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This Qualification provides learners with not only a broad knowledge base and a critical understanding of terms, rules, concepts, principles and theories of Broadcast Engineering that will enable learners to be informed workers, but also develops specific competencies in the following streams: Radio, Television, Broadcast Contribution, Broadcast Head-end Systems, Broadcast Distribution or Broadcast Spectrum Management. Qualifying learners are able to use methods in Broadcast Engineering to install, set-up, operate, fault find, maintain and repair broadcasting equipment in one of the above mentioned disciplines. The qualification credits a learning experience that allows flexible access to life-long learning, higher education and employment in Broadcast Engineering as a career path.

Rationale of the qualification

The Certificate for Broadcast Engineering: Level 5 will bridge the gap between the National Diploma: Engineering: Electrical and the National Diploma: Engineering: Computer Systems and the BTech: Engineering: Electrical (interim registered qualifications). It reflects the workplace-based needs of the broadcasting industry. This qualification prepares learners that have achieved an academic qualification to pursue diverse careers in the broadcasting industry, namely, Television, Radio, Broadcast Contribution, Broadcast Head-end systems, Broadcast Distribution and Broadcast Spectrum Management.

The broadcasting sector recognises the need for learners to have a thorough understanding of all the principles involved in broadcasting in order to cope with the rapidly changing world of science and technology. The convergence of broadcast technologies requires from learners the acquisition of knowledge and skills in a variety of disciplines, and will enable them to continue on a path of life-long learning. The attainment of the qualification constitutes a step toward being registered as a Professional Technician with the Engineering Council of South Africa.

The Certificate in Broadcast Engineering NQF Level 5 should produce knowledgeable, multi-skilled workers who are able to enhance productivity and efficiency in the broadcast environment in the country. It should provide the means for current workers to receive recognition of prior learning, to upgrade their competence and achieve a nationally recognised Qualification. It should also assist newcomers to the broadcasting environment to pursue a career in Broadcast Engineering. The Qualification is structured in such a way that it exposes learners to different aspects of Broadcast Engineering so that there is scope for multi-skilling. 

• Communications and language skills at NQF Level 4
• Mathematics and Science at NQF Level 4
• End user computing skills
• Wiring Techniques
• Soldering techniques
• Use and care of hand and power tools
• Install new computer hardware and software packages

  Recognition of prior learning

  This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience and must adhere to the policies and procedures specified by the SETA/ETQA.

  RPL process is critical, as many people have worked for years in the Broadcast field without a formal qualification.
  Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
  All such evidence should be judged according to the general principles described in the note to assessors in section above, Assessors and Moderators. 

There are no prescribed Unit Standards for a NQF Level 5 Qualification. The purpose of the fundamental unit standards is to develop the learner skills in computer network systems, project management, health and safety regulations, effective working relationships and day-to-day technical administration, all of which are necessary to enable the learner to develop further in the Broadcast industry. All fundamental unit standards are compulsory.

Core Component

The unit standards for the core are focused on the various streams. Learners select the unit standards in a particular broadcast stream as indicated in the unit standard matrix. This provides an opportunity for learners who have already gained this qualification in one stream to move across the streams for multi-skilling purposes, completing only the particular stream’s core unit standards to be able to work within that field, since the fundamentals apply across all streams: Radio, Television, Broadcast Contribution, Broadcast Distribution, Broadcast Head-end Systems and Spectrum Management industries. All core unit standards per stream are compulsory.

Elective Component

The unit standards will enable the learner to gain knowledge and skills in entrepreneurship and basic business skills and/or the learner can select from the core unit standards of other broadcast streams to make-up the required number of credits.

