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: 

Higher Certificate in Computing 
SAQA QUAL ID QUALIFICATION TITLE
120669  Higher Certificate in Computing 
ORIGINATOR
EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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
Registered  EXCO 1212/22  2022-11-22  2025-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-11-21   2029-11-21  

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 Higher Certificate in Computing is to provide learners with a broad introduction to the subject area via a compulsory core of learning while allowing for the acquisition of skills and experience through the selection of optional modules, which lead to specialisations such as network engineering, software engineering, data analytics, security, intelligent systems, and applications development.

The qualification does not only provide a solid grounding in computing but also provides the required platform, which enables learners to specialise by committing to specific career paths and progression routes to degree-level study. The qualification is designed to equip learners to gain professional and technical competencies that will ensure that they are not only employable but also self-employed, thereby making them able to contribute to the economic growth of the country at large.

The successful learner will develop foundational knowledge and requisite competencies in information technology and business, which can be applied to the business environment. Learners will learn about marketing, human resource management, business management, communication, accounting, customer relations and e-commerce, to mention a few core areas of study. Training for this qualification is both theoretical and practical. It allows learners to grasp fundamental knowledge of the workings of various software packages and the modern office environment.

The skills, knowledge and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the upliftment and economic growth within the business sector. The learners are trained to assist management and other staff with various administrative duties. Learners will be able to obtain employment in a range of general office administrators and clerks, secretarial, data entry clerks and related positions.

This qualification will contribute to the full development of the learner within the business environment by providing recognition and further mobility within the field. The qualification supports the philosophy of life-long learning because learners will be able to increase their access to employment since this qualification also caters for individuals who are employed but lack the certification to perform efficiently or to be promoted.

Rationale:
The information age has created a host of communications technology and resource options for today`s businesses which are opening more opportunities. Computer technology is the most spectacular example. It presents businesses with an extraordinarily powerful tool for business success if it is used effectively. At the same time, the information era is largely responsible for the highly intensive levels of competition that businesses face. There are important implications in all of this for organisations, which aim to succeed in the information era. The most important of these is that to compete successfully an organisation is going to need to develop people that can maximize the technology available. Relevance of knowledge and applicability of skills in the global computing environment is increasingly becoming important determinants of employability. Therefore, the qualification will assist prospective learners entering the world of work, or those already in employment and seeking career development opportunities by obtaining a quality work-related qualification.

The design of the qualification considered the 21st-century skills and needs of employers in the computing industry, which include network engineering, software engineering, data analytics, security, intelligent systems, and applications development. This qualification is designed to equip learners to gain professional and technical competencies, which will contribute towards their growth as responsible computing practitioners. It provides learners with a broad introduction to the subject area via a compulsory core of learning while allowing for the acquisition of skills and experience through the selection of optional modules. Thus, it effectively builds the learner's underpinning core skills and practical skills.

The current skills deficit across all sectors means that there is a great need for staff that are qualified and able to perform across the key areas of management and administration and have the required computer skills. Employees must be equipped with skills and knowledge that are key to the transformation of the South African economy and that they are able to contribute to the positive performance of their employers. Statistics available from the National List of Occupations in High Demand (2018) reflect a need for skilled Clerical, Office Support, Data entry clerks and Administrative Workers. The qualification is highly relevant and required in today`s business world as it focuses on what is required, thus allowing learners to make a positive contribution to the growth of the South African economy.

In addition, the qualification will also restore the dignity of those who for various reasons never obtained a qualification, to enter and complete this qualification, which will assist with their mobility within the workplace. The qualification has been designed with the national priorities as stated in the National Plan for Higher Education (Ministry of Education, 2001) in mind. These include producing learners who can contribute to economic growth, achieving equity through increased participation and encouraging diversity. 

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 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.

    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, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4, without endorsement.
    or
  • Further Education and Training Certificate: Information Technology: End User Computing, NQF level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 5 totalling 120 Credits.

    Compulsory Modules, Level 5, 90 Credits:
  • Programming Fundamentals, 15 Credits.
  • Networking, 5 Credits.
  • Professional Practice,15 Credits.
  • Database Design and Development, 15 Credits.
  • Security, 15 Credits.
  • Managing a Successful Computing Project, 15 credits.

