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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Information Technology Management 
SAQA QUAL ID QUALIFICATION TITLE
71636  Diploma in Information Technology Management 
ORIGINATOR
The Independent Institute of Education (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
Diploma (Min 360)  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  367  Level 6  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2029-06-30  

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 purpose of this programme is to qualify students to follow a successful career in IT Management. This 3-year diploma is structured in accordance with the new NQF guidelines with a total minimum of 360 credits of which a minimum of 60 sits at NQF Level 7 and a maximum of 120 credits at NQF Level 5.

This Qualification is well aligned to industry requirements, yet also fully structured to skill students wishing to enter the workplace as self-employed individuals, ideally after a few years of experience with an existing organisation. The specific selection of modules and outcomes include a very good mix of both information technology theory and practical skills, but focuses strongly on important management skills.

Students will study a variety of IT modules to provide them with the knowledge to perform a variety of technical tasks, but more importantly, they will be able to understand the structure of networks, IT strategy, how to use technology to gain competitive advantages and critical aspects important for the management of IT and IT infrastructure. Students are also able to perform a variety of practical procedures, networking and basic computer maintenance and repairs. The management components of the course include finance, management concepts, and some human resource management concepts and so, aims to equip the students well for the industry.
  • This programme will provide students with a qualification that equips them to enter a wide range of career options within the growth area of Information Technology.
  • Qualifying students will be employable as Junior or trainee IT managers in medium and large organisations.
  • IT managers in small and medium organisations.
  • Work as IT management consultants after completing a period employed in an appropriate position in industry.

    The Qualification will provide the basis for possible further development of the student at a later stage into advanced management areas within IT industry. This qualification blends vocational training with a broad spectrum of IT management

    Rationale:

    In designing this programme priority was given to the needs of the South African IT industry which currently show unprecedented growth creating employment, generating income and alleviating poverty.

    The National Employment Strategy Framework supports a pillar of socio-economic development and employment creation. The Framework in the medium to long- term seeks to raise the country's skills base and to move into higher value-added sectors, like Information Technology and Management. There exists a National priority for skilled, consumer-orientated managers to take on the challenges of this dynamic and fast growing industry.

    In a similar vein, the National Skills Development Strategy supports the acquisition of skills that are needed by employers. Such vision is underpinned by the principle that the skills and competencies which are required, which support productivity, worker mobility and self-employment must be emphasised. In order to sustain the growth of the IT industry; skilled people are essential to provide high levels of quality service as Junior managers.

    This need can only be addressed if education and training providers are committed to a shared vision of developing learning programmes to address skills shortages and focus on training which meet the demands of the rapidly growing sectors of our economy.

    The Independent Institute of Education (Pty) Limited is responsive to the socio-economic needs of our country. We understand that the international and national growth of the IT industry can make a meaningful contribution to the development of the region's economy in terms of jobs and foreign exchange revenue. In order to compete with international markets, South Africa has to become more consumer orientated with regards to IT skills service, marketing and management.

    This comprehensive Diploma in IT Management is designed to provide students with a qualification that equips them to enter a wide range of career options within the management growth area of Information Technology.

    On completion of this qualification, students may be able to pursue a career as, though not limited to:
  • IT support technicians/trainee IT manager.
  • IT Administrator/trainee IT manager.
  • Junior IT Manager.
  • IT Manager is small to medium firms.
  • Junior IT consultant.
  • Benefits to students include access to higher education and the acquisition of knowledge, skills and attitudes in an industry for which there is both a current and long-term demand. Consequently their employability is enhanced, thus contributing to their socio-economic upliftment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning:

    This Qualification may be achieved in part or in whole through the recognition of prior learning.

    Recognition of Prior Learning for formal learning (Credit recognition):

    Students may apply for credits or exemptions for subjects already passed in-house or at other recognised Institutes.

    Recognition of Prior Learning for informal and non-formal learning:

    Skills, knowledge and experience for competencies gained elsewhere, for example in the workplace are also recognised in the RPL process.

    Access to the Qualification:

    In accordance with the HEQF admission into this programme is as follows:

    NSC with four recognised 20 credit subjects at a rating of 3 (40-49%), and the other three subjects at a rating of 2 (30-39%).
    NSC English with a rating of 2 (30-39%).
    or
    SC completed prior to 2008.
    or
    Candidates over the age of 23 at registration having passed four SC subjects or having obtained a NSC with lower ratings can apply for age exemption.
    In addition the IIE acknowledges the principle of prior learning in its RPL Policy which states:
    "This qualification may be achieved in part or in whole through the recognition of prior learning.

    Recognition of Prior Learning for formal learning (Credit recognition):

    Students may apply for credits or exemptions for subjects already passed in-house or at other recognised Institutions.

    Recognition of Prior Learning for informal and non-formal learning:

    Skills, knowledge and experience for competencies gained elsewhere, for example in the workplace are also recognised in the RPL process. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, Credits and Learning Components Assigned to the Qualification:

    Module name; NQF Level; Credits; Compulsory (c)/Optional (O); Year:
  • End-user computing A: NQF Level 5; 20 Credits; Compulsory; 1 Year.
  • Business Management: NQF Level 5; 8 Credits; Compulsory; 1 Year.
  • Analytical Techniques: NQF Level 5; 10 Credits; Compulsory; 1 Year.
  • Business Communication C: NQF Level 5; 10 Credits; Compulsory; 1 Year.
  • Internet Fundamentals A: NQF Level 5; 10 Credits; Compulsory; 1 Year.
  • End-user Computing B: NQF Level 5; 12 Credits; Compulsory; 1 Year.
  • Computer Architecture: NQF Level 5; 20 Credits; Compulsory; 1 Year.
  • Network Architecture A: NQF Level 6; 12 Credits; Compulsory; 1 Year.
  • Finance man for non-fin managers: NQF Level 5; 10 Credits; Compulsory; 1 Year.
  • Human Resources for small business: NQF Level 5; 12 Credits; Compulsory; 1 Year.
  • Web Design 1: NQF Level 6; 20 Credits; Compulsory; 2 Years.
  • Network Architecture B; NQF Level 6; 12 Credits; Compulsory; 2 Years.
  • Systems Analysis and Design; NQF Level 6: 16 Credits; Compulsory; 2 Years.
  • Economics A: NQF Level 6 15 Credits; Compulsory; 2 Years.
  • Management Information Systems; NQF Level 6: 15 Credits; Compulsory; 2 Years.
  • Experiential Learning: NQF Level 6; 10 Credits; Compulsory; 2 Years.
  • Principles of security: NQF Level 6; 15 Credits Compulsory; 2 Years.
  • Project Management: NQF Level 6; 15 Credits; Compulsory; 2 Years.
  • IT Management: NQF Level 6; 15 Credits; Compulsory; 2 Years.
  • Economics B: NQF Level 6; 15 Credits; Compulsory; 2 Years.
  • Project (year module): NQF Level 7; 20 Credits; Compulsory; 3 Years.
  • Knowledge Management: NQF Level 6; 12 Credits; Compulsory; 3 Years.
  • Network Management: NQF Level 6; 20 Credits; Compulsory; 3 Years.
  • System Software: NQF Level 7 23 Credits; Compulsory; 3 Years.
  • Advanced IT Management: NQF Level 7; 20 Credits; Compulsory; 3 Years.

    Credit value of the Programme:

    Total Credits required for the programme; 367 Credits.
    The programme is Full-Time/Part-Time; Full time.
    The Minimum/Maximum Duration of the programme for Full-Time; 3 years.

    Year 1; Learning Components; Subjects; NQF Level; Credits.

    Fundamental Learning; Competencies relating to Fundamental learning:

    End User Computing A; NQF Level 5; 20 Credits.
    Business Communication C; NQF Level 5; 10 Credits.

