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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Autotronics 
SAQA QUAL ID QUALIFICATION TITLE
78943  National Certificate: Autotronics 
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  130  Level 5  Level TBA: Pre-2009 was L5  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
22861  National Certificate: Autotronics  Level 5  Level TBA: Pre-2009 was L5  130  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Qualification is for any individual who is, or wishes to be, involved in an autotronics environment. The Qualification contains all the skills, knowledge, values and attitudes required by a learner who needs mainly to be able to perform a range of activities and thereby meet the challenges within a specific autotronics environment at this level. An individual acquiring this Qualification will be able to contribute towards the efficient operation of a number of processes within this sector as described in the Core component of the qualification.

The main competencies in this qualification are:
  • Communication skills.
  • Applying mathematical and statistical techniques in a production environment.
  • Diagnosing and repairing vehicle stability, traction and drive control (VSTDC) systems.
  • Diagnosing and repairing automobile convenience systems.
  • Diagnosing and repairing climate control systems.
  • Diagnosing and repairing communication and entertainment systems.
  • Diagnosing and repairing supplementary restraint systems (SRS).
  • Conducting on the job training.
  • Analysing failure of vehicle parts.
  • Applying efficient time management.

    From the above, it can be seen that the learner acquires high level autotronics competencies with the emphasis being on diagnosing and repairing a variety of complex automobile systems. While there are some management competencies in the Core component of the Qualification, the Elective component contains several Level 5 generic management standards to prepare the learner to operate as a manager within his/her area of responsibility within the industry.

    These competencies will enable the learner to work in different industries within the diverse autotronics sector.

    The Qualification ensures progression of learning, enabling the learner to perform optimally within the autotronics field of learning and provide access to higher leaerningwithin the same or a related sector. The Qualification will facilitate access to, and mobility within, education and training for learners who:
  • Would like to achieve this Qualification through the process of Recognition of Prior Learning (RPL) and/or formal study.
  • Wish to extend their range of skills and knowledge and hence their competencies in the autotronics environment.

    The Qualification also hopes to:
  • Release the potential of people.
  • Provide opportunities for people to explore related activities within the autotronics sector.

    Rationale:

    This is the fourth Qualification in a series of four autotronics qualifications that range from NQF Level 2 to NQF Level 5. These qualifications constitute a learning pathway that takes the learners from basic/simple competencies in autotronics at NQF Level 2 to high level autotronics competencies at NQF Level 5. Typical learners will be persons who have completed the Further Education and Training Certificate: Autotronics who presumably will be currently working in the autotronics environment and who wish to further their career in autotronics.

    The automobile is subject to ever increasing technological advances. These advances are continuously being incorporated into the electrical systems of automobiles. They represent the integration of mechanical, hydraulic, pneumatic, electronic and electrical systems and are managed by microelectronic control known as Computer Integrated Auto Management (CIAM) Systems. Consequently, the auto-electrical skills required to maintain such automobiles are changing to incorporate more electronic skills.

    The field of autotronics deals with the installation, diagnosis and repair of CIAM systems. People working in the field of autotronics require specialised technical skills and knowledge and well as highly developed analytical skills to enable them to install, diagnose and repair CIAM systems.

    This series will reflect the skills, knowledge and understanding required to perform effectively in industry, whether in micro, small, medium or large enterprises.

    The autotronics sector falls within the ambit of South Africa's large motor industry. There are huge motor assembly plants in several parts of the country, primarily in the Eastern Cape, Gauteng and KwaZulu Natal provinces. There are also many automotive related sectors like the automotive components manufacturing and assembly industries, automotive sales and service sector, repairs (including panel beating and spray painting) industries. It's a sector that employs a large number of people. Companies and/or industries within this sector operate in a global competitive and challenging environment.

    The highly developed autotronics sector is well-established and economically powerful. In terms of transformation in the country, learners will require skills and competencies to gain access to positions within management structures by completing this and other qualifications and training. It will be in the interest of the country and the sector to ensure that those who operate in the autotronics environment are trained according to this Qualification to improve productivity and efficiency.

    This national Qualification and its related Unit Standards were developed to standardise the accreditation of learning programmes, resulting in improved quality management in terms of programme delivery.

    The National Certificate: Autotronics at NQF Level 5 supports the objectives of the NQF in that it gives the learner access to a registered Qualification. It will ensure that the quality of education and training in the sub-field is enhanced and of a world-class standard. The Qualification will allow learners not only to develop their knowledge and skills in the Autotronics sector but will also enable them to benchmark their competencies against international standards. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners wishing to study towards this Qualification are assumed to be competent in Communication and Mathematical Literacy at NQF Level 4.

    Recognition of Prior Learning:

    This Qualification may be achieved in part (or whole) through the recognition of relevant prior knowledge and/or experience. The learner must be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. As part of the provision of recognition of prior learning providers are required to develop a structured means for the assessment of individual learners against the Unit Standards of the Qualification on a case-by-case basis. A range of assessment tools and techniques during formative and summative assessment procedures should be used which have been jointly decided upon by the learner and the assessor. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The same principles that apply to assessment of this Qualification also apply to recognition of prior learning.

    Learners may provide evidence of prior learning for which they may receive credit towards the Unit Standards and/or the Qualification by means of portfolios or other forms of appropriate evidence as agreed to between the relevant provider and relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Recognition of Prior Learning is particularly important, as there are people in the autotronics sector with a variety of skills and competencies of differing quality and scope. It is important that a Recognition of Prior Learning process be available to assist in making sense of existing competencies and skills, and helping to standardise these competencies and skills towards a common standard.

    Access to the Qualification:

    There is an open access to this Qualification for learners who have completed the Further Education and Training Certificate: Autotronics. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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 130 credits as detailed below.

    Fundamental Component:
  • The Fundamental Component consists of Unit Standards to the value of 25 credits, all of which are compulsory.

    Core Component:
  • The Core Component consists of Unit Standards to the value 85 credits, all of which are compulsory.

    Elective Component:
  • The Elective Component consists of Unit Standards that will impart a variety of competencies to the learner. Learners are to choose Elective Unit Standards totaling a minimum of 20 credits to attain a minimum of 130 credits for this Qualification. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Describe, diagnose and repair a range of auto-electrical systems.
  • Range: Systems include the following:
    > Vehicle stability, traction and drive control (VSTDC).
    > Communication and entertainment systems.
    > Supplementary restraint systems (SRS).
    > Climate control systems.
    > Vehicle convenience systems.
    > Integrated starter and alternator combination systems (ISAD).

    2. Apply mathematical and statistical techniques in a production environment.

    3. Conduct on-the-job coaching.

    4. Analyse failure of vehicle parts.

    5. Apply efficient time management to the work of a department/division/section. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The operation of the auto-electrical systems is described in terms of the functions and inter-relationships of their different sub-systems and their various circuit diagrams.
  • The manufacturing specifications of the auto-electrical systems are discussed to demonstrate the importance of these specifications in interpreting and performing any work on the systems.
  • The components and equipment used in the auto-electrical systems are described in terms of their functions and uses.
  • The auto-electrical systems are tested and diagnosed using appropriate testing equipment and diagnostic procedures.
  • The methodology/procedure to repair and/or replace a component is explained and applied according to manufacturer's requirements.
  • Tools and equipment are used according to manufacturer's specifications and standard procedure.
  • Communication skills are used in the preparation of relevant documentation during a repair or replace operation and in communicating with others in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Mathematical and statistical calculations are performed using appropriate mathematical and statistical techniques and concepts.
    > Range: Concepts include qualitative and quantitative analysis/data, methods of sampling, mean, median, range, mode, average and standard deviation.
  • Information or data is accessed and organised according to the purpose for which it is sought.
  • Mathematical and statistical techniques are applied to manage teams and staff.
  • Mathematical and statistical techniques are implemented to manage a range of issues in the workplace.
    > Range: Issues include safety in the workplace, production related elements, costing and pricing and related elements, inventory and stock.
  • Mathematical and statistical techniques are used to budget and analyse budgets.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The basic principles of training are described in terms of evaluating a learner, providing feedback and counselling the learner on future assessments.
  • Questioning techniques are discussed in term of their importance and examples of questions are given.
  • The concepts of coaching and training are discussed in terms of their differences.
  • The need for coaching is identified through discussions with the person to be coached and the necessary arrangements are made.
  • The coaching session is conducted and feedback is provided to the learner.
  • Monitoring of learner is conducted on an ongoing basis and feedback is provided in the workplace.
  • Possible problems that may occur in relation to coaching are identified and potential solutions are proposed.
  • A plan for individual coaching is developed taking the needs of the team into account.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Job instruction are read and interpreted and preparations are made to start the analysis process.
  • Tests are conducted on the failed part using appropriate testing equipment and the problem is diagnosed.
  • Safety procedures are identified and applied during the diagnosing and repairing task.
  • Documentation is complete according to company requirements.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Time management profiles are identified and the top time wasters that impact on the organisation's productivity are identified.
  • The principles of time management are explained with examples.
  • Time efficient work plans are prepared to carry out department/division/ section work functions.
  • Time efficient work plans are implemented.

    Critical Cross-Field Outcomes

    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Prioritizing tasks and translating strategy into action.
  • Analysing part failure.
  • Using context to decode and make meaning individually and in groups in oral, reading and written activities.
  • Identifying problems and using mathematical and statistical techniques to resolving them.
  • Distinguishing between types of indicators and detecting non-conformances.
  • Differentiate between types of budgets.
  • Test and diagnose auto-electrical components.

    Work effectively with others as a member of a team, group, organisation and community to:
  • Effectively delegate.
  • Engage colleagues during the planning, preparation, and completion and reporting phases when analysing part failures.
  • Identify the need for coaching through discussions with the person to be coached.
  • Complete the coaching session, and give the learner enough explanation, examples and opportunity to practice.
  • Give honest feedback and encourage the learner to ask questions.
  • Monitor the ongoing progress and give ongoing feedback in the workplace.
  • Using interactive speech in activities, discussion and research projects.
  • Diagnose, repair and replace components of auto-electrical systems.

    Organise and manage oneself and one's activities responsively and effectively when:
  • Preparing the vehicle and the parts to conduct a failure analysis.
  • Managing resources and one's time.
  • Performing mathematical and statistical calculations to obtain a better understanding of the process and resolve problems.
  • Discussing the operation of auto-electrical systems and their components.
  • Replacing or repairing components of auto-electrical systems.
  • Performing final inspection and quality checks.

    Collect, analyse, organise and critically evaluate information to:
  • Translate strategic intent into daily action.
  • Appreciate the process of developing language capability across language applications and fields of study.
  • Interpret data and information.
  • Resolve problems related to a variety of aspects in production.
  • Test and diagnose auto-electrical systems.
  • Replace or repair components of auto-electrical systems.
  • Select appropriate components and equipment to perform replacement or repair operations.

    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation to:
  • With stakeholders regarding the organisation's strategy and with the staff with regard to tasks delegated and deadlines expected.
  • Complete and process written reports on auto-electrical systems.
  • Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications.
  • Explore and express links, and explore a global range of contexts and texts.
  • Identify problems and use mathematical and statistical techniques to resolving them.

    Use science and technology effectively and critically, showing responsibility towards the environment and the health of others by:
  • Using the equipment, tools and software according to manufacturer's instructions.

    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • When engaging with problems in auto-electrical systems.

    Integrated assessment

    The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this Qualification is achieved. Both formative and summative assessment methods and strategies are used to ensure that the Exit Level Outcomes and the purpose of the Qualification are achieved through achieving the Unit Standards. Learning, teaching and assessment are inextricably linked.

    Learning and assessment should be integrated and assessment practices must be fair, transparent, valid and reliable. A variety of assessment strategies and approaches must be used. This could include tests, assignments, projects, demonstrations and/or any applicable method. Evidence of the acquisition of competencies must be demonstrated through the Unit Standards, which enhance the integration of theory and practice as deemed appropriate at this level.

    Formative assessment is an on-going process which is used to assess the efficacy of the teaching and learning process. It is used to plan appropriate learning experiences to meet the learner's needs. Formative assessments can include a mix of simulated and actual (real) practice or authentic settings. Feedback from assessment informs both teaching and learning. If the learner has met the assessment criteria of all the Unit Standards then s/he has achieved the Exit Level Outcomes of the Qualification.

    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the Qualification. Such judgement must include integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the Exit Level Outcomes. Summative assessment can take the form of oral, written and practical examinations as agreed to by the relevant ETQA.

