|All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.|
|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:|
|National Certificate: Foundry Operations|
|SAQA QUAL ID||QUALIFICATION TITLE|
|66512||National Certificate: Foundry Operations|
|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||121||Level 2||NQF Level 02||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|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 is replaced by:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|91877||Occupational Certificate: Melter||Not Applicable||NQF Level 04||361||Complete|
|91785||Occupational Certificate: Moulder||Not Applicable||NQF Level 04||364||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This qualification is designed to empower learners to operate efficiently in Foundry Operations, manufacturing either quality pattern equipment (wooden patternmaking), or sand composite moulds and cores by hand (floor moulding) or machine (machine moulding and coremaking) for consumption within a metal casting process, or producing the liquid metal (foundry melting) consumed by such metal casting processes.
This qualification gives recognition for the skills, knowledge and values acquired by learners involved with:
The main skills learnt in this qualification are the ability to:
Practical skills play a large role in this qualification.
On completion, the learner will receive recognition for the ability to:
Qualified learners will also understand:
Qualifying in the exit level outcomes will enable learners to effectively perform a range of workplace activities. What learners achieve in this qualification will also serve as a basis for further learning within Foundry Patternmaking, Foundry Moulding or Foundry Melting processes. Learners will also have foundational competence in mathematics, science, reading, writing and speaking relevant to Foundry Operations.
The Foundry industry is a complex and specialised sector supplying a vast range of quality metal products to downstream customers. The emergence of South Africa as a cost-effective supplier to international markets has created a demand for people with the skills to manufacture the final products as well as function within the support processes to the manufacturing process. These processes include Foundry Patternmaking, Foundry Moulding and Foundry Melting.
This is the first in a series of qualifications in Foundry Operations starting at NQF Level 2 and progressing to NQF Level 4. This series of qualifications will enable learners to:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|This qualification assumes learners have a National Certificate (General Education and Training Certificate) in Manufacturing, Engineering and Related Activities at NQF Level 1 or equivalent.
If the learner does not already have such a qualification, learning in preparation for this qualification would also have to include NQF Level 1 learning in:
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 provided and guidance should be provided to assist in the process of developing a portfolio. 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.
Care should be taken that the process used provides the learner with an opportunity to demonstrate competence and is not too demanding as to prevent learners from taking up the RPL option towards gaining a qualification.
Access to the Qualification:
This qualification is designed for learners who:
Access for learners with physical disabilities is dependent:
|RECOGNISE PREVIOUS LEARNING?|
|In order to be awarded this qualification totalling 121 credits, learners have to be declared competent in:
Depending on their area of specialisation (Foundry Patternmaking, Foundry Moulding OR Foundry Melting), learners may choose from the categories:
|EXIT LEVEL OUTCOMES|
|1. Operate within the foundry manufacturing environment.
2. Communicate with all levels of work in the foundry production environment.
A choice of the following exit level outcomes depending on the chosen specialisation area:
3. Read, interpret and produce basic technical drawings.
4. Understand the manufacturing process.
5. Maintain and manufacture simple wooden pattern equipment.
6. Prepare for and produce simple moulds or cores.
7. Ready input material, equipment and/or process in line with product and scheduling requirements.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Output and quality requirements are met according to production requirements.
1.2 Safe working practices are applied according to safety procedures.
1.3 An understanding of materials used in the workplace is demonstrated according to material properties.
1.4 Solve problems and emergencies are dealt with in an efficient and effective manner by following procedures.
1.5 Relationships with peers and supervisory/management levels are established and functioning using constructive communication procedures.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Regular and ongoing communication is conducted according to communication practices.
2.2 Daily work schedules and production issues are discussed on a regular basis with other team members.
2.3 Information relevant to own work context is recorded and reported according to procedure.
2.4 Demonstrate an understanding of options for further learning in this or a related field of learning according to possible specialisation areas.
A choice of the following exit level outcomes depending on the chosen specialisation area.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Pattern equipment that require manufacturing is identified and their requirements are interpreted according to technical drawings.
3.2 Technical drawing(s) are produced and meets job requirements.
3.3 Response to questioning indicates understanding of issues related to technical drawing concepts and material lists.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Material and pattern equipment damage and production of scrap or faulty moulds is minimised.
4.2 Non-conformances and actions taken are accurately and clearly (orally or in writing) reported.
4.3 A clean and safe work area is maintained according to housekeeping procedures.
4.4 Response to questioning indicates understanding of issues related to the manufacturing process.
4.5 Recognise and respond to changes in the manufacturing process according to process indicators.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 Appropriate checks are performed and the pattern equipment is prepared to specification(s).
5.2 Appropriate hand and power tools are correctly used according to procedure.
5.4 Operational and customer requirements are met in maintaining and manufacturing pattern equipment.
5.5 Non-conformances and actions taken are reported according to procedure.
5.6 A clean and safe work area is maintained according to housekeeping procedures.
5.7 Response to questioning indicates understanding of issues related to pattern equipment inspection, preparation and manufacturing according to procedure.
Associated Assessment Criteria for Exit Level Outcome 6:
6.1 Technical sketches and drawings are read and interpreted according to procedure.
6.2 Materials and/or moulds are prepared and processed according to procedure.
6.3 Adjustments or changes are made to equipment and process according to procedure.
6.4 Mould quality is monitored in terms of quality parameters.
6.6 Problems, changes and/or malfunctions are recognised and reported according to procedure.
6.7 Response to questioning indicates understanding of issues related to preparing, producing and processing materials and moulds according to procedure.
Associated Assessment Criteria for Exit Level Outcome 7:
7.1 Materials are prepared and processed according to standard operating procedure.
7.2 Production equipment and/or process are prepared, started up and shut down according to procedure.
7.3 Adjustments or changes are made to equipment and process according to procedures.
7.4 Materials are received, verified and stored according to procedure.
7.5 Problems, changes and/or malfunctions are recognised and reported.
7.6 Response to questioning indicates understanding of issues related to readying materials, equipment and/or process according to procedure.
Integrated assessment at the level of the qualification provides an opportunity for learners to show they are able to integrate concepts, actions and ideas achieved across a range of unit standards and contexts.
Integrated assessment must evaluate the quality of observable performance as well as the thinking behind the performance, and must be based on a summative assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include:
In some cases inference will be necessary to determine competence depending on the nature and context within which performance takes place.
Since this is a foundational qualification, it is necessary to ensure that the fundamental part of the qualification is also targeted to ensure that while the competence may have been achieved in a particular context, learners are able to apply it in a range of other contexts and for further learning. The assessment should also ensure that all the critical cross-field outcomes have been achieved.
The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.
While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit-level outcomes. The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities associated with Foundry Operations.
|An extensive international search was conducted for evidence of comparable education and training systems. Countries included in the search were Australia, New Zealand, Britain, Scotland, Canada, North and South America, Sweden, Finland, Germany and South African SADC countries.
Despite the fact that Foundry Operations are evident and well developed world-wide, relatively little sources of outcomes-based, standards-based and/or learning material could be found during the research. Indications are that operatives are trained on the job by skilled co-workers, supported by equipment and input material suppliers.
Additional to this, subject matter experts party to the standards generation process contacted their international counterparts to establish what learning processes they have available. There is evidence of training material, although not aligned to any formal qualification framework.
The only detailed information found, related to the New Zealand Qualifications Authority, where reference was found within the National Certificate Metal Casting (Technology) (Level 4), reference 0129. This qualification embraces both Engineering as well as Foundry (Patternmaking and Moulding) disciplines.
The comparison was made difficult because neither the fundamental learning elements nor some of the generic core elements are specified. A further complication is brought about by the fact that the learning required crosses several levels. Further to this, the New Zealand qualification does not specify the level of complexity that has to be achieved. The applied competence in the South African qualification focuses on achieving a specific level of competence required by a person working in a real-world Foundry Operations context in which a degree of specialisation, experience and problem-solving ability is required.
Further comparison elements are highlighted below:
Comparison Element; New Zealand Metal Casting qualifications; This Foundry Operations qualification suite:
There are considerable similarities in the competencies required but the approach of the South African qualification looks at whole-person development in not only technological, but also in team and business related skills and makes explicit assumptions related to level of schooling and life skills.
It is evident that the technical content of this qualification for Foundry Operations places emphasis on safety, quality and best practice but is of better quality and greater value to learners when compared with that found during the research.
|The qualification has been designed and structured so that qualifying learners can move both horizontally from one area of specialisation (Foundry Patternmaking, Foundry Moulding, Foundry Melting) to another, and vertically, further specialising in a particular skills area.
This qualification articulates horizontally with the following qualifications:
This qualification articulates vertically with the following qualifications:
The qualification should also, in terms of the fundamental, non-manufacturing unit standards and other portable skills, articulate with any other qualification at NQF Level 2 and 3 in the field of engineering and manufacturing processes.
The qualification has been designed so that the learner can meaningfully articulate into the higher education and training band once s/he has obtained a NQF Level 4 qualification in Foundry Operations.
Employers, learners and/or institutions should be able to evaluate the outcomes of these qualifications against the needs of a production context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL.
|Moderators for this qualification should be qualified and accredited with an appropriate ETQA. To assure the quality of the assessment process, the moderation should cover one or more of the following:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The following criteria should be applied by the relevant ETQA:
At least the NQF level 3 Foundry Operations qualification with relevant workplace experience of at least 12 months in the field of Foundry Operations or equivalent. The subject matter experience of the assessor can be established by recognition of prior learning.
Appropriate experience and understanding of assessment theory, processes and practices.
Good interpersonal skills and the ability to balance the conflicting requirements of:
Registration as an assessor with the relevant ETQA.
