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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Printing and Manufacture of Packaging 
SAQA QUAL ID QUALIFICATION TITLE
57898  Further Education and Training Certificate: Printing and Manufacture of Packaging 
ORIGINATOR
SGB Printing and Packaging 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
FPMSETA - Fibre Processing and Manufacturing Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  146  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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:

This qualification will equip the individual with the skills, knowledge and values to participate effectively in workplace activities within the printing and packaging manufacturing industries. Learners achieving this qualification will be able to contribute to printing and packaging manufacturing processes by:
  • Setup production equipment and set processes to manufacture good quality products.
  • Solving common problems to produce quality products to meet customer or organisational needs.
  • Interacting with others to achieve production objectives.

    Qualifying learners will also be able to relate what they see and experience to scientific and technological principles and concepts. They will also understand how they should operate within the systems which govern their workplace. What learners achieve through this qualification will also serve as a basis for further learning where they will set up or make ready the manufacturing or printing process.

    The skills, knowledge and values demonstrated within this qualification will ensure that workers and new entrants will acquire relevant skills and knowledge required by a fast-changing sector essential for economic growth and transformation. This qualification will contribute to the social upliftment of employees and economic growth within the printing and packaging manufacturing environment by allowing learners who are active in the industry to gain recognition for the skills and knowledge they have acquired without having to go through a formal apprenticeship process. Small printing and packaging manufacturing enterprises would also be ideal vehicles for Black Economic Empowerment.

    Rationale:

    This qualification and the related qualifications in this series replace a number of qualifications for various trades and occupations in the printing and manufacture of packaging industries.

    These industries are currently also undergoing significant change. These changes include:
  • Changes in machine design.
  • A shift from film and other media to digital imaging, processing and printing.
  • A shift from hand skills to conceptual skills.
  • Greater global competition and higher standards required for products designed to be exported.
  • More exacting requirements from customers and consumers.
    These changes require that these trades and occupations also need to incorporate new skills and knowledge to replace outdated skills and knowledge.

    This qualification and the associated qualifications in the learning pathway provide a developmental pathway for the full range of activities related to the occupation, from those of the operator of simple equipment for printing and the manufacture of packaging, to those of the tradesperson with several years' experience, with a higher level of technical knowledge and the ability to integrate new technology, materials and processes into existing operations. This is the third in a series of four qualifications in a learning pathway for high-volume printing and packaging manufacturing processes. The qualification series ends with the Certificate in Printing and Manufacture of Packaging: NQF Level 5. Further career development after NQF 5 would be based on choices relating to the learner's aspirations:
  • Entrepreneurial activities (starting own business).
  • General or technical management.
  • Quality management.
  • Conceptual design of printing and packaging materials.
  • Advanced technology.

    Printing and packaging products have to respond to a wide variety of exacting customer and consumer requirements. In addition, the industries have to respond to environmental issues and the on-going development of new products as a result of changing customer needs.

    This qualification is applicable to learners in the following contexts.
  • Printing:

    > Letterpress.
    > Screen printing.
    > Flexography.
    > Gravure.
    > Lithography.
    > Continuous stationery.
    > Roll label.
    > Rotary offset.
  • Manufacture of packaging, with or without in-line printing processes:

    > Bag making (self opening bag).
    > Sack making (both tubing & bottoming).
    > Carton making.
    > Can and end making.
    > Laminating.
    > Coating.
    > Corrugated board manufacturing.
    > Tubing.
    > Wrapping.
    > Over printing.
    > Envelope making.
    > File manufacturing.

    Typical learners would already have acquired skills and knowledge relevant to routine operations related to the printing or packaging manufacturing process. Once qualified, they would be able to perform work related to the occupation autonomously and to direct the activities of the team.

    This qualification series recognises skills, knowledge and values relevant to a workplace. It is designed for learners who engage actively in printing and packaging manufacturing processes. It is suitable for learners who:
  • Attend courses and then apply the knowledge gained to activities in the workplace (Portfolio to reflect formative assessment).
  • Are already workers and have acquired the skills and knowledge without attending formal courses (RPL can be done through the summative assessment and portfolio of evidence).

