SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Information Technology

SAQA QUAL ID	QUALIFICATION TITLE
100653	Bachelor of Information Technology
ORIGINATOR
Nelson Mandela University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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 qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
63991	Bachelor of Information Technology	Level 6	NQF Level 07	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this qualification is to develop Information Technology Professionals that can implement, maintain and support enterprise systems.

The qualification will prepare learners for careers as, for example, Platform Architects and Application Specialists.

These learners will complement Computer Science graduates in that they will focus on systems integration, often using existing components as developed and fine-tuned by Computer Scientists. Therefore, such learners will be particularly well positioned to take responsibility for the implementation and operation of enterprise systems.

The Bachelors in Information Technology addresses the gap between vocational-focused Diploma qualifications and broad-based Degree qualifications (Computer Science and Information Systems) related to the computing disciplines. The Bachelors of Information Technology offer "internationally recognised academics", whilst delivering graduates competent to implement, maintain and support enterprise systems.

Information Technology can be characterised as the most integrative of the computing disciplines and the strength of the curriculum therefore lies in its breadth: the Information Technology (IT) graduate should be able to recognise any computing need and develop possible solution. The curriculum therefore covers a wide variety of computing-related topics. However, the curriculum also recognises that computing does not happen in isolation and must consider the context.

Rationale:
As an academic discipline, Information Technology (IT) focuses on preparing learners who can meet the computing technology needs of business, government, healthcare, schools and other kinds of organisations. Therefore this qualification will prepare the learners to have the right combination of knowledge and practical, hands-on expertise to be able to effectively manage an organisation's Information Technology infrastructure and give quality service to the people who use it.

This qualification is aligned to the Association for Computing Machinery and Institute of Electrical and Electronics Engineers (ACM/IEEE) Computing Curricula which states that Information Systems focuses on the design of systems and the Business Management aspects of Information Technology. Information Technology is the complement of that perspective whereby its emphasis is on the technology itself more than on the business aspects involved.

IT is a relatively new and rapidly growing field that started as a grassroots response to the practical, everyday needs of business and other organisations. Today, organisations of every kind are dependent on Information Technology. They need to have appropriate systems in place. These systems must work properly, be secured and upgraded, maintained and replaced as appropriate. Employees throughout an organisation require support from IT staff that understand computer systems and software and are committed to solving whatever computer-related problems they might have.

Thus the Bachelor of Information Technology qualification will enable learners to focus on the generation and use of information, to ensure that the organisation's infrastructure is appropriate and reliable.

Both Information Technology and Computer Science graduates create software. The software development emphasis, however, is different: Computer Science learners use software as the currency in which ideas are expressed and computing problems are explored whilst Information Technology graduates create software to solve real-world problems and integrate existing systems at a technical level. As such Information Technology in many cases would use the components and algorithms developed and refined by Computer Science.

The qualification addresses the gap between, on the one hand, understanding the information needs of the business and, on the other hand, implementing and developing new algorithms and components by having an organisational infrastructure and integration focus therefore this qualification has an organisational infrastructure and integration focus. Thus filling the gap between understanding the information needs of the business (Information Systems realm) and implementing and developing new algorithms and components (Computer Science realm).
The need for Information Technology graduates and in fact a graduate of all the computing disciplines is quite high throughout in the world and this is true nationally as the current demand for Information and Communications Technology (ICT) expertise outstrips supply.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL will be applied in line with the institution's Report of the Admissions Committee (AC): Policy on Recognition of Prior Learning (RPL).

The whole qualifications or parts of the qualifications will be evaluated for substantial similarly in terms of documented and verified module outcomes and contents.

Informal learning in the form of work-based learning (employment) will be evaluated for substantive equivalence to module outcomes and contents in terms of documented portfolios of evidence and interviews.

Entry Requirements:
The minimum requirement for this qualification is:

Senior Certificate (SC) with endorsement.
Or

National Senior Certificate (NSC) granting access to a Bachelor's Degree studies.
Or

National Certificate Vocational (NCV) at Level 4 granting access to a Bachelor's Degree studies.
Or

An Advanced Diploma in a cognate discipline.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Levels 5, 6 and 7 and elective modules at Level 7 with a minimum of 360 Credits:

Compulsory Modules Level 5, 120:

Mathematics Special A 101, 8 Credits.

Mathematics Special B 101, 8 Credits.

Business Statistics, 12 Credits.

Introduction to Information Technology, 14 Credits.

Information Technology Practice, 14 Credits.

Operating System Fundamentals, 14 Credits.

Communication Network Fundamentals, 14 Credits.

Programming Fundamentals 1A, 8 Credits.

Programming Fundamentals 1B, 8 Credits.

Information Technology (IT) Professional Practice, 20 Credits.

