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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
| National Certificate: CNC Production Machining |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 57877 | National Certificate: CNC Production Machining | |||
| ORIGINATOR | ||||
| SGB Manufacturing and Assembly Processes | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| MERSETA - Manufacturing, Engineering and Related Services Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 06 - Manufacturing, Engineering and Technology | Manufacturing and Assembly | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 128 | Level 3 | NQF Level 03 | 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 |
| Purpose:
The purpose of the qualification is to provide learners, education and training providers and employers with the standards with the standards and the range of learning required to set up, monitor and troubleshoot the manufacturing process in a CNC production machining environment. This is the second qualification in a series for learners who want to follow a career in the field of CNC production machining, specifically in facilities, which use machining and turning centres. People working in the CNC production machining field require specialised technical skills and knowledge which combine some hand skills and an understanding of machining processes with more intensive production methods, greater control over the accuracy of dimensions and the maintenance of quality standards. The primary skills that are recognised in this qualification are the ability to set up and initiate CNC machining processes, monitor and control the flow of work, monitor safety, health and environmental practices and monitor and maintain the quality of the product. These capabilities require an understanding of machining theory; machinery functioning, materials, production processes, statistical process control and problem solving. Qualified learners will also understand: With this understanding learners will be able to participate effectively in workplace activities. Learners can be assessed on: This qualification will ensure the development of relevant skills required by an industry sector essential for economic growth and transformation. This qualification will contribute to the social upliftment and development of employees and economic growth 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. Rationale: The rapid uptake of new technology in the form of computerised numeric control (CNC) systems in South Africa and the emergence of South Africa as a cost-effective supplier to international markets has created a demand for people with the skills to operate, set and programme CNC equipment. In order to meet this demand in the form of learnerships and skills programmes, the industry needs an engineering machining qualification which focuses on the understanding and use of CNC systems and statistical process control (SPC). This qualification represents a shift away from the traditional field of engineering machining, which is characterised by work-to-order, low volume manufacture of components using various machining methods. The emerging industry is characterised by greater precision, higher volumes, and higher standards of quality. This qualification spells out the skills needed to operate successfully in this new field. This is the second in a series of four qualifications in a learning pathway for CNC production machining. The series begins with the National Certificate in CNC Production Machining NQF Level 2 and ends with the National Certificate in CNC Production Machining NQF Level 5. The series provides a developmental pathway for the full range of activities required for production machining. The skills and knowledge required are described in a generic manner so that the changing needs of particular worksites can be met without requiring changes to the qualification or the unit standards. Typical learners would have achieved the National Certificate in CNC Production Machining NQF Level 2 or be existing employees with some experience in CNC production machining. Once qualified, they would typically set up and operate CNC equipment. They would perform tasks semi-autonomously within the context of an overall team. This role represents a recognised position in the organisation. This qualification series recognises skills, knowledge and values relevant to a workplace and requires workplace experience. It is suitable for learners who: 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 within the organisation. This qualification provides learners who have gained relevant experience in the workplace with an opportunity to obtain credits through an RPL process. It also forms the basis for further learning in the field of production machining where the learner will be able to plan, set up and improve the manufacturing process, and respond to problems. Learner achievements will contribute to the ability of South African companies to compete for work in the global economy, thus securing jobs and employment opportunities. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The following competencies are assumed for a learner embarking on this qualification:
In addition, learners are assumed to have the following skills at NQF Level 2 in the context of CNC production machining: These skills form the basis for determining the credit allocation in this qualification and may be acquired through the National Certificate in CNC Production Machining: NQF Level 2. If a learner does not have such experience, the learning time will be increased. The allocation of credits is also based on the assumption that the learner will be working towards this qualification as part of a learning programme which integrates the unit standards. 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. A workplace is, however, a prerequisite to obtaining the relevant work experience and evidence required for the assessment of the Exit Level Outcomes. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The rules of combination for this qualification are reflected in the matrix.
