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 
SAQA QUAL ID QUALIFICATION TITLE
58338  Diploma: Information Technology 
ORIGINATOR
General SGB 10 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced 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  240  Level 5  NQF Level 06  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2028-06-30  

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 
Purpose:

The ever-increasing use of computers has generated the need for highly trained practitioners to design and develop new hardware and software systems, and to incorporate technological advances into new and existing systems. With the ongoing integration of computers and the Internet into the business world, it is important for qualifying learners to have valid practical experience relevant to the design and implementation of systems. The programme aims to equip qualifying learners with the knowledge and practical skills required to perform effectively in an Information Technology role as well as with an appropriate knowledge base as preparation for further learning.

Rationale:

The programme provides a different and needed model of higher education in this discipline, some of its characteristics being:
  • As well as providing the students with a solid grounding in the academic theory underpinning the main concepts of the field of Information Technology, the curriculum includes a significant experiential component, culminating in an industry project which forms part of the final year curriculum.
  • Also included in the curriculum are a range of more generalised modules, such as Business English and Introduction to Business Management, which are regarded as essential to competent functioning in today's business environment.
  • Coupled with the curriculum model described above, the classes are small and thus the resulting staff : student ratio makes it possible for students to receive individual and specialised attention.

    The result is a well-rounded graduate who, on successful completion of the curriculum, has the option either of entering the world of work immediately, or of continuing with further study in the field of Information Technology.

    Further, the Programme contributes to regional and national goals in a variety of ways, including:
  • Broadening access to and success in higher education through flexible entry and fixed exit standards and through the inclusion of academic support components
  • Recognition of multiple exit points
  • Inclusion of certain generic competencies
  • Encouragement of social responsibility
  • Ensuring that students will be employable on graduation, but at the same time will have the knowledge base to continue with further learning. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Matriculation exemption, or an equivalent qualification, is the minimum requirement for admission to the degree programme.

    Recognition of Prior Learning:

    Prior learning is recognised in the following ways:
  • A student, who has completed a specific module/subject, may apply for credit for that module/subject;
  • A student, who has completed the equivalent of a specific module/subject either at the institution or at another recognised higher education institution, may apply for exemption from that module/subject;
  • In the case of a practically orientated module/subject, a student who is able to demonstrate appropriate competence may be granted exemption from that module/subject. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The BSc (Applied Information Technology) programme is offered as a 3-year degree programme with 2 lower level exit points as follows:
  • A student who successfully completes Level 1 of the curriculum, and who exits from the programme at that point, will be awarded a Certificate in Information Technology
  • A student who successfully completes Levels 1 and 2 of the curriculum, and who exits from the programme at that point, will be awarded a Diploma in Information Technology.

    It is important to note that the Information Technology Programme is structured in such a way that, as well as constituting Levels 1 and 2 of the degree programme, the curricula for the Certificate and Diploma constitute genuine stand-alone qualifications.

    It should also be noted that a student who registers for the Information Technology Programme will receive only one qualification, that is the highest level qualification for which he/she has completed the requirements. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit-level outcomes are divided into generic competencies, fundamental competencies and those core to the Information Technology Programme, as follows:

    a. Generic competencies
  • The ability to work as a member of a team.
  • The ability to collect, analyse and present information.
  • A knowledge of the use of technology.
  • The ability to use technology and other methods of presentation for communication purposes.
  • The ability to identify and suggest possible solutions to a problem.
  • The ability to organise work requirements so as to meet set deadlines.

    b. Fundamental competencies

    End-User Computing:
  • A sound knowledge of the theory of and practical skills in Microsoft Windows, Microsoft Word, Microsoft Excel and Microsoft PowerPoint.

    Business English:
  • The ability to communicate in English in a business-orientated environment.

    Introduction to Business Management:
  • An understanding of the relationship between a business and its environment.
  • An understanding of the different functions of an enterprise.
  • An understanding of the necessary requirements for starting and managing a small business.

    c. Core competencies

    Introduction to Information Systems:
  • A sound understanding of how information systems support business requirements in a competitive environment.
  • A sound understanding of the information systems/technology issues managers and organisations have to consider.

    Programming IA:
  • A sound theoretical and practical knowledge of the Pascal programming language, including basic concepts of programming, debugging, trace tables and syntax checking.

    Programming IB:
  • A sound theoretical and practical knowledge of Visual Basic 6.0 as a programming language, including coding, debugging, error handling and databases.

    Introduction to Computer Science:
  • A basic understanding of how systems software and hardware operate.
  • The basic technical foundation required to design and implement systems.
  • A basic understanding of how to manage the procurement of hardware and software and existing computer resources.
  • The ability to solve basic technical problems.

    Fundamentals of Computer Science:
  • A sound understanding of how systems software and hardware operate.
  • An understanding of the differences between the various levels in the computer.
  • The technical foundation required to design and implement systems.
  • A sound understanding of how to manage the procurement of hardware and software and existing computer resources.
  • The ability to solve technical problems.

    PC Hardware:
  • A sound understanding of computer hardware, including installation, configuration, upgrading, safety and preventive maintenance, memory management, and basic networking.
  • The ability to implement these principles in practice.

    Systems Analysis and Design:
  • A sound understanding of how information systems support business.
  • A sound understanding of how systems analysts interact with users and management in a business organisation.
  • The ability to use real-world systems analysis and design skills in problem-solving.

    Managing the Software Environment:
  • The ability to initiate, plan, manage, control and report on IT projects.

    Programming IIA:
  • An understanding of the fundamentals of proper programming, specifically Object Oriented Programming, including modifying objects, conditional constructs, iterative constructs, and advanced parameter passing.
  • The ability to build real-world C++ applications.

    Programming IIB:
  • An understanding of the fundamentals of proper programming, specifically Object Oriented Programming, including pointers and dynamic memory, overloading operators, templates and polymorphism, STL and exception handling, and the EZWindows API.
  • The ability to build real-world C++ applications.

    Managing the IT Environment:
  • A sound understanding of how to manage the IT environment, including hardware and software acquisition, charge-out and sorting, risk resolution, and computer security.
  • The ability to solve IT problems.

    Computer Architectures:
  • A sound understanding of how systems software and hardware operate.
  • An understanding of the underlying structure and operation of a modern digital computer.
  • The technical foundation required to design and implement systems.
  • A sound understanding of how to manage the procurement of hardware and software and existing computer resources.
  • The ability to solve technical problems.
  • The ability to use assembly language to understand the machine language level better, and to debug programmes.

    Databases:
  • A sound understanding of the concepts of data and Database Management Systems (DBMS).
  • The ability to analyse, design, and construct raw databases.
  • The ability to use a database to transform raw data into valuable information.

    Software Engineering:
  • A sound understanding of the Object Oriented approach to Software Engineering.

    Trends and Issues:
  • A sound knowledge of current trends in Information Technology.
  • A sound understanding of the effect of IT on the way in which business is conducted.

    Programming Languages:
  • A sound knowledge of Component Software.
  • An understanding of the more advanced programming concepts in Java, Visual Basic and Visual C++.
  • The ability to apply these advanced concepts in practical assignments.

    HTML, Javascript and E-commerce:
  • A sound understanding of the internet, elementary networking concepts, intranets, HTML, Javascript, Java and ASP, and E-commerce.
  • The ability to design a Web Page, including writing HTML, writing Javascript, and using the application generator "MS Front Page".

    Networking:
  • A detailed understanding of networks, their underlying structure and mechanisms, management and use.
  • The ability to work within different operating system environments.

    Operating Systems:
  • A sound knowledge of different types of operating systems, across different platforms and applications.
  • The ability to work within different operating system environments.

    Project:
  • The ability to put theoretical knowledge and expertise into real-world practice by designing a Web Page for an organisation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    a. Generic competencies
  • Group projects and assignments
  • Tests, assignments and examinations
  • Class and Project presentations
  • Case-study based tests, assignments and examinations
  • Deadlines set for various assessment components

    b. Fundamental competencies
  • Tests, assignments and examinations

    c. Core competencies
  • Tests, assignments and examinations

    Integrated Assessment:

    The institution practices an integrated system of assessment, in terms of which students are assessed on an ongoing basis. Students are required to complete class tests, assignments (including practical work and projects) and examinations, the results of which count towards the final mark for each module. The components of the final mark are determined separately for each module. 
    		•

    INTERNATIONAL COMPARABILITY 
    To our knowledge, this Programme has not been assessed internationally.

    However, given that:
  • The curriculum incorporates the latest trends, standards and practices in the discipline
  • Well-qualified academics and industry practitioners act as external examiners and moderators of the programme;

    There is no reason to doubt that the quality and content of the programme would meet international standards. 
    		•

    ARTICULATION OPTIONS 
    With regard to vertical articulation, a student who wishes to proceed to postgraduate studies at another higher education institution, having completed the programme, should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard.

    In terms of horizontal articulation:
  • A student who transfers to another programme within the institution will be given credit for relevant modules successfully completed towards the programme;
  • Students who, having completed certain modules in the programme and wish to transfer to another tertiary level institution, are able to apply successfully for exemption from relevant modules on the basis of modules passed at the institution.

    One of the objectives of our rigorous external moderation and examination procedure, and of our ongoing interaction with academic staff of other tertiary level institutions, is to ensure that the content and standard of our curriculum is such that our students will have the opportunity for both vertical and horizontal articulation. 
    		•

    MODERATION OPTIONS 
    All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified industry practitioners. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    This qualification has been derived from a provider-based qualification, in order to record Learning Programmes against it. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    36076  Diploma in Information Technology  Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd)  Level 5  Level N/A: Pre-2009 was L5  240  2018-12-31  CHE  HEQSF 
    49069  Diploma: Information Technology  Anchorlite College  Level 5  Level N/A: Pre-2009 was L5  246  2018-12-31  CHE  HEQSF 
    61695  Diploma: Information Technology  Compu-Tek  Level 5  Level N/A: Pre-2009 was L5  240  2018-12-31  CHE  HEQSF 
    36018  Diploma: Information Technology  Credo College  Level 5  Level N/A: Pre-2009 was L5  240  2018-12-31  CHE  HEQSF 
    48836  Diploma: Information Technology  Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education)  Level 5  Level N/A: Pre-2009 was L5  347  2018-12-31  CHE  HEQSF 
    24347  Diploma: Information Technology  Oval International Computer Education  Level 5  NQF Level 06  360  2018-10-25  CHE  HEQSF 
    36235  Diploma: Information Technology  Pinnacle Business College  Level 5  Level TBA: Pre-2009 was L5  256  2006-06-30  CHE  HEQSF 
    62759  Diploma: Information Technology  RS 23 Computer College South Africa (Pty) Ltd  Level 5  Level N/A: Pre-2009 was L5  347  2014-12-31  CHE  HEQSF 
    61692  Diploma: Information Technology: Technical  Ed-u City Campus  Level 5  Level N/A: Pre-2009 was L5  240  2018-12-31  CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    36076  Diploma in Information Technology  Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd)  
    49069  Diploma: Information Technology  Anchorlite College  
    61695  Diploma: Information Technology  Compu-Tek  
    61692  Diploma: Information Technology: Technical  Ed-u City Campus  


    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.