Compulsory Modules Level 6, 120:

Applied Data Analytics, 12 Credits.

Requirements Engineering, 10 Credits.

Database Design and Development, 20 Credits.

Interaction Design and Process Modelling, 15 Credits.

Web Applications Development, 15 Credits.

Network Management, 15 Credits.

Network Optimization and Security, 15 Credits.

Elective Modules at Level 6 (Choose one option):
Manufacturing Option:

Introduction to Manufacturing, 10 Credits.

Introduction to Automation, 10 Credits.

Population-based health care, 8 Credits.

Maritime Option:

Introduction to the Maritime Environment, 10 Credits.

Maritime Information Systems, 10 Credits.

Compulsory Modules Level 7, 120:

Re-usable Design and Development, 15 Credits.

Mobile Development, 10 Credits.

Multi-platform and Cloud Systems, 10 Credits.

Integrated Enterprise Systems, 10 Credits.

IT Management and Governance, 15 Credits.

Emerging Technologies, 15 Credits.

Project, 30 Credits.

Elective Modules at Level 7 (Choose one):
Manufacturing and Maritime Option:

Applied Programming, 15 Credits.

Health Informatics Option:

Management in Health Care, 15 Credits.

Health Care Systems, Policies and Regulations, 15 Credits.

EXIT LEVEL OUTCOMES

1. Analyse a problem in the enterprise and identify and define the requirements for an Information Technology (IT)-based solution.
2. Apply current computing concepts and practices in the core information technologies to design, implement and evaluate an IT-based solution to meet user requirements.
3. Use current techniques, skills and tools necessary to integrate apply IT-based solutions into the enterprise environment.
4. Demonstrate an understanding of best practices and standards and their application to the planning, design, development, deployment, administration and support of IT-based solutions in enterprises.
5. Understand how the professional, ethical, legal, security and social issues that technology-based solutions bring influence the responsibilities of Information Technology professionals within a local and global context.
6. Apply the principle of Ubuntu to ensure the effective functioning of teams responsible for implementation, maintenance and support of enterprise systems.
7. Communicate effectively across cultural boundaries with the user community, management, as well as to computing professionals.
8. Recognise that the field of Information Technology is continually changing and exhibit an ability to engage in self-directed continuing professional development.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit-Level Outcomes 1:

Solicit requirements for change through applying information technology through the use a range of methods.

Decompose complex problems into constituent components.

Describe computing requirements based on evidence from the user community.

Use theory-driven arguments to infer hidden requirements and prioritize identified requirements.

Recognise the constraints and context of the problem space.

Report requirements in an appropriate format for sign-off by users and interpretation by designers.

Associated Assessment Criteria for Exit-Level Outcomes 2:

Evaluate requirements to apply appropriate design tools and deal with constraints.

Model and compare possible solutions through rigorous theory- and evidence-based argumentation.

Apply mathematical and statistical concepts and procedures in a programming environment.

Communicate the design logic and relevant information in a technical report.

Review technology choices (hardware, software and network) for a problem situation.

Design and deploy suitable network and systems infrastructure according to a defined problem.

Design, develop, and deploy database for a user context.

Design, develop, and deploy desktop application for a user context.

Design, develop, and deploy web/internet-based application for a user context.

Design, develop, and deploy mobile applications for a user context.

Develop and evaluate effective user interaction designs for various form factors using user-cantered design and development practices.

Associated Assessment Criteria for Exit-Level Outcomes 3:

Select an appropriate strategy to integrate new software with legacy applications.

Use middleware solutions to integrate disparate applications.

Make effective use of network & systems infrastructure in a problem context.

Develop and Critique an enterprise deployment plan.

Evaluate the security risk of integrating disparate systems.

Associated Assessment Criteria for Exit-Level Outcomes 4:

Identify relevant best practice guidelines, standards or management frameworks in the management and governance of information technology.

Critically reflect on contradictions between selected standards or best practices.

Break down projects into manageable tasks with well-defined milestones and considering interdependencies.

Create user-friendly documentation.

Develop appropriate training interventions.

Analyse the effect that new or changed solutions will have on the IT Service Desk.

Use monitoring tools in the management of the IT environment.

Take the administration of applications into consideration during design and development.

Associated Assessment Criteria for Exit-Level Outcomes 5:

Identified and consider the global reach and context of information technology in designs.

Explain and justify the changes that will happen due to the introduction or change in information technology, describing the nature and complexity of ethical and social dilemmas present.

Assess the design through technical, socio-economic, environmental, as well as legal and ethical lenses.

Recognise the influence of peripheral disciplines on the problem space.

Consider risks related to security during design and development of information technology solutions.

Accept the responsibility for consequences stemming from own actions.

Associated Assessment Criteria for Exit-Level Outcomes 6:

Show an understanding that an individual in a team is there because of the team.

