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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Computer Science 
SAQA QUAL ID QUALIFICATION TITLE
120721  Bachelor of Science in Computer Science 
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
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  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0512/22  2022-11-22  2025-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-11-21   2031-11-21  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
74131  Bachelor of Science in Computer Science  Level 6  NQF Level 07  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The design of the curriculum has been influenced by the documents "Computing Curricula 2001: Computer Science" compiled by The Joint Task Force on Computing Curricula, having members from the IEEE Computer Society and the Association for Computing Machinery, and "Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems" compiled for the Association for Computing Machinery, the Association for Information Systems, and the Association of Information Technology Professionals.

The first document suggests several principles that guide curriculum development in the field of Computer Science. These are:
  • Computing is a broad field that extends well beyond the boundaries of computer science.
  • Computer Science draws its foundations from a wide variety of disciplines.
  • The rapid evolution of computer science requires an ongoing review of the curriculum.
  • Development of a computer science curriculum must be sensitive to changes in technology, new developments in pedagogy, and the importance of lifelong learning.
  • There is a set of fundamental skills and knowledge that all computing graduates must have.
  • Professional practice must be an integral component of the curriculum.

    According to this document, a computer science graduate should possess the following characteristics:
  • A high level understanding of systems as a whole.
  • An appreciation of the interplay between theory and practice.
  • Familiarity with common themes.
  • Significant project experience.
  • A solid foundation that allows them to maintain their skills as the field evolves.

    The second document suggests that several characteristics of the IS profession have been constant over time. The curriculum design has thus incorporated the following principles:
  • IS professionals must have a broad business and real world perspective.
  • IS professionals must have strong analytical and critical thinking skills.
  • IS professionals must have interpersonal communication and team skills and have strong ethical principals.
  • IS professionals must design and implement information technology solutions that enhance organizational performance.

    The curriculum assumes that learners have prerequisite skills in software packages commonly used in organizational work (e.g. Microsoft Office) or that remedial modules will provide these skills.

    The curriculum for computer science consists of:
  • An introductory phase to establish basic foundations for further study.
  • An intermediate phase to cover most of the core units in the body of knowledge.
  • Additional modules to round off the curriculum.

    The approach of MGI's Computer Science Department with regards to these phases is that the introductory phase would introduce the learner to functional programming, objects and algorithms. The intermediate phase would introduce the learner to algorithm design and analysis, computer architecture, operating systems and networking, information and knowledge management, software development and professional practice.

    The information systems coursework is organized programmatically in three levels:
  • General courses in information systems.
  • Specialized information technology and application design courses.
  • Specialized application development, deployment, and project management courses.

    The IS modules are designed to produce graduates equipped to function in entry level information systems positions with a strong basis for continued career growth. The curriculum reflects input from both industry and academics. It responds to industry requests for both increased emphasis in technical orientation and improved skill in individual and group interactions. The curriculum requires an embedded problem solving and critical thinking framework in all courses. The curriculum has formal information systems modules (IISY111, IISY121, IISY211, IISY221, IISY311, IISY321) and database modules (IDAT211, IDAT221).

    The curriculum also assumes use of other courses in communications (ACOM111), mathematics and statistics (IMAT111 & IMAT121), and business functions (CIFA111 and CHRM111). The communications course provides learners with listening skills and the knowledge to be effective in written and oral communication. The mathematics and statistics prerequisites provide basic quantitative and qualitative techniques. The business courses cover common business functions, economics, and international considerations.

    NQF Level 3 learners have an opportunity to put all the knowledge gained during the course of their studies into practice, through working on a major IT project for an NPO (Non-Profit Organisation). This component also allows for evaluation of the cross-field outcomes of the programme.

    Full-time and part-time staff of Midrand Graduate Institute participated in the design and development of the programme, during the process of which advice was also sought from academic staff at other higher education institutions, members of research organisations and members of the business community. In addition, valuable input on suggested curriculum development is received from companies with whom NQF Level 3 learners, registered for existing programmes, are placed for the Industry Project component of their curriculum.

    Rationale:

    The BSc Computer Science programme is grounded in a fundamental body of computing and information systems knowledge. The programme represents a reasonable consensus of the Information Systems and Computer Science community to include characteristics of the respective professions into a curriculum which learners are able to master before entering the work environment.

    Graduates will have a solid knowledge-base of systems analysis and design, programming, databases, project management and computer science. They will be able to provide professional services to various types of businesses as systems analysts, database administrators, network administrators and programmers, or to work as members of IT project teams.

    The programme contributes to regional and national goals in a variety of ways, including:

    Broadening access to higher education:
  • Midrand Graduate Institute's policy of flexible entry and fixed exit standards, together with the additional academic support components of the programme, make it possible for a greater number of learners to enter and succeed as learners of Computer Science at a tertiary level.

