|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: Mechanical Engineering: Pipe-Fitting|
|SAQA QUAL ID||QUALIFICATION TITLE|
|59750||National Certificate: Mechanical Engineering: Pipe-Fitting|
|SGB Generic Manufacturing, Engineering, Technology|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|National Certificate||Field 06 - Manufacturing, Engineering and Technology||Engineering and Related Design|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||121||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 does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this qualification is to provide learners with the standards and the range of learning required to work effectively in various industrial environments making use of pipe-fitting knowledge and skills in order to fabricate and install pipe systems and components.
Qualifying learners at NQF Level 3 will be able to:
Qualifying learners will be able to relate the tasks and processes to scientific and technological principles and concepts. They will also be able to maintain and support the various policies and procedures integral to safety, health and the environment. Learner achievements in this qualification will also serve as a basis for further learning to engage in more complex maintenance and repair activities and processes.
Typical entrants to this qualification could be:
The field of Mechanical Engineering (Pipe-Fitting) includes pipe installation, fabrication and maintenance, services and support across various industry sectors, namely:
These industries rely on pipe systems to convey fluids and gases which characterise the nature of the plant operation and the need to control its processes. Pipes and pipe systems range from the pipe-work in micro-cooling systems to large petrochemical refineries and fertiliser plant. Learners at NQF Level 3, performing pipe installation and fabrication work, require:
This qualification (Level 3) forms part of a progression towards obtaining the Further Education and Training Certificate in Mechanical Engineering (Pipe-Fitting). This qualification focuses on developing the skills, knowledge and values required to install welded pipe fabrication assemblies and maintain pipe systems and components.
The qualification also provides:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The following competencies are assumed for a learner embarking on this qualification:
In addition, learners are assumed to have the following skills at NQF Level 2 in the context of mechanical pipe-fitting.
> Use pipe systems and pipe components.
> Install pipe hangers and supports.
> Bend pipe using a pipe bender.
> Cutting screw threads on a pipe-threading machine.
These skills form the basis for determining the credit allocation in this qualification and may be acquired through the National Certificate: Mechanical Engineering (Fitting) NQF Level 2. If a learner does not have such experience, the learning time will be increased. 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 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. It is however, necessary to obtain relevant work experience in order to produce the evidence required for the assessment of the Exit Level Outcomes.
|RECOGNISE PREVIOUS LEARNING?|
The Fundamental Component consists of Unit Standards in:
The Core Component consists of Unit Standards to the value of 61 credits all of which are compulsory.
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 24 credits from the Elective Unit standards listed under that specialization so as to attain a minimum of 121 credits for this qualification.
Specialisation Area 1:
Learners must do Elective Unit Standards from the list below to give a minimum of 24 credits for the Elective Component:
Category; ID; Unit Standard Title; Level; Credits:
Total: 80 Credits.
Specialisation area 2:
Learners must do Unit Standard ID 244077 and must choose additional Elective Unit Standards from the list below to give a minimum of 24 credits for the Elective Component:
Category; ID; Unit Standard Title; Level; Credits:
Total: 52 Credits.
|EXIT LEVEL OUTCOMES|
|1. Fabricate and install pipe systems and pipe system components.
Range: In order to demonstrate competency in this exit level outcome, learners are able to:
2. Maintain, remove and install pipe assemblies.
3. Solve problems during the maintenance of pipe systems.
4. Communicate with peers, production, quality control and supervisory personnel and/or clients.
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.
Working effectively with others as a member of a team, group, organization and community.
Organising and managing oneself and one's activities responsibly and effectively.
Collecting, analyzing, organizing and critically evaluating information.
Communicating effectively using visual, mathematical and/or language skills.
Using science and technology effectively and critically, showing responsibility toward the environment and health of others.
Demonstrating an understanding of the world as a set of related systems by recognizing that problem contexts do not exist in isolation.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Pipe drawings are interpreted, pipe and welding symbols are explained in terms of industry standards and a welded pipe assembly is fabricated.
1.2 Pipe calculations are applied according to job requirements and pipe offsets are set up at appropriate angles, following a working drawing or instruction.