    Core Learning; Competencies relating to Core learning:
  • Business Management; NQF Level 5; 8 Credits.
  • Analytical Techniques; NQF Level 5; 10 Credits.
  • Internet Fundamentals A; NQF Level 5; 10 Credits.
  • EUC B; NQF Level 5; 12 Credits.
  • Computer Architecture; NQF Level 5; 20 Credits.
  • Network Architecture A; NQF Level 5; 12 Credits.
  • Finance man for non-fin managers; NQF Level 5; 10 Credits.
  • Human Resources for small business; NQF Level 5; 12 Credits.

    Elective Learning; Competencies relating to Electives:

    Total: 94 Credits.

    Total Credits for Fundamental Contents Year 1: 30; Total Credits for Core Contents Year 2: 94; Total Credits for Elective Contents Year 1: 0.

    Year 2; Learning Components; Subjects; NQF Level; Credits.

    Fundamental Learning; Competencies relating to Fundamental learning:

    Core Learning; Competencies relating to Core learning:
  • Web Design; NQF Level 16; 20 Credits.
  • Network Architecture B; NQF Level 6; 12 Credits.
  • Systems Analysis and Design; NQF Level 6; 16 Credits.
  • Economics A; NQF Level 6; 15 Credits.
  • Management Information Systems; NQF Level 6; 15 Credits.
  • Experiential Learning; NQF Level 6; 10 Credits.
  • Principles of security; NQF Level 6; 15 Credits.
  • Project Management; NQF Level 6; 15 Credits.
  • IT Management (new module); NQF Level 6; 15 Credits.
  • Economics B; NQF Level 6; 15 Credits.

    Total Credits for Fundamental Contents Year 2: 0; Total Credits for Core Contents Year 2:148; Total Credits for Elective Contents Year 2: 0.

    Year 3; Learning Components; Subjects NQF Level; Credits:

    Fundamental Learning; Competencies relating to Fundamental learning:

    Core Learning; Competencies relating to Core learning:
  • Project (year module); NQF Level 7; 20 Credits.
  • Knowledge Management; NQF Level 6; 12 Credits.
  • Network Management; NQF Level 6; 20 Credits.
  • System software; NQF Level 7; 23 Credits.
  • Advanced IT Management; NQF Level 7; 20 Credits.

    Electives Learning; Competencies relating ro Electives:

    Total; 95 Credits.

    Total Credits for Fundamental Contents Year 3: 0; Total Credits for Core Contents Year 3: 95; Total Credits for Elective Contents Year 3: 0.

    Summary of the Total Credits for Fundamental, Core and Electives are:

    NQF Level; Fundamental; Core; Electives; Total:
    NQF Level; 5; 30 Credits; 82 Credits; 0 Credits; 112 Credits.
    NQF Level 6; 0 Credits; 192 Credits; 0 Credits; 192 Credits.
    NQF Level 7; 0 Credits; 63 Credits; 0 Credits; 63 Credits.
    Total; 30 Credits; 337 Credits; 0 Credits; 367 Credits.

    List of Electives; None:

