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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Information Technology: Technical Support 
SAQA QUAL ID QUALIFICATION TITLE
24293  National Certificate: Information Technology: Technical Support 
ORIGINATOR
SGB Information Systems and Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was MICTS until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 10 - Physical, Mathematical, Computer and Life Sciences  Information Technology and Computer Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  163  Level 4  Level TBA: Pre-2009 was L4  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0160/05  2007-01-23  2010-01-23 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-01-23   2014-01-23  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78964  Further Education and Training Certificate: Information Technology: Technical Support  Level 4  NQF Level 04  163  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
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. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in skills gained at the further education and training band, with exposure to computing as an advantage, but not a requirement. A learning assumption of this qualification is foundational skills in English and Mathematics at NQF level 3. Further learning assumed is the ability to use a personal computer competently, and competence in the unit standard, "Participate in formal meetings", NQF Level 2 (ID 14911).

    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. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Rules of Combination for the qualification

    Rules regarding the number of credits
    The qualification consists of a minimum of 163 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. This is in excess of the 56 credits that are mandatory according to the SAQA FET Policy. The fundamental unit standard titles that are compulsory are listed in the qualification matrix.
    2. All core outcomes are compulsory (70 credits)
    3. Additional standards from any other SAQA field or sub-field may be added to the listed electives.
    4. A minimum of 20 elective credits need to be completed out of one of the elective specialisation fields.
    5. The qualification description will list the field(s) of specialisation on the qualification document.

    Below is a list of the elective unit standards that are grouped per specialisation field. A minimum of 20 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 - 60 credits
    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 - 56 credits
    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 - 27 credits
    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 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    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. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcomes

    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 
    		•

    INTERNATIONAL COMPARABILITY 
    The concept of qualifications based on unit standards is not unique to South Africa. 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 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. 
    		•

    ARTICULATION OPTIONS 
    Upon successful completion of the qualification, the learner will understand the role of a Systems Support Technician and be able to competently carry out the exit level outcomes of the qualification, in a business environment. The purpose of this qualification is stated as being a foundational qualification at the Further Education and Training band (level 4), allowing for further study in Information Technology and related fields at Higher Education levels. This will allow the qualified learner to progress to further qualifications either in Systems Support or other IT domains, or in other related industries where IT is a key component.

    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. 

    MODERATION OPTIONS 
  • 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. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The criteria to register as an assessor includes 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 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. 
    		•

    NOTES 
    This qualification has been replaced by qualification 78964, which is "Further Education and Training Certificate: Information Technology: Technical Support", Level 4, 163 credits.

    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. 
    		•

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114636  Demonstrate an understanding of preventative maintenance, environmental and safety issues in a computer environment  Level 3  NQF Level 03  6 
    Core  14913  Explain the principles of computer networks  Level 3  NQF Level 03  5 
    Core  10313  Comply with service levels as set out in a Contact Centre Operation  Level 4  NQF Level 04  10 
    Core  14908  Demonstrate an understanding of testing IT systems against given specifications  Level 4  NQF Level 04  6 
    Core  14926  Describe information systems departments in business organisations  Level 4  NQF Level 04  3 
    Core  14921  Describe the types of computer systems and associated hardware configurations  Level 4  NQF Level 04  6 
    Core  14917  Explain computer architecture concepts  Level 4  NQF Level 04  7 
    Core  14944  Explain how data is stored on computers  Level 4  NQF Level 04  7 
    Core  10025  Handle a range of customer complaints  Level 4  NQF Level 04  4 
    Core  14963  Investigate the use of computer technology in an organisation  Level 4  NQF Level 04  6 
    Core  14919  Resolve computer user`s problems  Level 4  NQF Level 04  5 
    Core  14938  Resolve technical computer problems  Level 4  NQF Level 04  5 
    Fundamental  9302  Access information in order to respond to client enquiries in a financial services environment  Level 3  NQF Level 03  2 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03  5 
    Fundamental  9303  Communicate verbally with clients in a financial environment  Level 3  NQF Level 03  3 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  12154  Apply comprehension skills to engage oral texts in a business environment  Level 4  NQF Level 04  5 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  14927  Apply problem solving strategies  Level 4  NQF Level 04  4 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04  5 
    Fundamental  14920  Participate in groups and/or teams to recommend solutions to problems  Level 4  NQF Level 04  3 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  14928  Demonstrate knowledge of basic concepts of telecommunications  Level 2  NQF Level 02  7 
    Elective  14947  Describe data communications  Level 3  NQF Level 03  4 
    Elective  14932  Describe Synchronous/ Asynchronous Communication with computers  Level 3  NQF Level 03  6 
    Elective  14937  Apply the principles of supporting users of local area networks  Level 4  NQF Level 04  7 
    Elective  14939  Assemble a personal computer or handheld computer and peripherals from modules  Level 4  NQF Level 04  7 
    Elective  14942  Demonstrate an understanding of computer network communication  Level 4  NQF Level 04  9 
    Elective  14934  Demonstrate an understanding of hardware components for personal computers or handheld computers  Level 4  NQF Level 04  7 
    Elective  14922  Demonstrate knowledge of the principles of electronic logic for computing  Level 4  NQF Level 04  9 
    Elective  14952  Describe and install a facsimile machine  Level 4  NQF Level 04  2 
    Elective  14941  Describe and install colour copiers/printers  Level 4  NQF Level 04  4 
    Elective  14945  Describe and install computer printers  Level 4  NQF Level 04  2 
    Elective  14948  Describe and install high-volume photocopier machines  Level 4  NQF Level 04  4 
    Elective  14946  Describe and install photocopier machines  Level 4  NQF Level 04  3 
    Elective  14936  Describe and install scanning systems  Level 4  NQF Level 04  3 
    Elective  14929  Describe computer cabling  Level 4  NQF Level 04  4 
    Elective  14953  Install a local area network  Level 4  NQF Level 04  10 
    Elective  14950  Install a personal computer or handheld computer and peripherals  Level 4  NQF Level 04  7 
    Elective  14931  Install networked computer application software  Level 4  NQF Level 04  5 
    Elective  14943  Install system software and application software for a personal computer or hand-held computer  Level 4  NQF Level 04  5 
    Elective  14940  Repair a personal computer or hand-held computer to module level  Level 4  NQF Level 04  12 
    Elective  14935  Repair peripherals for a personal computer or handheld computer to module level  Level 4  NQF Level 04  9 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.