Make contributions to team activities that support the output of the team as a whole.

Carry out individual work effectively, strategically and on time, showing the necessary respect for the team.

Select appropriate resources for tasks that team must accomplish.

Assign responsibilities to people with the appropriate skills.

Communicate effectively as part of the project team.

Associated Assessment Criteria for Exit-Level Outcomes 7:

Use appropriate visual techniques to communicate the project plan to stakeholders.

Produce requirements specifications suitable of communicating technical requirements to technical staff and confirm requirements with users.

Use communication and the structure, style and language of written and oral communication appropriately for the purpose the target audience.

Use graphics appropriate and effective in enhancing the meaning of text.

Use visual materials to enhance oral communications.

Use accepted method for providing information to others involved in the IT-related activities.

Deliver oral communication fluently with the intended meaning being apparent.

Create and distribute digital media to a variety of platforms.

Associated Assessment Criteria for Exit-Level Outcomes 8:

Manage learning tasks autonomously and ethically, individually and in learning group.

Reflect learning undertaken is on and own learning requirements and strategies are determined to suit personal learning style and preferences.

Source relevant information, organize and evaluate it.

Comprehend and apply the knowledge acquired outside of formal instruction.

Challenge assumptions critically and embrace new thinking.

Integrated Assessment:
Formative and summative assessments will include inter alia the following:
Formative Assessment:

Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.

Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.

Class tests with direct formative feedback via memoranda and discussions.

Computer based simulations.

Computer based interactive feedback using clicker-based systems.

Summative Assessment:

Closed and/or open book tests including scoring and feedback.

Individual projects and assignments including feedback via assessment rubrics and scoring.

Group projects and assignments including scoring and feedback via assessment rubrics.

Individual Presentations including feedback via assessment rubrics, lecturer and peer scoring.

Closed or open book examinations.

Integrative Assessment:

The Project in Year 3, with comprehensively detailed criteria, will provide the opportunity for comprehensive integrative assessment covering the complete spectrum of the learning achieved.

Both formative and summative assessment processes, throughout the duration of the Project, will provide an opportunity for the learners to validate that they are able to integrate concepts, ideas and actions across the learning to achieve the required competence in order to meet the purpose of the learning.

The assessment tools will critically evaluate the candidate's knowledge, critical thinking and evaluation prowess as well as communication and presentation skills.

INTERNATIONAL COMPARABILITY

International Comparability:
Internationally the three largest professional organisations dealing with the field of Computing Association for Computing Machinery, Institute of Electrical and Electronics Engineers, Computer Science and Association for Information Systems (ACM, IEEE CS and AIS) identified five distinct disciplines within the general field of Computing: Computer Science, Information Systems, Information Technology (IT), Computer Engineering and Software Engineering. Core curricula for each of the disciplines are created through large international working groups. Accreditation bodies, such as Accreditation Board for Engineering and Technology (ABET), accredits Information Technology as separate from the other 4 disciplines. Currently more than 30 Information Technology programmes across the world are accredited by ABET. The international trends confirm the need to cater for both a broad-based education and the technology-focus profession-based Degrees.

There are 35 institutions that are ABET accredited in Information Technology representing five different countries. Five of those institutions were more closely examined (Capella University, United States Naval Academy, University of Cincinnati, Rochester Institute of Technology and King Abdulaziz University in Saudi Arabia). All five mirror what is found in the ACM/IEEE Information Technology 2008 Curriculum Guidelines document. In order to be ABET accredited in Information Technology, an institution would have to demonstrate where the core areas are covered in their learning. This allows for some distinction amongst the IT s as well as flexibility.

The five qualifications:

Capella University - Bachelor of Science in IT.

United States Naval Academy Bachelor of Science Information Technology.

University of Cincinnati Bachelor of Science Information Technology.

Rochester Institute of Technology - Bachelor of Science in Computer and Information Technologies.

King Abdulaziz University in Saudi Arabia Bachelor of Science in Information Technology.

These qualifications are all ABET accredited. However it should be noted that they typically are four/five year programmes with a work in industry experience and allow learners direct access to a Master's Degree.

Conclusion:
The Bachelor of Information Technology compares with the cited accredited qualification in terms of purpose and content, the difference is that these qualifications give access to Master's Degree.

ARTICULATION OPTIONS

The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

Horizontal Articulation:
Bachelor of Science/Bachelor of Commerce (BSc/BCom) Degree.

Vertical Articulation:
The Bachelor of Information Technology graduates meeting defined academic standards will meet the admission criteria to the 120 Credits Level 8 Bachelor of Information Technology (Honours) Degree.

Candidates may articulate vertically into 120 Credits Level 8 Postgraduate Diplomas at other institutions.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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.	Nelson Mandela University