SAQA

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

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Coding

SAQA QUAL ID	QUALIFICATION TITLE
122727	Higher Certificate in Coding
ORIGINATOR
MANCOSA Pty (Ltd)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0526/24	2024-08-22	2027-08-22
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-08-22		2031-08-22

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Higher Certificate in Coding qualification is to provide learners with coding knowledge and abilities to produce graduates who can work in today's challenging environments. This qualification is designed to respond to the current organisational and societal problems that need coding solutions. Coding also enhances problem-solving skills and enables learners to be solution-oriented. Thus, this qualification will thoroughly prepare learners to innovate and build solutions for today's increasingly complex problems.

Coding improves problem-solving competencies which in turn produces good performance. The dynamic nature of today's problems demands dynamic skills, this qualification enables learners to be dynamic in their coding abilities, to be able to code on different platforms and for various environments. It is true that we live in a digitised world, which means that everything from our phones to our house refrigerator is connected to the internet and is dependent on computer code. As a result, coding skills have become basic skill requirements for a wide range of industries, and the need has spread beyond qualifications.

Due to the explosion of data, businesspeople now desire the ability to create qualifications based on their business models to be able to work with data and make wise business decisions. As expressed by Wiener, Saunders and Marabelli (2020), the emergence of big data and other technologies has made programming skills essential not only for people in the Information Technology (IT) field but also in other fields that work at the cutting-edge of technology and data.

Learners who undertake this qualification will not only learn to code but also expand their knowledge in the areas of logic and critical thinking. Learners are introduced to Programming in the module, Programming and Mathematical Concepts, and thereafter learn to code using the languages, C# and Python as well as Web Design, which will expose them to a variety of skills and knowledge in programming. Programming teaches problem-solving abilities, such as how to solve an issue logically as well as creatively. Coding also improves one's capacity to think logically, tactically, and analytically.

The qualification embeds emerging technologies which is aimed at ensuring that the graduates of this qualification will possess relevant knowledge and technical expertise for not only today's world of work but the future as well. Learners will be able to incorporate new trends and emerging technologies in the coding processes, to develop systems and applications that are future-oriented. It is anticipated that this qualification will attract first-time potential employees who wish to start their careers in the field of Coding; persons working in other sectors who wish to change their career paths and move to the field of Coding and persons currently employed in the field of Coding who wish to better qualify themselves to advance their careers.

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

Understand the hardware specifications and basics of writing a qualification.

Understand computer programming using a 3GL programming language like C# and Python.

Create a dynamic web application and apply mathematical concepts for problem-solving.

Apply databases and Structured Query Language (SQL).

Analyse and design a software solution.

The graduate attributes will include the:

Ability to solve real-world problems by applying knowledge of coding, as well as knowledge of programming logic and algorithms.

Collaboration and effective teamwork with other people on coding projects.

Ability to make ethical and professional decisions in the development and deployment of coding systems and applications.

Analytical thinking in terms of organisational problems and creating appropriate solutions.

Trend-oriented and emerging technologies-focused in designing solutions.

Creative and innovative in problem-solving and building coding solutions.

Learners can aspire to the following positions:

Coding Specialists.

Junior Systems Developers.

Data Analysts.

Mobile application developers.

Rationale:
Currently, the Internet of Things (IoT) is becoming commonplace because of the huge impact it is having on societies and businesses. Kumar, Tiwari and Zymbler (2019) expressed in their article that IoT is a new paradigm that has revolutionised and altered the traditional experience with the use of technology in everyday life. IoT allows every device to be connected to the internet, to share data. This has led to an explosion in devices that are connected to the internet (Sterling, 2016). The shift toward hyper-connectivity is being accelerated by technological advancements and the advent of the Fourth Industrial Revolution (4IR). These technology advancements are fuelled by coding where new applications and systems are developed to meet the needs of businesses and industries. Even though organisations have acquired these systems and implemented new technologies, there is still a paucity of skills and expertise required to run and maintain these systems.

Given the increasing complexity of today's problems, coding sparks creativity and innovativeness which results in IT solutions that can address the current problems (Foster, 2019). As technology changes and keeps advancing, systems require new changes and improvements. Iqbal, Ahmad, Khan, Amin and Alyahya (2020) indicated that outsourcing software developers and coders in organisations are becoming famous due to a lack of needed skills. This lack of relevant skills and expertise contributes to highly inefficient and outdated systems, which end up becoming a security risk to organisations.

This qualification is designed to meet the skills demand in this critical area of technology across various organisations. The qualification covers the fundamentals of object-oriented programming and introduces learners to C# programming, as well as Python programming, which is well known for its pervasiveness, reliability, and wide adoption across modern systems. The Python programming language is an ideal Third Generation Language (3GL) for learners to grasp the various concepts of coding and learners will first be introduced to Python before pursuing coding using an additional 3GL namely the C# programming language.