    Inclusion of certain generic competencies:

    The curriculum is structured in such a way that learners, during the course of their studies will be exposed to certain generic competencies that will assist them in their future careers. Such competencies include:
  • The ability to work as a member of a team.
  • The ability to collect, analyse and present information.
  • A knowledge of the use of technology.
  • The ability to use technology and other methods of presentation for communication purposes.
  • The ability to identify and suggest possible solutions to a problem.
  • The ability to organise work requirements so as to meet set deadlines.
  • The ability to understand the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

    Encouragement of social responsibility:
  • The nature of the discipline of Computer Science is such that learners' attention is focussed to a large extent on technology rather than on the community that surrounds them. Given this focus, we believe that it is important that learners are also encouraged to understand the importance of making a contribution to the community in which they live. We attempt to create this understanding through the third year Industry Project, where each learner, as part of a group, is required to complete a project that will contribute to the information systems development of a non-commercial organisation.

    Learners will be employable on graduation, but at the same time will have the knowledge base to continue with further learning.

    One of Midrand Graduate Institute's overall objectives is to produce qualifying learners who are able either:
  • To enter and perform competently in the workplace immediately after Qualification.
  • To continue with further study in the field of Computer Science.

    We believe that the structure and content of the programme fulfils this objective, by enabling learners to build a solid knowledge base in the core fields of computer science and its related subjects, and by including a significant experiential component in the curriculum. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification at Level 6 are assumed to have:
  • A foundational knowledge and understanding of mathematics equivalent to NQF Level 4.
  • Basic information-gathering, analysis and presentation skills equivalent to NQF Level 4.
  • The capacity to learn from written material in the technical language of mathematics and science.
  • The ability to communicate what they have learned reliably, accurately, and comprehensively in the required medium of instruction (currently English).
  • The ability to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
  • The ability to evaluate their own performance.

    Further more following the entry requirements mentioned:
  • The minimum level of learning required for a learner to enter and complete successfully the Midrand Graduate Institute Computer Science Programme, is a level equivalent to that required for successful completion of the South African Grade 12 Examination. Based on the Critical and Developmental Outcomes of the Curriculum Framework the following learning outcomes are defined per subject, and upon entering the BSc Computer Science programme we assume that the following learning is in place:

    Languages:
  • Listening: The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
  • Speaking: The learner is able to communicate confidently and effectively in a spoken language in a wide range of situations.
  • Reading and Viewing: The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
  • Writing: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
  • Thinking and Reasoning: The learner is able to use language to think and reason, and access, process and use information for learning..
  • Language structure and use: The learner knows and is able to use the sounds, words, and grammar of a language to create and interpret texts.

    Mathematics:
  • Numbers, Operations and Relationships: The learner is able to recognize, describe and represent numbers and their relationships and can count, estimate, calculate and check with competence and confidence in solving problems.
  • Patterns, Functions and Algebra: The learner is able to recognize, describe and represent patterns and relationships and solve problems using algebraic language and skills.
  • Space and Shape: The learner is able to describe and represent characteristics and relationships between 2-D and 3-D objects in a variety of orientations and positions.
  • Measurement: The learner is able to use appropriate measuring units, instruments and formulae in a variety of contexts.
  • Data Handling: The learner is able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

    Natural Sciences:
  • Scientific investigations: Learners act confidently on their curiosity about natural phenomena; they investigate relationships and solve problems in Science, Technology and environmental contexts.
  • Constructing Science Knowledge: Learners know, interpret and apply scientific, technological and environmental knowledge.
  • Science, Society and the Environment: Learners are able to demonstrate an understanding of the interrelationships between Science and Technology, society and the environment.

    Technology:
  • Technological processes and Skills: The learner is able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology.
  • Technical Knowledge and understanding: The learner is able to understand and apply relevant technological knowledge ethically and responsibly.
  • Technology, Society and Environment: The learner is bale to demonstrate an understanding of the interrelationship between science, technology, society and the environment over time.

    Recognition of Prior Learning:

    Prior learning is recognised in the following ways:
  • A learner, who has completed a specific module/subject at Midrand Graduate Institute, may apply for credit for that module/subject.
  • A learner, who has completed the equivalent of a specific module/subject either at Midrand Graduate Institute or at another recognised higher education institution, may apply for exemption from that module/subject.
  • In the case of a practically orientated module/subject, a learner who is able to demonstrate appropriate competence may be granted exemption from that module/subject.

    Access to the Qualification:

    The admission criteria for the BSc Computer Science Programme are as follows:

    A Matriculation (Grade 12) certificate, or equivalent qualification, is the minimum requirement for admission. In addition to this a learner must satisfy one of the following requirements:
  • A Grade 12 certificate with exemption. Learners entering via this path must attain a minimum of 33 points for their Grade 12 results (calculated according to the points system described below) and must have achieved at least a D symbol on Higher Grade or a B symbol on Standard Grade for Mathematics at Grade 12 level.
  • Successful completion of a combination of Cambridge International Examinations IGCSE, O-level, HIGCSE, AS-level and A-level subjects which would be equivalent to a minimum of a South African Grade 12 certificate with exemption. A learner entering via this path must obtain a minimum of 33 points (calculated according to the points system described below) and must have achieved a minimum of one of the following symbols for Mathematics:
    > 2 for IGCSE.
    > 3 for HIGCSE.
    > D for AS-level.
    > E for A-level.
  • Successful completion of a relevant diploma. Learners entering via this path will be granted credit for a maximum of 50% of the curriculum. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme.
  • Successful completion of the Midrand Graduate Institute Predegree programme. Learners entering via this path will be granted credit for a maximum of 4 modules at 1st year level. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme.
  • (The Predegree programme includes a range of modules aimed to improve the learner's preparedness for tertiary level study, as well as 2 modules from the standard curriculum, in respect of which modules, learners on the Predegree Programme will be required to attend an additional 2 tutorial periods per week.)
  • Mature Age applicants, applicants with non-South African school-leaving qualifications (other than Cambridge International Examinations), and applicants with previous tertiary experience will be considered individually by the Faculty Head.

