SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Software Development

SAQA QUAL ID	QUALIFICATION TITLE
119053	Higher Certificate in Software Development
ORIGINATOR
Stadio (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	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 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 Higher Certificate in Software Engineering aims to equip learners wishing to enter the software engineering field with sufficient skills. The main objective of this qualification is to provide learners with a broad knowledge of the most important aspects of software engineering, including understanding hardware and software interaction, software analysis and design focusing on the object-oriented paradigm, database management and use, software implementation, testing and maintenance, as well as the security issues impacting the entire development cycle. Learners will be equipped with problem-solving and programming skills, ranging from algorithm development to the more advanced skills of programming using the Python scripting language. This qualification will also equip the learners with the basic knowledge and skills needed to develop a reasonable-sized software application to automate the solution of a business problem of medium complexity, by participating in a software development project.

Furthermore, learners will be taught to consider legal, social, and ethical implications in all aspects of the software engineering process, encompassing both existing and potential future technologies. This qualification will equip learners with a sound theoretical foundation in respect of the software engineering discipline and develop the application skills required for entry into the Information Technology (IT) job market.

The qualifying learner will be able to:

Explain Information Technology in the broader sense and its application in diverse contexts.

Apply the terminology, tools, and techniques applicable to software engineering, including the role of the software developer and some of the key characteristics thereof such as self-organisation and management.

Apply appropriate analysis and design methods and use a modern programming language and software development support environments and testing tools to implement software solutions to practical problems of medium complexity.

Demonstrate an understanding of the theoretical concepts of databases as well as the ability to design and extract information from both relational and semi-structured databases.

Demonstrate an understanding of the main issues in computer, network, and information security and of mechanisms to implement different security services.

Apply technical expertise and teamwork skills, as a member of a software development team, to plan, design, programme and implement a software solution to a real-world business problem of medium complexity.

Rationale:
A lack of IT and software-related skills has been cited as one of the biggest challenges facing South Africa, as the country attempts to heed the call made by the President for South Africans to embrace the Fourth Industrial Revolution (4IR) to kick-start the economy. Career junction recently stated that the national lockdown resulting from the Covid-19 pandemic had very little impact on recruitment activity for IT professionals, specifically in software development, and drew attention to the fact that software development remains the most in-demand skill in the South African job market. The relative strength of the ICT market during the Covid-19 pandemic is in alignment with reports published about other countries. Analysis from the Association of Professional Staffing Companies (APSCo) found that IT and technology job vacancies are dominating the London hiring market. According to Talent 360, Information and Communications Technology (ICT) is one of South Africa's top five career fields and ranks highly in terms of demand, earnings, and the variety of jobs available. Within the ICT sector, software developers have been included among the four top remuneration earners, the other three being IT managers, systems architects, and systems analysts.

This qualification will address the shortage of software-related skills in the Southern Africa software sector by providing an entry-level qualification that will enable successful candidates to enter the workplace as junior software engineers. The main objective of this programme is to provide an academically based and industry-oriented course during which the learner will be steeped in the principles and application of software design and development. The learner will be well-grounded in both the theoretical and practical aspects of software development and exposed to a wide range of technologies that will shape the future of computer applications over the next few years.

The qualification is intended to meet the needs of a wide range of learners, enabling those with some experience in the information technology (IT) field to develop new skills to take advantage of the shortage of software developers, while also accommodating people working in other fields who wish to prepare for a new career in IT. The qualification will contribute to the number and quality of working software engineers in Southern Africa who can effectively communicate and apply their understanding of the theory, principles, purpose, role, methods, and techniques of software engineering.

The primary purpose is to enable a broad range of individuals to obtain new vocational skills in a specific field. This is addressed by having the qualification based at the NQF 5 level, with a substantial emphasis on practical learning. The use of versatile and widely used programming languages for practical assignments ensures that on successful completion of the qualification, the learner's programming skills are immediately useful. This qualification will also earn the successful learner credits towards a bachelor's degree in either Software Engineering, Computing, or Information Systems.

