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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Information Technology 
SAQA QUAL ID QUALIFICATION TITLE
122369  Bachelor of Science in Information Technology 
ORIGINATOR
Richfield Graduate Institute of Technology Pty Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 10 - Physical, Mathematical, Computer and Life Sciences  Information Technology and Computer Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0824/24  2024-06-04  2027-06-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-04   2033-06-04  

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
50362  Bachelor of Science in Information Technology  Level 6  NQF Level 07  405  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Science in Information Technology is to provide learners with practical skills and knowledge in Artificial Intelligence (AI), Autonomous Systems and Robotics, Cyber Security, Programming, and Big Data, among others. The qualification ensures that learners are not only gaining practical knowledge but also empowered to think critically and creatively in designing innovative solutions for the dynamic problems in society. The qualification is designed to bridge the gap between theory and practice through simulations and practical cases that enable learners to implement solutions and apply their skills and knowledge to solve complex problems. The qualification will equip learners with the various disciplines in the information technology (IT) field. This is crucial given the interconnectedness of various IT disciplines and the need for versatility of skills in the IT field. The qualification puts learners at the forefront of technological progress and exposes them to technologies in various industries which contribute to their holistic learning and diverse skill sets.

The qualification will enable learners to operate and thrive in AI-powered and rapidly evolving industries. The qualification is diverse in skillsets and innovative in content. It provides learners with a robust mathematical foundation and a firm grounding in programming, software development, database systems, networking, and emerging technologies. From the Data Science module, learners acquire skills for data analysis, data manipulation and data visualisation. They will apply knowledge of various programming languages in Java, C-Sharp, JavaScript and others to build strong software engineering frameworks and models across various platforms. They will be empowered to build models, discover patterns in data, make predictions and implement big data technologies. In the software engineering module, learners are trained to design, develop, test, and maintain robust software systems. From human-computer interaction, learners gain crucial skills in designing intuitive and interactive platforms and interfaces where they integrate augmented reality and virtual reality to give users a great experience. Across all areas of the curriculum, such as networks, robotics, business analytics, Big Data, and Internet of Things (IoT), learners learn to leverage and apply emerging technologies and innovative models to ensure they are operating on the cutting edge of technology and gaining practical skills and experience that make them stand out as innovators, creators, and problem solvers.

The qualification culminates in an IT project in the final year where learners identify a problem in industry and design robust solutions that are based on emerging and disruptive technologies. Learners apply all the knowledge and skills obtained from the course to create a functional and practical solution to a real-life problem. The project empowers learners to integrate different skills in cyber security, block-chain, artificial intelligence, Big Data and IoT, and machine learning, among others to build a cohesive and innovative solution. The experience of the project also builds collaborative and teamwork skills, as well as presentation skills which prepare learners for complex and dynamic work environments and give them the capacity to tackle complex issues.

On completion of the qualification, qualifying learners will be able to:
  • Critically evaluate the organisational problems and needs to build and apply appropriate technological solutions.
  • Identify and critically examine the modern tools, techniques, and methodologies in Information Technology, and apply them to build intelligent systems.
  • Examine the trends and emerging technologies and critically apply them to various.
    industries and contexts
  • Critically assess the legal, ethical, and environmental issues pertaining to the design, deployment, and usage of systems and applications.
  • Critically evaluate organisational strategy, policies, and procedures with respect to
    emerging technologies and ensure they address all facets of emerging technologies and are integrated and aligned to enable the organisation to operate on the cutting edge of technology.

    The graduate attributes will include the following:
  • Ability to address real-world complex problems by applying emerging technologies.
    and to develop innovative solutions across industries and sectors
  • Collaborate and work effectively with other people to achieve common goals.
  • Make autonomous ethical and professional decisions in the development and
    deployment of systems and technologies
  • Analyse complex data, make data-driven decisions and conduct research in various areas of information technology.
  • Integrate trends, new insights and emerging technologies into systems and applications to build more intelligent and optimal solutions.
  • Present and communicate complex information technology ideas to a diverse range of audiences including both technical and non-technical stakeholders.