    Points calculation for learners having a Grade 12 certificate.
    Points are allocated for the symbols attained in the 6 best subjects. The points obtained for the two best subjects from English, Mathematics and Computer Science, must be doubled. Points are allocated as follows:

  • Symbol; HG; SG:
  • A; 8; 6.
  • B; 7; 5.
  • C; 6; 4.
  • D; 5; 3.
  • E; 4; 2.
  • F; 3; 1.

    Points calculation for learners having completed a combination of IGCSE, O-level, HIGCSE, AS-level and A-level.

    The score must be calculated on five different subjects (i.e . the same subject cannot be included more than once, e.g. A-level Maths and IGCSE Maths). The five subjects should include:
  • English (preferable as a first language).
  • A science subject (maths, biology, physical science).
  • Another language.
  • 2 additional academic subjects.

    The points obtained for the two best subjects from English, Mathematics and Computer Science, must be doubled. Points are allocated as follows:

    Symbol; IGCSE; AS-level; A-level; Level; HIGCSE; IGCSE; O-level:
  • A; 5; 9; 11; 1; 7; 5; 5.
  • B; 4; 8; 10; 2; 6; 4; 4.
  • C; 3; 7; 9; 3; 5; 3; 4.
  • D; 2; 6; 8; 4; 4; 2; 4.
  • E; 7; 5 ; 3.
  • 6; 3.
  • 7; 2. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, Credits and learning components assigned to the qualification:

    Total number of Credits:
  • NQF Level 4: 7 Credits, 02 Credits.
  • NQF Level 5: 276 Credits, 90 Credits.
  • NQF Level 6: 106 Credits, 08 Credits.
  • Fundamental component credits: 35 Credits, 10 Credits.
  • Core component credits: 347 Credits, 88 Credits.
  • Electives credits: 7 Credits, 02 Credits.

    Exit Level Qualification: NQF Level 6

    The Credit value of the programme was determined as follows:

    The Credit value of individual modules and thus of the programme was calculated using both quantitative and qualitative criteria.
  • Quantitative: The number of credits per module was calculated using the NQF credit system where one credit represents ten notional hours of active learning.
  • Qualitative: Each module was allocated a weighting, based on the level of complexity of the learning outcomes to be attained.

    The Credit value of each module was then calculated by applying the individual module weighting to the total number of credits for the programme.

    It should be noted that the number of credits has been calculated as accurately as possible, based on our best estimate of the number of formal and non-formal hours of active learning that the average learner will devote to completing the requirements for the Qualification.

    Annexure 1 Computer Science Curriculum and Credits shows:
  • The learning components that comprise the curriculum.
  • The weighting of and allocation of credits to each component.
  • The distribution of credits amongst fundamental, core and elective components.

    We believe that, given the career-focussed nature of the programme, the spread of credits amongst fundamental, core and elective modules is appropriate. Over time, as both the programme and the institution develop, it may be appropriate to introduce a broader range of elective modules. 
    		•

    EXIT LEVEL OUTCOMES 
    After learners have successfully completed this degree programme they should have achieved the following:
  • A solid knowledge-based understanding of systems analysis and design, programming concepts, databases, project management and computer science.
  • Based on the specific outcomes associated with all core modules (included in Annexure 2) they should be able to provide professional services to various types of businesses as systems analysts, database administrators, network administrators and programmers.

    Generic Critical Cross-field Outcomes and Exit- level Outcomes:
  • Demonstrate a knowledge and understanding of fundamental concepts and principles.
  • Recognise that scientific knowledge and understanding are changeable.
  • Demonstrate key scientific reasoning skills through identifying and solve problems using critical and creative thinking.
  • Work effectively as a member of a team or group in scientific projects or investigations.
  • Manage and organize their learning activities responsibly.
  • Communicate scientific understanding in writing, orally and using visual, symbolic and/or other forms of representation.
  • Demonstrate effective Information and Communication Technology (ICT) skills.
  • Apply scientific knowledge and ways of thinking to societal issues, taking into account ethical and cultural considerations. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • The core concepts and principles of the Computer Science discipline are identified, described and explained.
  • The relationships among the core concepts and principles are demonstrated.
  • The range and limits of applicability of the core concepts and principles are identified.
  • The core concepts and principles are applied to standard problems.
  • Examples of changes in knowledge and understanding in the fields of Computer Science are described and explained.

    Each of the above can be assessed within the core modules of the BSc Computer Science Programme. Annexure 2 provides module outcome/s and assessment criteria for each.

