SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma: Information Technology: Commercial Technologies 
SAQA QUAL ID QUALIFICATION TITLE
36062  Diploma: Information Technology: Commercial Technologies 
ORIGINATOR
College Campus 
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 Diploma  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  240  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 0249/03  2003-08-13  2006-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-06-30   2011-06-30  

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 
This qualification is designed to empower learners to take up positions requiring basic business knowledge and skills and the ability to utilize a variety of IT tools in a business environment. The learner will develop a full grasp of the relevant IT concepts and applications with a specific emphasis on the accounting and business side. Learners will be able to contribute to or drive marketing efforts, E-Commerce projects and to apply IT solutions to enhance the running and management of businesses.
Special emphasis is placed on basic business management skills to empower learners to embark on the challenging road of self-employment and entrepreneurship in those cases where formal employment is not immediately obtained.

This qualification will further provide learners with the essential life skills required to operate efficiently in the corporate world and to empower themselves to embark on the path of life long learning. It serves as a steppingstone for learners wishing to further their careers in Information Technology and thus contribute to the elimination of deficiencies caused by an unequal previous dispensation

Rationale for the qualification
The programme aims to redress educational inequalities of previously disadvantaged learners by considering the lack of previous educational opportunities and providing career advantages in the field of Information Technology. This approach is in keeping with the Minister of Education`s drive to address the shortage of competent Technical and Information Technology skills in South Africa.

The programme is specifically designed to accommodate learners who have no experience or who have limited exposure to the use of computers. The programme will equip learners to successfully take up meaningful employment within the Information technology field and prepare them to make a significant contribution by ably utilizing and applying technology within all spheres of business. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The minimum requirement to gain access to this programme is a Senior Certificate or alternatively several years of working experience in an Information Technology related field or environment.
The following prerequisite skills are necessary to gain acceptance to this learning programme:
  • The ability to analyse, interpret and critically evaluate written and verbal information.
  • The ability to communicate clearly and correctly in a written form.
  • The ability to effectively communicate with facilitators and peers.
  • The ability to overcome cultural barriers in order to communicate effectively
  • The ability to design and implement innovative solutions, which are based on newly, acquired knowledge, problems encountered and guidelines provided.
  • An intermediate level of numeric and mathematical skills

    It will be expected that the learners entering the programme will have developed a thorough understanding of:
  • The importance of the level of maturity and discipline needed by a learner to succeed in a programme of this nature and intensity.
  • The existence of cultural barriers, which hamper effective communication between learners, peers and facilitators.

    It is further required that the learner will have acquired the following prerequisite knowledge prior to gaining access to
    the programme:
  • Knowledge of basic arithmetic and mathematical skills
  • An adequate vocabulary for tertiary study
  • The importance of behavioural codes and practices that are in keeping with a tertiary educational environment.

    Recognition of prior learning

    Recognition of Prior Learning is accepted by College Campus as an integral facet of facilitating life long learning with learners. College Campus therefore recognised the need and the right of learners to apply for recognition of prior learning when approaching College Campus to register.

    All applications for RPL will be dealt with in accordance with the accepted RPL policy and could lead to a prospective learner not only gaining access to College Campus without having obtained a matriculation Certificate, but even getting credits / exemptions on the basis of skills or knowledge gained previously.

    As stipulated in the College Campus RPL policy, the Academic Management Committee will handle evaluations of RPL requests. Applicants could be expected to submit a portfolio or to undergo a formal evaluation session. All RPL evaluations are externally moderated. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    Learners will be required to demonstrate the following Fundamental Outcomes:
  • Demonstrate the abilities of a competent end-user
  • Competently operate a computer system in a computer-based environment using the most widely used office management software.
  • Conduct oneself in a manner conducive to a professional working environment.
  • Continually assimilate new knowledge and technologies and the application thereof.
  • Research and develop new ideas and strategies in an IT related field/environment.
  • Create and Manipulate databases
  • Conduct routine maintenance on PC`s and networks.
  • Source replacement components and parts from suitable suppliers.
  • Communicate effectively in a professional environment by making use of a variety of communication techniques.

    In addition to the Fundamental Outcomes, learners will be required to demonstrate the following Core Outcomes:
  • Perform the basic Accounting Functions.
  • Configure and Maintain accounting packages to control accounting procedures using computers.
  • Develop and maintain a marketing strategy to determine needs in an IT related field.
  • Use Structured Problem solving methodologies to develop and analyse the life cycles of various systems.
  • Plan, strategize and manage scheduled tasks, projects and staff. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    While assessing the learner`s ability to demonstrate the required exit level outcomes, a balance must be maintained between practical and theoretical assessment methods. A 60:40 practical-theory ratio is seen to be the ideal.
  • The learner`s ability to apply simulated practical knowledge will be assessed by means of real- world projects.
    For example: Designing software applications for existing / functional businesses. This type of project will require the learner to apply the practical knowledge gained throughout the entire duration of the programme.
  • Theory tests and assignments together with oral presentations are given to learners to determine whether the learner has grasped the content/concepts of the various theoretical subjects.
  • Simulated problems are continuously presented to the learners who are in turn required to respond in the form of presentations, reports, essays and mini projects. The various problem solving techniques and tools that are used to provide/formulate solutions are also assessed.

    Integrated Assessment

    Assessment takes the form of:
  • Written tests and exams
  • Computer-based practical tests and assignments
  • Oral presentations
  • Essays
  • Reports
  • Group presentations
  • Peer evaluation
  • Quizzes

    Assignments/Presentations/Essays/Reports/Peer Evaluation
    Learners are given a time frame in which to complete a given task. This time frame ranges from a few days to a month. This approach is generally used for formative assessments.

    Practical/Theoretical Tests & Quizzes
    Learners are given a shorter time frame in which to complete a task. This ranges from 30 minutes to 2-3 hours. This approach is generally used for formative assessments.

    Practical/ Theoretical Exams
    Learners are given a longer time frame in which to complete a task. This ranges between 2-5 hours. This approach is generally used for summative assessments.

    The various outcomes will be assessed by applying the above mentioned assessment strategies as follow:

    Demonstrate the abilities of a competent end-user.
  • Written tests and exams
  • Computer-based practical tests and assignments

    Conduct oneself in a manner conducive to a professional working environment.
  • Oral presentations
  • Group presentations
  • Peer evaluation
  • Written tests and exams

    Continually assimilate new knowledge and technologies and the application thereof.
  • Essays
  • Reports
  • Group presentations
  • Written tests and exams

    Research and develop new ideas and strategies in an IT related field/environment.
  • Essays
  • Reports
  • Group presentations
  • Written tests and exams

    Create and Manipulate databases.
  • Written tests and exams
  • Computer-based practical tests and assignments

    Conduct routine maintenance on PC`s and networks.
  • Written tests and exams
  • Quizzes
  • Computer-based practical tests and assignments

    Source replacement components and parts from suitable suppliers.
  • Oral presentations
  • Reports
  • Written tests and exams

    Communicate effectively in a professional environment by making use of a variety of communication techniques.
  • Oral presentations
  • Reports
  • Peer evaluation
  • Written tests and exams

    Competently operate a computer system in a computer-based environment using the most widely used office management software.
  • Quizzes
  • Written tests and exams
  • Computer-based practical tests and assignments

    Perform the basic Accounting Functions.
  • Reports
  • Written tests and exams

    Configure and Maintain accounting packages to control accounting procedures using computers.
  • Written tests and exams
  • Computer-based practical tests and assignments

    Develop and maintain a marketing strategy to determine needs in an IT related field.
  • Oral presentations
  • Essays
  • Reports
  • Group presentations
  • Peer evaluation
  • Written tests and exams

    Use Structured Problem solving methodologies to develop and analyse the life cycles of various systems.
  • Oral presentations
  • Essays
  • Reports
  • Group presentations
  • Peer evaluation
  • Written tests and exams

    Plan, strategize and manage scheduled tasks, projects and staff.
  • Oral presentations
  • Essays
  • Reports
  • Group presentations
  • Peer evaluation
  • Written tests and exams 
    		•

    INTERNATIONAL COMPARABILITY 
    This programme has been compared to programmes offered by other international colleges and universities. The programme structures are similar to those offered elsewhere.

    An on-line comparison of the Diploma in Information Systems offered at the University of Melbourne, Australia and this programme reveals that both programmes attempt to provide learners with a well rounded knowledge base in Information Technology. Both programmes offer programmes/subjects/modules in Networking, Databases, PC Literacy, Information Systems, Systems Analysis and Design, Operating Systems, Business Communications and Management.

    The College Campus programme allows for certain COMPTIA international examinations to be taken upon completion of certain components, on a voluntary basis.

    It must be noted that the one area in which this programme differs from the international programmes offered is that the international programmes focus on learners working in a group. The assessment comprises of a large percentage of group assessment.

    Deliberately, this programme focuses on the individual learner`s performance, more so than on group assessment although a fair percentage of the assessment also comes from a learner`s performance from within a group (group projects/presentations). 

    ARTICULATION OPTIONS 
    This Learning Programme was developed in such a way that it facilitates horizontal as well as vertical articulation with related qualifications.

    This is accomplished in a number of ways:
  • A number of offerings such as Computer Architecture, Network Administration and the MS Office applications covered in Computer Literacy are on par with internationally benchmarked programmes. Learners who have completed these programmes at other institutions will be able to apply for credits / exemptions at College Campus. College Campus learners who wish to continue their studies elsewhere, will be able to do the same.
  • This learning programme is similar enough in design and contents (although not identical) to comparable programmes offered at other institutions within the AdvTech Education (Pty) Ltd. group. College Campus learners will therefore be able to pursue studies at other AdvTech Education (Pty) Ltd. Campuses in the major centres of the Country if the need arises.
  • Learners, who successfully completed this programme, will be well enough equipped to be able to improve their skills and knowledge levels by gaining access to a variety of short programmes offered by other Private Institutions.
  • Vertical articulation is made possible by the fact that College Campus learners are able to apply Public Higher Education Institutions such as Technikons. The offerings included in these submissions closely match the design of the first year of the National Diploma as presently offered by Technikons. 
    		•

    MODERATION OPTIONS 
    Moderation is conducted at two deferent and separate levels, namely:
  • At and Internal Level
  • At and External Level

    Internal Moderation: Tests

    The Programme Advisory Team (PAT) members and various facilitators set a series of tests for use at each particular regional campus. Once tests have been written they are transferred to the Programme Advisory Team (PAT) members and various facilitators at another campus for internal moderation. The moderation process includes of moderation in terms of content, degree of difficulty and language usage amongst other aspects. This process ensures that all campuses are keeping pace with one another, focusing on the same content and assessing to the same level and standard and using the same set criteria.

    The Academic Heads of Departments (HOD`s) moderate tests submitted for moderation by campuses other than their own campus. Such moderation focuses on the following:
  • Mark Allocation
  • Wording of questions
  • Level of questioning in terms of the NQF levels
  • Variety and types of questions
  • Test format

    Moderation of this nature serves to maintain the internal quality control and standardisation of testing procedures and practices.

    External Moderation : Examinations

    The Academic Heads of Departments, Programme Advisory Teams and Facilitators of each particular regional campus set the internal examinations. The internal moderation process for examinations follows the same process described for internal moderation of tests, above.

    In addition to the above further moderation is conducted by a selected group of external moderators who are sourced from within the AdvTech Education (Pty) Ltd., Tertiary Division, Industry and other institutions. All External Moderators are required to have minimum of a National Diploma qualification and preferably a higher qualification.

    Examination papers are externally moderated and minimums of 25% of the total examination scripts per subject per class are moderated.

    Moderators are paid as follows:
  • Per examination paper moderated
  • Per examination script moderated. 
    		•

    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.
     
    NONE 


    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.