    The purpose of this qualification is to provide qualifying students with the appropriate knowledge, skills and attitudes to effectively pursue a career in IT Management. As such the qualification is designed to suit the needs of the workplace and is not a generic qualification that would warrant electives. As this is a three year programme exposing students to the field of IT Management, electives at this stage are not warranted. 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this qualification, a student should be able to:
  • Demonstrate effective use of a personal computer in a business environment.
  • Apply the basic principles of business management in a business environment.
  • Apply mathematical skills in a business environment.
  • Communicate effectively and professionally in a business environment.
  • Explain the role and function of the Internet in a corporate environment.
  • Design, use and maintain a basic database.
  • Identify hardware components and their functions and assemble, repair and maintain personal computer systems.
  • Explain the operation and functioning of networks and related architectures.
  • Explain the financial aspects important for the economic viability of a business and the controls associated with it.
  • Discuss the role and functions of HR in a small business to ensure effective management of human resources.
  • Design and produce a working website to demonstrate a solid understanding of website technologies, architectures and acceptable practices.
  • Explain network components, standards and maintenance and their application in corporate networks.
  • Analyse requirements for software development and design a basis for the coding.
  • Discuss the possible influence of a variety of factors on an individual's or organisation's financial position.
  • Identify modern strategies and techniques to utilise technology and information in the management of business success.
  • Identify IT management-related problems and formulate and design solutions to resolve the problems.
  • Discuss information security and identify important requirements, strategies and techniques to manage it.
  • Explain the principles of and apply the key functions of project management in an IT environment.
  • Discuss the modern approach to business and emerging management techniques and strategies in IT-driven business.
  • Explain the impact various financial factors could have on a business or individual, in a global or national context.
  • Discuss the strategic value of knowledge and information, and the organisation and preservation of data.
  • Define concepts, strategies and techniques important for the effective management of a corporate network.
  • Configure different operating systems and network these together to utilise the best features of each.
  • Identify the important applications to deploy and utilise best practice concepts, and corporate governance principles in modern business. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
  • The effective use of a personal computer and associated understanding of relevant software packages in a business environment is demonstrated.
  • Management functions and principles are accurately and effectively identified and applied in a business environment.
  • A good understanding and application of mathematical principles, concepts and skills is demonstrated in a business environment.
  • Demonstrate the ability to communicate effectively and professionally in a business environment.
  • The role and function of the Internet is clearly explained and the utilisation of services through the Internet are identified.
  • A basic database is designed, populated, used and maintained.
  • Hardware components and personal computer components are identified, assembled, repaired and maintained.
  • The operations and functioning of networks and related architectures are explained.
  • The financial aspects important for the economic viability of a business and the controls associated with it are explained.
  • The role and functions of HR in a small business to ensure effective management of human resources is discussed.
  • A working website is designed and produced and a solid understanding of website technologies, architectures and acceptable practices is demonstrated.
  • Network components, standards and maintenance and their application in corporate networks is explained.
  • The ability to analyse requirements for software development and the ability to design a basis for the coding is demonstrated.
  • The possible influence of a variety of factors on an individual's or organisation's financial position is discussed.
  • Modern strategies and techniques to utilise technology and information in the management of business success are identified.
  • The ability to identify problems and to design solutions in IT management is demonstrated.
  • Information security is discussed and important requirements, strategies and techniques to manage it is identified.
  • The principles of project management are explained and key functions of project management are applied in an IT environment.
  • The modern approach to business and emerging management techniques and strategies in IT-driven business is discussed.
  • The impact various financial factors could have on a business or individual, in a global or national context is explained.
  • The strategic value of knowledge and information, and the organisation and preservation of data is discussed.
  • Concepts, strategies and techniques important for the effective management of a corporate network are defined.
  • The ability to configure different operating systems and networking these together to utilise the best features of each is demonstrated.
  • The important applications to deploy and utilise best practice concepts and corporate governance principles in modern business are identified.

    Integrated Assessment:

    The Independent Institute of Education (Pty) Ltd practices an integrated system of assessment, in terms of which students are assessed on an ongoing basis. Students are required to write class tests and examinations and complete assignments. The results thereof count towards the final mark for each module. The components of the final mark are determined separately for each module.

    Assessment is continuous and includes the following:

    Formative Assessment:
  • Presentations.
  • Assignments.
  • Practical tests.
  • Written tests.
  • Research projects.

    Summative Assessment:
  • Written internal examination with external moderation.
  • Written and practical examination with external moderation.
  • Experiential Learning Assessment.

    In keeping with the requirements for the Diploma this programme will provide students with an opportunity to demonstrate their learning in a simulated environment and in the workplace. The experiential component aims to increase knowledge, develop skills, and clarify the work done in the workplace using the action and reflection processes of experiential learning. The experiential learning is structured in such a way that it requires the student to take initiative, make decisions, and be accountable.

