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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 Occupational Certificate: Computer Technician |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125108 | Higher Occupational Certificate: Computer Technician | |||
| ORIGINATOR | ||||
| Development Quality Partner-MICT SETA | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| QCTO - Quality Council for Trades and Occupations | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Higher Occupational 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 | 175 | Not Applicable | NQF Level 05 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0936/25 | 2025-11-13 | 2029-11-13 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-11-13 | 2033-11-13 | |||
| 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 qualification outcomes cover types of software, hardware, components, upgrading and troubleshooting a computer, formatting and partitioning hard drives, and network topologies. Green technology, maintaining records of daily problems and remedial actions, and preparing evaluations for system performance. These shall enable learners to practice, establish their own business and employ others. This qualification will provide the learners with an opportunity to progress into career paths in Information Communication Technology (ICT), Telecommunications, Computer or Network Support Technician, System Administrator, Project Manager, and other related occupations. The purpose of this qualification is to prepare a learner to operate as a Computer Technician. Computer Technician provides technical assistance to users, including diagnosing and resolving issues and problems with software, hardware, computer peripheral equipment, networks, databases, systems and the internet. A qualified learner will be able to: Rationale: With the increase in personal computers, home computers, and computers in schools and businesses, it is important that future computer technicians are trained to be able to maintain and upgrade computers and their components. The swift migration in the use of computers in education, training, social and business activities taking place digitally and online necessitates the skills to support users of computers as they become the main tool of trade. Computers are the lifeline of economies, as such end-user support with a competent computer technician is critical. The qualification will enable the development of Computer Technicians with computer hardware and software hands-on troubleshooting and repair skills. Computer technicians benefit society by providing support to computer users through answering questions, resolving technical problems and maintaining organisations and individuals' network, software and computer equipment. Support can be provided in person, online or remotely. Computer technicians benefit the sector as they can work for computer software or hardware companies, assisting customers with products. More generally, computer technicians can work in an organisation's IT department, providing computer support to employees. These technicians are responsible for maintaining the organisation's computer services (network and equipment). Their duties can include troubleshooting to detect and solve technical problems, installing or updating required hardware and software. They can also recommend computer products or equipment to improve organisations' productivity. The qualification presents an opportunity for students, upon completion, to start their own business to repair, upgrade, install, and maintain computer systems. The economy will benefit from increased optimisation of the ICT service in organisations. This would enable more businesses to invest and grow, which would increase employment opportunities. The qualification provides progression possibilities in occupations related ICT qualifications registered on the National Qualifications Framework (NQF). Computer technicians benefit society by providing support to computer users through answering questions, resolving technical problems and maintaining organisations and individuals' networks, software, and computer equipment. Support can be provided in person, online or remotely. Computer technicians benefit the sector as they can work for computer software or hardware companies, assisting customers with products. More generally, computer technicians can work in an organisation's IT department, providing computer support to employees. These technicians are responsible for maintaining the organisation's computer services (network and equipment). Their duties can include troubleshooting to detect and solve technical problems, installing or updating required hardware and software. They can also recommend computer products or equipment to improve organisations' productivity. The qualification presents an opportunity for learners, upon completion, to start their own business to repair, upgrade, install, and maintain computer systems. The economy will benefit from increased optimisation of the ICT service in organisations. This would enable more businesses to invest and grow, which would increase employment opportunities. The qualification provides progression possibilities in occupations related to ICT qualifications registered on the National Qualifications Framework (NQF). Typical learners include individuals who want to enter the ICT industry or those already working in the industry without formal qualifications. Occupations in which the qualifying learner will operate are PC Repair Technician, ICT Support Technician, Computer Support Specialist, IT Support Specialist, Server Junior Technician, Data Center Technician, and Help Desk Support (IT). |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for access: Learners may use the RPL process to gain access to training opportunities for a qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a qualification. Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider that offers that specific qualification. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. RPL for exemption from modules: For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or non-formal learning and/or work experience may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for credits: Learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. A valid Statement of Results is required for admission to the EISA, in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications is approved by the QCTO. Entry Requirements: NQF Level 04 qualification with Maths and Computer Literacy. |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill, and Work Experience Modules:
Knowledge Modules: Total number of credits for Knowledge Modules: 49 Practical Skills Modules: Total number of credits for Practical Skills Modules: 61 Work Experience Modules: Total number of credits for Work Experience Modules: 65 |
| EXIT LEVEL OUTCOMES |
| 1. Support computer applications for potential green technologies, processes and procedures.