    Integrated assessment must be designed to achieve the following:
  • An integration of the achievement of the Exit Level Outcomes in a way that reflects a comprehensive approach to learning and shows that the purpose of the Qualification has been achieved.
  • Judgement of learner performance to provide evidence of applied competence or capability.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is part of a series of qualifications in the field of Autotronics and was compared to similar qualifications - some outcomes - based in various countries. The following are the main competencies that constitute this Qualification:
  • Communication skills.
  • Mathematical and statistical techniques in a production environment.
  • Vehicle stability, traction and drive control (VSTDC) systems.
  • Automobile convenience systems.
  • Climate control systems.
  • Communication and entertainment systems.
  • Supplementary restraint systems (SRS).
  • On the job training.
  • Failure of vehicle parts.
  • Efficient time management.

    This Qualification was compared to qualifications and short courses in the following countries:
  • United States - The US has one of the most extensive and very highly-developed car manufacturing industries in the world.
  • United Kingdom - The UK also has a highly-developed car manufacturing industry. It also has a number of institutions that offer training courses in the automotive/autotronics field.
  • New Zealand and Australia - They have qualification frameworks similar to the South African NQF; this facilitates comparison.
  • Malaysia - Malaysia works closely with training partners in the automotive industry. These include vehicle brands such as BMW, Mercedes Benz, Nissan, Mazda, Ssangyong, Citroen, Fiat, Honda, Hyundai, Toyota, Audi and Volvo.
  • India - India has a thriving car manufacturing industry.
  • France - France has a large car manufacturing industry.
  • Eastern Europa Countries - including Belgium, Bulgaria, Germany, France and Poland.
  • Canada - Many institutions offer training in the automotive and autotronics fields.
  • Singapore - Many institutions offer training in the automotive and autotronics fields.

    International comparability with the following car manufacturing countries was attempted, with little success, as there was very little or no information available:
  • Japan.
  • Korea.
  • Sweden.
  • France.
  • Germany.
  • Italy.
  • China.

    There was also a paucity of information on training offered by car manufacturers to their employees; in other words, vehicle or company-specific training. Some information is available on training by car manufacturers, namely, BMW.

    Comparability with the following countries was possible and the comparisons are listed below.

    United States:

    The following qualifications and courses are available from various companies in the US.

    Universal Technical Institute (UTI) offers one-year qualifications that are specific to car manufacturers. The following is just one example of the many courses that are offered:

    Automotive Technology Program (51 Weeks):

    You'll gain a solid understanding of automotive mechanics and technology. Our program covers everything from foreign and domestic vehicle technology to power and performance, with Hot Rod U and Super Street sport compact vehicles. Plus, you can choose to add Ford Accelerated Credential Training (FACT) or Toyota Professional Automotive Training (TPAT) to make you even more sought after in the workforce.

    UTI instructors are industry pros averaging more than 10 years of practical experience. They're continually updated by the manufacturers to provide you with the very latest in rapidly changing technology.

    Understanding technology is vital. But just as important to the learner's success is maintaining a professional image and gaining the vital people skills that are so prized by employers. At UTI, we place a high priority on teaching you these attributes that have become trademarks of our UTI graduates. Successful technicians know that taking care of the customer is just as important as repairing their vehicles.

    The short course called Vehicle Vibration and Driveline Service Training is designed by Roadranger Academy (part of Eaton and Dana Holding Corporation) to give a basic understanding of vehicle systems and how they interact with each other to cause common vibration complaints. These systems include the complete drivetrain and the vehicle.

    During the classroom portion, technicians will be exposed to the theory of operation and troubleshooting procedures for efficiently correcting vibration complaints. Technicians will be instructed on the calculation of joint working angles.

    Technicians will also learn the latest troubleshooting techniques and cover common, everyday experiences in repairing vibration complaints. In addition, the technicians will be exposed to the latest industry diagnostic tools including the (DVA) Driveline Vibration Tool. The class will also include a practical hands-on session.

    Mastery Technologies provides training on Vehicle: Automatic Transmissions which brings theory and procedures to life, putting learners one step closer to successful diagnosis and repair of all types of transmissions and transaxles. Automatic transmissions are the focus of this training which features an introduction to drivetrain theory, hydraulic torque multipliers, common automatic transmissions, and hydraulic systems.

    Actual automotive technicians, authentic automotive repair shops, and late-model vehicles are used to ensure that information is presented as realistically as possible. Safety is stressed in each lesson, ensuring that proper procedures are followed in the automotive shop.

    Anti-Lock Brakes and Traction Control Systems.

    This program is part of the following task area(s):

    Mechanical II.

    Description:
  • Understanding Anti-Lock Brake System Operation.
  • Describing Anti-Lock Brake System Parts, Diagnosis, and Repair.
  • Identifying Traction Control Systems and Parts.
  • Identifying Skid Control Systems and Parts.

    Outline:

    Module 1 - Anti-Lock Brake System Operation:
  • ABS Operation And System Parts.
  • Parts Identification.
  • Interactive Parts Identification.
  • I-CAR ABS Repair System.
  • Conclusion.

    Module 2 - Anti-Lock Brake System Parts and Repair:
  • ABS/TCS Problem 1.
  • Hydraulic Modulators.
  • Electronic Control Module.
  • ABS/TCS Problem 2.
  • Speed Sensors and Tone Rings.
  • Switches.
  • Relays.
  • Fluid Pumps and Accumulators.
  • ABS System Brake Fluid and Bleeding.
  • Conclusion.

    Module 3 - Traction Control Systems:
  • System Overview And Operation.
  • Parts Terminology And Function.
  • Review.
  • ABS/TCS Problem 4.
  • Conclusion.

    Module 4 - Skid Control Systems:
  • System Overview and Operation.
  • Parts Identification and Function.
  • Conclusion.

    AC Delco in the US offers the following training related to traction and stability:

    Intended for service technicians, this Web-based training (WBT) provides an introduction to anti-lock braking systems. It is strongly recommended that Brakes 1 S-BK05-01.01WBT be completed previously.

