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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Robotics and Coding in Education 
SAQA QUAL ID QUALIFICATION TITLE
124771  Higher Certificate in Robotics and Coding in Education 
ORIGINATOR
MANCOSA 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 05 - Education, Training and Development  Schooling 
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 0434/25  2025-08-21  2028-08-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-08-21   2032-08-21  

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 Robotics and Coding in Education is to develop competent professionals who can help bridge the skills gap in the field of robotics and coding in education. The qualification will provide a structured and comprehensive curriculum, equipping learners with the essential skills and knowledge required to excel in the teaching of robotics and coding in education. The Technological Pedagogical Content Knowledge (TPACK) framework will guide them in designing and evaluating instructional materials and practices.

In addition, learners will learn how to incorporate critical thinking and problem-solving into their instructional materials, using technology tools and practices to enhance learning. The qualification consists of multifaceted fields of technology and education. The qualification will enable learners to stay updated with the latest advancements in technology, fostering a culture of lifelong learning. Furthermore, this qualification serves as a crucial steppingstone for those looking to pursue higher degrees or specialisation in educational technology, facilitating a seamless transition into more advanced qualifications. The qualification acts as a valuable credential that not only enhances employability but also nurtures a deep understanding of cutting-edge technologies.

This qualification focuses on developing learners' computer literacy skills and problem-solving techniques. They will learn about hardware components, software types, and the role of computers in various industries. Learners will also develop problem-solving skills through decomposition, sequencing, and block-based programming using Scratch. By the end of the qualification, learners will have a strong foundation in computer literacy, problem-solving, and programming, enabling them to effectively navigate and leverage technology in their personal and professional lives. This qualification will provide learners with a comprehensive understanding of the impact of technology on society, with a specific focus on the needs of educators in South Africa. Learners will learn about computer networks, responsible technology use, the POPI Act, and online information searching. Emerging technologies like augmented reality, virtual reality, artificial intelligence, and the Internet of Things will also be explored, preparing learners for a technologically advanced future. By equipping learners with these essential skills, they will be able to navigate the digital landscape, make informed decisions, and effectively integrate technology into their educational practices.

Upon completion of this qualification, qualifying learners will be able to:
  • Solve real-world problems by applying knowledge of coding, as well as knowledge of programming logic and algorithms.
  • Exhibit a commitment to critical thinking and ethical decision-making, exhibiting strong collaborative skills, and embracing diverse perspectives.
  • Apply their knowledge and skills to address real-world challenges, making positive contributions to society.
  • Demonstrate a growth mindset, valuing continuous learning and adaptability in rapidly changing environments.
  • Make well-informed decisions regarding integrating technology in ethical and responsible ways.
  • Seek innovative solutions to complex problems.
  • Effectively communicate, collaborate, and navigate various contexts, demonstrating a global awareness that enables learners to work and thrive in diverse cultural and professional settings.
  • Exhibit a strong set of transferable skills that extend beyond the classroom wall, ensuring practical applicability in various aspects of life.

    The qualification provides qualifying learners with 21st-century skills in robotics and coding. Learners will acquire skills such as problem solving, critical thinking, computational thinking, coding, and collaboration skills. Learners will learn to be proficient in recognising and analysing patterns and how to approach problems in a structured and iterative manner.

    Rationale:
    South Africa's Department of Basic Education (DBE) has introduced coding and robotics into the school curriculum for Grades R to 3 and Grade 7 following a pilot project that began in the third term of 2021. The implementation of coding and robotics in the school curriculum will happen incrementally from Grades 4 to 9..The introduction of coding and robotics in schools requires qualified teachers to teach these subjects. Equipping tomorrow's teachers extends far beyond ensuring employability but also involves providing South African teachers with the ability to keep pace with the rapid advancements in technology.

    However, a lack of the necessary skills and training to integrate robotics and coding teaching practices results in the poor implementation of coding and robotics in schools. The qualification is one of the first of its kind to address the need for robotics and coding teachers in South Africa. Coding and robotics subjects prepare learners to solve problems, think critically, work collaboratively and creatively, and function in a digital and information-driven world.

    The introduction of robotics and coding in South African schools will create a career pathway for learners who have undertaken these subjects, acquired the competencies, and further their careers. While appreciating the necessity of the robotics and coding school curriculum, stakeholders are concerned about whether teachers are prepared, ready, and able to take up the challenge and produce learners who can succeed in the Fourth Industrial Revolution. The qualification addresses the foregoing question by equipping qualified teachers with the skills to design, code, think, and solve problems. The completion of this qualification equips learners with knowledge, skills, and practical strategies to effectively integrate robotics and coding into their practice. This can lead to enhanced career opportunities, increased learner engagement, and the development of future-proof skills in the field of education and technology.

    This qualification aims to equip learners to contribute in a meaningful and successful way in a rapidly changing and transforming society. New developments in robotics and artificial intelligence (AI) are transforming industry, community, and every aspect of life. Robots increase productivity, improve safety, and save costs. Robots reduce hazardous occupations that individuals perform since they can operate in unsafe environments, allowing businesses to avoid numerous accidents while also saving time and money. Completion of the qualification benefits society by enhancing Science, Technology, Engineering, and Math (STEM) education, preparing a future-ready workforce, promoting critical thinking, and problem-solving skills, fostering diversity and inclusion, improving technological literacy, and nurturing innovation and entrepreneurship.

    This qualification will enable learners to further their studies in their field of interest and to acquire skills at a tertiary level. This qualification will enhance the professional development of already qualified teachers and aims to build capacity for teachers who already have teacher education qualifications. Additionally, a school leaver who meets the admission requirements can enrol in the qualification; however, it would not allow the learner to teach upon completion of the qualification.

    The qualification will attract the following categories of learners:
  • In-service teachers who wish to upskill their existing teaching qualifications.
  • People working in other sectors who want to change their career paths and move to the field of IT.
  • People currently employed in the field of IT who want to advance their careers.

    This qualification does not serve as an initial teacher qualification. Consequently, individuals cannot professionally teach with this qualification unless they already possess a recognised teaching qualification. This qualification will meet the minimum entry requirements for cognate diploma or degree qualifications.

    Upon completion of the qualification, qualifying learners can aspire to the following positions:
  • Robotics and Coding Subject Matter Specialist.
  • Robotics and Coding Consultant.
  • Robotics and Coding Teaching Assistant.
  • Robotics and Coding Facilitator.
  • Information Technology Administrator. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the important role that RPL plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning are measured, evaluated, and checked for equivalence or parity with the formal programme entry requirements. The RPL assessment process evaluates 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:
  • RPL for access applies to candidates who do not meet the admission requirements of the qualification.
  • 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, should they be allowed entrance into the qualification.
  • Applicants must have a minimum of 3 years of work experience and relevant and appropriate certificates for short courses or training (formally, informally, or non-formal) completed to support the motivation to be accepted for the qualification through RPL and as evidence of continuous assessment and learning.
  • All RPL applications are subject to evaluation by the RPL committee.
  • Learning derived from work or life experience will be a major element in the profiles of non-standard entrants, primarily using a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes.

    RPL for exemption from 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.

    Entry Requirements:
  • 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? 
    Y 

