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

National Certificate: Master Craftsmanship (Electrical) 
SAQA QUAL ID QUALIFICATION TITLE
49061  National Certificate: Master Craftsmanship (Electrical) 
ORIGINATOR
SGB Manufacturing and Assembly Processes 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
EWSETA - Energy and Water Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  121  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
Why do we need a master craftsmanship qualification?
South Africa has a critical shortage of skilled practitioners in most technical occupations. A strong cadre of master artisans and craftspeople would have a significant impact on the ability of South African industry to build on the improved financial environment and create sustainable economic growth.
Many of those who took on this role originally came from overseas in the 1960's and 1970's. This generation of technically proficient people has by now either moved on to higher positions, retired, been retrenched, or is approaching retirement age. The reduction in the number of apprentices, from approximately 25 000 per annum in 1985 to approximately 5000 in 2002, has substantially reduced the pool of skilled people. Those apprentices have also been further reduced by emigration as the result of economic conditions locally and active recruiting by overseas countries.

The decline in the number of people taking up practical and technical occupations has meant that many such functions are performed by superficially trained workers and those gravitating to the work through redeployment and retrenchment. This has resulted in a significant reduction in the quality of workmanship and levels of service. Large organisations report that up to 70% of the work being done during annual maintenance shutdowns has to be redone (so called re-work). Some component manufacturers, for instance, have found it easier to order their tooling from Portugal:
  • Delivery was quicker and more reliable
  • The quality was better
  • It was more cost-effective.
    The master craftsmanship series of qualifications could be used to improve those very aspects (quality, quick delivery and cost-effectiveness) to create sustainable economic activity. The qualifications would also give past and current artisans and craftspeople a way of having their skills recognized and targeted to the needs of the economy. For industry, these skills would fill the gap between engineering design and shop floor operations; and between new systems and technological concepts, and practical implementation.

    The National Training Board investigation into the apprenticeship system in 1986 revealed that the category of persons most likely to succeed in a new business start-up were artisans and craftspeople. The decline in the number of artisans and craftspeople emerging from the training system has had a significant impact on the number of people who could successfully start up new businesses to provide general or specialised practical services to the industry or the public. This in turn has had a negative impact on economic growth and ultimately on employment opportunities. A further benefit of the master craftsmanship projects would be to assist new business start-ups to have a greater chance of success.

    Experienced artisans and craftspeople also played a role in developing the next generation of people in the occupation. The apprenticeship system in its strongest form was built on the transfer of knowledge and expertise from the artisans and craftspeople to the apprentices. A further function of master craftsmanship is to transfer skills, knowledge and values. This role will support the quality assurance of apprenticeship and learnership systems, ensuring the development of people with high quality and relevant skills, knowledge and values.

    This and related qualifications will act as a framework for providers, assessors and learners to plan, implement and measure the outcomes of suitable learning programmes, or the recognition of prior learning, in this new discipline.

    The specific purpose of this qualification represents the skills, knowledge and understanding required by competent practitioners to:
  • Apply occupation-related knowledge and practical experience to enhance products, services or materials
  • Understand and co-ordinate the workflow of own section, team or department
  • Make effective use of resources
  • Understand and apply relevant theory and knowledge, Mathematics, Statistics and Drawing included
  • Improve the quality of workmanship, process or service
  • Develop the capacity of the team to enhance the performance of the workplace.

    This qualification is conceptualised as a generic qualification that can be used for a wide range of trades and technical and service occupations. However, current SAQA regulations do not permit the registration of generic qualifications. This qualification will, therefore, initially be focused only on electrical trades and occupations. This qualification can be obtained in the context of a variety of electrical, maintenance, installation and manufacturing processes.

    This qualification together with the National Diploma and the National First Degree in Master Craftsmanship are conceptualised as an integrated set of building blocks. The credits for this National Certificate are required to fulfil the requirements of the National Diploma in Master Craftsmanship.

    Rationale for the qualification:

    The concept of master craftsmanship represents a career path for people involved in practical and technical occupations. While the development of the Master Craftsmanship qualifications will initially use the traditional trades as a basis, the career path is equally appropriate for a range of other occupations, both for traditional occupations as well as for new occupations emerging as the result of changing technology.
    In South Africa there was previously no formal career path for artisans and craftspeople once they had acquired the initial trade qualification. Either they:
  • Took on a managerial role via positions such as foreman or supervisor,
  • Developed their theoretical knowledge via N3 - N6 and combined that with progressively more technical roles,
  • In isolated cases they continued via national diplomas and university degrees to become engineers, or they
  • Established their own businesses.
    The proposed series of master craftsmanship qualifications combines aspects of these career options into a fully-fledged qualification pathway, allowing master craftspeople to perform a variety of roles within industry or in the economy.
    The primary roles of master artisans or craftspeople are:
  • Custodian of technology, ie solving problems, developing solutions, developing new products or services, introducing new technology, machinery, equipment or services
  • Custodian of quality, ie setting and maintaining standards of service and workmanship, acting as a role model for new entrants, applying quality as a strategic objective
  • Manager of a sustainable small or medium company or a business unit, ie managing resources, costing, estimating, scheduling, balancing workflow
  • Education, training and development practitioner, ie transferring skills and knowledge, coaching, mentoring, facilitating the learning and assessing of the staff and learners or apprentices. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and the related unit standards assume that the learner is either formally qualified in an electrical trade at NQF level 4 or has extensive experience in the installation, repair, maintenance or manufacture of electrical equipment, components and control systems and has some experience with instrumentation. If a learner does not have such experience or qualifications, the learning time will be increased.

    Recognition of prior learning:

    This qualification may be obtained through the 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. While this is primarily a work-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    The exit level outcomes for this qualification reflect a combination of specific outcomes and critical cross-field education and training outcomes. The way in which the critical outcomes have been advanced through the learning required for this qualification is embedded in the way in which the unit standards have been constructed. Critical outcomes form the basis of acquiring the skills and knowledge and values. The application of these in a specific context results in the achievement of specific outcomes. The integration of specific outcomes from a variety of unit standards results in the ability to achieve the exit level outcomes.

    1. Produce and adapt products or introduce upgraded equipment or enhanced technology or perform and revise services in response to changing customer requirements or standards.
    2. Plan and control the financial affairs of a small business or business unit.
    3. Plan and schedule work, and resolve problems and conflicts in the workplace.
    4. Evaluate the application of relevant quality, safety, health and environmental standards.
    5. Identify skill and knowledge gaps, develop a plan to close the gaps and, where appropriate, coach and assess learners. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • The process, product or service meets the planned design requirements (critical)
  • The enhanced or revised process, product or service meets required standards (critical)
  • Implemented changes are according to planned requirements and are documented (indicator)
  • Implemented changes are coordinated with other work-related processes (indicator)

    2.
  • Financial resources are planned, managed and optimised
  • Short term cash flow is managed effectively
  • Long term cash flow is managed effectively
  • Legal and statutory requirements are met
  • Financial resources options are evaluated and selected

    3.
  • Production schedules are efficient (prioritisation, effective resource utilisation) and are documented
  • Progress is monitored, measured and recorded and emerging problems are identified and corrected
  • Effectiveness and efficiency of process and the use of resources is tracked and evaluated
  • Problems and conflicts are identified, addressed appropriately, resolved and documented

    4.
  • The relevant standards are known, understood and applied in context
  • Changes in procedures and processes are implemented and followed
  • Quality manuals are maintained and used appropriately

    5.
  • Education and training gaps of the team are correctly identified and included in the workplace skills plan
  • Learning activities of the team members are co-ordinated and monitored
  • Learners are successfully coached and assessed
  • Competence declarations are recorded

    Integrated Assessment:

    The integrated assessment must be based on a summative assessment guide. The guide must spell out 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 and 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.

    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.

    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 activities. The assessment process should also establish how the learning process has advanced the critical outcomes.

