skills development progress report fluid power qualification

Skills Development Progress ReportSkills Development Progress Report

FLUID POWER QUALIFICATIONFLUID POWER QUALIFICATION

FLUID POWER QUALIFICATION

WHERE DOES THE QUALIFICATION FIT IN?

Education & Training Band

Higher

Further

General

NQF Level

8

7

6

5

4

3

2

1

Provider Type

Universities Technikons Professional Inst.

Universities Technikons Professional Inst. Colleges Workplace

Schools, Workplace NGOs,Colleges

Schools Workplace NGOs Providers Community

Qualification Type

DoctoratesFurther ResearchDegrees

Higher DegreesProfessional Qualifications

First DegreesHigher Diplomas

DiplomasOccupational Certificates

Certificates

Certificates

Certificates

Senior Phase

Intermediate Phase

Foundation Phase

Pre-school Phase

Education Equivalent

PhD Masters

Honours

BachelorsT4

T3/S3/N6

Gr 12/N3

Gr 11/N2

Gr 10/N1

Gr 7-9 / ABET 4

Gr 4-6 / ABET 3

Gr 1-3 / ABET 2

ABET 1


WHAT PROCESS DID WE FOLLOW?

• Our Purpose– To Develop qualifications at level 2-5 in Fluid Power

• Our Programme– Conduct an overview of SAQA and OBL– Conduct an Outcomes Analysis– Identified potential unit standard titles– Identified existing unit standards – Compiled a unit standard titles matrix for the qualification – Collected and collated available information for writing unit

standards


• The Fluid Power Qualifications Matrix is a list of all the unit standards that go towards making up the qualification.

• They are separated into the different NQF levels of the qualification• The matrix explains the credits of each unit standard.• The ID of the unit standard is given. (registered number with SAQA)• The category each unit standard falls into is defined.

– Fundamental component– Core component– Elective component

Fluid Power Qualifications Matrix


• Within the Fluid Power Industry we had to cater for the different disciplines of hydraulics, pneumatics, and fluid conveyance systems.

• Within these disciplines we had to cater for the theoretical and repair sides of the business.

• In the end we have landed up with a system where one can specialize specifically in either a hydraulic or pneumatic qualification.

• The other disciplines of repairs, hose assemblies and piping are parts of the hydraulic or pneumatic qualification

Develop and recognize the workforce skills of the Develop and recognize the workforce skills of the

those currently employed in the fluid power those currently employed in the fluid power industryindustry

Increase investment in fluid power training and Increase investment in fluid power training and improve return thereonimprove return thereon

Encourage workplace training and learning and Encourage workplace training and learning and make it relevant for the industry make it relevant for the industry

Ensure the quality of the training is maintained at Ensure the quality of the training is maintained at an acceptable standardan acceptable standard


WHY IT IS IMPORTANT


• All employees employed in the industry who wish to further themselves in a technical career in fluid power

• Employers who want to train there employees and who require a standard and path to follow with the workplace and theoretical training.

• Customers and End users of fluid power products who wish to have their employees have a better understanding of fluid power

• Small fluid power companies who do not have the infrastructure to do in house training will be able to plan a training path for their employees.

WHO SHOULD BE DOING THE QUALIFICATION?

Fluid Power – Level 2Fluid Power – Level 2


The primary skills that are recognised by this qualification include the ability to:• Demonstrate understanding of the principles of fluid power.• Demonstrate a basic knowledge of hydraulic components.• Demonstrate a basic knowledge of pneumatic components.• Identify hose and fluid power connectors.• Install test, maintain and commission basic electrical circuits.• Select use and care for engineering tools.• These capabilities require an understanding of electrical theory and fluid power principles, concepts of measurement, engineering drawings and circuit diagrams. Hand skills and the use of tools play an important role in this qualification.

LEVEL 2


This qualification consists of a minimum of 120 credits made up as follows:

Communication Candidates are required to achieve all 20 credits for communication from

the available fundamental unit standards.Mathematical Literacy Candidates are required to demonstrate achievement of all 16 credits for

mathematics unit standards within the context of fluid power operations.

Candidates must achieve all 69 credits from the core unit standards. Candidates may select additional unit standards from any of the elective

unit standards to achieve a minimum of 15 credits.

LEVEL 2


LEARNING ASSUMED TO BE IN PLACE • It is assumed that learners entering a programme towards this

qualification have the ability to communicate at NQF level 1 and have mathematical literacy skills at NQF level 1. The learning is practical in nature and it is further assumed that learners will have access to a fluid power workshop, whether through the training provider or an employer.

RECOGNITION OF PREVIOUS LEARNING• This qualification may be obtained through the process of RPL. The

learner should be thoroughly briefed prior to the assessment and support provided to assist in the process of developing a portfolio. While this is primarily a work-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

LEVEL 2


The primary skills that are recognised by this qualification include the ability to:• Understand the operating principles of fluid power components• Install, test and maintain basic fluid power systems• Manipulate, install and route fluid power pipes and tubes• Select fluid power seals• Clean fluid conveyance systems

These capabilities require an understanding of electrical theory and fluid power principles, concepts of measurement, engineering drawings and circuit diagrams. Hand skills and the use of tools play an important role in this qualification.

