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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: Printed Circuit Board Design Technician |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 126018 | National Occupational Certificate: Printed Circuit Board Design Technician | |||
| 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 | 169 | 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: Printed Circuit Board Design (PCB) Technician is to prepare a learner to operate as a Printed Circuit Board Design Technician. Printed Circuit Board Design Technicians select and fit electronic components onto a suitable substrate according to a given schematic drawing and finish the boards with hand tools. Learners who achieve this qualification acquire knowledge and skills in the design and assembly of PCBs, thus increasing employment possibilities as PCB Technicians in various sectors, such as manufacturing, information, communication and technology and the health industry, etc. A qualified learners will be able to: Typical graduate attributes: Analytical, Accuracy, Precise, Creative, Innovative, Critical, Manual Dexterity, Excellent Eye-hand Coordination and Colour Conscious. Rationale: The importance of competent Printed Circuit Board (PCB) Design Technicians cannot be overemphasised. The consumer demand for electrical and electronic appliances and devices expands due to the proliferation of inter alia smartphones and other smart devices. Technological advancements and innovations are a further driving factor for consumer electronics, such as in the information, communication and technology, manufacturing for the health industry electronic equipment, etc. This expansion leads to increased demand for a skilled and competent workforce, especially in terms of PCB design and assembly since PCBs are found in every single electronic or smart device. This qualification will fill a gap in the need for a suitable qualification providing for such specialised skills. Similar Qualification(s), Part-Qualifications/Skills Programmes that are registered on the NQF/QCTO: The PCB plays an important role in interconnecting electronics components and is the backbone of electronic products. The PCB assembly market is expanding due to an increase in the demand for consumer electronic products and products becoming more affordable. Qualified learners shall supply the much-needed competent technicians to the sector to stabilise and respond to economic growth. Society will benefit through consumer appliances that are making life simpler due to cutting-edge technologies, all based on circuit boards. PCBs can be found in many of today's cutting-edge consumer electronics, such as smartphones, wearables, tablets, wireless charging platforms, printers, scanners, household appliances and internet-connected systems (e.g., security systems). Learners achieving this qualification will be able to find employment as PCB Design Technicians with opportunities for employment in various economic sectors, namely manufacturing. Learners can also opt for self-employment and start their own businesses. PCB assembly plays an important role in supporting technological advancements, thus benefiting the economy at large. Currently, PCBs are imported to meet the demand within the economy. However, suitably qualified PCB Design Technicians could fill the gap in the market, making South Africa less reliant on imports. The demand for PCB Design Technicians is therefore expected to increase. Typical learners: Typical learners include school leavers, persons functioning as PCB Design Technicians or as Assemblers who have no formal recognition and those in the 4IR realm wishing to further their careers. Collaboration with relevant stakeholders: List of typical occupations in which the qualifying learner will operate: |
| 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 confirming that all internal assessment criteria for all modules in the related curriculum document have been achieved. For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure that all modular competency requirements are met prior to the FISA and must keep a record of such evidence. 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: |
| 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: 64. Practical Skill Modules: Total number of credits for Practical Skills Modules: 64. Work Experience Modules: Total number of credits for Work Experience Modules: 41. |
| EXIT LEVEL OUTCOMES |
| 1. Produce PCB design using applicable software.
2. Assemble PCB components according to specifications. 3. Adhere to occupational health, safety, risk, housekeeping and environmental procedures. 4. Quality assure PCB unit functionality. 5. Conduct fault finding to detect deviations from specifications and defects. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Produce PCB design using applicable software. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Assemble PCB components according to specifications. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Adhere to occupational health, safety, risk, housekeeping and environmental procedures. Associated Assessment Criteria for Exit Level Outcome 3: ELO 4: Quality assure PCB unit functionality. Associated Assessment Criteria for Exit Level Outcome 3: ELO 5: Conduct fault finding to detect deviations from specifications and defects. Integrated Assessment: Formative Assessments conducted internally: Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities is 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 and relevant 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 attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared to the following international qualifications:
Country: New Zealand. Institution Name: Qualification Name: National Certificate in Electronic Engineering. NZQF: Level 4. Duration: Three to Four Year Traineeship. Credits: 155 credits. Purpose/Rationale: It's an advanced qualification for people who wish to pursue a career as a servicing technician in the areas of industrial, domestic, commercial, telecommunications, marine, or military electronics. The qualification recognises the knowledge and skills required to perform competently and safely in the testing, maintenance, and repair of electronic equipment and products. It incorporate learning in the workplace as well as courses conducted by accredited training providers. Modules: The qualification comprises a compulsory section, and two elective sections, to provide flexibility within the qualification and allow application in a variety of electronics industry contexts. Compulsory Modules: Elective Modules: The balance section allows learners to prepare for various roles in the electronics industry by selecting unit standards that cover a range of knowledge and skill that includes electronic equipment servicing, fault diagnosis, and repair to module or component level. Types of equipment covered include industrial, telecommunications, consumer, office, and microprocessor-controlled systems as well as radar, radio transmitters and receivers, computers and their peripherals, data communications equipment, and marine electrical and electronic equipment. Also included is a unit covering the installation and commissioning of electronic equipment and another covering engineering mathematics. Similarities: Similarities between the two qualifications are mostly in terms of the content. Other similarities relate to the level, number of credits and inclusion of workplace experience. Differences: The National Occupational Certificate: Printed Circuit Board Design Technician includes compulsory modules only which differs from the elective component in the New Zealand qualification. Differences in the content relates to the New Zealand program specifying electric equipment related to contexts of application such as computing devices, computer operating systems and software, programming of microprocessors, digital sub-systems. The National Occupational Certificate: Printed Circuit Board Design Technician 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 (Online, Virtual campus, Part-Time, Full-Time or Blended learning). Entry requirements: Or Or Purpose/Rationale: 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. It focuses on appropriate mathematical, scientific, and computational tools that underpin Electronics and Electrical Engineering, applying them to solve analytical, design, and theoretical problems in the field. This includes interpreting fundamental engineering calculations, approaches, and technical terminologies, as well as electronic printed circuit boards (PCBs). The learner is prepared for computer design principles and to identify technological, legal, and ethical issues and evaluate their impact on the delivery of firm, robust, and reliable electrical networks. Modules: Similarities: Similarities between the two qualifications are mostly in the content. All items listed above are addressed in the National Occupational Certificate: Printed Circuit Board Design Technician. Other similarities relate to the level, duration and method of delivery. Differences: There are differences between the two qualifications in terms of the content. National Occupational Certificate: Printed Circuit Board Design Technician does not include Electrical Machines nor Applied Fundamentals of Statistical Methods. It does include content on Embedded Systems, Microprocessors and Microcontrollers which is not covered by the Namibian Certificate in Electrical and Electronic Engineering. Conclusion: National Occupational Certificate: Printed Circuit Board Design Technician compares favourably with the international programs in terms of content, level and duration. |
| 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:
Criteria for the accreditation of providers: Accreditation requirements, against which Skills Development Providers and Assessment Centres will be accredited, are found in the Curriculum Document, as listed below. The curriculum title and code are: National Occupational Certificate: Printed Circuit Board Design Technician: 311401-001-00-00. Encompassed Trade: This is not a trade qualification. Assessment Quality Partner (AQP): MICT SETA. |
| 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. |