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

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Pattern Recognition and Problem Solving in Robotics, 15 Credits.
  • English Literacy, 15 Credits.
  • Teaching Methodologies for Robotics and Coding, 15 Credits.
  • Robotic Skills, 15 Credits.
  • Internet and e-Communication Skills for Robotics and Coding, 15 Credits.
  • Application Skills in Robotics and Coding Environments, 15 Credits.
  • Algorithms and Coding, 15 Credits.
  • Inclusive Education with Assistive Technology, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the basics of pattern recognition in robotics and coding to solve real-world problems.
    2. Discuss how fundamental mechanical and electrical engineering systems and circuits are used in robotics and coding to create a logical sequence of steps for robots to perform tasks.
    3. Build a foundation for e-communication skills and English literacy skills necessary to interact safely in the digital world and be equipped with basic knowledge on emerging 21st-century technologies transforming teaching and learning.
    4. Apply proficient end-user skills on various digital platforms and navigate different user interfaces and functions of applications on devices.
    5. Employ computational thinking skills by engaging in robotics and coding activities.
    6. Develop skills and knowledge necessary to teach and assess 21st-century skills effectively in their classrooms.
    7. Identify assistive technology to promote inclusivity in educational settings. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and explain different types of patterns to demonstrate a clear understanding of various types of patterns and their different characteristics and properties.
  • Describe the complexity of the repeating patterns to explain their significance in the overall pattern design.
  • Observe the core forms of patterns to support the identification and description of patterns.
  • Apply pattern recognition techniques effectively in coding scenarios to assess learners' skill in implementing algorithms, writing code, and utilizing relevant programming languages to solve real-world problems using pattern recognition principles.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Define basic components of electrical circuits to comprehend how electronic devices work, fostering a deeper understanding of the technology used in robotics and coding.
  • Explain functions of basic mechanical systems, such as pulleys, gears, and linkages to provide a deeper understanding of robotics.
  • Apply principles of computational thinking and the Engineering Design Process to solve problems.
  • Create a logical sequence of steps to guide robots and functions of basic mechanical systems, such as pulleys and gears, and explain linkages to provide a deeper understanding of robotics.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Define the concepts of the World Wide Web, the internet, and use search engines to enhance the ability to access information on the internet.
  • Describe concepts of artificial intelligence and the Internet of Things by providing clear examples for each concept.
  • Examine concepts of augmented reality, virtual reality, basic machine learning, and types of machine learning by providing clear examples for each to gain a better understanding of the concepts.
  • Apply English reading, writing, and communication skills to effectively engage with a wide range of texts and communicate ideas clearly and coherently.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use a digital device to perform basic tasks such as opening and closing applications, navigating menus, saving files, creating a simple drawing, and saving it in an appropriate format.
  • Create Microsoft Word and Microsoft Excel documents to save them in an appropriate file format.
  • Apply HTML attributes to design a simple web page with basic formatting, links, and images.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Define concepts of computer storage, computer processing, and input and output to test understanding of computer functionality.
  • Describe components of a computer to provide a clear understanding of the various hardware and software elements that make up a computer system.
  • Apply decomposition and sequencing techniques to break down complex problems into smaller, manageable parts.
  • Assess coding skill by examining the quality and functionality of the code written for robotic applications to consider factors such as syntax correctness, code organization, use of appropriate programming constructs, and adherence to coding best practices.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use a range of instructional practices and technologies to enhance instruction and learning in the 21st century.
  • Apply various components of the Technological Pedagogical Content Knowledge (TPACK) framework to design and evaluate instructional materials and practices that effectively integrate technology and support learners' content knowledge and pedagogical development.
  • Explain 21st century frameworks, and develop Instructional materials to include 21st century skills such as critical thinking, problem solving, collaboration, communication, and digital literacy.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain concepts of diversity, equity, and accessibility to gain a foundational understanding necessary for creating inclusive educational environments.
  • Identify assistive technology tools and devices available for different needs, such as those for visual impairments, auditory impairments, motor skill challenges, and cognitive disabilities, to provide tailored support that enhances learning experiences.
  • Explain various strategies for integrating assistive technology into the curriculum to adapt and create dynamic, inclusive learning spaces. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom.
    Institution: London School of Business and Finance (LSBF).
    Qualification Title: Certificate in Robotics Programming.
    Duration: 4 Months.

    Entry Requirements:
    Local learners shall possess the following:
  • At least two passes in General Certificate of Education Normal Level (GCE 'N' Level).

    International Learners shall possess the following:
  • Completion of Year 9 middle-high school qualification or equivalent qualification from the respective home country.

    Purpose/rationale:
    The aim of the Certificate in Robotics Programming (CRP) qualification is to prepare learners in creative, critical, and computational thinking, and teach about the robot's hardware, firmware, and how to write, compile, and run programs. Learners are introduced to block-based programming, core coding logic program creation, and reactive model-based programming skills. This qualification will equip learners with a broad foundation in robotic programming and coding logic while providing a conducive environment for learners to practice essential cognitive skills.

