SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Renewable Energy Technologies

SAQA QUAL ID	QUALIFICATION TITLE
91825	Higher Certificate in Renewable Energy Technologies
ORIGINATOR
Central University of Technology, Free State
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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:
The purpose of the Higher Certificate in Renewable Energy Technologies is to develop entry-level technical practitioners who can support the installation, operation, and maintenance of renewable energy systems within the growing green energy sector. The qualification is aimed at learners who have completed secondary education and wish to pursue technical careers in renewable energy technologies or related engineering fields. Learners will benefit from this qualification by acquiring foundational knowledge and practical skills required to work with renewable energy systems such as solar photovoltaic, wind, and small-scale energy storage technologies. The qualification responds to South Africa's need for skilled technical personnel who can contribute to the expansion of clean and sustainable energy solutions while supporting the objectives of the National Development Plan and the Just Energy Transition.

The qualification provides an occupationally oriented pathway that equips learners with applied knowledge of renewable energy technologies, basic electrical systems, and energy conversion principles. On completion of the qualification, learners will understand the basic scientific and technical principles underlying renewable energy generation and will be able to apply this knowledge in practical installation, maintenance, and operational contexts. Graduates will develop competence in interpreting system specifications, performing routine technical tasks safely, and communicating technical information effectively in workplace environments. The qualification also prepares learners for further study in electrical, energy, or sustainable engineering fields while supporting entry-level employment opportunities within the renewable energy sector.

A qualified learner will be able to:

Problem-solving: Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.

Application of scientific and engineering knowledge: Apply knowledge of mathematics, natural sciences, and engineering sciences to applied engineering procedures, processes, systems, and/or methodologies to solve broadly defined engineering problems.

Engineering design: Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice, and legislation.

Investigations, experiments, and data analysis: Conduct investigations of broadly-defined problems by identifying and searching for relevant codes and catalogues, conducting standard tests, experiments, and measurements.

Engineering methods, skills, and tools: Use appropriate techniques, resources, and modern engineering tools including information technology to solve broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.

Professional and technical communication: Communicate effectively, both orally and in writing within an engineering context.

Sustainability and impact of engineering activity: Demonstrate knowledge and understanding of the impact of engineering activity on society, economy, industrial and physical environment, and address issues by defined procedures.

Individual, team, and multidisciplinary working: Demonstrate knowledge and understanding of engineering management principles and apply these in the work environment to manage projects, either as a team member or leader in a technical team.

Independent learning ability: Engage in independent and life-long learning through broadly developed learning skills.

Engineering professionalism: Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice.

Rationale:
South Africa's transition towards a low-carbon and sustainable energy future has created an increasing demand for technically skilled personnel who can support the implementation and maintenance of renewable energy systems. The country faces ongoing challenges related to energy security, electricity supply instability, and environmental sustainability, which have accelerated national initiatives aimed at expanding renewable energy generation. National frameworks such as the National Development Plan 2030 and the Integrated Resource Plan emphasise the importance of developing green skills and building a workforce capable of supporting renewable energy infrastructure. The qualification was developed to address this need by providing learners with foundational technical knowledge and practical skills required for entry-level roles in the renewable energy sector.

The renewable energy sector in South Africa continues to expand through initiatives such as the Renewable Energy Independent Power Producer Procurement Qualification and the development of distributed energy systems. This growth has highlighted a shortage of technicians who possess the practical competence required to install, operate, and maintain renewable energy systems. The development of this qualification was informed through engagement with stakeholders in the renewable energy industry, including industry associations, training authorities, and energy sector organisations. These consultations confirmed the need for a qualification that provides foundational technical training in solar photovoltaic systems, wind energy technologies, and small-scale energy generation systems. The qualification therefore aligns with the skills priorities of the energy sector and supports the development of technical capacity required for renewable energy projects.

Typical learners for this qualification include school leavers who have completed a National Senior Certificate or equivalent qualification and who wish to pursue careers within the renewable energy or electrical services sectors. The qualification may also attract individuals currently working in electrical, construction, or energy-related environments who wish to gain formal training in renewable energy technologies. Graduates of this qualification may find employment in roles such as renewable energy installation assistants, solar photovoltaic system installers, wind turbine maintenance assistants, or technicians supporting energy efficiency and small-scale renewable energy projects. The qualification prepares learners for entry-level technical roles where they support the installation, operation, and maintenance of renewable energy systems in residential, commercial, or community-based environments.

The qualification provides learners with practical and job-ready skills that enhance employability within the renewable energy industry, which is one of the fastest-growing sectors in the global and South African economy. For society, the qualification contributes to the development of sustainable communities by supporting the deployment of renewable energy technologies that improve access to clean and reliable energy, particularly in underserved or rural areas. For the economy, the qualification supports the development of a technically competent workforce capable of contributing to renewable energy infrastructure development, job creation, and local enterprise growth. By preparing graduates who can assist with the installation and maintenance of renewable energy systems, the qualification contributes to South Africa's broader objectives of sustainable development, energy security, and environmental responsibility.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's Articulation Policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in Higher Education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (RPL; SAQA, 2013, amended 2019) and (DHET 31 March 2016, Gazette no. 381). The institution's Articulation Policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing.

RPL for access:

Learners who do not meet the minimum entry requirements or the required qualification that is at the same NQF Level as the qualification required for admission into the qualification may be considered for admission through RPL.

To be considered for admission in this qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations should they be admitted into the qualification.

RPL for module exemption:
Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio which demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:
Learners may also apply for RPL for credits for or towards the qualification, in which case they need to provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:

A National Senior Certificate, NQF Level 5, granting access to Higher Certificate studies.
Or

A Senior Certificate, NQF Level 5, with endorsement, granting access to Higher Certificate studies.
Or

A National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at the National Qualifications Framework, Level 5 totalling 120 Credits.

Compulsory Modules, NQF Level 5, totalling 120 Credits:

Personal Information Management, 0 Credits.

Academic Literacy and Communication Studies, 12 Credits.

Applied Physics of Energy Conversion I, 12 Credits.

Digital Literacy, 6 Credits.

Electrical Engineering I, 12 Credits.

Mathematics IA, 6 Credits.

Mathematics IB, 6 Credits.

Solar Energy Systems I, 12 Credits.

Solar Energy Systems II, 12 Credits.

Power Generation and Storage, 12 Credits.

Small Wind Generation, 12 Credits.

Electrical Installation and Practice, 12 Credits.

Health and Safety: Principles and Practice, 6 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
2. Apply knowledge of mathematics, natural sciences, and engineering sciences to applied engineering procedures, processes, systems, and/or methodologies to solve engineering problems.
3. Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice, and legislation.
4. Conduct investigations of broadly defined problems by identifying and searching for relevant codes and catalogues, conducting standard tests, experiments, and measurements.
5. Use appropriate techniques, resources, and modern engineering tools including information technology to solve broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
6. Communicate effectively, both orally and in writing within an engineering context.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for ELO 1:

Explain the basic scientific principles governing different renewable energy sources (solar, wind, hydro, and biogas).

Identify the key components, configurations, and operation of renewable energy systems.

Describe the advantages, limitations, and applications of various renewable technologies in the South African context.

Demonstrate understanding of sustainability, energy efficiency, and environmental considerations related to renewable energy deployment.

Associated Assessment Criteria ELO 2:

Use fundamental electrical and mechanical principles to interpret system schematics, wiring diagrams, and equipment specifications.

Apply mathematical calculations to solve basic problems in energy conversion, power rating, and component sizing.

Perform routine installation, connection, and measurement tasks under supervision using appropriate tools and equipment.

Conduct visual inspections and simple diagnostic procedures to identify common technical faults.

Associated Assessment Criteria for ELO 3:

Apply occupational health, safety, and environmental (HSE) regulations and procedures during all practical and site-based activities.

Identify hazards and implement appropriate risk control measures in renewable energy installation and maintenance work.

Select, use, and maintain hand tools, testing instruments, and personal protective equipment (PPE) correctly and responsibly.

Demonstrate safe working practices consistent with national and institutional safety codes.

Associated Assessment Criteria for ELO 4:

Demonstrate competence in oral and written communication using appropriate technical terminology.

Interpret and complete standard forms, reports, diagrams, and job cards related to renewable energy systems.

Work effectively within a team, demonstrating respect, accountability, and responsibility.

Use digital tools and information management systems to record and report technical data accurately.

Associated Assessment Criteria for ELO 5:

Identify and define routine operational problems in renewable energy systems.

Apply step-by-step procedures or guidelines to resolve technical issues under supervision.

Evaluate the quality and functionality of completed work against given specifications and standards.

Reflect on work processes and suggest improvements for efficiency, safety, or sustainability.

Associated Assessment Criteria for ELO 6:

Demonstrate awareness of career pathways, ethical responsibilities, and professional behaviour expected in the renewable energy industry.

Reflect on personal learning progress and identify opportunities for further development or specialisation.

Apply acquired skills and knowledge to support small-scale enterprise or community-based renewable energy initiatives.

Display attributes of reliability, initiative, and lifelong learning consistent with professional and technical practice.

Integrated assessment
Integrated assessment strategies are designed to evaluate a learner's ability to combine technical knowledge with practical skills and professional attributes to solve broadly-defined engineering problems. Assessment instruments are mapped directly to the ELOs/Engineering Council of South Africa (ECSA)'s Graduate Attributes (Gas) to confirm competence in problem solving, design, investigation, communication, ethics, and management.

Moderation of assessments is conducted both internally and externally in accordance with the Institutional Assessment Policy and the relevant ECSA Qualification Standard to ensure validity, reliability, and fairness. External and professionally registered moderators are appointed for the moderation of all exit-level modules or modules in which ECSA GAs are assessed. Typically, an integrated assessment strategy is inclusive of both formative and summative assessment methods in the form of class tests, main tests, practicals, assignments, and/or design projects. A final summative assessment is conducted at the end of each semester by writing a traditional examination.

In the assessment strategy, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises, and demonstrations. Some strategies will be more suited to assess foundational competence, while others are more suited to assess practical and reflexive competence, ensuring applied competence.

The ratio of formative to summative assessment is 50 :50.

Formative assessment
Different forms of formative assessments, i.e., project reports, case studies, and assignments apply to different modules throughout the semester. In each module, except for the Continuous Assessment (CA) modules, assessment of the gained knowledge is done by considering the following assessment criteria:

Summative assessment
In each module, except for the CA modules, the written Main Assessment has a 50% weighting; hence, the 50% formative and 50% summative assessments constitute the Final Mark (FM). To qualify for the Re-Assessment, a learner must obtain a FM between 45% and 49%. A learner has successfully completed a module if he/she has achieved a FM = 50%.

Continuous assessment
In this qualification, continuous assessment only applies to the following modules:

Academic Literacy and Communication Studies, 14 credits.

Basic Digital Literacy, 14 credits.

In general, the following basic types of continuous assessment are considered:

Formal individual assessment: These assessments are typically tests, based on individual assessments of learners. Minimum of two tests are required per semester. The combined weight of these tests equals a minimum of 50% or more of the FM composition. The multiple tests written need to cover the whole syllabus, and all tests need to be completed before the start of the (summative) Main Assessment period.

Formal group assessment: Assignments/projects may be given in a group or individual format. According to the ECSA requirements, assessments done on a group basis, may not contribute more than the individual assessments to the FM. Assignments/projects are typically given to learners to cover sections of the syllabus which cannot be covered within a 2-hour assessment session in class, or work content which requires extensive research and design aspects to be incorporated. Similarly, these assessments should also be completed before the start of the (summative) Main Assessment period.

INTERNATIONAL COMPARABILITY

This qualification was compared with similar qualifications from Germany and the United Kingdom.

