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 THAT HAS PASSED THE END DATE: 

Certificate: Broadcast Engineering 
SAQA QUAL ID QUALIFICATION TITLE
48792  Certificate: Broadcast Engineering 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
MICTS - Media, Information and Communication Technologies Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
The purpose of this Qualification is to build competencies required by learners in broadcast engineering to enable them to work as technicians in the broadcast industry. The acquisition of knowledge and skills will empower learners to respond to challenges in the broadcasting environment and the changing world of work where the Broadcast Technician is an important extension of the Engineering field. The learners will also acquire the attitudes and values required to operate confidently as individuals in the South African community.

This Qualification provides learners with not only a broad knowledge base and a critical understanding of terms, rules, concepts, principles and theories of Broadcast Engineering that will enable learners to be informed workers, but also develops specific competencies in the following streams: Radio, Television, Broadcast Contribution, Broadcast Head-end Systems, Broadcast Distribution or Broadcast Spectrum Management. Qualifying learners are able to use methods in Broadcast Engineering to install, set-up, operate, fault find, maintain and repair broadcasting equipment in one of the above mentioned disciplines. The qualification credits a learning experience that allows flexible access to life-long learning, higher education and employment in Broadcast Engineering as a career path.


Rationale of the qualification

The Certificate for Broadcast Engineering: Level 5 will bridge the gap between the National Diploma: Engineering: Electrical and the National Diploma: Engineering: Computer Systems and the BTech: Engineering: Electrical (interim registered qualifications). It reflects the workplace-based needs of the broadcasting industry. This qualification prepares learners that have achieved an academic qualification to pursue diverse careers in the broadcasting industry, namely, Television, Radio, Broadcast Contribution, Broadcast Head-end systems, Broadcast Distribution and Broadcast Spectrum Management.

The broadcasting sector recognises the need for learners to have a thorough understanding of all the principles involved in broadcasting in order to cope with the rapidly changing world of science and technology. The convergence of broadcast technologies requires from learners the acquisition of knowledge and skills in a variety of disciplines, and will enable them to continue on a path of life-long learning. The attainment of the qualification constitutes a step toward being registered as a Professional Technician with the Engineering Council of South Africa.

The Certificate in Broadcast Engineering NQF Level 5 should produce knowledgeable, multi-skilled workers who are able to enhance productivity and efficiency in the broadcast environment in the country. It should provide the means for current workers to receive recognition of prior learning, to upgrade their competence and achieve a nationally recognised Qualification. It should also assist newcomers to the broadcasting environment to pursue a career in Broadcast Engineering. The Qualification is structured in such a way that it exposes learners to different aspects of Broadcast Engineering so that there is scope for multi-skilling. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The credits and design of this qualification assumes that the following competencies have already been attained:
  • Communications and language skills at NQF Level 4
  • Mathematics and Science at NQF Level 4
  • End user computing skills
  • Wiring Techniques
  • Soldering techniques
  • Use and care of hand and power tools
  • Install new computer hardware and software packages


    Recognition of prior learning

    This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience and must adhere to the policies and procedures specified by the SETA/ETQA.

    RPL process is critical, as many people have worked for years in the Broadcast field without a formal qualification.
    Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
    All such evidence should be judged according to the general principles described in the note to assessors in section above, Assessors and Moderators. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Fundamental Component

    There are no prescribed Unit Standards for a NQF Level 5 Qualification. The purpose of the fundamental unit standards is to develop the learner skills in computer network systems, project management, health and safety regulations, effective working relationships and day-to-day technical administration, all of which are necessary to enable the learner to develop further in the Broadcast industry. All fundamental unit standards are compulsory.


    Core Component

    The unit standards for the core are focused on the various streams. Learners select the unit standards in a particular broadcast stream as indicated in the unit standard matrix. This provides an opportunity for learners who have already gained this qualification in one stream to move across the streams for multi-skilling purposes, completing only the particular stream's core unit standards to be able to work within that field, since the fundamentals apply across all streams: Radio, Television, Broadcast Contribution, Broadcast Distribution, Broadcast Head-end Systems and Spectrum Management industries. All core unit standards per stream are compulsory.

