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 QUALIFICATION: 

Bachelor of Science in Computing 
SAQA QUAL ID QUALIFICATION TITLE
109065  Bachelor of Science in Computing 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
80466  Bachelor of Science in Computing  Not Applicable  NQF Level 07  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this qualification is to provide learners with theoretical and practical knowledge about the nature of computing. This qualification serves to deepen the learner's expertise in the computing discipline and to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of discipline and field of study in computing. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Prior accredited learning of a learner at the Further Education and Training (FET) or Higher Education and Training (HET) level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for the Bachelor of Science and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning:
An applicant who falls outside of the formal qualifications system but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the recognition of prior learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning programmes prior to admission or to parallel programmes after admission.

Entry Requirements:
The minimum entry requirement is:
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 360 Credits.

    Compulsory Modules at Level 5: 72 Credits:
  • Linear Algebra, 12 Credits.
  • Computer Systems: Fundamental Concepts, 12 Credits.
  • Theoretical Computer Science I, 12 Credits.
  • Introduction to Programming I, 12 Credits.
  • Introduction to Business Information Systems, 12 Credits.
  • Introduction to Programming II, 12 Credits.

    Elective Modules at Level 5:
  • Calculus A, 12 Credits.
  • Human-Computer Interaction I, 12 Credits.
  • Visual Programming I, 12 Credits.

    Compulsory Modules at Level 6:
  • Programming: Contemporary Concepts, 12 Credits.
  • Introduction to Statistics,12 Credits.
  • Object-Oriented Analysis, 12 Credits.
  • Databases I, 12 Credits.
  • Theoretical Computer Science Ii, 12 Credits.
  • Structured Systems Analysis and Design, 12 Credits.
  • Programming: Data Structures, 12 Credits.
  • Computer Organisation, 12 Credits.
  • Computer Networks I, 12 Credits.
  • Advanced Systems Development, 12 Credits.

    Elective Modules at Level 6:
  • Numerical Methods I, 12 Credits.
  • Formal Logic II, 12 Credits.
  • Visual Programming II, 12 Credits.
  • Numerical Methods II, 12 Credits.

    Compulsory Modules at Level 7:
  • Operating Systems and Architecture, 12 Credits.
  • Software Project Management, 12 Credits.
  • Theoretical Computer Science III, 12 Credits.
  • Advanced Programming, 12 Credits.
  • Database Design and Implementation, 12 Credits.
  • Databases II, 12 Credits.

    Elective Modules at Level 7:
  • Techniques of Artificial Intelligence, 12 Credits.
  • Computer Graphics, 12 Credits.
  • Human-Computer Interaction II, 12 Credits.
  • Formal Logic III, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, analyse, formulate and solve convergent and divergent problems and issues related to the natural and human environments.
    2. Work effectively with others as a member of a team, group, organisation or community.
    3. Manage and organise own activities and life responsibly and effectively, including own studies within the open and distance learning context.
    4. Collect, analyse, organise and critically evaluate information, as required.
    5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and for written presentation, often in pieces of sustained discourse.
    6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global context.
    7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging own responsibilities to those in the local and broader community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes:
    1 a).
  • The core concepts and principles of the discipline are identified, described and explained.
  • The relationships among the core concepts and principles are demonstrated.
  • The range and limits of applicability of the core concepts and principles are identified.
  • The core concepts and principles are applied to standard problems.

    1 b).
  • Examples of changes in knowledge and understanding in a discipline are described and explained.
  • The limitations of basic techniques used in a discipline are appraised.
  • The significance of contested scientific knowledge in a contemporary context is recognised.
  • An understanding of how scientific information and ideas become generally accepted is demonstrated.

    2 a).
  • The library, internet and other data storage and retrieval facilities are used to access information.
  • Scientific reasoning is used to evaluate the quality of information.
  • Information from a variety of sources, which may be contradictory or divergent, is synthesised.

    2 b).
  • Appropriate procedures for generating relevant information are designed, selected and applied with due concern for bias and for any ethical or safety considerations.
  • Appropriate forms of enquiry are conducted by applying standard procedures within the discipline such as experimental or computational techniques, or deductive reasoning.
  • Data are collected and recorded accurately, truthfully and in appropriate formats.
  • Data and scientific evidence are analysed and from such analysis valid arguments and conclusions are presented.

    3.
  • Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
  • Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
  • Hypothetico-deductive reasoning can be performed.
  • Cause-effect relations can be discerned in the face of some level of uncertainty or gap in available information.
  • Thinking and reasoning processes are reflected upon.
  • The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.

    4.
  • Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
  • Scientific information is presented verbally in front of others.
  • Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
  • Non-verbal forms of representation are used correctly and appropriately.

    5.
  • Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
  • The knowledge of theory is applied to particular real-world contexts.
  • Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.

    6.
  • Tasks related to basic computer literacy skills are performed.
  • The validity of ICT solutions for problems posed by a discipline are critically assessed.
  • Information and Communications Technology (ICT) that is appropriate to the particular discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

    7.
  • Evidence of successful and effective contributions in group work is provided.
  • The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
  • Organisational skills in managing group work are applied.

    8.
  • Scientific knowledge that is relevant to current societal issues is identified.
  • Public information dealing with current scientifically related issues is critically evaluated.
  • Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
  • The socio-economic impact of scientific interventions in society is identified.
  • Scientific knowledge is applied for the direct benefit of others, e.g. to junior students, in schools or in the community.

    9.
  • Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
  • Effective learning strategies which suit personal needs and contexts are developed and used.
  • Effective time management is demonstrated, e.g. by completing tasks to deadlines.

    Integrated Assessment:
    Formative Assessment is done by means of activities in study guides, self-assessment questions in study guides and self-assessment assignments as well as written assignments that have to be submitted for assessment. The assignments are either in the form of multiple-choice questions (MCQs), short questions, essays or a combination. Students submit three assignments for each module. The marks obtained for these assignments contribute a minimum of 20% towards the final mark for the module. The remaining mark is made up of the examination mark.

    Feedback on activities and self-assessment questions are provided in study guides and tutorial letters. Individual feedback on assignments is provided by assessors in marked assignments while general feedback on these assignments is provided in tutorial letters.

    Summative Assessment is conducted by means of a two- to three-hour examination per module. Feedback on summative assessment (examinations) is provided to individual students upon request. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Science (BSc) in Computing is comparable to other similar BSc qualifications from around the world with regards to outcomes and assessment criteria, degree of difficulty and notional learning time. The development of this standard involved the following:
  • This South African Qualifications Authority (SAQA) Level Descriptors for Level 6 were used to design this qualification standard. These Level Descriptors are internationally benchmarked criteria based upon published work of the National Quality Assurance bodies in England, Scotland, Northern Ireland, New Zealand, and Australia.
  • This Qualification has used the Qualification Descriptors for the General Bachelor's Degree, which are currently in the Council on Higher Education (CHE) draft 'National Academic Policy'.
  • The process followed in developing this Qualification has been reached through the consensus of the South African universities (SAUVCA) and other accreditation bodies e.g. South African Council for Natural Scientific Professions (SACNASP) and represents the collective experience of universities and individual scientists in South Africa. 
    		•

    ARTICULATION OPTIONS 
    Vertical Articulation:
  • Bachelor of Science Honours. 
    		•

    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.
     
    NONE 


    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.