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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Information and Communications Technology 
SAQA QUAL ID QUALIFICATION TITLE
104534  Bachelor of Information and Communications Technology 
ORIGINATOR
Durban 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
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to give learners opportunity to explore a broad range of aspects of Information and Communication Technology (ICT), and to equip them with knowledge and relevant skills in a variety of key areas of ICT for a lifelong career.

This qualification also provides both a theoretical and practical focus, which aims to develop technological understanding and skills that are in high demand throughout the ICT industry. Graduates will be capable of understanding and improving organisational processes through the use of ICT.

Graduates will be up-to-date with current issues in ICT, understand the changing technical and commercial nature of the ICT industry, and have the skills to implement industry-standard technology.

The Degree further produces ICT graduates who are confident and articulate team players, and who are attuned to the needs, methods and attitudes of business and society. It further develops the necessary analytical and research skills to prepare a qualifying learner for further studies in ICT at Postgraduate levels.

Rationale:
The Bachelor of Information and Communications Technology is designed to reflect the latest workplace-based needs of the Information and Communications Technology (ICT) industry, to ensure that qualifying learners will have accessibility to be employed within the industry. It is grounded in a fundamental body of computing knowledge.

Learners will gain a solid knowledge-base of systems analysis and design, programming, databases, project management and information technology. They will be able to provide professional services to various types of businesses as Systems Analysts, Database Administrators, Network Administrators and Programmers, or to work as members of Information Technology (IT) project teams.

This qualification contributes to regional and national goals by making it possible for a greater number of learners to enter and succeed as learners of ICT at a tertiary level. The curriculum is structured in such a way that learners, during the course of their studies will be exposed to certain generic competencies that will assist them in their future careers. Such competencies include:
  • Communicate effectively using written and spoken English in a professional context; adapt personal interaction style to a given audience; work efficiently in a team, guide and direct other team members; identify the pertinent legal and ethical issues and be familiar with the generic and specialised software tools used by IT professionals.
  • Demonstrate problem-solving skills to apply technologies to new situations when implementing, maintaining, documenting and troubleshooting small-scale systems.
  • Work effectively with others as a member of a team, group, organisation, and community.
  • Take initiative and work independently.
  • Use abstraction and computational, creative and critical thinking to problem solve.
  • Continue lifelong learning.
  • Be aware of the social consequences of their work.
  • Adhere to codes of professional conduct and practice.
  • Respond appropriately to economic, social, legal, and ethical considerations.
  • Commitment to lifelong learning.

    The structure and content of this qualification enables a learner to build a solid knowledge base in the core fields of ICT and its related subjects.

    This qualification is intended to enhance readiness for further study in ICT and related fields at Honours and Master's education levels, as well as providing for employment in the industry. The qualification provides a graduate learner with the flexibility to articulate within the ICT industry into a wide variety of specialisations and to operate in other industries where ICT is a key component. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification makes the Recognition of Prior Learning possible. Learners may be admitted into this qualification via the RPL route, which includes formal, informal and non-formal learning and work experience.

    If a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    RPL is to be done in accordance with standard of the Institution policies and procedures.

    Entry Requirements:
    The minimum requirements for admission to Bachelors Studies are:
  • A Senior Certificate with endorsement.
    Or
  • National Certificate (Vocational) granting admission to Bachelor Degree studies.
    Or
  • National Senior Certificate granting admission to Bachelor Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 5, 6, and 7, and elective modules at Level 7 totalling 376 Credits.

    Compulsory Modules, Level 5, 76 Credits:
  • Cornerstone 101 (Inst GE), 12 Credits.
  • Introduction to Computing, 12 Credits.
  • Software Development Fundamentals, 12 Credits.
  • Interpersonal Communication and Self (Inst GE), 8 Credits
  • Systems Fundamentals, 12 Credits.
  • Law for Life (Inst GE), 8 Credits.
  • Organisational Behaviour 2, 12 Credits.

    Compulsory Modules, Level 6, 172 Credits:
  • Business Fundamentals 1 (FGE), 12 Credits.
  • Discrete Structures, 16 Credits.
  • Mathematics for Computing 1A, 12 Credits.
  • Entrepreneurship Spirit (FGE), 12 Credits.
  • Business Fundamentals 2 (FGE), 12 Credits.
  • Algorithms and Data Structures 2, 12 Credits.
  • Information Assurance and Security 2, 16 Credits.
  • Programming Languages 2, 12 Credits.
  • Mathematics for Computing 1B, 12 Credits.
  • Networks and Operating Systems 2, 16 Credits.
  • Computer Organisation and Architecture 2, 16 Credits.
  • Systems Analysis and Design 2, 12 Credits.
  • Information Management 2, 12 Credits.

    Compulsory Modules, Level 7, 108 Credits:
  • Platform Based Development 3, 16 Credits.
  • Project 3A, 16 Credits.
  • Project 3B, 16 Credits.
  • Integrative Programming and Technology 3, 16 Credits.
  • Industry Exposure, 12 Credits.
  • Social and Professional Issues 3,16 Credits.
  • Software Engineering 3, 16 Credits.