1.3 Types of pipe systems and pipe-joining methods are discussed and explained in terms of their industrial applications, function and purpose and the ability to produce a welded pipe assembly is demonstrated using butts and sockets.
> Pipe assemblies may include threaded, welded fabrication butts and sockets and/or bolted-type pipe systems.
> Where applicable, removal and installation of pipes and pipe systems may include preparation, alignment and inspection procedures.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Pipe systems and components are maintained to required standards, according to worksite practice and manufacturer's specifications by demonstrating the ability to perform routine maintenance procedures.
2.2 Safe working practices are adhered to in terms of worksite practice and legislative requirements.
2.3 Adjustments are made in order to accommodate changes in environmental conditions after assembly and according to prescribed procedures.
> Routine maintenance tasks are related to misalignment; leakages; pressure loss; contamination effects; corrosion, deterioration of packing, seals and fastening devices and scheduled maintenance.
> The term "maintain pipe systems" includes dismantling, removal, installation, preparation, alignment and inspection procedures.
> Pipe system and components may include filters, strainers, valves and steam traps.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Various options are explained and solutions are considered before an appropriate solution is chosen, in terms of work-site practices.
3.2 Problems are accurately reported to relevant personnel in a timely manner according to organisational policies and procedures.
3.3 Routine problems on various pipes and related components are identified and explained in terms of operational and/or service conditions and rectified.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Information is gathered from a range of sources and accurately summarised into a prescribed format according to company policies.
4.2 Information is clear and accurate and presented in a timely manner in the required format to appropriate parties according to work-site procedures.
4.3 Relationships with peers, production, quality control and supervisory personnel are established and functioning according to organisational procedures.
4.4 Learning options and preparation requirements for further learning are explained according to advancement opportunities on the NQF.
Guide to integrated assessment:
Exit level outcomes and associated unit standards.
1. Fabricate and install pipe systems and pipe system components.
Category; ID; Title; Level; Credits:
2. Maintain remove and install pipe assemblies.
Category; ID; Title; Level; Credits:
3. Solve familiar problems during the maintenance of pipe systems.
Category; ID; Title; Level; Credits:
4. Communicate with peers, production, quality control , supervisory personnel and/or clients.
Category; ID; Title; Level; Credits:
Note: Learners may not be awarded Exit Level Outcomes, but only the full Unit Standard.
1.1 The USA Pipe-Fitter Qualification has been chosen as the primary benchmark for the development of this qualification series. The American Qualification has worldwide recognition, and dominates the international standard. This is largely due to the leadership role played by the USA in process control within the Oil and Gas Industry. American influences are evident in pipe fitter training programs in the following countries, namely, in the Middle East (Saudi Arabia, Kuwait, etc.); Malaysia, Singapore, Nigeria, Indonesian Offshore and the North Sea (predominantly British, French and Dutch). Further investigation on the local scene, has revealed that Fluor (an American affiliate organization), based at Sasol Secunda in South Africa, replicates the American learning program for their pipe fitter personnel.
1.2 In addition to this fact, reference to other pipe-fitting qualifications across the globe are also contextualized across a multitude of different environments, namely:
1.3 When researching qualifications dealing with pipe work in the Northern Hemisphere's "cold countries", examples, England, Scotland, Canada and Germany, overlaps were found, which produces a crossover influence between heating (gas and/or steam), plumbing and ventilation in singular qualifications. This need to integrate occupational contexts (HVAC, Gas Installation and Domestic Plumbing), is due to extreme cold climate conditions within the aforementioned countries. The same does not apply in the South African context. The recent development of Gas Installation Qualifications in South Africa is noted. It is commonly agreed that the Pipe-Fitting competencies contained within this qualification series differs through its environment and climatic context.
1.4 The statement of international comparability for Mechanical Engineering (Pipe-Fitting) is separated for NQF Level 2, 3 and 4 as though they are independent levels, although the Pipe-Fitter NQF 4, should be regarded as the sum of all competencies between NQF Level 2 - 4.
