SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Information Communication Technology in User Support

SAQA QUAL ID	QUALIFICATION TITLE
119066	Higher Certificate in Information Communication Technology in User Support
ORIGINATOR
University of Mpumalanga
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher 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	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the qualification is to enable the learners to acquire knowledge and skills that will enable them to use Information and Communication Technology (ICT) and computing skills to provide user support services as technicians and helpdesk practitioners. Graduates will possess appropriate competencies, knowledge and technical skills related to the service desk environment.

The qualification will provide learners with sufficient theoretical, analytical, and practical knowledge in emerging ICTs to allow for professional and academic growth in careers such as support services and communication networks to make a constructive contribution to industry and society at large. The skill sets also allow the graduates to develop as holistic practitioners with creative and innovative skills, and applied and cognitive competencies in the acquisition, interpretation, and application of ICT principles professionally and ethically. The qualification further aims to equip them to become life-long independent learners who can undertake basic research to solve routine problems in the help desk environment.

A qualified learner will be competent in:

Analysing and applying ICT key terms, concepts, principles, insights, methods, and current technologies to support and service desk related activities.

Selecting and implementing standard methods and processes in a familiar and supported ICT Service Desk environment.

Solving routine problems in an ICT Service Desk environment by correctly identifying and evaluating the problem and applying an appropriate solution.

Ensuring the efficient functioning of modern ICT systems.

Meeting specified industry needs, primarily in South Africa.

Rationale:
ICT is an enabler tool that stimulates economic growth and address regional, national and international needs for diverse sectors in industry and the economy. This qualification is an entry-level higher education qualification that is primarily vocational and has a strong industry-oriented focus. This qualification provides learners with the basic introductory knowledge, cognitive and conceptual tools, and practical techniques for higher education studies in the field of Information Technology (IT) user support. It emphasises selected general principles, together with more specific procedures and the application thereof.

There is a high demand, both nationally and internationally, for qualified IT user support staff. Today, every business makes use of computer hardware and software. The Statistic.com reports confirmed that ninety million smart home devices were shipped worldwide in 2018 and further made a projected smart home market size of $53.5 billion worldwide by the year 2022. In addition, the market size for applications such as the Internet of Things (IoT) and analytics, involved in the use of smart devices, is projected to reach $470 billion by 2030 worldwide. Mobile application development targeting smart devices with a deliberate focus on IoT and analytics are the next generation market to satisfy the need for such devices based on the projections.

Furthermore, the need for graduates with ICT skills, and with the Fourth Industrial Revolution representing a high demand for skill sets is confirmed by the Scarce Skills List of the Department of Higher Education and Training DHET as well as the Industry Advisory Board. Quality IT professionals are also included in the list of critical skills shortages contained in the National Development Plan 2030. This qualification will address this critical skills shortage.

The knowledge, competencies and experience of IT User Support attained in the qualification will enable successful learners to enter several career paths, such as the following:

IT Helpdesk.

Computer Technologists.

Software Technologists.

Operating Systems Maintenance.
Learners who complete this qualification will be able to progress to Diploma, Advanced Diploma, and Postgraduate Diploma and thereafter to further postgraduate studies if they meet the entrance requirements.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.
RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.
RPL for exemption of modules:

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.
RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies
Or

National Certificate Vocational (NCV) Level 4, granting access to Higher Certificate studies.
Or

Senior Certificate, NQF Level 4.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5,120 Credits:

Mathematics for ICT, 15 Credits.

Academic Literacy and Professional Development for ICT, 15 Credits.

Communication Network Fundamentals 101, 15 Credits.

Communication Network Fundamentals 102, 15 Credits.

Information and Communication Technology Fundamentals 101, 15 Credits.

Information and Communication Technology Fundamentals 102, 15 Credits.

Information Technology Services Theory 101, 15 Credits.

Information Technology Services Practical 102, 15 Credits.

EXIT LEVEL OUTCOMES

1.Demonstrate a sound theoretical knowledge of ICT concepts, principles, insights, methods, and current technologies relevant to communication networks and IT services including support and service desk related activities to provide solutions to industry and society in general.
2.Evaluate different types of knowledge or knowledge systems within the various fields of ICT, including policies and practice.
3.Select and implement standard methods and processes in a familiar and supported ICT Service Desk environment.
4.Solve routine problems in an ICT Service Desk environment by correctly identifying and evaluating the problem and applying an appropriate solution
5.Take decisions and act ethically and professionally and justify those decisions and actions by drawing on appropriate ethical values and approaches within a supported environment during their interaction with different kinds of clients in different service desk contexts.
6.Develop appropriate processes for accessing/gathering, and processing information for a given context or use, and independently validate the sources of information as well as evaluate and manage the information.
7.Develop and communicate their ideas and opinions in well-formed arguments, using academic, disciplinary professional, or occupational register and discourse that is appropriate in ICT and the service desk environment.
8.Work effectively and efficiently in familiar Service Desk contexts and demonstrate an ability to manage new contexts by applying knowledge, skills, and systems thinking, and by knowing when to seek assistance.
9.Identify, evaluate, and address his or her learning needs in a self-directed manner and reflect on the success of their approach in a manner that facilitates lifelong learning.
10.Work effectively and efficiently in a team as a member and as a leader in a manner that facilitates collaborative learning with other fellow learners.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and apply key concepts, principles, insights, methods, and current technologies to solve ICT related problems.

