|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: Electronics|
|SAQA QUAL ID||QUALIFICATION TITLE|
|59569||National Certificate: Electronics|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|MICTS - Media, Information and Communication Technologies Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 10 - Physical, Mathematical, Computer and Life Sciences||Information Technology and Computer Sciences|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 3||NQF Level 03||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|
This qualification intends to set standards for a typical learner entering the field of electronics. It will provide learners with foundational, basic knowledge and experiential skills to be able to perform in the electronics field. It will be valuable to potential learners who may have been working or practicing within the electronics field such as electronics artisans, shopfloor workers working within the electronics environment who do not have formal education in electronics and any person wishing to join the electronics field thus providing them with the opportunity for formal recognition of their skills and knowledge through Recognition of Prior Learning.
The qualification is structured in such a way that it enables learners to gain progression towards the higher NQF levels thus creating career opportunities for learners within the electronics environment. The unit standards contained in this qualification will provide building blocks for specific skills that provide access to related qualifications in this field as well as providing articulation possibilities. This qualification is the first in the learning pathway for electronics and articulates vertically to the planned Level 4, FETC: Electronics, National Certificate: Electronics, NQF Level 5 and a National Diploma: Electronics at NQF Level 5. The qualification also provides horizontal articulation to electronics related qualifications within the telecommunications and electronics servicing industries at NQF Level 3.
Electronics is a specialised field that requires specific knowledge and skills to be able to operate productively within the sector. People working within the production and operation lines such as assemblers need this qualification to be able to operate effectively within the parameters of legislative and regulatory frameworks governing this sector. It will provide learners with the relevant knowledge, skills, values and attitudes to be able to operate in this sector. Currently there is no targeted electronics qualification existing at an introductory level that will develop key competencies (knowledge, skills, attitudes and values) required in the sector. It seeks to provide people working in the sector and those wishing to join the sector with a relevant qualification fitting for the job.
It will benefit individuals at work, as it is mostly occupational-oriented thus providing learners with knowledge and skills to enable them to meet global electronics standards at an introductory level. This qualification will facilitate articulation to other qualifications which include mechatronics, autotronics and electronic warfare thus facilitating mobility, personal growth within the electronics field and improve productivity. Learners will have a working understanding of elementary principles within the electronics sector.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners are assumed to be competent in:
Recognition of Prior Learning:
Access to the qualification:
|RECOGNISE PREVIOUS LEARNING?|
|The qualification has a minimum of 120 credits and is comprised of unit standards that are fundamental, core and elective.
|EXIT LEVEL OUTCOMES|
|1. Communicate in a variety of ways to achieve personal and workplace objectives within the electronics environment.
2. Use mathematical concepts and processes to solve personal and electronics related problems.
3. Apply elementary principles of electricity and electronics.
4. Demonstrate knowledge of electronic components, instruments and test equipment (hand skills).
5. Assemble cables, harness and printed circuit/wiring boards.
6. Apply safety measures in an electronics environment.
Critical Cross-Field Outcomes:
The qualifying learner will be able to:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
> Range: Relevant may refer to but not limited to Atomic theory, semi-conductor theory, electric current theories.
> Range: Basic logic symbols refer to AND, OR, NAND, NOR, XOR, XNOR, NOT Gates.
Associated Assessment Criteria for Exit Level Outcome 4:
Associated Assessment Criteria for Exit Level Outcome 5:
Associated Assessment Criteria for Exit Level Outcome 6:
Assessment should be focused on the candidate's ability to apply their theoretical knowledge and understanding in authentic contexts. Assessors should use a range of strategies, which will allow candidates to demonstrate applied competence. Applied competence (practical, foundational and reflective) competencies regarding electronics knowledge and skills will be achieved if a candidate can integrate the various outcomes of the unit standards of this qualification. Assessment strategies and procedures should be aligned with the purpose and exist level outcomes of the qualification. They should consists of written assignments, tests and examinations and also include a variety of problem solving assignments, portfolios of learning, materials and projects. The qualification should be assessed on the basis of evidence of demonstrated performance in the workplace or in simulated work situations designed to draw upon similar performance to that required at the workplace.