This Qualification is made up of planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a basis for further learning.
In this Qualification the minimum credits are allocated as follows:

Radio orTelevision Fundamentals: 38
Radio orTelevision Core: 66
Radio orTelevision Elective: 16

Broadcast Contribution Fundamentals: 38
Broadcast Contribution Core: 59
Broadcast Contribution Elective: 23

Broadcast Distribution Fundamentals: 38
Broadcast Distribution Core: 61
Broadcast Distribution Elective: 21

Broadcast Head-end Systems Fundamentals: 38
Broadcast Head-end Systems Core: 66
Broadcast Head-end Systems Elective: 16

Spectrum Management Fundamentals: 38
Spectrum Management Core: 54
Spectrum Management Elective: 28

Spread of Unit Standard credits across NQF levels in Fundamental, Core and Elective components:

Fundamentals Level 4: 4
Fundamentals Level 5: 34
Fundamentals TOTOL: 38

Core Level 5: 272
Core Level 6: 34
Core TOTAL: 306

Elective Level 3: 9
Elective Level 4: 38
Elective TOTAL: 47

TOTAL Level 3: 9
TOTAL Level 4: 42
TOTAL Level 5: 306
TOTAL Level 6: 34

The Unit Standards making up this Qualification are intended as building blocks for the further development of skills that will make the learner a more fulfilled, informed, efficient and cost effective worker. This Qualification will enhance the productivity and employability of the learner within the Broadcasting and Information and Communication Technologies sector as well as contribute to the quality, production rate and growth of the individual and the industry. 

2. Conduct complex broadcast measurements, analyse information and draw conclusions, using a range of devices and applying it in a variety of contexts.

3. Operate complex broadcast equipment to support clients and test equipment performance.

4. Diagnose, analyse and solve diverse broadcast engineering problems creatively and innovatively using appropriate techniques.

5. Apply the essential methods, processes and techniques to maintain, fault-find and repair broadcast equipment.

6. Work with and support colleagues and clients using effective communication techniques.

Critical Cross-field Outcomes

The learners are able to:

• Identify and solve problems within own area of responsibility and make decisions promptly and effectively using critical and creative thinking to take remedial action.
• Work effectively with clients, colleagues, as a member of a team, group, organisation or community to achieve the required end-result. This could include effective negotiation with others to schedule maintenance around important events or to communicate to local authorities when doing field strength measurements.
• Organise and manage themselves in the work areas and their activities effectively and responsibly to plan installation activities, prepare equipment, materials and tools for selected tasks or to complete tasks within deadlines.
• Collect, organise and analyse broadcast engineering information which is used to critically evaluate the results and possible solutions and the effect of decisions made during maintenance, repair and keeping broadcast on-air.
• Communicate technical information effectively, both orally and in writing, using appropriate language, structure, style and graphic support
• Use science and technology extensively and effectively when working with broadcast equipment and critically showing responsibility towards the environment, which could include work areas and installation venues, and health and safety of all involved
• Demonstrate an understanding that the engineering world is a set of related systems and that problem solving does not exist in isolation in that learners are expected to comprehend that their actions have implications for the team, company, the industry as a whole and the community at large. 

• Actions planned and implemented are appropriate to promoting best practice in organisations
• Drawings and specifications relevant to the installation are interpreted and verified for correct understanding of the installation requirements
• Installations are done in accordance with organizational policies and procedures, client and legal requirements
• Work performed is completed within agreed timescales
• The installation methods used adhere to safety standards

  2.

• Test/measurement equipment used is in accordance with their design
• Tools and techniques used are appropriate to the required task
• Tests validate satisfactory performance of complicated system / equipment against manufacturer’s data/specifications, company specific performance criteria and relevant industry standards
• Test information gathered is analysed, conclusions drawn and actions proposed

  3.

• Best practices or procedure are applied when operating the broadcast equipment
• Optimal performance is achieved when operating broadcast equipment
• Operational support to the client is appropriate for the situation and promotes productivity
• Safety procedures are adhered to when equipment is used

  4.

• Fault diagnoses is carried out systematically using the most appropriate diagnostic techniques
• Diagnosed problems and faults are interpreted accurately and quickly, and possible approaches to solutions formulated
• Solutions are practical, effective, meet technical requirements and clients needs

  5.

