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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Science in Computing 
SAQA QUAL ID QUALIFICATION TITLE
80466  Bachelor of Science in Computing 
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2030-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
109065  Bachelor of Science in Computing  Not Applicable  NQF Level 07  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

Successful learners should have:
  • A systematic and coherent body of knowledge.
  • An understanding of underlying concepts and principles of computing and the ability to apply this in the workplace.
  • A high level of cognitive and other generic skills including problem-solving, written and spoken communication.
  • The ability to access and evaluate scientific information; 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.

    Competencies and skills include programming, computational modelling and problem solving, system analysis and design, interaction design and project management.

    The qualification should produce graduates who are:
  • Professional and ethical in their roles within the economy and society.
  • Proficient in innovative, scientific, technological and scholarly activities.
  • Able to understand, evaluate, consolidate and widen scientific knowledge.
  • Capable of integrating and applying knowledge and skills in contributing to the good of society. Therefore, 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:

    This qualification is relevant to the country's economic and technological development. Computing is a scarce skill, which enables the holders to participate in economic and technological development in the digital society. It narrows the knowledge divide between Africa and the global world. Therefore, it also provides for redress. The qualification prepares students for current needs in the workplace and for future emerging opportunities as professionals (e.g., software engineers, software developers, network specialists, system analysts, etc.) in the area of Computing. Those who achieve this qualification can design, develop, maintain, enhance, manage and evaluate computer software systems.

    This Bachelor's degree gives access to an Honours-degree. This qualification provides a core of business information and information systems knowledge and skills, while research skills also prepare students for advanced study. The fundamentals include embedded language development, statistical skills, mathematical modelling, software design and analysis, and programming skills. 
    		•

    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 at NQF Level 4.
  • The capacity to learn from written material in the technical language of mathematics and commerce.
  • 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 begin 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 can be used to grant learners admission to the qualification and also to grant them credits towards the qualification. Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records as required. All such evidence will be evaluated according to the general principles of assessment described in the notes to assessors. Unisa lecturers will act as assessors for Recognition of Prior Learning purposes.

    Access to the Qualification:

    Access to the qualification is open to learners who:
  • Are in possession of a National Senior Certificate (NCS), with a rating code of at least 4 (or equivalent) and a minimum rating of 4 in English and Mathematics (not Mathematical Literacy) (or equivalent).
  • Can demonstrate a basic level of Computer Literacy. This means that a learner 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.

    An applicant who does not meet the requirements for admission, but who can demonstrate competence in the admission requirements, through the production of substantial and satisfactory evidence experiential or work-based learning or a non-formal qualification, or a combination, may be considered for admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Bachelor of Science in Computing consists of the following components:
  • Modules at NQF Level 5; 8 modules totalling 96 credits.
  • Modules at NQF Level 6; 11 modules totalling 132 credits.
  • Modules at NQF Level 7; 11 modules totalling 132 credits.

    The total number of credits for the whole qualification is 360 credits. 
    		•

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

    2. Access, evaluate and synthesise scientific information.

    3. Generate scientific information.

    4. Demonstrate 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-Field Outcomes:

    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made:
  • The ability of the learner 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.

    Work effectively with others as a member of a team, group, organisation, community:
  • The ability and willingness of the learner 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.

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

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

    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation:
  • 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.

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

    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do no exist in isolation:
  • 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.

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

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

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

    Exploring education and career opportunities:
  • The ability of the learner to progress with a career path by exploring education and career opportunities without fear, favour or prejudice.

    Developing entrepreneurial opportunities:
  • The ability of the learner to create entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1. The core concepts and principles of the discipline are identified, described and explained.
    1.2. The relationships among the core concepts and principles are demonstrated.
    1.3. The range and limits of applicability of the core concepts and principles are identified.
    1.4. The core concepts and principles are applied to standard problems.
    1.5. Examples of changes in knowledge and understanding in a discipline are described and explained.
    1.6. The limitations of basic techniques used in a discipline are appraised.
    1.7. The significance of contested scientific knowledge in a contemporary context is recognised.
    1.8. An understanding of how scientific information and ideas become generally accepted is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1. The library, internet and other data storage and retrieval facilities are used to access information.
    2.2. Scientific reasoning is used to evaluate the quality of information.
    2.3. Information from a variety of sources, which may be contradictory or divergent, is synthesised.
    2.4. Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
    2.5. Scientific information is presented verbally in front of others.
    2.6. Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
    2.7. Non-verbal forms of representation are used correctly and appropriately.

    Associated Assessment Criteria for Exit Level Outcome 3:

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

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1. Logical thinking is demonstrated and naive and flawed reasoning is identified.
    4.2. Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning is discriminated.
    4.3. Hypothetical-deductive reasoning is performed.
    4.4. Cause-effect relations are discerned in the face of some level of uncertainty or gap in available information.
    4.5. Thinking and reasoning processes are reflected upon.
    4.6. The 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:

    5.1. Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
    5.2. Theoretical knowledge is applied to particular real-world contexts.
    5.3. Knowledge is integrated from various disciplines or modes of enquiry, in solving scientific problems.

    Associated Assessment Criteria for Exit Level Outcome 6:

    6.1. Scientific knowledge that is relevant to current societal issues is identified.
    6.2. Public information dealing with current scientifically related issues is critically evaluated.
    6.3. Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
    6.4. The socio-economic impact of scientific interventions in society is identified.
    6.5. 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.

    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 assessment(s)' which test the students' 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 students and which can be applied in the recognition of prior learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    This BSc (Computing) Qualification Standard is comparable to other similar BSc (Computing) qualifications from around the world with regard to outcomes and assessment criteria, degree of difficulty and notional learning time.

    International best practice as described by the Association for Computing Machinery (ACM), Association for Information Systems (AIS) and the Institute of Electrical and Electronics Engineers - Computer Society (IEEE-CS) curricula was used as the benchmark for the curriculum. 

    ARTICULATION OPTIONS 
    Upon completion of the BSc (Computing) degree, students may proceed to postgraduate study at Honours Level. 

    MODERATION OPTIONS 
  • Moderation is conducted internally through a system of second examiners. All exit level modules will have in addition an external examiner from another higher education institution. The HEQC 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 learners 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.
  • UNISA's 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: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.