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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Commerce in Information and Technology Management 
SAQA QUAL ID QUALIFICATION TITLE
71889  Bachelor of Commerce in Information and Technology Management 
ORIGINATOR
MANCOSA 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
National First Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 
The purpose of the Bachelor of Commerce in Information and Technology Management qualification is to develop graduates equipped with the critical skills, knowledge, and applied competencies required to effectively manage, optimise, and innovate information technology systems within diverse organisational contexts (SAQA, 2012). The Bachelor of Commerce in Information and Technology Management qualification targets aspiring IT professionals, business analysts, entry-level managers, and individuals seeking career advancement in the field of IT management. By completing this qualification, learners will gain a comprehensive understanding of the theoretical and practical aspects of information technology management. This includes developing the ability to analyse, design, implement, and manage technology solutions that align with organisational strategies and enhance business performance. Graduates will be well-positioned to pursue various career pathways within the public and private sectors, such as IT management, business analysis, systems analysis, and IT infrastructure management (CHE, 2023; Scriven, 2023).

Learner attributes, including problem-solving skills, data processing, communication proficiency, and ethical considerations, will be integrated into the learning process. The qualification focuses on developing competencies aligned with SAQA's NQF Level 7 descriptors, such as accessing, processing, and managing information; producing and communicating information; and applying principles of ethics and professional practice (SAQA, 2012). Graduates will also demonstrate self-management and independent learning abilities, essential for professional growth and lifelong learning within the dynamic and evolving field of information and technology management. With the current skills need and the scarcity of qualifications in information technology, this qualification aims to produce graduates who are in possession of specific graduate attributes. The below qualification graduate attributes align to the Graduate Attributes of communication skills, cultural diversity awareness, leadership potential, teamwork dynamics, technological literacy and adaptability to change.

With this in mind, the qualification's graduate attributes identified below demonstrate the competencies the learner will possess upon completion of the modules and assessments within the Bachelor of Commerce in Information and Technology Management:
  • Develop competence as an IT graduate, equipped with both soft and hard skills for personal and professional success in the private and public sectors
  • Demonstrate adaptability and acquire skills needed for lifelong learning, enabling responsible and critical participation as a citizen in a democratic society
  • Apply high-level IT skills in a responsible manner, contributing to the sustainable development and well-being of the country and society
  • Articulate the ability to function effectively in cross-cultural contexts within diverse work environments
  • Reach full potential as a well-rounded IT graduate, prepared to make a meaningful impact in the field

    This qualification provides an integrated pathway that combines academic progression with professional and occupational development. It also renders a balanced blend of theoretical knowledge and hands-on skills, aligned with industry standards in the field of information and technology management (Kayyali, 2024).

    Upon completion, learners will be proficient in applying IT management principles, utilising systems architecture, and developing data management strategies tailored to real-world business challenges. Learners will also learn how to employ information systems as strategic tools for decision-making and operational efficiency, preparing them for postgraduate studies, professional certification, or specialised career paths in technology strategy and business analytics. This holistic approach ensures that graduates are adaptable and prepared to engage with emerging technologies and methodologies in the field.

    The purpose of the qualification is encapsulated in the qualification's exit-level outcomes, which align to the South African Qualifications Authority National Qualifications Framework competencies for an NQF Level 7 qualification. Upon completion of the qualification graduates will be able to:
  • Interpret the principles of data, information, and knowledge management to support organisational decision-making and performance improvement
  • Apply appropriate information and knowledge management principles, methods, and techniques to address various organisational information challenges through evidence based approaches
  • Assess the appropriateness of information and knowledge management principles, methods, and techniques to effectively resolve information problems across various organisational contexts
  • Examine system architectures, technologies, and configurations to develop and manage information and knowledge to support responsible, professional, and evidence-based organisational decision-making
  • Evaluate financial, quantitative, and functional information and knowledge to interpret and enhance evidence-based decision-making
  • Select appropriate information and knowledge management processes as a strategic tool to access, process, and manage organisational information, for competitive advantage and informed decision-making
  • Design innovative business solutions through the ethical application of appropriate information and knowledge management methods and techniques

    Upon completion of the qualification, learners will be able to progress in the following careers:
  • IT Manager
  • IT Infrastructure Developer
  • Business Analyst
  • Systems Analyst
  • Network Manager/Developer