This qualification places the learner in an extremely competitive position regarding finding employment in the IT industry. According to Balance Careers, software developers rank number one amongst the seven entry-level IT jobs in the United States of America, and it is estimated that opportunities will grow by 26% from 2018 to 2028, much faster than for other occupations. This is a worldwide trend and comes as no surprise since almost all facets of modern society have become in some way dependent on computer and information technology, across industries as diverse as communication, business, public sector, tourism, hospitality, health care, etc.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. 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 formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
RPL for exemption of modules:

Learners may apply for RPL to be exempted from 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 formal, 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:

National Senior Certificate (NSC), NQF Level 04 granting access to Higher Certificate studies.
Or

National Senior Certificate Vocational (NCV), NQF Level 04, granting access to Higher Certificate studies.
Or

Senior Certificate (SC), NQF Level 04.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5,120 Credits:

Introduction to Information Technology, 10 Credits.

Introduction to Programming and Program Development, 20 Credits.

Technology and Society, 10 Credits.

Software Engineering, 10 Credits.

Database Fundamentals, 10 Credits.

Introduction to Web Programming, 15 Credits.

Fundamentals of Object-Oriented Analysis and Design, 15 Credits.

Information Security, 10 Credits.

Software Development Project, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of what Information Technology in the broader sense entails and its use in diverse contexts (application domains).
2. Demonstrate an understanding of the terminology, tools, and techniques applicable to software engineering, including the role of the software developer and some of the key characteristics, such as self-organisation and management.
3. Apply appropriate analysis and design methods and use a modern programming language and software development support environments and testing tools to implement software solutions to practical problems of medium complexity.
4. Demonstrate an understanding of the theoretical concepts of databases as well as the ability to design and extract information from both relational and semi-structured databases.
5. Demonstrate an understanding of the main issues in computer, network, and information security and of mechanisms to implement different security services.
6. Apply technical expertise and teamwork skills, as a member of a software development team, to plan, design, programme and implement a software solution to a real-world business problem of medium complexity.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explain how and to what extent IT has changed various application domains, in particular the business domain.

Illustrate the use of information and communication technologies to solve problems in a business environment.

Identify and address ethical challenges that technology may present to society.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse the process of developing an IT system and the role of the IT professional.

Explain the purpose and functions of systems software, editors, debuggers, and other common utilities.

Examine and apply software development life cycles, and the methods, tools and modelling techniques commonly employed during software development.

Apply quality management in software projects.

Associated Assessment Criteria for Exit Level Outcome 3:

Explore and apply the basic concepts that underpin the object-oriented approach to systems analysis and design.

Document data structures and process flows using the Unified Modelling Language (UML) modelling notation.

Apply basic programming constructs in the context of the Python programming language.

Execute, debug, and develop test procedures for simple Python programs.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify the main database management system (DBMS) functions.

Design and implement an indexed relational database and extract data using an appropriate query language.

Apply database concepts such as concurrency control, transaction logs, and backup and recovery.

Identify appropriate security mechanisms with which to secure databases.

Associated Assessment Criteria for Exit Level Outcome 5:

Identify common security threats and evaluate preventative measures to manage these threats.

Discuss the mechanisms that exist for implementing different security services.

Review the current security level of a specific software application setup and recommend appropriate security improvements.

Associated Assessment Criteria for Exit Level Outcome 6:

Examine major components of a web system and discuss how they function together, including the web server, database, and front end.

Participate in the modelling and specification of a software system using appropriate analysis and design techniques.

Develop, test, and implement a software product.

Contribute to the preparation and maintenance of project management documentation.

Integrated Assessment
Assessment is conducted through formative, submitted assignments, tests, discussion forums, presentations and/or projects, which together contribute 40% of the result for the module. A formal class test will usually be held halfway through each module. The final summative module assessment module will usually consist of either an open or closed book invigilated sit-down examination or in some cases a project submission (weighted 60% of the result for the module). In keeping with this policy, and to ensure that the process results in a fair and valid assessment, the entire assessment process is subject to a layered checking and re-checking process that ensures the integrity of the overall assessment and its place in the qualification. This includes internal and external moderation. Learners are guided at the beginning of the semester regarding the assessment structure of each module to set expectations. Assessment includes both formative and summative assessment opportunities; the formative assessment tasks include self-assessment mock tests and written, invigilated tests and the summative assessment tasks include examinations. Substantive formative assessment feedback is given on an individual basis.