LEVEL 3


• This qualification consists of a minimum of 135 credits made up as follows:

• Communication • Candidates are required to achieve all 21 credits for communication

from the available fundamental unit standards.• Mathematical Literacy • Candidates are required to demonstrate achievement of all 16 credits

for mathematics unit standards within the context of fluid power operations.

• Candidates must achieve all 74 credits from the core unit standards. • Candidates may select additional unit standards from any of the

elective unit standards to achieve a minimum of 24 credits.

LEVEL 3


This qualification caters for learners who choose to specialise in either hydraulic or pneumatic elements and is split into two elective streams. The primary skills that are recognised by this qualification include the ability to:• Work as a member of a project team• Install and program basic programmable logic controllers• Design a basic pneumatic systemAnd either• Install and maintain hydraulic systems• Test and repair hydraulic componentsOr• Install and maintain pneumatic systems• Test and repair pneumatic components• Design advanced pneumatic systems• Depending on the area of specialisation chosen.

These capabilities require an understanding of electrical theory and fluid power principles, concepts of measurement, engineering drawings and circuit diagrams. Hand skills and the use of tools play an important role in this qualification.

LEVEL 4


• This qualification consists of a minimum of 135 credits made up as follows: • Communication • Candidates are required to achieve all 23 credits for communication from the

available fundamental unit standards.• Mathematical Literacy • Candidates are required to demonstrate achievement of all 16 credits for

mathematics unit standards within the context of fluid power operations. • Candidates must achieve all 36 credits from the core unit standards. • Candidates will be required to select a specialisation stream in either

hydraulics or pneumatics. If the hydraulic specialisation is chosen, all 53 credits from the stream core unit standards must be achieved, and if the pneumatic specialisation is chosen, all 37 credits from the stream core unit standards must be achieved.

• Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 7 credits if the hydraulic specialisation was elected, or 23 credits if the pneumatic specialisation was elected.

LEVEL 4


This qualification caters for learners who choose to specialise in either hydraulic or pneumatic elements and is split into two elective streams. The primary skills that are recognised by this qualification include the ability to:

• Communicate effectively• Demonstrate knowledge of fluid power design• Work as a member of a project team• And either• Design hydraulic circuits• Or• Design integrated electro-pneumatic circuits

Depending on the area of specialisation chosen.

These capabilities require an understanding of electrical theory and fluid power principles, physics, concepts of measurement, engineering drawings and circuit diagrams. Lateral thinking and technical calculations play an important role in this qualification.

LEVEL 5


• This qualification consists of a minimum of 130 credits made up as follows:

• Candidates must achieve all 38 credits from the fundamental unit standards.

• Candidates must achieve all 48 credits from the core unit standards. • Candidates will be required to select a specialisation stream in either

hydraulics or pneumatics. If the hydraulic specialisation is chosen, all 30 credits from the stream core unit standards must be achieved, and if the pneumatic specialisation is chosen, all 27 credits from the stream core unit standards must be achieved.

• Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 14 credits if the hydraulic specialisation was elected, or 17 credits if the pneumatic specialisation was elected.

LEVEL 5


• One can obtain detailed versions of the unit standards of the qualification at

• SAQA website www.saqa.gov.za – where copies of all the registered unit standards are kept

NSB Approval process

National Certificate in Fluid

Power

Service Providers

• Training• Assessment• Moderation

The “South African Fluid Power

Association” (SAFPA)

Elective Unit Standards

Choice

ETQA Approval Process

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SGGCore Unit StandardsIncluding Unique & Generic Standards

Fundamental Unit standards

Qualification matrix

NQF2,3 4 &5

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REGISTERED

Qualification Diagram

• The SAQA is responsible for setting up and maintaining a National Qualifications Framework (NQF). This framework provides a way of getting formal recognition for learning, and takes into account that learning may be achieved in different ways. The Manufacturing, Engineering and Related Services Sector Education and Training Authority (MERSETA) is one of the ETQAs involved in implementing the NQF

• In Outcomes Based Education (OBE), assessment is an integral part of learning. It is important to have high quality assessment practices to ensure the success and credibility of the outcome-based education and training system.

AssessmentAssessment

• The provider needs to manage assessment in terms of:• Design and development of assessment tools• Assessment practices• Recognition of prior learning• The registration of the assessor and moderator• The process of certifying the learner as competent• The process of lodging an appeal• Moderation of assessment• Storage and retrieval of records



What is an Assessor?A person who is registered by the relevant

ETQA in accordance with criteria established for this purpose by the Standards Generating Body to measure the achievement of specified NQF standards or qualifications.

Assessment of performance


What is it...?a structured process for gathering evidence +

making judgements about an individual’s performance in relation to registered national standards.

Why do we do it…?• checking candidate progress...• diagnosis…• performance appraisal...• recruitment or promotion…

Assessment of performance


• Observing the learner at work (in primary activities as well as in other interactions) or by relevant simulations

• Asking questions and initiating short discussions to test understanding

• Evaluating records and reports • 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.