    Rationale:
    The exponential growth of South Africa's digital economy driven through the adoption of Information Technology (IT) across various facets of business such as finance, mining, and retail has shaped a significant demand for professionals who can effectively bridge the gap between IT and Business Management. Both the private and public sectors in South Africa face complex challenges that require innovative solutions, informed by IT expertise and solid business acumen (Geyser, 2024). Currently, no qualification on the National Qualifications Framework (NQF) comprehensively addresses the demand for the convergence of IT and business management skills, making the t qualification crucial to closing this gap. The Bachelor of Commerce in Information and Technology Management qualification will equip graduates with the ability to apply critical IT skills strategically to improve operational efficiency, foster innovation, and enhance the competitiveness of organisations. The need for such graduates is driven by South Africa's move towards a knowledge-based economy and the global shift towards the Fourth Industrial Revolution (4IR), where IT plays a vital role in shaping industries (Signe, 2023). Consequently, Bachelor of Commerce in Information and Technology Management qualification is essential to meeting industry demands for IT professionals who can assume leadership roles in business and technology management.

    The qualification plays a pivotal role in addressing South Africa's national skills shortage in IT management, identified in the Critical Skills List (2023), published in National Regulation Gazette No:11628 (South African Department of Home Affairs, 2023). Graduates will be positioned to contribute to the country's economic growth by driving digital transformation across industries, enhancing operational efficiencies, productivity, economic growth and fostering innovation. Consequently, aligning with the National Development Plan 2030 and broader national strategies aimed at building a digitally empowered and globally competitive workforce (National Planning Commission, 2013). In addition, Bachelor of Commerce in Information and Technology Management qualification supports global efforts to achieve the United Nations Sustainable Development Goals (SDGs). It contributes to the Sustainable Development Goal 4, Quality Education by providing a high quality, market-driven educational qualification that equips learners with relevant, future-focused skills. It also addresses Sustainable Development Goal 8, Decent Work and Economic Growth by preparing graduates for key roles that promote economic development. It further addresses Sustainable Development Goal 9 which is Industry, Innovation, and Infrastructure by fostering innovation in IT management practices that will drive industrial and technological progress (United Nations, 2024).

    The qualification is designed for learners who are either entering the field or currently employed in business or IT-related roles and seeking to enhance their career prospects by acquiring integrated IT and management skills. The typical learner for this qualification is someone who aspires to assume roles in IT management, systems analysis, and business analysis. Graduates will be well-prepared for professional roles such as IT Managers, Systems Analysts, Business Analysts, Network Managers and IT Infrastructure Developers. Additionally, pitched at NQF Level 7 with a total 360 credits the Bachelor of Commerce in Information and Technology Management qualification advocates for further study, provisioning pathways for learners to articulate horizontally, vertically and diagonally offered by institutions both internationally and locally across South Africa.

    The qualification is designed to support horizontal articulation (i.e. within and between NQF Sub-Frameworks, on the same NQF level), vertical articulation (i.e. across higher NQF levels within an NQF Sub-Framework) and diagonal articulation (i.e. across NQF levels and across NQF Sub-Frameworks) to qualifications in business or IT management as delineated in Section M: Articulation, enabling them to specialise in areas such as information systems, IT strategy, or business administration (CHE, 2023). The curriculum emphasises a combination of theoretical knowledge and practical skills, ensuring that graduates are well-prepared to assume senior management roles in IT-driven industries. The qualification also provides graduates with the mobility needed to succeed in the global market, offering opportunities for career advancement in both national and international contexts. The combination of IT expertise and business management skills ensures that graduates are competitive in a wide range of industries (DHET, 2013). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning are measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

    RPL Process:
    Learners are required to submit an RPL application and the RPL committee shall meet and provide outcomes regarding all RPL applications that are presented before the committee for decisions and recommendations regarding entry into the qualifications which prospective RPL candidates have applied for. The decisions are communicated by the committee to the relevant stakeholders in the enrolment department. Basic theoretical knowledge
    RPL for access:
    Assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning.