    Learning Outcomes
    Upon successful completion of the qualification, learners should be able to:
  • Discover an area of interest in coding and programming in computer science, computing, ICT, and Technology, providing learners with an academic bridge into higher education
  • Demonstrate effective interpersonal skills when working in groups or leading teams
  • Professionally communicate and present proposals, findings, and results
  • Possess the necessary personal qualities and technical skills to progress to higher-level studies.

    Qualification structure:
  • Robot Block-based Programming.
  • Robotics with Python.
  • Cognitive Robotics.

    Assessment Criteria include Online tests and Assignments

    Similarities:
  • The South African (SA) qualification compares well with the London School of Business and Finance (LSBF) qualification, as both qualifications require learners to have English language proficiency.
  • The SA and the LSBF qualifications include robotics block-based programming.
  • SA qualification and the LSBF qualification will equip learners with a broad foundation in robotic programming and coding logic to progress to higher-level studies.

    Differences:
  • The LSBF qualification requires learners to complete three modules to be awarded the qualification, whereas learners must complete eight modules to be awarded the SA qualification.
  • The LSBF qualification has a module that deals with Python, whilst the SA qualification does not have a module on Python.
  • The LSBF qualification requires learners to professionally communicate and present proposals, findings, and results whilst the SA qualification does not.
  • The duration of the qualifications differs as the LSBF qualification can be done within 4 months, while the SA qualification is done in 12 months.

    Country: United States of America
    Institution: Kennesaw State University
    Qualification Title: Robotics Programming Certificate
    Credits: 21 US credits
    Duration: One year full-time

    Purpose/rationale:
    The robotics programming certificate is designed to provide additional training to supplement related degree qualifications. The curriculum combines aspects of engineering and computer science, emphasising the design of physical robotic systems and the software necessary for intelligent control. The qualification introduces learners to mechanical, electrical, software, and operational aspects of robotic systems. Learners gain practical engineering and software development experience in laboratories and automation-type projects.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Compulsory Modules:
  • Data Structures.
  • Mechatronics Engineering Fundamentals.
  • Modelling and Feedback Control of Dynamic Systems.
  • Feedback Control Laboratory.
  • Robotics Analysis and Synthesis.

    Elective modules:
  • Artificial Intelligence.
  • Machine Vision.
  • Machine Learning.

    Similarities:
  • The South African (SA) and Kennesaw State University (KSU) qualifications introduce learners to mechanical, software, and operational aspects of robotic systems.
  • The SA and KSU qualifications consist of similar modules, such as machine learning and artificial intelligence.
  • Both qualifications have a similar purpose of introducing learners to mechanical, electrical, software, and operational aspects of robotic systems.
  • The SA and KSU qualifications consist of an online assessment.

    Differences:
  • The KSU qualification consists of compulsory and elective modules, whilst the SA qualification consists of only compulsory modules and no electives.
  • The SA qualification has 120 credits, whereas the KSU qualification has 21 US credits.
  • The KSU qualification has the module Mechatronics Engineering Fundamentals, whilst the SA qualification does not have such a module.

    Conclusion:
    The South African qualification compares more than favourably with the modules and/or qualifications in robotics and coding offered internationally. The SA qualification has been compared to two international institutions. The learning outcomes, assessment criteria, content, similarities, and differences of this qualification have been favourably compared to similar qualifications from these institutions. The Higher Certificate in Robotics and Coding in Education is unique in South African-specific requirements. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides for the following articulation possibilities:

    Horizontal Articulation:
  • Higher Certificate in Information Technology, NQF Level 5.
  • Higher Certificate in Information Systems Support, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate in Information Technology in Support Services, NQF Level 6.
  • Advanced Certificate in Information Technology Governance, NQF Level 6.
  • Diploma in Information Technology, NQF Level 6.
  • Bachelor of Science in Information Technology, NQF Level 7.
  • Bachelor of Computer and Information Sciences, NQF Level 7.

    Diagonal Articulation:
  • Occupational Certificate: Robotic Processing Automation (RPA) 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. MANCOSA 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.