    Elective Modules, Level 5, 30 Credits (Select two modules from the following specialisations):
  • Strategic Information Systems, 15 Credits.
  • Computer Systems Architecture, 15 Credits.
  • Software Development Lifecycles, 15 Credits.
  • Website Design and Development, 15 Credits.
  • Maths for Computing, 15 Credits.
  • Data Analytics, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an informed understanding of the core areas of computing and an informed understanding of the key terms, concepts, facts, general principles, rules, and theories of computing.
    2. Demonstrate the ability to select and apply standard methods, procedures or techniques within the field, discipline, or practice, and to plan and manage an implementation process within a well-defined, familiar, and supported environment.
    3. Demonstrate the ability to operate in a range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their constituent parts, and the relationships between these parts, and understanding how actions in one area impact other areas within the same system.
    4. Demonstrate an understanding of the use of Information Communications and Technology (ICT) in an organisation and the impact it has on societies.
    5. Demonstrate the ability to identify, evaluate and solve defined, routine, and new problems within a familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the computing field, demonstrating an understanding of the consequences.
    6. Demonstrate the ability to gather information from a range of sources, including oral, written or symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis, synthesis, and evaluation of that information.
    7. Apply a range of descriptive analytic techniques to convert data into actionable insight using a range of statistical techniques.
    8. Demonstrate the ability to communicate information reliably, accurately, and coherently, using conventions appropriate to the context, in written and oral or signed form or in a practical demonstration including an understanding of and respect for conventions around intellectual property, copyright and plagiarism, including the associated legal implications.
    9. Demonstrate the ability to evaluate his or her performance or the performance of others, and to take appropriate action where necessary; to take responsibility for his or her learning within a structured learning process, and to promote the learning of others.
    10. Demonstrate the awareness of how knowledge or a knowledge system develops and evolves within the area of study or operation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define basic algorithms to carry out an operation and outline the process of programming an application.
  • Explain the characteristics of procedural, object-orientated, and event-driven programming, and conduct an analysis of a suitable IDE.
  • Design and implement basic algorithms in code using an IDE.
  • Determine the debugging process and explain the importance of a coding standard.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Examine networking principles and their protocols.
  • Explain networking devices and operations.
  • Design efficient networked systems.
  • Implement and diagnose networked systems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate a range of interpersonal and transferable communication skills to a target audience.
  • Apply critical reasoning and thinking to a range of problem-solving scenarios.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use an appropriate design tool to design a relational database system for a substantial problem.
  • Develop a fully functional relational database system, based on an existing system design.
  • Test the system against user and system requirements.
  • Produce technical and user documentation.
  • Assess risks to IT security.
  • Describe IT security solutions.
  • Review mechanisms to control organisational IT security.
  • Manage organisational security.
  • Establish project aims, objectives and timeframes based on the chosen theme.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate diagnostic and troubleshooting skills to solve hardware, software, and networking-related issues.
  • Conduct small-scale research, information gathering and data collection to generate knowledge to support the project.
  • Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis.
  • Reflect on the value gained from conducting the project and its usefulness to support sustainable organisational performance.
  • Analyse the information requirements of organisations.
  • Discuss the types of information systems that are used within all levels of an organisation.
  • Demonstrate the use of an information system to produce management information.
  • Evaluate the effectiveness of strategic information systems.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explain the relationships between hardware and network addresses including their use regarding networking devices and components.
  • Setup, configure and document appropriate hardware and software systems to establish computer-based network connectivity.
  • Compare common physical and logical networking topologies and explain the differences and purposes of each.
  • Evaluate the OSI and TCP/IP models regarding hierarchy, layers and services including information on the associated protocols and hardware.
  • Explain the relationships between hardware components and the subsystems used in a computer system.
  • Categorise the key features and services provided by different computer operating systems and hardware.
  • Use network communication technology and the associated services to connect computer systems.
  • Describe different software development lifecycles.
  • Explain the importance of a feasibility study.
  • Undertake a software development lifecycle
  • Discuss the suitability of software behavioural design techniques.
  • Explain server technologies and management services associated with hosting and managing websites.
  • Categorise website technologies, tools and software used to develop websites.
  • Utilise website technologies, tools, and techniques with good design principles to create a multipage website.
  • Create and use a Test Plan to review the performance and design of a multipage website.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse prescriptive analytic techniques with appropriate examples.
  • Apply techniques using an appropriate programming language or tool.
  • Describe how these prescriptive analytic techniques are used to find the best course of action in a situation.
  • Apply an appropriate programming language or tool to demonstrate how these prescriptive analytic techniques are used to find the best course of action in a situation.
  • Use applied number theory in practical computing scenarios.
  • Analyse events using probability theory and probability distributions.
  • Determine solutions of graphical examples using geometry and vector methods.
  • Evaluate problems concerning differential and integral calculus.
  • Discuss the theoretical foundation of data analytics that determine decision-making processes in management or business environments.
  • Apply a range of descriptive analytic techniques to convert data into actionable insight using a range of statistical techniques.
  • Investigate a range of predictive analytic techniques to discover new knowledge for forecasting future events.
  • Identify and apply prescriptive analytic methods for finding the best course of action for a situation.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply different communication styles and formats, so that you can effectively design and deliver a training event for a given target audience.
  • Explain the purpose and relationships between communication protocols, server hardware, operating systems, and web server software regarding designing, publishing, and accessing a website.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Apply effective time management skills in planning an event.
  • Design a professional schedule to support the planning of an event, including contingencies and justifications of allocated time.
  • Evaluate the effectiveness and application of interpersonal skills during the design and delivery of a training event.
  • Discuss the importance and dynamics of working within a team and the impact of the team working in different environments.
  • Examine the need for Continuing Professional Development (CPD) and its role within the workplace and higher-level learning.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the function of different information systems.
  • Discuss the information needs required at differing levels within an organisation.
  • Analyse the effectiveness of information systems at the operational, tactical, and strategic levels within an organisation.
  • Differentiate between the function and purpose of information systems at different levels within an organisation.
  • Discuss the capabilities and relationships between front-end and back-end website technologies and explain how these relate to presentation and application layers.
  • Discuss the differences between online website creation tools and custom-built sites regarding design flexibility, performance, functionality, User Experience (UX) and User Interface (UI).
  • Evaluate a range of tools and techniques available to design and develop a custom-built website.
  • Justify the tools and techniques chosen to realise a custom-built website.

