SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Information Technology in Interactive Design

SAQA QUAL ID	QUALIFICATION TITLE
123668	Bachelor of Information Technology in Interactive Design
ORIGINATOR
Regenesys Management (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 0730/25	2025-03-11	2028-03-11
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-03-11		2034-03-11

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 Bachelor of Information Technology in Interactive Design is to equip learners with a solid fundamental understanding and application abilities in the following disciplines of Interactive Design, namely: Design thinking, Business Intelligence and Application Design and Development.

With comprehensive, creative, and potential career opportunities, the qualification intends to enable learners to either directly enter the professional workforce with the knowledge, skills and values required to manage in a variety of subfields of the science of interactive design; or to further their studies at a Postgraduate Diploma or Honours level, such as Postgraduate Diploma in Digital Marketing.

The potential career opportunities made available through this qualification are intended to provide for a balanced approach to the development of interactive design competencies. The curriculum and exit level outcomes of this qualification are structured to ensure that learners will graduate as well-rounded Interactive Design professionals, with the ability to approach decision-making or problem-solving initiatives with high levels of intellectual independence and confidence.

Successful graduates will be able to participate in a range of interactive design-related activities across a diverse range of information technology support services, advising organisations and enhancing the quality of work-life of the individual workers through the effective application of interactive design as well as be able to articulate into a broad range and scope of postgraduate information technology fields of study, based upon their chosen electives.

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

Demonstrate integrated knowledge of the key areas and practices of Web and Mobile Application Design and Development, graphical user interface, implementation of business logic, and data management.

Provide a detailed explanation of the concepts and terms of databases and demonstrate how problems relating to databases can be analysed.

Demonstrate the ability to apply various creative solutions to solve complex problems utilising design thinking skills and reiterative-design research methods.

Demonstrate knowledge of a broad range of conceptual and analytical fields within digital business management and digital marketing and show how to choose an appropriate method of enquiry and analysis in a particular aspect of digital business management.

Explore the modern methodologies of business process modelling and construct a set of activities to create representations of an existing or proposed business process

Rationale:
The rationale of the qualification is an attempt to address the demand for competent and ethical Information Technology professionals both at a national and international level. The qualification aims to produce high-level technologically skilled professionals that have a sufficient depth of understanding whereby they can be trusted with the responsibilities inherent in an Interactive Design-related career.

The Covid-19 pandemic changed the way many organisations communicate and interact. The concept of remote work became an accepted practice and engagements with the global population became commonplace across sectors. As a result of the increased use of digital tools to engage both personally and professionally across borders, the demand for Information Technology specialists has highlighted the skills shortage on a global scale.

The qualification aims to step into this critical requirement to ensure societies function given a new and different societal structure. From an internal perspective, the rationale for adding this qualification is also influenced by the strategic decision of the institution made in 2018 to develop leaders and organisations not only from a managerial context but to awaken potential across all professions, sectors, disciplines, and organisations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

Recognition of Prior Learning (RPL) may be applied for by applicants who do not meet the admission criteria for any qualification. Admission of applicants per qualification through an RPL route would not constitute more than 10 percent of the learner intake for the qualification.

The RPL process is multi-dimensional:
It is a process through which non-formal, informal and formal learning can be measured and mediated against learning outcomes for recognition within and across different contexts.

RPL offers an alternative access route into a qualification of learning, professional designation, or recognition in the workplace to those who do not meet the specified qualification entry requirements. In this regard, qualifications, part-qualifications and professional designations registered on the NQF must provide alternative entry requirements so that candidates can be admitted to the qualification, part qualification, or professional designation, through RPL.

The RPL process is multi-contextual and differs across contexts.
It may be developed and implemented differently for the purposes of recognition in the context of the three NQF Sub-Frameworks, professional designations, and recognition in the workplace. Furthermore, it is conducted using a variety of specialised learning interventions and/or assessment approaches through which the knowledge, skills and values of a person are made visible, mediated, and assessed. The purposes and contexts of RPL determine the practices and outcomes of the RPL process in each case.

