SAQA

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:

Certificate: General Education and Training: Basic Technical Practice: Energy

SAQA QUAL ID	QUALIFICATION TITLE
20417	Certificate: General Education and Training: Basic Technical Practice: Energy
ORIGINATOR
SGB Electrical Engineering & Construction
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was EWSETA until Last Date for Achievement			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 12 - Physical Planning and Construction		Electrical Infrastructure Construction
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 1	NQF Level 01	Regular-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1359/05	2005-04-13	2006-02-09
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-02-09		2010-02-09

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
49753	General Education and Training Certificate: General Technical Practice	Level 1	NQF Level 01	130	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The qualification enables learners to further their studies within the Energy sub-disciplines at NQF level 2 and above. Through the electives component of the qualification learners are able to demonstrate vocational skills and values through which they are able to engage in life skills activities, small business development, health and environmental issues. Through recognition of prior learning adult learners are encouraged to access basic education with an understanding that they already have knowledge and experience.

A person acquiring this qualification will have skills, knowledge and experience to:

Demonstrate familiarity with knowledge of the local SA context in performing the tasks related to basic technical practice within the energy environments by applying themselves to well-defined tasks under supervision, displaying an introductory knowledge of technical components, systems, hand and power tools, measuring equipment and instruments.

Execute role and responsibilities with a basic understanding of mathematical concepts; read, interpret and sketch basic technical drawings, plans and diagrams; apply an understanding of the importance of technology within the world of work through a basic use of computers.

Communicate with peers, customers and members of supervisory/management levels through utilising basic listening, speaking, reading and writing skills to express themselves clearly in spoken and written form.

Apply known solutions to familiar and well-defined problems related to working in the energy environment with a basic understanding of forms of energy, energy efficiency and environmental awareness.

Prepare for entrepreneurial opportunities by demonstrating awareness of the importance of own contribution to society and the ability to communicate with others as a member of a group or team and demonstrate an understanding of the world as a whole and not in isolation.

The generic core industry unit standards as well as the elective unit standards provide credits that allow learners to move upwards in terms of higher levels, and sideways in terms of new competencies. This qualification will enhance the social status, productivity and employability of the learner within the energy industry as well as contribute to the quality, production rate and growth of all its sub-disciplines.

Rationale of the qualification:

The General Education and Training Certificate (GETC) is part of an integrated lifelong learning dealing with basic literacy, numeracy and general education and certificated career paths. Learners who achieve this NQF level 1 qualification in Basic Technical Practice (Energy) are recognised for their ability to demonstrate skills in the use of basic tools, equipment and instruments relevant to industry, basic literacy, and numeracy. This includes general education and certificated career paths. This qualification reflects the workplace-based needs of the energy industry that is expressed by employers and employees, both now and for the future. This qualification provides the learner with accessibility to be employed within the energy industries and provides the flexibility to pursue different careers within the industry and flexibility to move within the building construction and engineering industries. The level of flexibility within the range of electives will allow the individual to pursue a career within any technical environment with specific reference to the specialized electrical contexts of Distribution, Electrical Construction, Engineering, Generation and Transmission.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A knowledge, comprehension and application of language, mathematics and technology principles at ABET level 3 or equivalent.

Recognition of prior learning:

This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification is, in fact, based on unit standards. The table of unit standards will be added later.

EXIT LEVEL OUTCOMES

The outcomes are specified in terms of a combination of specific and the following critical cross-field outcomes:

1. Demonstrate familiarity with local knowledge and contexts in performing the tasks related to basic technical practice within the energy environments by applying themselves to well-defined tasks under supervision, displaying an introductory knowledge of technical components, systems, hand and power tools, measuring equipment and instruments.

2. Execute role and responsibilities with a basic understanding of mathematical concepts; read, interpret and sketch basic technical drawings, plans and diagrams; apply an understanding of the importance of technology within the world of work through a basic use of computers.

3. Communicate with peers, customers and members of supervisory / management levels through utilising basic listening, speaking, reading and writing skills to express themselves clearly in spoken and written form.

4. Apply known solutions to familiar and well-defined problems related to working in the energy environment with a basic understanding of forms of energy, energy efficiency and environmental awareness.

5. Prepare life skills for the world of work by demonstrating awareness of the importance of own contribution to society and the ability to communicate with others as a member of a group or team and demonstrate an understanding of the world as a whole and not in isolation.

ASSOCIATED ASSESSMENT CRITERIA

1.1 Knowledge and understanding regarding personal safety practices in a commercial, industrial or domestic energy environment is applied according to standard operating procedures and safety requirements.

