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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Perform equipment/software upgrades 
SAQA US ID UNIT STANDARD TITLE
10473  Perform equipment/software upgrades 
ORIGINATOR
SGB Telecommunications 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2002-10-09  2005-10-09  SAQA 0144/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-10-09   2009-10-09  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard focuses on the field of Customer Premises Equipment (CPE).

A learner credited with this unit standard is capable of:
  • Planning the software/hardware upgrade
  • Preparing for the software/hardware upgrade
  • Conducting the software/hardware upgrade
  • Concluding the software/hardware upgrade

    This unit standard will contribute to the full development of any learner within the Telecommunications environment, more specifically within CPE by providing recognition, further mobility and transportability within the field. The knowledge, skills and understanding demonstrated in this unit standard are essential for upliftment, social and economic transformation in the Telecommunications environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learning assumed to be in place should be on the same level of this unit standard or higher.
  • Competent with installation of multi line Customer Premises Equipment, Operate test equipment and Maintenance of CPE.
  • Principles of electricity.
  • Testing procedures.
  • Experience in Telecommunication Network.
  • Computer literate.
  • Communication and Language.
  • Mathematics and Science. 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard includes but is not limited to:
  • Hardware
  • Software

    The context of this unit standard is performed within structures where stationery, transportation, support structure, communication media, employer's policies and procedures, manufacturer's specifications/requirements, cultural ethics, business ethics, work environment, professional conduct, test instrumentation, tools, human resources, role-players, material, equipment, quality standards, and anti-static procedures are applicable.

    The level assigned to this unit standard is appropriate because the learner:
  • Possesses a wide-range of scholastic or technical skills.
  • Possess a broad knowledge base incorporating some basic theoretical concepts.
  • Demonstrate the ability to access, analyse and evaluate information independently.
  • Employ a range of responses to well-defined but often unfamiliar or unpredictable problems.
  • Operate in a variety of familiar and unfamiliar contexts under broad guidance and evaluation.
  • Select from a considerable choice of procedures.
  • Give presentations to an audience.
  • Has complete responsibility for quantity and quality of the output.
  • Is possibly responsible for the quantity and quality of output of others. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan software/hardware upgrade. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Job order is obtained and customer is consulted according to employer's policies and procedures. 

    ASSESSMENT CRITERION 2 
    2. Upgrade requirements/specifications are determined and software/hardware to be upgraded is identified according to manufacturer's specifications, customer specifications and employer's policies and procedures. 

    ASSESSMENT CRITERION 3 
    3. Tools/test equipment is identified according to manufacturer's specifications and employers policies and procedures. 

    SPECIFIC OUTCOME 2 
    Prepare software/hardware upgrade. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Software/hardware to be upgraded is obtained and tools/test equipment is obtained according to employer's policies and procedures and manufacturer's specifications. 

    ASSESSMENT CRITERION 2 
    2. Customer is consulted according to employer's policies and procedures. 

    SPECIFIC OUTCOME 3 
    Conduct software/hardware upgrade. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Software/hardware upgrade is conducted and tested according to manufacturer's specifications, customer requirements and employer's policies and procedures. 

    SPECIFIC OUTCOME 4 
    Conclude software/hardware upgrade. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Functionality/operations/facilities of upgrade is demonstrated and documentation is completed according to employer's policies and procedures and manufacturer's specifications. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
    1. Anyone assessing a learner against this unit standard must be registered as an Assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation Option:
    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Skills, Knowledge and Understanding:
  • Use oral and written communication when liasing with role-players.
  • Compile/complete documentation.
  • Apply decision making and problem solving skills before and during upgrade.
  • Demonstrate understanding of product facilities, operations and functionality.
  • Follow employer's policies and procedures.
  • Follow manufacturer's specifications / requirements.
  • Reach agreement with role-players through negotiation.
  • Facilitate co-operation between role-players.
  • Apply electrical principles during upgrade.
  • Apply faultfinding procedures during upgrade.
  • Utilise test instrumentation during testing procedures.
  • Demonstrate understanding of the correct use of tools and test instrumentation.
  • Demonstrate computer literacy. 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify barriers pertaining to the software/hardware upgrade and developed strategies to overcome them. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with role-players in order to ensure that upgrade is agreed upon and those requirements are met. 

    UNIT STANDARD CCFO ORGANISING 
    Manage activities in terms of preparation, planning, conducting and concluding software/hardware upgrade effectively to ensure an accurate and professional service delivery. 

    UNIT STANDARD CCFO COMMUNICATING 
    Be culturally sensitive across a range of social contexts when consulting customers. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the functionality/operation/facility of the upgrade. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Conduct an effective integration of the upgrade. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the Assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means Assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.
  • Requirements for a portfolio are that it should be valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience, which serves to supplement the assessment of applied competence.

    The portfolio may include:
  • Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
  • Relevant certificates or awards
  • Previous assessment records
  • Journals/logbook. 

  • UNIT STANDARD NOTES 
    Legal Requirements

    Compliance to the following legal requirements and standards are mandatory:
  • Environmental Management System.
  • Independent Communication Authority of South Africa.
  • Occupational Health and Safety Act. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59057   Further Education and Training Certificate: Telecommunication Network Operations  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. TELKOM SA SOC LTD 
    2. Tira Telecoms 
    3. Triple Play Fibre Optic Solutions 



    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.