    Assessors should also evaluate evidence that the learner has been performing consistently over a period of time. 
    		•

    INTERNATIONAL COMPARABILITY 
    The best-known master qualifications are those in German-speaking countries. The master qualifications are a requirement within these countries for:
  • Opening and running a small business
  • Training apprentices/learners
  • Registration with local chambers of business and commerce.
    The German system is however different and there is no qualification framework like the NQF. The master qualification is a single qualification and can only be acquired based on the following:
    1. Five - eight years of practical experience in the trade
    2. Three years of part time classes and successfully passing the examinations
    3. The completion of a master piece

    The master qualifications in other countries such as the United Kingdom and New Zealand focus primarily on advanced technical skills and knowledge.

    The development of these qualifications was largely based on the contextualisation of the German qualifications in South Africa. German-qualified master artisans who operate in both small and large companies in South Africa assisted in the process to ensure that the qualifications would have the same value as those in German-speaking countries. 
    		•

    ARTICULATION OPTIONS 
    This qualification has been designed and structured so that qualifying learners can move from one context to another. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL.

    Overview of the proposed qualifications pathway and articulation possibilities:
    NQF level----Other Specialisations
    7---Engineer-Quality assurance or Education, Training and Development, Technical sales and marketing, General management
    6--First Degree Master Craftsmanship-Engineering technologist or equivalent-
    5--Nat Diploma Master Craftsmanship-Engineering technician or equivalent-
    5--Nat Certificate Master Craftsmanship--
    4-NQF technical or supervisory qualification-NQF 4 trade--
    3-NQF 3 trade---

    Note: the actual articulation will be determined by the institutional and professional entry requirements. The articulation to engineering qualifications is being explored with the Engineering SGB but has not yet been finalised. 

    MODERATION OPTIONS 
    Moderators for the qualification should be qualified and accredited with an appropriate ETQA.
    To assure the quality of the assessment process, the moderation should cover the following:
  • Assessor credentials
  • The assessment instrument
  • The assessment process
    Moderators should be qualified assessors in their own right. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria should be applied by the relevant ETQA:
    1. Appropriate qualification in the field of electrical engineering, maintenance or manufacture with a minimum of 2 years' experience in a small business environment. The subject matter expertise of the assessor can be established by recognition of prior learning.
    2. Appropriate experience and understanding of assessment theory, processes and practices.
    3. Good interpersonal skills and ability to balance the conflicting requirements of:
  • Maintaining national standards
  • The interests of the learner
  • The need for transformation and redressing the legacies of the past
  • The cultural background and language of the learner.
    4. Registration as an assessor with a relevant ETQA.
    5. Any other criteria required by a relevant ETQA.

    Since this is a new field, it may be some time before there are sufficient qualified assessors. The relevant ETQAs should allow interim arrangements to be made. It is envisaged that holders of this and related qualifications will eventually form a professional association. The members of this association will then support the quality assurance and assessment processes. Assessors would then be required to be registered members of this association. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  10327  Provide coaching to personnel within a Contact Centre  Level 4  NQF Level 04  10 
    Core  117701  Address safety, health and environmental requirements and hazards in a technical context  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  116790  Commission machines and equipment or pilot and test a new technical service  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  116782  Control logistical flow of components and materials  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  116778  Develop quality plans and ensure overall quality of products or services in a small business or business unit  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  15223  Implement training needs for teams and individuals to upgrade skills levels  Level 5  Level TBA: Pre-2009 was L5  3 
    Fundamental  15231  Create and use a range of resources to effectively manage teams, sections, departments or divisions  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  116793  Determine the viability of a business and monitor its performance  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  9224  Implement policies regarding HIV/AIDS in the workplace  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  116786  Manage the cash flow of a small business or a business unit  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  12433  Use communication techniques effectively  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  114880  Measure and improve single factor productivity at a work station  Level 4  NQF Level 04  8 
    Elective  14586  Monitor and control quality control practices in a manufacturing/engineering environment  Level 4  NQF Level 04  8 
    Elective  15235  Prepare and conduct staff selection interviews  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  10147  Supervise a project team of a technical project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 


    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.