This qualification does not replace any other qualification and is not replaced by any other qualification.

In summary, the purpose of this qualification may be stated as:

• To develop learners with the requisite competencies against the skills profile for the systems support career path (The overarching aim being to develop a broader base of skilled ICT professionals to underpin economic growth).
• The qualification may 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 IT professional building on foundational technical skills acquired at NQF level 4, via the National Certificate in IT Technical Support or equivalent. This qualification is expanding the specialisation(s) started at NQF level 4 into the core field of networking and support, with further specialisation(s) into IT Support fields or in any other related vertical or enabled markets.

The qualification is designed to:

• Provide qualified learners with an undergraduate entry into the field of networking/systems support, earning credits towards tertiary offerings in the fields of Computer Studies or Computer Science
• Prepare qualified learners for initial employment in the computer industry.
• Allow the credits achieved in the National Certificates relating to Information Technology at NQF level 4 to be used as prior learning for this qualification.
• Allow many of the unit standards listed in this qualification, 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.

Research has indicated that in order to qualify for this qualification, learners will need to demonstrate competence in the following:

1. Ability to use logical methodology to troubleshoot the common types of hardware and software problems typically encountered in the day-to-day operations of an organisation.
2. Ability to understand the role of technology in the business context.
3. Ability to create integrated technology-based communication systems for improved business effectiveness.
4. Ability to store, manage and retrieve knowledge (data) efficiently and effectively to meet organisational requirements.
5. Ability to ensure secure information systems that will serve to protect the business from data loss and breaches of integrity.
6. Ability to design and reflect business structure in IT Systems appropriately in order to optimise operating efficiencies, flows of data and resource utilisation within the structure.
7. Ability to mobilise technical and technology-based resources to solve business problems in a specified context.
8. Ability to perform cost effectively and efficiently in technology-based projects.
9. Ability to manage customer relations appropriately.
10. Ability to operate effectively within a change, release and configuration process.
11. Ability to utilise technology-based research tools and knowledge-base repositories.
12. Ability to identify and communicate business opportunities appropriately.
13. Ability to install, support and maintain end-user applications

NB – This qualification has been developed within a CONTEXTUAL QUALIFICATIONS FRAMEWORK i.e. electives indicate the context in which the overall learning programme will be designed and assessed. The core components will be the generic base which is expected to be contextualised to meet the unique and specific issues for the ICT sector, and the range of enabled ( vertical ) markets.

Finally, this qualification has been developed to assist with professionalisation across the Information Technology Industry. It is intended to allow qualified learners to gain membership of registered professional bodies in the ICT industry.

RATIONALE OF THE QUALIFICATION

An increasing dissatisfaction of industry employers with the stated lack of ability of the `paper` certified graduates seeking employment in the field of systems support and networking has precipitated a review of the competencies desired by industry.

Three years of research in the sector has revealed the need for entry level candidates who are capable of applying a range of institutionally acquired skills in the workplace, in the field of systems support, in a manner that adds business value. The stated requirement is for the formation of a new set of skills and competencies, within the specific focus of networking/systems support, contextualised as appropriate for a wide range of related industry sectors.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner must be competent in skills gained at the further education and training band. A learning assumption of this qualification is foundational skills in English and Mathematics at NQF level 4. Further learning assumed is the ability to use a personal computer competently.

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 skills programmes 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)

This qualification may be achieved through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

Achieving Unit Standards Through RPL

Any learner wishing to be assessed to achieve credits in respect of any or all of the unit standards specified in this qualification may arrange to do so without having to attend further education or training.

Achieving the Qualification Through RPL

To achieve the qualification through RPL, the learner must submit him/herself to be assessed against the integrated assessment criteria of this qualification.

RECOGNISE PREVIOUS LEARNING ?

Yes

QUALIFICATION RULES

• Rules regarding NQF levels of credits
• The qualification consists of a minimum of 147 credits and has been designed in accordance with the SAQA rules of combination

Rules regarding Fundamental, Core and Electives

1. All fundamental outcomes are compulsory for this qualification (40 credits)
2. All core outcomes are compulsory (77 credits)
3. A minimum of 30 elective credits need to be completed.

EXIT LEVEL OUTCOMES

A learner will be able to:

1. Use a logical methodology to troubleshoot the common types of hardware and software problems typically encountered in the day-to-day operations of a department in an organisation.
2. Understand the role of technology in the business context.
3. Demonstrate basic application support skills
4. Demonstrate operating system support skills
5. Demonstrate network support skills
6. Relate business problems and information technology solutions
7. Demonstrate appropriate technical reporting skills
8. Demonstrate appropriate customer care in the context of IT support
9. Function appropriately in a change management process within a support team
10. Demonstrate hardware support skills for server computers
11. Demonstrate an understanding of Systems Support contextualised within a selected work area

ASSOCIATED ASSESSMENT CRITERIA

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:

One

• Ability to use a logical methodology to troubleshoot the common types of hardware and software problems is demonstrated by finding a range of problems typically encountered in the day-to-day operations of a department in an organisation, through the appropriate identification/application of different problem solving techniques, knowing when and how to apply these techniques.