    Rationale:
    The Fourth Industrial Revolution (4IR) is profoundly permeating and affecting all elements of contemporary societies and economies. Automation is increasingly ubiquitous in many sectors of the South African economy, especially in Manufacturing and Banking sectors.
    According to the World Economic Forum's Future of Jobs 2023 Report, analytical thinking, creative thinking, AI and big data will be top in-demand skills by 2027. Information and Communication Technology (ICT) is identified as a scarce skill in the National Labour Scarce Skills Document. The qualification is intended to stimulate economic growth and address regional, national, and international needs. The qualification will empower learners with knowledge and skills which match the complexity and the innovativeness inherent in today's AI-drive world. The qualification will provide a solid knowledge base of emerging and disruptive technologies which will equip learners with the problem-solving skills required in the emerging technologies. Learners need a strong and focused set of skills to be effective and innovative.

    The qualification will integrate emerging technologies and focuses on preparing learners for the dynamic world of work that is driven by innovation and modern technologies. Benhamou (2022) contends that technologies such as Artificial Intelligence (AI) and others will lead to the disappearance of most jobs. This implies that the skills must be in tandem with the shifts that are happening and preparing learners for this new world of work that is rapidly unfolding. The advances in emerging technologies are revolutionising industries and the skills must be relevant and aligned to the current and future digital transformation across various industries, (Abdi, Ahmed, Abdulmunim, 2021). The qualification is using cutting-edge technology and incorporates skills in cloud computing, Big Data, Cyber Security, Data Science, Autonomous Systems and Robotics, among others. Benhamou (2022) further argues that even though automation and advances in technology will cause the disappearance of many jobs, a door will be opened for new opportunities that require new skills and expertise.

    The qualification is designed in consultation with academic experts in the field and industry practitioners and leaders to ensure that the curriculum is aligned with the latest trends and at the forefront of technological progress. Corporates such as Old Mutual and others employ graduates who possess cutting-edge skills in the various areas of information technology. The qualification will provide learners with in-demand skills and safeguard their future. The World Economic Forum on the future of work in the article Digital skills: How businesses and policymakers can respond to future demand in the labour market, highlights five areas where digital skills play a key role and these are: Advanced data analytics, cybersecurity, programming, automation, and internet of things (IoT). The World Economic Forum further advises that due to the business adoption of the cloud as more companies and organisations move their operations to the cloud, there is a surging demand for expertise in the fields afore mentioned. The qualification integrates these skills as highlighted by the World Economic Forum and ensures that a learner is well-prepared for the future.

    Furthermore, the qualification will prepare learners to be innovators and leaders in information technology. The curriculum incorporates simulations, use cases and practical experiments that build practical and problem-solving skills, and innovation expertise, as well as the capabilities of analysing complex problems in society and designing creative solutions that leverage the power of emerging and disruptive technologies. Reimers (2020) reinforces the point of transformative education. Learners must be trained to innovate and invent their own future. Therefore, the qualification integrates entrepreneurial skills, problem-solving and creativity with deep technical knowledge and expertise that empower learners and graduates to lead in their respective fields in the Information Technology industry.

    The qualification integrates Python programming, data science and robotics which are sought-after skills in industry and the current world of work. Smaldone, et al. (2022) published an article on employability skills: profiling data scientists in the digital labour market where skills in data science and Python are listed as essential skills that employers are seeking. Organisations are dealing with vast stores of big data which are complex and heterogeneous, therefore graduates that have these skills are in high demand. This qualification ensures that learners have these skills, and their skillsets meet the demands of industry, especially in the context of rapid technological shifts and the dynamic and complex world of work. This qualification is designed to create Python developers, data scientists, AI professionals, Machine Learning Engineers, AI Solutions Architects, Algorithm specialists, AI Analysts, AI Developers, Data Scientists, Python programmers, Block-chain developers, and Cloud Solutions Architects among others. 
    		•

    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 Bachelor studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to Bachelor studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Information Technology, NQF Level 5.
    Or
  • Higher Certificate in Information and Communication Technology, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 5, 6, and 7 totalling 370 Credits.

    Compulsory modules, Level 5, 110 Credits:
  • Information Systems IA, 10 Credits.
  • Information Systems IB, 10 Credits.
  • Programming IA, 10 Credits.
  • Programming IB, 10 Credits.
  • Web Technology IA, 10 Credits.
  • Web Technology IB, 10 Credits.
  • Networks IA, 10 Credits.
  • Networks IB, 10 Credits.
  • Mathematics IA, 10 Credits.
  • Mathematics IB, 10 Credits.
  • Data Science, 10 Credits.

    Compulsory modules, Level 6, 90 Credits:
  • Information Systems IIA, 10 Credits.
  • Information Systems IIB, 10 Credits.
  • Programming IIA, 15 Credits.
  • Programming IIB, 15 Credits.
  • Database Systems, 10 Credits.
  • Big Data and IoT, 10 Credits.
  • Cloud Computing, 10 Credits.
  • Machine Learning, 10 Credits.

    Elective modules, Level 6, 30 Credits (Choose two modules from the following):
  • Business Analysis IA, 15 Credits.
  • Business Analysis IB, 15 Credits.
  • Data Manipulation and Visualisation, 15 Credits.
  • Statistics for Data Science, 15 Credits.
  • Computer Architecture, 15 Credits.
  • Server Technology, 15 Credits.
  • Internet Programming A, 15 Credits.
  • Internet Programming B, 15 Credits.

    Compulsory modules, Level 7, 120 Credits:
  • Human-Computer Interaction, 10 Credits
  • IT Project, 10 Credits
  • Programming IIIA, 15 Credits.
  • Programming IIIB, 15 Credits.
  • Cyber Security, 10 Credits.
  • Operating Systems, 10 Credits.
  • Software Engineering, 10 Credits.
  • Mobile App Development, 10 Credits.
  • Artificial Intelligence, 10 Credits.
  • Work Integrated Learning, 20 Credits.

    Elective modules, Level 7, 10 Credits (Choose one module from the following):
  • IT Strategic Management A, 10 Credits.
  • IT Strategic Management, B, 10 Credits.
  • Machine Learning, 10 Credits.
  • Autonomous Systems and Robotics.
  • Networks A, 10 Credits.
  • Networks B, 10 Credits.
  • Programming IVA, 10 Credits.
  • Programming IVB, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to critically evaluate the organisational problems and needs to build and apply appropriate technological solution
    2. Demonstrate the ability to identify and critically examine the modern tools, techniques, and methodologies in Information Technology, and apply them to build intelligent systems.
    3. Demonstrate the ability to examine the trends and emerging technologies and critically apply them to various industries and contexts
    4. Demonstrate the ability to assess the legal, ethical, and environmental issues pertaining to the design, deployment and usage of systems and applications
    5. Demonstrate the ability to evaluate organisational strategy, policies, and procedures with respect to emerging technologies to address all facets of emerging technologies, integrate and align to the organisation to operate on the cutting edge of technology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Evaluate organisational and industry problems to build and implement appropriate and innovative solutions.
  • Critically assess the tools, techniques, and methodologies for assessment of organisational technological needs to ensure suitability and efficacy.
  • Critically examine the platforms and technologies for the implementation of solutions to complex problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify, critically evaluate, and implement modern tools, techniques, and methodologies in information technology.
  • Critically assess appropriate methodologies for building and implementing emerging technologies to ensure suitability and efficiency.
  • Critically evaluate intelligent systems for various functions to ensure optimal performance.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify, critically examine, and explain trends and emerging technologies.
  • Apply the trends and emerging technologies to existing processes and systems in various areas of information technology.
  • Critically examine Artificial Intelligence's new strategies and approaches to ensure the production of desired results.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss and apply the legal, ethical, and environmental issues in information technology.
  • Identify the standards of application and assess the usage of emerging technologies and processes.
  • Explain the frameworks for the deployment of emerging technologies.
  • Discuss and critically examine frameworks, systems and models for securing information and systems.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Critically discuss the organisational policies and procedures with respect to emerging technologies.
  • Define and evaluate the organisational strategies with respect to emerging technologies.
  • Critically assess organisational objectives pertaining to emerging technologies.