The focus is on what has been learned, and not on the status of the institution or place where the learning was obtained.

Assessment is an integral feature of all forms of RPL and exists in combination with a range of other strategies that allow for different sources of knowledge and forms of learning to be compared and judged. RPL includes diagnostic, formative, or summative assessments, to create opportunities for, or towards, access and/or credit.

Where credit is awarded, it must be based on the assessed evidence of the knowledge and skills acquired informally and non-formally.

There must be no distinction, other than that required for data analysis, between records of learner achievements for qualifications, part-qualifications or professional designations awarded as a result of RPL processes and those obtained via conventional means. The quality assurance of RPL must be undertaken with the explicit intention to protect the integrity of the processes and outcomes concerned.

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

National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.
Or

National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.
Or

Senior Certificate, NQF Level 4, with endorsement.
Or

Higher Certificate in Information Technology, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6, and 7 totalling 365 Credits.

Compulsory Modules, Level 5, 95 Credits

Database Management System 101, 10 Credits.

Foundational Personal Mastery, 5 Credits.

Information Technology 101, 10 Credits.

Mathematical Foundation 101, 10 Credits.

Python Programming 101, 10 Credits.

Design Thinking 101, 10 Credits.

Database Management System 102, 10 Credits.

Operating System 102, 10 Credits.

Python Programming 102, 10 Credits.

Web Designing with HTML 102, 10 Credits.

Elective Modules, Level 5, 30 Credits. (Select three modules)

Industrial Psychology 101, 10 Credits.

Information Systems 101, 10 Credits.

IT Governance and Risk Management 101, 10 Credits.

Design Thinking 102, 10 Credits.

Industrial Psychology 102, 10 Credits.

Information Systems 102, 10 Credits.

IT Governance and Risk Management 102, 10 Credits.

Compulsory Modules, Level 6, 80 Credits

Computer Networks 201, 10 Credits

JavaScript Programming 201, 10 Credits.

Process Modelling 201, 10 Credits.

Web Designing with CSS 201, 10 Credits.

GUI and Automation using Python 202, 10 Credits.

IT Project Management 202, 10 Credits.

NoSQL Database - MongoDB 202, 10 Credits.

Web Designing - UI/UX 202, 10 Credits.

Elective Modules, Level 6, 40 Credits. (Select four modules)

Business Intelligence 201, 10 Credits.

Digital Marketing 201, 10 Credits.

Remote Work Management 201, 10 Credits.

Statistics 201, 10 Credits.

Advanced Mathematics 202, 10 Credits.

Business Intelligence 202, 10 Credits.

Digital Marketing 202, 10 Credits.

Remote Work Management 202, 10 Credits.

Compulsory Modules, Level 7, 70 Credits

Capstone Project 301, 10 Credits.

Mobile App Development 301, 10 Credits.

Web Application Development using Flask 301, 10 Credits.

Web Designing with ReactJS 301, 10 Credits.

Capstone Project 302, 10 Credits.

Employability Skills 302, 10 Credits.

Mobile App Development 302, 10 Credits.

Elective Modules, Level 7, 50 Credits. (Select five modules)

Design Patterns 301, 10 Credits.

Digital Business Management 301, 10 Credits.

Software Testing and Deployment 301, 10 Credits.

Web Application Development using Flask 302, 10 Credits.

Design Patterns 302, 10 Credits.

Digital Business Management 302, 10 Credits.

