|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|
|Further Education and Training Certificate: Electronics|
|SAQA QUAL ID||QUALIFICATION TITLE|
|80306||Further Education and Training Certificate: Electronics|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|Further Ed and Training Cert||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||122||Level 4||NQF Level 04||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 is intended for persons who are working or intending to study in the electronics field as Electronics Technicians. Learners accessing this Qualification will be provided with knowledge, skills and attitudes that will enable them to diagnose faults, repair and maintain electronics equipment. Learners will be able to interpret electronic circuits in order to do component level repairs. This Qualification comprise of Unit Standards that will serve as the building blocks towards progression to a NQF Level 5 Qualification in Electronics as part of career advancement.
It will also provide opportunities for those persons who do not have formal education in electronics currently working in the field of electronics for formal recognition of work experience through Recognition of Prior Learning.
Currently the electronics industry is proliferated with individuals who are trained on the job without formal Qualification. Hence the need for a formal Qualification at this level that is targeted for people who wish to join the electronics field or those that are working as general operators performing duties related to fault-finding, repair and maintenance of electronic equipment.
The general perception in the electronics field is that most general operators lack the necessary knowledge and technical skills to meet the global trends regarding repairing and maintaining of newly introduced electronic equipment due to the growing supply of advanced technology competencies that will enable such individuals to perform quality repair and maintenance work. Thus this Qualification will provide learners with the theoretical and practical experience related to electronic environment in order to satisfy client's needs and expectations.
Electronics plays an important role in the national economy in that the majority of industries in the country use technology in order to be productive to sustain economic growth. Therefore, this Qualification will create employment opportunities for general operators to deal with electronics related matters. The Qualification represents the work based needs of employers within the electronics industry in order to develop a pool of qualified electronics operators who progress through learning towards a Qualification as Chief Engineering Technicians at NQF Level 6. This Qualification will facilitate articulation to other Qualifications which include amongst others, mechatronics and autotronics thus facilitating mobility and personal growth within the electronics field and improve productivity in general.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners are assumed to be competent in:
Access to the Qualification:
This Qualification is open to learners who have achieved a Qualification at NQF Level 3 or equivalent. Learners who demonstrated competence at NQF Level 3 through recognition of prior learning can also access this Qualification.
Recognition of Prior Learning (RPL):
This Qualification can be achieved wholly or in part through recognition of prior learning. Learners able to demonstrate competency through the formative and summative assessment processes attached to this Qualification will receive recognition of prior learning. It is assumed that candidates may have been performing duties that reflect competencies contained in this Qualification at the workplace any formal Qualification.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 122 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of Unit Standards to the value of 56 credits all of which are compulsory.
The Elective Component consists of a number of specialisations each with its own set of Unit Standards. Learners are to choose a specialization area and must choose Elective Unit Standards to the value of 10 credits from the Unit standards listed under that specialisation so as to attain a minimum of 122 credits.
Electronics Specialisation (Learning Programme ID 63849 - ISETT SETA):
Electronics Manufacturing Specialisation (Learning Programme ID 80307 - MERSETA):
Electronic Manufacturing and Assembly Cluster:
|EXIT LEVEL OUTCOMES|
|1. Communicate in a variety of ways to achieve personal and workplace objectives.
2. Apply mathematics and physics principles to determine the specific values in electronics circuits.
3. Operate electronics equipment and instruments.
4. Apply knowledge and understanding of the principles and concepts of electronics circuits.
5. Rework and repair electronic circuits and systems.
6. Demonstrate entrepreneurial skills in the electronics environment.
Critical Cross-Field Outcomes (CCFOs):
This Qualification promotes, in particular, the following Critical Cross-Field Outcomes:
Unit standard CCFO Identifying:
Unit standard CCFO Working:
Unit standard CCFO Organising:
Unit Standard CCFO Science:
Unit standard CCFO Understanding the world as a set of related systems:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Verbal and non-verbal communication skills are applied when interacting with team members, supervisors and clients in the working environment.
1.2 The role of feedback is explained in terms of its effect on the team members and the client.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Calculations are performed in order to determine specific unknown values.
2.2 Laws of Physics are applied in order to determine specific values in electronics circuits.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Different equipments are identified and explained in term their uses for measuring, power supply and signal injection.
3.2 Measuring results are explained in terms of their impact in fault-finding activities.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Circuits and diagrams are reproduced in accordance with design standards.
4.2 Values of components in circuits are determined to ensure operation.
4.3 The operation of circuits is explained in terms of specific functions.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 Trouble-shooting of circuits is performed safely and in accordance with manufacturer's specifications.