    INTEGRATED ASSESSMENT
    The teaching and learning strategy to be adopted is that of the supported contact delivery mode. Carefully selected readings are prescribed, and tasks are devised having considered the NQF Level Descriptors. Learners are provided with various assessment opportunities to develop and demonstrate attainment of the exit outcomes of this qualification. The qualification will combine formative and summative approaches. Diagnostic assessment is also used to guide and support the learner in both formal and informal settings.

    Formative Assessment:
    Formative assessment is used as a tool for early remediation, by prompt feedback.
    The formative assessment approaches include:
  • Assignments.
  • Projects (Individual and Group work).
  • Task evaluations.
  • Presentations.
  • Semester Tests.

    Summative Assessment:
    The summative assessment approaches include:
  • Assignments.
  • Research Project
  • Examinations (Theory).
  • Examinations (Practical). 
    		•

    INTERNATIONAL COMPARABILITY 
    The content and learning outcomes for this qualification have been compared against similar qualifications offered by the following international institutions.

    Country: Ireland
    Institution: Atlantic Technological University (ATU) Sligo
    Qualification Title: Higher Certificate in Computing
    NQF Level: NFQ Level 6
    Credits: 251
    Duration: Two years full time
    Entry Requirements:
    Applicants who hold the secondary school certificate and who meet the QQI requirements are legible to apply for the qualification.

    Purpose/Rationale:
    Computing is an exciting, fulfilling career choice. The Higher Certificate in Computing is a two-year qualification where learners begin in this shared first year alongside all other computing learners across the qualifications. Recent government reports have highlighted a skills shortage in computing. This has resulted in an increase in graduate wages. The qualification incorporated soft skills such as teamwork, project management and presentation skills to address the needs of the industry. The modules provide an excellent foundation but more importantly, they help learners confirm which qualification is right for them.

    Graduates work in Ireland and internationally in roles such as software developers, software quality assurance personnel, systems engineers, telecoms engineers, database developers, database administrators and more, commanding high salaries.

    Qualification structure:
    The qualification consists of the following compulsory modules:
  • Software Development.
  • Computer Networks and Cyber Security.
  • Games Development.
  • Computing.

    This qualification in computing allows learners to complete a wide variety of computing modules in the first year and gives them a choice of modules in the second year. Learners may also choose to specialise in another discipline due to the common first year.

    Year One:
    Learners take modules in Programming, Mathematics, Computer Systems and Networking, Web and App Design, User Experience, Personal Development, and Internet of Things. This gives them a broad overview of computing and equips them to select their electives in future years.

    Year Two:
    Modules in Programming, Mathematics, Cloud Computing and Database Management. Learners choose two electives each semester, from Networking or Software Development. The cloud computing module includes certification from Amazon Web Services.

    Articulation:
    Learners from our Level 6 Higher Certificate in Computing may progress to the final year of the Level 7 BSc in Computing.