The elective credits should be chosen in accordance with the requirements of the selected context and the interests of the learner. |
| 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 for 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. Set up and initiate CNC manufacturing processes. 2. Monitor and control the flow of work. 3. Monitor safety, health and environmental practices. 4. Monitor and maintain the quality of the product. 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: Refer to Exit Level Outcomes 1, 2, 3 and 4. Refer to Exit Level Outcomes 1, 2, 3 and 4. Refer to Exit Level Outcomes 1, 2, 3 and 4. Refer to Exit Level Outcomes 1, 2, 3 and 4. Refer to Exit Level Outcomes 1, 2, 3 and 4. Refer to Exit Level Outcomes 1, 2, 3 and 4. Refer to Exit Level Outcomes 1, 2, 3 and 4. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
> Range: This includes obtaining first-off approval; making adjustments and rectifying any non-conformance. > Range: This includes knowledge of project management principles (production schedules, dates, times, planning, providing feedback on progress); and CNC programmes. 2. > Range: This includes informing operators of manufacturing requirements, advancing operator skills, supervising operations. 3. > Range: This includes compiling a log of such issues over a period of time; unsafe working practices; use of PPE; disposal of waste; waste reduction techniques; lean manufacturing principles. 4. > Range: Includes use of correct materials. 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: Assessment of competence for this qualification is based on experience acquired by the learner in the workplace, within the particular CNC production-machining context. The assessment process should cover the explicit tasks required for the qualification as well as the understanding of the underlying concepts and principles. 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 is able to perform consistently over a period of time. |
| INTERNATIONAL COMPARABILITY |
| These qualifications represent the learning progression for an occupation which focuses on the machining of precision parts and components using computer numerical control (CNC). The stages of development related to CNC machining equipment are:
Machining includes processes such as cutting, boring, turning, milling and grinding. It may also include punching and nibbling. These occupations have evolved from the traditional mechanical engineering trades such as machinist, turner and tool, jig and die maker. CNC has replaced manual operations and the focus has become the repeatable precision machining of components in a production environment, often as mass-production but not excluding small batches of product. The standards for the occupation are to a large extent determined by the market for the end-product. The arms, armaments, automotive and machine construction industries are some of the primary markets for machined products. The primary drivers for the requisite knowledge and skills in the occupation are the changing technology inherent in the machinery and the ancillary equipment such as tooling and fixtures. As technology evolves so the demands of the market place increase and practitioners' knowledge and skills sets must adapt in order to achieve effective use of the equipment. The sources of this knowledge and of the training related to it are the equipment and tooling manufacturers and suppliers. Courses at educational institutions are in general not responsive enough for all the learning needs and can, at best, only provide a broad framework. During the development process one of the participants commented as follows, 'Looking at what other countries include in their courses is fallacious - it is more about what [knowledge and skill] is required to work with the systems and technology to produce products. In the end you [must] meet customer requirements'. Furthermore, many CNC courses are not designed for occupational development on a step-by-step basis. Generally the courses assume a general knowledge of machining or engineering and build CNC knowledge and skills specific onto this. One of the participants in the standards development process attended a 450 hour course in Sweden as part of the arms deal offset strategy. The course he attended cuts across 3 NQF levels. Other courses are design to focus on specific pieces of equipment such as a turning centre. Training processes for the occupations outlined above are varied. The following encompass some of the options: The only way to make any meaningful comparisons was to compare occupational profiles in the following way: This approach can be supported by referring to curriculum contents and course outlines. The above occupations and the related career path are similar to descriptions found in various OECD countries belonging to the Organisation for Economic Co-operation and Development (OECD), eg the United States of America: Before CNC programmers ... machine a part, they must carefully plan and prepare the operation. First, these workers review three-dimensional computer aided/automated design (CAD) blueprints of the part. Next, they calculate where to cut or bore into the workpiece, how fast to feed the metal into the machine, and how much metal to remove. They then select tools and materials for the job and plan the sequence of cutting and finishing operations. Next, CNC programmers turn the planned machining operations into a set of instructions. These instructions are translated into a computer aided/automated-manufacturing (CAM) program containing a set of commands for the machine to follow. These commands normally are a series of numbers (hence, numerical control) that describes where cuts should occur, what type of cut should be used, and the speed of the cut. CNC programmers and operators check new programs to ensure that the machinery will function properly and that the output will meet specifications. Because a problem with the program could damage costly machinery and cutting tools, computer simulations may be used to check the program instead of a trial run. If errors are found, the program must be changed and retested until the problem is resolved. In addition, growing connectivity between CAD/CAM software and CNC machine tools is raising productivity by automatically translating designs into instructions for the computer controller on the machine tool. These new CAM technologies enable programs to be easily modified for use on other jobs with similar specifications. After the programming work is completed, CNC operators perform the necessary machining operations. The CNC operators transfer the commands from the server to the CNC control module using a computer network link or floppy disk. Many advanced control modules are conversational, meaning that they ask the operator a series of questions about the nature of the task. CNC operators position the metal stock on the CNC machine tool-spindle, lathe, milling machine or other-set the controls, and let the computer make the cuts. Heavier objects may be loaded with the assistance of other workers, autoloaders, a crane, or a forklift. During the machining process, computer-control operators constantly monitor the readouts from the CNC control module, checking to see if any problems exist. Machine tools have unique characteristics, which can be problematic. During a machining operation, the operator modifies the cutting program to account for any problems encountered. Unique, modified CNC programs are saved for every different machine that performs a task. CNC operators detect some problems by listening for specific sounds-for example, a dull cutting tool or excessive vibration. Dull cutting tools are removed and replaced. Machine tools rotate at high speeds, which can create problems with harmonic vibrations in the workpiece. Vibrations cause the machine tools to make minor cutting errors, hurting the quality of the product. Operators listen for vibrations and then adjust the cutting speed to compensate. In older, slower machine tools, the cutting speed would be reduced to eliminate the vibrations, but the amount of time needed to finish the product would increase as a result. In newer, high-speed CNC machines, increasing the cutting speed normally eliminates the vibrations and reduces production time. CNC operators also ensure that the workpiece is being properly lubricated and cooled, because the machining of metal products generates a significant amount of heat. Apart from CNC-specific training, there are a number of common characteristics found in most general education and training programmes. These include: In addition to these occupation-specific requirements, general requirements such as communication, mathematical literacy, safety, health and the environment, risk assessment, team skills, computer literacy and problem solving abilities are also required. At operator level the occupational profile becomes less distinct. In most OECD countries the occupation is referred to as CNC machining operator but sometimes also as CNC machining setter. The range of activities can vary from the very simple to those performed by the programmer. The following summarises the most common activities for the CNC setter/operator: At operator level the occupational profile becomes less distinct. In most OECD countries the occupation is referred to as CNC machining operator but sometimes also as CNC machining setter. The range of activities can vary from the very simple to those performed by the programmer. The following summarises the most common activities for the CNC setter/operator: The CNC Setter/Operator must be able to: A typical training or re-training programme for such operators is found in this Canadian example: 3 weeks of McBride Training: 16 weeks of NAIT Technical Training: 3 weeks unpaid work experience at an employer site. The total programme consists of 22 weeks. The programme includes elements which allow the aspirant operator to develop a career in the CNC field. Comparison with South African NQF Level 2 and 3 qualifications: The overall level of responsibility in the above list corresponds with NQF level 3, based on the following activities: . This is reflected in the Exit Level Outcomes: In the South African NQF Level 3 operator qualification we have also included low-level programming, the setting up of equipment using pre-written programmes, technical and logistical support to the operational team and some trouble shooting. The type of CNC operator at NQF Level 2 found in South Africa is probably found in most developing countries. It is a low-skill occupation and consists mostly of monitoring the production process and alerting technical staff to problems. Parts finishing, cleaning and routine maintenance may also be required. This qualification reflects the following from the above list: This is reflected in the following Exit Level Outcomes: Other activities and related knowledge is contained in the choice of unit standards and the specific outcomes in the unit standards. In addition to