Qualification

SAQA ID 122468

NQF Level 04

Registered

Occupational Certificate: Mobile Device Repairer

Purpose:

Sources: SAQA official qualification record, SAQA registered qualifications record. Yiba Verified does not own the underlying qualification data shown on this page.

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Qualification type

Part-Qualification

Credits

104

Sub-framework

OQSF - Occupational Qualifications Sub-framework

Providers listed

Qualification snapshot

Official qualification identity fields captured from the qualification record.

Originator

Development Quality Partner - MICTSETA

Quality assurance functionary

QCTO - Quality Council for Trades and Occupations

Field

Field 10 - Physical, Mathematical, Computer and Life Sciences

Subfield

Information Technology and Computer Sciences

Qual class

Regular-ELOAC

Recognise previous learning

Important dates

These dates are carried directly from the qualification record.

Registration start

2024-06-04

Registration end

2029-06-04

Last date for enrolment

2030-06-04

Last date for achievement

2033-06-04

Purpose and entry context

Official SAQA text formatted for easier reading.

Purpose and rationale

Purpose

The purpose of this part-qualification is to prepare a learner to operate as a Mobile Device Repairer.

A Mobile Device Repairer maintains, tests, diagnoses and repairs various types of mobile communication devices including, tablets, mobile phones, and e-readers.

A qualified learner will be able to

Dismantle, inspect, assess, repair, and assemble tablets, mobile phones, and e-reader.
Perform maintenance on tablets, mobile phones, and e-readers.
Diagnose and repairing faults in tablets, mobile phones, and e-readers.

Rationale

As the Fourth Industrial Revolution reshapes how we live, work, and communicate, it is impacting government, education, healthcare, commerce and almost every aspect of life. Mobile computing is at the heart of these changes and the development of the skills and knowledge to thrive in this environment has a great potential for job creation and poverty alleviation in South African communities. It will increase the potentiality of the mobile device repairers to be employed, while it will ensure the upward mobility of individuals with the entrepreneurial spirit to move confidently towards self-employment.

Cell phones are the device of choice to communicate with friends, family and the workplace via the internet around the world. The market is in demand for enough qualified personnel to attend to various issues that arise with the usage and support of mobile computing devices. This part-qualification reflects the workplace-based needs of the mobile computing device field in the Republic of South Africa (RSA) that are expressed by the growing upward trend in the market. Currently, the mobile device repair environment is proliferated with individuals who are trained on the job without formal qualifications, hence the need for a formal qualification targeted at people who wish to join the mobile computing device repair industry, or those that are currently working in this industry as salespersons and repairers. They will be performing duties related to fault-finding, repair and maintenance of electronic equipment such as cell phones, tablets, e-readers, etc.

This part-qualification will empower the learners with the required skills that will allow them to enter this market of mobile devices with the skills and knowledge to work either in the sales stream or the technical stream. It will permit individuals to increase their employability or become self-employed by starting their own small businesses with the potential of employing others.

The part-qualification will benefit societies by ensuring better quality products and services. The sector will benefit from mobile device repairers with a set of competencies aligned to industry-regulated standards for products and services. The economy will benefit from increased revenue due to increased employment opportunities and entrepreneurship due to emerging SMME's that will create employment and pay taxes. It will also allow the country to embark on localisation of manufacturing of electronic devices and components, once there are enough skilled personnel capable of innovation locally. The availability of suitably qualified mobile device repairers will permit quick recovery for faulty mobile computing devices by reducing business interruptions for individuals and businesses and allowing economic activities to carry on.

Upon completion, the part-qualification will provide learners with opportunities for professional development and career advancement within the broader electronic computing device environment, including Mobile Computing Technicians, Senior Technicians, Team Leaders, Master Technicians, Sales Officers, Sales Representatives, Senior Sales Representatives, Mobile Repair Centre Managers, Mobile Devices Warehouse Managers.

There is no professional registration needed for the Mobile Device Repairer. There are no similar qualifications registered on the National Qualifications Framework (NQF).

Entry requirements and RPL

Recognition of Prior Learning (RPL)

RPL for Access

Learners will gain access to the qualification or part- through RPL for Access as provided for in the QCTO RPL Policy. RPL for access is conducted by accredited education institution, skills development provider or workplace accredited to offer that specific qualification/part qualification.
Learners who have acquired competencies of the modules of a qualification or part qualification will be exempted from modules through RPL.

