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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Information Technology 
SAQA QUAL ID QUALIFICATION TITLE
124776  Bachelor of Science in Information Technology 
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
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 0434/25  2025-08-21  2028-08-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-08-21   2034-08-21  

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 Bachelor of Science in Information Technology qualification is to provide learners with information technology knowledge to produce learners who are enabled to work in today's challenging environments. The qualification is designed in the context of the current organisational and societal problems that need programming solutions. Learners who emerge from the Bachelor of Science in Information Technology qualification do so with programming skills. Programming enhances the problem-solving skills of learners and enables them to be solution oriented. The Bachelor of Science in Information Technology qualification will thoroughly prepare learners to innovate and build solutions for today's increasingly complex problems.

The Bachelor of Science in Information Technology qualification is designed to give learners the necessary knowledge to design software, create software, or help improve software specifications. It is aimed towards providing learning progression in the fields of Artificial Intelligence, Information Systems, Programming and Cybersecurity throughout the learner's learning journey. In the working environment, learners will be exposed to working with big data. Organisations, governments, online servers, business partners, and even our bodies all contain data. Big data offers insights to advance fashion in technology and lifestyles while also urging people to be open to change. Big data has emerged as a crucial aspect that might be a valuable tool for companies in both business and government. As a result, it's critical to comprehend the meaning of big data, its essential traits, and the difficulties associated with it.

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

Computational Thinking (CT) is widely acknowledged and refers to a group of methods to assist people in computational problem-solving. Computational Thinking helps learners deconstruct and reformulate phenomena to resolve those utilising information-processing agents and arrive at a phenomenon's scientifically sound explanation. Problem-Based Learning (PBL) enables learners to learn by doing, applying concepts, and understanding how things happen, and resolve difficult, intriguing, and complicated issues. In doing so, learners engage in real science methods, such as computational thinking, which are comparable to those of scientists and engineers in the workplace.

Learners who undertake this qualification will not only learn to program but also expand their knowledge in the areas of logic and critical thinking. Leaners will be introduced to Network Engineering and Software Engineering modules, which will allow learners to analyse complex problems and identify the root cause of issues in the system they are designing or troubleshooting. Programming and mathematical concepts require problem-solving skills. When working on a program or solving a mathematical problem, learners will learn how to break down the problem into smaller parts and develop a systematic plan to solve it. Programming teaches problem-solving abilities, such as how to solve an issue logically as well as creatively. The Bachelor of Science in Information Technology qualification embeds problem-solving skills and emerging technologies, which are aimed at ensuring that the learners of this qualification will possess relevant knowledge and technical expertise for not only today's world of work but the future as well. Learners will be able to incorporate new trends and emerging technologies, such as artificial intelligence and cybersecurity, in the programming processes, to develop systems and applications that are future oriented.

Rationale:
From the foregoing excerpts, the relevance and ever-growing importance of Information Technology cannot be overstated. It is within this context that the Bachelor of Science in Information Technology qualification offered by the institution aims to provide learners with the skills necessary to remain relevant and abreast of the changes in a dynamic technological space. Information Technology is constantly evolving and is one of the fastest-growing industries, creating significant career opportunities for learners. Incorporating emerging technologies into the curriculum, such as Artificial Intelligence (AI), blockchain, and the Internet of Things (IoT), equips learners with the necessary skills and knowledge to adapt to the technological era. This qualification will ensure that skills remain relevant in the evolving technological world and create significant opportunities for learners to advance their careers.

The institution uses online and digital technology strategically in its teaching and learning environment, considering how it can most effectively be used to build a supportive, connected academic community. The institution has augmented all its qualifications on an online learning management system. Digital and online innovations are used to support and enhance more interactive ways of teaching and learning. Private higher institutions should provide learners with access to technological infrastructure such as high-speed internet, state-of-the-art software, and hardware to facilitate their learning and experimentation. The institution provides a platform for learners to adjust to the digital transformation world. The Bachelor of Science in Information Technology qualification aims to meet the growing demand for industry-specific qualification that caters for the demand for skilled professionals in the field of Information Technology.

