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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Computing 
SAQA QUAL ID QUALIFICATION TITLE
123425  Bachelor of Computing 
ORIGINATOR
Stadio (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  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0729/25  2025-02-04  2028-02-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-02-04   2034-02-04  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The Bachelor of Computing qualification's objective is to equip learners with theoretical knowledge and associated practical skills. The qualification will provide learners with a good theoretical and practical basis for working in the information and communication technology (ICT) industry including (but not limited to) application and software development, database administration, systems analysis, software testing, big data analytics, and machine learning implementation.

This qualification is intended to prepare learners for employment in a variety of business contexts, by developing their ability to identify problems in a wide variety of disciplines and apply appropriate algorithms, tools, and techniques to solve these.

The proposed curriculum for this qualification will prepare learners to enter the workplace equipped with sufficient problem-solving skills, technical knowledge and practical programming experience to play a meaningful role in the South African economy.

Learners who successfully complete the Bachelor of Computing qualification will demonstrate competence in both theoretical knowledge and practical application, through a combination of practical projects. Having completed the Bachelor of Computing Degree, learners will be well positioned to take up virtually any position in the ICT field (even if this is not directly linked to the degree content) and contribute purposefully to the South African economy.

The typical learner identified to benefit from this qualification is an individual who has studied IT at school or who has entry-level IT work experience and would like to upgrade their knowledge, skills and competencies to a more senior level. However, the qualification is also suitable for graduates from other disciplines who wish to move into the IT field. Individuals who lack previous IT experience may gain admission to the Bachelor of Computing programme by first completing the Higher Certificate in Software Development.

Upon completion of the qualification, a qualifying learner will be able to:
  • Demonstrate an understanding of the theoretical foundations of computing and its relevance to everyday computing.
  • Apply computational thinking, analytical reasoning and problem-solving skills to find innovative solutions for industry problems.
  • Implement solutions using appropriate development and testing tools, including a variety of programming paradigms and the corresponding programming languages.
  • Apply appropriate mathematical and statistical concepts and skills to interpret and analyse data.
  • Apply secure computing principles and techniques to identify and assess potential risks affecting the security of software applications and the ICT infrastructure.

    Rationale:
    According to the 2021 ICT Skills Survey, the impact of the COVID-19 pandemic has exacerbated this situation leaving nearly 10 000 vacant positions in the ICT section. With information and communication technology (ICT) evolving ever faster, accompanied by new paradigms involving more complex algorithms, optimized programming, and greater execution efficiency, the need for computer scientists who can understand and leverage the new technology and paradigms grows daily. Being able to write code is no longer a sufficient basis on which to leverage the continual hardware improvements and algorithmic advances. The following quote alludes to this continually changing workplace for computer scientists.

    The current need within the ICT industry for a skilled workforce has not been fulfilled effectively and sufficiently. The industry requires graduates who are well-prepared to operate within the envisaged 4th Industrial Revolution with analytical skills, critical problem-solving abilities, and expert computer knowledge that will render the industry (and organisations within the industry) relevant, profitable and sustainable.

    The qualification aims to provide a good theoretical and practical basis for working in the ICT industry and a solid foundation for future learning, which is inevitable in this evolving field. The knowledge that learners obtain from this degree would benefit numerous ICT professions, including application and systems software development, database administration, systems analysis, software testing, big data analytics, machine learning implementation, and many more.

    This qualification is intended to prepare Bachelor of Computing graduates for employment in a variety of business contexts, by developing their ability to identify problems in a wide variety of disciplines and apply appropriate algorithms, tools, and techniques to solve these. This is particularly relevant to the South African context, where the technical skills needed to support the envisaged 4th Industrial Revolution are perceived to be some of the scarcest skills in South Africa. Board members of the Institute of Information Technology Professionals South Africa (IITPSA) claim that skills shortages are the single biggest challenge facing the South African IT sector in the next ten years.

    A Bachelor of Computing qualification will equip learners for a broad range of careers in ICT including.
  • Application and systems software development.
  • Database administration.
  • Systems analysis.
  • Big data analytics.
  • Machine learning implementation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    RPL for access:
    Note that RPL and CAT are applied per separate policies.

    Applicants who do not meet the stated admission criteria, but who have relevant work experience/prior learning may apply for admission under the policy on Recognition of Prior Learning (RPL). The institution admits a maximum of 10% per cohort via RPL. The implementation of RPL is context-specific, in terms of discipline, programme and level. Procedures and forms are available from the School Administration.

    In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal or non-formal learning will be assessed for relevance towards possible module exemption.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's degree studies 4.
    or
  • Senior Certificate, NQF Level 4 with endorsement.
    or
  • National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.
    or
  • Higher Certificate in a cognate field of study, NQF Level 5.
    or
  • Advanced Certificate in a cognate field of study, NQF Level 6.
    or
  • Diploma in a cognate field of study, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Fundamentals of Information Technology, 10 Credits.
  • Technology and Society, 10 Credits.
  • Computational Thinking and Introduction to Programming, 20 Credits.
  • Introduction to Databases, 10 Credits.
  • Software Development, 10 Credits.
  • Object-Oriented Programming, 15 Credits.
  • Discrete Mathematics, 15 Credits.
  • Introduction to Statistics, 15 Credits.
  • Electronics for Computing, 15 Credits.

    Compulsory Modules, Level 6, 100 Credits
  • Advanced Programming and Algorithm Analysis, 15 Credits.
  • Computer Architecture, 10 Credits.
  • Web and Mobile Development, 15 Credits.
  • Object-Oriented Analysis, 10 Credits.
  • Computer Networks, 10 Credits.
  • Operating Systems, 10 Credits.
  • Automata and Formal Languages, 10 Credits.
  • Fundamentals of Data Analytics, 20 Credits.

    Elective Modules, Level 6, 20 Credits (Select one module):
  • Object-Oriented Design, 20 Credits.
  • Information Systems Project Management, 20 Credits.
  • Virtual Systems and Services, 20 Credits.
  • Cloud Computing, 20 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Integrated Research Project (with societal impact), 30 Credits.
  • Research Principles, 10 Credits.
  • Information Security and Cybersecurity, 15 Credits.
  • Programming Paradigms, 10 Credits.
  • Programming Language Implementation, 15 Credits.
  • Introduction to Parallel Computing, 20 Credits.
  • Introduction to Artificial Intelligence, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the theoretical foundations of computing and its relevance to everyday computing.
    2. Apply computational thinking, analytical reasoning and problem-solving skills to find innovative solutions for industry problems.
    3. Implement solutions using appropriate development and testing tools, including a variety of programming paradigms and the corresponding programming languages.
    4. Apply appropriate mathematical and statistical concepts and skills to interpret and analyse data.
    5. Apply secure computing principles and techniques to identify and assess potential risks affecting the security of software applications and the ICT infrastructure.
    6. Employ existing knowledge of fundamental programming constructs in a variety of imperative and functional programming languages to facilitate the learning of new programming languages.
    7. Conduct research to understand new algorithms, tools and techniques to address the challenges of emerging technologies and methodologies.
    8. Apply awareness of the ethical and cultural values in designing, implementing and using ICT applications. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Differentiate common computational problems in terms of decidability and tractability.
  • Apply theoretical concepts of computing to the practice of program design with regular expressions, parsing, and complexity analysis.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply problem-solving (including computational thinking) and programming skills to design solutions to non-trivial problems.
  • Model a software system using appropriate object-oriented techniques for systems analysis including relevant UML diagrams.
  • Apply appropriate techniques and algorithms, including the application of Artificial Intelligence, to solve real-world problems.
  • Analyse, design, and integrate networking into applications.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify a suitable linear, tree, or hashed data structure and correctly apply the operations associated with it to solve a real-world problem.
  • Design and operate a von Neumann architecture and the interface provided to execute systems and application software.
  • Illustrate an understanding of human-computer interaction in designing user-friendly websites and mobile applications.
  • Illustrate an understanding of the various primitives, together with the benefits of each, employed at the operating system level to implement concurrent processes.
  • Participate in a software development team, based on agreed roles and responsibilities.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply appropriate counting techniques such as additive and multiplicative rules, combinations and permutations, and progressions, to real-world applications.
  • Apply estimation and testing methods to analyse single variables or the relationship between two variables to make data-based decisions.
  • Model numerical response variables using a single explanatory variable or multiple explanatory variables to investigate relationships between variables.
  • Suggest ways in which data analysis techniques can be used to create enhanced decision-support dashboards.
  • Interpret results correctly, effectively, and in context without relying on mathematical or statistical jargon.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify common threats affecting information security at the human, physical, network and application levels; and outline preventative measures that can be used to eliminate or manage these threats.
  • Evaluate network security solutions, Internet crimes, and cloud computing methodology to prevent and detect intrusions.
  • Analyse and evaluate systems with respect to maintaining operations in the presence of risks and threats.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Illustrate an understanding of the syntax and semantic features of programming languages in general.
  • Formally express the key characteristics of the various programming paradigms and explain the advantages and disadvantages of each for a given programming purpose.
  • Select the most appropriate programming language to solve a given problem, justifying the choice based on the characteristics of the respective paradigm.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Conduct a comprehensive literature search to understand the underlying concepts in the identified research area and existing solutions to an identified problem.
  • Apply the scientific method to solve the identified problem.
  • Develop, implement and demonstrate a working prototype of a proposed solution and present the findings.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Illustrate an understanding of the ethical challenges posed by artificial intelligence.
  • Contribute to the maintenance of the Internet and world of technology.