    Assessment Methods and Instruments:

    Need to indicate different Assessment Instruments for this programme:

    Instrument; Methods:

    Portfolios: Product evaluation; Questioning:written/oral.
    Simulations: Product evaluation; Questioning:written/oral.
    Written examinations: Product evaluation; Questioning:written/oral.
    Practical examinations: Product evaluation; Questioning:written/oral.
    Oral examinations: Questioning:written/oral.
    Assignments: Product evaluation; Questioning:written/oral.
    Classroom presentations: Observation; Questioning:written/oral.
    Participation in group discussions: Product evaluation; Questioning:written/oral.
    Mid-term Tests: Product evaluation; Questioning:written/oral.
    Class Tests: Product evaluation; Questioning:written/oral.
    Case Studies: Product evaluation; Questioning:written/oral.
    Practical exercises/demonstrations: Observation; Product evaluation; Questioning:written/oral.
    Projects; Observation; Observation: Product evaluation; Questioning:written/oral.
    Role Plays: Observation; Questioning:written/oral. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Qualification has been compared with both local and international providers:

    This Qualification was compared to local providers and compared favourably.
    The Local Providers include:

    Name of Local Provider; Qualification Offered; Status:

    University of Johannesburg; NDip IT; Registered.

    This Qualification was also compared to International qualifications.

    The International Providers include:

    Name of International Provider; Qualification Offered; Status:

    Bond University Australia; Diploma IT Management .
    National institute of industrial engineering India; Post graduate diploma in IT management.
    University of Sydney; Graduate Dip in IT Management.

    In general this qualification compares well with its international counterparts; the only differences are the NQF Level structures which make direct comparison difficult. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:

    The Diploma in IT Management has been designed for careers within the information technology industry and as such has very limited horizontal articulation options with other IIE offerings. However, there are modules that are common between this qualification and others offered by the Humanities and Business faculties within the IIE. A student who transfers from or to another programme within the IIE will be given credit for relevant modules successfully completed at the discretion of the senate. Students will be able to horizontally enter external qualifications on the same level (NQF Level 6) given the rules of access have been complied with.

    Vertical Articulation:

    Completion of the Diploma meets the minimum entry requirement for admission into an Advanced Diploma or cognate Degree. In keeping with the ethos of providing learning pathways the IIE would investigate developing an Advanced Diploma in IT Management for submission in the future should it prove feasible. This will enable students to further develop in this field and hone more advanced skills. 

    MODERATION OPTIONS 
    Assessors and examiners:

    The examiner is the person who sets the assessment activities and develops the criteria for evaluating such assessments. Examiners need to be intimately involved with the development of material. Actual assessment can be carried out by others-including lecturers as long as the person is suitably skilled and qualified to do so and as long as there is adequate consistency and quality control (especially across sites) in the form of moderation and detailed marking rubrics.

    Anyone assessing student work must have received some training, mentoring or coaching in assessment. The first time an assessor marks for an IIE campus a sample of his or her marking work in at least one module must be moderated by an assessor with at least three years' experience. The moderator and assessor must discuss differences in mark allocation and where it is clear that that new assessor is a competent marker no further moderation is needed. The Academic Development Coordinator (ADC) on a particular campus will select an experienced assessor to support a new assessor and will ensure that this support takes place and is developmental in nature.

    Registration as an assessor with a relevant ETQA may be advantageous but is not required unless this is a condition of accreditation of a qualification. Assessors should hold a relevant qualification at least one level higher than they are teaching or assessing.

    The examiners are responsible for designing formative and summative assessments and assessment memoranda for the learning areas/courses/programmes for which they are responsible. A complete set of formative and summative assessments with assessment memorandums for the field of learning should be designed at the beginning of an academic year when the student material is being developed so that alignment and completeness can be checked.