    This course will cover the ABS, Traction Control, and Stability Systems used in vehicles. Theory and operation, component overview, component location, and diagnostic information will also be covered. Upon completion of this component technicians will be able to:
  • Identify the conditions of optimum braking.
  • Explain how anti-lock braking systems operate.
  • Identify the different classifications, types, and key components of anti-lock braking systems.
  • Identify the events of anti-lock braking.
  • Describe the correct diagnostic techniques for anti-lock braking systems.
  • Explain how traction control systems operate.
  • Identify the events of traction control.
  • Describe the correct diagnostic techniques for traction control systems.
  • Explain how vehicle stability enhancement systems operate.
  • Identify the events of stability enhancement.
  • Identify the key components of a stability enhancement system.
  • Describe the correct diagnostic techniques for stability enhancement systems.

    The following training programme on automotive climate control has is a Statutory Training Course been taken from Daimler Chrysler.

    Repair Technician/System Technician - Comfort and Safety

    The participant can:
  • Describe the design and function of current air conditioning systems in passenger cars.
  • Perform leak testing using approved Mercedes-Benz test materials and test equipment.
  • Troubleshoot the AC circuit using the air conditioning service station.
  • Basic design, function (refrigeration circuit).
  • Technical knowledge relating to work on the air conditioning systems.
  • Working with the service station.
  • Troubleshooting using the current diagnostic and service units.
  • Servicing, inspection and repair work.

    The participant has successfully completed the CBTs 1290 4001 (Vehicle Climate Control) and 1290 4057 (Climate Control Passenger Cars).

    Previous participation in the following basic training courses:
    Star Diagnosis Level I (PSD1-LX111) or equivalent, well-founded technical knowledge.
    Theory 40%, Practice 60%.

    On successful completion, the participant receives a certificate/qualification that certifies legally required professional expertise in working on air conditioning systems and handling of refrigerants. The seminar gives consideration to the new climate protection regulation on chemicals, which must be available in the companies as of July 4, 2010.

    Daimler Chrysler also offers courses in Restraint Systems:

    PTLP Passenger Cars, Trucks, Vans Pyrotechnical restraint systems.

    Repair Technician/System Technician - Comfort and Safety.

    The participant can:
  • Name the work safety and accident prevention laws and regulations on that govern the handling and storage of pyrotechnical components.
  • Describe the operation and triggering mechanisms of various Mercedes-Benz restraint systems.
  • Perform assembly and disassembly in accordance with manufacturer instructions.
  • Establish the required conditions for properly disposing of defective and scrapped system components.
  • Legal basis and regulations.
  • Work safety and accident prevention.
  • Storage, transport and disposal.
  • Recognition and differentiation of various Mercedes-Benz systems (emergency tensioning retractors, head, side and window airbags, crash-active head restraints, etc).
  • Functioning of the above components.
  • Characterization of explosives and propellant charges used.
  • Safety precautions during assembly and disassembly work.

    Theory 85%, Practice15%.
    Handling the pyrotechnical systems and components that are installed in all modern motor vehicles is a very risky business. This is why the legislator requires corresponding proof of expertise for persons who work on these systems.

    AC Delco in the US offers the following training related to climate control:

    Introduction to Air Conditioning:

    This course covers R12 and R134A refrigeration systems, recovery and evacuation procedures, charging, and leak testing. Specific topics include CCOT, VDOT, and TXV systems.

    Upon completion of this course technicians will be able to:
  • Identify the principles of heat and refrigeration.
  • Describe the components and operation of the refrigeration system, heating and cooling system, and air distribution system.
  • Describe the various control systems.
  • Identify handling concerns and safety precautions for servicing HVAC systems.
  • Describe basic HVAC system service, including refrigerant recovery and recharge.
  • Apply concepts and procedures to diagnose basic HVAC system component concerns.

    AMS Automotive Schools offers the following course:

    Automotive Electrician:

    Electronic equipment installers and repairers for motor vehicles install, diagnose, and repair communication, sound, security, and navigation equipment in motor vehicles. Most installation work involves either new alarm or sound systems. New sound systems vary significantly in cost and complexity of installation. Replacing a head unit (radio) with a new computer disc (CD) player is quite simple, requiring the removal of a few screws and the connection of a few wires. Installing a new sound system with a subwoofer, amplifier, and fuses is far more complicated. Motor vehicle installers and repairers work with an increasingly complex range of electronic equipment, including DVD players, satellite navigation equipment, passive-security tracking systems, and active-security systems.

    Canada:

    Sait Polytechnic offers the Business Administration - Automotive Management, which is a two-year diploma. It is Western Canada's only management-oriented training program designed in cooperation with and specifically for the automotive industry. The training will be a combination of business and automotive courses to prepare the learner for numerous positions and a variety of opportunities. This two-year diploma program includes two co-operative work terms which will give the learner the opportunity to gain experience in a paid placement in the automotive industry. This program will also utilize an e-learning (SAIT-issued laptop computer) instructional delivery method. This format offers the combination of classroom instruction and network delivery using WebCT via laptop computers.

    Okananga College offers Anti-Lock Brake Systems/Automatic Traction Control (ABS/ATC) Air Brake Diagnostics.

    Okanagan College is pleased to offer a program which has been designed to assist commercial transport and heavy duty certified technicians, and/or apprentices, who routinely conduct service, repairs and/or diagnostics on commercial transport trucks and busses equipped with electronic ABS/ATC systems.

    An ever-increasing amount of these vehicles on today's highways incorporate on-board computer controlled/electronic ABS/ATC systems, in conjunction with airbrakes, to minimize tire slippage during braking and acceleration.

    The program curriculum will cover the theory and operation of the ABS/ATC systems, followed by a practical/shop session. Students will receive instruction on how to systematically diagnose and repair system failures using scanners, laptop computers, multimeters, and self-diagnostic controls. Training will be done on a training aid simulator and live trucks. Students will work with wiring schematics to check for power/ground problems, sensor and actuator problems, and on-board computer programming changes.

    This program is offered on evening and weekends at Okanagan College locations throughout the valley. It is offered on an as needed basis.

    Among the courses offered by Holland College is one called Automotive Technology which focuses on traction and drivelines. The integrated training model used in this program provides students with a coordinated pathway taking them from pre-apprenticeship training through to a Certificate of Qualification with Red Seal. It includes all aspects of program delivery including 'on campus' training at Holland College and 'in industry' work placements. Under Provincial Legislation, registration as an apprentice working under the guidance of a journey-person or a Certificate of Qualification is compulsory for the trade of Automotive Service Technician.

    The Automotive Technology program is designed to allow students to develop a strong skill foundation through classroom, lab and shop learning activities. Through increased focus on employability skills, adjunct studies are an integral part of the program. An automotive technician must be well versed in computers, mathematics, reading and communication skills along with skills specific to the trade.

    The Automotive Technology program has attained national accreditation status from the Canadian Automotive Repair and Service Council (CARS) National Accreditation Board, (CNAB). This accreditation is recognized nationally as the benchmark for quality automotive programs.

    The State of Manitoba in Canada offers the following course in communication and entertainment systems:

    Trade Programs: Recreation Vehicle Service Technician.

    What does a Recreation Vehicle Service Technician do?

    Recreation vehicle service technicians are trained to inspect, test, replace and service all systems contained within a recreation vehicle, except for its engine and drive train.

    Recreation vehicle service technicians have the knowledge, skills and abilities to:
  • Work on vehicles that range from sophisticated motor homes to simple up tent trailers.
  • Use hand and power tools, measuring tools and testing devices.
  • Interpret codes, trade standards, government regulations and service literature.
  • Work with supervisors and customers to ensure that repairs are done properly and cost-effectively.
  • Service and repair plumbing and water distribution systems, propane systems, electrical systems.
  • Install, service and repair heating and air conditioning equipment and systems, ovens, ranges, and refrigerators, interior spaces, such as cabinetry, sidewalls, flooring and floor covering, exterior panels and roofing, trailer towing and braking systems, custom accessories like security systems, leveling and stabilizing systems, awnings, skirtings and add-a-rooms.

    What skills/abilities are required?

    A recreational vehicle service technician requires the following:
  • Mechanical and mathematical aptitude.
  • Ability to plan and think sequentially.
  • Problem-solving and trouble-shooting abilities.
  • Good communication skills.
  • Ability and desire to keep skills current with advancing technology.
  • The ability to work either independently or as a team member.
  • Able to work alone or in a group.
  • Good balance.
  • A positive customer service attitude.

    How long is the apprenticeship program?

    The apprenticeship is three years consisting of three levels. Practical and technical training is a minimum of 1600 hours per level. About 80 per cent of the time is spent learning practical on-the-job skills under the supervision of a certified journeyperson and 20 per cent consists of learning the theoretical and technical aspects of the trade through in-school training.

    What is taught during in-school/technical training?

    Technical training consists of:
  • Trade-related Mathematics.
  • Safety and shop procedures.
  • Various RV applications such as truck campers, motor homes and tent trailers.
  • Hand and power tools.
  • Trailer and towing systems.
  • Electrical and plumbing systems.
  • Propane, gas and appliances.
  • Exterior structure and components.

    What is the supervision ratio?

    Trades Qualification: If you are experienced in the trade, but do not hold a Certificate of Qualification, you may become a certified journeyperson based on years of proven industry experience and successful completion of the Red Seal Examination. A Trades Qualification Application and trade specific work experience form must be submitted. Trades professionals whose entrance readiness is less than that required, must take appropriate upgrading.

    The "Red Seal" endorsed Certificate of Qualification as a journeyperson in this trade is recognized throughout Canada.

    United Kingdom:

    Many colleges and training organisations in the UK offer automotive/auto-electrical training courses. Below are just a few examples.

    The anti-lock braking system has evolved over the years and diagnosis and repair is easier than ever before. This comprehensive course offered by Blue Train Technical Training will give the learner the know how to help you diagnose and repair ABS problems.

    The course suitable for all technicians, irrespective of experience, would benefit from attending this course.

    Course content:

    Introduction to ABS; ABS Modulation Overview; Types of ABS System; Hydraulic modulator; Wheel speed sensors; Electronic Brake force Distribution (EBD); Emergency Brake Assist (EBA); TCS Traction Control System; CAN BUS Communication; TCS Principles; Inputs and Outputs; ESP Electronic Stability Program; Steering angle sensors; Yaw /Acceleration Sensors; ESP strategies; Diagnostic; Common faults; Diagnostic and circuit testing; Use of scan tool and Use of oscilloscope.

    The Motor Insurance Repair Research Centre, or Thatcham as it is widely known was established in 1969 by British Insurers. The Centre is independently operated with a Board of Directors drawn from more than 30 insurer members who fund our work.

    Thatcham offers the following short course:

    Mechanical/Electrical Aspects of Body Repair.

    The course is intended for Bodyshop technicians involved in all aspects of mechanical, electrical and trim work during automotive repairs. The objectives are to assist engineers and repairers in understanding the many complex systems on today's vehicles by providing an overview of the mechanical aspects of the repair process. All Thatcham courses are certificated with either successfully completed or attended in the text. The certificate issued will be determined by the individual's ability and the final results of any end-of-course test, to ensure the delegate meet the required standard.

    Content of the course:

    1. Legislation.
    2. SRS deployment criteria and operational principles.
    3. ABS/traction control systems.
    4. Vehicle electrical systems.
    5. Correlation and preparation of repair data/information.
    6. Practical use of workshop equipment.
    7. Fundamentals of air conditioning.
    8. 4 wheel alignment processes and procedures.
    9. Overview of LPG.

    This course will include practical and classroom sessions.

    A company called Blueprint in the UK offers the following short intensive course in automobile air-conditioners, which is part of climate control.

    Air Conditioning and Refrigerant Handling Certificate.

    This course is designed to give the technician a sound understanding of air conditioning systems fitted to vehicles and the skills to test and diagnose problems associated with them. It also includes practical and knowledge assessments.

    On successful completion the learner will gain a DEFRA approved Qualification which meets requirements EC307/2008.

    Course content:

    New legislation and how it affects you and your business; the features and benefits of air conditioning; fundamentals of air conditioning system operation; system types; compressors; condensers; system regulation; receiver/accumulator driers; evaporators; identification, function and layout of components including simple electronic control; performance testing; practical training of recycling equipment operation (recovery, recycling, evacuation, recharging, reclamation); lubricants and oil refilling; leak detection (including Oxygen-Free Nitrogen testing); refrigerant Identification; interpreting the pressure gauges; identifying common faults; he healthy and safe handling of refrigerants including containment and the minimising of emissions; practical and underpinning knowledge assessment - the safe handling of refrigerant gases to the DEFRA approved IMI A/C ATA refrigerant handling standard (Institute of the Motor Industry).

