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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: |
| Advanced Occupational Certificate: Mechanical Engineering Designer |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124468 | Advanced Occupational Certificate: Mechanical Engineering Designer | |||
| ORIGINATOR | ||||
| Development Quality Partner - QCTO (MANU) | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| QCTO - Quality Council for Trades and Occupations | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Advanced Occupational Cert | Field 06 - Manufacturing, Engineering and Technology | Engineering and Related Design | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 190 | Undefined | NQF Level 06 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0632/25 | 2025-06-03 | 2030-06-03 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2031-06-03 | 2034-06-03 | |||
| 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 this qualification is to prepare a learner to operate as a Mechanical Designer. Learners graduating from this qualification would acquire necessary competencies to function in mechanical engineering industry as technicians, eligible to perform a variety of tasks including but not limited designers of equipment and systems. A Mechanical Designer designs, revise and modify mechanical engineering components, equipment and systems designs in accordance with relevant standards and codes to reduce and resolve production and related operational deficiencies. A qualified learner will be able to: Rationale: The need for the development of this qualification was identified during the development of an Occupational Diploma: Mechanical Engineering Technician (Automation). As a derived qualification from this occupational diploma, this advanced occupation certificate aims to address an industry need of qualified and skilled individuals to assume critical roles of solving mechanical engineering and related problems by designing suitable, effective, and efficient mechanical equipment and systems, compliant to industry and regulatory requirements. There are several mechanical engineering NQF level 6 qualifications registered on the NQF under the HEQSF, which address broader competencies of mechanical engineering as a field. There are also several related registered occupational qualifications at lower NQF levels addressing specific occupations within the field of mechanical engineering. This advanced occupational certificate provides unique and specific competencies in mechanical engineering related to designing mechanical equipment and systems. This qualification will benefit the society by equipping individuals with specialised competencies related to the identification and solving of mechanical engineering problems, this will potentially assist small businesses and entrepreneurs in mechanical engineering to maximise their gains by locally qualified and skilled mechanical designers. As more people qualify from this qualification, the industry will gain the services of qualified and skilled mechanical designers, with the potential of making operational equipment and systems more effective and efficient. This will in turn reduce operational costs and contribute to the growth of mechanical engineering industry and related sectors, which will lead to more revenue contribution, safety in industrial operations and compliance to industry and regulatory requirements. Typical learners are school matriculates, TVET & CET NQF level 4 graduates including those who are practicing in this occupation without formal education. Collaboration with relevant stakeholders: Different stakeholders both from public and private sector were consulted during the development of this qualification. List typical occupations in which the qualifying learner will operate (if relevant) Successful learners may operate in various job opportunities in the mechanical engineering space. Typical areas where these competencies reside includes but not limited to manufacturing, automotive, mining and health services. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. RPL for exemption from modules For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for credits Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for access to the External Integrated Summative Assessment (EISA) A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO. Entry Requirements: An NQF level 5 qualification in mechanical or mechatronics engineering. |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules: Total number of credits for Knowledge Modules: 118 Practical Skill Modules: Total number of credits for Practical Skill Modules: 25 Work Experience Modules: 40 Credits. Total number of credits for Work Experience Modules: 44 |
| EXIT LEVEL OUTCOMES |
| 1. Apply relevant design principles and procedures to produce drawings of mechanical components, equipment and systems which are compliant to regulatory standards.
2. Apply relevant design principles and procedures to revise and modify mechanical components, equipment, and systems drawings to comply to regulatory standards. 3. Apply relevant processes, procedures, and techniques to solve problems related to mechanical components, equipment and systems designs. 4. Apply relevant tools, methodologies and principles to gather information to solve problems related to mechanical components, equipment and systems designs. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Apply relevant design principles and procedures to produce drawings of mechanical components, equipment and systems which are compliant to regulatory standards. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Apply relevant design principles and procedures to revise and modify mechanical components, equipment, and systems drawings to comply to regulatory standards. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Apply relevant processes, procedures, and techniques to solve problems related to mechanical components, equipment and systems designs. Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Apply relevant tools, methodologies and principles to gather information to solve problems related to mechanical components, equipment and systems designs. Integrated Assessment: Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. Integrated Formative Assessment: Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Integrated Summative Assessment: An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification or skills programme. Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment (EISA) The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating: The attainment of all modules for the Knowledge, Practical and Work Experience modules OR The attainment of all modules for the Knowledge and Application Components. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared with similar qualifications from Malaysia and Canada:
Malaysia Diploma in engineering technology - industrial design, is an accredited qualification offered by German-Malaysian Institute (GMI). The qualification prepares students to conduct the design process from project brief to design implementation. The students are expected to acquire presentations, problem-solving, communication, documentation, and organizational skills during the phases of the design process through industry collaborations and studio projects. Entry requirements, credits and level of the qualification are not specified. The qualification is offered over a period of six trimesters, one trimester set aside for industrial training. The following subjects offer comparison with our Advanced Occupational certificate: Mechanical designer: Similarities: Both qualifications focus on equipping students with engineering design competencies for industrial purposes. They both contain similar/same subjects/module i.e. communication, engineering drawing, computer aided design, and others listed above, and a critical maths concept i.e. calculus for engineering design. They also have a component of work experience. Differences: The Advanced Occupational Certificate: Mechanical Designer is offered for one year, whilst the Malaysian diploma is offered for three years, the duration of work exposure differs on both qualifications. The Malaysian diploma covers a broad spectrum of engineering disciplines whilst the Advanced Occupational Certificate: Mechanical Designer is specific for mechanical engineering. Canada Ontario College offers an Advanced Diploma for 3 Years at the Ottawa campus. This programme teaches students to apply scientific and engineering principles to solve mechanical engineering problems in a variety of industries. All applicants must satisfy both College Eligibility and Program Eligibility requirements, which among others, include: The following courses/subjects (offered in the classroom or lab, entirely online, or in a hybrid mode) comprise this advanced diploma and are covered by the Advanced Occupational Certificate: Mechanical Designer: Similarities: Both qualifications have a component of work experience. Courses/subjects are covered by both qualifications. They also prepare students for the field of mechanical engineering. Differences: Entry requirements differ, so does the duration and the nomenclature of the two qualifications. Conclusion: This qualification compares fairly with the Malaysian and Canadian qualifications in terms of content. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for the following articulation options.
Horizontal Articulation: Vertical Articulation: None. All possible articulation options have reached the registration end date or will reach the registration end date soon. Diagonal Articulation: Advanced Diploma in Mechanical Engineering, NQF Level 7. |
| NOTES |
| Additional Legal or Physical Entry Requirements:
Criteria for the accreditation of providers. Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below. The curriculum title and code are: Mechanical Engineering Designer - 311501-003-00-00. Encompassed Trade: |
| 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. |
| NONE |
| 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. |