    INTEGRATED ASSESSMENT
    The qualification is coherently aligned in that all teaching, learning and assessment activities are linked to module and qualification outcomes. Assessment methods are varied and include summative and formative assessments to enhance applied competence from learners and facilitate authentic assessment and learning.

    Formative assessment:
  • Written assignment (case studies, problem scenarios and presentations) = 100%
  • Continuous Assessment Test (case studies, simulations, practical coding tests and problem scenarios).
  • Formative assessment: constitutes 60% of the final mark.

    Summative assessment:
  • Examination (3 hours online examination is completed on Moodle)
  • The final examination papers include case study questions, problem scenarios, and practical coding scenarios = 100%.
  • Summative assessment: constitutes 60% of the final mark.

    Work Integrated Learning (WIL)
    Work Integrated Learning (WIL) is a compulsory module which is credit-bearing and
    essential for learners to gain exposure of the workplace and be able to deploy their skills,
    expertise and knowledge obtained from the qualification in a real-life work environment. Learners go to an organisation relevant to their expertise to apply their theoretical
    and practical knowledge from the qualification. This is an opportunity for them to translate their professional practice into meaningful skills that contribute to the organisation's. operations and success. This experiential learning enhances their employability and gives them crucial experiences that are highly sought after by employers.

    IT Projects:
    This is a capstone project where learners engage in hands-on and technical project work aimed at solving a real-life problem in industry. It is an integral component of the curriculum and learners can apply theories, methodologies, and technical skills to create innovative solutions to intractable problems in society. The project involves a presentation to the panel which also develops their communication and presentation skills. This experience produces graduates who are strong in critical thinking, and problem-solving and demonstrate agility in a dynamic, fast-paced and rapidly evolving technological landscape. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable with other quality qualifications offered internationally.

    Country: United States of America
    Institution: Grand Canyon University
    Qualification Title: Bachelor of Science in Information Technology
    Credits: 120
    Duration: 15 weeks contact and 7 weeks online
    Entry Requirements:
  • Secondary (high school) transcript, an unweighted GPA of 3.00 or above.
    Or
  • General Education Development (GED) and transcripts of all credit-bearing coursework.
    Or
  • High School Equivalency Test (HiSET).
    Or
  • State Equivalency Diploma.

    Purpose:
    The purpose of the qualification is to empower learners with skills and knowledge to solve industry problems. Learners can apply modern tools, techniques, and platforms to develop innovative solutions.

    Qualification structure:
    The qualification consists of the following compulsory modules.
  • Introduction to Information Technology comparable to Information Systems.
  • Cyber Security Foundations comparable to Cyber Security.
  • IT Project Management comparable to IT Project.
  • Relational Databases for Business Applications comparable to Database Systems.
  • System Administration and Maintenance comparable to Operating Systems and Server Technology.
  • Deductive Reasoning and Logic Programming comparable to Programming.
  • Introduction to Database Structures comparable to Database Systems.
  • Edge Networks comparable to Networks.
  • Cloud Systems Administration and Maintenance comparable to Cloud Computing.
  • Platform and Network Technologies comparable to Networks.
  • IT Project Capstone comparable to IT Project.

    Similarities:
  • The Grand Canyon University (GCU) and the South African (SA) qualifications require applicants who completed the high school qualifications or equivalent.
  • Both qualifications embed new technologies and trends, as well as a capstone IT project to allow learners to solve industry problems.
  • The curriculum offered by the GCU qualification is similar to the curriculum offered by the SA qualification in Information Technology, especially in areas such as Networks, Cyber Security, Cloud Systems and Computing, Databases, and Information Technology foundations.
  • Both qualifications are offered in both contact and distance learning modalities.

    Differences:
  • The GCU qualification has 120 credit hours while the SA qualification has 370 credits.
  • The GCU qualification contains elective modules, such as global awareness, perspectives, and ethics whereas the SA qualification's electives focus on IT management, Emerging Technologies, Network Engineering and Software Development specialisations.