2. Set up the computing device and install the peripheral equipment. 3. Maintain hardware and/or software of a computing device. 4. Support the organisation's network system. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Support computer applications for potential green technologies, processes and procedures Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Set up the computing device and install peripheral equipment Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Maintain hardware and/or software of a computing device Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Support the organisation's network system INTEGRATED ASSESSMENT: Formative Assessments conducted internally Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Integrated Summative Assessments conducted Internally Integrated Assessment involves all the different types of assessment tasks required for a particular qualification such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should Implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification. Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g., applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment (EISA): The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating: The attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared with qualifications offered in England and Australia with similar skills and competencies.
Country: England Institution: City and Guilds Qualification: Advanced Diploma in ICT Systems Support (7266-27) NSQF Level 3. Duration: 2-3 Years Entry Requirements Typical learners for the qualification: The following are units of competency: Similarities: The qualification compares well with the South African Higher Occupational Certificate: Computer Technician qualification with regards to the similar skills sets, typical learners and entry requirements. Both qualifications allow learners to articulate to related qualifications in similar or related occupations. Differences: The South African qualification, however, differ in that some of the modules in the qualification, including the soft skills modules does not form part of the England qualification. The South African qualification has a shorter duration, supports an industry-specific, fit-for-purpose approach that includes workplace experience modules. The England qualification requires least four or five GCSEs at grades 9 to 4 whereas the Higher Occupational Certificate: Computer Technician requires a NQF Level 4 with Mathematics and Computer Literacy and exits at a higher NQF Level. Country: Australia Institution: South Metropolitan TAFE Qualification: The UEE40120 Certificate IV in Computer Systems Duration: 12 Months - Two years Entry Requirements: Typical learners to the qualification are individuals who wish to deepen and broaden their skills and knowledge in selecting, installing, commissioning, fault finding and maintaining data processing, communications and control aspects of systems used for monitoring and control of systems for access, surveillance, safety and effective operation of manufacturing, buildings, structures, premises and precincts. The following units of competency are included: Core units: Group a: imported and common elective units BSBOPS203-Deliver a service to customers > ICTICT214-Operate application software packages Group b: qualification elective units: Assemble electronic components Group c: qualification elective units Similarities: The Australian qualification compares well with the South African qualification with regards to the similar skills sets and content. Both qualifications allow for learners to articulate to additional qualifications in similar or related occupations. Both qualifications have similar duration and do have practical as part of training. Differences: The Australian qualification differs in that it has elective modules that do not form part of the South African qualification. The South African qualification also has some modules, including the soft skills modules that do not form part of the Australian qualification. The South African qualification supports an industry-specific, fit-for-purpose approach that includes workplace experience modules. In the Australian qualification there are certain units or modules that are compulsory for learners to complete, and others are electives depending on the stream chosen. The Australian qualification focuses mostly on electro-technology work and the energy sector, but the skills acquired by the students are similar. The difference lies in that South African qualification steers away from any product specific hardware or software. Conclusion: The South African qualification compares favourably with the international offerings in terms of the range and complexity of the knowledge required even though the qualification rules differ. The South African occupational qualification provides technical assistance to users, including diagnosing and resolving issues and problems with software, hardware, computer peripheral equipment, networks, databases, systems and the internet. Computer Technicians provide support to computer users by answering questions, resolving technical problems and maintaining a company's network, software and computer equipment. They are also called desktop support technicians or computer support specialists. Support can be provided in person, over the phone or online. They address issues ranging from network systems to individual desktop computers. |
| ARTICULATION OPTIONS |
| This qualification provides for the following articulation opportunities:
Horizontal articulation: Vertical Articulation: Advanced Occupational Certificate: Cybersecurity Practitioner, Level 06. Diagonal Articulation: Diploma in Computer Science, NQF Level 06. |
| MODERATION OPTIONS |
| N/A. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A. |
| NOTES |
| Additional Legal or Physical Entry Requirements:
Criteria for Accreditation: Criteria for the accreditation of providers: The curriculum title and code are: Higher Occupational Certificate: Computer Technician: 351201-001-01-00. Encompassed Trades: |
| 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 |
| 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. |