SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Software Development Practice

SAQA QUAL ID	QUALIFICATION TITLE
123446	Higher Certificate in Software Development Practice
ORIGINATOR
Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0729/25	2025-02-04	2028-02-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-02-04		2032-02-04

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

Purpose:
The purpose of the Higher Certificate in Software Development Practice is to provide learners with the introductory knowledge, cognitive and conceptual tools, and practical techniques required to undertake tasks and procedures in software development. Graduates will be able to design, develop, test, and maintain software. The qualification will develop critical thinking and problem-solving skills required for the application of programming languages.

Learners will gain an understanding of basic data structures and algorithms to create optimised code. Software testing principles and procedures will enable the learner to improve performance and fix defects in coding. Knowledge of the software development lifecycle will be applied to plan, test, and deploy code. The learner will be versed with selected general principles in data structures and algorithms, specific software testing and programming language procedures, and their direct application in software development. Further concepts include databases, operating systems, and computer networks. The integrated project (Basic Software Development Project) will focus on the learner's ability to demonstrate knowledge by integrating concepts and ideas in a simulated real-life industry context.

Graduates can further their Information Technology (IT) studies in areas such as Artificial Intelligence, Data Analysis, Data Science, the Internet of Things, and Machine Learning. This programme will also provide articulation pathways for further higher education studies in Information Technology, Computer Science or related fields, as well as entry into cognate fields in higher education at NQF level 6 (Advanced Certificates/Diplomas) and NQF level 7 (Bachelor's Degrees). The institution currently offers a range of higher education learning programmes, supporting horizontal and vertical articulation pathways within the Institution. The qualification will equip learners with essential technical, analytical and problem-solving skills to be successful in the software development field.

Rationale:
The occupation of Software Developer has been featured on the Department of Higher Education and Training list of scarce skills for some years, and it was again recently highlighted in the Sector Skills Plans (2022/2023) that there is a growing demand for Software Developers. The rapid technological advances due to innovation are the biggest drivers of change in the economy, and industry must constantly acquire the required skills. With technological advancement and the ubiquitous use of applications to perform tasks, the job market seeks individuals with software skills who can develop the underlying systems that run devices and control networks.

The distance mode of delivery provides access to Higher Education for both school leavers and working individuals. The qualification is designed for learners with no prior knowledge of coding who have a keen interest in analysing and solving real-life business problems and seek to improve them by constructing software solutions to solve the problem. The qualification is in line with the institution's mission and vision as it supplies the industry with graduates to fill the skills shortage and provide quality and relevant education to all learners. Graduates are introduced to methods and procedures that are up to date with current industry practices to provide quality education and training.

The qualification will also equip learners with introductory knowledge, cognitive and conceptual tools, and practical techniques required to undertake tasks and procedures in software development. The qualification will provide learners with technical knowledge and problem-solving abilities, preparing them for real-world software development scenarios and enabling learners to deliver reliable and high-quality software solutions and contribute effectively to society.

The qualification will enable articulation into other higher education programmes, thus widening access to higher education. After completing the qualification, graduates may continue their academic pathway studies with cognate NQF 6 diploma or NQF level 7-degree qualifications.

Completing this qualification also facilitates immediate access to entry-level jobs, thus opening options in the workplace to graduates. The qualification will provide the learner with access to employment in the field of Information Technology. These career opportunities include:

Application Programmer

ICT Developer.

Entry-level Database Designer.

Entry-level Programmer Analyst.

Junior Application Software Developer.

Junior Business analyst.

Junior Systems Software Developer.

Junior Software Engineer.

SQL Developer.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Institution's existing RPL policy and practices will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level.

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.

Although learners are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a programme or receive exemptions from modules.

While the institution is making provision for RPL, the institution is adhering to the guidelines set by the CHE (CHE, 2016), and only 10 % of a cohort will be allowed admittance to a programme on an RPL basis.

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.

The institution follows the Council on Higher Education (CHE)'s Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment and in accordance with the policy, learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the programme modules.

Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment. Each application will be considered on a case-by-case basis and learners will enter discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.

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

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

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

Senior Certificate, NQF Level 4 without endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits:

Computer Literacy: Word, Outlook, Excel, 10 Credits.

Introduction to Business and Information Systems Management, 12 Credits.

Software Technical Support, 10 Credits.

Database Technology, 16 Credits.

Introduction to Programming 1A, 16 Credits.

Version Control Systems and Project Management. 10 Credits.

Technical Writing Skills for Software Developers, 10 Credits.

Software Engineering, 12 Credits.

Introduction to Programming 1B, 12 Credits.

Praxis: Basic Software Development Project, 12 Credits.

EXIT LEVEL OUTCOMES

Exit Level Outcomes
1. Demonstrate the ability to create basic software applications to enhance business processes.
2. Demonstrate an understanding of computer applications using the Software Development Life Cycle (SDLC).
3. Demonstrate the ability to function effectively as part of a software development team on coding projects.
4. Demonstrate the ability to manage a database system.
5. Demonstrate the ability to communicate business solutions in written form.
6. Demonstrate an understanding of computer networking basics to develop and support client-server applications.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:

Apply programming language terminology, syntax, and features to write, compile and debug code.

