SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Informatics 
SAQA QUAL ID QUALIFICATION TITLE
79786  Bachelor of Science in Informatics 
ORIGINATOR
University of South Africa 
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 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  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

Successful graduates should have:
  • A systematic and coherent body of knowledge.
  • An understanding of underlying concepts and principles of Information Systems with the ability to apply this in the workplace.
  • The ability to access and evaluate scientific information.
  • A high level of cognitive and other generic skills including problem-solving, written and spoken communication.
  • Competence in applying knowledge through basic research methods and practice.
  • Specific skills and applied competence leading to continued personal intellectual growth, gainful economic activity and valuable contributions to society in science and technology.

    Their competencies and skills include programming, system analysis and design, database design and implementation, interaction design and project management. The qualification should produce graduates who demonstrate responsibility in being professional and ethical in their roles within the economy and society; are proficient in innovative, scientific, economic and managerial scholarly activities; are able to consolidate and widen scientific knowledge; are capable of integrating knowledge and skills in contributing to the good of society. Such graduates should be able to provide South Africa and other countries with citizens capable of making a constructive contribution to their society and who are empowered to play a leadership role.

    Rationale:

    The term 'Informatics' refers to methods of and approaches to the discipline and sub-disciplines of information processing. It draws mainly on the fields of Information Systems, Software Engineering and Business Management and builds on theories and techniques of how information must be processed and managed in order to comply with requirements of timeousness, accuracy and usability. Furthermore it includes techniques from database modelling, project management, systems analysis, systems design and implementation in order to supply information, which will comply with the given requirements, emphasising the software engineering approach to information systems development. Therefore, modules whose content focuses on information processing, software analysis, design and implementation directly justify the use of the qualifier "Informatics".

    This programme is relevant to the country's societal and economic development. Information Systems is a scarce skills area, which narrows the knowledge divide, enabling the holders to participate in the economic development in the digital society, while it narrows the knowledge divide between Africa and the global world. Therefore, it also provides for redress. The qualification prepares learners for the current needs in the workplace and future emerging opportunities, as professionals (e.g. System analysts, Database developers, Software engineers, Software project managers etc.) Those who achieve this qualification can design, maintain, enhance, manage and evaluate computer software systems.

    Bachelor's degree requires a NQF Level 4 qualification, and progresses to an Honours-degree. This Bachelor's degree provides a core of computer science and information systems knowledge and skills. Research skills in the core also prepare students for advance study. The fundamentals include embedded, statistical skills, end-user computer skills and mathematical modelling. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification are assumed to have:
  • A foundational knowledge and understanding of Mathematics equivalent to NQF Level 4.
  • Basic information-gathering, analysis and presentation skills equivalent to NQF Level 4.
  • The capacity to learn from written material in the technical language of Mathematics and Science.
  • The ability to communicate what they have learned reliably, accurately, and comprehensively in the required medium of instruction (currently English or Afrikaans).
  • The ability to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
  • The ability to evaluate their own performance.

    Recognition of Prior Learning:

    Recognition of Prior Learning will be applied on an individual basis and will be in accordance with institutional Recognition of Prior Learning policies. Recognition of Prior Learning will be applied on the basis of agreement between UNISA and the student concerned.

    Access to the Qualification:

    Learners accessing this qualification require:
  • A National Senior Certificate with a code rating of at least a 4 which grants access to bachelor degree study, as published in the Government Gazette Vol. 482, No. 27961, 18 August 2005, and contained in Unisa's Admission Policy for undergraduate qualifications.
  • A minimum rating of 4 in English and Mathematics (not Mathematical Literacy) (or equivalent) in their National Senior Certificate.
  • A basic level of Computer Literacy. This means that a student should have passed Computer Application Technology or Information Technology with a rating of 4 (new NSC) or passed Computer Studies (NSC) or hold an Industry Standard qualification such as the ICDL in Computer Literacy. If not, then a student has to first pass EUP1501.

    In addition, all students registering for the first time at a South African university must take the University pre-registration academic readiness diagnostic test prior (when required).

