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The purpose of this qualification is to build a foundational entry into the field of Computer Sciences and Information Technology, specifically into the field of Systems Support, covering basic knowledge needed for further study in the field of Systems Support at Higher Education Levels.

The qualification can be acquired in the traditional way of formal study as well as in the workplace, through learnerships. Acquiring the qualification through learnerships has the potential of addressing the problems of the past, where newly qualified people getting into the industry struggled to get employment, because they were required to have practical experience. The workplace experience can now be gained while acquiring the qualification through the various learnership schemes that are planning to use this qualification.

A Qualifying learner at this level will be a well-rounded entry-level Systems Support professional with a good fundamental knowledge of the Information Technology field, coupled with interpersonal and business skills, allowing for specialisation in one of the following Systems Support fields:

• Hardware and Infrastructure Support for Personal Computers
• Hardware and Infrastructure Support for Office Products
• Data Communications and Networking
• (and any new field not specified yet, allowing for new specialisations in this area)

  The qualification is designed to:

• Provide learners with an entry level for further study in Information Technology and related fields, as well as for initial employment in the computer industry.
• Allow many of the listed unit standards to be used in Learnership Schemes in the Information Systems and Technology sector, as well as other sectors where Information Technology is a key requirement.
• Provide a foundational qualification for people who are pursuing a career in the computer industry, or related fields. People with this qualification have an introductory level of understanding about computer industry concepts and/or are able to work in areas of Information Technology with little technical complexity. Examples of the areas covered are entry-level hardware, software, electronics and network support, on mainly (but not limited to) desktop and hand-held devices and local area networks.
• Allow the credits achieved in the National Certificates in Information Technology (Level 2 & 3) to be used as foundation (i.e. learning assumed to be in place) for the requirements of this qualification.
• Have a flexible structure to allow for changing requirements in the computer industry, and to allow providers to create learning programmes with a predominantly Information Technology Support component but tailored to meet the local, national or international needs.

  Rationale of the qualification:

  This qualification has been formulated such that it reflects the workplace-based needs of the Information Technology Industry as expressed by its stakeholders.
  The input has been used to ensure that the qualification provides the learner with accessibility to be employed within the IT Industry.

  The introduction of national qualifications in Information Technology based on unit standards will allow learners to qualify for a national qualification by accumulating the required credits via short learning programmes or workplace practical experience or both. It also allows learners to achieve the qualifications through recognition of prior learning and/or learnerships schemes, overcoming past barriers in the methods of achieving formal qualifications.

  Academically this National Certificate is intended to be an entry-level qualification in the area of Systems Support. The qualification builds on knowledge areas covered in National Certificates and short learning programmes at NQF level 2 to 4, and it facilitates entry into the Systems Support field. It aims to enhance readiness for further study in Information Technology and related fields at the Further Education level, provides a pathway into further study at Higher Education level, as well as providing for initial employment in the computer industry.

  One of the most important needs for this qualification is to provide for the recognition of prior learning. There are currently no unit standards based registered qualifications in the Systems Support area. However, hardware and networks are being installed, maintained and upgraded on a daily basis in a number of different industry sectors. People with workplace experience in the areas covered by this qualification will now be allowed to request assessment and get recognition for prior learning.

  The qualification provides the learner with the flexibility to articulate in the IT environment with a wide variety of specialisation options and articulation within the Telecommunications, Information Technology and Electronic Industries and other industries where IT is a key component, like the Financial Services Industry.

The assumed learning can be acquired in the traditional way of formal study as well as in the workplace. Acquiring the competencies in a workplace (either via formal learnerships or normal on-the-job training) has the potential of addressing the problems of the past, where formal qualifications were only obtainable by way of formal study.

Recognition of prior learning (RPL)

Many of the competencies used in the Information Technology profession has traditionally been acquired through short courses and on-the-job training, which did not provide formal recognition of the knowledge and skills acquired. These competencies are still today viewed by most industries as invaluable, with the sad reality that there is no formal recognition. The nature of the Information Technology field means that competence is developed experientially, therefore the assessment processes should recognise experience versus theoretical knowledge. Recognition of prior learning will now allow people with these valuable competencies to be assessed and recognised formally.