    Assessments are designed with due cognisance to the approved outcomes whether these are expressed as unit standards or other forms of outcomes. Assessments must be for the appropriate NQF Level. Alignment thus includes ensuring providing opportunities for students to demonstrate competence in all required outcomes. In addition, the fit between the assessment methodology and the desired outcomes needs to be ensured.

    Marking Memoranda/Rubrics:

    The IIE is a multi-site organisation and thus consistency and fairness in marking of student work is challenging to achieve. It is completely impossible if the examiner does not develop a very clear and detailed marking memorandum. For instance, assessors should only be able to exercise their discretion within range statements-the examiner must make absolutely clear what the scope of a reasonable answer is. Developing a detailed memorandum/rubric is one way in which an examiner can test the reasonableness of his or her instrument in terms of depth of knowledge required and time it will take to complete the assessment.

    Outcomes based education requires that students are clear about the criteria being used to assess them-thus where initial course material does not make clear how success can be achieved (what the expected standard is) assignment instructions should provide this information.

    Any information that is provided to markers through the rubric/memorandum with respect to expectations about the standard of work should also be made available, in advance, to students.

    Moderators have to check the marking memoranda before they are made available to lecturers. If a memorandum does not enable a lecturer to make clear and fair marking decisions he or she has the right, within 24 hours of receiving the memorandum, to request that a more detailed memorandum is made available.

    Memoranda should make clear:
  • Mark allocation per question as well as overall mark allocation.
  • Concepts expected in the answer.
  • Range within which discretion can be exercised.

    Memoranda should not:
  • Use unpredictable mark allocations (such as half marks in one question but whole marks in another when the question itself is of similar structure).
  • Cut and paste from text: The list of concepts to be covered is to be provided as a list.
  • Refer markers to other material: They should be self sufficient documents.

    Moderation:

    As the IIE teaches and assesses across a range of sites the moderation system is a key driver of ensuring that the assessment (and thus certification) of constituent brands is credible. Moderation also has a developmental role in terms of its feedback to examiners, assessors, lecturers and programme developers. (A detailed moderation procedure is appended refer to 13.5).

    Functions of moderation:

    The moderator should first and foremost check alignment between the outcomes, curriculum, syllabus, assessment instrument and marking rubric. This should be done before material is made available to students at the beginning of an academic year.

    In those instances in which the actual marking is to be moderated (see later), the moderator also verifies that the implementation of the assessment is in keeping with its specifications (including marking rubrics).

    In effect, it is the role of the moderator to confirm that assessments are fair, valid, reliable and practicable in their design and implementation.

    Moderators are the first level of the appeals procedure for students and provide feedback on the performance of examiners and assessors.

    Given these functions of moderation it is intended that where a site's variance is greater than 10% , the entire batch of assessments for that campus will be remarked by the moderator and an incident report provided to the IIE.

    In addition, in any instance in which marking errors are picked up or there is a systematic reason for concern all scripts will be remarked. The mark allocated during the remark will normally replace the original mark given by the site marker unless there is a cogent reason for doing otherwise. Where there is an unresolved dispute between site markers and moderators (on an individual or campus basis) the Head of Programme will arbitrate.

    Extent of moderation:

    Prior to the start of the academic semester all the assessment instruments and associated memoranda are to be moderated with a view to verifying whether or not, as a collective, they will enable fair assessment of competence against all learning outcomes and whether or not they are fair, valid and reliable (alignment). This moderator should be someone familiar with the content of the programme but not in a conflict of interest position with the examiner i.e. not employed on the same campus or ideally, within the same brand. The Head of Programme Senior Head of Programme or Head of Programme may designate an existing lecturer or subject expert to moderate or will do this work themselves where practicable.

    For courses at the exit level this moderation is to be carried out by someone not employed by the IIE or any of the trading divisions.

    The moderation of marking itself is carried out differently.

    The marking of all summative assessments not at the exit level is internally moderated.

    The marking of all summative assessments at the exit levels is externally moderated.

