40 MODULAR/UNIT STANDARD COURSES

 

This comprehensive activity driven series of ICT Modules covers most of the available skills as per the normal MS Office packages, Windows, Word, Excel, PowerPoint, Publisher, Internet Explorer and Outlook as well as some basic Typing, Keyboarding and Basic Concepts if IT. 

 

The curriculum of the 40 Modular Courses is divided into 5 combinations that are being implemented in a school over 5 years from Grade 8 – 12.  A student have to choose a minimum of 36 modules to get full accreditation in the ACE school system.  A comprehensive Learner Management System is used to record the personal and course detail and the progression of every student while working through the modules and activities.  On the online LMS a detailed assessment recipe per student, of all activities and formal assessments to be marked, is kept for the duration of the five years of ICT Studies. Every module is been assessed separately and students are required to obtain a minimum of 75% to pass. Distinction certificates are earned with a mark of 90% or higher.  A student receives a Statement of Results and a Certificate for every Combination successfully completed.   

After completing 20 Compulsory Skillspro Modules ACE students received 2 Credi

After completing 36 Compulsory Skillspro Modules ACE Students received 4 Credits = 1 Major Subject at ACE.

       

 

The tables below give a broad layout of the content covered in each module and where applicable the correspondent Unit Standards as published by SAQA on the NQF.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Technical Support Course

 

 SAQA ID 61591: National Certificate – Information Technology: End User computing

Level 3

Credits 130 

Purpose and rationale of the Qualification 

The purpose of the qualification is to build the knowledge and skills required by learners in End User Computing. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently in the End User Computing environment in the South African community and to respond to the challenges of the economic environment.

The qualification addresses the need in the workplace for nationally recognised qualifications, based on unit standards, which will allow learners with workplace experience in End User Computing to obtain recognition for prior learning.

The qualification provides a framework for learners to develop skills that will enable them to become competent in End User Computing. It introduces theoretical concepts of End User Computing and requires the application thereof, to develop a range of skills that will enable learners to be better-informed workers in their chosen industry. It provides a balanced learning experience that lays the foundation for access to further education, lifelong learning and to productive employment.

 

A qualifying learner will be able to:

  • Competently apply the knowledge, techniques & skills of End User Computing applications in the workplace.
  • Understand the impact and use Information Communication & Technology (ICT) in an organisation and society.
  • Improve Communication by combining communication skills with End User Computing skills.
  • Improve the application of mathematical literacy in the workplace, by better utilising applicable End User Computing Applications
  • The National Certificate in IT: End User Computing at NQF Level 3 is intended for learners already employed or new learners entering the workplace, requiring End User Computing skills.
  • The unit standards of this qualification may be added to other industry qualifications to provide an End User Computing focus with comparison, choice, interpretation and the application of knowledge.

Rationale of the qualification

The National Certificate in IT: End User Computing - NQF Level 3, is designed to meet the needs of learners who require end user computing skills in all sectors of the economy, as End User Computing is an essential skill in any business today.

The qualification is designed to accommodate both learners in formal education and learners already employed. It aims to develop informed and skilled learners that can apply the acquired skills in any industry and should contribute towards improved productivity and efficiency in the workplace.

The need for the qualification was highlighted by an IT sector study that was done and confirmed by ISETT SETA. The design of the qualification is unit standard based, to allow learners to qualify for a national qualification by accumulating the required credits via short learning programmes or workplace practical experience or both. It also allows learners to achieve the qualifications through recognition of prior learning, learner ships schemes or formal training.

The qualification at this level is foundational and generic, allowing maximum mobility between qualifications. Apart from the workplace needs the qualification will address, it is also designed as an entry-level qualification into most further education and training fields, because of the wide application of End User Computing in any environment. It will allow articulation into further qualifications in End User Computing or other IT qualifications, as well as entry into any other Further Education and Training where End User Computing is required. 

 

Benefits... you can receive: 

Our unique mentoring program puts Skillspro Regional managers on site to give hands-on assistance.  

  • Skillspro Regional Managers establish a valuable, ongoing relationship with clients.  They are an important part of a comprehensive training structure to ensure that technology is integrated, now and in the future.  
  • Ongoingtraining once a term enables teachers to ask questions firsthand and receive direct, immediate feedback.  
  • Online assistance at our support centre is only a computer screen away at all times. 
  • Comprehensive lessons and templates eliminate the need for extensive research.
  • Step-by-step directions for instruction totally eliminate the need for hours of preparation.
  • Skillspro has professional developed, user-friendly manuals.
  • Many screenshots facilitate easy understanding.
  • Realistic scenarios and work related case studies promote easy learning.
  • Summaries and self assessments at the end of each chapter/ module allow learners to consolidate and reflect on their work.
  • Professional Development programme - helps teachers to master our valuable courseware.
  • Assessment Guide with Assessments.
  • National registration of students.
  • Monitor and Moderation done by Skillspro qualified moderators.
  • SAQA accredited certificates.

Learning assumed to be in place 

It is assumed that the learner is competent in skills gained at the further education and training band up to NQF level 2. Further learning assumed is that learners are competent in End User Computing at NQF level 1.


Pre-requisites – Level 1, Credits 19 

  • US 116932 - Operate a personal computer – 3 Credits – Level 1
  • US 117867 - Manage files in a Graphical User Interface (GUI)-environment – 3 Credits – Level 1
  • US 116933 - Use a Graphical User Interface (GUI)-based presentation application to create and edit presentations – 3 Credits – Level 1
  • US 117943 - Install a personal computer peripheral device in a GUI-environment – 2 Credits – Level 1
  • US 258883 (117902)- Use generic functions in a GUI environment – 4 Credits – Level 1

 

SAQA 61951 - Qualification rules 

Rules regarding NQF levels of credits

The qualification consists of a minimum of 130 credits and has been designed in accordance with the SAQA regulations and rules of combination.

Rules regarding Fundamental, Core and Electives

All fundamental unit standards are compulsory for this qualification (47 credits).

All core unit standards are compulsory (56 credits).


Rules regarding Electives

A minimum of 27 elective credits needs to be completed out of one of the elective specialisation fields listed.

Additional standards from any other SAQA field or sub-field may be added to the listed electives. 
 

Exit level outcomes 

  • Demonstrate an understanding of applying Graphical User Interface (GUI)-based Word Processing Application skills in the Workplace.
  • Demonstrate an understanding of applying Graphical User Interface (GUI)-based Presentation Application skills in the Workplace.
  • Demonstrate an understanding of applying GUI-based Spreadsheet Application skills in the Workplace.
  • Demonstrate an understanding of applying GUI-based Electronic Mail Application skills in the Workplace.
  • Demonstrate an understanding of applying GUI-based Web Browser Application skills in the Workplace.
  • Improve Communication by combining communication skills with End User Computing skills.
  • Improve the application of mathematical literacy in the workplace, by better utilising End User Computing Applications.
  • Demonstrate an understanding of the use of Information Communications & Technology (ICT) in an organisation & the impact it has on societies.
  • In addition to the above, unit standards will be utilized to provide depth of specification of the outcomes ranges and the assessment criteria and processes. 

Associated assessment criteria 

The ability to apply word processing skills in a GUI-based application is demonstrated by being able to do the following:

  • Create, edit and format documents.
  • Enhance document appearance and to create merged documents.

The ability to apply presentation skills in a GUI-based application is demonstrated by being able to do the following:

  • Create and edit slide presentations.
  • Produce a presentation for a specific purpose.
  • Enhance the appearance of a presentation.

The ability to apply spreadsheet skills in a GUI-based application is demonstrated by being able to do the following:

  • Create and edit spreadsheets.
  • Solve a given problem by using a spreadsheet.
  • Enhance the functionality of a spreadsheet & apply graphs/charts.


The ability to apply electronic mail (e-mail) skills in a GUI-based application is demonstrated by being able to do the following:

  • Send & receive E-mail messages.
  • Enhance, edit & organise E-mail messages.

The ability to apply Web Browser skills in a GUI-based application is demonstrated by being able to use a web-browser to search and use information from the internet.

Improved Communication is demonstrated by combining End User Computing skills with fundamental communicating skills when communicating to others.

Demonstrate an improvement of mathematical literacy by utilising End User Computing applications to solve various aspects of personal life and in areas of business. 

An understanding of impact of ICT and its use in an organisation is demonstrated by explaining its use and impact related to business and societies.

Furthermore, the assessment process should also cover the following generic components:

  • Measure the quality of the observed practical performance as well as the theory and underlying knowledge;
  • Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
  • Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
  • Ensure that the relationship between practice and theory is not fixed but varies according to the outcomes being assessed.

International Comparability 

This qualification and unit standards have been evaluated against, and are comparable to core knowledge and specialised knowledge elements found in the following International Qualifications Frameworks:

  • New Zealand NQF,
  • Australian NQF,
  • British NVQs.

Furthermore input to the development of the qualification has been benchmarked against International sources, where the outcomes and assessment criteria, degree of difficulty and notional learning time has been compared, as described below.

For the core skills required, the following sources were referenced:

  • International certifications like Microsoft MOUS, IC3 and ECDL/ICDL,
  • We also confirmed that the above certifications are used in many African and SADC countries as benchmark for End User Computing skills in a business environment. Countries referred to include, but are not limited to: Mauritius, Tanzania, Kenya, Botswana, Zimbabwe and Zambia

For constructing the qualification structure, the following sources were referenced:

  • Edexcel qualification in Using IT, at UK NQF level 2 (refer NVQ code: Q1052641),
  • Edexcel qualification in Operating IT Systems, at UK NQF level 2 (refer NVQ code: Q1052638),
  • NCC Education`s International Certificate in Computer Studies for IT Professionals,
  • Various local short learning programs were also referenced to determine the local demand and structure of the qualification.

This qualification combines the NQF principles and requirements, with internationally accepted Knowledge Areas required in End User Computing, to address the specific needs of the South African environment.

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Technical Support Course

 

SAQA ID 78964: National Certificate in Information Technology: Technical Support

Level: 4

Credits: 163

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.

In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old levels unless specifically stated otherwise.   

 

QUALIFICATION RULES 

The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification learners are required to obtain a minimum of 163 credits as detailed below.

Fundamental Component
The Fundamental Component consists of Unit Standards in:

  • Mathematical Literacy at Level 4 to the value of 16 credits (there is only 10 Credits on SAQA website)
  • Communication at Level 4 in a First South African Language to the value of 20 credits
  • Communication in a Second South African Language at Level 3 to the value of 20 credits

    It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3

    All Unit Standards in the Fundamental Component are compulsory.

    The Fundamental Component consists of Unit Standards to the value of 56 credits all of which are compulsory.

Core Component

  • The Core Component consists of Unit Standards to the value of 77 credits all of which are compulsory.

Elective Component

  • The elective component consists of a number of specializations. Learners are to choose a specialization and complete unit standards totalling 30 credits from those listed for the specialization.
    Specialization Field: Hardware and Infrastructure Support for Personal Computers

 

Exit Level Outcomes:

A learner will be able to

  1. Communicate effectively with fellow IT staff & users of information systems.
  2. Demonstrate an understanding of different types of computer systems and the use of computer technology in business.
  3. Demonstrate an understanding of problem solving techniques, and how to apply them in a technical environment.
  4. Demonstrate an understanding of Computer Technology Principles.
  5. Select and use materials and equipment safely for technological purposes.
  6. Work effectively as a team member within a support team.
  7. Carry out, under supervision, a small size task to demonstrate knowledge of techniques & skills needed in one or more of the following areas of majoring/specialization:
    • Hardware and Infrastructure Support for Personal Computers
    • Hardware and Infrastructure Support for Office Products
    • Data Communications and Network Support

 

 ASSOCIATED ASSESSMENT CRITERIA 

Assessment Criteria for Exit Level Outcomes 

In particular, assessors should check that the learner is able to demonstrate an ability to consider a range of options and make decisions, meeting the following criteria: 

