SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Information and Communication Technology

SAQA QUAL ID	QUALIFICATION TITLE
100734	Master of Information and Communication Technology
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's 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	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-06-30		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 qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
78758	Master of Technology: Information Technology	Level 8 and above	NQF Level 09	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the qualification is to develop specialised ICT professionals and researchers equipped with advanced, applied, and theoretical knowledge to solve complex real-world problems in the ICT field. This qualification allows learners to deepen their expertise in one or more ICT areas such as software development, data analytics, communication networks, mobile solutions, or ICT4D, while promoting innovative thinking, critical problem-solving, and applied research skills. It is designed for working professionals, aspiring researchers, and ICT specialists seeking career advancement or aiming to transition into academic or leadership roles. Learners will gain specialised skills relevant to the evolving digital economy, thereby enhancing their career mobility, capacity for innovation, and lifelong learning potential.

This professional master's qualification is part of the academic and applied research pathway. It combines structured coursework with a research component designed to enhance disciplinary knowledge and professional practice. Upon completion, learners will demonstrate mastery of complex ICT concepts and practices, be capable of formulating and leading research-driven or design-oriented projects and applying research to develop context-sensitive digital solutions. They will also be able to evaluate technological options, develop appropriate solutions within specific contexts, and align digital tools with organisational, developmental, or socio-economic goals. This blend of practical expertise and academic rigour prepares graduates to act as advanced practitioners or transitional researchers.

A qualified learner will be able to:

Apply advanced ICT theories, tools, and methodologies to develop innovative digital solutions in diverse contexts.

Undertake independent, original applied research that contributes to ICT knowledge and practice.

Engage in critical analysis, synthesis, and evaluation of current trends and challenges in ICT domains.

Design, implement and manage projects that integrate ICT with business, societal or developmental objectives.

Collaborate in interdisciplinary environments, applying professional and ethical standards in practice.

Communicate research and technical findings effectively to both expert and non-expert audiences.

Demonstrate a high level of self-management, accountability, and commitment to professional growth.

In addition, learner attributes such as the application of suitable methods, procedures and techniques; the ability to access, process and communicate complex information; ethical reasoning; collaborative teamwork; and responsible use of digital technologies will be incorporated throughout the learning journey. The qualification aims to develop capabilities aligned with SAQA Level 9 descriptors, including advanced problem-solving, reflective practice, and the application of science and technology to societal challenges.

Rationale:
The qualification has been developed in response to the need for a flexible yet rigorous postgraduate programme that supports the upskilling and professional development of ICT practitioners. Unlike traditional academic programmes, this qualification combines applied research with contextual specialisation. A review of the NQF and related frameworks confirms that no equivalent professional master's qualification currently exists with the same balance of coursework and applied research, and with specific emphasis on professional contexts such as ICT4D, public sector informatics, and mobile solutions. The qualification addresses a gap between practice-oriented qualifications and academic research, particularly in the context of 4IR and digital transformation.

This qualification is aligned with sectoral needs identified in the National Development Plan 2030, the National Digital and Future Skills Strategy, and the MICT SETA Sector Skills Plan, which highlight the need for highly skilled ICT professionals capable of innovation, systems thinking, and digital leadership. The development process involved consultations with various stakeholders, including the Institute of Information Technology Professionals South Africa (IITPSA), higher education institutions, industry representatives, and public sector departments. These consultations confirmed the necessity of a programme that enables experienced practitioners to build on their existing expertise while contributing new knowledge and solutions to real-world challenges. The qualification will support economic competitiveness, ICT sector transformation, and digital inclusion in South Africa.

Typical learners include experienced ICT professionals, graduates of Honours or equivalent Level 8 programmes, and candidates aiming to strengthen their credentials for leadership, teaching, or research roles in ICT. The qualification is also suitable for those moving from technical roles into strategic, developmental, or consultative functions. Graduates may enter or advance in roles such as systems architects, software engineers, ICT consultants, business intelligence analysts, digital innovation leads, or academic researchers. The qualification supports both upward progression into doctoral studies and lateral movement into related ICT areas, including public informatics, e-government, and health informatics.

The development of this qualification was shaped by collaborative input from IITPSA, ICT industry players, and academic quality councils. Although it is not directly linked to a statutory professional designation, the qualification improves eligibility and preparedness for professional recognition in areas requiring research and specialised expertise. The programme supports the objectives of professionalisation in ICT, as outlined in the SAQA framework, and aligns with sectoral efforts to strengthen the academic and occupational identity of ICT practitioners.

