE SAJ COMPETENCY TRAINING INSTITUTE CC 
    4. Toyota Academy Toyota SA Motors (Pty) Ltd (ISIPINGO) (TP) 
    5. Wilbat Projects 148 (Pty) Ltd (ISIPINGO) (TP) 



    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.