Design basic programme code to solve a given problem and implement the designed solution using software programming paradigms.

Identify modular and functional decomposition to break problems down and implement the structure in code through functions and procedures.

Identify programming paradigms, logic, and decision-making in creating code, including using arrays, functions and procedures, parameters, custom data types, and pointers in a programming language.

Design and develop the enterprise systems that support resource planning and consider all factors that may affect the development of the application.

Identify and understand the application of business principles to create applications that enhance operations within the organisation.

Develop basic server-side applications that handle client-side requests.

Associated Assessment Criteria for Exit Level Outcome 2:

Adequately explain functional and non-functional requirements related to the quality aspects, which include performance, security, and reliability testing.

Implement software design solutions according to the expected software requirements

Design error-free and complete software in contrast to actual requirements by utilising manual or automated testing tools.

Effectively translate software documentation and diagrams to machine-understandable code.

Apply the basic knowledge of the SDLC in the gathering and analysis stages.

Design implementation and coding, testing, deployment, and maintenance when developing software from inception to discontinuation of the software.

Develop a basic system diagram describing the concepts and system interaction and select the appropriate technical stacks, deployment strategies, and development time to create a basic system architectural solution.

Associated Assessment Criteria for Exit Level Outcome 3:

Utilise a Version Control System (VCS) to upload computer code to enable collaboration between team members.

Revise, branch, compare code, and review pull requests and computer code as a method of tracking and controlling changes to computer code.

Use elementary project management methodologies to work as part of a team to complete projects effectively.

Associated Assessment Criteria for Exit Level Outcome 4:

Proficiently organise, store, and retrieve data to ensure the database is accurate and secure.

Apply database design concepts.

Create basic data models that explain the data's structure and the relationships between the different data elements.

Manipulate data in a database using basic SQL and NoSQL programming code.

Create basic formulae-based models, calculations, and charts as input in numerical reports to the client and use spreadsheets to gather, interpret and analyse data.

Associated Assessment Criteria for Exit Level Outcome 5:

Effectively record software requirements of clients to create business solutions to problems within an organisation.

Proficiently communicate business solutions to complicated problems within the organisation to stakeholders.

Produce basic reports and compile user-friendly software manuals to communicate import matters to clients.

Apply communication methods to effectively liaise across various organisational functional areas and team members.

Associated Assessment Criteria for Exit Level Outcome 6:

Create, connect, and integrate various applications, programs, browsers, and extensions to communicate and interact with one another to accomplish different feature outcomes.

Apply communications protocols that allow interconnected computing devices to exchange data and share resources that transmit information over physical or wireless technologies.

Create basic client-server networks that host, deliver, and manage the resources and services requested by the client over a network.

Customise settings and tools to maintain and enhance the functions of the Windows Operating System to manage a computer's resources among other installed software, manipulate software accessories, Files, and Folders, and maintain system security.

INTEGRATED ASSESSMENT
Assessment practices are driven by the institution's Assessment and Moderation Policy. This policy is informed by key national policies and best practice benchmarks, including the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (Amended, 2019); CHE Policy on RPL, CAT and Assessment (2016) and CHE Distance Education Programmes in a Digital Era: Good Practice Guide (2014). The principles of good assessment, including transparency, fairness, authenticity and legitimacy drive the assessment praxis.

The Higher Education Assessment and Moderation Management Policy which sets the institutional assessment strategy is written from the standpoint of open distance and e-learning provision. The policy guides and frames assessment practices, imagining the specific requirements of learners studying in the distance modality, that is, the policy and its implementation are fully cognisant of what is needed to ensure learners can navigate the challenges and opportunities associated with the distance modality.

While the institutional policy provides the broad parameters for assessment and moderation practices, there are several factors peculiar to the specific requirements of the qualification that inform how we think about and design the qualification, including the choice of assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events as the means by which learning outcomes are assessed), the assessment typologies (i.e., the general category/type of assessment, e.g., summative, formative, ipsative, diagnostic, etc., selected as the assessment strategy), and assessment modalities (i.e., the particular type of instrument by which learners are assessed, e.g., examination, research essay, discussion forum, etc.) used in each module.

The assessment strategy includes the following combination of weighted assessment strategies:

Assessment Strategy 1

Three (3) formative assessments

One (1) summative assessment will each count twenty-five percent (25%) towards the overall mark.

Assessment Strategy 2:

One (1) formative assessment will count fifty percent (50%) towards the overall mark.

One (1) summative assessment will count fifty percent (50%).

Assessment Strategy 3:

One formative assessment (FA1) will count forty percent (40%) towards the overall mark. > Summative assessment one will count fifty percent (50%), and summative assessment two will count ten percent (10%) towards the overall mark.

Assessment Strategy C:

Two (2) formative assessments will count fifty percent (50%), twenty-five percent (25%) each towards the overall mark.

One (1) summative assessment will count fifty percent (50%) towards the overall mark.

The implementation of this assessment strategy is carefully monitored and quality assured by Academic and Quality Managers (AQMs) responsible for overseeing all assessment development undertaken by the educators assigned to individual modules for the programme.

