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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 Information and Communication Technology |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 118273 | Bachelor of Information and Communication Technology | |||
| ORIGINATOR | ||||
| University of Mpumalanga | ||||
| 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 | 2021-06-22 | 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 does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the Bachelor of Information and Communication Technology (BICT) is to equip learners with Information and Communication Technology (ICT) knowledge and computing skills to address the needs of different industries and society. The qualification will produce learners with appropriate competencies and knowledge that are aligned to solving ICT business-related problems. It provides them with sufficient theoretical, analytical and practical knowledge in emerging ICTs to allow for professional and academic growth in careers such as applications development, analytics etc. to make a meaningful contribution to industry and society at large. The skill sets presented by the qualification also allows learners to develop as holistic practitioners with creative and innovative skills, applied and cognitive competencies in the acquisition, interpretation and application of ICT principles professionally and ethically. The qualification further aims to produce life-long independent learners capable of undertaking research to make contributions to knowledge and society. A qualified learner will be able to: Rationale: Information and Communication Technology (ICT) is identified as a scarce skill in the National Labour Scarce Skills Document. The Bachelor of Information and Communication Technology (BICT) is intended to stimulate economic growth and address regional, national and international needs. The Mpumalanga Provincial Growth and Development Strategy (PGDS) has identified ICT as one of the priority areas in their provincial strategic development plan. The proposed BICT will, therefore, support the growing need for ICT skills, and with the 4IR representing a high demand for skill sets. Statistic.com (https://www.statista.com/topics/2430/smart-homes/) reports that ninety million smart home devices are to be shipped worldwide in 2018 and further making a projected smart home market size of $53.5 billion word-wide by the year 2022. In addition, the market size for applications such as the Internet of Things (IoT) and analytics, involved in the use of smart devices, is projected to reach $470 billion by 2020 worldwide. Mobile application development targeting smart devices with a deliberate focus on IoT and analytics can be deemed to be the next generation market for innovative projects if we are to satisfy the need for such devices based on the projections from Statista.com. The qualification aims to address the development of user-ready, secure and efficient applications to meet the growing demand is a justifiable call. The BICT will empower learners with the practical, professional and soft skills that are necessary to be competitive in the field. Learners will be able to provide professional services to various types of businesses such as Systems Analysts, Database Administrators, Network Administrators and Programmers, or to work as members of Information Technology (IT) project teams. The BICT will create opportunities for progression for learners who intend to further their studies and careers by acquiring further qualifications. Learners who complete this qualification are able to progress to Bachelor of Honours and thereafter to further postgraduate studies. This will enable them to produce original research relevant to the African context and allow South Africa to actively shape its own future. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) is central to the notion of lifelong learning and, by providing alternative access to higher education, will play a role in redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification. RPL will be applied in line with the institution's Policy on Recognition of Prior Learning and the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019). The institution will implement two types of RPL, namely, RPL for access and RPL for credit. Learners may apply for credits or exemptions for NQF Level 5 modules already passed in-house and/or at other accredited institutions. Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 360 Credits.
Compulsory Modules, Level 5,120 Credits: Compulsory Modules, Level 6,120 Credits: Compulsory Modules, Level 7,90 Credits: Elective Modules, NQF Level 7, 30 Credits (Choose two): |
| EXIT LEVEL OUTCOMES |
| 1. Apply and evaluate key terms, concepts, principles, insights, methods and ICT technologies to solve ICT-related problems and develop applications that provide solutions to industry and society in general.
2. Evaluate the different types of knowledge and explanations that are typical within the various fields of ICT, including policies and practice. 3. Apply a wide range of current methods and techniques used in ICT. 4. Identify, analyse, evaluate, critically reflect on and address complex ICT problems, through independent, supervised research, using technical knowledge and expertise as well as both theoretically and empirically- grounded approaches to arrive at effective solutions. 5. Take decisions and act ethically and professionally, and justify those decisions and actions drawing on appropriate ethical values and approaches within an ICT environment during interactions with different clients in different contexts. 6. Develop appropriate processes for accessing and processing information for a given context, independently validate the sources of information, evaluate and manage the information. 7. Develop and communicate own ideas and opinions in well-formed arguments, using the appropriate academic, disciplinary professional, or occupational register and discourse. 8. Manage and adapt complex ICT processes and procedures in unfamiliar and variable contexts, and demonstrate an understanding that problem-solving is context and system bound, and does not occur in isolation. 9. Identify, evaluate and address his or her learning needs in a self-directed manner and reflect on the success of their approach in a manner that facilitates lifelong learning. 10. Work effectively and efficiently in a team as a member and as a leader in a manner that facilitates collaborative learning with other fellow learners. Take full responsibility for own work and, where applicable, that of fellow learners, as well as accountability for own actions and where necessary, those of fellow learners. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: |
| INTERNATIONAL COMPARABILITY |
| The Bachelor of Information and Communication Technology qualification is in line with the International Association of Computing Machinery (ACM), a body that defines qualification standards in the field of computer and information sciences. International and national institutions of higher learning develop new qualifications based on ACM standards and what has been identified as a need to close the industry gap. The ACM document "Information Technology Curricula 2017 IT2017: Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology - A report in the Computing Curricula Series Task Group on Information Technology Curricula, Association for Computing Machinery (ACM), and IEEE Computer Society (IEEE-CS), is an international standard that is used worldwide to establish best practices for the curriculum development of the computing qualifications. The standards describe how different computing streams are classified and grouped for the benefit of producing graduates that are relevant for the specific specialisation. It also outlines different competencies needed by the industry to develop relevant and up to date qualifications that address computing skills relevant to the industry needs. The standards outline the important attributes of the qualification such as ICT competencies, industry perspectives on ICT, ICT curricular framework, implementation of the ICT Curricular Framework, and importance of institutional adoption for local context and institution hosting the qualification.
In addition, the qualification has been compared to three international institutions. The focus of the comparison was mostly on the degree of similarity in the duration, credits and qualification structure. Country: United States of America Institution: University of Minnesota Qualification Title: The Bachelor of Information Technology Infrastructure Duration: Three years Credits: 120 RPL: Learners who have 30 transferable semester credits, preferred minimum 2.50 GPA, and a strong interest in the major may be admitted to pre-major status. The Bachelor of Information Technology Infrastructure shares most courses with the proposed BICT, and the curriculum will not prevent learners from moving between institutions. Country: United Kingdom Institution: University of Cambridge Qualification Title: Bachelor of Science in Computer Science Duration: Three years The Bachelor of Science in Computer Science shares similar major subjects with the proposed BICT. The number of years for the qualification is similar with the exception of the optional fourth year at Cambridge, which is equivalent to Honours. The qualification is also designed to have a capstone project similar to our qualification. Country: Canada Institution: The University of British Columbia Qualification Title: Bachelor of Science Qualification structure The University of British Columbia offers a Bachelor of Science which is very close to our BICT and both qualifications offer similar electives in the third year. Conclusion This qualification is comparable to similar international Bachelor of Science in Computer Science qualifications mainly because it adopts the ACM curriculum guidelines which are internationally well established. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |