|
|
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 Maintainer and Repairer |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124469 | Advanced Occupational Certificate: Mechanical Engineering Maintainer and Repairer | |||
| 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 | 228 | Not Applicable | 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 Maintainer and Repairer. Learners qualifying from this qualification would acquire necessary competencies to function in mechanical engineering industry as maintenance personnel, eligible to perform a variety of tasks including but not limited to maintainers, service and repairs of equipment and systems. Mechanical Maintainer and Repairer inspects, maintains and repairs mechanical engineering equipment and processes in accordance with relevant standards and codes to ensure effective and efficient performance. A qualified learner will be able to: Rationale: The need for this qualification was identified during the development of the Occupational Diploma: Mechanical Engineering Technician (Automation). This qualification is derived from this Occupational Diploma and is intended to equip learners with the necessary and relevant knowledge and skill to perform maintenance and repair work on mechanical equipment and systems, a critical skill needed in mechanical engineering. There are many similar qualifications registered on the NQF under Higher Education Qualifications Sub Framework (HEQSF). These cover broader scope of mechanical engineering at various NQF levels as opposed to the Advanced Occupational Certificate: Mechanical Engineering Maintainer and Repairer which is specific to maintenance technicians specialising with maintenance and repair work. There are also registered qualifications under the OQSF in mechanical engineering at lower NQF levels than this advanced occupational certificate, and these are developed to provide learners with a skill in related occupation/functions at lower operational levels, thus, this advanced occupational certificate becomes a vertical learning pathway for learners who would successfully complete these lower NQF level qualifications in mechanical engineering. This qualification will benefit society by providing highly sought after skills and competencies in this occupation, making successful learners employable and ready for self-employment. This will have a positive contribution to the economy of South Africa as successful leaners who would gain employment or who would establish own businesses will add to the revenue collection of the country. The skills to be acquired from this qualification have the potential to reduce unemployment particularly amongst youth. The sector will benefit from this qualification through the availability of well-trained mechanical engineering technicians who would be capable to deliver services required today and into the future. Learners who qualify in this qualification would be able to perform a variety of tasks within maintenance and repair environment related to duties and functions of mechanical engineering technicians in the industry. Typical learners are school matriculants, TVET & CET NQF level 4 learners including individuals 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: Successful learners will operate in various occupations in mechanical engineering space. Typical areas where these competencies reside includes but not limited to manufacturing, automotive, food production, 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 4 qualification with mathematics and science. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| 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: 139. Practical Skill Modules: Total number of credits for Practical Skill Modules: 65. Work Experience Modules: Total number of credits for Work Experience Modules: 24. |
| EXIT LEVEL OUTCOMES |
| 1. Apply appropriate methods and techniques to inspect mechanical engineering equipment and process through the application of relevant procedures and principles.
2. Apply knowledge and utilise tools to repair mechanical engineering equipment and process by applying relevant principles and procedures. 3. Utilise tools and equipment to maintains mechanical engineering equipment and process through the application of relevant techniques, procedures, and principles. 4. Apply relevant knowledge and principles to conduct investigation on mechanical equipment and processes failure and breakdown. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Apply appropriate methods and techniques to inspect mechanical engineering equipment and process through the application of relevant procedures and principles. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Apply knowledge and utilise tools to repair mechanical engineering equipment and process by applying relevant principles and procedures. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Utilise tools and equipment to maintains mechanical engineering equipment and process through the application of relevant techniques, procedures, and principles. Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Apply relevant knowledge and principles to conduct investigation on mechanical equipment and processes failure and breakdown. Integrated Assessment: The Skills Development Provider will implement Internal Assessment for Modules as stipulated in the form of Internal Assessment Criteria (IAC) found in the QCTO curriculum document. Accredited SDPs should have well-designed, relevant, learning resources and explicit Formative and Summative Assessment Strategies to prepare learners for the EISA. Integrated Formative Assessment Internal Formative Assessment is conducted by the Accredited Skills Development Provider, designed to feed into further learning and is key for the learning process e.g. assignments, tests, scenarios, role play, etc. Integrated Summative Assessment Internal Summative Assessments are conducted at the end of the module or after integration of modules, e.g. applied knowledge, workplace tasks, practical demonstration, simulation reports, projects, case studies, etc. The results of these assessments are to be recorded. These results, together with the Statement of Work Experience, where applicable, contributes to Statement of Results. The SDP must produce a Statement of Result for each learner, indicating competence in each module, of each component. The Statement of Results provides a learner with entrance to the External Integrated Summative Assessment (EISA). An accredited SDP provides the following to the Quality Partner-Assessment for each learner: SDP Generated Statement of Results covering Knowledge and Practical Skills Component and Proof of Statement of Work Experience covering Work Experience Component and copy of ID. OR SDP Generated Statement of Results covering Knowledge Component and Application Component and copy of ID. The External Integrated Summative Assessment (EISA) For entrance into the EISA, the learner requires the SDP Generated Statement of Results covering Knowledge and Practical Skills Component and Statement of Work Experience covering Work Experience Component and Copy of ID. OR SDP Generated Statement of Results covering Knowledge Component and Application Component and copy of ID. The External Integrated Summative Assessment (EISA) is the responsibility of Quality Partner - Assessment. The EISA conducted at a QCTO Accredited Assessment Centre. Competence in EISA is a requirement for certificating a learner. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared with similar qualifications from Canada and Australia:
Australia The Engineering Institute of Technology (EIT) offers the Advanced Diploma of Mechanical Engineering Technology. This diploma is officially accredited within the Australian Qualifications Framework by the Training Accreditation Council (TAC), and EIT is approved by the Australian Skills Quality Authority (ASQA) for delivery in all Australian states. At least a Year 12 or Cert III trade qualification or equivalent in a related field is required for entry into this qualification or 4 years minimum work experience in a related field. The programme duration is 18 months. The following modules make up the curriculum of this qualification: Similarities: Both the Australian advanced diploma and the South African Occupational Diploma cover similar content, and the entry requirements are similar. Differences: The South African Occupational Diploma is delivered over a minimum period of 36 months whilst the Australian advanced Diploma is offered over 18 months. The level of the two qualifications differs. Most titles of modules of the Australian qualification are topics and or topic elements of the South African Occupational Diploma. Canada Ontario college offers a 2year diploma in mechanical engineering - technician whose admission requirements include Ontario Secondary School Diploma, or grade 12. Students have the option to register with the Ontario Association of Certified Engineering Technicians having completed their Professional Practice Exam. The qualification is made up of the following content: Similarities: These modules offer similar comparison with the South African Occupational Diploma. Some of the similarities include the entry requirement. Both qualifications offer an opportunity to graduates of professional registration upon completion. Differences: Differences between the two qualifications are in terms of the scope as the South African Occupational Diploma is aimed at mechanical technicians in the manufacturing industry whilst the Canadian diploma is generic. The Canadian qualification graduates must write a professional practice exam to be declared as certified technicians whilst South African diploma graduates do not, the South African diploma is developed in compliance to professional registration requirements of the regulating body and graduates are to be deemed eligible to register for professional recognition. Conclusion: This qualification compares fairly with the Australian 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 end date or will reach the 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 Maintainer and Repairer - 311501-002-00-00. Encompassed Trade(s): Assessment Quality Partner (AQP). |
| 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. |