1. Effective Communication is demonstrated with fellow IT staff & with users of information systems, in the form of written and verbal communication. 
2. An understanding of different types of computer systems and the use of computer technology in business is demonstrated, being able to describe the different computers systems and associated hardware and network configurations and investigate (sometimes under supervision) its use within organizations. 
3. The ability to identify different problem solving techniques, and when and how to apply them, is demonstrated. 
4. A fundamental understanding of Computer Technology Principles are demonstrated by explaining computer architecture, networking and operating systems concepts, as well as different data storage methods. 
5. An understanding of use of equipment safely for technological purposes is demonstrated, being able to install, maintain and upgrade hardware or infrastructure in areas of specialization, according to customers' Service Level Agreements, manufacturers' recommendations and safety regulations. 
6. Working effectively as a team member within a support environment, taking part in team activities and understanding different roles within different support teams. 
7. The knowledge of the techniques & skills needed in one or more areas of specialization is demonstrated by carrying out a small size task that is covering the assessment criteria explained in the unit standards selected in the specializing area being assessed in. 

In addition to the above, unit standards will be utilized to provide depth of specification of the outcomes ranges and the assessment criteria and processes. 

Furthermore, the assessment process should also cover the following generic components:

  • Measure the quality of the observed practical performance as well as the theory and underpinning knowledge behind it;
  • Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
  • Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
  • Ensure that the relationship between practical and theoretical is not fixed but varies according to the outcomes being assessed.

  

Assessment of Critical Cross-field Outcomes

To ensure applicability of Fundamental and Critical Cross-field Outcomes this should be assessed as part of Core and Elective assessments. 

Integrated Assessment: 

  1. Development of the competencies may be through a combination of formal and informal learning, self-learning, training programmes and work-based application.
  2. The practical, applied, foundational and reflexive competencies demonstrated for the group of assessment criteria in this qualification, must prove that the whole competence is more than the sum of the parts of the competencies.
    Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also take place in the work place, if applicable. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification. 
  3. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. Input to completing the Integrated Assessment typically makes use of combinations of the following assessment methods:
    • Time-constrained written examinations
    • Coursework Evaluations
    • Continuous Evaluation
    • Practical Evaluation
    • Evaluation of Portfolios of Evidence 

 

INTERNATIONAL COMPARABILITY 

The concept of qualifications based on unit standards is not unique to South Africa. This qualification and unit standards have been evaluated against, and are comparable to core knowledge and specialised knowledge elements found in the following International Qualifications Frameworks:

  • New Zealand NQF,
  • Australian NQF,
  • British NVQs. 

Furthermore input to the development of the qualification has been benchmarked against the following International sources, where the outcomes and assessment criteria, degree of difficulty and notional learning time has been compared:

  • City and Guilds Certificate and Diploma for IT Technicians (refer 7261 IT Scheme administered by ISETT),
  • NCC Education's International Certificate and Diploma in Computer Studies for IT Professionals,
  • CompTIA's A+ and N+ certification,
  • Microsoft MCSE certification
  • E-Skills 

This qualification combines the NQF principles and requirements, with internationally accepted Knowledge Areas required in a System Support Qualification. 

 

MODERATION OPTIONS 

Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor or moderator with the relevant ETQA.

  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation.
  • 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 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 for assessment by the relevant ETQA.
    National assessment of written papers and/or practical assignments needs to be undertaken, by the relevant ETQA. This must include the necessary assessment tools (e.g. marking schemes) to ensure consistent assessment. This function can be performed by the ETQA itself or a nominated body or bodies.
  • Assessment can be institutional or workplace based and must be done by a registered assessor.
  • External moderation will be undertaken as required, to ensure that the quality of NQF standards maintained nationally. 

 

CRITERIA FOR THE REGISTRATION OF ASSESSORS 

The criteria to register as an assessor includes the following:

  • Assessors should be registered as assessors with the relevant ETQA, in accordance with the policies and procedures defined by the ETQA.
  • Have a relevant academic qualification or equivalent recognition, at a level higher that the qualification being assessed.
  • All registered assessors must have met the requirements of the generic assessor standard, and should be certificated by the ETDP SETA or by the relevant ETQA in agreement with the ETDP SETA in this regard. 

NOTES 

This qualification replaces qualification 24293, "National Certificate: Information Technology: Technical Support", Level 4, 163 credits. 


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