    Elective Component

    The unit standards will enable the learner to gain knowledge and skills in entrepreneurship and basic business skills and/or the learner can select from the core unit standards of other broadcast streams to make-up the required number of credits.

    This Qualification is made up of planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a basis for further learning.
    In this Qualification the minimum credits are allocated as follows:

    Radio orTelevision Fundamentals: 38
    Radio orTelevision Core: 66
    Radio orTelevision Elective: 16

    Broadcast Contribution Fundamentals: 38
    Broadcast Contribution Core: 59
    Broadcast Contribution Elective: 23

    Broadcast Distribution Fundamentals: 38
    Broadcast Distribution Core: 61
    Broadcast Distribution Elective: 21

    Broadcast Head-end Systems Fundamentals: 38
    Broadcast Head-end Systems Core: 66
    Broadcast Head-end Systems Elective: 16

    Spectrum Management Fundamentals: 38
    Spectrum Management Core: 54
    Spectrum Management Elective: 28


    Spread of Unit Standard credits across NQF levels in Fundamental, Core and Elective components:

    Fundamentals Level 4: 4
    Fundamentals Level 5: 34
    Fundamentals TOTOL: 38

    Core Level 5: 272
    Core Level 6: 34
    Core TOTAL: 306

    Elective Level 3: 9
    Elective Level 4: 38
    Elective TOTAL: 47

    TOTAL Level 3: 9
    TOTAL Level 4: 42
    TOTAL Level 5: 306
    TOTAL Level 6: 34

    The Unit Standards making up this Qualification are intended as building blocks for the further development of skills that will make the learner a more fulfilled, informed, efficient and cost effective worker. This Qualification will enhance the productivity and employability of the learner within the Broadcasting and Information and Communication Technologies sector as well as contribute to the quality, production rate and growth of the individual and the industry. 

    EXIT LEVEL OUTCOMES 
    1. Apply the essential methods, processes and techniques to install broadcast equipment and manage the work according to a plan.

    2. Conduct complex broadcast measurements, analyse information and draw conclusions, using a range of devices and applying it in a variety of contexts.

    3. Operate complex broadcast equipment to support clients and test equipment performance.

    4. Diagnose, analyse and solve diverse broadcast engineering problems creatively and innovatively using appropriate techniques.

    5. Apply the essential methods, processes and techniques to maintain, fault-find and repair broadcast equipment.

    6. Work with and support colleagues and clients using effective communication techniques.


    Critical Cross-field Outcomes

    The learners are able to:
  • Identify and solve problems within own area of responsibility and make decisions promptly and effectively using critical and creative thinking to take remedial action.
  • Work effectively with clients, colleagues, as a member of a team, group, organisation or community to achieve the required end-result. This could include effective negotiation with others to schedule maintenance around important events or to communicate to local authorities when doing field strength measurements.
  • Organise and manage themselves in the work areas and their activities effectively and responsibly to plan installation activities, prepare equipment, materials and tools for selected tasks or to complete tasks within deadlines.
  • Collect, organise and analyse broadcast engineering information which is used to critically evaluate the results and possible solutions and the effect of decisions made during maintenance, repair and keeping broadcast on-air.
  • Communicate technical information effectively, both orally and in writing, using appropriate language, structure, style and graphic support
  • Use science and technology extensively and effectively when working with broadcast equipment and critically showing responsibility towards the environment, which could include work areas and installation venues, and health and safety of all involved
  • Demonstrate an understanding that the engineering world is a set of related systems and that problem solving does not exist in isolation in that learners are expected to comprehend that their actions have implications for the team, company, the industry as a whole and the community at large. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Actions planned and implemented are appropriate to promoting best practice in organisations
  • Drawings and specifications relevant to the installation are interpreted and verified for correct understanding of the installation requirements
  • Installations are done in accordance with organizational policies and procedures, client and legal requirements
  • Work performed is completed within agreed timescales
  • The installation methods used adhere to safety standards

    2.
  • Test/measurement equipment used is in accordance with their design
  • Tools and techniques used are appropriate to the required task
  • Tests validate satisfactory performance of complicated system / equipment against manufacturer's data/specifications, company specific performance criteria and relevant industry standards
  • Test information gathered is analysed, conclusions drawn and actions proposed