RPL for Credits

Learners will be awarded credits for or towards the qualification or part-qualification through RPL as provided in the QCTO RPL Policy. RPL for credits provides for the formal award of credits for, or towards a qualification or part-qualification registered on the NQF.

RPL for access to the external integrated summative assessment

Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result or certifying a work experience record."

Entry Requirements

An NQF Level 3 qualification with Communication.

Replacement note

This qualification does not replace any other qualification and is not replaced by any other qualification.

Structure and assessment

Qualification rules, exit outcomes, and assessment criteria from the SAQA record.

Qualification rules

This part-qualification is made up of compulsory Knowledge, Practical Skill, and Work Experience Modules

Knowledge Modules

672205-001-00-KM-01, Workplace Fundamentals, Level 2, 2 Credits.
672205-001-00-KM-02, Foundational Concepts for Mobile Computing Device Technician, Level 4, 2 Credits.
672205-001-00-KM-03, End User Computing, Level 4, 4 Credits.
672205-001-00-KM-04, Business Communication and Customer Services, Level 4, 2 Credits.
672205-001-00-KM-05, Entrepreneurship in the Mobile Computing Device Industry, Level 4, 4 Credits.
672205-001-00-KM-06, Introduction to Data Communication and Networking, Level 5, 2 Credits.
672205-001-00-KM-07, Basic Electrical and Electronic Principles, Level 4, 4 Credits.
672205-001-00-KM-08- Digital Components and Circuits, Level 4, 4 Credits.
672205-001-00-KM-09, Mobile Device Schematic Diagrams, Level 4, 4 Credits.
672205-001-00-KM-11, Fundamentals of Tablets, Cell phones, E-readers, Architecture: Hardware, Level 4,

4 Credits.

672205-001-00-KM-14, Fundamentals of Tablets, Cell phones, E-readers, Architecture: Software, Level 4,

4 Credits.

672205-001-00-KM-16, Legislation and Guidelines that Governs a Mobile Computing Device Technician,

Level 4, 2 Credits.

672205-001-00-KM-17, Diagnosing and Problem Solving, Level 5, 4 Credits.

Total number of credits for Knowledge Modules: 42

Practical Skill Modules

672205-001-00-PM-01, Work Safely and Respond to Incidents, Level 2, 2 Credits.
672205-001-00-PM-02, Use Tools and Equipment, Level 3, 8 Credits.
672205-001-00-PM-03, Calibrate and Test Instrumentation Equipment, Level 3, 4 Credits.
672205-001-00-PM-04, Join Materials, Level 4, 4 Credits.
672205-001-00-PM-05, Remove, Update and Install Software and Firmware, Level 4, 4 Credits
672205-001-00-PM-06, Remove and Install Components, Level 4, 8 Credits.
672205-001-00-PM-07, Work with Electronic Components, Level 5, 4 Credits.
672205-001-00-PM-08, Maintain and Service Components, Level 5, 8 Credits.
672205-001-00-PM-10, Assess, Dismantle, Repair and Reassemble Tablets, Cell phones, E-readers: Hardware, Level 4, 4 Credits.
672205-001-00-PM-14, Diagnose and Repair Tablets, Cell phones, E-Readers: Software, Level 5, 4 Credits.

Total number of credits for Practical Skill Modules: 50

Work Experience Modules

672205-001-00-WM-02, Optimize Tablets, Cell Phones and/or E-Readers, Level 4, 4 Credits.
672205-001-00-WM-05, Assessing, Dismantling and Repairing Tablets, Cell Phones and/or E-Readers: Hardware, Level 4, 4 Credits.
672205-001-00-WM-08, Diagnosis and Repairing of Tablets, Cell Phones and/or E-Readers: Software, Level 5, 4 Credits.

Total number of credits for Work Experience Modules: 12

Exit level outcomes

Demonstrate the ability to remove, update and install software and firmware used for tablets, cell phones and e-readers, according to the manufacturer's specifications and procedures.
Demonstrate the ability to assess, dismantle, repair and reassemble Tablets, Cell phones, or E-readers and hardware according to standard operating procedures.
Demonstrate the ability to diagnose and repair tablets, Cell phones or E-readers according to standard operating procedures.