    Elective Modules, Level 7, 32 Credits (select two):
  • Strategy Acquisition and Management 3, 16 Credits.
  • Parallel and Distributed Computing 3, 16 Credits.
  • Human Computer Interaction 3, 16 Credits.
  • Graphics 3, 16 Credits.
  • Machine Intelligent 3, 16 Credits.
  • Web Systems and Technology 3, 16 Credits.
  • Business Intelligence 3, 16 Credits.
  • Project Management 3, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop and implement effective ICT based solutions to complex problems.
    2. Apply sound software engineering principles to design and implement medium-to-large scale information systems.
    3. Solve difficult computing problems using critical, creative and scientific reasoning skills.
    4. Apply current technical knowledge and practices in the core ICT technologies.
    5. Apply mathematical foundations and algorithmic principles in the modeling and design of computer-based systems.
    6. Evaluate current and emerging technologies and assess their applicability to address user needs.
    7. Analyse the impact of technology on individuals, organisations and society, including ethical, legal, security and social issues. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Design, develop and implement IT-based solutions according to user needs.
  • Design, develop and implement a project plan.
  • Execute the process with due consideration for issues of relevance when integrating the solution into an existing user environment.
  • Execute the process using a collaborative approach, in a team striving to accomplish a common goal by integrating personal initiative and group cooperation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and formulate the design problem to satisfy user needs.
  • Analyse and model software requirements.
  • Formulate implementation and deployment plans for new systems.
  • Apply and evaluate correct principles and software design tools.
  • Identify the effect of information systems on the way a business operates.
  • Evaluate alternatives and preferred solution.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate logical thinking.
  • Reflect upon thinking and reasoning processes.
  • Formulate, analyse and solve concrete and abstract problems, in familiar and unfamiliar contexts.
  • Apply knowledge of theory to real-world contexts.
  • Integrate knowledge, e.g. from various disciplines or modes of enquiry, in solving problems.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and explain concepts and practices related to core information technologies.
  • Apply concepts and practices related to core information technologies.
  • Identify key characteristics of computer network infrastructures.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Recognise the foundation that IT is built upon in the various aspects of Mathematics.
  • Apply Mathematical concepts and procedures in a programming environment.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify current and emerging technologies that may impact on business systems success and efficiency.
  • Evaluate current and emerging technologies to assess their applicability to address user needs.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assess the impact of technology on individuals, organisations and society, including ethical, legal and policy issues.
  • Recognise and apply principles of teamwork, including (but not limited to) conflict resolution, group dynamics, leadership styles, collaboration and cross-functional teams.
  • Assess the impact of technology on group work in project teams collaborating in IT-related projects.
  • Implement the security features and the various levels of security in existing applications.

    Integrated Assessment:
    This qualification makes use of assessment practices that are integrated as far as possible with other aspects and makes use of practical contexts wherever possible. A variety of methods are used in assessment and tools and activities that are appropriate to the context in which the student is working or will work. Where it is not possible to assess the student in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques are used to provide a context appropriate to the assessment. Theoretical and practical components are assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment is provided through:
  • Portfolios.
  • Simulations.
  • Practical workbooks.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Competency evaluations of practical skills.
  • Face to face contact with student.

    Assessment practices ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is in line with the following standards:
    Association of Computing Machinery: the curriculum is built upon the Association of Computing Machinery (ACM) Curricular Model and embodies the goals and outcomes, as articulated by the ACM. The ACM is a leader in formulating curricula guidelines for computing-related fields at all levels from high school through to tertiary level and is recognized internationally. The field of Computing includes disciplines of Computer Science, Information Technology, Information Systems, Software Engineering and Computer Engineering. The design of this qualification specifically draws from the fields of Computer Science, IT and Information Systems (IS) and is comparable to other international qualifications that have been constructed on similar guidelines.

    In particular this qualification is with the Bachelor of Information Technology and Bachelor of Computer Science and Technology in University of Sydney. It is also compared with the Bachelors' Degree in Vancouver Island University, University of Alaska Fairbanks, University of Colombo (Sri Lanka), University of Guelph and University of Western Sydney. These international universities have Bachelor's Degrees that generally use one or two fields such as Computer Science and IT or Software Engineering and Computer Science or Information Technology.

    Conclusion:
    This qualification is comparable to similar international computing Degrees mainly because of its adoption of the ACM curriculum guidelines which are internationally well established. This comparison is strengthened by the fact that this qualification shares the following attributes with the afore-mentioned international Degrees in terms of:
  • Characteristics of the graduate.
  • The body of knowledge.
  • Consideration of institutional requirements such as General Education.

    ICT in its broadest sense encompasses all aspects of computing technology. IT focuses on meeting the needs of users within an organisational and societal context through the selection, creation, application, integration, and administration of computing technologies. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation with other institutions which may present similar qualifications, both nationally and internationally.

    Horizontal Articulation:
  • Any relevant cognate qualification at Level 7.

    Vertical Articulation:
  • Any relevant cognate qualification at Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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. Durban University of Technology 


    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.