Country: Germany
Institution name: Berlin Institute of Technology and Energy Systems
Qualification title: Renewable Energy Technician Certificate
Duration: One year

Comparison:
The Renewable Energy Technician Certificate offered by the Berlin Institute of Technology and Energy Systems is a one-year vocational qualification focused on developing practical skills in renewable energy systems. The qualification includes training in solar photovoltaic systems, wind energy, electrical safety, and energy efficiency, and prepares learners for em-ployment or further study. In comparison to the SA qualification, the German qualification has a similar focus on practical training and industry readiness, although the SA qualification includes a broader academic foundation through subjects such as Mathematics, Applied Physics, and Electrical Engineering.

Similarities:
The qualification offered by the Berlin Institute of Technology and Energy Systems shows strong comparability with the SA qualification:

Purpose: Both qualifications aim to prepare learners for entry-level technical roles in the re-newable energy sector, focusing on installation, operation, and maintenance of systems.

Curriculum structure: Both qualifications combine theoretical learning with practical training to ensure workplace readiness.

Content/modules: Both include key areas such as solar photovoltaic systems, wind energy technologies, electrical safety, and energy efficiency.

Learning outcomes: Both qualifications develop skills in technical problem solving, system installation, maintenance, and safe working practices.

Assessment: Both qualifications use a mix of practical assessments and theoretical evalua-tions to measure learner competence.

Differences:

The German qualification places a stronger emphasis on vocational and occupation-specific training, while the SA qualification includes additional academic subjects such as Mathematics, Applied Physics, and Electrical Engineering.

The SA qualification includes academic and digital literacy components, providing a broader educational base, whereas the German qualification is more narrowly focused on technical skills.

Country: United Kingdom
Institution name: City of Bristol College
Qualification title: Level 4 Certificate in Renewable Energy Engineering

The Level 4 Certificate in Renewable Energy Engineering offered by the City of Bristol College is designed to provide learners with knowledge and practical skills in the design, installation, and maintenance of renewable energy systems. The qualification focuses on solar and wind technologies and prepares learners for employment or progression into higher-level engineering studies. In comparison to the SA qualification, the UK qualification similarly combines theoretical knowledge with practical application, although the SA qualification includes additional foundational subjects that strengthen academic understanding.

Similarities:
The qualification offered by the City of Bristol College shows strong comparability with the SA qualification:

Purpose: Both qualifications are designed to develop entry-level technicians capable of working in the renewable energy industry.

Curriculum structure: Both qualifications integrate theoretical knowledge with practical application in renewable energy systems.

Content/modules: Both include key subjects such as solar energy systems, wind energy technologies, electrical principles, and system integration.

Learning outcomes: Both qualifications develop competencies in applying technical knowledge, ensuring safety, and working effectively with renewable energy systems.

Assessment: Both qualifications use integrated assessment approaches, including practical tasks, assignments, and examinations.

Differences:

The UK qualification focuses more strongly on occupational and technical training within a vocational framework, while the SA qualification includes additional foundational subjects such as Mathematics, Applied Physics, and academic literacy.

The SA qualification emphasizes transferable skills such as digital literacy, which supports further study and adaptability in the energy sector.

Conclusion:
The comparison with the selected international qualifications demonstrates that the SA qualification is aligned with global standards in terms of purpose, curriculum structure, content, learning outcomes, and assessment practices.
While maintaining international comparability, the qualification is appropriately contextualised to address South Africa's energy challenges, sustainability priorities, and skills development needs. This alignment supports opportunities for further study and employment and ensures that graduates are equipped to function effectively within both local and international renewable energy environments.

ARTICULATION OPTIONS

The qualification offers the following articulation options.

Horizontal articulation:

Higher Certificate in Engineering in Renewable Energy Engineering, NQF Level 5.

Possible horizontal articulation between the sub-framework reached the registration end date.

Vertical articulation:

Diploma in Electrical Engineering, NQF Level 6.

Advanced Diploma in Mechanical Engineering in Renewable Energy, NQF Level 7.

Diagonal articulation:

Advanced Occupational Diploma: Renewable Energy Technologist, NQF Level 7.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015.

NOTES

N/A

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.

1.	Central University of Technology, Free State