    If students do not meet the minimum access requirements they may enrol for specialised Access courses in English and Mathematics. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Bachelor of Science in Informatics consists of 30 modules at the following NQF Levels:

    NQF Level 5:
  • 8 modules totalling 96 credits.

    NQF Level 6:
  • 12 modules totalling 144 credits.

    NQF Level 7:
  • 10 modules totalling 120 credits.

    Total credits = 360. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a knowledge and understanding of fundamental concepts and principles, within a changeable context.

    2. Access, evaluate and synthesise scientific information.

    3. Generate scientific information.

    4. Demonstrate key scientific reasoning skills.

    5. Solve scientific problems.

    6. Apply scientific knowledge and ways of thinking to societal issues, taking into account ethical and cultural considerations.

    Critical Cross-Fields Outcomes:

    1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
    Note: The ability of the candidate to apply fundamental Information Systems and Business Management principles, methodologies and techniques in order to identify and solve problems pertaining to the information systems in organisations.

    2. Work effectively with others as a member of a team, group, organisation, community.
    Note: The ability and willingness of the candidate to accept work instructions pertaining to Information Systems management and maintenance, to interpret these correctly. To provide leadership in the field of specialisation or request assistance in an appropriate manner as a team member.

    3. Organise and manage oneself and one's activities responsibly and effectively.
    Note: In making the necessary preparations for establishing proper procedure for designing, developing, implementing and maintain Information Systems the candidate must indicate what prerequisites and precautions are required and must be able to communicate this in writing.

    4. Collect, analyse, organise and critically evaluate information.
    Note: The ability of the candidate to reconcile the information from various sources and examination of evidence relevant to the design, implementation, management and maintenance of the information systems.

    5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
    Note: The ability to present and communicate information and opinions related to the field of information systems in the appropriate notation, using well-structured arguments, showing awareness of audience and using professional discourse appropriately.

    6. Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
    Note: The ability of the candidate to identify varying and diverse contexts in which Computer Science and Information Systems practices are conducted and operate with respect for best practices.

    7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do no exist in isolation.
    Note: The ability to operate in variable and unfamiliar learning contexts, requiring responsibility and initiative; a capacity to self-evaluate and identify and address personal learning needs and to interact effectively in a learning group.

    8. Reflect on and explore a variety of strategies to learn more effectively.
    Note: Meta-cognition as evident in the ability to reflect and monitor progress.

    9. Participate as responsible citizens in the life of local, national and global communities.
    Note: The ability to interact effectively in a global society by demonstrating an awareness and sensitivity to the specific local protocol.

    9. Be culturally and aesthetically sensitive across a range of social contexts.
    Note: The ability to operate across a range of social contexts by demonstrating an awareness and sensitivity to cultural differences.

    10. Explore education and career opportunities.
    Note: The ability of the candidate to progress with a career path by exploring education and career opportunities without fear, favour or prejudice.

    11. Develop entrepreneurial opportunities.
    Note: The ability of the candidate to create entrepreneurial opportunities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The core concepts and principles of the discipline are identified, described and explained.
  • The relationships among the core concepts and principles are understood and demonstrated.
  • The range and limits of applicability of the core concepts and principles are identified.
  • The core concepts and principles are applied to standard problems.
  • Examples of changes in knowledge and understanding in a discipline are described and explained.
  • The limitations of basic techniques used in a discipline are appraised.
  • The significance of contested scientific knowledge in a contemporary context is recognised.
  • An understanding of how scientific information and ideas become generally accepted is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The library, internet and other data storage and retrieval facilities are used to access information.
  • Scientific reasoning is used to evaluate the quality of information.
  • Information from a variety of sources, which may be contradictory or divergent, is synthesised.
  • Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
  • Scientific information is presented verbally to others.
  • Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
  • Non-verbal forms of representation are used correctly and appropriately.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Appropriate procedures for generating relevant information are designed, selected and applied with due concern for bias and for any ethical or safety considerations.
  • Appropriate forms of enquiry are conducted by applying standard procedures within the discipline such as experimental or computational techniques, or deductive reasoning.
  • Data are collected and recorded accurately, truthfully and in appropriate formats.
  • Data and scientific evidence are analysed and from such analysis valid arguments and conclusions are presented.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
  • Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be distinguished from each other and used.
  • Hypothetico-deductive reasoning can be performed.
  • Cause-effect relations can be discerned in the face of some level of uncertainty or gap in available information.
  • Thinking and reasoning processes are reflected upon.
  • The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
  • The knowledge of theory is applied to particular real-world contexts.
  • Knowledge is integrated, e.g. from different disciplines or modes of enquiry, in solving scientific problems.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Scientific knowledge that is relevant to current societal issues is identified.
  • Public information dealing with current scientifically related issues is critically evaluated.
  • Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
  • The socio-economic impact of scientific interventions in society is identified.
  • Scientific knowledge is applied for the direct benefit of others, e.g. to junior students, in schools or in the community.