Associated assessment criteria

Associated Assessment Criteria for Exit Level Outcome 1

Prepare safe working environment.
Correctly source and interpret specific technical information.
Select and use the appropriate tools correctly and safely.
Install and complete software or firmware within specific parameters.
Adhere to all relevant safety and environmental criteria.
Restore the work area to its original condition and store tools safely.
Identify and report all defects.
Carry out the appropriate pre- and post-checks correctly.
Apply the general principles and identify critical issues relating to component operations and functional specifications.

Associated Assessment Criteria for Exit Level Outcome 2

Assess, dismantle, repair and reassemble tablets, cell phones or e-readers according to standard operating procedures.
Source and interpret specific technical information correctly.
Complete the task within the specified time.
Select and use the appropriate tools, equipment and replacement components or parts correctly and safely.
Adhere to all relevant safety and environmental criteria.
Restore the work area to its original condition and store tools safely.
Carry out the appropriate pre- and post-checks correctly.
Apply the general principles and identify critical issues relating to component operations and functional specifications.

Associated Assessment Criteria for Exit Level Outcome 3

Diagnose and repair Tablets, Cell phones or E-readers, according to standard operating procedures.
Source and interpret specific technical information correctly.
Complete the diagnosis and repair within the specified time.
Select and use the appropriate tools, equipment and replacement components or parts correctly and safely.
Adhere to all relevant safety and environmental criteria.
Restore the work area to its original condition and store tools safely.
Follow the appropriate diagnostic process and identify the root cause of the fault correctly.
Carry out the appropriate pre- and post-checks t correctly.
Apply the general principles and identify critical issues relating to component operations and functional specifications.

Integrated Assessment

Integrated formative assessment

The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment together with work experience leads to entrance in the external integrated summative assessment.

Integrated summative assessment

An external integrated summative assessment, conducted through the relevant QCTO Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria.

The external assessment will be conducted through written assessment and practical assessment at accredited assessment centres and assessment sites by registered assessors.

Progression and comparability

Articulation options

This part-qualification provides opportunities for the following articulation options.

Horizontal Articulation

Occupational Certificate: Laptop Repairer, NQF Level 4.
Occupational Certificate: Wearables, Accessories and Peripherals Repairer, NQF Level 4.
National Certificate: Vocational, NQF Level 4.

Vertical Articulation

National Occupational Certificate: Mobile Computing Device Technician, NQF Level 4.

Diagonal Articulation

Higher Certificate in Information System, NQF Level 5.

International comparability

The Occupational Certificate: Mobile Device Repairer was compared to that of the foremost countries in mobile computing device technology and repairers, such as the United Kingdom and Australia. These countries offer a comprehensive electronics qualification in the specified field of mobile computing devices like laptops, tablets, cell phones, e-readers, etc. Computing devices are used and repaired all over the world, but these countries have been chosen as they have systems with the most similar qualification structures to the Republic of South Africa (RSA). South Africa is the first country to date to develop and include on the National Qualifications Framework, a unique specialised qualification for the mobile computing device environment whereas the rest of the world has very broad qualifications and most of the countries offer a comprehensive electronics qualification and then only short courses in the specified field of mobile computing devices like laptops, tablets, cell phones, e-readers, etc.

Qualifications with resembling comparability are found on the Australian and British Qualification Frameworks, between levels 3-4. These qualifications focused on developing learners towards a broader spectrum of electronic-related skill sets including mechanical, electronic, and electrical skills. Learning programs and qualifications registered by a qualification authority on a national qualifications' framework were selected for this comparison.

United Kingdom (UK)

Qualification Title: BTEC National Certificate in Electrical/Electronic Engineering (4322).

NQF Level: NVQ Level 3

Credits: 113

Entry requirements

GCSE grades 4-9 in five subjects including Mathematics, Science, English Language and 2 of the following - Design Technology, Business, and ICT.

BTEC Level 2 First Extended Certificate in Engineering with overall MM, and merit in Unit 10 Mathematics for Engineering, with GCSE grades 4-9 in Mathematics.

Accredited institute: Pearson Edexcel offers this qualification and is internationally recognised.

Purpose

The United Kingdom offers a qualification on the Regulated Qualifications Framework. (RQF). This qualification is for learners who are interested in a career in Electrical/Electronic Engineering.

Qualification structure

This is a 12-unit qualification which is made up of six core Unit Standards which compared favourably with the South African qualification. These competencies are as follows:

Electrical and Electronic principles.
Digital electronics.
Analogue electronics.
Electronic fault finding.
Further Electrical principles.
Health, safety and welfare.