Ekmekci, McAnany and Mura (2016) concur that Python has become a popular programming language in various domains, largely because its straightforward semantics and clean syntax make it a readily accessible first language. Python is expressive and well-suited to object-oriented programming, as well as other modern paradigms. In terms of flexibility and applicability, Python consists of many available libraries and third-party toolkits that can extend the functionality of the core language into virtually every domain; hence it has wide applicability. The module Programming in Python incorporates the use of the Python programming language.
The advent of Artificial Intelligence and robotics has sharpened the need for coding skills, which enable graduates to develop and implement future technologies. This is echoed in the impact of the artificial intelligence article by Petropoulos (2018), where the demand for relevant skills in light of technological progress has increasingly become sky-high. Introduction to C# programming will expose learners to a modern object-oriented programming language, to have career options for systems design and application development. Learners will also be introduced to Artificial Intelligence in the module Programming in Python to enable them to be able to code and execute common Artificial Intelligence algorithms using Python.

This qualification will contribute to the development of the next generation's skills, which are essential in today's era of rapid technological change. According to the Department of Basic Education, a framework for skills for a changing world was developed for implementation at various provincial education departments and the framework is purposed to expose learners and teachers to a range of 21st Century skills and competencies. In addition, the South African Department of Basic Education has developed the Coding and Robotics curriculum for learners from Grade R to 9 in the General Education and Training category. These interventions by the Department of Basic Education require an appropriate response at the Higher Education level, to create a career pathway for learners who have undertaken these subjects, acquired the competencies and want to further their careers.
Upon completion of the qualification, graduates can aspire to the following positions:

Coding Specialists.

Junior Systems Developers.

Analysts.

Mobile application developers.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning is measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

RPL for access:
A centralised RPL committee with regional representation from academics and RPL committee members shall meet every week and make determinations regarding all RPL applications that are before the committee for decisions and recommendations regarding entry into the qualifications which prospective RPL candidates have applied for. The decisions are communicated by the admissions administrator to learner advisors within 24 hours of the committee meeting.

The RPL process focuses on establishing whether the learner has acquired competence in the following areas:

Basic theoretical knowledge

Practical competence

Reflective competence

Applied competence

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate (NSC), NQF Level 4, granting access to Higher Certificate studies.
Or

National Certificate Vocational (NCV), NQF Level 4, with an endorsement for entry into a Higher Certificate qualification.
Or

Senior Certificate, NQF Level 4.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, NQF Level 5, totalling 120 Credits.

Fundamentals of Information Systems, 15 Credits.

Mathematics Concepts in Coding, 15 Credits.

Programming Concepts, 15 Credits.

Programming in C#, 15 Credits.

Programming in Python, 15 Credits.

Principles of Web Design, 15 Credits.

Database Systems, 15 Credits.

Integrated Coding Project, 15 Credits.

EXIT LEVEL OUTCOMES

1. Apply an understanding of the hardware specifications and basics of writing a programme.
2. Apply understanding of computer programming using a 3GL programming language like C# and Python.
3. Create a dynamic web application.
4. Apply mathematical concepts for problem-solving.
5. Apply databases and Structured Query Language (SQL).
6. Analyse and design a software solution.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1.

Apply understanding of the hardware specification in the creation of coding.

Illustrate the basics of writing a programme to ensure the creation of coding within project applications.

Apply an understanding of a top-down design when designing a simple application to facilitate the development of the solution.

Associated Assessment Criteria for Exit Level Outcomes 2.

Appy key programming concepts during coding to enable the development of efficient and effective solutions.

Apply an Integrated Development Environment (IDE) to create a working in the coding of programs.

Illustrate proficiency in the use of a programming language in the coding of solutions.

Apply an appropriate programming language to develop a software solution for a given scenario.

Associated Assessment Criteria for Exit Level Outcomes 3.
Create a dynamic web application.

Utilise an understanding of tags to create web pages.

Design and present web pages to show understanding of CSS.

Apply understanding of JavaScript to create more modern web applications.

Associated Assessment Criteria for Exit Level Outcomes 4.

Illustrate basic problem-solving and understanding of mathematical concepts.

Illustrate problem-solving abilities through interpretation and analyses.

Identify mathematical concepts and apply them to problem environments.

Associated Assessment Criteria for Exit Level Outcomes 5.

Design a relational database for a business problem from the First Normal Form through to the Third Normal Form to be used by a software solution.

Apply various SQL statement queries to extract requested information from the database and to write data to the database.

Implement a non-relational database using a relevant NoSQL database management system is implemented to perform queries and writing to the database.

Associated Assessment Criteria for Exit Level Outcomes 6.

Apply software solutions in the development of Modern Systems, analyse and design techniques and methodologies.

Design database structures to support the software solution.

Propose solutions for specific business situations to enhance business processes.

Develop a complete software application that meets industry requirements to streamline business processes.

INTEGRATED ASSESSMENT
The institution has taken the decision to participate in this global trend and will initiate the natural progression from distance to online for its qualifications and to this end, the institution has undertaken a review of its Assessment Strategy. The Assessment Strategy is outlined within the institution's Assessment Policy. As such the following is provided as the rationale for the assessments at NQF level 5:

Formative Assessment:
Formative assessment refers to assessment that takes place during the process of teaching and learning and is intended to support the teaching and learning process and the achievement of the intended programme outcomes; provide feedback to the learners on their progress to ensure they can constructively build their knowledge and skills to meet the required programme outcomes and identify the learner's strengths and weaknesses so that remediate support can be provided where necessary.

