SayPro Buy Telecommunications Training Material 59057

This qualification will equip a person to perform functions in the Network Operations environment within the telecommunications Industry. Telecommunications covers a wide range of specialization areas. These areas are, Management and surveillance of Information and Communication Technology Networks, Transmission Control Protocol / Internet Protocol Networks Operations, Installation and Maintenance of Customer Premises Equipment, Operation of Telecommunications Transport Systems, Maintenance of Telecommunication Cables, Installation of Telecommunication Cables , Operation of Telecommunication Lines and Installation of Network Elements.

Each specialisation area encompasses a unique, autonomous job function. The qualifying learner will have acquired the knowledge, and be able to function as a competent operations specialist in one of the specialisation areas listed above. Multiple specializations is not a requirement for this qualification although natural progression is desirable and allowed.The competencies required for this qualification may be acquired through learnerships or skills programs. Acquiring this qualification has the benefit of addressing problems historically associated with non-OBE training where newly qualified people struggled to get employment due to a lack of experiential training in the workplace.

Rationale:

The Telecommunications landscape has been impacted tremendously by the onset of Convergence, Legislation and Regulation, and by the rapid evolution and expansion of new data and network services enabled by Next Generation technologies and telecommunications infrastructure.

No qualification in telecommunications networks operations currently exists to accurately address the skills requirements posed by industry evolution and development.

This qualification therefore aims to address the skills development needs of specifically the Telecommunications Network Operations environment.

The qualification provides prospective candidates with specialization areas from which to elect, in anticipation of career choices in the ICT sector. The knowledge and skills obtained during the learning process towards this qualification provides the learner with a set of competencies that can be applied and are in demand in the ICT environment.

This will enhance the learner’s opportunities to gain employment in areas as diverse as security systems, data networks, broadcasting and mobile communication.

The qualification enables learners to perform first-line installation, operations, and maintenance in the disciplines listed above.

This qualification provides learnership opportunities for entrants to the ICT industry and also for current ICT workers to receive recognition for prior learning.

This qualification was developed to address the needs of the industry in a format which supports the objectives of the NQF:

• To create an integrated national framework for learning achievements.
• Facilitate access to, and mobility and progression within education, training and career paths.
• Enhance the quality of education and training.
• Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
• Contribute to the full personal development of each learner and the social and economic development of the nation at large. 

Recognition of Prior Learning:

This qualification may be achieved through the recognition of prior learning, which includes formal, non-formal learning and work experience. To achieve the qualification through RPL, the learner must present him/herself to be assessed against the integrated assessment criteria of this qualification.

Any learner wishing to be assessed to achieve credits in respect of any of the unit standards specified in this qualification may arrange for an RPL assessment.

Access to the Qualification:

There is open access to the qualification. An item of consideration is the diversity of functions which are covered. Some of these require colour recognition and/or bipedal mobility which will affect the employment options for someone who acquires this qualification but is handicapped in this way. 

The qualification consists of a minimum combination of 132 credits. The specialisation area (elected cluster) will determine the actual number of credits required.

Rules regarding Fundamentals:

All fundamental unit standards are compulsory for this qualification (56 credits).

These fundamental credits are made up as follows:

• Communication: 20 credits at NQF Level 4.
• Second Language: 20 credits at NQF Level 3.
• Mathematics: 16 credits at NQF Level 4.

  Core:

  All core unit standards are compulsory (65 credits).

  Electives:

  There are 9 Elective clusters. 8 of these clusters provide a variety of specialisation areas. The other cluster fulfils the role of supplementary cluster.

  Each of the 8 clusters:

• Focuses on competencies required in different specialisation areas of telecommunications operations.
• Will contribute different credit counts to the total credit count of the qualification.
• Require that the learner obtain all the credit in the cluster.

  A minimum of 11 credits is required from the elective component to make up 132 credits required to obtain the qualification.

  The following rules apply for specialisation areas:

  Elective Cluster 01: Specialisation Area 1 (ICT Network Management and surveillance).

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246663; Perform surveillance on Information and Communications technology networks; Level 5; 10 credits.
• ID 114052; Demonstrate appropriate customer care in the context of IT support according to a service level agreement (SLA); Level 5; 8 credits.

  Elective Cluster 02: Specialisation Area 2 (TCP/IP Networks):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246672; Perform operations on Internet Protocol networks; Level 5; 11 credits.

  Elective Cluster 03: Specialisation Area 3 (Customer Premises Equipment (CPE) Installation and Maintenance):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246685; Configure and commission electronic equipment for ISDN products and services; Level 4; 4 credits.
• ID 10482; Perform customer equipment fault clearance; Level 4; 24 credits.
• ID 10453; Schedule customer equipment installation; Level 4; 4 credits.
• ID 10452; Recover customer equipment; Level 4; 5 credits.