    INTEGRATED ASSESSMENT
    There are two assessment models, namely a final summative approach, as well as a continuous assessment approach. The assessment model of a module is selected based on the nature of the module outcomes, as well as its level and function in the overall curriculum.

    Where a final summative approach is used, the final mark on a module comprises a Semester/Year Mark (SYM) that contributes 50% of the final mark, as well as a Final Summative Assessment mark (FIS) that contributes 50%.
    The Semester Mark (SYM) is made up of a range of different assessment tasks (SF1, SF2), each with its own weighting.

    The Final Summative (FIS) is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed up by a presentation.

    In cases where a continuous assessment approach is used, the FIS is replaced by a series of weighted formative and summative assessments (SS1, SS2, etc.) that take place throughout the semester/year. The detail on the structure for each module is indicated in the Module Outline document. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Computing degree, including programme coherence, appropriate content, cognitive demand and the notional learning time has been compared to the equivalent programmes presented at the following foreign institutions:

    Country: United States of America
    Institution name: Grinnell College
    Qualification title: Bachelor of Arts in Computer Science
    Duration: Four years

    Entry requirements:
  • High school, including the General Educational Development (GED).

    Purpose/Rationale
    People use computers because they can provide services and help in the solving of problems. Thus, many courses and much research throughout the College utilize various aspects of computing.

    The discipline of computer science includes all aspects of the effective design and use of computer systems. Core areas within the undergraduate curriculum include multiple views of problem-solving, hardware design, operating systems, data organization (structure) and processing (algorithms), software design, programming languages, and the theory of computation. Some topics, such as networks and security, explore elements of computer systems in more detail, while other areas, such as artificial intelligence, computational linguistics, human-computer interactions, and computer vision, integrate computer science with interdisciplinary studies.

    Course structure:
    Modules:
  • Functional Problem Solving 4 credits
  • Imperative Problem Solving with Lab
  • Computer Organization and Architecture
  • Operating Systems and Parallel Algorithms
  • Analysis of Algorithms
  • Automata, Formal Languages, and Computational Complexity
  • Software Development
  • Software Design and Development with Lab
  • Mathematics, compared to Discrete Mathematics
  • Discrete Structures
  • Computational Linguistics
  • Discrete Structures
  • Computer and Network Security
  • Computer Networks
  • Human-Computer Interaction
  • Artificial Intelligence, compared to Introduction to Artificial Intelligence
  • Thinking in C and Unix
  • Programming Language Implementation
  • Advanced Special Topic: Advanced Operating Systems
  • Advanced Special Topic: Human-cantered Programming

    Similarities:
  • The Grinnell College (GC) and the South African (SA) qualifications accept learners who have completed high school education.
  • The GC qualification aims at providing services and help in the solving of problems, introductory courses emphasize multiple views of problem-solving, each with a different supporting computer programming language.
  • The SA qualification prepares learners to enter the workplace equipped with sufficient problem-solving skills, technical knowledge and practical programming experience to play a meaningful role in the South African economy.
  • The Computer Science topics included in the GU qualification are very similar to those topics included in the SA qualification, such as mathematics and statistics, as well as artificial intelligence, security, concurrency and intelligent agents.

    Differences:
    The GC qualification is offered over four years whereas the SA qualification is offered over
    three years.

    Country: United Kingdom
    Institution name: Heriot-Watt University
    Qualification title: BSc in Computer Science
    Duration: Four years

    Entry requirements:
  • Scottish Highers of ABBB (including mathematics)
    Or
  • A-Levels of BBC - ABB (including B in mathematics)
    Or
    International Baccalaureate 28 points (with Mathematics at Higher Level 5)
    Or
    BTEC awards of DDM (including sufficient mathematics)
    Or
    Higher National Certificate of B in graded unit (including sufficient mathematics)

    Rationale/Purpose:
    The BSc (Hons) Computer Science is intricately designed with insights from industry needs. It provides learners with a comprehensive foundation in the core principles of computer science while also nurturing their professional skills in problem-solving and project work. This qualification is aimed at empowering learners to craft robust systems and pioneer innovative technologies essential for everyday use.

    Computer science programmes have been uniquely designed to provide learners with the key skills to get a step up upon graduating. To do this the portfolio offers learners the opportunity to specialise in a few areas tailored for future career opportunities, including:

    Course structure
    Modules:
  • Introduction to Interaction Design.
  • Software Development, compared to Software Development.
  • Discrete Mathematics, compared to Discrete Mathematics.
  • Introduction to Computer Systems.
  • Web Design and Databases.
  • User-Centred Experimental Design.
  • Programming Languages.
  • Introduction to Data Structures & Algorithms.
  • Web Programming.
  • Data Structures and Algorithms.
  • Database Management Systems.
  • Hardware-Software Interface.
  • Introduction to Software Engineering.
  • Artificial Intelligence and Intelligent Agents.
  • Data Communications and Networking.
  • Theoretical Foundations 1.
  • Operating Systems & Concurrency.
  • Research Methods & Requirements Engineering, compared to Research Principles.
  • Design & Implementation.
  • Project Testing and Presentation.

    Similarities:
  • The Heriot-Watt University (HWU) and the South African (SA) qualifications both accept learners who have completed a high school qualification.
  • The focus of both qualifications is the same, although the HWU puts more emphasis on theoretical computing aspects and general systems design.
  • The HWU qualification provides learners with a comprehensive foundation in the core principles of computer science while also nurturing their professional skills in problem-solving and project work.
  • Similarly, the SA qualification prepares learners to enter the workplace equipped with sufficient problem-solving skills, technical knowledge and practical programming experience to play a meaningful role in the South African economy.
  • Both qualifications share similar modules such as Software Development, Discrete Mathematics and an introduction to research methods and principles.

    Difference:
    The HWU qualification is offered over four years whereas the SA qualification is offered over three years. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Computer Information Systems, NQF Level 7.
  • Bachelor of Science in Computer Sciences, NQF Level 7.
  • Bachelor of Science in Computing, NQF Level 7.
  • Bachelor of Science in Information Systems, NQF Level 7.
  • Bachelor of Science in Computer Science and Information Systems, NQF Level 7.
  • Bachelor of Science in Computer Science and Information, NQF Level 7.
  • Bachelor of Information Technology in Web Design and Development, NQF Level 7.
  • Advanced Diploma in Computer Science, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Science Honours in Computer Science, NQF Level 8.
  • Bachelor of Science Honours in Computer Science and Information Technology, NQF Level 8.
  • Postgraduate Diploma in Computer Science, NQF Level 8.
  • Postgraduate Diploma in Information Technology, NQF Level 8.

    Diagonal Articulation
  • Occupational Certificate: Computer Technician, 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.
     
    1. Stadio (Pty) Ltd 


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