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: 

Support users of audio and video equipment in the broadcast environment 
SAQA US ID UNIT STANDARD TITLE
115043  Support users of audio and video equipment in the broadcast environment 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 be essential to technically skilled people who work in the broadcasting environment and need to use sophisticated methods and equipment to install, set-up, operate and fault find professional broadcast equipment

People credited with this standard will be able to:
  • Optimise setups, adjustments and selections of broadcast equipment for specific applications
  • Use broadcast equipment
  • Provide operational support to users
  • Report and feedback on support issues
  • Solve technical support problems 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people starting to learn towards this unit standard already understands:
  • Audio, video and data principles
  • Electronic principles

    And are already competent in:
  • Installing broadcast equipment
  • Doing operational routing and switching in a broadcast environment 
    		•

    UNIT STANDARD RANGE 
    Audio and video equipment refers to all equipment that is used to facilitate broadcasting. This could include any number of equipment, depending on the environment and/or workshop.

    Audio equipment could be any combination of: microphones, cables, patching bays, mixers, audio recording and storing devices, ancillary equipment, speakers and headphones to name but a few.

    Video equipment could be any combination of: cameras, lighting equipment, vision mixers, vision control equipment, videotape machine, video/audio recording and storing devices, monitors, slow-motion equipment, patching bays, cables, title generation equipment, frame stores, digital picture manipulators, routers and switchers, editing equipment, multimedia equipment, graphic design equipment, audio post-production equipment to name but a few.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Optimise setups, adjustments and selections of broadcast equipment for specific applications. 
    OUTCOME RANGE 
    Audio, video, data and communications equipment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The broadcast equipment is explained and described in terms of their purpose and how it fits into the broadcast system. 

    ASSESSMENT CRITERION 2 
    The critical importance of the broadcast equipment is explained and described in terms of the production value chain. 

    ASSESSMENT CRITERION 3 
    Basic everyday functions and applications of all the equipment is explained and described in terms of the functions and use of selection switches and adjustments for operational use. 

    ASSESSMENT CRITERION 4 
    Software set-ups, initialisations, inputs and outputs selection, and adjustments to the equipment optimizes equipment for specific applications. 

    SPECIFIC OUTCOME 2 
    Use broadcast equipment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All relevant equipment in own area of responsibility is operated effectively. 

    ASSESSMENT CRITERION 2 
    Best practices or procedure are applied when operating the broadcast equipment. 

    ASSESSMENT CRITERION 3 
    Audio and video patch fields are utilized effectively when routing is required. 

    ASSESSMENT CRITERION 4 
    Optimal performance is achieved when operating broadcast equipment. 

    ASSESSMENT CRITERION 5 
    Safety procedures are adhered to when equipment is used. 

    SPECIFIC OUTCOME 3 
    Provide operational support to users. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Operational support to the client is appropriate for the situation ensuring least disruption in the workflow. 

    ASSESSMENT CRITERION 2 
    Practical demonstration of solutions is done in a manner that creates an understanding of the problem and promotes the degree of technical understanding. 

    ASSESSMENT CRITERION 3 
    The broadcast terms and language used to communicate to clients and colleagues is appropriate and effective. 

    ASSESSMENT CRITERION 4 
    Alternate configurations, where needed, are devised to meet relevant personnel or client needs. 

    SPECIFIC OUTCOME 4 
    Report and feedback on support issues. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Support records or other relevant documentation are accurate, complete and filed in accordance with company requirements and procedures. 
    ASSESSMENT CRITERION RANGE 
    Details of activities undertaken, alternate solutions employed, support that needs further attention.
     

    ASSESSMENT CRITERION 2 
    Clients are informed of status of problems and solutions on completion of the support. 

    ASSESSMENT CRITERION 3 
    Reporting procedures are explained in terms of effective reporting and the extend of own responsibilities when feedback is given to line management. 

    SPECIFIC OUTCOME 5 
    Solve technical support problems. 
    OUTCOME RANGE 
    Technical, work related, tangible or conceptual problems. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Potential technical support problems are identified and evaluated for impact. 

    ASSESSMENT CRITERION 2 
    Appropriate responses are formulated to deal with potential technical support problems effectively. 

    ASSESSMENT CRITERION 3 
    Technical support problems are identified, diagnosed and solutions formulated that are appropriate and effective. 
    ASSESSMENT CRITERION RANGE 
    Tangible and conceptual problems within own area of responsibility, standard or non-standard procedures.
     

    ASSESSMENT CRITERION 4 
    Problems that cannot be resolved are reported to relevant persons. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.


    Moderation Option:
  • The moderation requirements of the relevant SETA's ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Operational and technical knowledge of the equipment or system being supported
  • Safety precautions and safe working practices in the broadcast environment
  • Own responsibilities and accountabilities in the workplace
  • Procedures or best practice guidelines that apply in the workplace
  • Communication techniques when technical issues are explained to non-technical people 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking to take remedial action. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others (clients and colleagues) as a member of a team, group, organisation to achieve the required end-result. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves in the work areas and their activities responsibly and effectively to complete tasks within deadlines. 

    UNIT STANDARD CCFO COLLECTING 
    Collect and analyse engineering information and critically evaluate the effect of this on work performance. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively (with clients and colleagues), using visual and / or language skills. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology (broadcast equipment) effectively and critically showing responsibility towards the environment (work areas and venues) and health of others (clients and colleagues). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding that the engineering world is a set of related systems and that problem-solving does not exist in isolation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following 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. Rather make sure 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: appropriate, fair, manageable, integrated into work or learning, valid, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48792   Certificate: Broadcast Engineering  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "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. Facilitation Development (PTY) LTD 
    2. HILLCROSS BUSINESS SCHOOL (PTY 
    3. LS Multi Copter Projects and Services Pty Ltd 
    4. OPELONG BUSINESS INSTITUTE (PT 
    5. SUPREME ICT CONSULTANTS 
    6. Varsity Institute of Science & Technology (Pty)Ltd 


    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.