SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Information Technology in Support Services

SAQA QUAL ID	QUALIFICATION TITLE
81866	Higher Certificate in Information Technology in Support Services
ORIGINATOR
The Independent Institute of Education (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			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	132	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		SAQA 1141/23	2021-07-01	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2028-06-30

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

Purpose:

The purpose of this programme is to prepare students to enter the job market in modern, IT driven business, and to provide students entry into higher education.

The focus of this qualification is to provide the skills required from employees in Information Technology Support Services. A balanced combination of information technology theory and practical skills, with strong emphasis on office applications and technical skills, has been formulated through the strategic selection of key modules and outcomes. Graduates will be prepared for entry into the working world with a focused skill set which will allow them to consider a variety of different entry-level employment options.

The Higher Certificate: Information Technology Support Services develops the following different skills:

Fundamental skills: Basic office computing, business communication and business calculations.

Technical hardware, software and networking skills.

Helpdesk and business practice skills.

Introductory web development skills.

A module dealing with the practical application of knowledge and Work Integrated Learning is included to support the main disciplines in the programme. The Work Integrated Learning (WIL) module and Network Architecture module provide the link between the different skills sets and modules by requiring the student to apply the skills learned in a simulated business environment in a logical and practical manner. Students are required to frequently assess the relationship between the main disciplines in the WIL module. This module also aims to introduce students to the practice of support services.

A logical progression is followed throughout, to establish and build knowledge of modern technology and use, to enable the student to relate to the scope and role of a service technician in the modern IT-driven business world.

The curriculum will contribute to the achievement of the intended outcomes by introducing simple concepts that provide the foundation for progression within the qualification and also for students wishing to pursue further studies such as an appropriate Advanced Certificate or a Diploma.

Rationale:

This qualification addresses the lack of computer skills at entry level, the lack of which has been identified more than once on the DoL's scarce skills list and further emphasised at the IT Web's IT Skills Conference in 2009. This qualification therefore provides the opportunity for students to access higher education and contributes to addressing the need for Information Technology Support Services in industry. This qualification will provide the required technical support and computer skills and knowledge that are required for entry level positions as support technicians in the ICT industry.

The subject combination will equip the student with the skills needed to provide technical IT support and end-user support in the context of modern business. The programme includes advanced end-user computing, computer and network architecture, helpdesk support, basic web development, business practice and communication, as well as a work integrated learning module focusing on the application of acquired knowledge and skills.

This Higher Certificate will attempt to address the national skills shortage and graduates will be prepared to take up positions as/in:

Support technician.

Helpdesk support technician.

Network LAN technician.

System support.

In addition, it provides students access to higher education and to graduates of the programme, an opportunity into studies for appropriate Advanced Certificates, and it allows further specialisation in certain fields at NQF Level 5.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the student would have met the admission requirements and would thus be competent in the language of instruction (English) and the theoretical and practical knowledge and understanding accomplished at that level.

Recognition of Prior Learning:

Students can achieve this qualification in part or in whole through Recognition of Prior Learning. The IIE Recognition of Prior Learning Policy (IIE010) and the IIE Academic Credit Policy (IIE004) guide this process.

Recognition of Prior Learning for formal learning: (Credit recognition):

Students may apply for credits or exemptions for subjects already passed in-house or at other recognized institutions.

Recognition of Prior Learning for informal and non-formal learning:

Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the RPL process.

The IIE Recognition of Prior Learning Policy and the IIE Academic Credit Policy guide the process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed.

Access to the Qualification:

Admission Requirements - Senior Certificate (SC):

SC with an E in English (as the language of teaching and learning or first additional language).

Or;

Admission Requirements - National Senior Certificate (NSC):

NSC with a minimum of 30% (rating of 2) in English (as the language of teaching and learning or first additional language).

Or;

Admission Requirements - National Certificate Vocational (NCV):

NC (Vocational) with a minimum of 40% in English (as the language of teaching and learning or first additional language); 30% in Mathematics/Mathematics Literacy, 40% in Life Orientation and 50% in four vocational subjects.

Or;

Candidates over the age of 23 at registration - Three years' work experience and proven ability relating to the proposed programme as well as adequate communicative skills.