5.2 Faulty components are replaced without damage to the PC Board and adjacent components according to soldering and de-soldering procedures.
5.3 PC boards are checked for short/open circuits to ensure that repairs are done in accordance with design specifications.
5.4 Standard maintenance procedures are followed in order to determine the functioning of the system.
5.5 Calibration is carried out on systems in order to ensure the functioning of the system.
Associated Assessment Criteria for Exit Level Outcome 6:
6.1 The importance for creating a business venture in the electronics environment is explained with examples.
6.2 The need to develop, interpret and utilise a business plan is explained for the purpose of starting a new business venture.
6.3 The need to conduct a business analysis in order to establish the viability of a market of electronics products and services is explained with examples.
6.4 The process of managing and controlling stock activities is explained to ensure compliance with procedures.
6.5 The importance of developing a business promotion plan is explained with examples.
6.6 The characteristics of a successful entrepreneur are identified and explained in the context of skills, personality and values.
6.7 The strategies required for a successful entrepreneurship is explained in order to identify strengths, weaknesses and ways to improve.
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 projects, written assignment, 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.
|The electronics industry is a highly recognized sector in that the modern world relies on electrical and electronics devices which impact considerably on the domestic and business world. Due to the fact that the electrical and electronic engineering field is broad and vibrant and 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 leaders in the field for this subject field in terms of Qualifications and provision are Japan, United States of America (USA) and Germany. In addition, other countries such as New Zealand, United Kingdom, Australia, India, China and Southern African Developing Countries (SADC) regions also offer short courses in this field. Countries such as China and India are considered to be leading in electronics products, but unfortunately such information could not be accessed. The research revealed that most countries offered qualifications in engineering qualifications of which electronics forms part, and they were pitched at a Degree, Honours and Masters including PhDs levels. Although the USA, Japan and Germany were recommended to be the leading countries in electronics, unfortunately such information was not accessible.
United States of America (USA):
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-13 year-olds and 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 recognized by the IEEE in the USA are predominantly offered at a degree level thus making it difficult to find compare with the South African Qualification at NQF Level 3.
Electronics Supply Centre, USA:
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):
Skagit Valley College, USA:
> 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.
Penn Foster Career College, USA:
Electronics Technician Certificate:
This course is a distance learning course which provides skills and techniques needed to begin a career as an Electronics Technician. Due to the fact that this course is distance learning, it may be completed between a few months or two years depending of the choice and circumstances of the learner. Learners completing this course will be able to:
The course content includes:
Instruction Set 1:
Instruction Set 2:
Instruction Set 3:
Instruction Set 4:
Instruction Set 5:
Instruction Set 6:
Instruction Set 7:
Instruction Set 8:
Instruction Set 9:
Instruction Set 10:
Instruction Set 11:
Instruction Set 12:
Instruction Set 13:
Instruction Set 14:
Instruction Set 15:
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 the programme. People who intend to work within the electronics environment thus preparing them for employment can also access the programme. The programme offered on a modular basis with at least 23 Modules and most of the Modules offered here above are comparing favourably with the South African Qualification. The duration of the programme is 32 weeks. The Modules are as follows:
Fiji Islands - South Pacific:
Fiji Institute of Technology: School of Electrical and Electronic Engineering:
Trade Certificate in Electronics Engineering:
Fiji is a highly recognized institution that is registered as an Academy that offers very dynamic comprehensive programmes to school leavers who wish to pursue training in electrical and electronics engineering and their allied industries. The above programme compare favourably 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:
Japan (Japan Qualifications Authority):
Tasmanian Secondary Assessment Board:
The following programme is offered:
The syllabuses are designed particularly for students with an interest in Electronics. The opportunity to develop a knowledge and understanding of Electronics through practical experience is offered. Syllabus is designed to be taught and assessed as either a 150 hour 'C' Course or a two 100 hours 'B' Courses.
Learners who complete the course are able to:
The course outline is as follows:
United Kingdom (UK):
The comparison was done using 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 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 Level 3 Qualification. 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:
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 raining 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 level 3 which are core electronics for electronics technicians that compare favourably with the South African Qualification. These are:
Universal College of Learning, New Zealand:
Certificate in Electronics and Electrical Technology, 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:
In relation to South African developing countries (SADC), 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:
The South African Qualification compares with the aspects of other qualifications identified but not in heir entirety. Our Qualification falls well within the occupational profiles and training standards of the other relevant countries that we have investigated.
|This Qualification articulates horizontally with the following registered Qualifications:
This Qualification articulates vertically with the following Qualification:
|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 ETQA procedures. 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 a NQF Level 5 Qualification in Electronics or equivalent Qualification in related disciplines within the field of electronics, or will be competent in the outcomes of this Qualification and have at least two years experience in the field. The Assessor must include both internal and external moderation of assessments.