    3.
  • Best practices or procedure are applied when operating the broadcast equipment
  • Optimal performance is achieved when operating broadcast equipment
  • Operational support to the client is appropriate for the situation and promotes productivity
  • Safety procedures are adhered to when equipment is used

    4.
  • Fault diagnoses is carried out systematically using the most appropriate diagnostic techniques
  • Diagnosed problems and faults are interpreted accurately and quickly, and possible approaches to solutions formulated
  • Solutions are practical, effective, meet technical requirements and clients needs

    5.
  • Maintenance and repairs are done in accordance with organizational policies and procedures
  • Tests validate satisfactory performance of system / equipment against manufacturer's data/specifications, company specific performance criteria and relevant industry standards
  • Diagnosed problems and faults are interpreted accurately and quickly
  • Settings and adjustments to equipment ensure optimal functioning
  • Equipment is repaired (replaced) within an agreed timescale, using appropriate tools and techniques
  • Health and safety precautions are adhered to and are in accordance with relevant legislation

    6.
  • Feedback to clients is prompt and clear
  • All requirements of projects are determined and verified with clients
  • Recommendations are proposed clearly to client or end-user in accordance with organisational requirements


    Integrated Assessment

    The applied competence (foundational, practical and reflective competencies) of this qualification will be achieved if a learner is competent in terms of all of the unit standards. Identification and solving of known problems, team-work, self organisation and the processing of data must be assessed. This assessment can take place using any combination of practical, foundational and reflective competency assessment methods and tools to determine the development of the whole person and the integration of applied knowledge and skills. Competence will be assessed when conducting formative and summative assessment in the context of the broadcasting environment.


    Formative assessment

    The assessment criteria for formative assessment are described in the various unit standards. Formative assessment takes place during the process of learning and assessors should use a range of assessment methods and tools that support each other to assess total competence.

    The assessment method and or tools used by the assessor must conform to the following criteria:
  • It must be fair in the sense that it does not hinder or advantage the learner.
  • It must be valid in the sense that it measures the critical components of learning.
  • It must be reliable in the sense that it is consistent and delivers the same output across a range of learners.
  • It must be practical in the sense that it takes into account the available financial resources, facilities, equipment and time.


    Summative assessment

    Summative assessment is carried out at the end of the learning programme to assess the acquired competencies of the learner.


    Assessment

    Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged.
    The focus of the assessment must be on the assessment of the learning outcomes rather than learning outputs. The Specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.
  • Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Standards should be integrated.
  • Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner's skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the effectiveness of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such, it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner's need. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcome.
  • Assessment should also have a summative component. Summative assessment may be used on completion of a Standard, but should not be the only form of assessment. A summative assessment of the exit outcomes is required on completion of all the necessary Standards and before a Qualification is awarded.
  • A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
  • Integration implies that theoretical and practical components should, where possible, be assessed together.
  • Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.
  • Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in some Standards and programmes should be designed to extend and further reflect the integration. 
    		•

    INTERNATIONAL COMPARABILITY 
    The SGB for Audio Visual Production could not locate an international qualification that encompasses all the outcomes identified by the National Association of Broadcasters in South Africa.

    The United Kingdom has a qualification called Broadcast Engineer Level 3, approximately at our NQF Level 5-6, which mandatory units and some of their optional units are all the Core unit standards for this Qualification.

    Australia has a Diploma in Broadcast Engineering and an Advanced Diploma in Broadcast Engineering, no indication of the level though. Some of their relevant unit standards were used for benchmarking.

    The New Zealand Qualifications Authority has an Endorsed Technicians Certificate :Electrical, Electronic and Telecommunications with only one subject that is closely related, namely television. No comparison could be made for there is too little information available. 

    ARTICULATION OPTIONS 
    This qualification articulates vertically with the Bachelors Degree in Engineering: Electrical.