• Maintenance and repairs are done in accordance with organizational policies and procedures
• Tests validate satisfactory performance of system / equipment against manufacturer’s data/specifications, company specific performance criteria and relevant industry standards
• Diagnosed problems and faults are interpreted accurately and quickly
• Settings and adjustments to equipment ensure optimal functioning
• Equipment is repaired (replaced) within an agreed timescale, using appropriate tools and techniques
• Health and safety precautions are adhered to and are in accordance with relevant legislation

  6.

• Feedback to clients is prompt and clear
• All requirements of projects are determined and verified with clients
• Recommendations are proposed clearly to client or end-user in accordance with organisational requirements

  Integrated Assessment

  The applied competence (foundational, practical and reflective competencies) of this qualification will be achieved if a learner is competent in terms of all of the unit standards. Identification and solving of known problems, team-work, self organisation and the processing of data must be assessed. This assessment can take place using any combination of practical, foundational and reflective competency assessment methods and tools to determine the development of the whole person and the integration of applied knowledge and skills. Competence will be assessed when conducting formative and summative assessment in the context of the broadcasting environment.

  Formative assessment

  The assessment criteria for formative assessment are described in the various unit standards. Formative assessment takes place during the process of learning and assessors should use a range of assessment methods and tools that support each other to assess total competence.

  The assessment method and or tools used by the assessor must conform to the following criteria:

• It must be fair in the sense that it does not hinder or advantage the learner.
• It must be valid in the sense that it measures the critical components of learning.
• It must be reliable in the sense that it is consistent and delivers the same output across a range of learners.
• It must be practical in the sense that it takes into account the available financial resources, facilities, equipment and time.

  Summative assessment

  Summative assessment is carried out at the end of the learning programme to assess the acquired competencies of the learner.

  Assessment

  Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged.
  The focus of the assessment must be on the assessment of the learning outcomes rather than learning outputs. The Specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.

• Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Standards should be integrated.
• Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner’s skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the effectiveness of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such, it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner’s need. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcome.
• Assessment should also have a summative component. Summative assessment may be used on completion of a Standard, but should not be the only form of assessment. A summative assessment of the exit outcomes is required on completion of all the necessary Standards and before a Qualification is awarded.
• A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
• Integration implies that theoretical and practical components should, where possible, be assessed together.
• Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.
• Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in some Standards and programmes should be designed to extend and further reflect the integration. 

The United Kingdom has a qualification called Broadcast Engineer Level 3, approximately at our NQF Level 5-6, which mandatory units and some of their optional units are all the Core unit standards for this Qualification.

Australia has a Diploma in Broadcast Engineering and an Advanced Diploma in Broadcast Engineering, no indication of the level though. Some of their relevant unit standards were used for benchmarking.

The New Zealand Qualifications Authority has an Endorsed Technicians Certificate :Electrical, Electronic and Telecommunications with only one subject that is closely related, namely television. No comparison could be made for there is too little information available. 

Exit points for learners who do not complete the Qualification:

• Learners will be credited with Unit Standards in which they have proved competence
• Learners who complete individual Unit Standards, but do not complete the Qualification retain their credits.
  However, should the substance of the Unit Standards change, the validity of the credit towards the Qualification may be reviewed.
• Learners who change their provider or learning site before completing the Qualification may transfer their credits to the new learning site. 

• Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA.
• Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA.
• Assessment and moderation of assessment will be overseen by the relevant ETQA, or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA, according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (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 and exit level outcomes, as well as the integrated competence described in the qualification.

  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 or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA. 

• Assessors must be registered with the relevant ETQA.
• Moderators, competent at the level of the Qualification must be registered by the relevant SETA ETQA or a relevant accredited ETQA to ensure that the standard across assessors is consistent
• Moderators are required to be competent in assessment practices
• Moderators are required to report to the relevant ETQA or a relevant accredited ETQA in the required format
• Institutions and providers offering learning that will lead to the achievement of the Higher Certificate in Broadcast Engineering: Level 5 must be accredited as providers with the relevant ETQA or with a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA
• The relevant ETQA will monitor and quality assure moderation and assessment according to the guidelines of the relevant SETA
• The relevant ETQA will assure the quality of all learning programmes in collaboration with other SETAs in different economic sectors.