    Country: Australia
    Institution: University of Southern Queensland
    Qualification Title: Bachelor of Science in Information Technology
    NQF Level: Australian Qualifications Framework (AQF) Level 7
    Credits: 24 credit units
    Duration: 3 years full time
    Entry Requirements:
    ATAR will be used for Year 12 learners seeking admission into the University of Southern Queensland undergraduate degrees. The Queensland Certificate of Education (QCE) will remain Queensland's senior secondary school qualification.

    Purpose:
    The Bachelor of Science in Information Technology is designed to develop skills and knowledge in software development, programming languages, networking and the design and implementation of computer systems and information systems. It is purposed to enable learners to be relevant in the ever-changing IT environment, as well as to be problem-solvers and innovative thinkers.

    Learners could pursue a variety of careers including information systems manager, computer sales representative, computer consultant, information manager, computer systems officer, computer programmer, chief information officer, information centre manager, systems analyst/programmer, system development coordinator, computer educator, and commercial application developer.

    Upon completion of this qualification, graduates will be able to:
  • Exhibit a broad and coherent knowledge base, with a level of depth in one or more science disciplines, suitable to undertake professional work and/or further study.
  • Apply a range of cognitive and technical skills which reflect the underlying principles of one or more science disciplines.
  • Display well-developed cognitive, technical and communication skills to select and apply relevant methods and technologies and present information to a range of audiences.
  • Critically analyse, consolidate, and evaluate information to construct and implement solutions to unpredictable and complex problems.
  • Work autonomously and collaboratively to construct and implement problem-solving paradigms to address relevant issues.
  • Apply well-directed judgement and responsibility, in diverse contexts, which are consistent with the social, moral, and legal responsibilities of professional scientists.

    Qualification structure:
    The qualification consists of compulsory and elective modules.
    Compulsory Modules:
  • Computing.
  • Mathematics and Statistics comparable to Mathematics and Statistics for Data Science.
  • Information Technology comparable to Information Systems and Operating Systems.
  • Work Integrated Learning comparable to Work Integrated Learning.
  • Programming comparable to Programming.
  • Software Engineering comparable to Software Engineering.
  • Project Management comparable to IT Project.
  • Data Science comparable to Data Science.
  • Algorithms.
  • Data Structures and concurrency comparable to Database Systems.
  • Computer Systems comparable to Computer Architecture.
  • Information Systems comparable to Information Systems.
  • Deep Learning.

    Similarities:
  • The University of Southern Queensland (USQ) and the South African (SA) qualifications are offered over three years of full-time study.
  • Both qualifications are registered at Level 7 of the SA NQF/AQF.
  • Both qualifications require learners who completed the Year 12 qualification or equivalent.
  • The USQ qualification contains subjects such as algorithms, software engineering, project management, mathematics, data science, security, information systems, and data structures which relate favourably with the SA qualification curriculum such as Artificial Intelligence, Machine Learning, Database Systems, Data Science, Mathematics, Cyber Security, Information Systems, Programming and Work Integrated Learning.

    Differences:
    The USQ qualification contains elective courses in biology, genetics, advanced maths and
    Others whereas the SA qualification's electives focus on emerging technologies, network engineering, IT management and software engineering.
  • The SA qualification is offered via both contact and distance learning modalities, which is different from the USQ qualification.

    Country: Singapore
    Institution: Singapore University of Social Sciences
    Qualification Title: Bachelor of Science in Information and Communication Technology
    Duration: Four-year full-time
    Credits: 200 credit units

    Entry Requirements:
  • Singapore-Cambridge GCE 'A' Level
    Or
  • Polytechnic Diploma from Singapore
    Or
  • International Baccalaureate (IB) Diploma
    Or
  • NUS High School Diploma
    Or
  • A minimum of 12 years of completed formal education.

    Purpose/Rationale:
    Information and Communication Technology (ICT) is the key enabler of digital transformation. Many businesses and organisations have accelerated the adoption of digital technologies to unlock new growth opportunities, thus leading to increased ICT manpower demands with the creation of new job roles in various industries.

