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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Information and Communication Technology in Applications Development 
SAQA QUAL ID QUALIFICATION TITLE
117974  Advanced Diploma in Information and Communication Technology in Applications Development 
ORIGINATOR
Mangosuthu University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  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  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2020-12-04  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Advanced Diploma in Information and Communication Technology in Applications Development provides for the continuing professional development of Information and communications technology (ICT) practitioners through the inculcation of a deep and systematic understanding of current thinking, practice theory and methodology in the area of applications development. The qualification prepares learners for Postgraduate study through the deepening of their knowledge and understanding of theories, methodologies and practices in ICT, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate applications development methods and techniques. A qualifying learner will have specialised knowledge of the ICT industry in applications development and will be able to manage a software/applications development or another ICT-related environment.

The qualification intends to also ensure that learners are well rounded where they can interact effectively with their changing environment and act responsive and responsible within a variety of social and cultural settings. Various activities like problem-solving and reflexive practices, which are aligned to the graduate attributes and the exit level outcomes, will help to develop a well-rounded learner.

Upon completion of the qualification the learner will be able to:
  • Apply research techniques to propose solutions to an identified IT or business-related problem.
  • Apply information and project management principles to IT or business-related environments.
  • Effectively administer and/or assist in the management and control of an IT environment by applying IT management and governance principles.
  • Formulate, undertake and resolve complex theoretical and practice-related problems and tasks through the selection and use of appropriate applications development technologies, methods and techniques.

    Rationale:
    This qualification has been formulated according to the HEQSF (2013). The qualification incorporates the latest ICT industry requirements and has been developed in such a manner as to ensure that qualifying learners will be employable within the ICT industry or operate in other industries where ICT is a key component. This qualification is an advanced undergraduate specialisation qualification that enhances readiness for further research-based study in ICT and related fields at postgraduate levels, as well as providing for employment in the industry.

    The design of the qualification caters for the ICT-industry needs for life-long learning, continuing professional development and specialisations at higher levels. The qualification design process referenced the Association for Computing Machinery (ACM) curriculum and the recent joint reports of the ACM and the Institute of Electrical and Electronic Engineers (IEEE Computer Society). These have become the 'de facto' standard for IT curriculum models and contain undergraduate curriculum design recommendations which were considered during the development of this qualification.

    The qualification is supported by the Information and Communication Technology Advisory Committee (ICTAC), a committee comprising of representatives of the ICT industry and representatives from academia constituted in terms of the institutions' policy on Advisory Committees for purposes, amongst others, of advising the department on curriculum and related issues. Furthermore, the ICTAC has always been advocating for vertical articulation as this will enhance the employability of the learners and provide additional opportunities for developing the competitive edge in the quest to further careers in ICT. Also, this qualification is expected to provide learners with an advanced entry into the ICT industry and is intended to establish a solid foundation for further specialisation into the Applications Development field.

    The qualification serves as a platform for entry into Postgraduate studies thereby contributing to the national development goals of increasing the number of Postgraduates in South Africa - increasing access to postgraduate qualifications for the previously disadvantaged community is also an express aim of the institution.

    The Department of Higher Education and Training (DHET) in 2019 has set as one of its goals the increase in Postgraduate studies to ensure the availability of skilled personnel. This qualification is an attempt to open up a pathway to Postgraduate qualifications for learners wanting to further their studies in ICT. The inclusion of this qualification is also a response to the advancement in technology - The rapid proliferation of ICT based technologies and the ever-increasing demand for highly-skilled specialists in the ICT industry calls for more sophisticated skills that cannot be taught at Diploma level. In this context, it prepares learners for the 4th industrial revolution (4IR). Including new and emerging technologies in the undergraduate curriculum such as in this qualification, will answer the institution's quest to be ahead when it comes to promoting access to higher qualifications (hence, more defined articulation pathways). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL process will be considered for (1) application into the qualification (2) credit for a module/s. The Institution's Recognition of Prior Learning (RPL) policy approved by Council, shall apply in both cases. The policy specifically sets out the principles governing the application of the National policy and outlines a procedure for its implementation.

    Access to the qualification:
    An applicant without NQF Level 6/pre-requisite qualification but has extensive informal prior learning that is equivalent to the entry level requirement of the Advanced Diploma will be considered for Advanced Standing; provided that such application is received in the first semester of the year preceding the learner's initial registration for the Advanced Diploma. RPL will measure, evaluate and translate informal learning into perceived formal equivalents for recognition across different contexts.

    Credit exemption via RPL:
    The awarding of credit exemption for a specific discrete module within the qualification can also be considered through the above RPL procedures.

    Assessment:
    RPL will measure, evaluate and translate informal learning into perceived formal equivalents for recognition across different contexts. The learner will be advised to first approach the department to seek advice on the best possible route with respect to any intended RPL application on their part. Learners submitting themselves for RPL should be thoroughly briefed before the assessment. Candidates may be required to develop a portfolio of evidence or undergo formal assessments, and/or be assessed in their workplace as part of the evaluation of the RPL application. Outcomes of RPL applications will discussed and approved by Senate as outlined in the institutional RPL policy.