1.5 This investigation into international comparability has included Apprenticeship Programs in USA, Canada, Australia and Botswana and other "less appropriate" countries.
Countries using outcomes- and standards-based qualifications appear to differ in occupational contexts as a result of the abovementioned climate factor but have been included in this comparative statement.
The major contributor to the global standard on Pipe-Fitting is the USA.
The context of this Qualification is therefore, "process/flow-control" within a largely industrial or manufacturing and engineering environment.
2. Countries and qualifications investigated:
2.1 United States:
In the United States model, the "Pipe Fitter" qualification is achieved over a four-year period and is similar to the traditional apprenticeship system in South Africa. The methodology is competency-based as opposed to outcomes-based.
The programme content however, is similar to the broad context of Mechanical Engineering (Pipe Fitting) Levels 2, 3 and 4.
Conclusion: The Mechanical Engineering (Pipe-Fitting) NQF Level 3 is in line with the US example for year 2/3 of the apprenticeship programme.
2.2 United Kingdom (England and Scotland):
The qualification from the National Vocational Qualifications (NVQ) which relates to standards-based programme is the NVQ Pipe Fitter Apprenticeship - The "Pipe Fitting" strand at NVQ Level 3 is usually completed within a workplace context, with monitoring and assessments performed by a training officer).
The NC Mechanical Engineering (Pipe Fitting) Level 3 is not in alignment with the NVQF owing to the differences in level description. However, the South African NC Mechanical Engineering (Pipe Fitting) Level 3 appears to straddle the NVQ (Pipe Fitter) between Levels 2 and 3. Typical on-the-job competencies are listed at Level 2 (South African Level3) below:
2.3 Australia in terms of the Australian Quality Training Framework (AQTF):
The following information was obtained from the National Information Training System with regards to qualifications in "Pipe Fitter" training streams in Australia.
The qualifications investigated for "Pipe Fitters" are only covered within the apprenticeship format.
Several unit standards overlap the Plumbing, Gas Fitting Steam-Fitting and Pipe Fitting qualifications in making up the Pipe Fitting skills area, namely:
From the unit standards above, we assume that there is no coherent similarity with the South African qualification.
2.4 African Comparability:
Southern African Development Community (SADC) - Zimbabwe and Botswana:
Currently, pipe fitters in Botswana are trained through the apprenticeship system with one single trade test centre where apprentices are able to receive a certificate of qualification (Red Seal). The length and duration of the practical and theoretical components differ slightly to the South African apprenticeship system, but the learning competencies are similar, with a focus on the predominant diamond mining and small local manufacturing and engineering industries.
East African Community (EAC):
The three member states of the EAC; Kenya, Tanzania and Uganda, are in the process of the harmonisation of education and training systems within the EAC. Currently, no qualification infrastructure exists.
Information regarding training was also found on the website of the Manitoba Provincial Government in Canada. The full "Pipe-Fitter" qualification is obtained over a four-year period. The "job description" of the "Pipe-Fitter" overlaps with "Steam Fitter" and "Pipe Fitter", as is the case in all the Commonwealth countries investigated. This is due to the prevalence of steam systems used predominantly for climate control systems (domestic and industrial).
Despite this, "Pipe-Fitters" at certificate level 3 are able to carry out functions, similar to their South African counterparts, as quoted by:
Conclusion: The Canadian qualifications related to Mechanical Engineering (Pipe-Fitting) can be used interchangeably with the qualifications developed for the various South African industry sectors, serving a similar purpose.
2.6 New Zealand in terms of the New Zealand Qualifications Framework (NZQF):
Investigation into a New Zealand equivalent "Pipe Fitting" qualification indicated that a stand-alone qualification does not exist in this country. Similarities with its South African counterpart are found from the range of qualifications listed below in which individual unit standards make up the competencies separately, but not as a whole.
3. Summary of comparisons with NC Mechanical Engineering (Pipe Fitting) Level 3:
The qualifications from the various countries all address the range of mechanical engineering competencies included in Level 3, thus attending to the need to fulfil the requirements of being intermediately of nature.