INTERNATIONAL COMPARABILITY

Several information technology-related qualifications available at higher education institutions internationally are offered across the range of levels undergraduate or postgraduate programmes. Many of the qualifications focus on information systems, offering a combination of theoretical and practical learning. Some focus on the broader field of information technology, and a limited number also include allied or related fields or supporting modules. Where applicable: Experiential/Field Learning/Placement for WIL experience is included in some, but not all qualifications.

Country: Australia
Institution: Technical and Further Education (TAFE) South Australia (SA)
Qualification Title: Certificate IV in Information Technology (Programming)
NQF Level: AQF Level 4
Duration: 12 months Full time
Entry Requirements: Year 12 or equivalent

Purpose:
Certificate IV in Information Technology (Programming) gives learners the necessary skills to become an integral part of the global digital revolution. Learners will develop a range of programming skills to create technical documents, write scripts for applications, use common programming languages, build a user interface and test applications. Learners will also gain an understanding of mobile development using the React Native environment that is used to develop mobile applications.

Qualification structure:
The qualification consists of the following seven (7) compulsory modules and 13 elective modules.

Compulsory Modules:

Apply advanced critical thinking to work processes.

Contribute to cyber security risk management.

Identify and evaluate emerging technologies and practices.

Work collaboratively in the ICT industry.

Comply with IP, ethics and privacy policies in ICT environments.

Apply introductory programming techniques languages comparable to Introduction to Programming.

Identify and resolve client ICT problems.

Elective Modules (Select nine (9) modules from the following):

Create basic relational databases comparable to Database Technology.

Use version control systems in development environments comparable to Version Control Systems and Project Management.

Apply introductory object-oriented language skills.

Test software developments comparable to Software Technical Support.

Build a user interface.

Apply introductory programming skills in different languages comparable to Introduction to Programming.

Apply query language in relational databases.

Automate processes.

Develop mobile applications.

Use pre-existing components.

Similarities:

The Technical and Further Education (TAFE) South Australia (SA) and the South African (SA) qualifications are offered over one year of full-time study.

The TAFE SA and SA qualifications require applicants who completed the Year 12 or equivalent

Both qualifications provide industry-standard software to develop skills using the same technology as the industry. Graduates pursue careers as analysts, web programmers, and ICT technical officers.

Differences:

The TAFE SA qualification is registered at UK Level 4 whereas the SA qualification is registered at SA NQF Level 5.

The TAFE SA qualification consists of compulsory and elective modules while the SA qualification consists of compulsory modules and no electives.

Country: Ireland
Institution: Munster Technological University
Qualification Title: Higher Certificate Software Development
NQF Level: REQF Level 6
Credits: 120 ECTS
Duration: Two years part-time
Purpose:
The Higher Certificate in Software Development is designed to provide learners with an introduction to computer science. The qualification provides learners with the relevant skills and knowledge in modern software development focusing on languages, techniques, tools and methodologies. Graduates of the Higher Certificate in Software Development programme may progress to the stage year of the part-time level 7 BSc in Software Development degree programme.

Qualification structure:
Each year is divided into two 13-week teaching semesters and depending on availability, learners can take up to 6 modules each semester. Semesters normally have modules with a value of 5 ECTS credits giving 30 ECTS credits per semester and a total of 60 ECTS credits per year. A 2-stage level 6 Higher Certificate has 120 ECTS credits.

Compulsory Modules:
Year One:

Programming Fundamentals comparable to Introduction to Programming

Web Develop Fundamentals

Computer Architecture comparable to Computer Literacy

Computer Security Principles

Maths for Computer Science

Creativity, Innovation and Teamwork

Modular Programming comparable to Introduction to Programming

Introduction to Databases comparable to Database Technology

Operating Systems in Practice

Networking Fundamentals

Discrete Mathematics

Physical Computing

Year Two:

Object Oriented Principles

Database Design comparable to Database Technology

Operating Systems

Requirements Engineering

Linear Data Structures and Algorithms

Server-side Web Development

Object Oriented Programming comparable to Introduction to Programming

NoSQL Data Architectures

C Programming comparable to Introduction to Programming

OO Analysis and Design

Nonlinear Data Structures and Algorithms

Probability and Statistics

Similarities:

The Munster Technological University (MTU) is offered over two years of part-time study similar to one year of full-time study in the South African (SA) qualifications.

The MTU and SA qualifications consist of 120 credits.

Difference:
The MTU qualification is registered at RQF Level 6 whereas the SA qualification is registered at SA NQF Level 5.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal, vertical and diagonal articulation.

Horizontal Articulation:

Higher Certificate in Information Systems Engineering, NQF Level 5.

Higher Certificate in Information Technology, NQF Level 5.

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

Vertical Articulation:

Diploma in Systems Development, NQF Level 6.

Diploma in Computer Systems Engineering, NQF Level 6.

Diploma in Information Technology in Software Development, NQF Level 6.

Bachelor of Information Technology in Software Development, NQF Level 7.

Diagonal Articulation

Occupational Certificate: Artificial Intelligence Software Developer, NQF Level 5.

Occupational Certificate: Software Developer, 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.	Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd