Advanced Occupational Certificate: Mechanical Engineering Maintainer and Repairer

Purpose

The purpose of this qualification is to prepare a learner to operate as a Mechanical Maintainer and Repairer.

Learners qualifying from this qualification would acquire necessary competencies to function in mechanical engineering industry as maintenance personnel, eligible to perform a variety of tasks including but not limited to maintainers, service and repairs of equipment and systems.

Mechanical Maintainer and Repairer inspects, maintains and repairs mechanical engineering equipment and processes in accordance with relevant standards and codes to ensure effective and efficient performance.

A qualified learner will be able to

• Inspect mechanical engineering equipment and process.
• Repair mechanical engineering equipment and process.
• Maintains mechanical engineering equipment and process.

Rationale

The need for this qualification was identified during the development of the Occupational Diploma: Mechanical Engineering Technician (Automation). This qualification is derived from this Occupational Diploma and is intended to equip learners with the necessary and relevant knowledge and skill to perform maintenance and repair work on mechanical equipment and systems, a critical skill needed in mechanical engineering.

There are many similar qualifications registered on the NQF under Higher Education Qualifications Sub Framework (HEQSF). These cover broader scope of mechanical engineering at various NQF levels as opposed to the Advanced Occupational Certificate: Mechanical Engineering Maintainer and Repairer which is specific to maintenance technicians specialising with maintenance and repair work.

There are also registered qualifications under the OQSF in mechanical engineering at lower NQF levels than this advanced occupational certificate, and these are developed to provide learners with a skill in related occupation/functions at lower operational levels, thus, this advanced occupational certificate becomes a vertical learning pathway for learners who would successfully complete these lower NQF level qualifications in mechanical engineering.

This qualification will benefit society by providing highly sought after skills and competencies in this occupation, making successful learners employable and ready for self-employment. This will have a positive contribution to the economy of South Africa as successful leaners who would gain employment or who would establish own businesses will add to the revenue collection of the country.

The skills to be acquired from this qualification have the potential to reduce unemployment particularly amongst youth.

The sector will benefit from this qualification through the availability of well-trained mechanical engineering technicians who would be capable to deliver services required today and into the future. Learners who qualify in this qualification would be able to perform a variety of tasks within maintenance and repair environment related to duties and functions of mechanical engineering technicians in the industry.

Typical learners are school matriculants, TVET & CET NQF level 4 learners including individuals practicing in this occupation without formal education.

Collaboration with relevant stakeholders

Different stakeholders both from public and private sector were consulted during the development of this qualification.

List typical occupations in which the qualifying learner will operate

Successful learners will operate in various occupations in mechanical engineering space. Typical areas where these competencies reside includes but not limited to manufacturing, automotive, food production, mining, and health services.

Recognition of Prior Learning (RPL)

RPL for Access

Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

RPL for exemption from modules

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for credits

Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for access to the External Integrated Summative Assessment (EISA)

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF Level 4 qualification with mathematics and science.

This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules

Knowledge Modules

• 311501-001-00-KM-01, Occupational Health and Safety Legislation, NQF Level 5, 6 Credits.
• 311501-001-00-KM-07, Engineering Management, NQF Level 6, 6 Credits.
• 251301-000-00-KM-08, Leadership and Self-Management, NQF Level 6, 15 Credits.
• 311501-001-00-KM-09, Engineering Mathematics I, NQF Level 5, 14 Credits.
• 311501-001-00-KM-13, Engineering Materials and Principles, NQF Level 5,10 Credits.
• 311501-001-00-KM-14, Hydraulics, NQF Level 6, 19 Credits.
• 311501-001-00-KM-15, Pneumatics, NQF Level 6, 19 Credits.
• 311501-001-00-KM-16, Maintenance Engineering Technology, NQF Level 5, 5 Credits.
• 311501-001-00-KM-17, Engineering Science, NQF Level 5, 10 Credits.
• 311501-001-00-KM-18, Principles of Electricity, NQF Level 5, 10 Credits.
• 311501-001-00-KM-19, Introduction to Robotics, NQF Level 5,12 Credits.
• 311501-001-00-KM-22, Introduction to Drawing, NQF Level 4, 10 Credits.
• 311501-001-00-KM-23, Ready for Work Standards, NQF Level 4, 3 Credits.

Total number of credits for Knowledge Modules: 139.

