SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Information Technology

SAQA QUAL ID	QUALIFICATION TITLE
125632	Higher Certificate in Information Technology
ORIGINATOR
Academic Institute of Excellence (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 0639/26	2026-04-16	2029-04-16
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-04-16		2033-04-16

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 Information Technology is to provide learners with foundational knowledge, practical skills, and applied competencies required to function effectively in entry-level roles within the information technology sector and to support progression to further study in information technology and related disciplines.

The qualification is designed to benefit learners by equipping them with essential digital literacy, technical knowledge, and practical skills required to install, configure, operate, and support information technology systems within structured and supervised environments. It provides learners with an accessible pathway into the information technology field, enabling them to pursue employment, self-employment, or further study, and to participate meaningfully in the digital economy.

The qualification intends to enable learners to develop foundational knowledge and understanding of computer systems, software applications, networking, operating systems, and basic programming concepts. Learners will develop the skills to configure and maintain computer systems, support network environments, utilise productivity and development tools, and apply basic problem-solving techniques to address information technology challenges. Learners will also develop an understanding of information technology practices, including system functionality, user support, data handling, and responsible and ethical use of technology.

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

Demonstrate foundational knowledge of computer systems, networking, operating systems, and software applications.

Apply basic technical skills to install, configure, and maintain information technology systems and environments.

Use the right tools and technologies to assist users and carry out specific information technology tasks effectively.

Apply basic problem-solving and troubleshooting skills in structured contexts.

Communicate effectively using appropriate technical and professional communication methods.

Demonstrate an understanding of the role of information technology within organisational and societal contexts.

The qualifying learners will demonstrate the following attributes:

Foundational knowledge of information technology systems, tools, and processes.

Practical technical skills to perform entry-level information technology support and operational tasks.

The ability to apply basic problem-solving and troubleshooting techniques.

The ability to work responsibly and effectively in structured and supervised environments.

The ability to communicate technical information appropriately.

Awareness of ethical, professional, and responsible practices in the use of information technology.

Preparedness for entry-level employment, entrepreneurship, or further study in information technology or related fields.

Rationale:
The rapid growth of digital technologies and increasing reliance on information systems across all sectors of the economy have created a strong demand for individuals with foundational information technology skills. Organisations require entry-level information technology practitioners who can support computer systems, assist users, maintain basic networks, and contribute to technology-enabled environments. In South Africa, skills shortages in information technology have been consistently identified in national skills reports, including the Department of Higher Education and Training Skills Strategy, Sector Skills Plans, and industry reports, which highlight the need to develop foundational technical skills to support digital transformation and economic development.

The qualification has been developed to address this need by providing learners with the essential knowledge and practical skills required to enter the information technology field. The qualification provides an accessible entry point into information technology education and supports the development of foundational competencies required for employment, entrepreneurship, and further learning.

A review of qualifications registered on the National Qualifications Framework indicates that while related information technology qualifications exist, there remains a need for accessible Higher Certificate-level qualifications that provide foundational, entry-level preparation across core information technology areas, including computer systems, networking, and basic programming. This qualification has been designed to complement existing qualifications by providing an appropriate entry-level pathway aligned with the Higher Education Qualifications Sub-Framework and supporting articulation into Diploma and bachelor's degree qualifications in Information Technology and related disciplines. It does not duplicate an existing qualification but helps meet the demand for fundamental information technology skills and enhances access to higher education in the information technology field.

The qualification will enhance the information technology sector by developing entry-level practitioners who can support IT operations within organisations. Qualifying learners will be able to perform defined technical tasks under supervision, support users, and contribute to the effective functioning of technology environments. This supports organisations in building technical capacity and "helps to address" skills shortages in the sector.

The qualification will benefit society by giving learners the chance to develop essential digital and technical skills, allowing them to engage meaningfully in a technology-driven world. It helps improve digital literacy, expand access to employment opportunities, and promote social and economic inclusion.

The qualification will enhance the economy by fostering essential information technology skills necessary for economic growth and digital transformation. Qualifying learners will contribute to productivity and innovation within organisations and may also pursue entrepreneurial opportunities in the technology sector, including small-scale technology support services.

Typical learners for this qualification include school leaders who have obtained a National Senior Certificate and who wish to pursue a career in information technology, as well as individuals who are currently employed and wish to develop foundational information technology skills. The qualification is also suitable for learners who intend to progress to Diploma and Bachelor's degree qualifications in information technology or related disciplines.
The development of the qualification included consultation with academic staff, curriculum specialists, and industry stakeholders within the information technology sector to ensure that the qualification aligns with current industry needs and practices. Consultation included input from information technology professionals, employers involved in information technology support and services, and academic experts in information technology education. In addition, the qualification was benchmarked against similar qualifications offered by accredited higher education institutions and aligned with national and international standards for entry-level information technology education. This consultation ensured that the qualification is relevant, appropriate, and responsive to industry and educational requirements.

The qualification, therefore, addresses an identified need for foundational information technology education, supports skills development within the information technology sector, contributes to social and economic development, and provides learners with opportunities for employment, entrepreneurship, and further learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is applied in accordance with the institution's Recognition of Prior Learning Policy, which is aligned with the policies of the South African Qualifications Authority and the Council on Higher Education. Recognition of Prior Learning provides learners with opportunities to gain access to the qualification, to be granted exemption from specific modules, or to be awarded credits towards the qualification based on relevant prior learning achieved through formal, informal, or non-formal learning, or through relevant work experience in information technology or related fields.

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, should they be allowed entrance into the qualification.

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.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Credits awarded cannot exceed 50% of the total credits of the qualification.

Entry Requirements:

National Senior Certificate, NQF Level 4 with Higher Certificate endorsement.
Or

National Certificate (Vocational), NQF Level 4 with Higher Certificate endorsement.
Or

Senior Certificate, NQF Level 4 without endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at the National Qualifications Framework, Level 5, totalling 120 Credits.

Compulsory Modules, NQF Level 5, 60 Credits:

Computer Skills (Microsoft), 12 Credits.

Business English, 12 Credits.

Mathematics for Information Technology, 12 Credits.

Cloud Computing, 12 Credits.

Linux Operating System, 12 Credits.

Elective Modules, NQF Level 5, 60 Credits: (Select 5 electives):

Computer Systems, 12 Credits.

Basic and Advanced Networking, 12 Credits.

Computer Network Security, 12 Credits.

Windows Server Administration, 12 Credits.

Computer Security and Penetration Testing, 12 Credits.

Python for Data Science and Machine Learning, 12 Credits.

Probability and Statistics for Data Science, 12 Credits.

SQL for Data Science, 12 Credits.

Data Analysis with Python, 12 Credits.

Machine Learning Algorithms in Python, 12 Credits.

Programming Logic and Design with Java, 12 Credits.

Information Technology Fundamentals, 12 Credits.

Database Design, Implementation and Management, 12 Credits.

Basic Computer Networking; 12 Credits.

Systems Analysis and Design, 12 Credits.

Software Development Lifecycles, 12 Credits.

Advanced Programming in Java, 12 Credits.

Programming Logic and Design with JavaScript, 12 Credits.

Web Content Management System, 12 Credits.

Full Stack Web App Development, 12 Credits.

Website Design and Development, 12 Credits.

Programming Logic and Design with C#, 12 Credits.

Advanced Programming in C#, 12 Credits.

Cross-Platform Application Development, 12 Credits.

Robot System Fundamentals, 12 Credits.

Fundamentals of Intelligent Systems, 12 Credits.

Python Robotics Projects, 12 Credits.

Big Data Fundamentals, 12 Credits.

Big Data with NoSQL, 12 Credits.

Big Data Analysis, 12 Credits.

Big Data Analytics with Machine Learning, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate foundational knowledge and understanding of computer systems, hardware, software, operating systems, and networking concepts within information technology environments.
2. Apply technical skills to install, configure, operate, and maintain computer systems, operating systems, and basic network environments within structured and supervised contexts.
3. Use appropriate software applications, development tools, and information technology utilities to perform defined technical tasks and support information technology operations.
4. Apply basic programming and problem-solving skills to develop and test simple software solutions using appropriate programming tools and techniques.
5. Identify, analyse, and resolve basic information technology technical problems using appropriate troubleshooting methods and tools.
6. Demonstrate an understanding of information security principles, ethical practices, and responsible use of information technology within organisational and societal contexts.
7. Communicate effectively using appropriate technical and professional communication methods when performing information technology tasks and supporting users.
8. Work responsibly and effectively in completing information technology tasks, demonstrating appropriate organisational, professional, and learning skills required for entry-level practice or further study.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria 1:
ELO 1: Demonstrate foundational knowledge and understanding of computer systems, hardware, software, operating systems, and networking concepts.

Identify and describe the components and functions of computer systems, hardware, and software within information technology contexts.

Explain operating systems and networking concepts in relation to their purpose and role within computer and network environments.

Apply information technology terminology, concepts, and principles when describing system and network operations.

Associated Assessment Criteria 2:
ELO 2: Apply technical skills to install, configure, operate, and maintain computer systems, operating systems, and basic network environments within structured and supervised contexts.

Install and configure computer systems and operating systems in accordance with the specified requirements.

Implement basic network configurations using appropriate tools and procedures.

Maintain and operate computer systems and network environments using appropriate methods and tools.

Associated Assessment Criteria 3:
ELO 3: Use appropriate software applications, development tools, and information technology utilities to perform defined technical tasks and support information technology operations.

Use software applications and information technology tools to perform defined technical tasks.

Select and use appropriate utilities and tools to support system and user requirements.

Use software tools to complete defined information technology activities.

Associated Assessment Criteria 4:
ELO 4: Apply basic programming and problem-solving skills to develop and test simple software solutions using appropriate programming tools and techniques.

Apply programming concepts to develop simple software solutions using appropriate programming tools.

Test and correct software solutions to ensure they meet specified requirements.

Use programming tools and techniques to develop and implement basic applications.

Associated Assessment Criteria 5:
ELO 5: Identify, analyse, and resolve basic information technology technical problems using appropriate troubleshooting methods and tools.

Identified and describe information technology problems using appropriate terminology.

Use appropriate troubleshooting methods and tools to resolve defined technical problems.

Implement and evaluate solutions to ensure problems are resolved.

Associated Assessment Criteria 6:
ELO 6: Demonstrate an understanding of information security principles, ethical practices, and responsible use of information technology within organisational and societal contexts.

Identify and describe information security risks and protection measures.

Apply appropriate security practices when performing information technology tasks.

Demonstrate the ethical and responsible use of information technology in accordance with organisational and professional standards.

Associated Assessment Criteria 7:
ELO 7: Communicate effectively using appropriate technical and professional communication methods when performing information technology tasks and supporting users.

Communicate technical information clearly using appropriate written and verbal communication methods.

Complete documentation related to information technology tasks accurately and appropriately.

Conduct communication with users and stakeholders professionally and effectively.

Associated Assessment Criteria 8:
ELO 8: Work responsibly and effectively in completing information technology tasks, demonstrating appropriate organisational, professional, and learning skills required for entry-level practice or further study.

Complete information technology tasks in accordance with specified requirements and timeframes.

Organise and manage work effectively within structured environments.

Demonstrate appropriate professional conduct, responsibility, and accountability.

INTEGRATED ASSESSMENT
Integrated assessment is used to determine whether learners have achieved the Exit Level Outcomes of the qualification and are able to demonstrate applied competence appropriate to NQF Level 5. Applied competence includes the learner's ability to integrate foundational knowledge, practical skills, and problem-solving abilities to perform defined information technology tasks within structured and supervised environments.

Assessment is conducted in accordance with the institution's Policy Assessment and includes a combination of formative and summative assessment methods. These assessment methods are designed to ensure that learners demonstrate competence in installing, configuring, operating, and supporting information technology systems, applying programming and technical skills, and communicating effectively within information technology contexts.

Formative Assessment:
Formative assessment is conducted throughout the learning process to monitor learner progress and provide feedback that supports learning and skills development. Formative assessment activities include:

Practical laboratory exercises involving computer systems, networking, and operating systems.

Programming exercises and development tasks.

Technical assignments and written assessments.

System configuration and troubleshooting activities.

Class tests, quizzes, and knowledge-based assessments.

Technical documentation and reporting tasks.

Formative assessment typically contributes 40% to 60% of the final module mark and provides learners with opportunities to develop and demonstrate competence progressively.

Summative Assessment:
Summative assessment is conducted at the end of modules to determine whether learners have achieved the required learning outcomes and competencies.

Summative assessment methods include:

Integrated practical assessments involving installation, configuration, and troubleshooting of computer systems and networks.

Programming projects demonstrating the development of simple software solutions.

Portfolio of Evidence containing practical work, programming tasks, and technical documentation.

Written tests and examinations assessing foundational knowledge and understanding.
Summative assessment typically contributes 40% to 60% of the final module mark.

The Portfolio of Evidence and integrated practical assessments provide primary evidence of the learner's applied competence.

INTERNATIONAL COMPARABILITY

This qualification was compared to similar qualifications from the United Kingdom and Australia.

Country 1: United Kingdom
Institution name: Pearson Education
Qualification title: Pearson BTEC Higher National qualifications in Computing
RQF Level: Level 4
Credits: 120 credits
Duration: 1 year full-time

Entry Requirements:

Completion of secondary education equivalent to A-Level or equivalent.

Purpose:
The purpose of this qualification is to equip learners with industry-aligned computing knowledge, technical skills, and professional competencies needed for employment in the digital and information technology sectors. It provides a structured, work-related curriculum that develops strong foundations in programming, networking, database development, cybersecurity, and professional practice, while allowing specialisation through defined pathways. The qualification also prepares learners for academic progression into higher-level studies by offering a higher-education-aligned framework that supports both practical application and theoretical understanding of modern computing disciplines.

Similarities:

Both qualifications aim to equip learners with foundational knowledge and skills in computer systems, networking, programming, and information technology support.

Both qualifications have 120 credits.

The UK qualification includes modules such as Computer Systems, Programming, Networking, Database Design, and Professional Practice. Similarly, the South African HC includes modules such as Computer Skills, Linux Operating System, Cloud Computing, Programming Logic, and Database Design.

Both qualifications allow for entry into higher education qualifications in the field of information technology.

Both qualifications have a duration of 1 year.

The UK qualification requires completion of secondary education for entry. Similarly, the SA HC requires completion of secondary education at NQF Level 4.

Differences:

The UK qualification is RQF Level 4, while the SA HC is NQF Level 5.

The UK qualification has deeper and more advanced content; SA HC is foundational.

The UK qualification has structured specialist units, while the SA HC is broader and more general.

The UK qualification prepares for higher-level technical specialisation, while the SA HC prepares for entry-level IT roles.

Country 2: Australia
Institution name: TAFE Queensland
Qualification title: Certificate IV in Information Technology
AQF Level: Level 4

Purpose:
The purpose of this qualification is to equip learners with a wide range of basic networking, ICT support, testing and systems analysis skills. Learners will also develop knowledge in design, database development, programming and web development support.

Qualification structure:
Compulsory units:

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.

Identify and resolve client ICT problems.

Elective units:

Evaluate characteristics of cloud computing solutions and services.

Configure cloud services.

Operate application software packages.

Select cloud storage solutions.

Install and configure virtual machines.

Install, configure and test network security.

Install and manage servers.

Manage network and data integrity.

Install and operate small enterprise branch networks.

Configure desktop environments.

Install hardware to networks.

Install, operate and troubleshoot medium enterprise routers.

Install, configure and test internet protocol networks.

Similarities:

Both qualifications focus on Information Technology and develop foundational to intermediate IT competencies, including networking, programming, database development, systems support and web technologies.

Both prepare learners for entry-level IT roles such as help desk support, computer technician, network technician, or IT support.

Both offer pathways into further study in the IT field, enabling learners to progress to higher-level certificates, diplomas, or degrees.

Differences:

The TAFE Certificate IV is at AQF Level 4. While the SA Higher Certificate is an NQF Level 5 qualification.

The TAFE Certificate IV has no strict mandated entry requirements for domestic learners. While the SA Higher Certificate requires NSC/NCV Level 4.

The TAFE Certificate IV is closely aligned to the Australian Job Outlook, emphasising strong employment growth and preparing learners for a broader range of technical roles.

SA Higher Certificate focuses mainly on IT support, basic systems development, and foundational workplace readiness within the South African context.

Conclusion:
The South African Higher Certificate compares favourably with similar international qualifications and aligns with international standards for entry-level information technology education. The qualification represents approximately 1200 notional hours of learning, equivalent to one year of full-time higher education study, and prepares learners for employment, entrepreneurship, and further study.

ARTICULATION OPTIONS

This qualification provides the following articulation options.

Horizontal Articulation:

Higher Certificate in Information, NQF Level 5.

Higher Occupational Certificate: Computer Technician, NQF Level 5.

Vertical Articulation:

Diploma in Information Technology, NQF Level 6.

Bachelor of Information Technology, NQF Level 7.

Diagonal Articulation:

Advanced Occupational Certificate: Data Security Practitioner, NQF Level 6.

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.	Academic Institute of Excellence (Pty) Ltd