  Elective Cluster 04: Specialisation Area 4 (Transport Systems):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246680; Demonstrate an Understanding of Telecommunications Transport Concepts and Principles; Level 3; 8 credits.
• ID 246681; Perform operational activities on- SDH_PDH systems; Level 4: 17 credits.
• ID 246666; Perform operational activities on- Multi-channel Optical Fibre systems; Level 4; 3 credits.
• ID 246722; Perform Indoor Optical Fibre Testing; Level 4; 3 credits.

  Elective Cluster 05: Specialisation Area 5 (Telecommunication Cable Maintenance):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246724; Perform operational activities on pressurised transmission mediums; Level 4; 7 credits.
• ID 246720; Perform operational activities on Non-Metallic Telecommunication Media; Level 5: 16 credits.
• ID 246657; Maintain Metallic Telecommunication Cables; Level 5: 16 credits.

  Elective Cluster 06: Specialisation Area 6 (Telecommunication Cable Installation):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246723; Terminate Metallic Telecommunication Cables; Level 4; 8 credits.
• ID 246721; Install Distribution Point Cable; Level 4; 10 credits.
• ID 246719; Erect and haul optic cables for telecommunication purposes; Level 4; 8 credits.
• ID 246661; Join Metallic Telecommunication Cables; Level 4; 10 credits.
• ID 246662; Test Metallic Telecommunication Cables; Level 5; 16 credits.

  Elective Cluster 07: Specialisation Area 7 (Telecommunication Line Operations):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 12313; Provide lightning and power protection for structures or equipment; Level 5; 24 credits.
• ID 246676; Perform operational activities on Telecommunication lines in the vicinity of overhead power lines; Level 3; 5 credits.

  Elective Cluster 08: Specialisation Area 8 (Indoor Plant Installation):

  This cluster on its own complies with the elective requirements for this qualification. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 10450; Prepare site for installation; Level 4; 12 credits.
• ID 246682; Install small network elements; Level 4; 8 credits.
• ID 246675; Install large network elements; Level 4; 12 credits.

  Elective Cluster 09: Specialisation Area 9 (Supplementary):

  Learners may not elect this cluster or portions hereof as a stand-alone specialisation but may select unit standards from this cluster to supplement any of the other clusters. The following unit standards are included:

  Unit Standard ID; Unit Standard Name; Level; Credits:

• ID 246654; Apply personal mastery skills in the ICT environment; Level 4; 6 credits.
• ID 246671; Demonstrate and apply fundamental people skills in the ICT environment; Level 4; 6 credits.
• ID 246669; Apply system thinking skills in the ICT environment; Level 4; 5 credits.
• ID 246673; Demonstrate an understanding of the principles of VSAT satellite communications; Level 4; 6 credits.
• ID 10473; Perform equipment/software upgrades; Level 4; 4 credits.
• ID 246668; Perform operational activities on Digital Loop Carrier systems; Level 4; 3 credits.
• ID 246665; Demonstrate an understanding of- and perform operational activities on- Digital Microwave Radio systems; Level 4; 15 credits.
• ID 246664; Install an Asymmetrical Digital Subscriber Line; Level 4; 4 credits.
• ID 246678; Perform acceptance and commissioning on network elements; Level 5; 12 credits.

  Additional standards from this qualification or any other SAQA field or sub-field may be elected for additional credits or competencies over and above the requirements as set out in the rules as stated above. 

1. List and explain the elements that comprise a current and a next generation telecommunication network.

2. Explain the uses of telecommunication protocols and telecommunication principles.

3. Explain the characteristics and benefits of available telecommunications products and services in both the commodity and value added (VAS) ranges.

4. Commission, maintain, diagnose faults, and repair telecommunication equipment.

5. Function in the workforce management and network management environment. 

1.1 The areas of the telecommunication network are listed and their inter-relationships are explained by means of descriptive schematic diagrams.
1.2 The elements comprising specific areas of the telecommunication network are listed and their inter-relationships are explained by means of descriptive schematic diagrams.
1.3 Functions of the current and next generation telecommunication networks and their elements are listed, explained and compared using comparative tables and written descriptions.
1.4 The concepts and principles relating to the elements comprising a specific Area of the telecommunication network are explained by means of descriptive schematic diagrams and paragraphs.

Associated Assessment Criteria for Exit Level Outcome 2:

2.1 The uses of concepts and Principles relating to dedicated telecommunication protocols are explained using illustrative diagrams of frame structures and written descriptions.
2.2 Concepts and principles related to electrical and electronic circuits and components are explained and applied in simple circuits.
2.3 The concepts and principles relating to telecommunication connection protocols are explained using diagrams showing frame structures for each of the different protocols.
2.4 The concepts and principles relating to telecommunication service protocols are explained using illustrative diagrams and written explanations.
2.5 The Concepts and principles related to radio transmission circuits and components are explained using diagrams.

Associated Assessment Criteria for Exit Level Outcome 3:

3.1 Features and advantages of a range of products are listed and described using tables and written descriptions.
3.2 A range of products are compared using tables and written descriptions.
3.3 Features and advantages of a range of services are listed and described using tables and written descriptions.
3.4 A range of services are compared using tables and written descriptions.
3.5 The functions of the various VAS platforms are described using written descriptions.

Associated Assessment Criteria for Exit Level Outcome 4:

4.1 Customer Premises Equipment was commissioned or maintained or diagnosed and repaired according to requisite operating procedures and standards.
4.2 Network elements or network access devices were installed or commissioned or acceptance tested according to specifications and appropriate standards.
4.3 Operation and maintenance on telecommunications equipment was done according to specifications and appropriate standards.
4.4 The operating status of voice or non-voice systems was monitored diagnosed and rectified using the ICT Network Management platforms and the processes or procedure/s appropriate to the situation.

Associated Assessment Criteria for Exit Level Outcome 5:

5.1 Functions, procedures and processes used in a workforce management system are listed and explained and applied in the work environment.
5.2 A fault condition is detected, reported, monitored and concluded on a workforce management system.
5.3 A new installation request is captured, scheduled monitored and concluded on a workforce management system according to prescribed work procedures.
5.4 Customer care and support is provided on telecommunication products and services according to agreements, commitments and prescribed work procedures.

Integrated Assessment:

Integrated assessment of the learner needs to be undertaken using the necessary assessment tools (viz. ETQA approved assessor guides) to ensure consistent integrated assessment. The setting of assessor guides can be performed by the ETQA itself or a nominated body or bodies.

Assessment can be institutional and/or workplace based, but must be done by a registered assessor who is a subject matter expert on the unit standards being assessed. These assessments must contain direct evidence of all assessment criteria in the unit standard or standards being assessed or, if evidence is inferred, this inference and supporting evidence must be concisely and clearly substantiated and explained with reference to the individual assessment criteria.

External moderation will be undertaken as required, to ensure that the quality of NQF standards are maintained nationally. 

The project task team conducted research in numerous countries. No evidence was found of suitable qualifications that would address the emerging needs of operational staff in the telecommunications Network Operations workspace.

The study confirmed that a need existed for this qualification, which would offer choices to the learner in specialized work areas as dictated by the industry.

Face to face discussions were held with representatives from the following organizations Australia and New Zealand during a visit to these countries in November 2005:

• Telstra Australia.
• ZTE Australia (Chinese telecommunications equipment supplier represented in Australia).
• Telecomm New Zealand.
• Alcatel New Zealand (telecommunications equipment partner to Telecomm New Zealand).

  In South Africa and abroad, tertiary institutions (both public and private) provide the required theory learning, but there are no providers in formal education that offered skills or experiential learning.
  As a result, the experiential training of Telecommunications Technicians in South Africa was done in-house by the larger operators and role-players in the local industry and expertise was accumulated through experience. It is the researchers’ experience that such training was done in isolation, with no standardization.

  The CiTNO was compared to qualifications in the United Kingdom, New Zealand and Australia.

  In addition, the African telecommunications training landscape was researched to determine the existence of any similar qualifications.

  The task team then decided to focus the search on countries using a set of criteria deemed relevant, such as in countries with similar telecommunications infrastructures, demographics and challenges, as well as established academic learning and training infrastructures.

  It was concluded that the comparison would be most useful in relation to two countries, namely New Zealand and the United Kingdom.

  Both these countries are aligned to telecommunications standards bodies similar to South Africa, and are researching and rolling out similar Next Generation networks.

  Sites Researched/Organisations Contacted:

  Comprehensive scanning of the internet was done and personal interviews were conducted in Australia and New Zealand. This research revealed that telecommunications training is offered widely by a multitude of institutions, both public and private, in the two selected countries.

  The following organisations, providers and company web sites were browsed to research how telecommunications skills development is done. The sites have been grouped per country.
  The information obtained from the websites was comprehensive and informative, negating the need for further contact.