Candidates having attained the age of 45 before or during the first year of registration may be admitted.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification has 11 modules with a total of 132 credits.

All the modules are at NQF Level 5 except for Network Architecture A, which is at NQF Level 6.

Fundamental: 40 credits:

Business Communication C, 10 credits.

End-User Computing A, 20 credits.

Business Calculations, 10 credits.

Core: 92 credits:

Computer Architecture, 20 credits.

Help Desk, 10 credits, NQF Level 5.

End-User Computing B, 12 credits.

End-User Computing C, 8 credits.

WIL Project, 15 credits.

Network Architecture A, 12 credits.

Business Practice and Entrepreneurship, 5 credits.

Web Development, 10 credits.

Electives: None.

EXIT LEVEL OUTCOMES

1. Present and communicate information reliably and appropriately in a business environment.

2. Support computer hardware within a business environment.

3. Support software within a business environment.

4. Operate a helpdesk service following accepted helpdesk processes within an ICT environment.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Effectively and professionally communicate information in a reliable and coherent format in a business environment using professional business communication discourse and formats.

Business calculations are performed in a variety of practical situations.

Information is managed using communication skills and applications within a business environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Hardware components and personal computer components are identified and assembled according to accepted processes within the business environment.

Personal computers are repaired and maintained according to accepted processes within the business environment.

The operations and functioning of network related architectures are implemented according to accepted processes within the business environment.

Associated Assessment Criteria for Exit Level Outcome 3:

Different software applications are supported according to acceptable practices within the business environment.

The effective use of a personal computer and associated understanding of relevant software packages in a business environment is demonstrated.

A basic database is designed, populated, used and maintained.

Electronic documents are created using advanced features of office software packages.

Associated Assessment Criteria for Exit Level Outcome 4:

Accepted processes are identified to operate a helpdesk service.

Accepted processes are implemented to address queries within an ICT helpdesk service environment.

Awareness of ethics helpdesk service processes is demonstrated.

Integrated Assessment:

Formative assessment:

Learning and assessment are integrated. Continual formative assessment is required so that students are given feedback on their progress in the achievement of learning outcomes.
The scheme of work includes assignments based on the learning material and students are given feedback. The formative assessment focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment:

Summative assessment assesses learning at each level of the programme to verify the extent to which the Exit-Level Outcomes of the qualification have been achieved. Such assessments are integrated and determine the student's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit-Level Outcomes as a whole. Examinations, projects, laboratory reports or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated assessments must be designed to achieve:

An integration of the achievement of Exit-Level Outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.

The evaluation of learner performance which can provide evidence of applied competence.

Criterion-referenced assessment which is clearly explained to, and understood by, the learners and which can be applied in the Recognition of Prior Learning.

INTERNATIONAL COMPARABILITY

The IIE qualification was compared with qualifications in Computer Science, Computer Support Services and Information Technology in Australia, New Zealand and USA. It shows similarity to qualifications in Australia, USA and New Zealand, specifically with the University of Adelaide, Computer Power Institute and Middlesex County College in the USA.

The qualification compares favourably with the qualification offered at the Middlesex County College in New Jersey, USA. This qualification, entitled Technical Certificate in Windows and PC Support includes the following subjects, i.e. Internet applications, operating systems and architecture, network technologies, helpdesk and support subjects.

The qualification offered at the University of Adelaide Australia a Graduate Diploma in Information Technology (Network Engineering) compares positively as it includes a similar range of disciplines from a practical focus in computer science concepts, computer systems, computer architecture, computer network and applications and operating systems.

With the qualification offered at the Computer Power Institute in New Zealand, a similar collection of disciplines are offered in the Certificate in Information Technology (Client Support) The certificate examines the fundamental computing concepts and the core areas, being PC fundamentals, networking fundamentals, operating systems, customer services and computer hardware and allows for group interaction within the certificate.

Thus, in its application development approach, this qualification aligns well internationally and with industry requirements.