• The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities required of fluid power. The assessment process should also establish how the critical outcomes have been advanced by the learning process.

How is an assessment done?


• Appropriate qualification in the field of engineering, with a minimum of 5 years experience in the field of fluid power.

• The subject matter experience of the assessor can be established by recognition of prior learning

• Appropriate experience and understanding of assessment theory, processes and practices

• Good interpersonal skills and ability to balance the conflicting requirements of:

Maintaining national standardsThe interests of the learnerThe need for transformation and redressing the legacies of the pastThe cultural background and language of the learnerRegistration as an assessor with the relevant ETQA

CRITERIA FOR THE REGISTRATION OF ASSESSORS

ModerationModeration

Moderation

• Moderation in the Manufacturing, Engineering and Related Services sector is a process that exists to ensure that all assessors who assess against a particular unit standard or qualification make use of comparable assessment guides and make similar and consistent judgements about a candidate’s competence against registered unit standards or qualifications.

• The judgements made by the different assessors within a provider and between providers must be comparable.

Moderation

• Functions of Moderation• The main functions of moderation in the

Manufacturing, Engineering and Related Services sector are to:

• Verify that assessments are fair, valid and consistent• Identify the need to redesign the assessment if

required• Provide appeal procedures for dissatisfied learners• Provide a procedure for the re-assessment of learners• Evaluate the performance of assessors

Moderation

• Categories of Moderation• In the Manufacturing, Engineering and Related Services

sector, the three categories of moderation are:-• Internal moderation:The provider registers the moderator with

the MERSETA. Internal moderation will be a means to ensure a fair, valid and reliable assessment process

• External moderationThe MERSETA appoints the external moderator out of the list of moderators registered by providers with MERSETA. External moderation will be a means for ensuring that two or more constituent providers deliver the same “standard” of consistency when assessing

• Cross-sectoral moderation:The means of SAQA to ensure no “standard drift” between SETAs/ETQAs appointed to quality assure the same qualifications and unit standards

Training ProvidersTraining Providers

Training Providers

• The Stages Of Provider Accreditation Or Learning Programme Approval• The stages are defined as:-• Accreditation or learning programme approval:

This means that an organisation meets all the conformance requirements. In this case, an organisation will be accredited or will obtain learning programme approved for a period of five years. At the beginning of the last (5th) year, a provider will have to re-apply for accreditation or learning programme approval

• Provisional accreditation or learning programme approval:This means that an organisation meets the minimum requirement(s). This provisional period will be based on a mutual agreement between the MERSETA and a provider and will depend on the ability of a provider to develop and implement the full range of quality assurance systems, policies and procedures. Provisional accreditation / approval will be for a maximum period of two years

Training Providers

• Certification• The MERSETA will certify accredited providers against specific

Manufacturing, Engineering and Related Services registered unit standards and/or qualifications.

• In cases of lost or destroyed certificates, the accredited provider can re-apply for a duplicate certificate.

• Quality Assurance • Quality assurance refers to the sum of activities that assure the quality of

products and services at the time of production or delivery.• A monitoring site visit will be conducted annually or when stakeholders or

customers raise concerns.• Ten percent (10%) of summative assessments will be validated on site.• An audit will be conducted against the MERSETA criteria for any non-

conformance reported during a monitoring or auditing site visit.

Training Providers

• The accreditation criteria for providers as stipulated by SAQA are as follows:• The organisation should register as a provider in terms of the relevant legislation at

the time of applying for accreditation.• The organisation should have a quality management system that includes, but is not

limited to, quality management policies, procedures and review mechanisms.• The organisation should have the capacity to develop, deliver and evaluate learning

programmes leading to specified registered standards or qualifications, including:• The necessary financial, administrative and physical resources• Policies and practices for staff selection, appraisal and development• Policies and practices for the management of off-site practical or work site

components• Policies and practices for the management of assessment• Reporting and record keeping procedures• The ability to achieve the desired outcomes, using specified resources and

procedures to develop, deliver and evaluate learning programmes, which lead to specified unit standards and/or qualifications.

The next stages

A visit to MERSETA to discuss the following:• Registration of training providers, assessors• Proposing that SAFPA play a role in the

moderation and quality assurance process and how best this can be done

• How quickly can these processes be fast tracked through MERSETA

• Can we have a MoU with MERSETA in order to process a quickly as possible

The next stages

Training and assessment guidelines for the new unit standards:

• Discussion with Wayne Langford (Head of SGG) how best to go about this without being long and drawn out

• Meeting to be held by SGG to discuss implementation of above

• Prepare the training and assessment guidelines for presentation to MERSETA and industry

• Breakdown the qualifications into sub sections to suit hose & fittings etc

The next stages

Marketing of the qualification:

• Important to get a buy in from the industry

• Beneficial if we get the end user companies to buy in to qualification as well

• SAFPA to do marketing campaign once the registration process is complete

• Fluid Power School ????

skills development progress report fluid power qualification

Documents

fluid power training

fluid power level

principles of fluid

fluid power principles

fluid power connectors

fluid poweremployers

fluid conveyance systems

unit standard titles