Formative assessment:
Formative assessment of this qualification provides learners with feedback related to:

Activities.

Self-assessment exercises.

Class participation and online discussions.

Mock exams

Project-based learning assignments

Feedback is recognised as an essential component of the learning process. However, the type of feedback given to learners will vary depending on the type of assessment task being assessed. Feedback is provided during mock test feedback sessions and in the form of written comments on test scripts, focusing on the strengths and weaknesses of the learner. For all assessment tasks, learners are provided with information as to how marks are allocated, while model answers help learners to improve their understanding of the content that was assessed.

Summative assessment:
The final summative assessment will usually be an invigilated, venue-based examination (either open-book or closed-book) testing learners' knowledge and competency about all associated module and exit level outcomes. For some modules, the examination may be held in a computer laboratory. In other cases, a supporting portfolio of work may be submitted to demonstrate the quality of practical work completed during the semester.

INTERNATIONAL COMPARABILITY

The Higher Certificate in Software Engineering compares favourably with similar qualifications offered at higher education institutions of good standing in other parts of the world, including the United Kingdom (UK), Australia and the United States of America (USA).

Country: United Kingdom (UK)
Institution: City of Glasgow College
Qualification Title: Higher National Certificate in Information Technology
NQF Level: 04
Credits: 120
Rationale:
The qualification has been created to develop those learners who are looking to choose or already have chosen, a career in the Information Technology sector. It is envisaged that this qualification will encourage both academic and professional development so that learners move forward to realize not just their own potential but also that of organisations across a broad range of sectors. The rationale of the program is to provide a career path for learners who wish to develop their core capabilities within the Information Technology sector.

The outcome of the Level 4 Diploma, which is a recognized UK qualification, is for learners to develop the Information Technology required by organisations globally. In doing so, the qualification looks to develop the Information Technology team leaders, managers, and leaders of the future through the creation and delivery of learning appropriate for that industry. The Higher National Diploma in Information Technology integrates technical studies with practical experience in IT. The units offered have been chosen to make it suitable for those wishing to pursue a career with IT Managers or for further study to complete the final years of a degree in IT.

Qualification structure:
The Business and Technology Education Council (BTEC) qualification is worth 120 credits at the Higher National Certificate level. It comprises six mandatory units plus two elective units selected from six options.
Mandatory/Compulsory modules/Units, 90 Credits .

Programming, 15 Credits.

Networking, 15 Credits.

Professional Practice, 15 Credits.

Database Design and Development, 15 Credits.

Security, 15 Credits.

Managing a Successful Project, 15 Credits.

Optional/Elective units, 30 Credits (Select any two modules of the following):

Strategic Information Systems, 15 Credits.

Computer Systems Architecture, 15 Credits.

Software Development Life Cycles, 15 Credits.

Website Design and Development, 15 Credits.

Maths for Computing, 15 Credits.

Data Analytics, 15 Credits.

Similar modules with the SA qualifications are as follows:

Software Engineering.

Database Fundamentals,.

Software Development Project.

Website Design and Development.

Software Development Life Cycles.

Assessment:
The qualification has twelve (12) written assignments. On completion of the modules, learners will be given access to the assignments. Learners are provided support on the modules and assignments via the 'Tutor' section of the learning platform.

Similarities:

Both the UK and South African qualifications have the same number of credits, 120 Credits.

Both qualifications provide a career path for learners who wish to develop their core capabilities within the Information Technology sector.

Both qualifications share similar content modules such as Software Engineering, Database Fundamentals, Software Development Project and Website Design and Development.

Differences:

The UK qualification is registered at NQF Level 4 whereas the South African qualification is registered at NQF Level 5.

The structure of the UK qualification consists of compulsory and elective modules while the South African qualification has compulsory modules only and not electives. The focus of the UK qualification modules is more on the programming while the SA qualification focuses on software development.