    Exit points for learners who do not complete the Qualification:
  • Learners will be credited with Unit Standards in which they have proved competence
  • Learners who complete individual Unit Standards, but do not complete the Qualification retain their credits.
    However, should the substance of the Unit Standards change, the validity of the credit towards the Qualification may be reviewed.
  • Learners who change their provider or learning site before completing the Qualification may transfer their credits to the new learning site. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA, or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA, according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • 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 and exit level outcomes, 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 by the relevant ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The Qualification will be internally assessed by the provider and moderated by a moderator registered as an assessor by the relevant ETQA. The mechanisms and requirements for moderation are contained in the document obtainable from the relevant ETQA.
  • Assessors must be registered with the relevant ETQA.
  • Moderators, competent at the level of the Qualification must be registered by the relevant SETA ETQA or a relevant accredited ETQA to ensure that the standard across assessors is consistent
  • Moderators are required to be competent in assessment practices
  • Moderators are required to report to the relevant ETQA or a relevant accredited ETQA in the required format
  • Institutions and providers offering learning that will lead to the achievement of the Higher Certificate in Broadcast Engineering: Level 5 must be accredited as providers with the relevant ETQA or with a relevant accredited ETQA that has a Memorandum of Understanding with the relevant SETA
  • The relevant ETQA will monitor and quality assure moderation and assessment according to the guidelines of the relevant SETA
  • The relevant ETQA will assure the quality of all learning programmes in collaboration with other SETAs in different economic sectors. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  115042  Add new services to conditional access systems  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115028  Calculate interferences for broadcast frequencies  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115045  Conduct broadcast transmission measurements  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115051  Install and commission broadcast transmission equipment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115044  Install broadcast equipment  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  115047  Maintain and repair broadcast transmission equipment  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115037  Maintain broadcast equipment within systems  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  115048  Maintain broadcast head-end equipment  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  115050  Maintain broadcast head-end systems  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  115040  Make audio, video and data cables  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  115046  Make broadcast transmission cables  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  115029  Measure, analyse and report on broadcast field strengths  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115034  Modify an International Telecommunication Union (ITU) assignment plan  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  115025  Monitor, diagnose and repair service levels for conditional access pay television encryption systems  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115033  Perform routing and switching in a broadcast environment  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  115032  Predict broadcast signal coverage  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115039  Recover broadcast head-end faults  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  115041  Repair or replace broadcast equipment  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115036  Research, analyse and evaluate regulatory discussion papers of the South African and International Regulatory environment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115038  Set-up and operate portable man pack microwave/RF links  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115030  Set-up and operate portable microwave links  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115043  Support users of audio and video equipment in the broadcast environment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115027  Understand the operational principles and circuit theory of satellite and digital television decoders  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  115049  Provide satellite broadcast contributions  Level 6  Level TBA: Pre-2009 was L6  24 
    Core  115031  Research, assess and propose technical solutions that meet broadcast requirements  Level 6  Level TBA: Pre-2009 was L6  10 
    Fundamental  12609  Contribute to effective working relationships  Level 4  NQF Level 04  4 
    Fundamental  115053  Administer local area computer networks  Level 5  Level TBA: Pre-2009 was L5  9 
    Fundamental  115054  Implement fault-finding techniques in electronic systems  Level 5  Level TBA: Pre-2009 was L5  8 
    Fundamental  115035  Manage the administration of a technical workshop  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  115056  Manage the health and safety of the production environment  Level 5  Level TBA: Pre-2009 was L5  6 
    Fundamental  115026  Measure electrical signals (with electronic instruments)  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  8000  Apply basic business principles  Level 3  NQF Level 03  9 
    Elective  13835  Contribute to project initiation, scope definition and scope change control  Level 4  NQF Level 04  9 
    Elective  13942  Demonstrate a basic understanding of the role of a business strategy in managing a small business or a business unit  Level 4  NQF Level 04  5 
    Elective  10385  Develop a business plan for a small business  Level 4  NQF Level 04  5 
    Elective  10386  Investigate the possibilities of establishing and running a small business enterprise (SMME)  Level 4  NQF Level 04  3 
    Elective  10133  Schedule project activities to facilitate effective project execution  Level 4  NQF Level 04  8 
    Elective  10135  Work as a project team member  Level 4  NQF Level 04  8 


    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.
     
    1. The Finishing College 


    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.