All exit level outcomes, critical cross-field outcomes, and essential embedded knowledge required by the component unit standards are to be assessed. Evidence of the achievement of the critical cross-field outcomes should be found both in performance and in explaining and applying the essential embedded knowledge.
|Electronics is a highly recognised sector, in that the modern world relies on electrical and electronics devices which impact considerably in the domestic and world of work today. Internet research was conducted to identify similar qualifications and/or programmes offered in different countries to determine how this Qualification compares with international qualifications in electronics in terms of scope, level and outcomes as well as considering the nature of countries compared in relation to the history of offering education and training in this subject from socio-economic perspectives. Due to the fact that the electrical and electronic engineering field is broad and vibrant thus interfacing with physics, computer science and engineering, the comparison was made on qualifications that deal with basic electronics and electrical engineering, which include electronic components. The approach used was to determine the international best practice in the comparison of the South African qualification against the international ones.
Comparability with leaders in the field:
The leaders in the field within this subject field in terms of qualifications and provision have been considered to be the Japan, USA and Germany. In addition, other countries such as New Zealand, United Kingdom, Australia, India, China and SADC region have been considered in the research with a view to obtain qualifications and/or programmes as well as short courses offered. Countries such as China and India are considered to be leading in electronics products, but unfortunately their qualifications in Electronics offered at this level could not be accessed. The research conducted in most countries indicated that qualifications offered were engineering qualifications of which electronics form part, were predominantly pitched at degree, honors, masters and phd levels, which made it difficult to find an introductory electronics qualifications at level 3. Although the USA, Japan and Germany were recommended to be the leading countries in electronics, unfortunately neither of these countries' qualifications were accessible especially Japan and Germany.
Comparability with USA qualifications and standards:
The Institute of Electrical and Electronics Engineers -USA (IEEE-USA) is an organisational unit of the Institute of Electrical and Electronics Engineers international, Inc., that is created to promote the careers and public policy interests of the more than 235 000 electrical, electronics, computer and software engineers including the promotion of engineering awareness and encouraging technological literacy reaching out to two different segments of the public, from nine to13 year-olds through to adults. The IEEE-USA produces a range of distance-learning packs for training and educational use in the electrical engineering, electronics, and manufacturing and computer software industries. However, most of the qualifications accessed that are recognised by the IEEE in the USA are predominantly offered at higher education levels and thus making it difficult to find the relevant qualifications that could be compared with the South African qualification at NQF Level 3.
George Brown College:
Electronics Technician Certificate:
George Brown College offers the Electronics Technician Certificate programme that is targeting technicians who work in the field of consumer, commercial and industrial electronics. Many schools and organisations, which have adopted it as part of their training programmes, use this programme. People who intend to work within the electronics environment thus preparing themselves for employment can also access the programme. The programme offered on a modular basis with at least 23 modules. Most of the Modules offered here compare favorably with our South African qualification. The duration of the programme is 32 weeks. The Modules are as follows:
Washington State, USA:
Electronics Supply Centre:
Basic Electronics for schools:
The search has identified a certificate course that compares favourably with the South African qualification as it provides basic knowledge packaged for beginners in the electronics field. The course is divided into four modules comprised of different lessons in each module. These modules can be benchmarked against the unit standards contained in the South African qualification that provides learners with key competencies contained in the lessons provided in each module. The modules are depicted as follows:
Basic Electronics DC (direct Current); Basic Electronics AC (Alternating Current); Basic Electronics (Semiconductors); Basic Electronics (Power Supplies):
> Basic electronics theories and principles; Magnetism; The Atom; Rectifying circuits.
> Series Circuits; Sine Wave Voltages; Diodes; Filtering.
> Parallel Circuits; Basic principles of Capacitors; Bipolar Junction Transistors (NPN and PNP); Regulators (I.C Regulator circuits, switch mode regulators).