Evaluate a range of current methods used in ICT technologies support services and service desk environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse the nature of knowledge in the discipline of ICT and appreciate that knowledge advances very rapidly within the area of study or operation.

Demonstrate the knowledge and management of different views in terms of ICT role to address the IT user needs.

Associated Assessment Criteria for Exit Level Outcome 3:

Select and apply best practices in IT user support services in ways that meet the needs of end-users.

Evaluate and implement a range of standard methods, processes, and procedures in ICT.

Select and apply appropriate standard procedures, processes, or techniques to unfamiliar problems in the ICT service desk environment.

Associated Assessment Criteria for Exit Level Outcome 4:

Apply basic problem-solving techniques in a networked computing environment, using basic office software packages.

Explain the purpose and basic rules of preventative maintenance and the troubleshooting process.

Describe attacks that threaten the security of computer equipment and data, and how to mitigate those threats.

Effectively apply Information Technology (IT) skills to troubleshoot, and provide solutions to, problems encountered by end-users in a support desk environment.

Associated Assessment Criteria for Exit Level Outcome 5:

Assess and debate the ethical issues in the information technology design to address the ICT challenges.

Analyse the role of ICT and its ethical conduct in modern business environments.

Display professionalism in all interactions with clients.

Associated Assessment Criteria for Exit Level Outcome 6:

Critically review information gathering, synthesis of data, evaluation and management processes in ICT contexts and apply creative responses to problems and issues.

Interrogate and evaluate multiple sources of ICT knowledge and knowledge production processes.

Associated Assessment Criteria for Exit Level Outcome 7:

Acquire a range of academic vocabulary that can be used in different IT contexts.

Develop, analyse, and interpret different types of texts, which are logical and coherent to convey meaning in the relevant IT contexts.

Respond appropriately to different types of texts, such as letters, faxes, e-mails, and other business documentation; and interpret, use, and produce information presented in different formats, such as graphic or visual format.

Adhere to the required format when referencing and avoid plagiarism.

Communicate effectively with IT end-users in various contexts.

Associated Assessment Criteria for Exit Level Outcome 8:

Work effectively in a supported, simulated workplace in a range of routine and new scenarios

Explore the role of the user support environment within a business or organisation.

Apply the systems thinking approach to conceptualise patterns and processes is in familiar and unfamiliar scenarios to understand the issue at hand and to develop possible solutions in Service Desk contexts.

Examine the complex, multidisciplinary nature of ICT systems by managing multiple, conflicting viewpoints and creative tensions.

Associated Assessment Criteria for Exit Level Outcome 9:

Evaluate individual performance and/or the performance of others, and take appropriate action where necessary; to take responsibility for his or her learning within a structured learning process, and to promote the learning of others.

Identify and apply learning strategies effectively to address individual and the team professional and ongoing learning needs.

Associated Assessment Criteria for Exit Level Outcome 10:

Plan, execute, complete, and submit on time individual and group assignments. demonstrate the ability to account for his or her actions, to work effectively with and respect others, and, in a defined context, to take supervisory responsibility for others and for the responsible use of resources, where appropriate.

Collaborate in teams to accomplish a common goal by integrating personal initiative and group cooperation in ICT projects.

Integrated Assessment
Formative Assessment:
Learners will be provided with four assignments per module and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, assessment tasks will be provided regularly and will be closely aligned with the learning outcomes of each module; comprehensive feedback is provided to help learners learn, and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and are assisted to monitor their learning. In the formative assessment, the weighting of the assignments and tests is 60% for tests and 40% for the other forms of assessment.

Summative Assessment:
Summative assessment measures the extent to which learners have achieved the outcomes at the end of each module in a single formal examination. The final mark for each module is the weighted average of Formative Assessment 50% and Summative Assessments 50%.

INTERNATIONAL COMPARABILITY

The Higher Certificate in Information Communication Technology in User Support has been compared to the following international institution:

Country: Australia
Institution: The Australian Institute for ICT (AIICT)
Qualification Title: Certificate in Information Technology
Duration: One year
Similarities:
The Australian Institute for ICT (AIICT) is comparable to the South African (SA) qualifications in the following aspects.

Duration:
Both qualifications are offered in one year of full-time study.

Purpose/Rationale:
Both the Australian Institute for ICT (AIICT) and the South African (SA) qualifications provide foundational skills for a variety of ICT roles while offering specialisations to suit individual career goals. Learners develop general technical skills in providing IT support services for clients and systems, cyber awareness, networking, programming, and web development.

The AIICT and SA qualifications are suitable for learners who are currently administering or conducting technician work, or aspire to undertake this type of work, want to build on the knowledge, training and skills they have worked hard to attain, solidify and formalise the experience and on-the-job skills they have developed. The qualifications provide clear articulation pathways for higher education and on-going career development.

The qualifications are designed to build essential industry skills that are transferable across different sectors, including critical thinking, problem-solving, presenting and customer service. Learners learn how to support a range of technologies, processes, policies, and clients and will prepare graduates for roles in a range of ICT disciplines including Help Desk Officer as in the SA qualification, ICT Operations Support, Network Support Officer, ICT Technician and Web Development.

Qualification structure:
Both the AIICT and SA qualifications have the following similar modules:

Network operating systems

Information and Communication Technology

Differences:
The AIICT Certificate includes a focus on cybersecurity which is not a major part of the SA qualification.

Country: New Zealand
Institution: The Universal College of Learning (UCOL)
Qualification Title: IT Technical Support Diploma
Similarities:
Both qualifications are offered in one year with 120 credits. This qualification develops work-ready skills for a career in IT technical support and prepares graduates for further higher education studies.
The Diploma in IT Technical Support provides fundamental skills across a broad range of core ICT and have the following similar modules:

Technical Support Fundamentals

Computer Fundamentals

Network Fundamentals

Information Systems Fundamentals

Systems Analysis Fundamentals

Country: New Zealand
Institution: The Open Polytechnic
Qualification Title: Certificate in Information Technology
This is a level 5 qualification that provides a broad understanding of the core concepts and practical skills in information technology.
Similarities:
Both qualifications have the following similar modules:

Technical support.

Fundamentals of information systems concepts and practice.

Country: New Zealand
Institution: Waikato Institute of Technology (WINTEC)
Qualification Title: Diploma in Information Technology
Similarities:
The Waikato Institute of Technology (WINTEC) qualification compares favourably with the South African (SA) qualification in the following aspects.

NQF Levels:
Both the WINTEC and the SA qualifications are registered at NQF Level 5.

Duration:
Both qualifications are offered in one year and have 120 credits

Purpose:
The WINTEC and SA qualifications provides learners with the knowledge and skills for a career in information technology. Learners develop an awareness of the IT environment and an appreciation of the needs of users. Learners will develop the skills to work in roles such as computer technician, help desk and technical support officer (as alike the t South African qualification, entry-level network administrator, network engineer, and applications support analyst, focusing on technical support.

Qualification structure:
Both qualifications offer compulsory modules.
The WINTEC qualification offers the following compulsory modules.
Compulsory Modules, Level 5, 120 Credits:

Information Technology Operations,15 Credits.

Fundamentals of Programming and Problem Solving, 15 Credits.

Professional Practice, 15 Credits.

Business Systems Analysis and Design, 15 Credits.

Introduction to Networks,15 Credits.

Operating Systems and System Support, 15 Credits.

Database Principles, 15 Credits.

Technical Support, 15 Credits.

Both qualifications have the following similar modules:

Information Technology Operations.

Professional Practice.

Introduction to Networks.

Differences:
The entry requirements for the WINTEC qualification differs from the SA qualification since the SA requires the Secondary School qualification/National Senior Certificate registered at NQF Level 4 whereas the WINTEC requires the NZQF Level 3

Learners can apply for the WINTEC qualification if they meet one of the below options.

Based on your school achievement (secondary school study)

40 credits at NCEA Level 2; including 10 literacy credits at NCEA Level 2 and 10 numeracy credits at NCEA Level 1.
Based on study completed after school (tertiary study)
Or

Completed a relevant course at NZQF Level 3.
Or
a recognised equivalent.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Higher Certificate in Business Computing, NQF Level 5

Higher Certificate in Computer Networking, NQF Level 5.

Higher Certificate in Information Systems, NQF Level 5.

Higher Certificate in Information Technology Technical Support, NQF Level 5.

Vertical Articulation:

Diploma in Information and Communications Technology, NQF Level 6.

Advanced Certificate in Information Technology, NQF Level 6.

Diploma in Information Technology, NQF Level 6.

Diploma in Computer Networking, NQF Level 6.

Bachelor of Information and Communication Technology, NQF level 7.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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