    Similarities:
  • The Atlantic Technological University (ATU) Sligo and the South African (SA) qualifications both are designed to address the skills shortage in the industry.
  • Both qualifications require learners who completed the secondary school certificate.
  • The purpose of both qualifications is to equip learners with foundational knowledge and skills in computing.
  • The content of both qualifications has been designed to equip learners with the technical skills employers are seeking.
    The following ATU Sligo modules are comparable with the SA qualification.
  • Programming comparable with Programming Fundamentals in SA qualification.
  • Networking and Software Development comparable with Networking and Software Development Lifecycles in SA qualification.
  • Computing.
  • Computer Networks and Cyber Security are comparable with Networking and Security in SA qualification.
  • Mathematics, Cloud Computing and Database Management are comparable with Maths for Computing and Database Design and Development in SA qualification.

    Differences:
  • The ATU Sligo qualification is registered at NFQ Level 6 whereas the SA qualification is registered at Level 5.
  • The ATU Sligo qualification takes two years full-time to study while the SA qualification is offered over a period of one-year full-time study.
  • The ATU Sligo qualification is weighted 251 credit points while the SA qualification carries a weighting of 120 credits.
  • The ATU Sligo qualification articulates vertically into the final year of Level 7 qualification whereas the SA qualification articulates to Diploma at Level 6 and the Level 7 qualifications.

    Programming Fundamentals, 15 Credits.
  • Networking, 5 Credits.
  • Professional Practice,15 Credits.
  • Database Design and Development, 15 Credits.
  • Security, 15 Credits.
  • Managing a Successful Computing Project, 15 credits.

    Elective Modules, Level 5, 30 Credits (Select two modules from the following specialisations):
  • Strategic Information Systems, 15 Credits.
  • Computer Systems Architecture, 15 Credits.
  • Software Development Lifecycles, 15 Credits.
  • Website Design and Development, 15 Credits.
  • Maths for Computing, 15 Credits.
  • Data Analytics, 15 Credits.

    Country: United Kingdom
    Institution: City of London College
    Qualification Title: Higher National Certificate (HNC) in Computing
    NQF Level: Level 4 on UK Framework
    Duration: One-year full time
    Entry requirements:
    Learners who have recently obtained:
  • BTEC Level 3 qualification in Computing.
    Or
  • GCE Advanced Level profile that demonstrates strong performance in a relevant subject or adequate performance in more than one GCE subject.

    Purpose:
    The purpose of Pearson BTEC Higher Nationals is to develop learners as independent-thinking professionals who can meet the demands of employers and adapt to a constantly changing world. Higher National qualifications in Computing include an enhanced work-related curriculum that is designed to address an increasing need for high-quality professional and technical education pathways at Levels 4 and 5, equipping learners with the right skills and competencies for the workplace or progression to further higher education study.

    The qualification aims to widen access to higher education and improve the career prospects of those who take them. The Level 4 Higher National Certificate provides a solid foundation in computing, which learners can build on if they decide to continue their studies.

    Qualification structure:
    The City of London College (CLC) qualification consists of the following compulsory similar to the South African (SA) qualification.
    Compulsory Modules, Level 4, 120 Credits:
  • Programming, 15 Credits.
  • Networking, 15 Credits.
  • Professional Practice, 15 Credits.
  • Database Design and Development, 15 Credits.
  • Security, 15 Credits.
  • Planning a Computing Project (Pearson-Set), 15 Credits.
  • Software Development Lifecycles, 15 Credits.
  • Website Design and Development, 15 Credits.

    Similarities:
  • The City of London College (CLC) South African (SA) qualifications are offered over a period of one-year full-time study.
  • Both qualifications have the same purpose of equipping learners with foundational knowledge and skill in computers as well as widening access to higher education and improving career prospects in the computing field.
    Both qualifications are weighted at 120 credits.
  • Both qualifications consist of the same compulsory modules.

    Differences:
  • The CLC qualification is registered at Level 4 whereas the SA qualification is registered at level 5.
  • The CLC qualification requires learners who completed a Level 3 qualification whereas the SA qualification requires applicants who completed a level 4 qualification.
  • The CLC qualification does not offer a wide selection of elective modules while the SA qualification covers a broad scope of specialisations to choose from. 
    		•

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

    Horizontal Articulation:
  • Higher Certificate in Business Computing, NQF Level 5.
  • Higher Certificate in Office and Computing Studies, NQF Level 5.
  • Higher Certificate in Computers and Administration, NQF Level 5.
  • Higher Certificate in Art and Design, NQF Level 5.

    Vertical Articulation:
  • Diploma in Business and Information Management, NQF Level 6.
  • Diploma in Multimedia Computing, NQF Level 6.
  • Bachelor of Science in Computing, 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.
     
    1. EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd) 


    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.