this, the South African qualifications include the tracking of part dimensions in statistical process control charts and recognising and responding to error conditions. As in many of the courses for aspirant operators, manual machining processes and hands-on experience of manual machining have been included as the basis for understanding the process and for recognising problems at this and later stages. References: Australia http://www.nmit.vic.edu.au/courses/manufacturing/engmech_cer3_a.html http://www.tafe.swin.edu.au/eng/ http://domino.swin.edu.au/__CA256F56001FE705.nsf/0/3D02C44303D6F632CA25690E000A2FB8?OpenDocument&filter=D McLennan, W (Statistician General) 1997. Australian Standard Classification of Occupations, Second Edition Canberra: Australian Bureau of Statistics. Canada: http://www.skillscanada.com/en/corporate/profiles/index_cncturning.php http://www.mcbridecareergroup.com/images/pdfs/cnc_machinist.pdf Botswana: http://www.ub.bw/departments/engineering/technology_mission.cfm Germany: http://www.bibb.de/en/9673.htm http://www.bibb.de/de/11988.htm India: http://delhigovt.nic.in/newdelhi/dept/industries/about.asp Kenya: www.learningresources.co.ke/downloads/SHE.PDF Nigeria: http://fmst.gov.ng/docs/2004MinisetrialPressBriefing.pdf Sweden: http://kaplanskolan.skelleftea.se/Skrivbord/Dokument%20KP/Site%20KP/English?templates=eduPage UK: http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile825/ http://www.connexions-direct.com/jobs4u/jobfamily/engineering/toolmakermachinesetter.cfm?fd=503 USA: http://www.bls.gov/oco/ocos286.htm http://www.umsl.edu/services/govdocs/ooh20002001/356.htm http://www.btc.ctc.edu/coursedocs/Programs/pComputerizedMachining.asp http://www.ntma.org/eweb/StartPage.aspx http://www.i-train.org//CourseDisplay.asp?db=I&provider=C8088 http://www.akronmach.com/cnc2.htm Country specific searches were also made for Brazil, Korea, Japan, Swaziland, Zimbabwe, Zambia. |
| ARTICULATION OPTIONS |
| This qualification has been designed and structured so that qualifying learners can move from one context within the CNC production machining environment to another. They would have to acquire the specific knowledge related to the new context and adjust their skills and values accordingly.
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. Holders of other qualifications may be evaluated against this qualification for the purpose of RPL and placement in learning programmes. This qualification articulates vertically with: This qualification articulates horizontally with other engineering qualifications at this level: |
| 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: 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:
> 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. |
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 | 115091 | Monitor compliance to safety, health and environmental requirements in a workplace | Level 2 | NQF Level 02 | 2 |
| Core | 114952 | Apply problem-solving techniques to make a decision or solve a problem in a real life context | Level 3 | NQF Level 03 | 2 |
| Core | 13234 | Apply quality procedures | Level 3 | NQF Level 03 | 8 |
| Core | 12488 | Complete feasibility and commissioning reports | Level 3 | NQF Level 03 | 3 |
| Core | 14688 | Develop work instructions for thermoplastic fabrication using drawings | Level 3 | NQF Level 03 | 10 |
| Core | 12456 | Explain and use organisational procedures | Level 3 | NQF Level 03 | 6 |
| Core | 116218 | Explain the planning and scheduling of tasks in a production environment | Level 3 | NQF Level 03 | 3 |
| Core | 243025 | Monitor machining process, interpret statistical process control charts, and rectify production problems | Level 3 | NQF Level 03 | 7 |
| Core | 117877 | Perform one-to-one training on the job | Level 3 | NQF Level 03 | 4 |
| Core | 120383 | Provide assistance in implementing and assuring project work meets quality requirements | Level 3 | NQF Level 03 | 6 |
| Core | 243024 | Set up and start CNC machining processes | Level 3 | NQF Level 03 | 14 |
| Core | 114978 | Use a word processing package to produce business documents | Level 3 | NQF Level 03 | 3 |
| Core | 119169 | Work with and look after materials in the plastics manufacturing production process | Level 3 | NQF Level 03 | 12 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9010 | Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations | Level 3 | NQF Level 03 | 2 |
| Fundamental | 9013 | Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 3 | NQF Level 03 | 4 |
| Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9012 | Investigate life and work related problems using data and probabilities | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119467 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
| Fundamental | 7456 | Use mathematics to investigate and monitor the financial aspects of personal, business and national issues | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Elective | 113899 | Demonstrate an understanding of basic programmable logic controllers | Level 3 | NQF Level 03 | 6 |
| Elective | 13915 | Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace | Level 3 | NQF Level 03 | 4 |
| Elective | 13916 | Identify and keep the records that a team manager is responsible for keeping | Level 3 | NQF Level 03 | 4 |
| Elective | 12455 | Perform the role of a safety, health and environmental protection representative | Level 3 | NQF Level 03 | 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 |
| 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. |