|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|
|National Certificate: Value Engineering|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49745||National Certificate: Value Engineering|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|QCTO - Quality Council for Trades and Occupations||OQSF - Occupational Qualifications Sub-framework|
|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||120||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
The engineer is faced with the prospect of a life adapting to new developments and learning new things. The ability to cope with change lies not so much in learning about new technological developments but in adapting flexibly and effectively to new ways of thinking. The techniques of using new technology and creatively finding new ways of using existing technology to meet current systems demands a high level of mental flexibility from the modern engineer. Value engineering/analysis and its analytical techniques bring a powerful tool to bear in this situation.
Value Engineering emphasises the theory and practice of functional analysis, the main point of departure that distinguishes Value Engineering from other problem solving methods.
The practice of forming and manipulating concepts through creative thinking includes brainstorming, synetics and lateral thinking.
This qualification provides a learner with all the skills and knowledge required of a Value Engineer.
Learners for this qualification are likely to be working in the industry where continuous improvement of products, services and systems is a requirement. This qualification will give them the opportunity to balance their practical skills with the essential knowledge needed to earn a formal qualification in Value Engineering.
There is a critical need in the industry to identify people who are able to apply the essential methodologies associated with efficient and successful Value Engineering studies and workshop applications. This will lead to competence in the field of work and thereby add value to the industry and improve the economy of the country. It will also lead to a balanced society in that learners will understand how the work they do fits into the greater needs of the industry.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that candidates embarking on learning towards this qualification are already competent in the following areas:
Recognition of Prior Learning:
This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.
Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
All such evidence will be judged in accordance with the general principles of assessment described above and the requirements for integrated assessment.
Access to the Qualification:
The qualification is open bearing in mind learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|Total : 17 Fundamental credits, 65 Core credits, 96 Elective credits (Of which 38 credits are required)
Rules of combination:
Candidates are required to achieve all 17 credits listed in the Fundamental category
Candidates must achieve all 65 credits listed in the Core category in Exit Level Outcomes.
Candidates must achieve at least 38 credits of their choice from any of the available Elective credits in Exit Level Outcomes.
Structure of the qualification:
The qualification has the following general structure:
The rationale and purpose provides, among other things, a broad description of what holders of the qualification can do.
The qualification is further defined by means of a number of Exit Level Outcomes. These ELOs provide a means for learners to exit the qualification with recognition for clusters of competencies, even if they do not achieve the whole qualification. The ELOs also provide a means to organise the unit standards into coherent clusters, thus facilitating integrated assessment.
Each unit standard contains details of specific outcomes, range statements and assessment criteria, thus making it possible for assessors to judge competence in terms of each unit standard, while at the same time providing possible evidence of integration of competencies.
|EXIT LEVEL OUTCOMES|
|Exit Level Outcome 1
> Manage Human Dynamics & Change.
Exit Level Outcome 2
Exit Level Outcome 3
Exit Level Outcome 4
Exit Level Outcome 5
Exit Level Outcome 6
Critical Cross-Field Outcomes:
This qualification addresses the following critical cross-field outcomes, as detailed in the unit standards:
>[Exit Level Outcomes: 3; 4; 5; 6]
> [Exit Level Outcomes: 1; 3; 4; 5; 6]
> [Exit Level Outcomes: 1; 3; 5]
> [Exit Level Outcomes: 2; 3; 4; 5; 6]
> [Exit Level Outcomes: 1; 3; 5; 6]
> [Exit Level Outcomes: 3; 4; 5; 6]
> [Exit Level Outcomes: 3; 4; 5: 6]
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of society at large, by making individuals aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
|For award of the whole qualification, candidates must achieve the required number of credits as specified in the rules of combination in point 15 as well as the criteria specified for integrated assessment in point 18 below.
Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome (see "associated unit standards" above).
Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of workplace activities.
Assessors should note that the evidence of integration (as below) could well be presented by candidates when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well-designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.
Candidates must demonstrate the ability to engage in the operations selected in an integrative way, dealing with divergent and "random" demands related to these work operations, effectively. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Integration of skills will be demonstrated through the achievement of the core operational standards.
Criteria for integrative assessment of generic competence include:
Assessment criteria associated with Exit Level Outcome 1
Assessment criteria associated with Exit Level Outcome 2
Assessment criteria associated with Exit Level Outcome 3
Assessment criteria associated with Exit Level Outcome 4
Assessment criteria associated with Exit Level Outcome 5
Assessment criteria associated with Exit Level Outcome 6
Assessment should be in accordance with the following general and specific principles:
> Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations;
> Judge evidence on the basis of its validity, currency, authenticity and sufficiency; and
> Ensure assessment processes are systematic, open and consistent.
|This qualification and the component unit standards have been compared with similar qualifications from the following country:
The USA qualification is, "Certified Value Specialist - (CVS)" by the Society of American Value Engineers (SAVE). The USA based qualifications does partially represent the SAQA requirements, therefore this qualification was developed from scratch considering SAQA requirements and Unit Standards Alignment. The European Community has a Professional Value Analysis (PVA) and Professional Value Management. (PVM) certification with good alignment with SAQA requirements and has been considered in the design of the NC in Value Engineering.
Please note that Value Engineering is also defined as Value Management and Value Analysis.
The website of the American Qualification (still the most respected one in the Value Engineering Fraternity) is www.value-eng.org and the European Community Qualification is found under www.ivm.org.uk.
|This qualification has been designed and structured so that qualifying learners can move from one context to another. It builds onto existing engineering qualifications and acts as a springboard from which learners may progress to more advanced qualifications in the engineering industry.
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.
The following shows the location of this qualification in terms of other qualifications within the engineering field.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The following criteria are specified for assessors concerning the technical aspects of the qualification:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114599||Apply Functional Value to Engineering Design||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||114051||Conduct a technical practitioners meeting||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||10043||Develop, implement and manage a project/activity plan||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||15224||Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||15233||Harness diversity and build on strengths of a diverse working environment||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||15215||Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||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|
|Core||114601||Identify, select and co-ordinate value engineering project life cycle phase||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||15226||Implement systems to meet the flow of information in a team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||15230||Monitor team members and measure effectiveness of performance||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||12996||Record, analyse and prepare cost information||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||10149||Support the project environment and activities to deliver project objectives||Level 5||Level TBA: Pre-2009 was L5||14|
|Fundamental||12999||Contribute to the management of costs and the enhancement of value||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||15216||Create opportunities for innovation and lead projects to meet innovative ideas||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||15214||Recognise areas in need of change, make recommendations and implement change in the team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||114882||Develop holistic productivity improvement strategies and plans||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||114875||Measure and assess the factors that influence capital productivity and establish the relative impact of each factor||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||114886||Measure and assess the factors that influence labour productivity and establish the relative impact of each factor||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||114876||Measure and assess the factors that influence material productivity and establish the relative impact of each factor||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||114883||Measure value-added, multi factor and total factor productivity within an organisation||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||114879||Promote a productivity improvement strategy||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||10148||Supervise a project team of a business project to deliver project objectives||Level 5||Level TBA: Pre-2009 was L5||14|
|Elective||10146||Supervise a project team of a developmental project to deliver project objectives||Level 5||Level TBA: Pre-2009 was L5||14|
|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:|
|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.