National Certificate in Motor Industry (Foundation Skills) (Level 1)

This qualification has been designed for secondary school students. It is designed to recognise the foundation skills and knowledge required for further training in the motor industry, and to provide students with the opportunity to gain exposure to career opportunities in the automotive industry. The need for the qualification has been identified as a result of an overall review, which is not yet completed, of the Motor Industry qualifications.

The compulsory section of the qualification covers the knowledge and skills required for workplace calculations, automotive industry knowledge and safe work practices, literacy, and communication.

Elective Set A provides opportunity for recognition of automotive knowledge and skills required by industry in areas such as electrical and electronics, preventative maintenance, workshop engineering, engine repairs, and bodywork. Elective Set B provides an additional opportunity for people to gain recognition of first aid skills, driving knowledge, and keyboard skills.

This qualification prepares people for any of the Level 2 provider-based, or Level 3 or 4 apprenticeship-based qualifications registered in the Motor Industry subfield. Some standards are common with these other qualifications to provide multiple entry points for people to the industry. The Motor Industry Training Organisation (MITO) publication Career Prospectus gives guidance on career pathways (contact the SSB, details on page 5).

For more than 30 years, Regent Training Centre has been successful in helping to create options for students and trainees through education, support and mentoring. Our strengths lie in our commitment and dedication to improving the lives of all those that we work with. The first Regent Training Centre campus was based just outside of Whangarei, in Ngararatunua. What began with a small rural school housing just 2 classrooms, has steadily grown into 6 campuses across Northland and Auckland. While each campus may look different, they are all bound by an aim to see people achieve more than what they could hope for themselves. For many of our students, through no fault of their own, traditional learning environments have not worked.