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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: PC Support 
SAQA QUAL ID QUALIFICATION TITLE
21191  Further Education and Training Certificate: PC Support 
ORIGINATOR
Damelin 
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
Further Ed and Training Cert  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  Level 4  NQF Level 04  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
This qualification will equip participants to enter any PC business environment in a vital support or training role. The strength of the qualification is the depth in which the software packages are covered: their application in business, features and functions, installations, support issues and general user problems. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Read, comprehend and discuss information in English; write sentences, use and analyse data, number, measurement and shape.

For school leavers completion of year 12 is highly desirable. 

RECOGNISE PREVIOUS LEARNING? 

EXIT LEVEL OUTCOMES 
Critical Cross-field Outcomes:

1. Organise and manage oneself.
2. Collect, analyse, organise and evaluate information.
3. Communicate effectively.
4. Recognise problem-solving contexts.
5. Use science and technology.

Specific Outcomes:

1. Install, configure and use business computer software packages including Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Microsoft Access and Microsoft Outlook and Microsoft Internet Explorer.
2. Administer and support a front page at their site.
3. Install, administer, optimise and troubleshoot MS DOS (subject to change with new technology).
4. Support Microsoft Windows including installations, configuration, customisation, optimisation, network integration, administration, troubleshooting, messaging and support issues.
5. Implement a local and wide area network.
6. Perform day-to-day administrative and maintenance tasks on a network.
7. Configure, customise, optimise, integrate and troubleshoot operating systems in a single domain environment.
8. Implement Microsoft Windows NT Server in an enterprise environment.
9. Install a variety of software packages in both a standalone and network environment and troubleshoot software problems. 

ASSOCIATED ASSESSMENT CRITERIA 
Associated Assessment Criteria:

1. Presentation: By working in small groups to develop and deliver presentations, participants experience the challenges associated with group responsibility, collective decision-making, and persuasive communication. These exercises enhance participants' ability to express their ideas clearly and convincingly - a valuable personal asset in business life.
2. Exposure to experts: Participants attend IT related seminars and conferences, giving them a practical exposure to innovations and application development by industry experts. Contact with such a large number of executive is both intellectually stimulating and a professionally invaluable experience. Networking is a key skill that is developed at such events.
3. Speaker series: This is intended to help participants learn from the "real world" experiences of industry experts. The experts address the personal thrills and professional challenges of a business environment.
4. Evaluating process - personal and professional growth: The evaluation process of DCS is designed to both help participants improve their performance and also discover how their limits can be stretched, personally and professionally. DCS gives personalised feedback to each participant, based on close observation of his or her performance in class discussions, group assignments and written work. One-on-one discussions and specific coaching often follow these assessments. This kind of intense feedback keeps participants informed of their progress in the programme and serves as a vehicle for self-improvements, personal development and professional and intellectual growth throughout the year.
5. Performance standards: Attitudes and skills are considered part of a participant's performance, in addition to substantive knowledge. Consequently, each participant is evaluated on his/her performance in several areas: class participation, group work and projects, oral presentations, tests, formal examinations, and less frequently, written reports. When a participant's performance falls below standard, the course director will formally demand that corrective action is taken.
6. When a participant's performance falls below standard, the course director will formally demand that corrective action is taken.
7. Professional conduct: Participants are expected to conduct themselves with high professional standards, inside and outside DCS. They must be available for active participation in all programme activities (individual and group work, and class sessions) five days a week. Punctual and regular attendance is required at all times and is a condition for graduating from the programme.

Specific Associated Assessment Criteria:

Assessors should develop and conduct their own assessment against the specific and critical outcomes, the essential embedded knowledge and the values in the unit standard.

Such assessment is to meet the requirements of established assessment principles, and should specifically check for the following:

1. Relate learning gained from individual experience to knowledge encountered in an academic environment, and vice versa.
2. Relate learning from experience and academic contexts to different contexts using present and future scenarios.
3. The collection of data in accordance with the research project design, with deviations from design where necessary.
4. The observation of research ethics in collecting, utilising and presenting data and conclusions.
5. The building of research partnerships and networks with colleagues and other stakeholders.
6. The processing of data according to the research project design, with deviations from design where necessary.
7. Explanations of how data was interpreted and the conclusions reached.
8. Explanations of the usefulness and appropriateness of research techniques and instruments chosen.
9. The identification of gaps in the research design or implementation and recommendations for overcoming these.
10. Presentation techniques and technologies appropriate to the research and the target audience.
11. Specific assessment procedures:
  • Assignments
  • Tests
  • Sub-Assignments
  • Final Examinations
  • Sub Examinations

    Integrated Assessment:

    Continuous assessments are carried out during the course i.e. tests, assignments, group exercises, class exercises.

    Formative and summative assessments are integrated i.e. final exam, skills assessment, etc. 

  • ARTICULATION OPTIONS 
    Articulation with qualifications offered at other institutions:
  • A+
  • MS Word MOUS Expert
  • MS Excel MOUS Expert
  • MS PoserPoint MOUS Expert
  • MS Access MOUS Expert

    The qualifications toward which the BA graduate may proceed are:
    N/A

    Exit level outcomes articulating with other qualifications are:
    N/A 

  • MODERATION OPTIONS 
    A system of second examiners within the institution will be used, together with a system of external examination at exit levels to the qualification. Where professional or statutory boedies are involved in determining the curriculum, they will also be involved in moderation. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Our own staff will be used as assessors in a manner accommodated within the quality management system of the institution and in accordance with ETQA requirements. This would also apply to outside assessors as well as external verifiers. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 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. Belgium Campus 1 
    2. Damelin 
    3. Damelin - Randburg 
    4. Damelin Correspondence College (Pty) Ltd 
    5. FACILITATORS ON CALL CC 
    6. GAUTENG ARMATURE WINDERS CC (Benoni) 
    7. Gauteng City College 
    8. Mano Development Consulting (PTY) LTD 



    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.