Similarities

The 'BTEC National Certificate in Electrical/Electronic Engineering is at the UK NQF Level 3, which has an equivalence level between the SA NQF Levels 4 and 5-as found in the UK NARIC Benchmarking Report.
The comparison was done focusing on the level, content and outcomes of the qualification that is equivalent to our Level 4 qualification.
The British qualification compares well with the South African qualification in essence it has similar skill sets comparable to the South African qualification.
It allows for learners to articulate to additional qualifications in similar or related occupations.

Differences

The British qualification covers a broader range of disciplines and is not as specialised and defined in such detail as in the South African qualification.
The British qualification has 113 credits while the SA qualification has 104 credits.
The British qualification requires applicants who completed the BTEC Level 2 First Extended Certificate in Engineering or GCSE grades 4-9 while the SA qualification requires applicants who completed the NQF Level 3 (Grade 11) qualification with communication, Maths and Science.
Currently, there is no duration cited for the qualification only credit value is listed.
The British qualification also has a broader approach to the electronics field in general rather than the more specialised content, which is the case in the South African qualification.
The South African qualification supports an industry-specific, fit-for-purpose approach while the generic, wide-reaching approach followed by the United Kingdom does not provide sufficient recognition for the specialised nature of the Mobile Computing Industry and the labour market requirements for a Mobile Device Repairer.

Australia

Qualification Title: Certificate II in Computer Assembly and Repair- UEE205209

NQF Level: Australian Qualifications Framework (AQF) Level 3

Credits: 160

The accredited provider- Chisholm Institute.

Entry Requirements: C Grades in Year 10 English and Maths or equivalent

Accredited provider: Chisholm Institute

Qualification structure

The Australian qualifications consists of the following core and elective competencies similar to the Mobile Device Repairer.

Core units

Apply work health and safety regulations, codes and practices in the Workplace.
Document and apply measures to control WHS risks associated with electrotechnology work.
Fabricate, assemble and dismantle utilities industry components.
Participate in the development and follow a personal competency development plan.
Assemble, set up and test computing devices.
Apply environmentally and sustainable procedures in the energy sector.

Group A: Elective units

Deliver a service to customers.
Provide basic instruction in the use of electrotechnology apparatus.
Maintain documentation.
Receive and store materials and equipment for electrotechnology work.
Source and purchase material/parts for installation or service jobs.

Group B: Elective units

Operate application software packages.
Fix and secure electrotechnology equipment.
Identify and select components, accessories and materials for energy sector work activities.
Solve problems in direct current circuits.
Use drawings, diagrams, schedules, standards, codes and specifications.
Install and configure a client computer operating system and software.
Repair basic computer equipment faults by replacement of modules/sub-assemblies.
Repairs basic electronic apparatus faults by replacement of components.
Assemble, enter and verify operating instructions in microprocessor equipped devices.

Similarities

The Australian qualification compares well with the South African part-qualification in essence it has similar content and skill sets.
Both the Australian and South African qualifications allow for learners to articulate to additional qualifications in similar or related occupations.

Differences

The Australian qualification is registered at Level 3 whereas the SA part-qualification is registered at NQF Level 4.
The Australian qualification has 160 credits while the South African part-qualification has 104 credits.

The Australian qualification covers a broader range of disciplines and is not as specialised and defined in such detail as in the South African part-qualification. Currently, there is no duration cited for the qualification only credit value is listed. The Australian qualification also has a strong focus on generic people skills as well as a broader approach to the electronics field in general rather than the more specialised content, which is the case in the South African part-qualification.

The qualifications registered in the Australian Qualifications Frameworks are multi-sector qualifications with sector specialist units in their elective components that are broadly comparable with this part-qualification. The South African qualification supports an industry-specific, fit-for-purpose approach. The generic, wide-reaching approach followed by the Australian qualification does not provide sufficient recognition for the specialised nature of the Mobile Computing Industry and the labour market requirements for a Mobile Device Repairer. The Australian qualification's structure allows for optional streams or electives whereas the South African part-qualification does not allow this.

Conclusion

The South African part-qualification does however compare favourably with the United Kingdom and the Australian qualifications in terms of content and similar skills set.

Providers currently listed

This reflects provider names published on the official record. It is useful for qualification discovery, but it should not be treated as a substitute for checking the relevant quality body’s latest provider status.

No provider listing was captured on this qualification record.

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