1.2 Approved personal protective equipment and hygiene consumables usage is identified, explained and adhered to.

1.3 Job instructions are interpreted correctly and the sequence of operations is determined according to specified requirements.

1.4 The work area is examined; hazards and defects are reported or rectified in accordance with specified requirements.

1.5 The preparation for basic technical practices is described, explained and conducted, by the learner, in accordance with drawings, plans and specified requirements.

1.6 The use of hand tools or power tools or measuring instruments are explained and maintained, by the learner, in accordance with standard operating procedures.

2.1 Knowledge and understanding of the energy environment, alternative forms of energy, energy efficiency and terminology, are applied according to standard principles.

2.2 Knowledge and comprehension of mathematical concepts, materials and work contexts are identified, explained and applied according to standard industry principles.

2.3 Technical practices comply with specified requirements to eliminate, minimize or control the risk of injuries.

2.4 Specified reporting and recording requirements are complied with.

Range: Specified reporting and recording must include:

a. Reporting to supervisor.
b. Submitting reports.
c. Logbook entries.
d. Permit documentation.

2.5 Feedback is provided to the team members or supervisor with regard to equipment condition, environmental hazards and sub-standards in terms of specified requirements.

3.1 The work area is continuously monitored and safety hazards are reported in accordance with specified reporting requirements.

3.2 Specified reporting and recording requirements are complied with.

Range: Specified reporting and recording must include:

a. Reporting to supervisor.
b. Submitting reports.
c. Logbook entries.
d. Permit documentation.

3.3 Written and or oral feedback is provided to the team members or supervisor with regard to equipment and materials conditions environmental hazards and sub-standards in terms of specified requirements.

4.1 Forms of energy are identified, recognised and explained that enables a learner to apply known solutions to familiar and well-defined problems.

4.2 Energy efficiency and environmental issues are identified, described and discussed that enables a learner to identify problems in his/her working environment.

5.1 Knowledge and understanding regarding entrepreneurial opportunities is applied that demonstrates awareness of own contribution to the society.

5.2 Entrepreneurial opportunities are identified, interpreted, discussed and communicated to other group members.

5.3 Knowledge and understanding to apply oneself to given tasks as part of related systems and not in isolation.

Integrated Assessment:

The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve all exit level outcomes of the qualification.

The identification and solving of known problems; team work; organising self; read, interpret and sketch basic technical drawings, plans and diagrams; implication of actions and reactions in the world as a set of related systems, must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

Certain exit level outcomes are measurable and verifiable through assessment criteria assessed in one application.

Applicable assessment tool(s) to establish the foundational, reflective and embedded knowledge to problem solving and application of the world as a set of related systems within the energy environment.

A detailed portfolio of evidence is required to proof the practical, applied and foundational competencies of the learner.

Assessors and moderators should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

Unit standards associated with the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies.

INTERNATIONAL COMPARABILITY

Benchmarked against international standards and qualifications.

The unit standards on which this qualification is based were compared with unit standards from Australia, New Zealand and Scotland in terms of specific outcomes, assessment criteria and degree of difficulty.

ARTICULATION OPTIONS

This qualification will allow a person to advance to learning within any specialized context qualification at NQF level 2 in the Energy industry. This qualification provides the learner with the flexibility to pursue different careers in the energy industry and articulation within the building construction and engineering industries. The level of flexibility within the range of electives will allow the individual to pursue further learning within the electrical sub-discipline.

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA.

Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards, exit level outcomes as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors need experience in the following areas:

Interpersonal skills, subject matter and assessment.

The assessor needs to be competent in the planning and conducting of assessment of learning outcomes and in the design and development of assessments as described in the unit standards Plan and conduct assessment of learning outcomes NQF level 4. Subject matter experience must be well developed within the field of electrical installation and maintenance and the quality assurance tests and practices. The assessor must have completed:

A similar qualification at the level above with a minimum of 6-12 months field experience after he/she has completed the qualification or,

National certificate in the relevant specialized context NQF 4

The subject matter experience of the assessor can be established by recognition of prior learning.

Assessors need to be registered with the relevant Education and Training Quality Assurance Body.

NOTES

This qualification has been replaced by qualification 49753, which is "General Education and Training Certificate: General Technical Practice", Level 1, 130 credits.

Fundamental
Mathematical Literacy and Numeracy
Communication Studies and Language

A total of 5 of these 36 credits will be utilised to embed the industry requirements of basic computer literacy: communication in the workplace, written verbal and interpersonal communication etc.

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.

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