Any learner wishing to be assessed may arrange to do so without having to attend further education or training. For recognition of prior learning the learner will be required to submit a portfolio of evidence of relevant experience, in a prescribed format, to be assessed for formal recognition. The assessor and learner will decide jointly on the most appropriate assessment procedures, subject to the assessment rules of the relevant ETQA. Learning assumed to be in place must be assessed by the assessor prior to any assessment relating to this qualification.

To be awarded the Qualification learners are required to obtain a minimum of 163 credits as detailed below.

Fundamental Component

The Fundamental Component consists of Unit Standards in:

• Mathematical Literacy at Level 4 to the value of 16 credits
• Communication at Level 4 in a First South African Language to the value of 20 credits
• Communication in a Second South African Language at Level 3 to the value of 20 credits

  It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3

  All Unit Standards in the Fundamental Component are compulsory.

  The Fundamental Component consists of Unit Standards to the value of 56 credits all of which are compulsory.

  Core Component

  The Core Component consists of Unit Standards to the value of 77 credits all of which are compulsory.

  Elective Component

  The elective component consists of a number of specialisations. Learners are to choose a specialisation and complete unit standards totalling 30 credits from those listed for the specialisation.

  Below is a list of the elective unit standards that are grouped per specialisation field. A minimum of 30 credits from any one specialisation field is needed to be recognised as a specialisation field. Depending on the credits achieved, more than one specialisation field might be printed on the qualification certification documentation.

  Specialisation Field: Hardware and Infrastructure Support for Personal Computers.
  14922; Demonstrate knowledge of principles of electronic logic for computing ; L4; 9 credits
  14929; Describe Computer Cabling ; L4; 4 credits
  14934; Demonstrate an Understanding of Hardware Components for Personal Computers or Hand-held Computers ; L4; 7 credits
  14939; Assemble a Personal Computer or Hand-held Computer and peripherals from modules ; L4; 7 credits
  14935; Repair Peripherals for a Personal Computer or Hand-held Computer to Module Level; L4; 9 credits
  14940; Repair a Personal Computer or Hand-held Computer to module level ; L4; 12 credits
  14950; Install a Personal Computer or Hand-held Computer and Peripherals ; L4; 7 credits
  14943; Install system software and applications software for a Personal Computer or Hand-held Computer; L4; 5 credits

  Specialisation Field: Data Communications & Networking Support.
  14922; Demonstrate knowledge of principles of electronic logic for computing ; L4; 9 credits
  14928; Demonstrate knowledge of basic concepts of telecommunications ; L2; 7 credits
  14932; Describe Synchronous and Asynchronous Communication with Computers ; L3; 6 credits
  14947; Describe data communications ; L3; 4 credits
  14942; Demonstrate an understanding of computer network communication ; L4; 9 credits
  14931; Install networked computer application software ; L4; 5 credits
  14953; Install a Local Area Network ; L4; 10 credits
  14937; Apply the Principles of Supporting Users of a Local Area Network ; L4; 7 credits

  Specialisation Field: Hardware and Infrastructure Support for Office Products.
  14922; Demonstrate knowledge of principles of electronic logic for computing ; L4; 9 credits
  14936; Describe and install scanning systems ; L4; 3 credits
  14946; Describe and install photocopier machines. ; L4; 3 credits
  14952; Describe and install a facsimile machine. ; L4; 2 credits
  14945; Describe and install computer printers. ; L4; 2 credits
  14941; Describe and install colour copiers/printers ; L4; 4 credits
  14948; Describe and install high-volume photocopier machines. ; L4; 4 credits

  Learners choosing this specialisation are to choose additional unit standards from the other specialisations to the value at least 3 credits.

A learner will be able to

1. Communicate effectively with fellow IT staff & users of information systems.
2. Demonstrate an understanding of different types of computer systems and the use of computer technology in business.
3. Demonstrate an understanding of problem solving techniques, and how to apply them in a technical environment.
4. Demonstrate an understanding of Computer Technology Principles.
5. Select and use materials and equipment safely for technological purposes.
6. Work effectively as a team member within a support team.
7. Carry out, under supervision, a small size task to demonstrate knowledge of techniques & skills needed in one or more of the following areas of majoring/specialisation:

• Hardware and Infrastructure Support for Personal Computers
• Hardware and Infrastructure Support for Office Products
• Data Communications and Network Support

  In addition to the above, unit standards will be utilised to provide depth of specification of the outcomes ranges and the assessment criteria and processes.

In particular, assessors should check that the learner is able to demonstrate an ability to consider a range of options and make decisions, meeting the following criteria:

1. Effective Communication is demonstrated with fellow IT staff & with users of information systems, in the form of written and verbal communication.
2. An understanding of different types of computer systems and the use of computer technology in business is demonstrated, being able to describe the different computers systems and associated hardware and network configurations and investigate (sometimes under supervision) its use within organisations.
3. The ability to identify different problem solving techniques, and when and how to apply them, is demonstrated.
4. A fundamental understanding of Computer Technology Principles are demonstrated by explaining computer architecture, networking and operating systems concepts, as well as different data storage methods.
5. An understanding of use of equipment safely for technological purposes is demonstrated, being able to install, maintain and upgrade hardware or infrastructure in areas of specialisation, according to customers’ Service Level Agreements, manufacturers’ recommendations and safety regulations.
6. Working effectively as a team member within a support environment, taking part in team activities and understanding different roles within different support teams.
7. The knowledge of the techniques & skills needed in one or more areas of specialisation is demonstrated by carrying out a small size task that is covering the assessment criteria explained in the unit standards selected in the specialising area being assessed in.

In addition to the above, unit standards will be utilised to provide depth of specification of the outcomes ranges and the assessment criteria and processes.

Furthermore, the assessment process should also cover the following generic components:

• Measure the quality of the observed practical performance as well as the theory and underpinning knowledge behind it;
• Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
• Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
• Ensure that the relationship between practical and theoretical is not fixed but varies according to the outcomes being assessed.

  Assessment of Critical Cross-field Outcomes:

  To ensure applicability of Fundamental and Critical Cross-field Outcomes this should be assessed as part of Core and Elective assessments.

  Integrated Assessment:

  Development of the competencies may be through a combination of formal and informal learning, self-learning, training programmes and work-based application.
  The practical, applied, foundational and reflexive competencies demonstrated for the group of assessment criteria in this qualification, must prove that the whole competence is more than the sum of the parts of the competencies.
  Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also take place in the work place, if applicable. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.

  During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. Input to completing the Integrated Assessment typically makes use of combinations of the following assessment methods:
  1. Time-constrained written examinations
  2. Coursework Evaluations
  3. Continuous Evaluation
  4. Practical Evaluation
  5. Evaluation of Portfolios of Evidence

• New Zealand NQF,
• Australian NQF,
• British NVQs.

  Furthermore input to the development of the qualification has been benchmarked against the following International sources, where the outcomes and assessment criteria, degree of difficulty and notional learning time has been compared:

• City and Guilds Certificate and Diploma for IT Technicians (refer 7261 IT Scheme administered by ISETT),
• NCC Education’s International Certificate and Diploma in Computer Studies for IT Professionals,
• CompTIA’s A+ and N+ certification,
• Microsoft MCSE certification
• E-Skills

  This qualification combines the NQF principles and requirements, with Internationally accepted Knowledge Areas required in a System Support Qualification.

In particular, this qualification has been designed to allow entry into either the National Certificates in Systems Support at NQF level 5 or the National Certificate in Systems Development at NQF level 5, but can also be used as foundational to other IT qualifications that will be defined in future.

• Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor or moderator with the relevant ETQA.
• 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 ETQAs policies and guidelines for assessment and moderation.
• 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 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 for assessment by the relevant ETQA.