There is a growing need for innovation in the Information Technology industry, especially in South Africa, where the sector is still in its infancy. As the country moves towards a more knowledge-based economy, there is a need for Information Technology professionals who can drive innovation and create new technologies and solutions that can help address the country's socio-economic challenges. The Bachelor of Science in Information Technology qualification aims to meet the growing demand for skilled professionals in the field of information technology. There is a shortage of information technology professionals in the country, which is expected to grow. The qualification is designed to equip learners with the necessary skills and knowledge to fill this gap and make a meaningful contribution to the field of information technology.

The Bachelor of Science in Information Technology qualification will provide an opportunity for learners to continue studies in their field of interest and to acquire much-needed skills at a tertiary level. The range of typical learners will include school leavers and/or professionals in the information technology field interested in developing their skills further with a formal qualification. Private higher institutions should offer industry-specific qualifications to prepare learners for the demands of the job market. The Bachelor of Science in

Information Technology qualification will be beneficial to individuals in the following fields and those who want to find employment as listed below:
  • Information Communication Technology Manager
  • Software Engineer
  • Information Technology Security Analyst
  • Cyber Security Analyst
  • Data Mining Analyst
  • Application Developer
  • Business Intelligence Developer
  • Network and Computer Administrator

    The Bachelor of Science in Information Technology qualification is pitched at NQF Level 7 with a total credit of 360. The qualification articulates horizontally, vertically, and diagonally with a range of Information Technology qualifications offered by institutions both internationally and locally across the country with their respective qualification. Upon completion of the Bachelor of Science in Information Technology qualification, learners can progress from a Degree qualification to Honours, Master's and finally Doctorate level in a cognate field.

    Upon the completion of the degree, learners will be able to evaluate and solve complex problems related to information technology. The qualification provides learners with knowledge and skills that are relevant to the job market. The qualification also offers learners the chance to gain practical experience using industry-standard tools necessary to succeed in the workforce. In addition, learners will be able to demonstrate initiative and take responsibility in a variety of industries. The Bachelor of Science in Information Technology will equip learners with the necessary skills which will allow them to contribute to the economy and society. This qualification has been designed to cut across several key learning fields such as Artificial Intelligence, Information Systems, Programming and Cybersecurity, thereby increasing the options available to learners and preparing them for both entry and mid-level roles. 
    		•

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

    RPL Process:
    A centralised RPL committee, which comprises Admissions and Selections Academics, shall meet daily and make determinations regarding all RPL applications that are before the committee for decisions and recommendations regarding entry into the qualification for which prospective RPL learners have applied for. The decisions are communicated by the Admissions and Selections Administrator to Learner Advisors within 24 hours of the committee meeting.

    The RPL process focuses on establishing whether the learner has acquired competence in the following areas:
  • Basic theoretical knowledge
  • Practical competence
  • Reflective competence
  • Applied competence
    A small number of applicants who do not meet the minimum entry requirements will be considered for acceptance via RPL.

    The applicant must:
  • Be at least 23 years of age
  • Demonstrate a minimum of 3 years of work experience
  • Submit a detailed Portfolio of Evidence
  • Provide a comprehensive CV with detailed working experience
  • Submit certified copies of qualification certificates and transcripts
  • Provide a signed personal letter of motivation
  • Submit all relevant and appropriate certificates for short courses or training courses (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
    Or
  • Produce a letter from the Human Resources (HR) Department for relevant and appropriate 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
  • For those who do not have certificates
  • Sign a Declaration to confirm English Language and IT proficiency
    All RPL applications are subject to evaluation by the RPL committee.
    It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants, primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes.

    Some of the key criteria that will be used in evaluating > non-standard applicants include:
  • The applicant's motivation
  • Job description, covering the relevant area of work, giving examples of tasks carried out, possibly supplying references, linked to a portfolio of evidence.
  • The nature and level of life/work experience and prior study, and the learning which has resulted from such experience.
  • Details of in-company short courses, length, content of material covered, and standard achieved.
  • The clarity of the applicant's educational goals and objectives; the extent to which the applicant can provide evidence of the threshold skills and knowledge for the qualification.

    Entry Requirements:
  • National Senior Certificate (NSC), 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.
    Or
  • Higher Certificate in Information and Communication Technology, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 5, 120 Credits:
  • Programming Fundamentals with Python, 15 Credits.
  • Artificial Intelligence - Machine Learning, 15 Credits.
  • Principles of Cyber Security, 15 Credits.
  • Statistics and Probability, 15 Credits.
  • Responsive Web Design, 15 Credits.
  • Networking Technologies, 15 Credits.
  • Information Systems Architecture, 15 Credits.
  • Calculus and Algebra, 15 Credits.

    Compulsory Modules, Level 6, 120 Credits:
  • Programming in Java, 15 Credits.
  • Artificial Intelligence and Deep Learning, 15 Credits.
  • Cyber Security Governance and Compliance, 15 Credits.
  • Data Analytics, 15 Credits.
  • Database Design and Development, 15 Credits.
  • Software Development Methodologies, 15 Credits.
  • Network Monitoring and Management, 15 Credits.
  • Discrete Mathematics, 15 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Business Intelligence, 15 Credits.
  • Programming in C#, 15 Credits.
  • Information Security Management, 15 Credits.
  • Artificial Intelligence Applications (Humans and AI), 15 Credits.
  • Mobile Application Design and Development, 15 Credits.
  • Design Thinking for User Experience, 15 Credits.
  • Information Technology Project Management, 15 Credits.
  • System Architecture and Integration, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interpret the fundamental computing concepts and principles in relation to information systems, networks, cybersecurity, artificial intelligence, and programming.
    2. Evaluate effective communication, design thinking for user experience, ethical practice, system architecture and integration to collaborate with others on a team to create and deliver high-quality software assets.
    3. Arrange mathematical, statistical, artificial intelligence machine and deep learning concepts and principles for problem solving and understanding algorithms.
    4. Design a mobile application using design and development techniques, design databases in relation to Structured Query Language statements and database management systems.
    5. Construct high-quality software solutions or websites using the latest programming languages, artificial intelligence applications and methodologies to manage software projects.
    6. Measure Big Data and contemporary data analytics techniques to support corporate decision-making and business intelligence to address current business issues.
    7. Assess past, present, and new computer security threats to design, implement, manage, and secure business information systems and networks.
    8. Critique ethical responsibilities of cyber-security professionals, including issues related to professional conduct, competence, and confidentiality. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Select software technologies to create programs to enhance information systems.
  • Apply artificial intelligence concepts to resolve issues in the evaluation and creation of information systems.
  • Recommend computer security concepts to safeguard computer systems and networks.
  • Comprehend computer networking terminologies to assist with the setup of a network infrastructure.
  • Test foundational knowledge to promote large-scale programming.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Value the software engineering lifecycle to help teams collaborate and produce high-quality software systems.
  • Integrate network systems to encourage teams to effectively communicate within organisations.
  • Structure project management concepts to assist with team management and ensure delivery of projects.
  • Organise communication plans to ensure project teams effectively manage their projects.
  • Adopt design thinking and user experience to provide high-quality software.

    Associated Assessment Criteria for Exit Level Outcome 3
  • Relate principles of statistics to basic theory related to problem solving.
  • Principles of mathematics are proven to help understand problem-solving.
  • Design algorithms by recommending mathematical and statistical concepts to solve problems.
  • Value artificial intelligence machines and deep learning to solve problems using algorithms.
  • Choose data analytics techniques to find insights into data.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Structure query language statements are useful to change database schemas.
  • Compose relational database management systems to retrieve and manage data.
  • Revise database schemes to produce a conceptual model.
  • Design mobile applications and develop specifically to run on mobile devices.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Manage programming to help develop a software solution.
  • Design computer-based systems to facilitate teamwork in pursuit of a shared objective.
  • Examine logical skills to develop simple programs.
  • Use valued software development methodologies for managing the creation of software solutions.
  • Develop websites according to design and developmental practices.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use deep analytics to make better judgments.
  • Explore data analytics concepts to help support the business in better decision-making.
  • Use value statistical analysis to identify current trends.
  • Formulate financial performance of the business by shaping business processes to address current business issues.
  • Adopt business intelligence for business environments to make more strategic decisions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Measure vulnerabilities, threats, attacks, and security processes to help secure business networks and systems.
  • Develop security measures to safeguard information.
  • Design specific requirements to improve network security.
  • Cybersecurity incidents are useful to help deal with system attacks
  • Choose information systems by organisations to manage and improve the business environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Recommend standards of practice to ensure effective communication in a work environment.
  • Develop and apply ethical awareness to comprehend the business environment
  • Arrange ethics to provide guiding decisions within the company
  • Code of conduct is useful to fulfil professional obligations
  • Value ethical standards to ensure best practice is followed by professionals.

    INTEGRATED ASSESSMENT:
    Assessment Strategy:
  • Practical Modules Method of assessment:
  • Undergraduate degree programmes Year 1, Year 2, and Year 3
  • Bachelor of Science in Information Technology

    In each semester of each year of study, assessment is carried out in the following way:
    All practical modules are assessed using formative assessments and an online summative assessment. Final assessment for practical modules assessed using formative assessments and an online summative assessment is calculated as follows:
    Formative Assessment 1 > KCQ 1 (20 questions) > 10%
    Formative Assessment 2 > KCQ 2 (20 questions) > 10%

    Formative Assessment 3 > Project > 20% Online Summative Assessment > 60%
    To pass a module, the following requirements must be met:
  • An average of 50% across Formative Assessment 1, 2, and 3
  • A final combined mark of 50% is required
    Entrance to the Summative assessment is dependent on meeting the sub-minimum requirements of the formative assessments for each semester

    Assessment Strategy:
  • Theory Modules for Year One
    Method of assessment:
  • Undergraduate degree programmes Year 1 > Bachelor of Science in Information Technology

    In each semester of each year of study, assessment is carried out in the following way:
    All theory modules are assessed using formative assessments and an online summative assessment. Final assessment for theory modules assessed using formative assessments and an online summative assessment is calculated as follows:

    Formative Assessment 1 > KCQ 1> 20%
    Formative Assessment 2 > KCQ 2> 20%
    Online Summative Assessment > 60%

    To pass a module, the following requirements must be met:
  • An average of 50% across Formative Assessment 1, 2 and 3
  • A final combined mark of 50% is required
    Entrance to the Summative assessment is dependent on meeting the sub-minimum requirements of the formative assessments for each semester

    Assessment Strategy:
  • Theory Modules for Year Two and Three
    Method of assessment:
  • Undergraduate degree programmes Year 2 and 3 > Bachelor of Science in Information Technology

    In each semester of each year of study, assessment is carried out in the following way:
    All theory modules are assessed using formative assessments and an online summative assessment. Final assessment for theory modules assessed using formative assessments and an online summative assessment is calculated as follows:

    Formative Assessment 1 > KCQ 1> 10%
    Formative Assessment 2 > Case Study > 30%
    Online Summative Assessment > 60%

    To pass a module, the following requirements must be met:
  • An average of 50% across Formative Assessment 1, 2, and 3
  • A final combined mark of 50% is required.

    Entrance to the Summative assessment is dependent on meeting the sub-minimum requirements of the formative assessments for each semester. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with qualifications in Australia and the United States of America.

    Country: Australia.
    Name of Institution: Royal Melbourne Institute of Technology (RMIT University)
    Qualification Title: Bachelor of Information Technology.

    Purpose:
    The purpose of the Bachelor of Information Technology qualification is to develop the learners' knowledge and skills essential for the information technology industry to become employable as a competent software developer.

    The Bachelor of Information Technology qualification educates learners to make a living solving, supporting, troubleshooting, and designing, from websites to business applications to programming networks in organisations ranging from business and government to schools, healthcare, and more. The learner will gain an excellent combination of knowledge and practical, hands-on expertise to influence an organisation's technology infrastructure and the clients who use IT.

    Learning Outcomes:
  • Analyse and model requirements and constraints for the purpose of designing and implementing software artefacts and information technology systems.
  • Evaluate and compare designs of software artefacts and IT systems based on organisational and user requirements.
  • Design and implement software solutions that accommodate specified requirements and constraints, based on analysis or modelling or requirements specification.
  • Present a clear, coherent, and independent exposition of software applications, alternative IT solutions, and recommendations to both information technology and non-information technology personnel via technical reports of professional standard and technical presentations.
  • Work effectively in different roles, to form, manage, and successfully produce outcomes from teams, whose members may have diverse cultural backgrounds and life circumstances, and differing levels of technical expertise.
  • Effectively apply relevant standards, ethical considerations, and an understanding of legal and privacy issues to designing software applications and information technology systems.

    Structure:
    Core Modules:
  • Building information technology Systems.
  • Essentials of Information Technology.
  • Introduction to Programming.
  • User > Centred Design.
  • Introduction to Computer Systems.
  • Web Programming.
  • Practical Database Concepts.
  • Professional Computing Practice.
  • Security in Computing and Information Technology.
  • Software Engineering Fundamentals for information technology.
  • Programming Project 1.
  • Programming Project 2.

    Elective Modules:
  • Data Communication and Net-Centric Computing.
  • Digital Business Security and Risk Management.
  • Foundations of Artificial Intelligence for STEM.
  • Full Stack Development.
  • Information Communication Technology Information Systems Security.
  • Information Technology Entrepreneurship.
  • Mathematics for Computing 1.
  • Mathematics for Computing 2.
  • Mobile Programming Fundamentals.
  • Practical Data Science.
  • Programming 1.
  • Rapid Application Development.
  • Scripting Language Programming.
  • Secure Electronic Commerce.
  • Security Testing.
  • Further Programming.
  • Software Testing.
  • Systems Development and Operations.
  • Unix Systems Administration and Programming (Linux).

    Similarities:
    The Bachelor of Information Technology qualification offered at RMIT University compares favourably with the institution's Bachelor of Science in Information Technology qualification as both consist of similar content areas such as Programming, Computer Security, Professional Computer Practice, Mathematics and Database Fundamentals. The Bachelor of Information Technology offered at RMIT University and the institution's Bachelor of Science in Information Technology are both three-year qualifications.

    Differences:
    The Bachelor of Information Technology offered at RMIT University is offered face-to-face and distance learning, whereas the institution's Bachelor of Science in Information Technology qualification will be offered in distance learning only. The Bachelor of Information Technology offered at RMIT University offers a set of core modules and a set of electives to choose from. The institution's Bachelor of Science in Information Technology qualification offers Mathematics in the first and second year of study, whereas the Bachelor of Information Technology offered at RMIT University offers it only in one year.

    Country: United States of America Name of Institution: Devry University.
    Qualification Title: Bachelor of Computer Science.

    Purpose:
    The Bachelor of Science in Computer Science from Devry University prepares learners with knowledge of software, hardware organization, operating systems, theory of communication, and principles of programming languages. The computer science qualification offers classes designed to develop the skills needed for careers in the computer science field, an industry that is expected to show significant growth in demand for qualified employees over the next few years.

    Learning Outcomes:
  • Explore the nature and social impact of computer technology, and the corresponding formulation and justification of governmental and organisational policies for ethical uses of such technology.
  • Understand the risk factor analysis that must be performed to design a flexible and comprehensive security plan.
  • Apply critical and analytical thinking to identify complex problems, evaluate options, and implement solutions.
  • Identify new ways to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, or mathematical operations).

    Content:
  • Introduction to Technology and Information Systems.
  • Introduction to Operating Systems.
  • Introduction to Programming.
  • Introduction to Digital Devices.
  • Fundamentals of Information Technology and Networking.
  • Fundamentals of Cloud Computing.
  • Fundamentals of Information Security.
  • Programming with Objects.
  • Intermediate Programming.
  • Database Systems and Programming Fundamentals.
  • Introduction to Artificial Intelligence and Machine Learning.
  • Business Application Programming with Lab.

    Similarities:
    The Bachelor of Computer Science qualification offered at Devry University compares favourably with the institution's Bachelor of Science in Information Technology qualification as both consist of similar content areas such as Software Engineering, Artificial Intelligence focusing on machine learning, Networking and Programming and Database Fundamentals. The Bachelor of Computer Science qualification offered by Devry University, RMIT University, and the local institution's Bachelor of Science in Information Technology are both three-year qualifications. Devry University offers learners the chance to study via distance learning.

    Differences:
    The Bachelor of Computer Science offered at Devry University consists of 12 credit modules with electives, whereas the Bachelor of Science in Information Technology qualification consists of twenty-four modules with 15 credits each.

    The qualification offered allows learners to study via distance mode or opt to take selected classes on the campus, whereas the institution's Bachelor of Science in Information Technology qualification will be offered in distance learning only. The institution's Bachelor of Science in Information Technology qualification offers Mathematics in the first and second year of study, whereas the Bachelor of Computer Science offered at Devry University does not indicate a mathematical module.

    Country 1: Australia
    Name of Institution: University of South Australia.
    Qualification Title: Bachelor of Information Technology.