Any other criteria required by the relevant ETQA.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012.|
|This Qualification has been replaced by the following Qualifications:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||120402||Demonstrate an understanding of introductory principles of chemistry and physics||Level 2||NQF Level 02||5|
|Core||259597||Explain emergency preparedness and response procedures||Level 2||NQF Level 02||3|
|Core||12466||Explain the individual`s role within business||Level 2||NQF Level 02||4|
|Core||12481||Sling loads||Level 2||NQF Level 02||4|
|Core||259604||Verify compliance to safety, health and environmental requirements in the workplace||Level 2||NQF Level 02||4|
|Core||9322||Work in a team||Level 2||NQF Level 02||3|
|Core||117171||Manage time effectively to enhance productivity and enable a balanced lifestyle||Level 3||NQF Level 03||2|
|Fundamental||119463||Access and use information from texts||Level 2||NQF Level 02||5|
|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||3|
|Fundamental||7480||Demonstrate understanding of rational and irrational numbers and number systems||Level 2||NQF Level 02||3|
|Fundamental||119454||Maintain and adapt oral/signed communication||Level 2||NQF Level 02||5|
|Fundamental||12444||Measure, estimate and calculate physical quantities and explore, describe and represent geometrical relationships in 2-dimensions in different life or workplace contexts||Level 2||NQF Level 02||3|
|Fundamental||119460||Use language and communication in occupational learning programmes||Level 2||NQF Level 02||5|
|Fundamental||7469||Use mathematics to investigate and monitor the financial aspects of personal and community life||Level 2||NQF Level 02||2|
|Fundamental||9007||Work with a range of patterns and functions and solve problems||Level 2||NQF Level 02||5|
|Fundamental||119456||Write/present for a defined context||Level 2||NQF Level 02||5|
|Elective||13159||Care for, select and use hand and measuring tools||Level 1||NQF Level 01||4|
|Elective||13169||Describe and discuss issues relating to HIV-AIDS, TB and sexually transmitted illnesses and their impact on the workplace||Level 1||NQF Level 01||4|
|Elective||13165||Describe the properties of materials found in the workplace and describe their impact on the environment||Level 1||NQF Level 01||6|
|Elective||264075||Inspect and prepare pattern equipment||Level 1||NQF Level 01||16|
|Elective||116932||Operate a personal computer system||Level 1||NQF Level 01||3|
|Elective||264044||Pour molten metal into a mould to produce a casting||Level 1||NQF Level 01||20|
|Elective||264078||Prepare sand for foundry mould production||Level 1||NQF Level 01||16|
|Elective||264015||Produce cores using a coremaking machine||Level 1||NQF Level 01||16|
|Elective||264037||Produce moulds using a moulding machine||Level 1||NQF Level 01||20|
|Elective||264035||Select, use and care for moulding materials and equipment||Level 1||NQF Level 01||8|
|Elective||116938||Use a Graphical User Interface (GUI)-based word processor to create and edit documents||Level 1||NQF Level 01||4|
|Elective||264034||Analyse production sands||Level 2||NQF Level 02||16|
|Elective||264043||Assemble cores||Level 2||NQF Level 02||16|
|Elective||243067||Cut materials using the oxy-fuel gas cutting process (manual cutting)||Level 2||NQF Level 02||6|
|Elective||9663||Cut pre-formed refractories||Level 2||NQF Level 02||4|
|Elective||264134||Demonstrate a basic understanding of quality||Level 2||NQF Level 02||4|
|Elective||264077||Demonstrate a basic understanding of the methods of chemical analysis for metals||Level 2||NQF Level 02||2|
|Elective||264095||Demonstrate an understanding of introductory principles of electricity as applied in a metals production context||Level 2||NQF Level 02||2|
|Elective||264115||Demonstrate knowledge of introductory principles of metallurgy||Level 2||NQF Level 02||6|
|Elective||12465||Develop a learning plan and a portfolio for assessment||Level 2||NQF Level 02||6|
|Elective||12238||Draw and interpret simple engineering drawings||Level 2||NQF Level 02||10|
|Elective||9909||Identify and process waste||Level 2||NQF Level 02||4|
|Elective||244365||Lift and move material and equipment by means of a forklift||Level 2||NQF Level 02||3|
|Elective||9268||Manage basic personal finance||Level 2||NQF Level 02||6|
|Elective||264054||Manufacture simple wooden pattern equipment||Level 2||NQF Level 02||16|
|Elective||13238||Mark off basic engineering shapes||Level 2||NQF Level 02||2|
|Elective||13965||Mix refractory monolithics||Level 2||NQF Level 02||4|
|Elective||242976||Operate overhead/gantry cranes||Level 2||NQF Level 02||5|
|Elective||13966||Pack refractory bricks to complete refractory linings||Level 2||NQF Level 02||10|
|Elective||12484||Perform basic fire fighting||Level 2||NQF Level 02||4|
|Elective||12483||Perform basic first aid||Level 2||NQF Level 02||4|
|Elective||114881||Prepare, use and operate equipment to support a manufacturing process||Level 2||NQF Level 02||32|
|Elective||264057||Produce a mould||Level 2||NQF Level 02||16|
|Elective||264079||Produce gravity die castings||Level 2||NQF Level 02||3|
|Elective||12219||Select, use and care for engineering power tools||Level 2||NQF Level 02||6|
|Elective||9885||Read and interpret engineering drawings||Level 3||NQF Level 03||12|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
|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.||QTE Training & Consulting cc T/A QTE (GERMISTON) (TP)|
|2.||Scaw Metals Group (Pty) Ltd T/A Scaw Metals (DINWIDDIE) (TP)|