  UK and Ireland:

• Qualification and Curriculum Authority (UK): The Qualification and Curriculum Authority (QCA) in the United Kingdom are responsible for standards in education and training. Their site covers the schools curriculum, accreditation and monitoring of qualifications in schools, colleges and work, as well as research and statistics. .
• Scottish Qualifications Authority (SQA): The web site was browsed and a search was made for telecommunications related information but none were found. The SQA was not contacted by email. .
• National Qualifications Authority of Ireland: (NQAI): The web site was browsed and a search was made for telecommunications related information but none were found. The NQAI was not contacted by email. .
• Edexcel is a provider that provides academic and vocational qualifications. The telecommunications qualifications offered through this institute have relevance in that they provide guidance and structure to the proposed CiTNO. The web site was browsed but Edexcel was not contacted by email. .

  Australia and New Zealand:

  Telecommunications qualifications in Australia and New Zealand were examined and found to have relevance to the structure of the CiTNO.
  Also, the qualifications Standards bodies allowed comparison in terms of the appropriate level of the CiTNO. The websites were browsed but no further contact was made.

• Australian Qualifications Authority: .
• The National Training Information Service (Australia): The Australian government’s National Training Information Service web site provides information on the qualifications, qualification structures and the unit standards registered on the AQF. .
  > The unit standards in different streams were downloaded and evaluated; the contents were used to structure and guide our own development of the qualification and unit standards as submitted.
  > Notwithstanding the structural differences between the unit standards the RSA unit standards are broadly in line with the Australian unit standards in terms of scope and detail.
  > Thirty-two registered telecommunications qualifications were listed on the NTIS website at the time that the research was conducted. A recent search – 2006-07-17 provided the same results.
• New Zealand Qualifications Authority (NZQA): The web site was browsed but the NZQA was not contacted by email. http:// www.nzqa.govt.nz.
  > A recent search (17th July 2006) revealed that there were no telecommunications qualifications registered on the NZQA.
  > However, certain unit standards were downloaded and evaluated for the purpose of structuring and guiding development of this qualification.
  > The RSA unit standards are broadly in line with, but are more detailed than, the NZ unit standards.

  Africa/SADEC:

• Botswana Training Authority (BOTA): No qualifications or unit standards in telecommunications are listed. BOTA has registered 164 unit standards for 3 sectors, trainers and assessors, wholesale and retail, and Information and Communications Technology) .
• Namibia and Ethiopia: No qualifications or unit standards in telecommunications are listed in any Namibian or Ethiopian websites researched. The United Nations Economic Commission for Africa study conducted research in the ICT environment which highlighted the shortage of ICT skills in those countries and the lack of infrastructure or opportunities to address this dilemma. The report is accessible on the following link: .

  Other:

  Comparisons were primarily focused on English-speaking countries and developed economies. This approach was followed for various reasons:

• The required benchmarking demanded due to the convergence of the ICT sector worldwide.
• The ongoing and rapid enhancement of technology growth in the telecommunications sector.
• Web sites presented in English.
• Alignment of comparable qualifications with national standards. 

Vertical Options:

• This program will serve as the exit point from Certificate in CPE Level 3.
• This program will serve as the exit point into various NQF Level 5 qualifications:
  > Programme in Telecommunications which is currently in the conceptual stage and will address the fields of IP, Fixed Line, Product Development and Mobility.
  > ID 48872; National Certificate: Information Technology (Systems Development).
  > ID 48573; National Certificate: Information Technology: Systems Support.

  Horizontal Options:

• This program will serve as an exit point into ICT qualifications on NQF Level 4:
  > ID 24294; FETC: Information Technology: Systems Development.
  > ID 24293; FETC: Information Technology: Technical Support. 

• A person assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor, at the appropriate level, with the relevant ETQA.
• Any institution offering learning that will enable the achievement of this qualification must be approved 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 ETQAs (including professional bodies).
• 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, exit level outcomes as well as the integrated competence described in this qualification.
• 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 ETQAs. 

• 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 than the qualification being assessed. In addition the person will need to have at least two years industry experience relevant to the unit standard to be assessed by him/her.
• All registered assessors must at least 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.
• For the assessment of ICT specific unit standards, assessors must have competency in the skills specified in the unit standard or specialisation area. 

All unit standards in this qualification’s rules of combination are deemed equally important in the awarding of the qualification. To ensure this:

• Each assessment criterion for each unit standard, as listed in the rules of combination, is crucial to achieve the qualification. To this end the learner must be deemed competent on every assessment criterion of every unit standard as listed in the rules of combination.
• All assessments, including integrated assessment, should discreetly report on, and provide adequate evidence for, all the assessment criteria of the unit standard being assessed.
• Where integrated assessments are used the evidence may be used for multiple unit standards. In this case every discreet assessment report for the unit standards using the evidence must be submitted to the moderator and ETQA as one package. The report on every assessment criterion using the evidence must clearly indicate what supporting evidence is being used and how the evidence supports the “competent” decision.