    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the qualification based on RPL. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4, with endorsement.
    Or
  • Higher Certificate in Information Technology, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6, 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 120 Credits
  • Fundamentals of Computer Programming, 15 Credits.
  • Introduction to Business Management, 15 Credits.
  • Microeconomic Essentials, 15 Credits.
  • Analytical Techniques, 15 Credits.
  • Advanced Programming Concepts, 15 Credits.
  • Introduction to Functional Areas of Management, 15 Credits.
  • Macroeconomic Essentials, 15 Credits.
  • Financial Reporting and Analysis, 15 Credits.

    Compulsory Modules, Level 6, 120 Credits
  • Principles of Information Technology
  • Management, 15 Credits.
  • Database Design and Management, 15 Credits.
  • Management Accounting, 15 Credits.
  • Principles of Project Management, 15 Credits.
  • Strategic Information Technology Management, 15 Credits.
  • Principles of E-Commerce, 15 Credits.
  • Advanced Business Statistics, 15 Credits.
  • Information Systems, 15 Credits.

    Compulsory Modules, Level 7, 120 Credits
  • Information Technology Services Management, 15 Credits.
  • Principles of Software Engineering, 15 Credits.
  • Auditing, 15 Credits.
  • Systems Analysis and Design, 15 Credits.
  • Information Technology Law and Ethics, 15 Credits.
  • Software Engineering Practice, 15 Credits.
  • Capstone Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interpret the principles of data, information, and knowledge management to support organisational decision-making and performance improvement.
    2. Apply appropriate information and knowledge management principles, methods, and techniques to address various organisational information challenges through evidence-based approaches.
    3. Assess the appropriateness of information and knowledge management principles, methods, and techniques to effectively resolve information problems across various organisational contexts.
    4. Examine system architectures, technologies, and configurations to develop and manage information and knowledge to support responsible, professional, and evidence-based organisational decision-making.
    5. Evaluate financial, quantitative, and functional information and knowledge to interpret and enhance evidence-based decision-making.
    6. Select appropriate information and knowledge management processes as a strategic tool to access, process, and manage organisational information, for competitive advantage and informed decision-making.
    7. Design innovative business solutions through the ethical application of appropriate information and knowledge management methods and techniques. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify core principles and theoretical foundations of data, information, and knowledge management to explore of the role in supporting organisational decision-making and performance.
  • Analyse relationships between data, information, and knowledge management frameworks across business and technology disciplines to understand interdependence and collective contribution to integrated decision-making.
  • Evaluate organisational strategies and knowledge management practices to examine the insight into the effectiveness in enhancing performance and facilitating evidence-grounded decision-making.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply information and knowledge management techniques, frameworks, and systems to identify organisational information challenges through structured, evidence-based approaches.
  • Analyse organisational information workflows and data processes, using workflow methods to explore the identification of the inefficiencies and recommended improvements in information capture, storage, and retrieval.
  • Evaluated evidence-based knowledge management interventions, guided by Information Technology governance and quality standards, to assess the efficacy in improving decision-making, organisational learning, and performance outcomes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Analyse information and knowledge management principles, including knowledge sharing models, data governance frameworks, and information lifecycle management standards to examine the applicability and alignment within diverse organisational contexts.
  • Apply information problem-solving techniques using technologies and software development environments to demonstrate competence in resolving organisational information challenges
  • Implement information and knowledge management solutions, using best practice frameworks and Knowledge Maturity Models (KMM), are implemented to establish proficiency in assessing the effectiveness, scalability, and sustainability in improving organisational decision-making and performance.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply Information systems architectures and programming development environments to illustrate capability in developing innovative business solutions.
  • Analyse technological infrastructures and configuration models to explore an insight into the performance, scalability, and interoperability for evidence-based organisational decision-making.
  • Evaluated information governance frameworks and technological standards to establish proficiency in assessing the role in ensuring ethical, responsible, and professional management of information and knowledge within organisational systems.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse financial and quantitative datasets using tools and techniques, including descriptive statistics, financial ratio analysis, and trend analysis to determine an insight in interpreting patterns, relationships, and organisational performance indicators.
  • Apply decision-support models and data analytics frameworks to examine capability in developing evidence-based insights that inform functional and strategic decision-making
  • Evaluate integration of financial, operational, and knowledge-based information systems including COBIT 5 and ISO 9001 quality management principles are evaluated to demonstrate proficiency in assessing the effectiveness in supporting accurate, ethical, and professional decision-making processes.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explain information and knowledge management processes to explain the alignment with organisational strategy, competitiveness, and operational objectives.
  • Apply strategic information management tools and methodologies to discuss the development and integration of approaches for processing and managing organisational information to achieve sustainable competitive advantage.
  • Implement information and knowledge management strategies to establish proficiency in assessing the effectiveness in supporting informed, ethical, and evidence-based organisational decision-making.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Propose business solutions that utilise information and knowledge management techniques to demonstrate competence in enhancing organisational performance.
  • Apply information and knowledge management methods and techniques to illustrate capability in developing innovative business solutions that address organisational challenges and opportunities.
  • Explore emerging technologies and data-driven frameworks that use diverse platforms to exhibit proficiency in creating ethical, evidence-based solutions that enhance business processes and decision-making.
  • Evaluate ethical, legal, and professional standards are evaluated to show insight into the role in guiding responsible innovation and ensuring compliance in the design and application of business information solutions.

