|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|
|National Certificate: Business Analysis|
|SAQA QUAL ID||QUALIFICATION TITLE|
|63909||National Certificate: Business Analysis|
|SGB Computer Sciences and Information Systems|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|MICTS - Media, Information and Communication Technologies Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National 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||149||Level 6||Level TBA: Pre-2009 was L6||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
Business analysis is a vital instrument within the business environment to ensure that information technology is able to provide effective solutions for business enterprises. The development of business analysts through a suite of qualifications will have a positive impact on the broader economy of South Africa. It will also assist with bringing South Africa inline with international trends and satisfy industry requirements.
The qualifying learner will be able to:
A business analyst works as a liaison amongst stakeholders in order to elicit, analyse, communicate and validate requirements for changes to business processes, policies and information systems. The business analyst understands business problems and opportunities in the context of the requirements and recommends solutions that enable the organisation to achieve its goals. Traditionally business analysts were drawn from senior information technology (IT) and business people, whereas this qualification provides lower level access for the development of such competencies. It has also been developed to enable learners to access higher education and provide flexible access to life-long learning.
This qualification provides opportunities for people to engage in further learning towards a specialisation in business analysis or achieve competencies that are portable to other specialisations such as systems development or systems support. This will therefore enable business analysis competencies to be strengthened, and enable individuals who are currently working in a business systems environment, to better contribute to the implementation of solutions that support the business requirements. The competencies of business analysis have been identified as a target development area for the ICT sector and the South African government. The demand for this qualification is evidenced by these National initiatives as well as international demands and trends. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work. Ultimately, this qualification is aimed at improving the productivity and efficiency of business analysts within all sectors in South Africa.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Recognition of Prior Learning:
The Qualification may be obtained in whole or in part through the process of Recognition of Prior Learning. Learners who may meet the requirements of any Unit Standard in this Qualification may apply for recognition of prior learning to the Relevant ETQA, and will be assessed against the assessment criteria of the exit level outcomes of this qualification and specific outcomes for the relevant Unit Standard/s.
Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.
Access to the Qualification:
|RECOGNISE PREVIOUS LEARNING?|
|All fundamental unit standards to the value of 49 credits must be completed.
All core unit standards to the value of 80 credits must be completed.
Learners must complete additional unit standards from the elective category to the value of at least 20 credits to achieve the full credit value of 149 for this qualification.
|EXIT LEVEL OUTCOMES|
|On completion of this Qualification learners are able to:
1. Analyse a business scenario.
2. Develop a business case.
3. Compile user requirement specifications.
4. Develop functional specifications.
5. Monitor quality assurance activities throughout the life cycle of the project.
Critical Cross-Field Outcomes:
This qualification promotes, in particular, the following critical cross-field outcomes:
Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
Working effectively with others as a member of a team, group, organisation, and community during:
Organising and managing oneself and one's activities responsibly and effectively when:
Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion when:
Participating as responsible citizens in the life of local, national and global communities by:
Collecting, analysing, organising and critically evaluating information when:
Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
|ASSOCIATED ASSESSMENT CRITERIA|
|On completion of this Qualification learners are able to:
Associated Assessment Criteria for Exit Level Outcome 1:
1.1 The boundaries and scope of the business are modelled in order to communicate the functioning of a business.
1.2 The business environment is interpreted to reflect the impact of the context and constraints.
1.3 The business facets are identified and specified within different types and contexts of a business.
1.4 The possibilities for improvement in the organisation are examined to reflect their impact on a business scenario.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 The business situation is interpreted in order to determine the opportunities and problems of an existing business.
2.2 Solutions are projected for business problems and goals in order to improve the business in accordance with the cost benefit analysis.
2.3 A cost benefit analysis is generated to determine the cost of specific benefits identified as a potential solution.
2.4 A risk analysis is conducted to identify elements that may have a negative impact on the implementation of the proposed solutions.
2.5 A business case is produced integrating the business scenario, solutions, costs and risks.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 The principles of needs analysis are applied to identify the requirements of the business.
3.2 The requirement specification tools are applied in order to document the components of the user requirements specification.
3.3 Logical models of the business are generated to facilitate agreement regarding the business requirements.
3.4 A user requirement specifications is produced in accordance with the business problem.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 The business processes are analysed in order to identify changes and improvements to the business operation.
4.2 Functional models are generated to represent the proposed operation of the business.
4.3 Functional specifications are produced in accordance with business requirements.
4.4 The tools are applied in order to document the components of the functional specification.
4.5 The capacity of current technology is analysed to make recommendations regarding solutions.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 Test requirements are discussed in accordance with the functionality of the proposed solution.
5.2 Test reports are analysed to ensure that functionality is achieved.
5.3 Performance of the quality management process is assessed to ensure compliance with the project life cycle.
5.4 The change management proposals are monitored in terms of the project implementation process.
5.5 Assessment activities are performed for continuous improvement of project processes.
Formative assessments conducted during the learning process will consist of written assessments, simulation in a practical environment and a number of self-assessments.
Summative assessment consists of written assessments, assignments and simulation in a practical environment, integrating the assessment of all unit standards and embedded knowledge. Summative assessments is only conducted once the learner has demonstrated proficiency during formative assessment.
In particular assessors should check that the learner is able to demonstrate the ability to consider a range of options and make decisions about:
|The choice of selected countries in comparative information:
In order to ensure a valid international comparability study three categories of counties were identified: developed countries (United States of America, New Zealand, Australia and England); developing countries outside of Africa (Brazil, India, Turkey, Singapore); and African countries (Nigeria, Egypt, Botswana, Namibia, Ghana and Mauritius).
The inherent multi-disciplinary nature of business analysis makes international comparability challenging because of the various facets that such a qualification can cover. In many of the instances in the African countries, business analysis training takes on the format of high-impact short courses with very limited long-term learning taking place. In some of the developing countries outside of Africa more long-term qualifications in business analysis are offered which allow for a more thorough comparison. The most useful comparison that could be made was with the developed countries, which have well-developed programmes in business analysis. Internationally recognised best practices in business analysis represented by bodies such as the International Institute for Business Analysis (IIBA) and the British Computer Society (BCS) were also compared.
Qualification standards in Nigeria, Egypt, Botswana, Namibia, Ghana and Mauritius were examined but only Nigeria was found to have any qualification standards and these were not directly comparable to this business analysis qualification. There are many tertiary institutions throughout Africa that offer qualifications that include business analysis related topics, but these are typically included in a limited way in general Information Technology, Computer Science and Information Systems curricula. Business Analysis is taught in these institutions but no African countries have extracted these into unit standards.
Developing countries outside of Africa:
Most of the information in the developing countries outside of Africa were hard to come by and relates mostly to post-graduate studies. Brazil, India, Turkey, Singapore were examined to find whether they had any business analysis qualification standards. No standards were found to be in place specific to business analysis as the business analysis discipline is usually included with other IT related qualifications.
United States of America, Australia, New Zealand and United Kingdom were examined to find comparable business analysis qualifications.
Business Analysis qualification standards in the USA and Canada are primarily governed by the International Institute of Business Analysis (IIBA) which is discussed in the International Best Practices section below.
Australia is by far the most advanced country in terms of offering structured qualifications relating to Business Analysis in a multi-disciplinary environment. Business
Analysis can be found in the following nationally registered qualification:
New Zealand does not have any business analysis qualification standard but does have several unit standards in place in their various IT diploma qualifications that cover the business analysis discipline and are comparable to this qualification.
Business Analysis qualification standards in the United Kingdom are defined by the British Computer Society (BCS) which is discussed in the International Best Practices section below.
International Best Practice:
Business analysis is a relatively new discipline. International best practice in business analysis is best exemplified by certain internationally recognised organisations. These include:
The International Institute of Business Analysis - IIBA (www.theiiba.org):
The IIBA mission is: "To develop and maintain standards for the practice of Business Analysis and for the certification of its practitioners". It has formulated a Business Analysis Body of Knowledge (BABOK) which defines the best practices and skills required by a professional business analyst. They have also formulated a certification known as Certified Business Analysis Professional (CBAP). This organisation was chosen for comparison purposes as it is increasingly becoming the internationally recognised standard for defining business analysis activities and skills. It has chapters in more than 90 countries worldwide including USA, UK, Australia, SA, Nigeria, Brazil, India, Turkey, Singapore and Egypt.
The British Computer Society - BCS (www.bcs.org):
Technology education in the UK, outside the universities, has primarily been delegated to the BCS. This organisation is a leading professional body for those working in the IT profession. They have over 60000 members in more than 100 countries including UK, USA, Canada, Singapore, Pakistan and Mauritius. Their qualifications are controlled by the Information Systems Examination Board (ISEB). The ISEB have 2 business analysis qualifications which are directly comparable to this qualification discussed in the table below.
The Nigerian Computer Society - NCS (www.ncs.org.ng):
The NCS is a professional body formed in Nigeria with a specified goal being: "advancement of Computer Science and Information Technology & Systems, their applications and deployments to Professional Practice in education". Their IT related qualification standards are not directly comparable to this qualification as they include the business analysis discipline is included in more general IT qualifications.