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.|
|Knowledge of basic computer is essential therefore it is encouraged that learners must choose from the elective components any Unit Standards together with a computer unit standard.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||253094||Perform electronic fault-finding||Level 3||NQF Level 03||3|
|Core||14939||Assemble a personal computer or handheld computer and peripherals from modules||Level 4||NQF Level 04||7|
|Core||246659||Demonstrate an Understanding of basic electrical and electronic principles||Level 4||NQF Level 04||5|
|Core||259139||Demonstrate and apply knowledge of basic digital electronic principles||Level 4||NQF Level 04||10|
|Core||259142||Demonstrate knowledge of applied communications technology||Level 4||NQF Level 04||8|
|Core||259170||Operate electronic test instruments||Level 4||NQF Level 04||5|
|Core||113873||Understand basic electrical and mechanical engineering principles||Level 4||NQF Level 04||8|
|Core||259137||Analyse fault reports and make decisions according to work policies and procedures||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||259169||Construct DC power supplies||Level 5||Level TBA: Pre-2009 was L5||5|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||246680||Demonstrate an understanding of Telecommunications Transport concepts and principles||Level 3||NQF Level 03||8|
|Elective||120228||Demonstrate an understanding of the process of design||Level 3||NQF Level 03||3|
|Elective||9532||Demonstrate basic knowledge of computers||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||259138||Apply soldering techniques for thru-hole and surface mount technologies||Level 4||NQF Level 04||10|
|Elective||244663||Conduct advanced tests on electro-mechanical components||Level 4||NQF Level 04||10|
|Elective||114598||Demonstrate an understanding of an entrepreneurial profile||Level 4||NQF Level 04||5|
|Elective||246656||Demonstrate an understanding of the basic equipment and components used in a telecommunications environment||Level 4||NQF Level 04||5|
|Elective||246670||Demonstrate an understanding of the value added services platforms used in a telecommunications environment||Level 4||NQF Level 04||2|
|Elective||117499||Demonstrate entrepreneurial competence||Level 4||NQF Level 04||12|
|Elective||14057||Demonstrate knowledge and understanding of electrical systems and related concepts||Level 4||NQF Level 04||6|
|Elective||116280||Demonstrate understanding of warehouse manufacturing and inventory assembly||Level 4||NQF Level 04||20|
|Elective||244614||Describe and explain the physical, emotional and psychological impact of noise on social well being||Level 4||NQF Level 04||5|
|Elective||12229||Fit and wire up auxiliary auto-electrical equipment||Level 4||NQF Level 04||12|
|Elective||119256||Inspect and test electrical circuits||Level 4||NQF Level 04||6|
|Elective||259144||Perform industrial repair inspection for quality control||Level 4||NQF Level 04||2|
|Elective||246665||Perform operational activities on-Digital Microwave Radio systems||Level 4||NQF Level 04||15|
|Elective||244101||Use a panel or a computer interface to control a process||Level 4||NQF Level 04||4|
|Elective||259163||Use software to develop and simulate electronic circuit||Level 4||NQF Level 04||4|
|Elective||244106||Use standard operating procedures to control a process from a panel or computer interface||Level 4||NQF Level 04||15|
|Elective||252384||Demonstrate knowledge of the physics of sound||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||259168||Inspect and design of looms and harnesses||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||259166||Rework and repair electronics assemblies||Level 5||Level TBA: Pre-2009 was L5||15|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|63849||Further Education and Training Certificate: Electronics||Generic Provider - Field 10||Level 4||NQF Level 04||122||MICTS||OQSF|
|80307||Further Education and Training Certificate: Electronics: Electronics Manufacturing||Generic Provider - Field 10||Level 4||NQF Level 04||122||2015-06-30||MERSETA||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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.
|LP ID||Learning Programme Title||Accredited Provider|
|63849||Further Education and Training Certificate: Electronics||
1. Code2000 Modern Technology
2. Nkoka Training Cc
3. Ocule IT cc
4. SAMSUNG ELECTRONICS SOUTH AFRICA PRODUCTION (pty) Ltd.
5. Schauenburg System Pty Ltd
6. Schauenburg Systems Pty Ltd