    Integrated Assessment
    The institution's Assessment Strategy aligns with the Council on Higher Education Accreditation Criteria (2012), the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (SAQA, 2014).

    Integrated assessment requires careful consideration in implementing formative and summative assessment methods, which offer an inclusive and holistic view of learners' learning. Assessments are aligned with the pre-defined learning outcomes per module culminating with the qualification exit level outcomes. Formative and summative assessments are diverse in nature, and these encompass knowledge check questions, case studies, and scenario-based questions. Formative assessments allow for regular feedback to learners, highlighting areas of success and improvement. Summative assessments evaluate learner learning after a learner's learning journey. Imperative to integrated assessments is the provisioning of feedback to not only learners but also internally, whereby the results of assessments play a critical role in informing the development of future assessments, assessment practices and the continuous improvement of the qualification.

    Assessments at different NQF Levels
    The institution has recognised a change in its learner profile and more significantly in the learning needs of learners, nationally and internationally. Correspondingly, there have been several advancements in education technology that better support learner success. In pursuit of global relevance and enhanced learner success, has taken the decision to participate in this global trend and will initiate the natural progression from distance to online for its qualifications to this end, the institution has undertaken a review of its Assessment Strategy. The Assessment Strategy is outlined within the institution's Assessment Policy.

    Formative Assessment:
    As such the following is provided as rationale for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Knowledge Check Quiz 2).
  • As such the following is provided as rationale for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Case Study/Scenario).

    As such the following is provided as rationale for the assessments at NQF level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Case Study/Scenario).

    Summative Assessment:
    As such the following is provided as rationale for the assessments at NQF level 5:
  • Summative Assessment.

    As such the following is provided as rationale for the assessments at NQF level 6:
  • Summative Assessment.
    As such the following is provided as rationale for the assessments at NQF level 7:
  • Summative Assessment.

    The final mark is calculated as follows for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 20%.
  • Formative Assessment 2 (Knowledge Check Quiz 2) - 20%.
  • Summative Assessment - 60%.

    The final mark is calculated as follows for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%.
  • Formative Assessment 2 (Case Study/Scenario) - 30%.
  • Summative Assessment - 60%.

    The final mark is calculated as follows for the assessments at NQF Level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%.
  • Formative Assessment 2 (Case Study/Scenario) - 30%.
  • Summative Assessment - 60%.

    How to Pass a Module:
    To pass a module the following requirements must be met:
  • The compulsory completion of ALL assessment activities
  • To pass a module a sub-minimum of 50% is required in each form of assessment and a final combined mark of 50% is required
  • Learners are required to attempt formative assessments 1 and 2 and achieve a combined average of at least 50% before writing their Online Summative Assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: London, UK
    Name of Institution: King's College London (KCL)
    Name of Qualification: Bachelor of Science in Computer Science with Management

    Purpose of the Qualification:
    The Bachelor of Science in Computer Science with Management qualification combines comprehensive coverage of the principles and disciplines of computer languages, programming, and project design with an introduction to fundamental management. This qualification is ideal for learners aiming for a managerial role in computing. The first two years focus on building a strong foundation in computer science and management, equipping learners with the skills to develop software systems as part of a team which is a valuable experience for their future careers. In the final year, learners have the opportunity to specialise their knowledge and showcase their talents through an individual project.