    Blueprint Technical Training in the UK also offers training in Supplementary Restraint System (SRS).

    SRS problems can be elusive and testing can be hazardous. This comprehensive course will give you the knowhow and skills to diagnose SRS faults and safe techniques for working on them without it all going off in your face!

    All technicians would benefit from attending this course. It is orientated towards technicians who have a good understanding of electronic control theory but this is not essential.

    Course content:

    The need for Supplementary Restraint Systems; Basic System Operation; Health and Safety; System Types; General operating principle; ECU/ safing sensor; Crash sensors; Air Bag construction; System Layout; Components; Driver's Bag; Passenger protection; Occupancy recognition; Seat position sensors; Curtain Bags; Side impact bags; Knee bags; Seat Belt Pre-tensioners; Rotary couplings; Anti-Submarine seats; Dynamic Headrests; Roll Over protection; Diagnostics of SRS; Common SRS faults; SRS load simulation techniques; Safe circuit testing; Airbag deployment and disposal and Future development.

    Thatcham also offer a course on Airbag and Restraint Systems for Bodyshop technicians who have little or no experience with SRS systems. The objectives are to provide technicians with the appropriate knowledge in SRS systems and working practice which will assist them in their day to day activities. The certificate issued will be determined by the individual's ability and the final results of any end-of-course test and to ensure the delegate meets the required standard.

    Content of the course:
  • Health and Safety requirements.
  • Principles of SRS systems.
  • Removal and installation of systems.
  • Collation of repair data.

    Certificate: Vehicle Electrics - Electrical Principles and Circuit Testing Techniques (EMI) (AK Training (Motor Industry Professional Training and Development), Buckingham).

    This course involves the learning of installation of in car entertainment electronic devices and electronic gadgets.

    France:

    There is a paucity of information on autotronics. Renault, the French car manufacturer opened a new dealer network training academy outside Paris in 2006.

    Its goal is to reorganise the automaker's training system and reinforce professionalism amongst employees. The Renault Academy was created to harmonise training policy for the automaker worldwide by offering a single course catalogue for all sales and service network functions.
    It also develops body shop and mechanical workshop training for mechanics, electrical mechanics, cotechs (technical coordinators) and cartechs (body shop technicians). Renault claims to have created a breakthrough in training programme implementation by developing new computer tools for e-learning.

    In the general area of 'mechanics', for example, programmes are offered for mechanics, electrical mechanics and cotechs. The electrical mechanic is in charge of performing routine diagnoses so that the cotech can concentrate on more complex or infrequent repairs. The electrical mechanic receives the same training as technicians/sub-dealers. However, the cotech, or technical coordinator, remains the only person in direct contact with the carmaker and the technical assistance platforms. The 2005 selectivity criteria for the new European regulation stipulate that there must be two electrical mechanics for every seven technicians within the dealer network.

    This qualification could possibly match some of the competencies acquired by the cotech.

    India:

    Autotronics training in India takes places by private providers such as the TechnoLabs. This is a student assistance Technological Company offering its services in the field of hands-on practical training on emerging technologies, development tools and components for self project development and involves assistance in major project development to engineering students.

    The company provides hands-on practical training to students through Workshops in college or at Autotronics Labs on cutting edge technologies like Embedded Systems, Robotics, VLSI and Advanced Electronic Circuit Designing.

    Autotronics India also offers development kits and robotic components for self-learning and self project development to students. These kits also help students and SMBs (small and medium businesses) to quickly develop their projects using ready to use modules and focus on project requirement without worrying about hardware development.

    Autotronics India Techno Labs offers distance learning International Certification Courses for emerging technologies like Embedded Systems, Robotics and Automation, VLSI etc. These courses are innovative and one of the best offered courses in their domain, covering all the industrial requirements.

    These courses are the most preferred choice of the engineering students, hobbyists and industry professionals as it gives them hands-on training experience and the knowledge of design and development process unlike any other training courses where they are not exposed to real world problems. These courses are exhaustive and cover the latest technologies in these domains, simultaneously following industrial trends for these technologies.

    The Autotronics training program is recognised worldwide. While the Indian programme has a somewhat different emphasis to this Qualification, the competencies - in the technical/engineering aspects - do overlap to a certain extent, especially on aspects of circuitry and emerging technology.

    Certificate/course highlights include:
  • Get exposure to Emerging Technologies.
  • Hands-on experience and practical approach to real world problems.
  • An insight to algorithm development for smart automation.
  • Get knowledge of circuit design and PCB development.
  • Perform experiments throughout the course.
  • Design and develop major projects at the end of the course.
  • Get certified with most recognized certification in Embedded System Technology.

    Malaysia:

    The following qualification is offered at the Otomotif College in Malaysia.

    Diploma in Automotive Engineering (DAE) PA8958:

    This 2.5 years programme has much in common with the Diploma: Modern Automotive Technology offered at the same institution. It aims to prepare the learner to work in areas of high performance automotive engineering, design and manufacturing. The learner will learn the fundamental aspects of component design, research and development (R & D), product testing, manufacturing and management. This programme will allow interested students to articulate into degree level studies in automotive engineering. The programme is 60% theory and 40% practical orientated.

    Internships are a unique feature of this qualification and are built in as a compulsory requirement for students to gain working experience within exciting automotive industry. It gives students the competitive edge in post-qualification employment. Students will also gain a strong foundation in business management and up-to-date knowledge on automotive retail operations. They will also be familiarized with the latest technologies associated with modern automobiles.

    Diploma in Automotive Business Management (DABM) PA7725
    This 2.5 years' programme is designed to develop dynamic, creative and innovative professionals for the automotive retail industry. The learner will learn the general principles of management, marketing, finance and operational aspects of a business with an automotive specialisation.

    Graduates with this diploma will be able to pursue degree level qualifications in several business disciplines such as international business, marketing and business administration.

    Career Options:

    Automotive Dealership Management, After-Sales Management, Warranty Management, Spare Parts Management, Service Marketing, Motor Vehicle Insurance, Customer Service Operations, Vehicle Sales Operations, Fleet Management, Car Rental/Leasing, Own Business.

    New Zealand:

    The following qualification is registered on the New Zealand Qualifications Authority (NQZA):

    National Certificate in Motor Industry (Advanced Technical) (Level 5) with strands in Automotive Electrical and Mechanical, and Collision Repair.

    Core Compulsory:

    All the standards listed below are required:
  • Identify, interpret, and apply legal requirements relevant to the workplace in the motor industry.
  • Demonstrate knowledge of, and apply, automotive workplace efficiency and productivity concepts.
  • Inspect technical quality of work in the motor and related industries.
  • Provide technical guidance in the motor and related industries.

    Automotive Electrical and Mechanical strand:

    Demonstrate knowledge of, and carry out, automotive failure analysis on systems and components.

    Domain: Automotive Electrical and Electronics:
  • Make up and install electronic circuitry to suit specific applications and components.
  • Diagnose and rectify faults in an engine flywheel ignition system.
  • Diagnose and repair faults in electronically controlled systems used on heavy vehicles and machines.
  • Demonstrate knowledge of hybrid electric vehicle (HEV) technology, and service requirements.
  • Demonstrate knowledge of automotive multiplex and databus applications, and diagnose faults.
  • Demonstrate knowledge of in-vehicle information and control systems.
  • Demonstrate knowledge of, and interpret, complex automotive wiring diagrams and circuitry.
  • Demonstrate knowledge of, and use, portable computer diagnostic equipment to test vehicle systems.

    Domain: Vehicle Braking Systems:
  • Diagnose and rectify faults in a car or light commercial vehicle anti-lock braking system (ABS).
  • Demonstrate knowledge of, diagnose, and rectify faults in a motorcycle anti-lock braking system.
  • Check and rectify faults on air-braked heavy vehicle anti-lock braking and traction control systems.

    Domain: Automotive Electrical and Electronics:

    Describe removal and installation of body components in terms of electronic integrity of vehicles.

    Australia:

    Diploma of Automotive Technology:

    This qualification concentrates on the acquisition of skills and knowledge in current technology which is advancing at an exceptional rate in modern vehicles. This qualification is most suitable for those working within the industry at the forefront of the implementation of these technologies.

    Because technology is increasing at an exponential rate and to ensure relevance of the technical units and the competence based on these units, industry recommends that this qualification be completed within a specified time, perhaps 5 years. Such a requirement would maximise the use and integrity of this qualification.

    12 units of competence from the Technical Inventory which must include:

    Develop and document specifications and procedures.
  • 1 unit of competence from the Advanced Technology cluster - Mechanical groups.
  • 1 unit of competence from the Advanced Technology cluster - Electrical/Electronic groups.
  • 5 units of competence at level 5 from the Advanced Technology cluster.
  • 2 units of competence at level 5 from the Retail, Service and Repair or any endorsed Training Package.
  • 2 appropriate and relevant units of competence from not less than level 4 or above from the Retail, Service and Repair any endorsed Training Package with no more than two credit units drawn from Assessment and Training units of competence.

    Another qualification offered in Australia at Level 5 is the following:

    Diploma of Automotive Management:

    29 units of competence at levels 3, 4 or 5 are required to complete this qualification within the specific requirements as set out below:

    The following three units of competence are compulsory:
  • Plan and manage compliance with environmental regulations in a workplace or business.
  • Contribute to business improvement.
  • Monitor a safe workplace.

    26 units of competence at levels 3, 4 or 5 including:
  • A maximum of 4 units of competence at level 3 from the Management Inventory - Management and Administration and/or Sales, Warehousing, Purchasing and Storage clusters.
  • A maximum of 4 units of competence at level 3 from any Retail, Service and Repair Inventory.
  • 7 units of competence at level 4 or above from the Management Inventory - Management and Administration and/or Sales, Warehousing, Purchasing and Storage clusters.
  • A minimum of 9 units of competence at level 5 or above from the Management Inventory which must be different from those above.
  • 3 units of competence at level 4 or above from any Retail, Service and Repair Inventory.

    Singapore:

    The following qualification was found in Singapore:

    Nitec in Automotive Technology - Light Vehicles offered by the Ite College East.

    Course description: This specialisation provides students with the skills and knowledge to troubleshoot, service, repair and maintain light vehicles such as passenger cars, vans, sport utility vehicles and multi-purpose vehicles.

    The course includes the following modules:

    Core Modules (25 credits):
  • Engine Service 30 hrs (T) 90 hrs (P) 6 Credits.
  • Transmission Service 30 hrs (T) 90 hrs (P) 6 Credits.
  • Control Service 30 hrs (T) 90 hrs (P) 6 Credits.
  • Autotronics 30 hrs (T) 90 hrs (P) 7 Credits.
  • Specialisation Modules - Light Vehicles (28 credits): Engine Technology 60 hrs (T) 60 hrs (P) 7 Credits.
  • Engine Management 60 hrs (T) 60 hrs (P) 7 Credits.
  • Control Technology (Light Vehicles) 60 hrs (T) 60 hrs (P) 7 Credits.
  • Transmission Technology (Light Vehicles) 60 hrs (T) 60 hrs (P) 7 Credits.

    Eastern Europa Countries

    Belgium, Bulgaria, Germany, France and Poland:

    Autotronics is a blended learning service enhancing automotive and electronics competencies for car garages and mechanics with Europe-wide accepted certificates. The service will address the current and anticipated skill shortages of car mechanics and employees in car garages. It will offer specifically blended learning courses tailored to the needs of small and medium sized car garages and car mechanics.

    In June 2006, under the lead of Karlsruhe-based INGENATIC and the European TÜV group a European consortium of leading players in the automotive qualification market has joined forces to roll-out a certification program for automotive service personnel. Participants in this consortium are Autoform in Belgium, the Grande Ecole ENSMM in France, Technical University Sofia in Bulgaria and Zespol in Poland. TÜV Academy will be present with entities in Germany, Poland and Bulgaria. The consortium focus on a personnel certification in the fields of IT-based and electronic sub-systems in the cars such as Onboard Diagnosis, comfort and security systems, bus systems such as CAN or LIN or Teleservice concepts.

    A blended supply concept of web-based administration and e-Learning, training at various training locations and the interfacing between real cars and virtual learning environment creates a didactic value chain which makes the new automotive technology accessible in minimal time. The curriculum was developed by ENSMM, one of top private universities in France known for its long history of research cooperation with the automotive industry.