The comparison was made with the NQF level 4 which forms part of the two-year BTEC Higher National Diploma qualification offered at NQF level 5 by EDEXCEL. BTEC Higher Nationals are internationally recognised higher education qualifications at levels 4 and 5 that are equivalent to the first and second years of a university degree, providing progression to both university and employment.

Country: Australia
Institution: University of Melbourne
Qualification Title: Diploma in Computing
Credits: 100 Credit points
Duration: one-year full time or two years part-time.
Qualification structure:
To be awarded the Diploma in Computing, learners must complete the following units:

Foundations of Computing.

Software Modelling and Design or Web Information Technologies.

Two level three electives.

Four electives from levels one, two or three.

Similarities:

Both qualifications are offered over one year full-time and two years part-time.

Differences:

The South African qualification has 120 credits while the Australian qualification has 100 credits.

The Australian qualification consists of both compulsory and elective modules while the South African qualification comprises only compulsory modules and not electives.

Country: United States of America
Institution: Hempster Shire University
Qualification Title: Diploma in Software Engineering (UDSE)
Qualification structure:
It comprises the following six compulsory modules, worth 6 credit hours each.

Fundamentals of Software Security, 6 Credits.

Introduction to Software Engineering, 6 Credits.

Data structures, 6 Credits.

Introduction to Object-Oriented Programming, 6 Credits.

Introduction to Operating Systems, 6 Credits.

Principles of Computer Architecture, 6 Credits.

Modules similar to the SA qualifications:

Fundamentals of Software Security.

Introduction to Software Engineering.

Database Fundamentals

Fundamentals of Object-Oriented Analysis and Design.

Database Fundamentals.

Similarities:

Both qualifications share similar modules such as Software Engineering and Database Fundamentals.
Differences:

The number of credits for the Hempster Shire University qualification is 36 which differs from the South African qualification with 120 credits.

Country: United States of America
Institution: Illinois Institute of Technology
Qualification Title: Certificate in Software Engineering
Admission Requirements:
Admission to a graduate certificate program is limited to learners who qualify as non-degree graduate learners
Purpose/Rationale:
Both the Illinois Institute of Technology (IIT) and the South African (SA) qualifications are designed to meet the needs of professionals looking to boost their careers, increase knowledge and skills in software engineering, explore the areas of software design, development, and maintenance. Topics covered in the program include object-oriented analysis and design, the science of programming, software metrics, software systems architecture, and software testing and analysis.

Both qualifications open new career possibilities and increase income potential by taking graduate-level courses to earn a Certificate in Software Engineering. Upon completion, learners may follow the careers:

Software engineer.

Software architect.

Computer and information systems manager.

User interface designer.

Qualification structure:
The qualification consists of the following compulsory nine credits modules:

Software Engineering, 9 Credits.

Object-Oriented Analysis/Design, 9 Credits.

Science of Programming, 9 Credits.

Software Metric, 9 Credits.

Software Systems Architecture, 9 Credits.

Software Project Management, 9 Credits.

Software Testing and Analysis, 9 Credits.

Software Design, 9 Credits.

Software Development and Maintenance, 9 Credits.

Similarities:

Both qualifications share similar admission requirements, rationale, and course content.

Both qualifications consist of compulsory modules.

Differences:

The number of credits for the Illinois Institute of Technology qualification is 81 credits which differ from the South African qualifications with 120 credits.

Conclusion:
Web searches for Certificate in Software Engineering revealed few undergraduate certificate courses in the software engineering field. In addition, apart from the BTEC qualification, very little detail was provided online about the academic content and standard of the other two qualifications that were identified. Nevertheless, the content of the BTEC and Hempster Shire qualifications appeared to be very similar.

This information suggests that there might be a good response to the Higher Certificate in Software Engineering, which will facilitate workplace entry for successful learners, as well as provide the option to transfer some module credits towards a bachelor's degree in Software Engineering, Computing, or Information Systems.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Higher Certificate in Information and Communication Technology, NQF Level 5.

Higher Certificate in Information Technology, NQF Level 5.

Vertical Articulation:

Diploma in Information Technology, NQF Level 6.

Diploma in Information Technology in Software Development, NQF Level 6.

Bachelor of Information Technology in Software Development, NQF Level 7.

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.

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