The assessment method for each module on this qualification is by formative assessments, these are online assessments. These assessments are in the form of a multiple choice or a combination of both.

Summative Assessment:
Summative assessment is conducted for the purpose of making an evaluation of the level of competence of a learner who has demonstrably achieved in relation to the outcomes of a module and, or programme. The result of such a formal assessment is expressed as a mark reflecting a numeric grade. The minimum number of summative assessment opportunities granted is one per module within a programme.
Summative assessment is in the form of a project and requires calculations and application to relevant theory.

INTERNATIONAL COMPARABILITY

Country: Australia
Institution: Swinburne University of Technology
Qualification title: Graduate Certificate in Information Technology
Duration: One year
Credits: 100

Entry requirements:

Bachelor's degree (or higher award) in any discipline.

Purpose/Rationale:
The Graduate Certificate of Information Technology teaches learners the theoretical and practical skills related to the design, construction, operation, support, and maintenance of information technology (IT) solutions. They will learn a variety of entry-level skills relevant to the design and construction of IT solutions. This course is open to students who wish to transition into an IT career.
To enable graduates to obtain a fundamental understanding of software analysis, database design and project management to develop mobile, desktop and cloud-based applications.
This qualification provides learners with knowledge and skills allowing them to undertake semi-professional work in the field of Information and Communication Technologies (ICT) and as a pathway for further learning.

On successful completion of this course, students will be able to:

Demonstrate a coherent understanding of the fundamental aspects of ICT solutions including appropriate project management skills.

Identify, analyse, and evaluate a range of potential solutions to problems by reflecting on associated trade-offs, work with stakeholders to propose appropriate solutions, communicate effectively the underlying value, and implement ICT solutions to achieve desired stakeholder expectations.

Demonstrate creativity and flexibility in the application of knowledge and skills to new situations, solve complex problems, respond to ethical organisational and IT issues and dilemmas, and think rigorously and independently.

Demonstrate the professional application of a range of appropriate tools, techniques, and methods relevant to facilitating the construction of information technology systems.

Qualification structure:
Modules:

Creating Web Applications

Data Management for the Big Data Age

User-Centred Design

Cloud Computing Architecture

Similarities:

The Swinburne University of Technology (SUT) and the South African (SA) qualification are both offered over one year.

The SUT qualification aims to open for learners who wish to transition into an IT career and will also, enable graduates to obtain a fundamental understanding of software analysis, database design and project management to develop mobile, desktop and cloud-based applications.

The SA qualification aims to attract first-time potential employees who wish to start their careers in the field of Coding, also, persons working in other sectors who wish to change their career paths and move to the field of Coding and those who are currently employed in the field of Coding who wish to better qualify themselves to advance their careers.

Differences:
The SA qualification consists of 120 credits, whereas the SUT qualification consists of 100 credits.

Country: USA
Institution: DeVry University
Name of Qualification: Certificate in Information Technology
Duration: 14 months

Purpose/Rationale
As the technology industry quickly evolves, both new and experienced professionals need to regularly expand their skills and knowledge of information technology. If you're new to tech, you can develop the core skills you need for an information technology (IT) role with our 100% online IT Essentials Certificate. This online IT certificate program is designed to expose learners to concepts across the broad field of tech, preparing them to pursue career opportunities in a wide variety of organizations.

Course structure
Modules:

Algebra for College Students

Introduction to Technology and Information Systems

Introduction to Operating Systems

Introduction to Programming

Introduction Digital Devices

Introduction to Information Technology & Networking

Fundamentals of Cloud Computing

Similarity:

The DeVry University (DU) qualification and the South African (SA) qualifications both offer technological courses and mathematical core subjects.

The SA qualification will attract first-time potential employees who wish to start their careers in the field of Coding; persons working in other sectors who wish to change their career paths and move to the field of Coding and persons currently employed in the field of Coding who wish to better qualify themselves to advance their careers.

Similarly, the DU qualification recognises the technology industry's quick changes and acknowledges both new and experienced professionals need to regularly expand their skills and knowledge of information technology.

Differences:
The DU qualification includes some modules not offered in the SA qualification like the Introduction to Operating Systems module and the module Introduction Digital Devices, However, these modules although important are not suited for a qualification that specialises in coding.

ARTICULATION OPTIONS

Horizontal Articulation:

Higher Certificate in Information Technology, NQF Level 5.

Higher Certificate in Information Technology in User Support Services, NQF Level 5.

Higher Certificate in Information Technology in Support Services, NQF Level 5.

Vertical Articulation:

Advanced Certificate in Information Technology in Support Services, NQF Level 6.

Diploma in Information Technology, NQF Level 6.

Diploma in Information Technology in Communication Networks, NQF Level 6.

Bachelor's degree in a cognate field, NQF Level 7.

Diagonal Articulation:

Higher Occupational Certificate: Information and Communication Technology: Business Development Consultant, NQF Level 5.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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