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • The limitations of basic techniques used in Computer Science are appraised.
  • The significance of contested scientific knowledge in a contemporary context is recognised.
  • An understanding of how scientific information and ideas become generally accepted is demonstrated.

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
  • Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
  • Thinking and reasoning processes are reflected upon.
  • The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.
  • Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
  • The knowledge of theory is applied to particular real-world contexts.
  • Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.

    Assessed through various different types of assessments including practical assignments, research papers, visual presentations and the various formative assessment tasks in each module.

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • Evidence of successful and effective contributions in group work is provided within various activities during module assignments. (ICOS211, ICOS321, IDAT211, IISY111, IISY211, IISY221, IPRJ300, ISOF212, ISOF222).
  • The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
  • Organisational skills in managing group work are applied.

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
  • Effective learning strategies which suit personal needs and contexts are developed and used (This include use of both summative and formative assessment procedures).
  • Effective time management is demonstrated, e.g. by completing tasks/assignments to deadlines.

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
  • Scientific information is presented verbally in front of others.
  • Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
  • Non-verbal forms of representation are used correctly and appropriately. Various module assignments include a visual presentation component which requires the learner to present information on a topic to the class (using visual aids and in some cases a PowerPoint Slide Show).

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • Tasks related to basic computer literacy skills are performed.
  • The validity of ICT solutions for problems posed by the Computer Science discipline are critically assessed.
  • ICT that is appropriate to the Computer Science discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

    Above included in all modules with a practical component, where learners are required to complete practical assignments, class work and exams.

    Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes:
  • Scientific knowledge that is relevant to current societal issues is identified.
  • Public information dealing with current scientifically related issues is critically evaluated.
  • Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
  • The socio-economic impact of scientific interventions in society is identified.
  • Scientific knowledge is applied for the direct benefit of others, e.g. to junior learners, in schools or in the community.

    The module IPRJ300 further assesses this outcome by means of a practical project completed in learner groups for a Non-Profit Organisation (NPO).

    Integrated assessment:

    Learning and assessment should be integrated. Midrand Graduate Institute practices such an integrated system of assessment. Continual formative assessment is conducted so that learners are given feedback on their progress in the achievement of specific learning outcomes. The formative assessment tasks occur every fortnight and can be in the form of one of the following:
  • A 5-item multiple choice test.
  • A short questions test.
  • Construction of concept maps.
  • Take home tests with long questions.
  • Short practical tasks.
  • Short class presentations.

    For each of these activities learners will be supplied with the model answers and they will be required to mark their own work or the work of someone else in the class. The marks for these activities will be recorded by the lecture for feedback purposes. The purpose of formative assessment is to improve the learning of individual learners, and to improve the lecturing.

    Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the Qualification. Such judgement includes integrated assessment(s)' which test the learners' ability to integrate the larger body of Computer Science knowledge, skills and attitudes that are represented by the Exit-Level Outcomes as a whole. At MGI summative assessment takes the form of class tests, assignments, practical work (in certain cases) and a final examination. The marks attained in these activities will contributes to the learners' final mark for the module. Annexure 3 includes a breakdown of summative assessment in each of the core modules within the Degree in Computer Science programme. 
    		•

    INTERNATIONAL COMPARABILITY 
    To our knowledge, this Programme has not been assessed internationally. However, given that:
  • The curriculum incorporates the latest trends and practices in the discipline (the following documents were consulted during curriculum design: "Computing Curricula 2001: Computer Science" compiled by The Joint Task Force on Computing Curricula, and "Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems" compiled for the Association for Computing Machinery, the Association for Information Systems, and the Association of Information Technology Professionals). These guidelines are being used in over 30 countries.
  • Well-qualified academics and industry practitioners act as external examiners and moderators of the Programme.

    We have no reason to doubt that the quality and content of our Programme would meet international standards. 
    		•

    ARTICULATION OPTIONS 
    One of the objectives of our rigorous external moderation and examination procedure, and of our ongoing interaction with academic staff of other tertiary level institutions, is to ensure that the content and standard of our curriculum is such that our learners will have the opportunity for both vertical and horizontal articulation, both within and outside of Midrand Graduate Institute.

    With regard to vertical articulation, a learner who wishes to proceed to further studies at another higher education institution, having completed the BSc Computer Science programme at Midrand Graduate Institute, should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard. Learners who have completed our previously SAQA registered BSc Information Technology degree have been registered for Honours programmes at the University of Witwatersrand (WITS), Rand Afrikaans University (RAU), and the University of Pretoria (TUKKIES). We therefore do not foresee any problems for the new degree.

    In terms of horizontal articulation:
  • A learner who transfers to another programme within Midrand Graduate Institute will be given credit for relevant modules successfully completed towards the BSc Computer Science programme;
  • Learners who, having completed certain modules in the BSc Computer Science programme at Midrand Graduate Institute, wish to transfer to another higher education institution, are able to apply successfully for exemption from relevant modules on the basis of modules passed at Midrand Graduate Institute. A number of such articulations have taken place successfully in the past. 
    		•

    MODERATION OPTIONS 
    Internal moderation:

    The lecturer/s responsible for a particular module is/are appointed as internal examiner/s for that module. Internal examiners are responsible for the marking of all assessments related to the module for which they are responsible. Currently, Midrand Graduate Institute is reviewing this process and considering the need for a second marker on all work produced by the learner.