    The marking of formative assessments (tests only-not assignments) at the exit level are also internally moderated. (See the procedures document for logistics).

    In some programmes additional moderation or team marking takes place and is encouraged.

    Qualifications of external examiners and Moderators:

    The criteria for the appointment of External Moderators is as follows:
  • For practical subjects, the External Moderator needs to have relevant and extensive industry/educational experience in the specific field of study.
  • For theoretical subjects, the External Moderator needs to have relevant educational experience and needs to have a qualification higher than the level which they are moderating.
  • External Moderators need to be drawn from a variety and range of backgrounds and territories.

    Internal Moderation:

    Procedures regulating internal moderation(taken from IIE policy IIE009).

    The moderation of assessment is core to the IIE's principles of fair, valid and transparent assessment as per IIE Assessment policy IIE009. Its role is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all IIE campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, portfolios etc. Moderation of assessment is formalised within the institution on both an internal and external level through the IIE quality management system as per IIE policies IIE001 and IIE009 which prescribes the following:

    Marking, moderation and result communication:

    Assessment Marking:

    All assessments are to be marked within seven working days of the assessment being written except in case of degree programmes where the marking of practical work has to be done within 10 working day.

    Where a mark calculation initially seems to suggest a borderline mark (within 2% of a pass mark) the script should be reassessed to give the student a clear success or fail result. Where this does not appear possible the head of programme should be consulted and should be provided with a motivation with respect to why the borderline mark is fair.

    Formative assessments are returned to students within 10 working days.

    Any scripts that need to be moderated are copied and the original returned to the students along with the rest of the class if moderation cannot be completed within the 10 day period. Students are then informed that results are provisional pending finalisation of the moderation.

    With all assessments, the assessors report directly to the site Assessment Officer/ Administrator in order to collect and sign out the assessment scripts and memoranda and update the logbook accordingly. Assessment scripts, when returned, are signed back by the site Assessment Officer/Administrator. The results sheet and the required assessment feedback forms must also be submitted at this time. The assessment feedback forms are collated by the Programme Manager or Programme Coordinator. On site they are to be discussed with the lecturers, assessors and examiner. Programme Managers and co-ordinators will summarise this feedback nationally and discussed it with the Head of Programme and then retain the feedback for developers at the end of the current cycle. The site Assessment Officer places the scripts; the results sheet and assessment feedback forms in a secure storage facility and updates the logbook accordingly. (See procedure for assessment security for storage rules).

    Assessment Moderation (Summative assessment scripts):

    Principles:
  • All summative assessments (final examinations) at the exit level of a qualification are to be externally moderated-this means that all second year examinations are subject to moderation in a two year programme.
  • All summative assessments not at the exit level of a qualification are to be internally moderated.
  • Formative tests are internally moderated at the exit level.
  • Any work can be moderated on the instruction of a head of programme if there is a reasonable concern about marking quality-if this is only picked up after scripts are returned the head of programme will suggest an approach which may include compulsory moderation of the next batch of work of a particular site or lecturer.

    Paper Moderation:
  • All assessment tools/forms/papers and their associated marking memoranda are to be moderated prior to being undertaken.
  • The Programme Manager/National HOD will forward the assessment to the nominated moderator, together with:
    > The subject material.
    > The outcomes that are to be assessed (as per the accredited curriculum).
    > All other assessments being undertaken in that subject.
    > The outcomes for the programmes as a whole.
    > Any reports received in the preceding year on assessments for that subject and the moderation feedback report.
  • Once the paper moderation has been completed, the moderation feedback report is forwarded to the examiner who updates the paper in line with the comments from the moderator.
  • Where there is a dispute between the examiner and the moderator, initial communication is facilitated by the Programme Manager/Head of Programme and National Head of Department. Should this matter not be resolved, a report will be forwarded to the Head of Programme.