Software Testing and Deployment 302, 10 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate integrated knowledge of the key areas and practices of Web and Mobile Application Design and Development, graphical user interface, implementation of business logic, and data management.
2. Provide a detailed explanation of the concepts and terms of databases and demonstrate how problems relating to databases can be analysed.
3. Apply various creative solutions to solve complex problems utilising design thinking skills and reiterative-design research methods.
4. Demonstrate knowledge of a broad range of conceptual and analytical fields within digital business management and digital marketing and show how to choose an appropriate method of enquiry and analysis in a particular aspect of digital business management.
5. Explore the modern methodologies of business process modelling and construct a set of activities to create representations of an existing or proposed business process.
6. Implement design pattern techniques for creational, structural, and behavioural aspects of programming objects to solve common software designing problems.
7. Present data-driven solutions for businesses to extract insights by applying business intelligence tools.
8. Provide a thorough assessment of the psychological strategies for managing remote work, remote teams, and remote communication, and discuss the importance of remote working for employee wellbeing.
9. Discuss the key principles in project and project management, including important tools and techniques for applying them in professional practices and develop research-based skills to solve real-time business solutions and employability challenges.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
� Showcase fundamental knowledge and competencies in Web and Mobile Application
Design and development.
� Display critical thinking and business logic when managing data systems, web, and mobile applications.
� Evaluate and design graphical user interface systems.

Associated Assessment Criteria for Exit Level Outcome 2:
� Interpret the concepts and terms associated with databases and database management.
� Review and assess potential problems encountered in databases and suggest solutions.
� Construct databases from both a method and procedure, and a problem-solving perspective.

Associated Assessment Criteria for Exit Level Outcome 3:
� Apply relevant design thinking skills and reiterative-design research methodology to a given problem.
� Display innovative problem-solving when suggesting solutions using reiterative-design research methods.
� Solve complex problems utilising design thinking skills and reiterative-design research methods.

Associated Assessment Criteria for Exit Level Outcome 4:
� Comprehend and summarise concepts and theories associated with digital business management and digital marketing.
� Select, with justifications, appropriate methods of enquiry when analysing aspects of digital business management.
� Apply the most suitable enquiry methods for addressing a problem or issue identified in the fields of digital business management and digital marketing.

Associated Assessment Criteria for Exit Level Outcome 5:
� Display a comprehensive knowledge and understanding of the methodologies associated with business process modelling.
� Illustrate how to document business processes using both conventional and innovative strategies.
� Create a business process model using appropriate methodologies to either an existing or proposed business process.

Associated Assessment Criteria for Exit Level Outcome 6:
� Interpret the knowledge and theoretical frameworks associated with design pattern techniques.
� Display the different design pattern techniques (such as creational, structural, and behavioural) used in programming objects.
� Present plausible solutions for common software design problems using design pattern techniques.

Associated Assessment Criteria for Exit Level Outcome 7:
� Discuss the process involved in generating data-driven business solutions.
� Elaborate on how to extract insights and innovative solutions to business problems using data-driven problem-solving methods.
� Evaluate and apply business intelligence tools to offer data-driven solutions to provided scenarios and real-world case studies.

Associated Assessment Criteria for Exit Level Outcome 8:
� Summarise the main psychological theories and strategies associated with the concept of remote work and employee wellbeing.
� Compare the difference between conventional working teams, hybrid, and remote working as a factor influencing employee wellbeing from a psychological perspective.
� Design a strategy or approach for effective remote working in a corporate environment, utilising psychology theories to support the benefit of employee wellness.

Associated Assessment Criteria for Exit Level Outcome 9:
� Display a comprehensive understanding of key principles, tools, and techniques associated with project management.
� Illustrate effective research skills applicable to project management in corporate and professional practices.
� Suggest solutions to real-world or simulated business problems and employability challenges.

INTERNATIONAL COMPARABILITY

Country: Australia
Institution name: Ethan Cowan University
Qualification title: Bachelor of Information Technology
Duration: Four years

Entry requirement:
� AQF Cert IV
Or
� Successfully completed 0.25 EFTSL of study at bachelor level or higher at an Australian higher education provider (or equivalent)
Or
Undergraduate Certificate

Purpose/Rationale
This qualification will prepare learners for careers in the fields of information technology, IT management and cyber security.

In your first year, they will be introduced to concepts including programming, mathematics, networking, databases and computer security. They will then develop advanced skills in IT that include web development, data management and visualisation in an enterprise context, IT security management and project management. You'll also tackle complex IT projects - either with peers or on your own.