    External moderation:

    All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified industry practitioners.

    Good practice in the selection and appointment of assessors or external examiners is achieved by both academic and administrative involvement in approving the appointment of external examiners within Midrand Graduate Institute. This ensures that all staff members involved in appointments understand the criterion for the appointment of external examiners as well as that appointees are assessed effectively and rigorously.

    External examiners are recommended by MGI academics, members of the Advisory Board and Academic Heads of other universities. The criteria which are employed in the selection of external examiners are:
  • Individuals having suitable experience and who have had some prior experience of external examining.
  • Have available sufficient time for the proper performance of function.
  • External examiners who have completed their period of appointment are not eligible for reappointment before a lapse of at least two years.
  • External examiners from outside the higher education system, for example from industry are appropriate in certain situations. The academic and/or professional standing of such examiners will be vetted by the Head of Faculty.

    External examiners who are Academics at other public universities must meet the following requirements:
  • A minimum academic qualification of a honours degree in the subject concerned.
  • A minimum teaching experience of 3 years in the module he/she will moderate.
  • Previous experience as an examiner in an equivalent module.

    External examiners who are from Industry must meet the following requirements:
  • An appropriate academic Qualification.
  • Considerable work experience in the field.
  • A reputation in the industry.

    External examiners are appointed for final assessments at every level of study. Prior to each examination session, a copy of each examination paper, together with a marking memorandum and course outline, is sent to the relevant external examiner for moderation. As of 2004 module tests and assignments will also be sent through to external examiners when assessing the examination papers. Once the internal examiner has marked the examination papers, a sample pack for each module is sent to the relevant external examiner. In the case of practical assessments, external moderation takes place on campus.

    Sample packs are compiled as follows:
  • Where the number of candidates are equal to or less than 20, all scripts are moderated.
  • Where the number of candidates are between 21-40, 40% of the scripts are moderated.
  • When the number of candidates are higher than 41, 20% of the scripts are sent for moderation.

    In terms of criteria for moderation, the following applies:

    External examiners/assessors are required to evaluate the examination paper using certain parameters:
  • Syllabus (for example, is the required syllabus covered, is there enough variation between easy and difficult questions, does the paper test the objectives of the module as set out in the course outline and is the paper set at the required NQF Level).
  • Duration (will learners be able to complete the paper in the proposed time allocated).
  • Grammar and format (is there correct spelling/grammar/sentence construction, are all the pages numbered, are the marks allocated clearly for each question, do the marks calculate correctly, where required, are all diagrams/articles/reading excerpts supplied and labelled, have the correct font types been used, are the appendices correct).
  • Marking memorandum (is the memo clearly watermarked, has the mark allocation been clearly indicated, are the marks allocated correctly, are all the answers correct/complete, is it clear how the answers that deviate from the memo should be marked and what would be correct).

    Where there is a disparity between the internal and external examiners assessment, the assessor concerned together with the relevant HOD will discuss and reach concensus.

    An Advisory Board for Information Technology related modules, consisting of members from industry and from academia, has been established to ensure that MGI's Information Technology learning programmes are relevant to the learners' needs and appropriately benchmarked against academic and industry standards. The Advisory Board provides feedback on:
  • The ability of the curriculum to provide learners with the experiential elements essential for success in the field.
  • Whether the curriculum meets the requirements of the sector in which the graduate will be employed.
  • Whether the curriculum provides a sound theoretical basis upon which the experiential elements of the curriculum can be based.
  • Whether the desired outcomes of the programme are fairly and rigorously assessed by the tests, assignments and examinations.

    The following academics/experts are members of the Faculty's Advisory Board for Information Technology related modules.

    Name-Industry/Academic:
  • Riaan Lombard: Industry.
  • Marika Pieterse: Industry.
  • Prof. Andries Engelbrecht: Academic (Pretoria University).
  • Elmarie Bierman: Academic (Pretoria Technikon).
  • Dennis Comninos: Industry.
  • Gail Janse van Rensburg: Academic (Vaal Triangle Technikon).
  • Marthinus Heyns: Industry.
  • Dr. N Harris: Academic (Wits University).
  • Dr. Linda du Plessis: Academic (Vaal Triangle Technikon).

    In addition to the Programme Advisory Board:
  • Midrand Graduate Institute's Academic Board, with external representation from the public university sector, and MGI's Quality Assurance Office, oversee the quality assurance processes of all programmes.
  • External examiners are appointed to ensure that the quality of the relevant programme's assessment is commensurate with both academic and industry standards.
  • External input is furthermore ensured through various other quality assurance processes of which the placement of learners in internships or projects, in collaboration with the industry, forms a major component. The internship or project arrangement provides the programme with a virtual advisory council that contributes hugely to the success of the programme and the maintenance of high standards.