    The trained persons will hence gain the acquired new competences with a certificate by the automotive world's most renowned certifier. With Autoform, Zespol and TU Sofia, the consortium gained strong national players in technical qualification as pilot partners. The 3 institutions will be interacting with the learners, taking care of in-person seminars and practical workshops.

    Training at BMW:

    The training outlined below could perhaps take place at Level 5.

    In 1996, BMW of North America established the Service Technician Education Program (STEP) to address the need for new technicians at BMW dealerships in North America. STEP is a scholarship that is awarded to top graduates of automotive post secondary schools. Each year STEP graduates over 300 highly skilled technicians from the most respected and intense training program of its kind in the world.

    The BMW Group STEP Experience:

    STEP, the BMW Service Technician Education Programs of the BMW Group are all prestigious training opportunities available to the top performing graduates of the country's best post secondary transportation industry technical schools. The purpose of the program is to develop the highest quality service technician apprentices for employment at BMW Group Centers/Dealers in North America by identifying highly motivated people who show a desire to become a BMW Group technician, BMW is convinced that the level of service excellence will be maximized.

    As a STEP student, one can expect an unsurpassed technical education and a career opportunity that comes once in a lifetime. All of our STEP graduates have become well-compensated, successful technicians, body and paint specialists, shop foreman, Service Advisors and Managers. On a daily basis, most reflect credit on the program, BMW, and themselves.

    SADC:

    None of the SADC countries have their own qualifications relating to Autotronics, but use the British City and Guilds Standards for training learners in the automotive field. Namibia has indicated interest in the South African qualifications and may implement this qualification once it has been registered. Namibia is currently in the process of developing vocational certificates for registration on the Namibia Qualifications Framework. Various initiatives are in place to ensure that their qualifications are in line with the South African Qualifications.

    Conclusion:

    The competencies covered in the National Certificate: Autotronics, Level 5 are either similar to or have some overlap with the qualifications and courses that are offered in countries investigated here. While direct and complete comparisons are rarely possible - given the very different contexts in the countries investigated - there are significant (and sometimes not-so-significant) overlaps between this qualification and those internationally. In some cases, it is difficult to figure out the levels of the international courses and qualifications but the overlap in competencies helped to benchmark this Qualification.

    From the US both long courses (51 weeks' duration) and short courses have been cited. The training in this qualification resonates with the training carried out in the US. Of course, while there are many differences between the qualifications in the respective countries, there are overlaps in the competencies. Even short courses offered by car manufacturers like Daimler Chrysler have been included in this exercise.

    From Canada both a qualification and short courses have been cited. The Canadian qualification focuses on both automotive and management competencies at this level, with the latter being predominant. Many qualifications and courses from the UK have been cited. The significant part is that the UK courses are taught in other countries in Asia (Malaysia, Singapore and Korea).

    There is hardly any information from France. And while there is no direct comparison with any qualifications in France the information on training from Renault, a big car manufacturer, is important. This qualification will compare favourably with the training for the cotech, or technical coordinator at Renault.

    There is not much information available from India but the information cited here reflects the training taking place at India's TechnoLabs. The training cited here takes place at Level 5 and has some similarity with the South African Qualification. Two qualifications from Malaysia have been cited. One is more Diploma in Automotive Engineering is highly technical while the Diploma in Automotive Business Management is more orientated towards management in the automotive environment.

    This Qualification enjoys closer similarity with the qualifications from New Zealand. The NZ qualification is more technical like this South African Qualification. In the case of Australia the one qualification cited focuses heavily on technology while the other focuses on management with an automotive bias. The Singapore qualification overlaps with this Qualification on key competencies.

    While there is no direct comparison with Eastern European countries the information shows the Level 5 training that is envisaged in the partnerships developed.

    In-house training courses from some car manufacturer's has also been cited.

    On the whole this qualification compares very favourably with international qualifications or courses. 
    		•

    ARTICULATION OPTIONS 
    This Qualification lends itself to both vertical and horizontal articulation possibilities.

    Horizontal articulation is possible with the following Qualifications:
  • ID 71969: National Certificate: Automotive components: Manufacturing and Assembly, NQF Level 5.
  • National Certificate: Automotive Repair and Maintenance, NQF Level 5.
  • Diploma: Production Technology, NQF Level 5.

    Vertical articulation is possible with the following Qualification:
  • Higher Diploma: Production Technology at NQF Level 6. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education, Training, Quality, and Assurance (ETQA) Body.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards, the integrated competence described in the Qualification and will include competence within core sales and the elective standards relevant to the economic sector.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • A minimum of 4 (four) years' practical, relevant occupational experience.
  • A relevant Qualification at NQF Level 6 or higher.
  • To be registered as an assessor with the relevant ETQA. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    This qualification replaces qualification 22861, "National Certificate: Autotronics", Level 5, 130 credits.
    . 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  230462  Analyse failure of vehicle parts  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  7818  Conduct on-the-job coaching  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  376620  Diagnose and repair climate control systems  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  376680  Diagnose and repair communication and entertainment systems  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  376660  Diagnose and repair supplementary restraint systems (SRS)  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  376642  Diagnose and repair vehicle convenience systems  Level 5  Level TBA: Pre-2009 was L5  16 
    Core  376623  Diagnose and repair vehicle stability, traction and drive control (VSTDC) systems  Level 5  Level TBA: Pre-2009 was L5  16 
    Fundamental  335876  Apply mathematical and statistical techniques in a production environment  Level 5  Level TBA: Pre-2009 was L5  20 
    Fundamental  115790  Write and present for a wide range of purposes, audiences and contexts  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  9405  Analyse work requirements and plan ahead  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  252026  Apply a systems approach to decision making  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  243267  Apply and continuously improve company policies and procedures  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115821  Apply business financial practices  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  252042  Apply the principles of ethics to improve organisational culture  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  252037  Build teams to achieve goals and objectives  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  252189  Deal with sub standard performance in a team  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  252033  Demonstrate ways of dealing with the effects of dread diseases and in particular HIV/AIDS  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  12458  Develop the skills of a work team  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  376602  Diagnose and repair integrated starter and alternator combination systems (ISAD)  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  10066  Establish customer needs and relationships  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  9406  Manage a team  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  10053  Manage customer requirements and needs and implement action plans  Level 5  Level TBA: Pre-2009 was L5  8 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.