Typical qualifications that were benchmarked against this standard are illustrated below:
The concept of qualifications based on unit standards is not unique to South Africa. This qualification and unit standards have been evaluated against, and are comparable to core knowledge and specialised knowledge elements found in several international qualifications frameworks, including the following:
The examples of the qualifications that were assessed are listed below:
Short Courses, In-House training, Vocational programs:
Business analysis is taught throughout the world and many short programs exist and are offered by universities, private training providers, adult education providers, business schools and in-house at major companies.
A sample of the organisations whose programs have been used to compare to this standard is shown below. In some cases qualifications are equivalent to this standard; in other cases the courses cover one or more unit standards.
Business analysis is taught throughout the world and many short programs exist and are offered by universities, private training providers, adult education providers, business schools and in-house at major companies. However business analysis is a fairly new discipline in the Information Technology industry and for this reason there are not many registered qualifications that deal specifically with business analysis. The most widely recognised business analysis qualification is the IIBA CBAP and this qualification compares very favourably with CBAP.
|This qualification has been developed to provide career opportunities as well as to facilitate progression to other related qualifications. Learners can move horizontally or vertically between defence related qualifications, although in most cases, some standards will be required horizontally before moving to another qualification vertically.
This qualification has horizontal articulation with the following qualification:
This qualification has vertical articulation with the following qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|The elective unit standard category is open ended to allow the learner to choose the 10 credits associated to the elective unit standards from any discipline that would add value to the purpose of the qualification or the learners own development on a learning pathway within the sector.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||259297||Conduct solution assessment and validation||Level 6||Level TBA: Pre-2009 was L6||15|
|Core||259278||Manage and communicate requirements||Level 6||Level TBA: Pre-2009 was L6||5|
|Core||259257||Perform Enterprise Analysis||Level 6||Level TBA: Pre-2009 was L6||10|
|Core||259277||Perform requirements analysis||Level 6||Level TBA: Pre-2009 was L6||25|
|Core||259279||Perform requirements elicitation||Level 6||Level TBA: Pre-2009 was L6||15|
|Core||259280||Plan and monitor the business analysis process||Level 6||Level TBA: Pre-2009 was L6||10|
|Fundamental||10622||Conduct communication within a business environment||Level 5||Level TBA: Pre-2009 was L5||8|
|Fundamental||115367||Demonstrate logical problem solving and error detection techniques||Level 5||Level TBA: Pre-2009 was L5||8|
|Fundamental||258838||Investigate implementation options for Information Technology (IT) solutions||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||12979||Analyse and participate in the design of Information Systems||Level 6||Level TBA: Pre-2009 was L6||12|
|Fundamental||12891||Apply concepts and principles of business ethics in the professional environment||Level 6||Level TBA: Pre-2009 was L6||5|
|Fundamental||12138||Conduct an organisational needs analysis||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||115365||Apply the principles of designing computer system inputs and outputs||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||13099||Contribute to the implementation, post-implementation review and maintenance of information systems||Level 6||Level TBA: Pre-2009 was L6||16|
|Elective||114044||Demonstrate an understanding of change management for computer systems||Level 6||Level TBA: Pre-2009 was L6||3|
|Elective||230072||Demonstrate insight into current global events and their potential impact on a business sector in South Africa||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||252404||Design an organisational structure which supports the achievement of the organisational mandate||Level 6||Level TBA: Pre-2009 was L6||13|
|Elective||13107||Develop understanding within an organisation about the risks associated with its functioning and contexts||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||116360||Manage information technology resources in a municipal finance environment||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||243116||Promote and uphold strategic leadership in line with Public Sector vision, values, objectives and priorities||Level 6||Level TBA: Pre-2009 was L6||10|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||Academy of Training and Allied Services Pty Ltd|
|2.||Andziso Institute for Mathematics Science and Technology|
|3.||ARISE AND SHINE CONSTRUCTION WORX (PTY) LTD|
|4.||Bavelile Consultants and Training Pty Ltd|
|5.||Best Information Solutions|
|6.||Falcon Business Institute (Pty) Ltd|
|7.||Ginini Consulting Pty Ltd|
|8.||HILLCROSS BUSINESS SCHOOL (PTY) LTD|
|9.||intelliscient Technologies (Pty) Ltd|
|10.||Ithemba IT Solution|
|11.||Masana Brainstorm Conferencing cc|
|12.||Mo Afrika Ithlokomele Education Projects|
|13.||Modus Data And Architecture t/a Modus Academy|
|14.||QUALITATIVE INNOVATIVE SOLUTIONS (PTY) LTD|
|15.||SOUTH AFRICA ADVANCED SKILLS INSTITUTE|
|16.||Terry Computer Services cc|
|18.||Vodacom (Pty) Ltd|
|19.||Vuthlari Marketing Consulting (PTY)LTD|
|20.||Woosh Consultants (Pty) Ltd|