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: 

Perform Wiring and Maintenance on a Main Distribution Frame in the Telecommunications Environment 
SAQA US ID UNIT STANDARD TITLE
246677  Perform Wiring and Maintenance on a Main Distribution Frame in the Telecommunications Environment 
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
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
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 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 will contribute to the full development of any learner within the Telecommunications environment, more specifically within the exchange backbone environment by providing recognition, further mobility and transportability within the field. This skill forms the basis for the performance of duties in the day to day operations on Main Distribution Frame at NQF Levels 4, 5 and 6.

The knowledge, skills and understanding demonstrated in this unit standard are essential for upliftment, social and economic transformation in the Telecommunications environment.

The qualifying learner is capable of demonstrating:
  • A knowledge of the types of connection blocks used.
  • The ability to count the different types of connecting blocks.
  • The ability to cross connect circuits on the various types of connecting blocks used.
  • The ability to test circuits.
  • The ability to localise and repair faults.
  • The ability to provide lightning protection.
  • The ability to maintain a Main distribution Frame.

    The learning outcomes in this unit standard contribute to the exit level outcomes which provide qualifying learners with access to a range of further learning in this field at NQF Level 4 and above, in the form of workplace based learning programmes for occupationally focused qualifications. Qualifying learners also have an understanding of the science and technology which underpins these activities. 

  • 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:
  • Communication and Language Studies.
  • Mathematics and Numeracy, Sciences.
  • Computer literacy.
  • Principles of Electricity and Electronics. 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard includes but is not limited to:
  • Siemens and Quante blocks.
  • Line blocks.
  • All types of copper connection blocks.

    The context of this unit standard is performed within structures where stationery, transportation, support structure, communication media, company policies and procedures, cultural ethics, business ethics, work environment, professional conduct, test instrumentation, tools, human resources, customer, engineering material, equipment, quality standards are applicable. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of the types of connection blocks used. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Connection blocks used in circuits is identified and listed according to:
  • The type of block.
  • The type of equipment terminated. 
  • ASSESSMENT CRITERION RANGE 
    Including but not limited to:
  • Data connections, Pair Gain Systems, Single line Connections.
     

  • SPECIFIC OUTCOME 2 
    Demonstrate the ability to count the different types of connecting blocks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Blocks are counted in accordance to set criteria. 
    ASSESSMENT CRITERION RANGE 
    Including but not limited to:
  • Data connections, Pair Gain Systems, Single line Connections.
     

  • SPECIFIC OUTCOME 3 
    Demonstrate the ability to cross-connect circuits on the various types of connecting blocks in use. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Blocks are wired according to set criteria. 

    ASSESSMENT CRITERION 2 
    Blocks are wired according to requirements. 

    ASSESSMENT CRITERION 3 
    Blocks are wired using the correct type of wire. 

    ASSESSMENT CRITERION 4 
    Blocks are wired using the correct tools. 

    SPECIFIC OUTCOME 4 
    Demonstrate the ability to test circuits. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Use the applicable test equipment as per specifications. 

    ASSESSMENT CRITERION 2 
    Perform a variety of tests according specific test procedures. 

    ASSESSMENT CRITERION 3 
    Interpret and explain test results and record test conditions on set documentation. 

    SPECIFIC OUTCOME 5 
    Demonstrate the ability to localise and repair faults. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Test procedures are used to successfully investigate and repair fault conditions. 

    ASSESSMENT CRITERION 2 
    Test equipment is used to Investigate and aid in successfully repairing fault conditions. 

    ASSESSMENT CRITERION 3 
    The Faults repair report reflects the correct test conditions after the repair was concluded. 

    SPECIFIC OUTCOME 6 
    Provide protection on Main distribution frame. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Lightning protection is provided according to policies and procedures. 

    ASSESSMENT CRITERION 2 
    Lightning protection is maintained according to policies and procedures. 

    ASSESSMENT CRITERION 3 
    Lightning protection is checked for compliance with policies and procedures. 

    SPECIFIC OUTCOME 7 
    Perform maintenance tasks on a Main distribution Frame. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Maintenance is carried out according to company policies and procedures. 

    ASSESSMENT CRITERION 2 
    Wires for discontinued services are recorded and verified and all wiring removed form the frame. 

    ASSESSMENT CRITERION 3 
    All incorrectly wired cross connection wires are identified and rewired according to work procedures. 

    ASSESSMENT CRITERION 4 
    Inspections on securing screws and bolts tightness conform to design and manufacture talk specifications. 

    ASSESSMENT CRITERION 5 
    Inspections for dry joints are conducted in accordance to stipulated standards as indicated in the work instruction. 

    ASSESSMENT CRITERION 6 
    Dry joints are repaired in accordance to stipulated standards as indicated in the work instruction. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Only ETQA registered assessors with specific expertise on the Main Distribution Frame may assess a learner against this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant SETA/ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Identifying of various types of cross-connecting blocks.
  • Counting of cross-connecting blocks.
  • Wiring of cross-connecting blocks.
  • Using correct type of connecting wire.
  • Terminating wires using the correct tools.
  • Lightning protection of a Main Distribution Frame.

    Skills, Knowledge and Understanding:
  • Apply oral and written communication when liaising with customer.
  • Apply decision-making and problem solving skills before and during operations, maintenance and fault clearance.
  • Demonstrate understanding of product facilities and operations.
  • Follow employer's policies and procedures.
  • Utilise test instrumentation during testing procedures.
  • Demonstrate understanding of the correct use of tools.
  • Demonstrate basic computer literacy.
  • Demonstrate mathematical skills.
  • Demonstrate project management principles. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Learners are able to identify faults and anomalies and rectifying the problems as they occur. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with stakeholders to ensure that the Main Distribution Frame connections are connected correctly. 

    UNIT STANDARD CCFO ORGANISING 
    Learners are able to organise their activities to ensure that the Main Distribution Frame is maintained correctly. 

    UNIT STANDARD CCFO COMMUNICATING 
    Learners are able to communicate effectively with others to ensure that the Main Distribution Frame connections are done according to customer requirements. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners are able to demonstrate an understanding of the Main Distribution Frame as a set of interrelated processes. This is done by identifying faults and anomalies and rectifying the problems as they occur, and by liaising with relevant stakeholders during fault clearance. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any program of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more.
  • Effectively participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities learners with applied competence and a basis for further learning.
  • The learner contribute to his/her own development. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Comment on this unit standard should reach SAQA no later than 26 October 2007.
    The level assigned to this unit standard is appropriate because the learner:
  • Has basic knowledge of some main areas of a discipline/field.
  • Has basic understanding of a discipline/field's key term, rules, concepts, principles and theories.
  • Is familiar with some of the essential methods, procedures and techniques of the discipline/field.
  • Has the ability to use the above to solve routine problems within given frameworks.
  • Has a basic information gathering, analysis and presentation skill.
  • Has the ability to communicate information reliably and accurately in the required medium of instruction.
  • Has the capacity to operate within clearly defined contexts, with limited scope for personal decision-making and responsibility.
  • Learn within a well-structured and managed environment.
  • Evaluate own performance against given criteria.

    Legal Requirements:

    Compliance to the following legal requirements and standards are mandatory:
  • Employer's Policies and Procedures.
  • Environmental Management System.
  • Independent Communications Authority of South Africa.
  • Occupational Health and Safety Act.
  • National and International Standards.
  • Local Metropolitan Council Regulations.

    Notes to Assessors:

    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 judgments 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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. FORTEL INVESTMENT CC 
    2. TELKOM SA SOC LTD 
    3. Tira Telecoms 
    4. Trans African Fibre Services 
    5. 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.