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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: |
| National Occupational Certificate: Electronic Engineering Assembler |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 126017 | National Occupational Certificate: Electronic Engineering Assembler | |||
| ORIGINATOR | ||||
| Development Quality Partner-MICT SETA | ||||
| 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 | ||
| National Occupational Cert | Field 10 - Physical, Mathematical, Computer and Life Sciences | Information Technology and Computer Sciences | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 130 | Not Applicable | NQF Level 04 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0840/26 | 2026-06-02 | 2031-06-02 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2032-06-02 | 2035-06-02 | |||
| 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 National Occupational Certificate: Electronic Engineering Assembler is to prepare a learner to operate as an Electronic Engineering Assembler. Electronic Engineering Assemblers perform technical tasks to aid in the design, manufacture, assembly, construction, operation, maintenance and repair of electronic equipment and devices. They conduct tests on electronic systems, collect and analyse data and assemble circuitry in support of electronics engineers and engineering technologists. Learners achieving this qualification will expand their skill set and will be well-positioned to apply for work opportunities in the electronics industry. Qualified learners may venture into entrepreneurship and create job opportunities. Learners will also benefit from this qualification since it will provide knowledge and competence to provide quality services to the public in terms of installation, repair and maintenance of electronic systems, equipment, gadgets, telecommunication products and household appliances. A qualified learner will be able to: Rationale: Electronics is the foundation of many Fourth Industrial Revolution qualifications and occupations, "Smart" is taking over the world, and electronics are in every smart device. The Information and Communication Technology sector requires the supply of suitably qualified Electronic Engineering Assemblers for various industries. The electro-technical industry in South Africa is growing rapidly, with a projected annual growth in revenue (CAGR 2023-2027) of 14.61%. Furthermore, the electronics industry is showing swift advancement in terms of disruptive technologies, organic electronics, miniaturisation, 3D printers and the use of advanced materials. With these global and local initiatives, the need for suitably qualified Electronic Engineering Assemblers and other occupations is also growing. This Information and Communication Technology has the potential to grow, develop, and diversify the economy. Typical learner attributes: Typical learners include school leavers, persons employed as electronic technicians, but without formal recognition and those working in the 4IR realm wishing to further their careers. Society will benefit from suitably qualified Electronic Assemblers, who provide quality services to the public, such as repairing electronic equipment, household appliances, TVs, sound systems (voice and music recording, text-to-voice), cameras, and cellphones and installing and repairing access control systems, security systems, automated gates, and garage doors, etc. The economy will benefit from qualified learners as they are able to start their own companies or find employment in the formal electronics industries in various sectors such as the defence, security, manufacturing, and automotive sector, aviation and aerospace companies, medical device and medical instrument manufacturers, local government, etc. Collaboration with relevant stakeholders: Listing of typical occupations in which the qualifying learner will operate (if relevant): |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access to Training: Learners may use the RPL process to gain access to training opportunities for a qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a qualification. Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification. 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. For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a qualification 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): Learners who have gained the stipulated competencies of the modules of a qualification 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. 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 the QCTO certificate for the qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications are approved by the QCTO. Entry Requirements: Or |
| 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: 53. Practical Skills Modules: Total number of credits for Practical Skills Modules: 49 Work Experience Modules: Total number of credits for Work Experience Modules: 28 |
| EXIT LEVEL OUTCOMES |
| 1. Apply soldering techniques and prepare for the assembly of electronic circuitry, components and systems.
2. Assemble basic electronic systems. 3. Troubleshoot problems with electronic systems, and repair, replace or rework as necessary. 4. Adhere to occupational health and safety rules and regulations as well as quality standards. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Apply soldering techniques and prepare for the assembly of electronic circuitry, components and systems: Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Assemble basic electronic systems: Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Troubleshoot problems with electronic systems, and repair, replace or rework as necessary: Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Adhere to occupational health and safety rules and regulations as well as quality standards: Integrated Assessment: Formative Assessments conducted internally Formative assessments are conducted throughout the training of learners. A range of formal, nonformal 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 weaknesses 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 and interviews. Continuous feedback must be provided. Integrated Summative Assessment conducted internally: Integrated Assessment involves all the different types of assessment tasks required for a particular qualification 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. An accredited SDP should implement a well-designed, formal, relevant and final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements of each module of the relevant components of the qualification. 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. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared to the following international qualifications:
Country: Australia. Institution Name: The Apeiro Institute (Pty) Ltd. Qualification Name: Certificate IV in Electronics and Communications. AQF: Level 4. Duration: One and half year (1 year 6 months)- (Face-to-face and e-learning). Entry requirements: 18 years and above and must have completed the Australian Year 12. Purpose/Rationale: This qualification covers competencies in audio/video, data systems and computer/network hardware, medical applications and communication aspects of electronics i.e. transmitters, communications medium/channel, receivers, computing devices, attenuation and noise reduction, and detection/surveillance. The assessment of this program includes case studies/scenarios, projects/presentations, observation/demonstration, third party reports and oral/written questioning. Compulsory Modules: Elective Modules: Similarities: Similarities between the two qualifications are mostly in the content. All items listed above are addressed in the National Occupational Certificate: Electronic Engineering Assembler. Other similarities relate to the level. Differences: The differences between the two qualifications relate to the duration, entry requirements and components where the National Occupational Certificate: Electronic Engineering Assembler includes a work experience component which is not the case with the Australian qualification. Differences in the content relates to the Australian qualification specifying units related to contexts of application such as computing devices, computer operating systems and software, programming of microprocessors, digital sub-systems. The National Occupational Certificate: Electronic Engineering Electronic Assembler does not include specific modules related to these application environments, all modules in the qualification provide for the necessary scientific foundation and generic skills to ensure that learners can function effectively in any of the above-mentioned contexts. Country: Namibia. Institution Name: National Institute of Technology. Qualification Name: Certificate in Electrical and Electronic Engineering. NNQF: Level 4. Duration: one year (1 Year)- Distance learning, Online, Virtual campus, Part-time, Full-time, or Blended learning. Purpose/Rationale: It focuses on foundational skills for installing, maintaining, and repairing electrical equipment, with content including electronic electrical theory, circuit analysis, electronics, and an understanding of integrated electrical systems and schematics and digital and communication systems. The qualification prepares learners for employment or further education in the field, providing a basis to interpret system schematics and understand electrical protection technology. It aims to equip learners with the foundational knowledge and hands-on skills to install, troubleshoot, maintain, and repair electronic equipment and systems. Modules: Similarities: Similarities between the two qualifications are mostly in the content. All items listed above are addressed in the National Occupational Certificate: Electronic Engineering Assembler. Both are at a similar level, contain soft skills, are delivered over a similar duration and through a similar method of delivery. Differences: There are slight differences between the two qualifications in terms of content. The National Occupational Certificate: Electronic Engineering Assembler does not include Electrical Machines nor Circuit Analysis. It does include content on PCB Construction and Components as well as Embedded Systems, Microprocessors and Microcontrollers which is not covered by the Certificate in Electrical and Electronic Engineering. Conclusion: National Occupational Certificate: Electronic Engineering Assembler compares favourably with the international qualifications in terms of content (electronics, electrical, entrepreneurship, components, PCB), level of complexity at 4 and duration of one year. |
| ARTICULATION OPTIONS |
| This qualification has the following articulation options:
Horizontal Articulation: Within OQSF - Between sub-frameworks - Vertical Articulation: Within OQSF- Diagonal Articulation: |
| MODERATION OPTIONS |
| N/A. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A. |
| NOTES |
| Additional Legal or Physical Entry Requirements:
Good eyesight ability to differentiate colours and dexterity. Criteria for Accreditation: Accreditation requirements, against which Skills Development Providers (SDP) and Assessment. Centres, that will be accredited, are found in the Curriculum Document, as listed below. The curriculum title and code: National Occupational Certificate: Electronic Engineering Assembler: 311401-003-00-00. Encompassed Trades: This is not a trade qualification. |
| 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. |