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 Information and Communications Technology Honours

SAQA QUAL ID	QUALIFICATION TITLE
118412	Bachelor of Information and Communications Technology Honours
ORIGINATOR
Durban University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours 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	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-11-18	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 purpose of the Bachelor of Information and Communications Technology Honours is to give learners specialised knowledge and skills for the conduct of ICT research and the development of contemporary and futuristic Information and Communications Technology (ICT) systems. The development of research capacity enables learners to embark on complex research undertakings. Learners develop deeper knowledge within specialised areas of ICT such as, cyber security, Internet of Things (IoT), cloud computing and data analytics which equip learners to conduct quality research in higher qualifications and to perform effectively in specialist positions in the ICT industry.

Upon completion of the qualification, qualified learners will be able to:

Apply relevant research knowledge and skills in the initiation of an ICT research project.

Evaluate the current ICT discourse from different scientific perspectives.

Develop quality ICT solutions for contemporary and foreseeable problems or opportunities.

Effectively communicate with various professional stakeholders.

Apply specialised skills within the growing and demanding ICT industry.

Qualifying learners will serve a key economic development role in the ICT sector of South Africa. With their specialist knowledge and research skills, learners are poised to contribute towards and advance the important ICT sector both locally and globally.

Rationale:
The qualification serves the institution's mission statements via novel curriculum, sustained high-quality research and collaboration with stakeholders to provide innovative Information and Communications Technology (ICT) solutions for industry and society.

The qualification is closely aligned with the strategic direction of the faculty of accounting and informatics namely, enhanced quality in teaching, learning and assessment, a culture of research and technology transfer, and engagement with key stakeholders to provide relevant career-focused education. There is a strong research focus driving the qualification with an emphasis on quality research measured via its' potential impact on industry and society.

ICT is one of the fastest evolving disciplines in academia and the industry. The discipline demands innovation in its various ambits to satisfy societies and industries growing dependency on technology. Recent developments in the ambits of IoT, cloud computing, cybersecurity and data analytics have proliferated as a response to these demands. Developing economies stand to benefit from the quality application of these ICTs. The Department of Higher Education Training Skills supply and demand report of 2016 reveals a dangerous shortage of skills and expertise in ICT. The report further stresses the importance of developing these critical skills to enable sustainable economic development. This qualification is a response to this call.

In addition, the discipline of ICT has given rise to emerging sub-domains in research and practice. Sub-domains including cybersecurity, cloud computing, IoT and data analytics represent recent high-interest areas. Other popular sub-domains include image processing, artificial intelligence, computer networking and mobile software development. Although established, these sub-domains receive much attention from contemporary research and have enjoyed consistent advancement. Progression of the above sub-domains relies on quality research which is dependent on a robust and relevant curriculum. The qualification is designed to develop the learners' knowledge in these sub-domains through theoretical and practical application.

As the South African economy grows, reliance on specialised ICT skills is paramount. Coupled with this, research collaboration and quality research output in ICT resides highly in South African institutions and economic development plans.

The curriculum derives from the Association for Computing Machinery and Institute of Electrical and Electronics Engineers Computing Curriculum: Information Technology Volume (ACM/IEEE CC). However, it is further distilled by aligning to ICT research focus areas in the Information Technology, the industry needs and career goals. In addition, the curriculum remains responsive to the dynamism of ICT. The curriculum strives to reach a symbiosis in research and industry-relevant content. Learners will be able to contribute to the industry, community and towards developing South Africa's various economic systems.

Qualifying learners will occupy key positions such as, senior systems analyst and developer, software project manager, a specialist in emerging areas of image processing, data analytics, IoT, cybersecurity, cloud computing and various positions in industry-based research and development laboratories and centres.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's RPL policy will be applied. The policy provides for the consideration of the learners informal, non-formal and experiential learning. Recognition of Prior Learning (RPL) is a national imperative in the effort to transform higher education and to give learners who did not have opportunities of higher education an opportunity based on their work experience, educational opportunities they have had and so on. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners 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 that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

Advanced standing may be granted.

RPL for exemption of modules:

Learners may apply for RPL to be exempted for modules that form part of the qualification.

For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through 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 Information and Communications Technology, NQF Level 7.
Or

Advanced Diploma in Information and Communications Technology, NQF Level 7.
Or

Bachelor of Technology in Information Technology, NQF Level 7.
Or

A relevant qualification in the related field, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 96 Credits:

Principles of research, 16 Credits.

Cloud computing, 16 Credits.

Advanced software development and management, 16 Credits.

Applied research, 32 Credits.

Global and professional practice, 16 Credits.

Elective Modules, Level 8, 32 Credits (Select two modules):

Virtual systems and services, 16 Credits.

Advanced networking, 16 Credits.

Image processing, 16 Credits.

Web and mobile systems development, 16 Credits.

Advanced user experience design, 16 Credits.

Machine learning, 16 Credits.

Advanced cyber security, 16 Credits.

Data analytics, 16 Credits.

Internet of things, 16 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate advanced knowledge of the theories, research methodologies, methods, and techniques relevant to the information and communication field.
2. Interrogate and evaluate multiple sources of knowledge in the current ICT discourse to evaluate knowledge and processes of knowledge production from different scientific perspectives.
3. Develop quality ICT solutions for contemporary and foreseeable problems or opportunities.
4. Effectively communicate with various professional stakeholders.
5. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to ICT based systems.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Apply relevant research knowledge and skills in the initiation of an ICT research project.

Critically review information gathering, synthesis of data, evaluation, and management processes in specialised contexts to develop creative responses to problems and issues.

Demonstrate an understanding of the complexities and uncertainties of selecting and applying appropriate research techniques, methodologies and data analysis.

Present and communicate academic, professional, or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.

Associated Assessment Criteria for Exit Level Outcome 2:

Perform a critical analysis of contemporary practices and industry developments in specific areas of ICT.

Communicate the findings of the critical analysis to a range of stakeholders via technical reports, presentations, design objects and software.

Perform a critical analysis of contemporary developments in ICT research methods.

Use the findings of the critical analysis to support the development of new ICT constructs and research undertakings.

Associated Assessment Criteria for Exit Level Outcome 3:

Conduct a critical analysis of a problem or opportunity.

Develop a design model utilising appropriate best practices, tools and techniques.

Develop an ICT based system, software construct or algorithm to satisfy the design model.

Evaluate the ICT based system, software construct or algorithm using suitable validation and verification approaches.

Associated Assessment Criteria for Exit Level Outcome 4:

Engage with relevant stakeholders and document systems' needs, weaknesses and areas of opportunities.

Utilise appropriate techniques, tools, and methodology to create and communicate design and implementation models of the planned ICT based system or software construct.

Plan and coordinate interaction with the ICT stakeholders.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply software management and software engineering practices when developing the ICT based system, software construct or algorithm.

Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to ICT contexts.

Apply professional practice and ethics when developing the ICT based system.

Apply professional, ethical, legal, security and social knowledge, behaviour and actions within a supported environment.

INTERNATIONAL COMPARABILITY

The proposed qualification has been compared to two international institutions.

Country: India
Institution (s): National Institute of Technology, The LNM Institute of Technology and RIMT University
Qualification Title: Bachelor of Technology Honours in Computer Science and Engineering
For several years the Indian economy has been considered as one of the fastest developing in ICT. The dominant qualification in India is the Bachelor of Technology Honours in Computer Science and Engineering. Most institutions offer this qualification. Their module offerings are very similar to those offered in this new qualification with a focus on specialised areas of ICT like image processing, software engineering and information security. A research module often features which usually requires a seminar presentation.

Country: United Kingdom
Institution (s): University of Surrey, Open University and University of East London
Qualification Title: Bachelor of Science Honours in Computing and Information Technology
The UK has been considered a mature and well-established ICT economy. The Bachelor of Science Honours in Computing and Information Technology is popular in the UK. This qualification is offered in well-recognised institutions. Their module offerings compare favourably with this South African qualification with common modules including software engineering, artificial intelligence, information security and IoT. The UK qualification structure includes a compulsory research project whereby learners are required to research, develop and present a portfolio on an ICT topic of their own choice.

The new qualification compares favourably with the international qualifications and mobility between institutions is not envisaged to present challenges. Furthermore, due to similarities, there is great potential for international collaboration especially on the technology innovation and research fronts.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Information Communications Technology, NQF Level 8.

Postgraduate Diploma Information Systems, NQF Level 8.

Postgraduate Diploma in Management Information Systems, NQF Level 8.

Bachelor of Education Honours in Information Communication Technology Education, NQF Level 8.

Vertical Articulation:

Master of Information and Communication Technology, NQF Level 9.

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