The international qualifications all address a progression of competencies, from the basic functions (Level 2), to:
3.3 The content:
The content of the second/third year of a typical mechanical Pipe Fitting programme in Australian, Canadian, American, British and Botswana, relates favourably to the content of Mechanical Engineering (Pipe Fitting) Level 3:
3.4 Demonstration of work practices:
Investigation into international comparability produces overarching similarities in the outcomes of the various pipe fitter training programmes in all the countries above. They are:
3.5 L3 outcomes within the South African qualification:
Conclusion: The above outcomes are mostly replicated word-wide (in part or as a whole).
3.6 Learning delivery:
The learning delivery process in all the examples included on-the-job (practical) and off-the-job (theoretical) components and predominantly using an apprenticeship format (Traditional or in the "Modern Apprenticeship format).
3.7 Outcomes-Based Methodology:
All the examples found either directly or indirectly comply with principles of outcomes-based learning, particularly in terms of outcomes representing meaningful units of learning and assessment being conducted continuously (formatively). There is generally a final integrated summative assessment, typically called a certificate of qualification (trade test), where the candidate is required to demonstrate specific and core (cross-field) knowledge and skills.
3.8 Apprenticeships and VET programmes:
In all the examples found, learning is vocational-based. In some countries (England, Scotland, New Zealand and Australia) these are called "modern apprenticeships". These take the form of two categories, namely a programme-led apprenticeship where learners are able to follow a vocational programme at a college and then seek employment as trainees/apprentice/interns in order to qualify as artisans; and an employer-led apprenticeship, in which learners are engaged in a formal contract of learning and most learning is workplace-based. In most cases learners "earn while they learn".
3.9 Application (Purpose):
As is the intention with the South African qualifications, the international qualifications all prepare learners for pipe fitting across a wide variety of industry sectors.
4. Concluding remarks:
The Level 3 certificate developed for South Africa compares favourably with the international qualifications mentioned above, with its closest relationship being with the American version (The Construction Education Foundation of North Texas).
5. Reference documents:
5.1 Availability of skilled labour in selected occupations in Western Australia (Shah. Cooney, Long and Burke: 2005).
5.2 National Guidelines on Cross-Sectoral Qualification Linkages (Australian Qualifications Framework (AQF) Implementation Handbook: 2002).
5.3 Policy Watch-Apprenticeship framework: A Change in Design (Sian Owen: 2005; Authorised by Steve Besley-UK).
5.4 Training in Engineering Construction Skills-Employers Guide (TECSkills and the ECITB-UK: 2007).
5.5 Modern Apprenticeships-The Way to Work (Cassels Report: 2001)-UK.
5.6 Role of Apprenticeship in VET System: The Case of Botswana (Ahmad:2003) at Conference on the Reform of Technical and Vocational Education and Training (TVET) Gaborone, Botswana.
5.7 Challenges facing VET transformation in the SADC region (Akoojee and McGrath: 2003 HSRC - Pretoria) at Conference on the Reform of Technical and Vocational Education and Training (TVET) Gaborone, Botswana.
|The qualification was designed to enable qualifying learners to move from one engineering context to another and still get recognition for successful learning achievements in the previous context. This means that credit accumulation towards certification could be obtained across industries.
Fundamental learning at this level applies to equivalent credit accrual for most engineering qualifications at NQF Level 3.
Core learning at this level applies to equivalent credit accrual for some unit standards in the following examples of articulation:
Other horizontal articulation options may exist and need further investigation in cases where recognition of prior learning is sought.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The following criteria should be applied by a relevant ETQA as a minimum requirement:
> Mechanical Engineering (Pipe-Fitting) at NQF level 4 and a minimum period of related experience as specified by the relevant ETQA.
> An artisan qualification in Pipe-Fitting or similar trade-related qualification (Trade test certificate or completed contract of apprenticeship) with a minimum period of related experience as specified by the relevant ETQA.
> Subject matter experience, which may be established through recognition of prior learning (RPL).
> 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.
> 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 follows on as the second part (Level 3) of the Mechanical Engineering (Pipe Fitting) qualification series towards the Further Education and Training Certificate. Its progression is tracked along the following learning pathway:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||253736||Use welding definitions and symbols||Level 2||NQF Level 02||5|
|Core||13223||Apply safety, health and environmental protection procedures||Level 3||NQF Level 03||6|
|Core||243077||Cut material using the oxy-fuel pipe cutting device||Level 3||NQF Level 03||3|
|Core||12456||Explain and use organisational procedures||Level 3||NQF Level 03||6|
|Core||116714||Lead a team, plan, allocate and assess their work||Level 3||NQF Level 03||4|
|Core||253577||Maintain pipe systems and pipe components||Level 3||NQF Level 03||12|
|Core||253588||Perform piping off-set calculations||Level 3||NQF Level 03||5|
|Core||253558||Produce a welded pipe fabrication assembly using butt and socket fittings||Level 3||NQF Level 03||12|
|Core||253556||Read and interpret working piping drawings||Level 3||NQF Level 03||4|
|Core||253734||Cut materials using plasma cutting||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||243061||Assemble work pieces in jigs (minor amendments include the use of manipulators)||Level 2||NQF Level 02||3|
|Elective||254357||Bend a pipe by means of a hydraulic pipe bender||Level 2||NQF Level 02||2|
|Elective||244077||Demonstrate understanding of chemicals in a processing environment||Level 2||NQF Level 02||6|
|Elective||116654||Make up a flanged pipe section||Level 2||NQF Level 02||2|
|Elective||243063||Weld carbon steel work-pieces using the shielded metal arc welding process in the down-hand position.||Level 2||NQF Level 02||15|
|Elective||12246||Assemble and mechanically join sheet, plate, tube, pipe and steel sections||Level 3||NQF Level 03||4|
|Elective||253574||Bevel a pipe using a mechanised pipe bevelling machine||Level 3||NQF Level 03||4|
|Elective||9532||Demonstrate basic knowledge of computers||Level 3||NQF Level 03||6|
|Elective||243086||Draw and interpret complex plate, pipe and structural steel plate, pipe and structural steel drawings||Level 3||NQF Level 03||6|
|Elective||253737||Gouge material with air-carbon-arc gouging process||Level 3||NQF Level 03||10|
|Elective||253430||Maintain filters and strainers||Level 3||NQF Level 03||4|
|Elective||253434||Maintain heat exchangers and pressure vessels||Level 3||NQF Level 03||8|
|Elective||253599||Maintain steam traps||Level 3||NQF Level 03||4|
|Elective||253439||Maintain valves||Level 3||NQF Level 03||8|
|Elective||9530||Manage work time effectively||Level 3||NQF Level 03||3|
|Elective||243078||Perform destructive testing on welded specimens||Level 3||NQF Level 03||5|
|Elective||243068||Weld carbon steel workpieces using the gas tungsten arc welding process in the downhand position||Level 3||NQF Level 03||15|
|Elective||253634||Identify and apply insulation methods and materials for pipes and pipe systems||Level 4||NQF Level 04||8|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|63330||National Certificate: Mechanical Engineering: Pipe-Fitting: Chemical||Generic Provider - Field 06||Level 3||NQF Level 03||121||CHIETA||OQSF|
|63329||National Certificate: Mechanical Engineering: Pipe-Fitting: Manufacturing and Engineering||Generic Provider - Field 06||Level 3||NQF Level 03||121||MERSETA||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
|LP ID||Learning Programme Title||Accredited Provider|
|63330||National Certificate: Mechanical Engineering: Pipe-Fitting: Chemical||JOMELE TRAINING AND PLACEMENTS|
|63329||National Certificate: Mechanical Engineering: Pipe-Fitting: Manufacturing and Engineering||
1. Belique Training Centre cc (ALBERTON) (TP)
2. Jericho Safety Consultants (Pty) Ltd (TP)
3. S & S Training & Construction (SPRINGS) (TP)
4. Wilbat Projects 148 (Pty) Ltd (ISIPINGO) (TP)