    Script Moderation:
  • The marker/assessor has to complete the marking of the assessment scripts and submit them together with a mark sheet to the appropriate Head of Department within 7 working days of the assessment being undertaken.
  • The site Head of Department is required to take from each marker of the assessment a selection of 9 scripts (3 top, 3 middle & 3 lowest marks) copy them and send them and the moderation sheet to the site closest to the moderator for collection by the moderator. The Programme Manager/National HOD is to ensure that the internal or external moderator collects the scripts from the relevant site. (Where external moderators are used it may be necessary to courier the scripts directly to the moderator).
  • The moderator is required to remark in a different colour ink. The moderator should indicate on the moderation sheet the moderated achieved result next to the original mark of the student and provide comments where necessary. Where this random checking identifies significant problems (deviations of more than 10% from the marker's mark) then the full batch of scripts is marked.
  • In addition to the moderation sheet, the moderator must complete a moderator script report.
  • The moderated scripts, moderation sheet and moderator script report are required to be returned to the allocated site within 7 working days of receiving the scripts.
  • All moderated scripts, moderation sheets and moderation script reports per site are to be collected and collated by the Programme Manager/National HOD or Programme Coordinator.

    Analysis:
  • Where a set of scripts are moderated and there is an average variance of less than 10% between the marks allocated by the moderator and those allocated by the original marker and the moderator found no specific marking errors, then the original marker's results will stand.
  • However, should the average variance be less than 10%, but the moderator did pick up a marking error or a concern with respect to a trend in the marking, the findings must be forwarded to the National Head of Department who will discuss the concerns with the Head of Programme. For example, if an entire question was marked in a way inconsistent with the course material or with the outcomes or with the marking rubric, the moderator may request that the original marker remarks that specific question for the entire group.
  • Where a set of scripts was moderated and there is an average variance of more than or equal to 10%, all of the site's scripts will be sent to the moderator to be remarked. The moderator's mark will be the final mark achieved by the student. Should this outcome be disputed by the original marker, the case will be forwarded to the Independent Institute of Education for a final decision.
  • In all instances, comments made by the moderator on the marking of the scripts need to be forwarded to the site Head of Department so that feedback can be given to the marker. Copies of these should be lodged with the Programme Manager and the Head of Programme concerned.

    Condonation:

    As from 1st semester 2007 all students who receive:
  • 49% for their final mark have their mark condoned to 50% without the record reflecting a condoned pass.
  • 74% for their final mark have their entire academic record considered by the Head of Programme for individual subject condonation.

    Assessment Appeals:

    With regard to assessment, students may appeal to their Head of Department should they consider the assessment process itself to have been unfair or they may apply for a re-mark.

    Unfair process allegations:

    An appeal alleging an unfair assessment process can be lodged in writing with the Head of Department within 48 hours of that assessment being undertaken. The Head of Department will take this appeal to the National Head of Department, who will investigate the matter in conjunction with the National Academic Office and the Head of Programme. The result of the appeal will be given to the student within 5 working days and could include the assessment being conducted de novo for the whole group, for the student alone or the appeal being over turned resulting in the marking of the assessment.

    Request for remark:

    Students may apply to have a written assessment re-marked within two weeks of the result being released. The assessment will be re-marked by a different marker off site selected by the Head of Department and this result will be deemed to be the final result achieved. A re-mark report will be made available to the student indicating where marks were lost or gained. Students may only apply to have a written assessment re-marked once.

    External Moderation:

    The Assessment of Students at the exit level of a qualification:
  • The IIE ensures the quality of exit level qualifications through a stringent process of internal and external control. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Lecturers at The IIE are encouraged to complete a course on Assessor training. This applies to full time and part time academic staff across all campuses.

    For an applicant to register as an Assessor, the applicant needs to:
  • Have relevant academic qualifications one level higher than the exit level of the programme, but at minimum a degree awarded by a recognised Higher Education Institute.
  • Be competent to apply the assessment policies of the IIE. 
    		•

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

    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. The Independent Institute of Education (Pty) Ltd 


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