    Integrated Assessment:

    Formative assessment:

    Learning and assessment are integrated. Continual formative assessment is required so that students are given feedback on their progress in the achievement of specific learning outcomes. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes. The assignment marks contribute a minimum of 10% towards the student's final mark.

    Summative assessment:

    Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the qualification. Such judgement must include integrated assessments which test the student's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit-Level Outcomes as a whole. Examinations, projects, laboratory reports or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Integrated assessments must be designed to achieve:
  • An integration of the achievement of exit-level outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
  • The evaluation of learner performance which can provide evidence of applied competence.
  • Criterion-referenced assessment which is clearly explained to, and understood by, the learners and which can be applied in the recognition of prior learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities` Yearbook. This BCom degree is comparable to similar BCom degrees from around the world with regards to outcomes and assessment criteria, degree of difficulty and notional learning time.

    The development of this qualification involved the following:
  • The draft Level Descriptors for NQF Level 7 were used to design this qualification. These Level Descriptors compare favourably with those of qualifications frameworks in England, Scotland, Northern Ireland, New Zealand, and Australia.
  • The process followed in developing this qualification has been reached through the consensus of the South African universities and other accreditation bodies and represents the collective experience of universities and individual scientists in South Africa.
  • International best practice as described by the Association for Computing Machinery (ACM), Association for Information Systems (AIS) and the Computer Society (IEEE-CS) curricula was used as the benchmark for the curriculum. 
    		•

    ARTICULATION OPTIONS 
    The qualification will articulate horizontally with those of other universities and tertiary institutions of learning, as well as with other Bachelor of Science degrees offered at UNISA.

    Upon successful completion of the Bachelor of Science degree, students may proceed to postgraduate study at Honours Level if they meet the minimum requirement set for the average percentage. 

    MODERATION OPTIONS 
  • Moderation is conducted internally through a system of second examiners. All exit level modules will in addition have an external examiner from another higher education institution. The Higher Education Quality Council does not require the registration of assessors but evidence must show that Unisa has training in place for assessors and moderators. An appeals process including criteria for re-marking is in place.
  • Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.
  • In addition, external examiners act as moderators of examination papers and marked scripts for Unisa third-level undergraduate modules and honours modules.
  • In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well.
  • Unisa lecturers act as assessor-practitioners to carry out the assessment of candidates for the core modules that make up this qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria are specified for assessors concerning the core aspects of the qualification:
  • Assessors need experience in interpersonal skills, subject matter and assessment.
  • Assessors need to be competent in the planning and conducting of assessment of learning outcomes and in the design and development of assessment.
  • Subject matter experience must be well developed within the field of Business Information Systems.

    Our own staff will be used as assessors in a manner that fits into the quality management system of the University of South Africa in accordance with the University's tuition and assessment policies. This will also apply to the appointment of outside persons. The quality management system constitutes:
  • Qualifications:
    > The recommended minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme. All assessment done by external markers is quality-controlled by internal staff.
  • Training:
    > All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work.

    Minimum Criteria for the Registration of Assessors are if assessing:
  • NQF Level 5:
    > A Honours degree in Computer Science and/or Information Systems and/or Information Technology.
  • NQF Level 6 and 7:
    > A Masters degree in Computer Science and/or Information Systems and/or Information Technology. 
    		•

    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. University of South Africa 


    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.