Practical Skill Modules

• 311501-001-00-PM-03, Engineering materials and principles, NQF Level 6, 10 Credits.
• 311501-001-00-PM-04, Hydraulic Components, Equipment and processes, NQF Level 6, 10 Credits.
• 311501-001-00-PM-05, Pneumatics components and Equipment, NQF Level 6, 10 Credits.
• 311501-001-00-PM-06, Maintenance engineering Technology, NQF Level 5, 10 Credits.
• 311501-001-00-PM-07, Industrial Robotics, NQF Level 6, 25 Credits.

Total number of credits for Practical Skill Modules: 65.

Work Experience Modules

• 311501-001-00-WM-02, Managing the Usage, Care and Maintenance of Production Line Resources and Equipment, NQF Level 6, 24 Credits.

Total number of credits for Work Experience Modules: 24.

1. Apply appropriate methods and techniques to inspect mechanical engineering equipment and process through the application of relevant procedures and principles.
2. Apply knowledge and utilise tools to repair mechanical engineering equipment and process by applying relevant principles and procedures.
3. Utilise tools and equipment to maintains mechanical engineering equipment and process through the application of relevant techniques, procedures, and principles.
4. Apply relevant knowledge and principles to conduct investigation on mechanical equipment and processes failure and breakdown.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Apply appropriate methods and techniques to inspect mechanical engineering equipment and process through the application of relevant procedures and principles.

• Maintain health and safety and give care n to equipment and environment.
• Identify, select, and use relevant tools and equipment.
• Outline the process of conducting visual inspection.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Apply knowledge and utilise tools to repair mechanical engineering equipment and process by applying relevant principles and procedures.

• Maintain health and safety and give care to equipment and environment.
• Identify, select and use relevant tools and equipment.
• Explain and discuss the need for repair.
• Identify and assess equipments and components in need of maintenance and repair.
• Identify, analyse and apply relevant regulations and standards in maintaining and repairing equipment.
• Perform repair work.

Associated Assessment Criteria for Exit Level Outcome 3

ELO 3: Utilise tools and equipment to maintains mechanical engineering equipment and process through the application of relevant techniques, procedures, and principles.

• Maintained health and safety and give care to equipment and environment.
• Identify, select and use relevant tools and equipment.
• Identify and explain different maintenance types.
• Outline the process of conducting maintenance.
• Install relevant components.
• Identify and replace damaged components.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4: Apply relevant knowledge and principles to conduct investigation on mechanical equipment and processes failure and breakdown.

• Show the understanding of principles and knowledge underpinning the conduction of investigation on equipment and system breakdown.
• Maintain health and safety and give care to equipment and environment.
• Investigate causes of equipment breakdown and or failure findings are recorded.
• Complete relevant documentation.

Integrated Assessment

The Skills Development Provider will implement Internal Assessment for Modules as stipulated in the form of Internal Assessment Criteria (IAC) found in the QCTO curriculum document. Accredited SDPs should have well-designed, relevant, learning resources and explicit Formative and Summative Assessment Strategies to prepare learners for the EISA.

Integrated Formative Assessment

Internal Formative Assessment is conducted by the Accredited Skills Development Provider, designed to feed into further learning and is key for the learning process e.g. assignments, tests, scenarios, role play, etc.

Integrated Summative Assessment

Internal Summative Assessments are conducted at the end of the module or after integration of modules, e.g. applied knowledge, workplace tasks, practical demonstration, simulation reports, projects, case studies, etc.

The results of these assessments are to be recorded. These results, together with the Statement of Work Experience, where applicable, contributes to Statement of Results. The SDP must produce a Statement of Result for each learner, indicating competence in each module, of each component. The Statement of Results provides a learner with entrance to the External Integrated Summative Assessment (EISA).

An accredited SDP provides the following to the Quality Partner-Assessment for each learner

SDP Generated Statement of Results covering Knowledge and Practical Skills Component and Proof of Statement of Work Experience covering Work Experience Component and copy of ID.

OR

SDP Generated Statement of Results covering Knowledge Component and Application Component and copy of ID.

The External Integrated Summative Assessment (EISA)

For entrance into the EISA, the learner requires the SDP Generated Statement of Results covering Knowledge and Practical Skills Component and Statement of Work Experience covering Work Experience Component and Copy of ID.

OR

SDP Generated Statement of Results covering Knowledge Component and Application Component and copy of ID.

The External Integrated Summative Assessment (EISA) is the responsibility of Quality Partner - Assessment. The EISA conducted at a QCTO Accredited Assessment Centre. Competence in EISA is a requirement for certificating a learner.