    The outcomes of this qualification combine skills and knowledge in the technical, inter-personal and business spheres, enabling the learner to perform the operational aspects of the work, function within a team context and contribute to value-adding processes in the business.

    The printing and packaging manufacturing industries are essential to the supply of a wide range of processed and manufactured products, from foodstuffs to pharmaceuticals, to the consumer. These industries are also vital to the country's export markets. Printing also provides society with reading matter in a wide variety of forms from leaflets and advertising to magazines, newspapers and books. This qualification also emphasises the learner's role in conserving resources and behaving responsibly towards the environment in general. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in Communication and Mathematical Literacy at NQF Level 3.

    Recognition of Prior Learning:

    This qualification may be obtained through a process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. The guidelines for integrated assessment should be used to develop the RPL assessment process. As with integrated assessment, while this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.

    Access to the qualification:

    There is open access to this qualification. However, it is preferable that learners have just completed the National Certificate in Printing and Manufacture of Packaging: NQF Level 3. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
  • The total number of credits for this qualification is 146.
  • The total number of credits in the Fundamental component is 58.
  • The total number of credits in the Core component is 70.
  • The minimum number of Elective credits is 18.

    The elective credits should be chosen in accordance with the requirements of the selected context and the interests of the learner. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Install required tooling, setup and start up the production or printing process.
    > Range: Tooling includes any exchangeable components, including printing plates.

    2. Solve printing and packaging process problems and identify areas for improvement.
    > Range: Areas for improvement include efficiencies, cost, training, quality, safety, maintenance, cleaning and housekeeping and security work.

    3. Maintain a safe, effective and efficient workplace, developing the skills and performance of workgroup members.
    > Range: Safe includes issues of health and issues relating to reducing negative impacts on the environment.

    4. Understand and work with internal customers and partners.
    > Range: Internal customers and partners include those with roles relating to material preparation and supply, quality assurance, safety, health and the environment, sales and marketing, management, unions or workers representatives and any others who interact with the production environment; In small, medium and micro enterprises the internal customer could include external customers and partners.

    Critical Cross-Field Outcomes:

    These are embedded in the unit standards, which make up the qualification and are thus also reflected in the Exit Level Outcomes of the qualification.

    The Critical Cross-Field Outcomes are supported by the Exit Level Outcomes as follows:
  • Identifying and solving problems in which responses display that responsible decisions using critical thinking have been made.
    > Refer to Exit Level Outcome 2.
  • Working effectively with others as a member of a team, group, organization and community.
    > Refer to Exit Level Outcomes 1, 2, 3, 4.
  • Organising and managing oneself and one's activities responsibly and effectively.
    > Refer to Exit Level Outcomes 1, 2, 3, 4.
  • Collecting, analyzing, organizing and critically evaluating information.
    > Refer to Exit Level Outcomes 1, 2, 3, 4.
  • Communicating effectively using visual, mathematical and/or language skills.
    > Refer to Exit Level Outcomes 1, 2, 3, 4.
  • Using science and technology effectively and critically, showing responsibility toward the environment and health of others.
    > Refer to Exit Level Outcomes 1, 2, 3.
  • Demonstrating an understanding of the world as a set of related systems by recognizing that problem contexts do not exist in isolation.
    > Refer to Exit Level Outcomes 1, 2, 3. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • The production process and the manufactured products conform to specifications or standards.
    > Range: Specifications include customer and organisational requirements, standard rates of output, waste limits, downtime, set up or make ready times, internal quality processes, eg SPC.
  • Installation, setup and start up process are planned, organised and carried out efficiently and safely and within standard times.
    > Range: Installation, setup and start up processes includes make ready activities.
  • Instructions to workgroup members are clear and records and instructions are maintained.
  • All information and data related to the production process are recorded and relevant reports are compiled and presented.
  • Issues relating to product design, the production process and the materials used are discussed and resolved.

    2.
  • Problems are identified and resolved quickly, systematically and in such a way as to minimise recurrence.
    > Range: Problems includes problems related to staff absence.
  • Machinery and equipment problems are identified and responded to in accordance with set standards.
    > Range: Responded to includes performing part replacement and repairs within the limits of own authority and calling on relevant expertise where and when required; includes resolving problems experienced by customers.
  • Problems and solutions are recorded and monitored for recurrence.
  • Problems and solutions and opportunities for improvement are discussed and resolved with workgroup members and internal customers and partners.
    > Range: Problems and solutions includes evidence of continuing development, keeping up to date with changes or the implications of changes.
  • The underlying causes and related issues are explained within the printing or packaging context.
    > Range: Explanations and discussion include and understanding of the relevant science and technology, impact of poor quality and cost implications and any changes that take place in the market place.

    3.
  • The conditions in the workplace and the condition of the tools and equipment, safety equipment and services are safe and arranged to reduce waste.
  • Hazards are dealt with quickly and effectively.
  • Workgroup members are supported, coached and influenced to work effectively, efficiently and safely.
  • Contributions made by workgroup members are recognised and acknowledged.

    4.
  • Key issues are identified, discussed and resolved in accordance with organisational procedures.
  • Actions, responsibilities, timeframes and reporting issues are clarified and carried out in accordance with instructions.
  • Key ideas, decisions and plans are recorded and carried out in accordance with set timelines.
  • Changes are monitored and evaluated according to specifications.

    Integrated Assessment:

    The integrated assessment should be based on a summative assessment guide. The guide will specify how the assessor will assess different aspects of the performance and will include:
  • Evaluating evidence in a portfolio of evidence, particularly projects which integrate various aspects of the qualification and which demonstrate the integration of all aspects of learning: fundamental and core; knowledge, skills and values; the development of the critical outcomes.
  • Observing and listening to the learner at work, both in primary activities as well as in other interactions, or in relevant simulations.
  • Asking questions and initiating short discussions to test understanding and to verify other evidence.
  • Looking at records and reports.
  • Formative and summative assessment of unit standards.

    Assessment of competence for this qualification is based on experience acquired by the learner in the workplace, within the particular printing of packaging manufacturing context. The assessment process should cover the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the management process. The assessment process should also establish how the learning process has advanced the Critical Cross-field Outcomes.

    The learner may choose in which language he/she wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.

    While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be presented if pertinent to any of the Exit Level Outcomes.

    Assessors should also evaluate evidence that the learner has been, and is, able to perform consistently over a period of time. 
    		•

    INTERNATIONAL COMPARABILITY 
    Introduction

    This study incorporates an electronic search across continents for standards, trends and structure of courses in the Printing and Packaging fields. Information on industry and trade standards, curricular and syllabi from academic and industry training institutions available was compared. The depth of the search went as far as Nigeria from which a report into the industrial sectors of Nigeria led the study to the conclusion that the print and packaging industry was in its infancy stage and almost completely dependent on imports and foreign companies, implying that skills development in the sector is at best dependent on imported courses and industry training standards.

    Other sub-Saharan countries reviewed included Ghana, Kenya, Malawi, Mauritius and Tanzania where a similar situation of an emerging printing and packaging sector heavily dependent on imported industry standards and accompanying education and training packages is evident. Many training initiatives are being supported by foreign donor-funding, for example, Ghana where the Regional African Development Project has been working with the emerging printing and packaging sector for a number of years to transfer skills and capacitate emerging printing and packaging companies. Moves to establish a regional printing and packaging association able to set industry standards and collaborate on training and skills development are occurring in East Africa with Tanzania hosting regional conferences for the emerging printing and packaging industry on an annual basis.

    In the main, it seems that the emergence and need for industry standards and concomitant development of training courses and programmes is related to demands associated with exports and penetration of global markets, particularly in respect of packaging for processed foods (health and safety issues) as well as waste packaging (environmental issues).

    Of the developing economies in the world, India is particularly advanced in the sector as far as training and development is concerned with courses offered ranging from certificate level of 3 month duration to Masters in Business Administration with a specialization in printing and packaging. The prospectus from one institution emphasizes the need for this specialization in training mentioning the important contribution of packaging and printing to export and marketing which is a direct contributor to the growth of their economy. Information on the content of printing trades and crafts in India does not reveal much information, except for those associated with the development of handcrafts and the announcement of a new printing trade for desktop publishing operator. It would seem that the printing trades have not changed significantly.

    Of the countries with established qualifications frameworks, information from institutions in Australia, Ireland, New Zealand, England-Wales and Scotland was sought and found to be very informative in this context.

    Of particular note is Australia, where a new set of training course standards were published during October 2005. This allowed the SGB to compare their perception of new trends with those of another country.
  • In addition, as preparation for the development process some of the SGB members reviewed the 'bible' of printing the Handbook of Print Media - Technologies and Production Methods, edited by Prof. Dr.-Ing. habil. Helmut Kipphan for the Heidelberger Druckmaschinen AG, one of the best-known names amongst printing equipment manufacturers.

    Comparison

    Kipphan and his fellow writers note that changing technology is impacting dramatically on the nature of equipment and the the type of work that is being done. Traditional photolithography and all the skills associated with film have given way to digital computer-to-plate and computer-to-press processes. In addition new non-impact printing processes such as laser and ink jet have also changed the type and nature of printed products. New substrates are also influencing the printing and packaging processes. This is leading to the "one-ma press" working environment, where one person will now do what was the workof ateam previously. He goes on to note:

    Printing processes are being increasingly controlled and adjusted electronically, which leads to consistent high quality and greater productivity. Digital workflow also means that productions are completed more rapidly. Hence more than half of the orders for commercial printers arrive in digital form. By the year 2002 this figure is expected to be over 65%. This is the only way of shortening delivery times for print products and meeting the high customer demand for quality. All printing companies are expected to offer greater flexibility in the processing of a large variety of substrates, inks, and methods of print finishing. This means that there is a visible trend for all print products to employ multicolor as well as decorative and special colors. In addition, run lengths are getting shorter since experts believe that the greatest chance of growth lies in the market for small, color work with a fast turnaround time.

    Finally hard copy is slowly giving way or being augmented by multi-media, digital products such as CDs and the World Wide Web. While Kipphan expects these to impact on traditional print media he does not expect them to be replaced by digital multi-media.

    These developments have a clear impact on the type and nature of the training that people in the printing and packaging industry will undergo. A survey of qualifications, standards, courses, apprenticeships, occupational outlooks and industry websites reveals changes taking place but at an uneven and inconclusive way. Some of these issues are discussed below.

    In the study it was clear that the structure and duration of courses would differ from the outcomes-based standards based on applied competence designed for South Africa, since their credit systems and syllabi differs in so far as knowledge acquisition and practical training is concerned. Many of the courses are particularly designed for the vocational context especially in Australia, Ireland, England and Scotland. The Lead Employer Council for Printing and Packaging in the United Kingdom, the British Printing Industries Federation, has adopted the Scottish-National Vocational Qualifications (S/NVQs) as the training and development framework and learning achievement outcomes for their industry sector. This suggests that the quality of the Scottish solution is a clear benchmark implication.

    Countries with outcomes based systems still remain the best source of information when doing this research. Hence we have drawn a comparison between South Africa, Australia, Ireland, New Zealand, Scotlant (and the UK). There is insufficient information on printing apprenticeships in other countries to make valid comparisons in the same way. The following table indicates the broad fit of the proposed qualifications into overseas schemes.

    Australia:
  • Programmes designed toward industry needs.
  • Programmes include broader knowledge base for personal development, including customer relations and innovation.
  • Programme structure consists of fundamental and core and referred to as compulsory and a group of electives. Elective = 40% of programme.
  • Modules are industry process specific broadening on communication, health and safety, customer orientation and business skills.
  • Almost 70% of programme is based in industry.
  • Certificates, Diplomas, Advanced Diplomas and Degrees in Printing and Packaging.

    Ireland:
  • Programmes designed towards industry needs.
  • Programmes specific to occupation or tasks associated with job competence or specific skills certificates.
  • Programme structure determined by specific skill set.
  • Modules are industry process specific.
  • Awards for acquisition of skills sets at 4 levels on the Awards Framework (levels 3, 4, 5 and 6).

    New Zealand:
  • Programmes designed towards industry needs.
  • Programmes include broader knowledge.
  • Modules are industry process specific broadening on communication, health and safety.
  • National Certificates at levels 2, 3 and 4.

    Scotland and UK:
  • Programmes designed towards industry needs.
  • Programmes specific to occupation and include education and training and self-development.
  • Programme structure consists of mandatory common and technical and a small group of options - 2 technical and 1 general with a strong skills development focus. Optional = 27%.
  • Modules are industry process specific and include self and other development in the optional choices.
  • S/NVQ qualifications at levels 2 and 3.

    South Africa:
  • Programmes designed toward industry and occupational needs.
  • Programmes include broader knowledge for lifelong learning and personal development.
  • Electives = 10%.
  • Unit standards based on a combination of fundamental and core which is a mix of the other approaches.
  • Certificates and Diplomas.

    The following section details some examples of the structure of printing and packaging qualifications in other countries.

    Australian Printing Qualification

    Cert I Pre-Vocational Printing 7793. (The program structure below was last updated on 13/09/2005)

    Compulsory Courses Group A
  • Select 6 Courses:

    Name; Credit
  • Ncs001 Workplace Communication; 40
  • Work Environ - Print Ind; 40
  • O H & Safety PV1; 10
  • Intro - Computers - G Arts PV1; 40
  • Intro To Electronic Printing; 10
  • Industry Visits PV1; 20

    Model 1 (Press) Compulsory Courses Group A
  • Select 5 Courses:

    Name; Credit
  • Print Machine & Material Product Support 1; 40
  • Print Machine Wash Up and Maintain; 40
  • Sheet-Fed Litho 1 (PV1); 40
  • Guillotining 1 (PV1); 20
  • Packaging And Dispatch; 20

    Model 1 (Press) Elective Courses Group A
  • Select 3 Courses:

    Name; Credit
  • Man Combin 1 (Mon/Bas Col); 40
  • Litho Platemaking & Step & Repeat; 40
  • Hand Binding And Finishing PV1; 40

    Model 2 (Prepress) Compulsory Courses Group A
  • Select 3 Courses:

    Name; Credit
  • Print Processes And Materials; 40
  • Packaging And Dispatch; 20
  • Guillotining 1 (PV1); 20

    Model 2 (Prepress) Elective Courses Group A
  • Select 5 Courses:

    Name; Credit
  • Typography 1; 40
  • Scanning 1; 40
  • Image Output Electronic; 40
  • Electronic Image Assembly 1; 40
  • Colour Theory and Proofing; 40

    Scottish National Vocational Qualification example: Level 3
  • Desktop Publishing - Level 3 - Overview

    Mandatory Common Units:
  • 001: Reduce risks to health and safety in your workplace
  • 002: Develop yourself in your job

    Mandatory Technical Units:
  • 705: Plan datafile production
  • 706: Create and apply typographical specifications to meet customer requirements
  • 305IT: Design and produce documents using word processing software (IT)
  • 312IT: Design and produce documents using graphics (ITNTO)
  • 302IT: Maintain the software environment (ITNTO)
  • 3CS: Develop customer relationships (ICS)

    Optional Technical Units (Choose 2):
  • 707: Calibrate and control colour in Desk Top publishing
  • 708: Produce aeronautical documentation
  • 709: Produce graphical representations of aeronautical spatial data
  • 33D: Develop and present suitable design responses (SFEDI)
  • 34D: Produce and present detailed design proposals (SFEDI)
  • 212IT: Maintain and use databases (ITNTO)

    General Optional Unit (Choose 1):
  • B1: Support the efficient use of resources (MCI)
  • C1: Manage yourself (MCI)
  • C9: Contribute to the development of teams and individuals (MCI)
  • C12: Lead the work of teams and individuals to achieve their objectives (MCI)
  • D32: Assess candidate performance (ENTO)
  • C24: Facilitate learning through demonstration and instruction (ENTO)
  • C25: Facilitate individual learning through coaching (ENTO)
  • 005: Train new operators

    The above examples demonstrate the shift to IT skills, team - and customer relationships, digital workflows and the development of skills in others.

    Apprenticeship

    In general, training for printing and the manufacture of packaging occupations is still traditionally done through apprenticeships even where other system occur. Countries which have apprenticeships from the countries surveyed include the UK, German, the United States, India, Australia.

    Apprenticeships follow a fairly similar pattern. They last approximately three years, they comprise a combination of theory and practice in a ratio of approximately 1:2. The theory component also includes broader business and quality. Latterly however, some have been stretched to include broader issues such environment, entrepreneurship and information technology subjects or topics.

    Apprenticeships, in general, are aimed at particular printing techniques and processes, although there are now indications, eg in Germany, where the range of trade qualifications is being reduced to four core processes:
  • Flexography
  • Gravure
  • Lithography
  • Digital

    One apprenticeship surveyed ( in Switzerland) stretches into a fourth year and includes great emphasis on quality, troubleshooting, safety and environmental systems and practices as well as greater technical ability in terms of pre-press and print process including issues related to efficiency, productivity and lean manufacturing.

    Some apprenticeships are shorter than this norm, ef screen printing handicraft apprenticeships in India last 6 months and include:
  • Basic training of one week
  • Practical trade training
  • Trade theory

    Screen printing on, for instance, tee shirts lends itself to entrepreneurship. Hence this apprenticeship is really aimed at SME-Development.

    Many countries also include in their occupational profile printing assistances or operators who have not formally been through an apprenticeship and have learned largely on-the-job.

    In a number of countries (eg India, Germany, Australia) there is now a new trade qualification emerging, one for digital printing. The impact of information technology has also meant a change in the way people work and the demise of old trade qualifications such as photo lithographer.

    Apart from the changes to training courses the delivery of new equipment into companies also affects that nature and type of skills required by practitioner. Computer technology has also affected the control systems of printing and packaging equipment. The impact of this still lies, to large extent, in the future.

    Conclusion

    The South Africa qualifications developed for printing and packing had taken the above factors into account and included them in the qualifications at different levels and in different ways. The qualifications and standards have been constructed to be:

    The South Africa qualifications developed for printing and packing had taken the above factors into account and included them in the qualifications at different levels and in different ways. The qualifications and standards have been constructed to be:
  • Flexible in terms of levels and include options for both apprentices as well as those who advance more slowly.
  • Generic so that they can be applied to any sophisticated printing and packing process.
  • Future-orientated so that the qualifications do not have to be revised frequently as technology changes.
  • Skill-based so that those who still interface with older equipment are not marginalized.
  • Linked to business drivers such as global competition, cost reduction, environmental impact, SMME development as well as recognition of prior learning.
  • Broad skills sets, not only for printing and packaging but also for team building, customer handling, coaching, mentoring and assessing.
  • Stretches beyond the traditional craft or trade qualification to included advanced technical skills as well as the basics of production and business management skills.

    The South African qualifications measure up well in terms of the above trends to the recently revised printing qualifications developed in Australia.

    Resources

    All websites were visited between 1 April and 30 November 2005.

    Kipphan, Helmut ed, 2001. Handbook of print media: technologies and production methods Berlin: Springer.

    Websites

    Germany
  • http://infobub.arbeitsagentur.de/berufe/start?dest=profession&prof-id=1495

    India
  • http://texmin.nic.in/annualrep/arch09.htm
  • http://www.tn.gov.in/gorders/labemp-e-66-2003.htm
  • http://dget.nic.in/lisdapp/Trade/syllabus/pdf/TTSCR.pdf
  • http://yavatmal.nic.in/ITI.htm

    Ireland
  • http://www.ncva.ie/exist_legacy_awards

    Switzerland
  • http://www.bbt.admin.ch/berufsbi/bildungse/d/34117_d.pdf

    UK
  • http://www.apprenticeships.org.uk/list/apprenticeshipsdirectory/mediaandprinting/printandprintpackaging.htm
  • http://www.printnto.org/ (presently under re-construction)
  • http://www.petf.org.uk/content_nvq
  • http://www.britishprint.com/training/nvqpathways.asp

    USA
  • http://www.bls.gov/oco/ocos231.htm
  • http://www.gciu.org
  • http://www.gatf.org
  • http://www.ncssgc.org 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates vertically with the National Certificate in Printing and Manufacture of Packaging: NQF Level 5, SAQA ID 57122.

    This qualification articulates horizontally with the FETC: Metals Production, SAQA ID 49020. 

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education, Training, Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding 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 or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
  • 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 as well as in the exit level outcomes described in the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria should be applied by the relevant ETQA:
  • Appropriate qualification at one level higher than the level of the qualification.
  • A minimum of 3 years' experience of a relevant process of printing or packaging manufacture.
  • Registration as an assessor with a relevant ETQA. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  116714  Lead a team, plan, allocate and assess their work  Level 3  NQF Level 03  4 
    Core  13941  Apply the budget function in a business unit  Level 4  NQF Level 04  5 
    Core  13254  Contribute to the implementation and maintenance of business processes  Level 4  NQF Level 04  10 
    Core  13235  Maintain the quality assurance system  Level 4  NQF Level 04  5 
    Core  243180  Make ready or change over and set up equipment for printing and converting processes  Level 4  NQF Level 04  16 
    Core  243182  Monitor maintenance of printing and packaging manufacturing equipment, tooling and services  Level 4  NQF Level 04  4 
    Core  13224  Monitor the application of safety, health and environmental protection procedures  Level 4  NQF Level 04  4 
    Core  119186  Prepare and process plastics materials for manufacturing  Level 4  NQF Level 04  12 
    Core  243184  Set and adjust printing and conversion process machine conditions to produce quality finished product  Level 4  NQF Level 04  10 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  9303  Communicate verbally with clients in a financial environment  Level 3  NQF Level 03  3 
    Fundamental  12488  Complete feasibility and commissioning reports  Level 3  NQF Level 03  3 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  12417  Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities  Level 4  NQF Level 04  4 
    Fundamental  110023  Present information in report format  Level 4  NQF Level 04  6 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  114984  Manage electronic mail in a business environment  Level 3  NQF Level 03  2 
    Elective  119915  Manage personal expenditure  Level 3  NQF Level 03  3 
    Elective  12455  Perform the role of a safety, health and environmental protection representative  Level 3  NQF Level 03  4 
    Elective  9885  Read and interpret engineering drawings  Level 3  NQF Level 03  12 
    Elective  119078  Use a GUI-based word processor to enhance a document through the use of tables and columns  Level 3  NQF Level 03  5 
    Elective  113830  Conduct costing and budgeting  Level 4  NQF Level 04  9 
    Elective  119184  Conduct laboratory tests on plastic raw materials and manufactured products  Level 4  NQF Level 04  10 
    Elective  119185  Maintain calibrated equipment and standards for plastics manufacturing processes  Level 4  NQF Level 04  6 
    Elective  242810  Manage Expenditure against a budget  Level 4  NQF Level 04  6 
    Elective  119188  Set up ancillary process equipment for plastics manufacturing operations  Level 4  NQF Level 04  4 


    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 


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