ARTICULATION OPTIONS

Horizontal Articulation:

The IIE is committed to the principles of lifelong learning and opening access to higher education. A student who transfers from one to another programme within the IIE will be given credit at the discretion of the Senate for relevant modules successfully completed. This qualification would thus allow articulation with existing and new higher certificates and the possibility of credit transfer in some cases within the IT Faculty.

Beyond The IIE, in terms of the HEQF, this qualification should articulate with external qualifications on the same level (NQF Level 5) given the rules of access have been complied with.

Vertical Articulation:

The professional training obtained from this programme may allow students articulation to qualifications like the National Diploma in Information Technology offered at the Tshwane University of Technology (TUT), the Diploma in Information Technology offered by Durban Computer College or any qualification that is at the next NQF Level within this industry.

MODERATION OPTIONS

The IIE ensures the quality of its qualifications through a stringent process of internal and external control as set out in the IIE Assessment Policy IIE009.

All Exit Level modules are externally moderated while all others are internally moderated. The IIE which is a multi-site provider has a sophisticated system of internal and external moderation to assure quality and ensure equity of provision. Feedback from moderators is used to improve the quality of assessment, material and student support as well as to ensure fairness and validity in any particular examination cycle. External moderation is also used to ensure that the quality of the programme content and its assessment is comparable to that offered by other providers.

All HEQC accreditation criteria in this regard are met.

Internal Moderation:

The Assessment of Students at course level:

Internal Examiners/Internal Moderators:
The role of internal moderation is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all IIE campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, portfolios etc. Moderation of assessment is formalised within the institution on both an internal and external level through the IIE Quality Management System as per IIE Policies IIE001 and IIE009.

Feedback on internal moderation is provided to respective lecturers and academic staff across the campuses through a moderation report.

External Moderation:

The Assessment of Students at exit qualification:

External Examiners/External Moderators:
External Examiners/External Moderators will be appointed to examine the exit level subjects of a qualification.

Criteria for Appointment of External Examiners/External Moderators:
To date moderators that meet the requirements are approved by the Senior Head of Programme. The Senior Head of Programme holds the position equivalent to a Head of School in a public provider. The moderators' details are then approved by the Director (Academic Head). As of 2009 a list of moderators, their institutional affiliation and qualifications will also be considered by both the relevant Faculty Board and Senate on a semester basis. Appointment is thus not at the sole discretion of any one person but is against the criteria and guidelines and with the "verification" of the Director and now, of the Faculty Board and Senate.

External Moderators' reports:

External moderators are required to submit formal reports using the given template. External moderators are asked to report on the following:

The consistency and fairness of assessment.

The assessment process.

The overall standard of work.

The standard of work in relation to other courses of the same nature.

Before this report is submitted to the relevant academic team for decisions on action the national averages for the module and for each set of campuses is included (internal examiner and moderator) so that variances can be managed whether or not they have been identified by the moderator.

External moderators' reports are forwarded to the respective Heads of Programme (HOP) and National Heads of Department and shared with the lecturers concerned. If marking problems are identified a development process and support for the lecturer is initiated. The HOP ensures that all pertinent feedback is taken into account for the following year's programme and curriculum.

In relation to the group of students whose work has been externally examined /moderated the moderator's assessment can result in anything from the whole country being remarked to remarking on one site to the adjustment or marks or no action as required - the Assessment Policy gives a detailed explanation of the conditions for such decisions. As of 2010 the actions that arise from internal and external moderation reports will be the same. The practices are based on standard public provider practices.

Criteria for the appointment of external moderators include:

For courses at the Exit Level, someone not employed by the IIE.

A relevant qualification one level higher than the exit level of the qualification being moderated and competency in assessment.

For practical subjects, relevant and extensive industry/educational experience in the specific field of study.

For theoretical subjects, relevant educational experience and a qualification higher than the level which they are moderating.

Being drawn from a range of backgrounds and institutions.

Approval by the relevant Head of Programme.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

No ETQA registration is required for moderators or assessors of programmes accredited by the HEQC. Assessors and moderators hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years' teaching experience. Assessors with less than two years' experience have their assessment work moderated by a peer.

REREGISTRATION HISTORY

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

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.

1.	The Independent Institute of Education (Pty) Ltd