Graduates of this master's programme typically pursue advanced roles across the ICT industry, academia, and the public sector. These may include specialised consultant roles, technical leadership positions, academic lecturing, or research and innovation management. The qualification provides vertical articulation into a Doctor of Philosophy in Informatics or related doctoral-level studies, while supporting workplace-based advancement in innovation-intensive or strategy-oriented environments. It promotes mobility within the professional ecosystem and strengthens the national pipeline of ICT researchers and leaders.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
CPUT has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

RPL for access:

Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
RPL for exemption of modules

An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.
RPL for credit:

An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Science Honours in Information Technology, NQF Level 8.
Or

Postgraduate Diploma in Computer Science, Information Technology, Information Systems, Information and Communication Technology (ICT), or any other related field such as Information Management (IM) at NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at NQF Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 120 Credits:

Research Training and Methodology, 30 Credits.

Mini-Thesis, 90 Credits.

Electives, Level 9, 60 Credits (Choose three modules):

Computational Informatics, 20 Credits.

Social Computing, 20 Credits.

Data Mining and Information Analysis, 20 Credits.

Community Informatics, 20 Credits.

Social Theory and Development Studies, 20 Credits.

Animation and Simulation Technologies, 20 Credits.

Social Media, 20 Credits.

Big Data and Analysis, 20 Credits.

Mobile Technologies, 20 Credits.

Computer Security, 20 Credits.

Routing Protocols and Algorithms, 20 Credits.

Network Management Models, 20 Credits.

Distributed Systems and Cloud Computing, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate understanding and in-depth and specialist knowledge, skills and applied com-petence of the research methodologies applicable to the disciplinary and applied professional environment of Information and Communication Technology (ICT).
2. Critically interrogate, evaluate and apply theoretical knowledge and practical competence associated with various and specialist research approaches appropriate to the professional and academic environment of ICT.
3. Evaluate current and relevant theoretical and practice-based knowledge processes and appropriately apply such knowledge in various processes of enquiry associated with the ac-ademic and professional field of ICT.
4. Employ systematic and critically informed approaches to solve complex and challenging problems located primarily in the ICT professional environment and demonstrate their in-depth theoretical and practical knowledge, skills and applied competence.
5. Respond, act and make decisions in ways that demonstrate independent ethical and profes-sional awareness and aptitude.
6. Source, interrogate and critically evaluate information from various sources and appropriate-ly use reports and communicate such information in a manner that recognises the different needs and requirements of the professional or academic ICT context and audience.
7. Demonstrate ethical and professional practice in relation to the research study in the field of ICT.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate a systematic knowledge, understanding and critical awareness of current problems and new insights informed by, the forefront of the academic discipline, field of study or area of professional practice.

Evaluate methodologies critically and, where appropriate, to propose new hypotheses and produce a research proposal.

Associated Assessment Criteria for Exit Level Outcome 2:

Provide evidence of relevant and sound analysis within the specialised area, with some ability to evaluate critically.

Analyse complex issues and make appropriate judgements.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate a sound knowledge and understanding of knowledge materials within a specialised field of study.

Demonstrate an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.

Associated Assessment Criteria for Exit Level Outcome 4:

Deal with a range of complex issues both systematically and creatively, making excellent judgements in the absence of complete data.

Associated Assessment Criteria for Exit Level Outcome 5:

Show a high level of consistency and autonomy in planning and implementing tasks at a professional or equivalent level.

Demonstrate the skills and attitudes needed to advance own knowledge and understanding, and to develop new skills to a high level.

Demonstrate the independent learning ability required for continuing professional development.

Demonstrate autonomy and notable originality in tackling and solving demanding problems.

Associated Assessment Criteria for Exit Level Outcome 6:

Conduct a systematic literature review on the subject and evaluate critically examples of literature relating to current research and advanced scholarship in the field.

Communicate arguments, evidence and conclusions clearly to specialist and non-specialist audiences.

Associated Assessment Criteria for Exit Level Outcome 7:

Adhere to institutional policies and requirements in terms of plagiarism.

Exercise informed judgement and make autonomous decisions in relation to ethical, cultural, research and professional issues relevant to the research problem.

Consider issues of confidentiality, where applicable, and adhere to institutional arrangements in this regard.