  To ensure that national standards are maintained, the final assessment should be conducted on the following basis, which will be under the control of the relevant ETQA’s (ISETT SETA or other relevant ETQA’s):

• National assessment of written papers and/or practical assignments needs to be undertaken, by the relevant ETQA. This must include the necessary assessment tools (eg. marking schemes) to ensure consistent assessment. This function can be performed by the ETQA itself or a nominated body or bodies.
• Assessment can be institutional or workplace based and must be done by a registered assessor.
• External moderation will be undertaken as required, to ensure that the quality of NQF standards maintained nationally.

• Assessors should be registered as assessors with the relevant ETQA, in accordance with the policies and procedures defined by the ETQA.
• Have a relevant academic qualification or equivalent recognition, at a level higher that the qualification being assessed.
• All registered assessors must have met the requirements of the generic assessor standard, and should be certificated by the ETDP SETA or by the relevant ETQA in agreement with the ETDP SETA in this regard.

Knowledge Areas covered by the qualification

This qualification addresses the following knowledge areas being developed for the IT qualifications framework, inter alia:

• Competence in providing a variety of support services to users of IT, with limited supervision and direction of others.
• Contributing to solving user technical problems and meeting their support needs.
• Apply problem solving techniques to given user technical problems and solving the problems, according to customers’ Service Level Agreements and manufacturers’ recommendations.
• Review of customer usage of IT support services and implementation of specified improvements to the support services.
• Application of a range of IT technical skills and knowledge to meet user needs, within designated responsibilities
• Competence in dealing directly with customer staff.
• Understand the structure of a typical systems support teams, knowing the different roles and knowing when to ask for assistance in performing the above tasks.

  Level Description of the qualification:

  The knowledge areas listed in the notes section of this qualification display competence that are complex and non-routine, which is appropriate at this level. It involves the application of knowledge and skills in a limited range of varied work activities, performed in a wide variety of contexts. Some level of responsibility and autonomy is allowed, where control or guidance of others is often required, although complete responsibility is assumed for the quantity and quality of the individuals own outputs. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement.

  This also supports the SAQA approved level descriptors at this level, as listed below:

  Foundational Competence:

• Possession of wide-ranging scholastic/technical skills.
• Possession of a broad knowledge base incorporating some theoretical concepts.
• Demonstrate the ability to access, analyse and evaluate information independently.
• Employ a range of responses to well defined but often unfamiliar or unpredictable problems.

  Progression is manifested by the change from routine responses at level 3 to generation of responses at level 4.

  Practical Competence:

• Operate in a variety of familiar and unfamiliar contexts under broad guidance and evaluation.
• Select from a considerable choice of procedures.
• Give presentations to an audience.

  There is evidence of progression in terms of the range of skills, choice of actions and the ability to present information to others.

  Reflexive Competence:

• Complete responsibility for quantity and quality of output.
• Possible responsibility for the quantity and quality of output of others.

  Progression is marked by a significant increase in responsibility for individual outputs and the need to interact with others. At level 4, the learner can assume leadership roles of a limited nature.

  Qualification Naming and Specialisation Description:

  The Information Technology sub-field has been broken into various domains, of which Systems Support is one. Qualification names will be linked to these domains, with specialisation descriptions attached to the qualification certification document being produced. The reason for this is firstly to reduce the number of qualifications needed to be registered to a manageable level, and secondly to have the qualification linked to the typical structure of the Information Technology industry. Finally we want to have the qualification certification document to reflect fields of specialisation, for unit standards that has been achieved within listed fields of specialisation. These specialisation fields are defined as part of the elective unit standards for the qualification. This will allow flexibility in future to add new specialisation fields without having to redefine the whole qualification. This is very important to the IT industry which is a very dynamic and fast changing industry.

  The naming of this qualification is as follows:
  National Certificate in Information Technology: Technical Support – (NQF level 4),

  Specialising in one or more of the following fields:

• Hardware and Infrastructure Support for Personal Computers
• Hardware and Infrastructure Support for Office Products
• Data Communications and Network Support
• (and any new field not specified yet, allowing for new specialisations in this area)

  A minimum of 20 credits from any one specialisation field is needed. The specialisation field(s) will be printed on the qualification certification documentation.