    Learning Outcomes:
  • Software Engineering (e.g. programming skills and technologies, as well as planning, implementation, and maintenance of large software projects).
  • Algorithms and Optimisation (e.g. analysis and benchmarking of software, algorithmic techniques).
  • Systems Engineering (e.g. real-time and embedded systems, communication protocols, and systems-level programming).
  • Foundations of Computing (e.g. programming paradigms, and computational models).
  • Fundamentals of Artificial Intelligence (e.g., formal logics, search techniques, machine learning).
  • Management essentials (e.g. principles of marking, accounting and economics).
  • Management specialisations (e.g. Corporate Social Responsibility, Human Resource Management and Business Strategy).

    Content:
    The qualification includes modules focused on professional practice, programming, computer systems, foundations of computing, data structures, accounting and financial reporting, operating systems and concurrency, software engineering, optimisation methods, model-driven engineering, human computer interaction and data science.

    Similarities:
  • The South African (SA) and KCL qualification share several core similarities in their approach to blending technical expertise with business acumen.
  • Both qualifications equip learners with a dual focus on technology and management, ensuring they gain the skills necessary to implement IT solutions that support and enhance business strategy.
  • This integration of disciplines prepares learners for roles where an understanding of both technology and business is essential for driving organisational success.
  • Each qualification emphasises project management, strategic decision-making, and data analysis, key competencies needed for managing technology-driven projects within business contexts.
  • Both also focus on the application of IT in real-world business scenarios, preparing learners for careers that require a practical understanding of how technology can be leveraged to solve business challenges.
  • Both qualification encourage a strategic outlook on IT's role in improving efficiency and driving competitive advantage in an organisation.

    Differences:
  • The KCL and the SA qualification differ primarily in focus, curriculum, and geographic orientation. King's College London offers a research-intensive qualification blending advanced computing topics like artificial intelligence and cybersecurity with management modules, preparing learners for global roles that demand both technical and strategic expertise.
  • In contrast, the SA's qualification emphasises commerce and applied IT management, with a curriculum tailored to the African business environment, combining foundational IT with business management and economics.
  • The KCL learners are well-positioned for technical or consultancy roles in multinational corporations, while the SA qualification's learners are prepared for managerial positions in regional businesses, focusing on the practical application of technology in business operations. Additionally, King's College London international recognition provides broader career opportunities globally, whereas MANCOSA's accreditation aligns with regional industry needs and standards, making it a strong choice for those intending to work within Africa.

    Country: Australia
    Name of Institution: Monash University (MU)
    Name of Qualification: Bachelor of Information Technology
    Purpose of the Qualification:

    Purpose/Rationale:
    This qualification is about the application of computer-based technologies and systems to meet individual and organisational information needs. The qualification will enable learners to gain the knowledge and skills needed to use IT effectively and to use, develop and manage IT-based systems. This qualification is about the application of computer-based technologies and systems to meet individual and organisational information needs. The qualification will enable learners to gain the knowledge and skills needed to use IT effectively and to use, develop and manage IT-based systems. The flexibility of the qualification and the range of majors and minors will allow learners to explore new areas, develop strengths in IT and pursues interests. It is a highly practical qualification that will prepare learners for a career working with information and IT in business, government and industry. The qualification covers a wide range of aspects of IT, from technical computing, which focuses on the technology itself, games and interactive media to information and business-related themes, which focus on information needs and the way in which IT can be used to support them. In addition to core studies in fundamental IT concepts, the qualification provides learners with a choice of majors in their preferred fields of study, as well as the option to take a second major within IT or in another discipline. Knowledge and skills in IT coupled with the emphasis on generic skills problem solving, information literacy, communication and presentation skills, project management skills, and the capacity for teamwork will ensure that the learners have a firm foundation for a career in IT. Learners may apply for the industry-based learning (IBL) placement qualification as part of the curriculum. Through the IBL placement qualification learners will apply the skills and knowledge they have gained directly in a professional organisation.

    Learning Outcomes:
  • Communicate at a professional level with clients, system users and peers.
  • Work effectively in a team environment.
  • Work independently and self-assess performance.
  • Apply methods, theory and research to plan, develop and implement correct, well-structured and documented information products and systems.
  • Act in accordance with professional codes of conduct, recognising the social, legal and ethical consequences of their work.
  • Recognise the role and value of information technology in organisations and society.
  • Effectively use computer hardware and software technologies.
  • Learn and apply emerging technologies.