    Purpose:
    The Bachelor of Information Technology qualification is a stepping stone to a career in software development, networking, cyber security, or the games and entertainment industry. This qualification is unique in its offering, allowing learners to choose their own specialisations and develop a broad range of knowledge and skills relevant to their career aspirations. In addition, with a common first year across most information technology qualifications, learners will have the option to switch to an alternative information technology degree should the learner wish to specialise further after the first year of study. Throughout the programme, the learner will complete a unique series of collaborative, work-integrated courses, reinforcing the concepts learnt in the classroom in a supportive practice environment. Soft, non-technical skills are also integrated into the learner's learning to develop the qualities highly valued and sought after by industry. Topics include design thinking, system requirements, system design and agile development, and project management.

    Learning Outcomes:
  • Learn fundamental programming constructs that can be applied to programming languages such as Python.
  • Explore how information systems and business intelligence can enhance business operations and drive decision-making.
  • Evaluate the impact of contemporary cybersecurity threats within an organisational context.
  • Discover common agile principles and methodologies, including the scrum process
  • Enhance problem-solving skills and tackle challenges from a range of perspectives using .design thinking principles.

    Content:
    Core Modules:
  • Information Technology Fundamentals.
  • Problem Solving and Programming.
  • Network Fundamentals.
  • Design Thinking Studio.
  • Object Oriented Programming.
  • Data Driven Web Technologies.
  • System Requirements and User Experience.
  • System Requirements Studio.
  • System Design and Realisation.
  • System Design Studio.
  • Agile Development and Governance.
  • Project Studio.
  • Security Foundations.
  • Big Data Concepts.
  • Information Communication Technology Capstone Project.

    Information technology minors include:
  • Business Systems.
  • Cyber Security.
  • Games and Entertainment.
  • Mobile Applications.
  • Networking.
  • Software Development.

    Non- information technology minor:
  • 3D Animation.
  • Visual Effects.
  • Data Analytics.
  • Digital Media.
  • Innovation and Entrepreneurship.
  • Marketing.
  • Accounting.
  • Management.

    Similarities:
    The Bachelor of Information Technology qualification offered at the University of South Australia compares favourable with the institution's Bachelor of Science in Information Technology qualification as both consist of similar content areas such as Software Engineering, Data Analytics, Cyber Security, System requirements, User Experience, Networking, and Programming. The Bachelor of Information Technology qualification offered by the University of South Australia, and the institution's Bachelor of Science in Information Technology are three-year qualifications. The University of South Australia and the institution offer learners the opportunity to study via distance mode.

    Differences:
    The Bachelor of Information Technology qualification offered at the University of South Australia consists of 15 compulsory modules with eight electives between minor and non-minor information technology modules, whereas the institution's Bachelor of Science in Information Technology qualification consists of 24 modules with 15 credits each. The qualification consists of a project module, which allows learners to form a team and provide an agreed-upon solution for a client. However, at the institution, learners will be working independently. The Bachelor of Information Technology qualification offered at the University of South Australia offers modules such as 3D animation, games, and entertainment. There is a promotion of Innovation and Entrepreneurship as one of the minor modules. The institution's Bachelor of Science in Information Technology focuses on modules specific to the general field of information technology and not multimedia and animation. The institution's Bachelor of Science in Information Technology qualification offers Mathematics in the first and second year of study, whereas the Bachelor of Information Technology qualification offered at the University of South Australia does not indicate a mathematical module.

    Conclusion
    To conclude, each international university has its own unique strengths and weaknesses. The institution's Bachelor of Science in Information Technology qualification has been compared to three international institutions, and there is a favourable number of modules similar in offering. The University of South Australia, DeVry University, and RMIT University are all well-regarded institutions of higher education, and they have distinct differences in terms of their academic qualification, campus culture, The learning outcomes, content, similarities, and differences of this qualification have been favourably compared to similar qualifications from these institutions and their reputation. The institution's Bachelor of Science in Information Technology qualification provides learners with a well-rounded education that prepares them for success in the following fields: programming, cybersecurity, information systems architecture and artificial intelligence. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for the following articulation possibilities.

    Horizontal Articulation:
  • Advanced Diploma in Information Technology, NQF Level 7.
  • Bachelor of Commerce in Information Technology Management, NQF Level 7.
  • Bachelor of Information Technology in Business Systems, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Science Honours in Information Technology, NQF Level 8.
  • Bachelor of Science in Information Technology Honours, NQF Level 8.
  • Postgraduate Diploma in Digital Strategy NQF Level 8.
  • Postgraduate Diploma in Educational Technology, NQF Level 8.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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.