> Combination Circuits; Capacitors (reactance and various types of capacitors; Field Effect Transistors; UPS System (uninterruptible power supplies).
> Rheostats, symbols of variables and potentiometers; Inductors (self induced voltages and calculation of inductors in series; Specialty Devices (Semiconductor devices).
> Inductors (Autotransformers).
> RLC Circuits.
USA, Washington State:
Skagit Valley College:
> Departmental standards on laboratory conduct, reporting, and safety.
> Ohm's law.
> Watt's law.
> Series circuits.
> Parallel circuits.
> Series-parallel circuits.
> Computer solutions.
> Voltage and current dividers.
> Resistance, voltage and current meters.
> Conductors and insulators.
> Kirchoff's voltage law.
> Kirchoff's current law.
> Network theorems.
> Organisational standards on laboratory conduct, reporting and safety.
> Review of DC concepts.
> Introduction to AC Theory.
> Inductors and Capacitors.
> Reactance and Impedance.
> RL,RC and RLC circuit analysis and characteristics.
Fiji Islands, South Pacific:
Fiji Institute of Technology: School of Electrical and Electronic Engineering:
Trade Certificate in Electronics Engineering:
Fiji has a highly recognised institution that is registered as an Academy and that offers very dynamic comprehensive programmes to school leavers who wish to pursue training in electrical and electronic engineering and their allied industries. The above programme also compares favorably with the South African qualification (Introductory Electronics, NQF Level 3) in terms of the units offered except Applied Mathematics unit although the level of the qualification is not known. The certificate is comprised of the following units:
Comparability with UK qualifications and standards:
The comparison was done from the National Database of Accredited Qualifications (Qualification and Curriculum Authority) in which electronics related qualifications found were at NVQ level.
Edexcel: BTEC National Certificate in Electrical/Electronic Engineering (4322):
Edexcel is known to be the largest awarding body in the United Kingdom, which develops a diverse range of vocational and academic qualifications including short courses. The 'BTEC National Certificate in Electrical/Electronic Engineering is at the UK NQF Level 3, which has an equivalence level between our NQF Levels 4 and 5. The comparison was done focusing on the level, content and outcomes of the qualification that is equivalent to our NQF Level 3 qualifications. Although this is a 12-unit qualification which is made up of six core unit standards and six specialist unit standards which compare slightly with few of our unit standards as follows:
Comparison with New Zealand qualifications and standards.
Electro Technology Industry Training Organisation: National Certificate in Electronics Technology (Level 3):
This qualification is designed for people who are interested in electronics who may wish to pursue further training and employment in this field. The qualification has been developed for people interested in electronics, who may wish to pursue further training and employment in this field and is offered in high schools. Some of the units standards contained in this qualification compares favourably with the South African qualification as it addresses basic knowledge and skills of electronics although it is comprised of 43 credits as follows:
In addition, there are unit standards identified which do not form part of any qualification within the New Zealand Qualifications Framework pegged at NQF Level 3 which are core electronics for electronics technicians that compare favourably with our qualification. These are:
Universal College of Learning:
Certificate in Electronics and Electrical Technology, NQF Level 3:
This programme is designed to provide new entrants with knowledge and skills in the field of electronics. The programme is targeting individuals who are interested in a career in the electrical and electronics industries as well as offering the stepping-stone to gain broad education and training in this field. The programme compares favourably with our qualification in terms of the content, duration and level as well as covering the fundamental component in relation to mathematical and communication literacy, including computer skills. The course content is as follows:
Comparability with SADC countries:
In relation to SADC countries, it has been discovered that countries in the SADC region tend to benchmark their qualifications against the South African Qualifications. The only country found to provide a programme in the subject field is Zimbabwe through SIRDC (Electronics and Communications Institute) which offers technology transfer and training services in specialized areas of electronics, electronics circuit design and electronic instrumentation which does not compare fairly well with the standards offered by the South African qualification in that the content/modules of their programme that is partly relevant to our qualification but not addressed at this level are:
Conclusion in terms of international comparability:
Comparing our own qualification and related proposed qualifications with other countries, it seems clear that we are operating at an equivalent level with other countries, including those which are leaders in this field, as well as taking into account the particular requirements of developing nations, including our own. Our qualification falls well within the occupational profiles and training standards of the other relevant countries that we have investigated.