Two

An understanding of different types of computer systems and the use of computer technology in business is demonstrated, being able to:

• Describe the different computer systems and associated hardware and network configurations
• Describe the staffing and the operations, development and control activities in a modern computing environment
• Demonstrate an understanding of the social and economic implications of the use of computers

Three

• Operate a variety of common end-user applications
• Determine and recommend configuration requirements for common end-user application software installations
• Install and configure a variety of common end-user applications
• Troubleshoot common end-user application software related problems

Four

• Install and commission a multi-user computer operating system
• Troubleshoot networked IT systems
• Maintain a multi-user computer operating system

Five

• Describe fundamental networking concepts
• Use basic administrative tools for at least one network operating system
• Configure at least one network protocol
• Install, configure and administer at least one server operating system
• Implement and administer a departmental local area network infrastructure
• Implement and administer a Directory Service infrastructure
• Maintain of a secure local area network
• Troubleshoot a departmental local area network

Six

• Identifying and recommending appropriate IT solutions to business problems

Seven

• Write a short analytical report

Eight

• Communicating Effectively with customers
• Effectively Assessing and responding to customer needs
• Maintaining positive customer relations

Nine

• Working effectively as a team member within a support environment, taking part in team activities and understanding different roles within different support teams
• Understanding the change management process in a support environment

Ten

• Describe server functions and hardware components, relating it to desktop computers
• Install and configure server computer hardware components and peripherals
• Troubleshoot server hardware components and peripherals
• Maintain server computer hardware and peripherals

Eleven

• The knowledge of the techniques and skills needed for the qualification is demonstrated by carrying out a medium sized task that covers the assessment criteria outlined in the Unit Standards selected, and applying them in a chosen work area

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
• 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:

• Time-constrained written examinations
• Coursework Evaluations
• Continuous Evaluation
• Practical Evaluation
• Evaluation of Portfolios of Evidence

INTERNATIONAL COMPARABILITY

This qualification and unit standards have been evaluated against, and are comparable to core knowledge and specialised knowledge elements found in the following International Qualifications Frameworks:

• New Zealand NQF
• Australian NQF
• British NVQs

Furthermore, input to the development of this qualification has been compared against international standards and qualifications, specifically those of New Zealand, Australia and Scotland. International and South African support for the proposed conceptual framework and content is evidenced in the following:

• CompTIA`s A+ and N+ certification
• Microsoft MCSE certification
• Existing tertiary programmes at Certificate level
• 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,
• The wide and narrow consultative process, and formal research, reflected in the supporting design report that accompanies this qualification submission.

ARTICULATION OPTIONS

Upon successful completion of the qualification, the qualifying learner will have a thorough understanding of the role of an IT Systems Support person and be able to competently carry out the exit level outcomes of the qualification, in a business environment. The qualification may be acquired in the traditional way of formal study as well as in the workplace, through learnerships.

A qualifying learner at this level will be a well-rounded IT professional building on foundational technical skills acquired at NQF level 4, via the National Certificate in IT Technical Support or equivalent. This qualification is expanding the specialisation(s) started at NQF level 4 into the core field of networking and support, with further specialisation(s) into IT Support or in any other related vertical or enabled markets.

This qualification was developed to allow for further study in Information Technology and related fields at Higher Education levels. It will allow the qualified learner to progress to further qualifications either in Systems Support or other IT domains, or in related industries where IT is a key component. In particular, this qualification has been designed to allow entry into the National Diploma in Systems Support at NQF level 5 and into current tertiary qualifications at National Diploma level.

MODERATION OPTIONS

• Anyone 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 ETQA`s (ISETT SETA or other relevant ETQA`s):

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

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The criteria to register as an assessor include the following:

• 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.
• 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 IT specific unit standards, assessors must have competency in the skills specified in the unit standard or specialisation area.

REREGISTRATION HISTORY

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

NOTES

Supporting documentation to this document has been created to suggest ETQA guidelines for learnership implementations of this qualification. It contains additional information to support the implementation of this qualification, for example, it lists the knowledge areas covered by the qualification, the ways in which the learning assumed to be in place can by acquired, different ways in which learnerships (that will lead to this qualification) can be implemented, etc.