    The Department encourages applications for admission from learners who are informally, non-formally and formally qualified for such recognition. In this regard, the Institution's Recognition of Prior Learning (RPL) policy, shall apply. The policy specifically sets out the principles governing the institution's application of the national policy and outlines a procedure for its implementation. There is a panel responsible for the evaluation of the candidate's RPL application.

    Learners may be required to develop a portfolio of evidence, or undergo formal assessments, and/or be assessed in their workplace as part of the evaluation of the RPL application.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma in Information and Communication Technology in Applications Development, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 120 Credits.

    Compulsory Modules, Level 7, 108 Credits:
  • ICT Management, 12 Credits.
  • Applications Development, 12 Credits.
  • Research Methodology, 12 Credits.
  • Systems Development Methodologies, 12 Credits.
  • Information and Project Management, 12 Credits.
  • Advanced Programming, 12 Credits.
  • Advanced Databases, 12 Credits.
  • Systems Development Project, 12 Credits.
  • Management Information Systems, 12 Credits.

    Elective Modules, Level 7, 12 Credits (select one module):
  • Advanced Web Development, 12 Credits.
  • Software Testing, 12 Credits, 12 Credits.
  • Operating Systems, 12 Credits.
  • Computer Security, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply research techniques to propose solutions to an identified IT or business-related problem.
    2. Apply information and project management principles to IT or business-related environments.
    3. Effectively administer and/or assist in the management and control of an IT environment by applying IT management and governance principles.
    4. Formulate, undertake and resolve complex theoretical and practice-related problems and tasks through the selection and use of appropriate applications development technologies, methods and techniques. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes:
  • Describe and apply basic research techniques in proposing solutions to an identified IT or business-related problems.
  • Apply project management principles to IT or business-related environments using an acceptable.
  • Access, organise and present project management framework and information through technology-based activities within a knowledge economy context.
  • Describe and apply IT management and governance principles in the context of the management and control of an IT environment.
  • Use advanced techniques, tools and methodologies to design and implement applications across a range of heterogeneous platforms (web, desktop, and mobile).
  • Describe and apply advanced software engineering techniques, methodologies and tools used in the development of IT systems to Applications Development Projects.
  • Apply advanced programming constructs in the implementation of complex data structures, and appropriate interface principles, database principles, and development techniques described and applied in the design and implementation of IT solutions to complex problems.
  • Design, implement and deploy an IT solution to a complex real-world problem on multiple platforms.

    Integrated Assessment:
    Formative Assessments will be done during the semester in the forms of summaries, case studies and class tests. The aim is to develop not only recollection skills, but also analytical skills. This teaches learners to analyse information to extract vital information from sources. Learners will receive immediate feedback regarding the case study answers and also the full summaries did. Learners will be assessed on how they analyse the chapters to summarise vital information that is relevant to the module and outcomes. Learners will spend a considerable amount of their time on the case studies and summaries. Class tests will receive feedback within 7 days. This feedback will indicate the incorrect answer, correct answer and the explanation of why that answer is the correct answer for the given question. This will teach learners to recall basic knowledge learnt and also to develop solutions under pressure.

    Summative Assessments are done individually in forms of semester tests and also a written exam. Semester test feedback will be given in two weeks after the completion of the test where the answers will be discussed with learners. This will allow learners to understand where they have made mistakes. Exams feedback will be given according to the university calendar. Here learners will be taught analytical skills and critical thinking as the papers are not only recollection but also application of work learnt, by having to identify correct answers for specified scenarios and also why they chose that option. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this qualification has been measured based on similar qualifications internationally such as the ACM and IEEE curriculum who have developed and constantly refined and reviewed curriculum in the field Information Technology (IT). These standards are comparable with those of ICT qualifications in countries having comparable ICT education to South Africa. In addition, ACM, in conjunction with the Institute of Electrical and Electronic Engineers (IEEE Computer Society) have issued reports and recommendations that have been adopted by universities world-wide thereby setting best practices and standards. Therefore, the department's existing and proposed program have been designed with reference to these recommendations.

    ACM define IT related courses under the categories: Computer Science, Information Systems, Software Engineering, Computer Engineering and Information Technology. All the modules offered in our qualification are covered under one or more of the categories. On completion of the qualification, learners would have improved their knowledge and skills in this field, and they will also compete with other learners elsewhere around the world at this level of study.

    Based on the best practices of ACM, a similar qualification to this is that offered by Oxford University in the UK. This institution offers the Advanced Diploma which is similar to a third-year undergraduate level in the UK and is completed in one year. It builds on existing knowledge and skills in IT. It was found that the qualification offered by this University has also adopted a similar approach in its offering by having theoretical modules together with a group project. Another institution that was also consulted was the Manipal Institute of Technology in India. The modules offered in their qualification was found to be similar to modules offered in this qualification. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • A cognate Bachelor's Degree, Level 7.

    Vertical Articulation:
  • A cognate Postgraduate Diploma, Level 8.
  • A cognate Bachelor Honours Degree, 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.
     
    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.