Basic Electronics DC (direct Current); Basic Electronics AC (Alternating Current); Basic Electronics (Semiconductors); Basic Electronics (Power Supplies).
|This qualification articulates horizontally with the following registered qualifications:
This qualification articulates vertically with the following registered qualifications:
|Moderation must include both internal and external moderation of assessments. Moderation of assessments will be overseen by the relevant ETQA according to the moderation guidelines and agreed procedures of the relevant ETQA. This qualification can be internally assessed by assessors of the provider and moderated by a moderator registered with the relevant ETQA. Moderation shall comply with SAQA requirements.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessors for this qualification will hold an NQF Level 4 qualification in Electronics or equivalent qualification in related disciplines, or will be competent in the outcomes of this qualification and have at least two years experience in the field.
Anyone assessing a learner or moderating the assessment of a learner against this qualification or its unit standards must be a constituent registered assessor with the relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the relevant accredited ETQA.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|Basic computer knowledge is essential. Therefore it is encouraged that learners who are not computer literate should choose, from the elective components, any unit standards together with a Computer Literacy unit standard.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||115230||Demonstrate knowledge of electrical and electronic components||Level 2||NQF Level 02||3|
|Core||115234||Demonstrate knowledge of electrical safe working practices||Level 2||NQF Level 02||2|
|Core||113877||Understand fundamentals of electricity||Level 2||NQF Level 02||8|
|Core||7427||Use and maintain hand tools and equipment||Level 2||NQF Level 02||3|
|Core||10270||Construct Basic Electronic Circuits||Level 3||NQF Level 03||4|
|Core||253074||Demonstrate an understanding of basic digital circuits||Level 3||NQF Level 03||6|
|Core||253054||Perform basic electrical circuit calculations||Level 3||NQF Level 03||10|
|Core||253094||Perform electronic fault-finding||Level 3||NQF Level 03||3|
|Core||253334||Test and replace basic electronic components||Level 3||NQF Level 03||15|
|Core||114406||Understand basic electronic theory and components||Level 3||NQF Level 03||4|
|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||12035||Apply personal safety practices on a wastewater treatment works||Level 2||NQF Level 02||4|
|Elective||113863||Apply soldering techniques||Level 2||NQF Level 02||2|
|Elective||114605||Carry out soldering and de-soldering procedures||Level 2||NQF Level 02||3|
|Elective||14928||Demonstrate knowledge of basic concepts of telecommunications||Level 2||NQF Level 02||7|
|Elective||337140||Adjust and maintain the production/assembly process||Level 3||NQF Level 03||7|
|Elective||9532||Demonstrate basic knowledge of computers||Level 3||NQF Level 03||6|
|Elective||244504||Describe and explain the principles of logistics support in a specific context||Level 3||NQF Level 03||6|
|Elective||115242||Draw and interpret electrical diagrams||Level 3||NQF Level 03||3|
|Elective||115245||Fabricate aircraft electrical looms and harnesses||Level 3||NQF Level 03||10|
|Elective||244321||Use elementary electronics as applied to electronic systems||Level 3||NQF Level 03||4|
|Elective||337139||Conduct sound measurement||Level 4||NQF Level 04||10|
|Elective||116329||Determine common electronic faults and conduct generic electronic tests||Level 4||NQF Level 04||3|
|Elective||119256||Inspect and test electrical circuits||Level 4||NQF Level 04||6|
|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.
|1.||Columbus Consulting Pty Ltd|
|2.||Ditlou Mega Holdings|
|3.||MOOLAMOE (PTY) LTD|
|4.||Nkoka Training Cc|
|5.||Schauenburg System Pty Ltd|
|6.||Schauenburg Systems Pty Ltd|
|7.||Techtrainer PTY LTD|