    Content:
    This is a comprehensive module, structured in three equal parts:
    Part A. Information Technology specified study
    This will provide learners with foundation skills and knowledge for their IT education and ensure a breadth of understanding of IT and its applications in organisations and society.

    Part B. Information Technology listed major
    This will provide learners with a focused qualification of study that will develop their expertise in one area of information technology. Learners will develop the practical and theoretical skills and knowledge in their chosen major needed to successfully plan, develop, implement and evaluate information products and systems.

    Part C. Free elective study
    Electives will enable learners to further develop their knowledge of the major area of study, or IT more broadly, through a second major or a minor. Alternatively, learners can select units from across the University in which learners are eligible to enrol.

    Similarities:
  • The South African (SA) and the Monash qualification share several core similarities in how these integrate IT skills with business-oriented education.
  • Both qualifications aim to equip learners with practical skills in information systems, IT project management, and system development, emphasising the application of technology to support business objectives.
  • Each qualification includes fundamental coursework in programming, databases, and information systems, preparing learners to handle technology's role in modern organisations. Additionally, both degrees emphasise professional practice, project management, and include capstone projects or industry experience components, which help learners apply theoretical knowledge in real-world contexts, enhancing employability.
  • While Monash qualification allows for more specialisation within the IT field through majors like cybersecurity and games media, the SA one integrates IT directly with business management subjects such as finance and economics, which may be more regionally tailored to South Africa's business context.
  • Both degrees support the development of analytical and problem-solving skills, aligning technology use with strategic goals, though Monash's broader elective system offers more flexibility for interdisciplinary exploration.

    Differences:
  • The two qualifications differ significantly in their focus, curriculum structure, and regional applicability.
  • Monash's qualification is designed to provide a comprehensive IT education, offering specialised majors like applied cybersecurity and software development, with a strong emphasis on technical skills through core units and capstone projects that encourage practical experience in contrast, the SA's qualification emphasises the integration of IT within business frameworks, focusing on commerce-related subjects such as management and finance, which prepares learners for managerial roles where technology supports business strategy.
  • The Monash qualification aims to equip learners for global tech roles with flexible elective options, the SA's one is tailored to the South African market, addressing local industry needs and fostering skills that apply directly to the regional business environment.

    Conclusion:
    The SA' s qualification differentiates itself as a robust qualification that not only integrates essential IT and business management skills but does so with a strategic emphasis on the African context. Unlike the comparative qualification offered the Monash University, the SA qualification is adapted to address the unique needs and challenges of regional businesses, equipping graduates with the acumen to leverage technology within commerce, management, and economic structures pertinent to Africa. This approach fosters direct applicability to South African and broader African economies, preparing learners to address challenges in local industries while building ethical, technical and strategic competencies that support managerial roles. Additionally, the United Nations Sustainable Development Goals (SDGs) and Africa's 2030 sustainable agenda, supporting employability through skillsets that advance innovation, industry, and economic growth. By integrating ethical and sustainable development principles with practical IT and managerial training, the SA's qualification empowers graduates to not only succeed in diverse professional roles but to contribute to sustainable economic growth across Africa. The qualification's grounding in regional priorities and ethical and sustainable business practices positions its graduates as invaluable assets within organisations, fostering a highly competent and impactful workforce that advocates responsible and sustainable development aligned with global and continental objectives. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Advanced Diploma in Information Technology, NQF Level 7.
  • Bachelor of Information Technology, NQF Level 7.
  • Advanced Occupational Diploma: Chief Information Officer: Cybersecurity, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Information Technology Honours in Information Systems, NQF Level 8.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Cybersecurity Practitioner, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To qualify as an assessor an individual must:
  • Generally have a Higher Education qualification at least one level higher than the course being assessed.
  • Be appropriately qualified and experienced as assessors.
  • Generally be the tutor responsible for that particular module.
  • Be in the possession of qualifications that are relevant to the programme.

    The following criteria are used for appointing external examiners and moderators:
  • Their experience of examining this programme or its equivalent.
  • Their independence from MANCOSA and from the programmes team.
  • Their expertise in the subject area.
  • Their scholastic contribution to the field.

    External examiners and moderators are required to have a qualification at least 1 level higher than the programme being assessed. They are also required to have at least 2 years experience lecturing in this programme or its equivalent. 
    		•

    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. MANCOSA Pty (Ltd) 


    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.