    The purpose of this qualification is to ensure that learners are well-prepared for the
    industry with practical and theoretical IT skills. Learners are trained in the areas of
    emerging technologies and given work-study experiences and relevant training in
    various areas of specialisation within the IT field. The IT professional certifications are also embedded in the programme. Graduates from this qualification can find a multitude of careers in ICT and other industries such as software/application/DevOps engineer, security engineer, system analyst, cloud/network engineer, database administrator, data/business analyst, etc.

    Qualification structure:
    Learners pursuing the full-time qualification are required to complete 200 credit units (cu), which include:
  • 60 credit units of SUSS Core modules.
  • 90 credit units of Major Compulsory modules
  • 10 credit units of Major Elective modules
  • 40 credit units of Free Electives and/or Minor
    In addition, learners are also required to complete a 24-week work attachment, an overseas experience and service-learning / community engagement.

    Compulsory Modules:
  • Object Oriented Programming comparable to Programming.
  • Data Structures and Algorithms comparable to Data Science.
  • Data Programming comparable to Programming.
  • Cloud Computing comparable to Cloud Computing.
  • Database Management Systems comparable to Database Systems.
  • Internet of Things comparable to Big Data and IoT.
  • Machine Learning comparable to Machine Learning.
  • Business Analysis comparable to Business Analysis.
  • Software Engineering and DevOps comparable to Software Engineering.
  • Data Visualisation for Business comparable to. Data Manipulation and Visualisation
  • Big Data Computing in the cloud comparable to Cloud Computing.
  • Computer Architecture comparable to Computer Architecture.
  • Capstone ICT Project comparable to IT Project.

    Similarities:
    The Singapore University of Social Sciences (SUSS) and the South African (SA) qualifications require learners who completed the high school qualifications or equivalent.
  • Both qualifications share a similar purpose and rationale.
  • Both qualifications consist of compulsory and elective modules.
  • The modules and content in the SUSS are related to modules and content in the SA qualification. For example, Computer Architecture, Network Security, Cloud Computing, Programming, Business Analysis, Machine Learning and Big Data are similar in both programmes.
  • Both qualifications have a capstone practical project where learners apply the knowledge and skills obtained from the programme to solve real-life problems in industry.
  • Both qualifications integrate badges and certification courses from the industry to give learners industry skills and practical experience.

    Differences:
  • The SUSS qualification is weighted 200-unit credits while the SA has 370 credits.
  • The SUSS qualification takes 4 years of full-time study whereas the SA qualification is offered over 3 years of full-time study.
  • The SUSS qualification contains electives in areas that are not in the IT field, such as early childhood education leadership, English, entrepreneurship, events management, and others while the electives in the SA qualification focuses on emerging technologies and integrate all aspects of IT to ensure a learner is well rounded in the cutting-edge skills that are relevant in the IT field. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Computer Science, NQF Level 7.
  • Advanced Diploma in Information Technology, NQF Level 7.
  • Advanced Diploma in Information and Communications Technology, NQF Level 7.
  • Advanced Diploma in Information and Communications Technology in Applications Development, NQF Level 7.
  • Bachelor of Computer Technology, NQF Level 7.
  • Bachelor of Commerce in Information Technology
  • Bachelor of Commerce in Information Technology Management, NQF Level 7.
  • Bachelor of Science in Computer Science, NQF Level 7.
  • Bachelor of Science in Computing, NQF Level 7.
  • Bachelor of Information Technology, NQF Level 7.
  • Bachelor of Science in Information Technology, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Commerce Honours in Information Systems in Information Technology
  • Bachelor of Commerce Honours in Information Technology Management
  • Bachelor of Science Honours in Computer Science and Information Technology
  • Bachelor of Science Honours in Computing
  • Bachelor of Science Honours in Information Technology
  • Bachelor of Social Science Honours in Information Technology
  • Postgraduate Diploma in Information and Communication Technology
  • Postgraduate Diploma in Information Technology
  • Postgraduate Diploma in Information Technology Management

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.