Critically contribute to the development of ethical standards in a specific context, where applicable to the research project.

Integrated Assessment
Formative Assessment:

Formative assessment consists of a variety of assessment tasks relevant to the field of study which could include face-to-face discussions with a supervisor, peer group discus-sions, seminars and presentations, class quizzes, class projects, take-home assign-ments, examinations and term paper reports.

Learners undertake a research project on an advanced and relevant research problem that leads to a mini-thesis. Continuous assessment of progress is via regular meetings with a supervisor. Learners and supervisors enter into a contract that describes mutual responsibilities.

Submit at least one article related to the thesis with a DHET-accredited journal.

Summative Assessment:

Summative assessment will take place at the end of a section of work/semester/year and is aimed at assessing learners' attainment against the learning outcomes of the qualifica-tion and module(s).

Summative assessments are internally and externally moderated based on institutional policy and requirements.

Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examinations.

INTERNATIONAL COMPARABILITY

This Master of Information and Communication Technology (MICT) qualification has been compared with similar qualifications offered by internationally accredited higher education institutions in France and the Netherlands. The specific qualifications used for comparison are the MSc in Informatics offered by the Grenoble Institute of Technology in France and the Master of Science in ICT at Eindhoven University of Technology in the Netherlands. These institutions were selected based on their reputation for academic excellence, strong ICT research and development capabilities, and alignment with the European Qualifications Framework (EQF), which promotes academic mobility and comparability across international contexts.

These qualifications were selected for their international reputation, industry-relevant curricula, and relevance to South Africa's fast-changing digital economy. France and the Netherlands were chosen as comparator countries due to their leading roles in digital infrastructure, applied computing education, and innovation ecosystems aligned with the European Qualifications Framework (EQF), which facilitates cross-border recognition of qualifications.

Compared to the South African MICT qualification, all three qualifications share a professional focus that combines advanced coursework with practice-based research or a capstone project. The Grenoble Institute's MSc in Informatics consists of three semesters of coursework and laboratory training (90 ECTS), followed by a six-month individual research project (30 ECTS), aligning with the South African structure of 120 credits of coursework and a 60-credit mini-thesis.

Similarly, the qualification offered at Eindhoven is a two-year programme that includes domain specialisations, project-based learning, and a strong focus on ICT's application to societal issues, an emphasis reflected in the South African MICT through modules such as ICT4D, Social Computing, and Community Informatics.

Entry requirements for all qualifications are comparable, requiring an NQF-equivalent Bachelor Honours or Postgraduate Diploma (Level 8) in Information Technology or related fields. The South African qualification explicitly allows for vertical progression from such programmes, similar to the European qualifications which align with the Bologna framework standards.

While the European qualifications correspond to Level 7 of the EQF, the South African MICT is positioned at NQF Level 9, indicating a comparable level of complexity, independence, and academic depth. Regarding credits, the MICT requires 180 South African credits, which are broadly equivalent in notional hours to the 120 ECTS used across European Master's programmes degrees.

Assessment methods across all three qualifications include modular evaluation, ongoing coursework assessment, and a final evaluation of a research-based thesis or applied project. The requirement for the South African qualification to publish or submit research to a DHET-accredited journal enhances its alignment with international research dissemination standards.

Duration is comparable: all qualifications generally take about two years of full-time study. Regarding articulation, the MICT aligns vertically with a doctoral qualification (NQF Level 10), consistent with European frameworks that position these Master's qualifications as the final degree before a doctorate study.

In conclusion, the Master of Information and Communication Technology compares favourably with similar international qualifications in France and the Netherlands. It maintains a strong balance between theoretical depth, practical relevance, and transformative social objectives. The qualification aligns well with global standards in ICT education, supports learner and academic mobility, and contributes significantly to national and international professional development in the digital sector economy.

ARTICULATION OPTIONS

This qualification offers possibilities of vertical and Horizontal articulation.

Horizontal Articulation:

Master of Information Technology, NQF Level 9.

Master of Science in Information Technology Management, NQF Level 9.

Vertical Articulation:

Doctor of Information and Communication Technology or related fields, NQF Level 10.

Doctor of Philosophy in Computer Science, NQF Level 10.

Diagonal Articulation:
There are no diagonal articulation possibilities for this qualification. Diagonal articulation to the OQSF is not possible, as there are currently no NQF level 10 OSQF qualifications.

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.	Cape Peninsula University of Technology