Exit level outcomes:
� Apply broad knowledge of concepts, principles and techniques in the discipline of information technology, including management, processing and communication of data.
� Interpret and analyse complex information technology problems using systems thinking, design thinking and systems analysis.
� Apply discipline knowledge, problem-solving and creative thinking skills to anticipate challenges and produce solutions to contemporary IT problems.
� Demonstrate technological literacy by finding, evaluating and using relevant tools and information from a range of sources.
� Communicate IT knowledge and ideas clearly and coherently to technical and non-technical audiences.
� Apply an understanding of diversity and a global outlook, including Aboriginal and/or Torres Strait Islanders perspectives, when designing information systems.

Course structure
Modules:
� Applied Communications
� Computer Security
� Computer Fundamentals
� Systems and Database Design
� Project Methods and Professionalism
� Management
� Network Security Fundamentals
� Machine Learning and Data Visualisation
� Enterprise Security and Governance
� Leadership
� Social Media Marketing

Similarities:
� The Ethan Cowan University (ECU) qualification and the South African (SA) qualifications both accept learners who have completed a senior certificate.
� Both qualifications share similar outcomes
� The ECU qualification will provide the learners with broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice and skills.
� The SA qualification will provide learners with a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines and fields of study, and enable them to demonstrate initiative and responsibility in an academic or professional context.
� Both qualifications may require learners to undertake research in a manner that is appropriate to the discipline or field of study in order to prepare them for postgraduate study.
� Both qualifications accept learners who have completed a year 12 certificate.

Difference:
� The ECU qualification is offered over four years, whereas the SA qualification is offered over three years.

Country: New Zealand
Institution name: Whitecliffe College
Qualification title: Bachelor of Applied Information Technology
Duration: Three years
Credits: 360

Entry requirements:
� Certificate in IT Essentials
Or
� Passes in other Certificate/Diploma qualifications or courses as considered appropriate by the Head of School or Programme Leader

Purpose/Rationale
This Bachelor of Applied Information Technology aims to prepare industry-ready graduates who are specialists in their chosen field of Network Engineering and Security, or Software and Web Development. Graduates will develop a systemic and coherent understanding of Information Technology.
This qualification aims to prepare industry-ready graduates who are specialists in their chosen field of Network Engineering and Security, or Software and Web Development.

Course structure
Modules:
� IT System, comparable to Information Systems
� Data Handling and Web Concepts
� Professional practice
� System Administration and Management, comparable to Digital Business Management.
� Software Web Development, comparable to Software Testing and Deployment.
� Event-driven programming
� Business Analysis and Solution Design, and Client-side Development.
� IT Security Fundamentals
� Routing and switching
� IT Management, comparable to IT Governance and Risk Management.
� Application Security and Server-side Development
� Data Access Management

Similarities:
� The Whitecliffe College (WC) and the South African (SA) qualifications are both offered over three years and consist of 360 credits.
� The intention of the SA qualification is to enable learners to enter the professional workforce directly with the knowledge, skills and values required to manage in a variety of subfields of the science of interactive design.
� Similarly, the WC qualification aims to prepare industry-ready graduates who are specialists in their chosen field of Network Engineering and Security, or Software and Web Development.
� Both qualifications share similar modules, such as System Administration and Management, comparable to Digital Business Management and IT Management, comparable to IT Governance and Risk Management.

ARTICULATION OPTIONS

Horizontal Articulation:

Bachelor of Information Technology, NQF Level 7.

Bachelor of Information and Communication Technology, NQF Level 7.

Bachelor of Commerce in Information Technology Management, NQF Level 7.

Bachelor of Information and Communications Technology in Internet of Things, NQF Level 7.

Vertical Articulation:

Bachelor of Science Honours in Information Technology, NQF Level 8.

Bachelor of Information and Communications Technology Honours, NQF Level 8.

Diagonal Articulation

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

MODERATION OPTIONS

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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