    Module Name; NQF Level; Specific; Module Outcomes; Assessment Criteria:

    Year 1:
  • Information Systems IA: Introduction to Information Systems; NQF Level 5; At the end of this module learners should display a strong understanding of Information Technology and how it is used in organizations to manipulate and spread information: Define hardware, software and system concepts; Differentiate between the management support systems and their associated functions; Apply theoretical concepts of Information Systems and technology to real life business situations; Construct a coherent argument in favour of or against a given viewpoint on Information Systems uses in business.
  • Information Systems IB: Human Computer Interaction; NQF Level 5; At the end of this module learners should be able to design, evaluate and implement interactive computing systems through the corrective application of the principles and techniques of human computer interaction; Discuss the reasons for human-centered software development; Define the basic science of psychological and social interaction; Explain in what ways the design of a computer system or application might succeed or fail in terms of respecting human diversity; Identify several fundamental principles for effective GUI design; Compare human-centered development to traditional software engineering methods; Explain what is meant by good design principles.
  • Computer Science IA: Fundamentals of Computer Science; NQF Level 5; After completion of this module, learners should be able to:
    > Demonstrate knowledge relating to the design and implementation of systems as well as knowledge on how to manage the procurement of hardware, software and existing computer resources.
    > Develop and adequate understanding of all the technical information in order to discuss all the different levels of the computer with technical experts in the field.
    > Distinguish between the different storage mediums and describe the characteristics of primary and secondary storage.
    > Describe and understand system integration and performance.
    > Discuss input and output technology.
    > Distinguish and describe the basics of networking.
    > Distinguish and describe the basics of an operating system.
    > Use the Karnaugh diagram and truth tables to derive the function for a logic circuit (combinational and functional).
    > Apply the formulae to do conversion from different number systems, calculate one's complement and two's complement.
  • Computer Science IB: Generic Solutions and Algorithms; NQF Level 5; After completion of this module, learners should be able to demonstrate an understanding and application of the skills associated with problem solving techniques; Describe and discuss problem-solving techniques, such as pseudocode, flowcharts and algorithms.
  • Show how to collect data to create and design algorithms.
  • Use and apply the fundamentals of simple data structures, parameters, control structures, arrays, records, pointers and modularization.
  • Describe and apply the process of developing and designing algorithms, by using the defining diagram, desk checking and unit testing.
  • Describe, discuss and apply fundamental programming concepts, such as: sequence, selection, repetition, arrays, records and object-oriented design.
  • Apply problem solving skills, to problems to generically solve the problem before writing and converting it into a program in a programming language.
  • Computer Science IC: Discrete Mathematics; NQF Level 5; This module's objectives are:
    > To introduce students to the concepts and applications of discrete mathematical structures.
    > To introduce various techniques for designing and analyzing algorithms.
    > To learn how to apply the techniques in designing and analyzing some fundamental algorithms, such as sorting and graph algorithms.
    > Students will see the purpose of the techniques while learning about them.
    > Know the foundations of discrete mathematics: logic, sets, functions.
    > Deal with Discrete objects - sets, propositions.
    > Have a good understanding of combinatorics: counting, permutations, combinations.
    > Show the knowledge of recurrence relations. Logical operators, relations: specifying relationship between discrete objects, Relations, Equivalence Relations, Equivalence Classes, Functions.
  • Show a good understanding of language and formulas of Propositional calculus.
  • Understand Propositions and apply Mathematical Proofs, Sentences, Tautologies and Logical Equivalence, Sentential Functions and Sets, Set Functions, Quantifier Logic, Negation.
  • Know a basic concepts of Graph theory. Use of algorithms, directed graphs and binary trees.

  • Software Development IA: Introduction to Programming using C++; NQF Level 5; After completion of this module, learners should be able to demonstrate an understanding and application of problem solving techniques to design and implement user-friendly structured programs in C++.
  • Apply problem-solving techniques to create and design programs in C++.
  • Show how to create, design and implement algorithms as programs, and understand the fundamentals of simple data structures, parameters, control structures, and functions.
  • Describe and discuss fundamental programming concepts.
  • Describe the way C++ operates, and how to debug and execute a program properly in C++.
  • Discuss some of the pitfalls in a C++ program to avoid, when writing programs.
  • Software Development IB: Programming Fundamentals; NQF Level 5; After completion of this module, learners should be able to:
  • Demonstrate an understanding and application of problem solving techniques to design and implement user-friendly structured programs in C++.
  • Demonstrate an understanding of arrays, records and simple Object-Oriented classes in C++.
  • Apply problem-solving techniques to create and design programs in C++.
  • Show how to create, design and implement algorithms as programs, and understand the fundamentals of simple data structures, parameters, control structures, functions, arrays, records and simple Object-Oriented classes in C++.
  • Describe and discuss programming concepts, such as arrays, records and simple Object-Oriented classes in C++.
  • Discuss some of the pitfalls in a C++ program to avoid when writing programs.

    Year 2.

    Information Systems IIA - Systems Analysis and Design; NQF Level 5.

    After completion of this module, learners should be able to:
  • Demonstrate an understanding and application of system analysis and design processes.
  • Development of interpersonal skills associated with development, operation and maintenance of systems when dealing with clients, users and team members.
  • Describe different development methodologies such as life cycle, workflow, OOA, prototyping, spiral and end-user.
  • Discuss concepts for the analysis, modeling, and definition of information systems problems.
  • Show how to collect and structure information in the development of systems requirement and specifications.
  • Apply the phases of the SDLC.
  • Identify quality metrics for assessment of customer satisfaction in all phases of the systems development life cycle.
  • Argue the use of a professional code of ethics to evaluate specific information system actions.

    Information Systems IIB: Project Management; NQF Level 5.

    Learners should be able to use knowledge and skills on the tools and techniques of project planning and management, including the use of project management software.
  • Discuss and relate the skills needed to design a project development and implementation plan.
  • Use and apply essential Project Management skills.
  • Use and apply project management tools and methods.
  • To initiate, design, implement, and discuss project close down.

    Software Development IIA: Object Oriented programming; NQF Level 5.

    After completion of this module, learners should be able to apply the knowledge of the fundamentals of object-oriented design principles effectively to design and develop an application.
  • Use and correctly apply the fundamentals of object-oriented design.
  • Discuss the concepts of encapsulation, abstraction, inheritance and polymorphism.
  • Explain how abstraction mechanisms support the creating of reusable software components.
  • Describe how the class mechanism supports encapsulation and information hiding.
  • Design, implement, test and debug programs in an object-oriented programming language.

    Software Development IIB: Data Structures & Algorithms; NQF Level 5.

    After completion of this module, learners should be able to explain running time analysis, recursion, basic sorting algorithms and elementary data structures and apply this knowledge to write efficient programs.
  • Show an understanding of the data structure abstractly.
  • Write syntactically correct specification of the data structure.
  • Use the data type in an application.
  • Determine when a recursive solution is appropriate for a problem.
  • Analyse algorithms and decide which algorithm to use in a particular application.
  • Apply the principles to recursion to implement a problem.

    Computer Science IIA: Advance Computer Architecture; NQF Level 5.

    After completion of this module, learners should be able to:
  • Describe the lower levels inside a computer by examining hardware and software components of a computer system.
  • Describe programming at the lower levels of the computer.
  • Discuss or describe the layered approach to computer organization and all the concepts related to this topic.
  • Describe and discuss topics related to the internal organization of a computer system including input and output devices and their operation.
  • Explain the digital logic level of the computer with the help of algorithms; truth tables etc.
  • Understand the basic information about the architecture of an Intel computer as well as the instruction sets necessary to use it in a practical environment.
  • Apply and use assembler and all the concepts related to it to program.
  • Discuss API and its use within Windows.

    Computer Science IIB: Networking; NQF Level 5.
  • After completion of this module, learners should be able to:
  • Develop an understanding of networks' basic principles, protocols and other related topics.
  • Develop interpersonal skills in order to discuss networks at a technical level.
  • Apply decision-making skills in regards to networks, their upgrades and effectiveness in certain situations.
  • Describe basic networking and identify different networking models.
  • Describe the basics of data movement, physical media and networking connectivity devices.
  • Use the OSI model and explain Ethernet, Token Ring, FDDI and wireless networks in relation to this model.
  • Explain Metropolitan Area Networks (MAN).
  • Apply data routing and common network protocols.
  • Discuss NetBEUI and TCP/IP.
  • Discover TCO/IP services.
  • Understand the network protocols IPv4 and IPv6.
  • Examine the infrastructure of a local area network.
  • Distinguish between the different methods used to connect networks together through the public carrier services.
  • Discuss the different methods of remote networking.
  • Explain and implement relevant aspects of network security.
  • Apply disaster recovery principles.
  • Describe and implement network troubleshooting procedures.
  • Describe the basics of the network operating systems in use today.

    Databases IIA: Principles of Databases; NQF Level 5.

    After completion of this module, learners should be able to demonstrate practical and theoretical skills associated with the design, implementation and maintenance of a fully working database within the systems analysis framework.
  • Construct a data model to help in the detailed design of the database.
  • Develop and utilize program specifications during the construction of the physical system.
  • Discuss different concepts, principles, issues and techniques in managing corporate data within a database.
  • Discuss the main concepts and components and the various architectures of the data warehouse.
  • Determine the effect client/server computing has on database design, implementation and management.
  • Discuss how database design, and database transactions are affected by a distributed database environment.
  • Identify different methods which can be used to manage database transactions and concurrency control.

    Databases IIB: Database Implementation; NQF Level 5.

    After completion of this module, learners should be able to:
  • Demonstrate the skills associated with the creation, storing, retrieving and manipulation of data in an Oracle Database.
  • Demonstrate the practical skills associated with setting up, maintaining and troubleshooting within an Oracle Database environment.
  • Construct different database structures using SQL commands.
  • Write SQL and SQL*Plus script files using the iSQL*Plus tool to generate report-like output.
  • Describe the various components of the Oracle Database architecture.
  • Use and apply skills to start up and shut down an Oracle Database.
  • Use and apply skills to create an operational database.
  • Practice to mange Oracle control files, online redo files, data files, tablespaces, segments, extents and blocks.
  • Use and apply skills to manage users, privileges, and resources.

    Year 3

    Information Systems IIIA: Object-Oriented Systems Analysis & Design; NQF Level 6.

    After completion of this module, learners should be able to:
  • Develop systems in an object-oriented way.
  • Understand and apply main UML diagrams and the scenarios that occur during object-oriented analysis and design.
  • Learn about the history of and the potential benefits of the object-oriented approach.
  • Be able to discuss a computer system as a collection of objects; recognise that in some ways, everything can be an object.
  • Should understand all of the following object-oriented concepts: object, class, attributes of a class, association relationships, methods or operations, encapsulation or information hiding, message sending, polymorphism, generalisation/specialisation hierarchies and inheritance, and reuse.
  • Have a general understanding of the modelling techniques and UML notation.
  • Show an understanding of how to interpret the behaviour of objects in a system, through the use of use cases, class diagrams, sequence diagrams, and written scenarios.
  • Should understand how to interpret generalisation/specialisation hierarchies and use of inheritance. Additionally, students should understand whole-part hierarchies and some of the benefits of using them in object-oriented requirements models.
  • Know common general features of life cycle models for object-oriented development methodologies.
  • Describe the object-oriented analysis process and have a good understanding of the way the requirements models are developed.
  • Discuss the types of OO tools that are available and some of the issues that might arise with the use of them.
  • Argue the transition from traditional system development to object-oriented development; and discuss some of the challenges related to this transition.

    Information Systems IIB: Information Systems Strategic Management; NQF Level 6.

    After completion of this module, learners should be able to communicate effectively the strategic use of information technology from a business perspective at the enterprise level.
  • Demonstrate how information systems are managed internally in an organization from the point of view of the CIO.
  • Examine alternative strategies and tactics available to management to achieve goals.
  • Interpret what it is about a strategy planning situation that is important.
  • Show and explain how strategy situations are influences and are influenced by other situations within a business environment.
  • Judge whether and when IS management decisions and actions are appropriate.
  • Explain what is meant by strategy, strategic management and strategic planning.

    Computer Science IIIA: Operating Systems; NQF Level 6.

    After completion of this module, learners should be able to:
  • Develop an understanding of operating systems and how they fit into the bigger picture as well as their role in organizing the computer hardware as well as software.
  • Discuss the different operating systems licensed as well as open source to see where to utilized them.
  • Understand and apply the concept of what an operating system is.
  • Describe the different early memory management allocation processes as well as recent systems that are used now a days.
  • Describe and apply relevant processor management schedules, schedulers and policies.
  • Describe and discuss the reasons for deadlock and also give solutions for practical problems.
  • Describe and discuss concurrent processes with special reference to parallel and multiprogramming configurations and applications.
  • Discuss different techniques and media in regards to device management.
  • Discuss the file management with special reference to file interactions, organization of files, storage allocation and data compression.
  • Compare network operating systems to distributed operating systems.
  • Assess operating systems with special mention to security.
  • Compare some of the different popular operating systems available today.

    Computer Science IIIB: Social Practices & Security; NQF Level 6.

    After completion of this module, learners should be able to:
  • Explain the importance of security and how to go about to ensure security.
  • Determine the security measures that can be put in place for example encryption, cryptography etc.
  • Discuss the key principles of security.
  • Discuss legal and ethical issues surrounding security.
  • Describe, discuss and apply the three steps involved with Risk management.
  • Design a blue print for a specific case study and include continuity in your design.
  • List, describe and research security technologies that is available on the market today.
  • List, describe the use cryptography.
  • Explain and evaluate different ways that hackers follow to gain access to a system.

    Software Development IIIA: Java and distributed systems; NQF Level 6.

    After completion of this module, learners should be able to demonstrate an understanding of the principles, concepts and technologies of distributed systems.
  • Discuss the paradigms in distributed system topics, like security, recent Internet and Web protocols, scalability and replication.
  • Explain the various distributed system principles and concepts
  • Evaluate the different middleware models that are used for the integration of distributed objects.
  • Discuss the influence that programming languages have on distributed objects and how systems that utilize multiple programming languages can be built.

    Software Development IIIB: Internet Programming and e-commerce; NQF Level 5.

    After completion of this module, learners should be able to:
  • The ability to design and create an interactive web site that contains relevant information and is aesthetically pleasing.
  • A strong understanding of the infrastructural, technical and ethical components of e-commerce and how to utilize and consider these in the creation of an Internet-based business.
  • Development of a fully functional, attractive website that can access a database, and be used to perform calculations based on information provided by the organization wanting the website.
  • Define concepts of E-Commerce.
  • Compare all aspects of traditional commerce to E-commerce.
  • Discuss the threats to E-commerce and security measures taken to counteract these threats.
  • Discuss the ethical and social environment in which E-commerce businesses must operate.
  • Construct coherent arguments in favour or against relevant E-commerce issues.

    Project:
  • NQF Level 6.

    After completion of this module, learners should be able to demonstrate the skills associated with the design and implementation of an IT development project, based on the needs assessment for a non-profit organisation.
  • Use and apply skills needed to design a project development and implementation plan.
  • To practice essential project management skills.
  • To select the proper project management tools and demonstrate their use.
  • To initiate, design, implement and discuss project close down.
  • To determine and analyse a significant problem using the systems approach to problem solving.
  • To discuss management of time and interpersonal relations. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
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    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
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    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
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