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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Computer and Information Sciences 
SAQA QUAL ID QUALIFICATION TITLE
88605  Bachelor of Computer and Information Sciences 
ORIGINATOR
Monash 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  Level 6  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:

Graduates from this programme will have an understanding of: the role of information technology in organisations and society; the methods, tools and techniques used in the planning, development and implementation of information products and systems; the organisation and operational principles of computer hardware and software; networks, data communications, internet and multimedia technologies and applications; the principles and applications of databases; risks and opportunities relating to management of information by individuals, groups and organisations; theories and techniques, at a more detailed level, in the field or fields selected as the focus for specialisation in the programme; and legal, ethical and philosophical issues relating to information access and delivery:
  • Graduates will have the abilities and skills to: apply the methods, tools and techniques commonly used in the development and implementation of information products and systems to practical problems.
  • Use basic research skills to locate and retrieve information pertinent to the problems being investigated, using a range of sources including the technical literature and on-line sources.
  • Develop correct, well structured and well documented information products and systems that solve users' needs.
  • Effectively use computer hardware and software technologies to achieve personal work objectives and in the development of information systems.
  • Flexibly and independently apply theoretical knowledge to a range of software and technical environments.
  • Use a range of approaches for development of information products, services and systems and think creatively.
  • Develop, analyse and communicate alternative solutions to problems; think critically, take responsibility for self-learning, and use a degree of resourcefulness when solving problems; communicate effectively with other computing professionals, managers, users, clients and the wider community; exercise judgment to satisfy conflicting interests; and consider and respond appropriately to the ethical dimensions of professional relationships and responsibilities.

    The programme aims to nurture attitudes that enable students to: take on the responsibilities of an information technology professional in their chosen field; participate effectively as a member of a team; take initiative and work independently; show a concern for accuracy and a willingness to objectively assess their own performance; be aware of the social consequences of the role of information technology in our society; be flexible in an environment of rapid change; feel enthusiasm for the field of study and a preparedness to continue lifelong education and learning; accept the code of professional conduct and practice appropriate to practising information technology professionals; and act in accordance with best practice, industry standards and professional ethics.

    The programme aims to provide its graduates with an understanding of:
  • The role of information technology in organisations and society.
  • Methods, tools and techniques used in the planning, development, implementation and management of information products and systems.
  • Computer hardware and software technologies.
  • Theories and techniques in the selected degree specialisation.
  • Legal, ethical and philosophical issues relating to information technology.

    Graduates should acquire the abilities and skills to:
  • Apply the methods, tools, research skills and techniques used to develop correct, well structured and documented information products and systems.
  • Effectively use computer hardware and software technologies.
  • Flexibly and independently apply theoretical knowledge.
  • Think creatively and critically.
  • Take responsibility for self-learning.
  • Communicate effectively.
  • Respond appropriately to ethical considerations.

    Graduates should acquire attitudes needed by an information technology professional to:
  • Be an effective team member.
  • Take initiative and work independently.
  • Be willing to self-assess performance.
  • Be aware of social consequences.
  • Be flexible and enthusiastic.
  • Be willing to continue lifelong education.
  • Accept the code of professional conduct and practice.
  • Act in accordance with best practice, industry standards and professional ethics.

    Rationale:

    The Bachelor of Computer and Information Sciences is an undergraduate programme and as such is focused on school leavers who completed the National Senior Certificate or, prior to 2008, the Senior School Certificate for entry into Higher Education. English and Mathematics/Mathematics Literacy are compulsory.

    Graduates of this programme may further their studies by enrolling for an Honours Degree in a relevant related field at Monash South Africa or at another Higher Education institution.

    As may be seen in the discussion below, the Bachelor of Computer and Information Sciences speaks to the objectives of the NQF, in that it:
  • Enhances the quality of education, training and skills development.
  • Facilitates access to, and mobility and progression within education, training and career paths.
  • Contributes to the full personal development of each learner and the social and economic development of the nation at large.

    The Bachelor of Computer and Information Sciences programme consists of in three major streams, namely:
  • Application Development and networks.
  • Business Systems.
  • Internet Systems.

    Applications Development and Networks:
    Networks are the single most powerful technology driving the present universal use of computers, and the internet is a vital part of daily life for almost all sectors of the community. Applications are the programmes running on computers. This major focuses on network and internet technologies, their use and management, the design and development of networked systems, and networked applications in industry and government. It also focuses on the development of applications within such an environment.

    This major is ideal for technically minded problem solvers who are interested in working behind the scenes. The programme builds the students' knowledge and skills in developing systems using networks and web technology.

    Students of the Applications Development and Networks major learn how to build new systems and applications using current technologies and tools. They learn about analysing users' needs, designing and creating the software and databases and managing computer-based information systems and applications.

    Graduates can choose career paths in areas such as Computer programming; Network management; System's design; Web development; System's analysis; Project leadership; Database design and administration; System's programming; Programming analyst; and e-Commerce development.

    Business Systems:
    The Business Systems major focuses on the use of computers and information systems to understand, model and solve complex problems in the world of business.

    This major is ideal for future entrepreneurs or managers who require expertise to provide effective business solutions. Students learn about computers, networks and databases and how they can be harnessed to make business more effective. They also learn how to use computers to aid the problem-solving process itself, and how to lead IT teams in developing and managing an organisation's business and IT systems.

    Business Systems students can choose options that will develop strong business skills, deeper technical knowledge or a blend of both. The preparation that the programme provides is highly relevant to the current business environment that integrates information technology into all aspects of business operations and management.

    Possible careers are in the areas of: Systems analysis; Management Information Systems; Business analysis; e-Commerce consultation; IT consultation; Programme Analyst; Database design and administration.

    Internet Systems:
    The Internet Systems major provides students with a thorough grounding in the technical aspects of the internet and internet applications development.

    This major is for those students with a keen interest in the internet. In addition to the core modules common to the other majors of this degree, it includes studying network administration, web applications development and content management. The study of Internet applications includes several web development languages.

    After graduation, students can consider careers in a wide range of information technology areas, including: Internet development; Java programming; Corporate website maintenance; Mobile applications development; Mobile commerce development and analysis or programming.

    Graduates of this programme may further their studies by enrolling for an Honours Degree at Monash South Africa or at another Higher Education Institution in related fields.

    As may be seen in the discussion above, the Bachelor of Computer and Information Sciences speaks to the objectives of the NQF, in that it:
  • Enhances the quality of education, training and skills development.
  • Facilitates access to, and mobility and progression within education, training and career paths.
  • Contributes to the full personal development of each learner and the social and economic development of the nation at large. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The Bachelor of Computer and Information Sciences is an undergraduate programme and as such is focused on school leavers who wrote the National Senior Certificate or, prior to 2008, the Senior School Certificate for entry into Higher Education. English and Mathematics/Mathematics Literacy are compulsory.

    No prior knowledge of/competence in Computer and Information Sciences is required for admission to this programme.

    English is the language of instruction and assessment and students must meet certain English requirements in order to be eligible for admission.

    Recognition of Prior Learning:
    Monash South Africa adheres to national requirements for the Recognition of Prior Learning and has a Recognition of Prior Learning policy and procedures in place. Monash South Africa thus allows for an educationally appropriate alternative access to the programme and may recognise the following:
  • Formal learning, such as a programme offered by a professional body, enterprise, private educational institution, or by any other accredited provider recognised by Monash South Africa. These may include professional development or on-the job-training.
  • Experience of approximately three to five years working within the industry will be considered in conjunction with the academic record of the candidate based on the institutional policy of Recognition of Prior Learning.

    Recognition of Prior Learning may also be granted for admission to the programme, where an applicant's previous non-accredited formal study or informal learning is assessed as equivalent to the prerequisite qualification.

    Access to the Qualification:
    The Bachelor of Computer and Information Sciences is an undergraduate programme and as such is focused on school leavers who completed the National Senior Certificate (NSC) or, prior to 2008, the Senior School Certificate for entry into Higher Education. English and Mathematics/Mathematics Literacy are compulsory to gain access to this Degree. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Degree consists of both compulsory and elective modules totalling 24 Modules and 360 Credits. To qualify for this Degree a student must complete 8 Modules per year to achieve a minimum of 24 Modules over the study period (usually three years full-time). The programme is offered in three major streams, namely:
  • Application Development and networks.
  • Business Systems.
  • Internet Systems.
    No more than 150 Credits of the degree may be at NQF Level 5. A minimum of 45 Credits must be completed at NQF Level 5 and a minimum of 90 Credits must be completed at NQF NQF Level 6.

    Learning components:

    Core (compulsory for all):
  • Computer systems, 15 Credits, NQF Level 5.
  • Computer programming 1, 15 Credits, NQF Level 5.
  • IT in organisations, 15 Credits, NQF Level 5.
  • Database, 15 Credits, NQF Level 5.
  • Networks and data communications, 15 Credits, NQF Level 5.
  • Systems analysis and design, 15 Credits, NQF Level 5.
  • Project management, 15 Credits, NQF Level 5.
    Subtotal: 105 Credits.

    Fundamentals:
  • Computer programming 2, 15 Credits, NQF Level 5.
  • Systems Analysis and Design 2, 15 Credits, NQF Level 5.
  • Networks and Data Communications 2, 15 Credits, NQF Level 5.
  • Data Structures and Algorithms, 15 Credits, NQF Level 5.
  • Web Programming, 15 Credits, NQF Level 5.
  • Industrial Experience Project 1, 15 Credits, NQF Level 6.
  • Industrial Experience Project 2, 15, NQF Level 6.
  • Software Engineering, 15 Credits, NQF Level 6.
  • Operating Environments, 15 Credits, NQF Level 6.
  • Computer network Design and Deployment, 15 Credits, NQF Level 6.
    Subtotal: 150 Credits.

    Business Systems (Compulsory for this major):
  • E-Commerce Systems, 15 Credits, NQF Level 5.
  • System Analysis and Design 2, 15 Credits, NQF Level 5.
  • Web Programming, 15 Credits, NQF Level 5.
  • Computer Models for Business decisions, 15 Credits, NQF Level 5.
  • Information and Network Security, 15 Credits, NQF Level 5.
  • Business Statistics, 15 Credits, NQF Level 5.
  • Industrial Experience Project 1, 15 Credits, NQF Level 6.
  • Industrial Experience Project 2, 15 Credits, NQF Level 6.
  • Applications of Data Mining, 15 Credits, NQF Level 6.
  • Information Systems Management, 15 Credits, NQF Level 6.
  • Infrastructure for e-Commerce, 15 Credits, NQF Level 6.
    Subtotal: 165 Credits.

    Internet Systems (Compulsory for this major):
  • Web systems 1, 15 Credits, NQF Level 5.
  • Network Administration, 15 Credits, NQF Level 5.
  • Web Systems 2, 15 Credits, NQF Level 5.
  • Electronic Business, 15 Credits, NQF Level 5.
  • Information and network Security, 15 Credits, NQF Level 5.
  • Industrial Experience Project 1, 15 Credits, NQF Level 6.
  • Industrial Experience Project 2, 15 Credits, NQF Level 6.
  • Web Systems 3, 15 Credits, NQF Level 6.
  • Service Oriented Computing , 15 Credits, NQF Level 6.
  • Human-Computer Interaction, 15 Credits, NQF Level 6.
    Subtotal: 150 Credits.

    Electives:
    Applications development and Networks:
  • One IT module at NQF Level 6.
  • Four NQF Level 5, 6 or 7.
  • Two NQF Level 6 or 7 modules.
    Subtotal: 105 Credits.

    Business Systems:
  • Two NQF Level 5, 6 or 7 modules (any as approved by the School).
  • Three NQF Level 6 or 7 module (any as approved by the School).
  • One IT module at NQF Level 6
    Subtotal: 90 Credits.

    Internet systems:
  • Two NQF Level 5, 6 or 7 modules (any as approved by the School).
  • One IT module at NQF Level 6.
  • Four NQF Level 6 or 7 modules (any as approved by the School).
    Subtotal: 105 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    General Outcome:
    Graduates will be able to build IT products and be productive members of development and production teams.

    Exit Level Outcomes:
    1. At the completion of this programme students will have developed the skills to use data mining tools to solve data mining problems.
    2. At the completion of this programme students will have developed the skills to analyse IT management related problems and devise appropriate IT management strategies.
    3. At the completion of this programme students will have developed the skills to develop a defensive strategy to counter security issues and vulnerabilities of e-Commerce servers, illustrating an awareness of the problems arising from active content technologies.

    Critical Cross-Field Outcomes:
  • As is evident from the integrated assessment methods discussed, the design of the programme provides for the development and obtainment of the critical cross field outcomes.
  • Students are challenged, by a variety of teaching methods, especially in the tutorials, to identify and solve problems in a specific and structured context by means of individual and group activities. It is often expected of students to work effectively in teams, during discussions and in research projects.
  • At least some of the assessment opportunities are devoted to presentations. Students are expected to collect, analyse, organise and critically evaluate information and present the crux of the matter in a logically organised manner. This also contributes to the development of important technological, communication and effective language usage skills.
  • Individual and group written assignments hone the students' skills in using technology to access and present texts. They learn to use science and technology effectively and critically, and then demonstrate their ability to identify, understand and present the inter-related parts of systems.
  • Group discussions and oral presentations (individual or groups) develop the students' effective communication skills using visual, mathematical and/or language skills in formal and informal communications. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    Students will be competent when able to:
  • Apply the principles of methods and operations for data mining.
  • Analyse a data mining problem presented as a case study.
  • Design solutions to data mining problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
    Students will be competent when able to:
  • Outline the operational management requirements of a system and its inter-relationships.
  • Synthesise the philosophies and processes behind IT resourcing.
  • Appraise the attitudes of consideration of ethical issues in IT and IT management.

    Associated Assessment Criteria for Exit Level Outcome 3:
    Students will be competent when able to:
  • Identify the threats to electronic commerce on the Internet and potential security problems.
  • Design a secure system for specific situations.
  • Develop an appropriate security protocol and procedure.
  • Evaluate electronic payment mechanisms.
  • Comment on the privacy and legal issues and be familiar with anonymity technologies.

    Integrated Assessment:
    All modules are organised into a theoretical class work component, and a directly related practical tutorial component aimed at application of the theoretical knowledge. Learning, teaching and assessment are thus inextricably interwoven. Tutorials follow on lectures, and serve to provide opportunities for students to work on practical exercises and problems by applying what they have learned in the lecturing sessions. These tutorials provide valuable opportunities for simulations of day to day challenges in the field, the analysis of problems and the design of workable solutions to these problems. The tutorials in this way address the need for continuous formative assessment and encourage students to develop problem solving skills.

    Assessment methods include formative and summative assessment opportunities, utilising various assessment activities, including the writing of functioning programme snippets, interfacing with databases, and writing and developing front-ends. These provide opportunities for competency evaluations of clinical skills.

    Students also submit written assignments consisting of various formats, ranging from multiple-choice, paragraph type answers to essay type assignments. In the latter, students are expected to synthesise and appraise theoretical frameworks and philosophies in the field. Some modules have case studies and role playing (e.g. to take the role of project manager, or business analyst) as method of assessment.

    Communication and presentation skills are honed by assessments which require group work as well as by individual presentations on specified topics related to the specific modules. Formative assessment opportunities include shorter and longer written tests on both theoretical knowledge and the application thereof.

    The assessment practices are open, transparent, fair, valid and reliable, incorporating an integrated approach to assessment, and are in accordance with the assessment policy of the institution. 
    		•

    INTERNATIONAL COMPARABILITY 
    The programmes of the Faculty of IT are developed in line with international recommendations that include industry input.

    The choice of modules is informed by the Association for Computing Machinery (ACM) - an international educational and scientific computing society consisting of 84 000 members that advances computing as a science and as a profession.

    The ACM, in cooperation with the Association for Information Systems (AIS), and the Institute of Electronic Engineers (IEE), both also respected international bodies, make curriculum recommendations based on international input. The IEEE was established in 1946 and aims to further the profession by linking its members through publications, standards and conferences and encouraging them to advance their industries by promoting innovation and excellence, and has global recognition.

    Yet another international society, the Association for Information Systems (AIS) influences the curriculum. The AIS is a professional organisation with the purpose to serve as a premier global organisation for academicians specialising in Information Systems.

    The modules broadly cover very diverse IT related fields. Cutting-edge IT developments are lead mainly by the G7 countries, while in isolated cases major contributions have been made by India, Malaysia and Singapore.

    Details are available at: http://www.acm.org//education/curricula/.
    The Faculty's programmes are also accredited by the Australian Computer Society (ACS). The South African association, the Computer Society SA, is affiliated to the ACS.

    Programmes offered by international institutions are, for example:
  • Edge Hill University UK.
    Computing (Information Systems) Bachelor of Science (Honours).

    Computing (information systems): This programme focuses on the analysis of problems and designing of solutions in information technology; students are introduced to business environments and the problems faced in devising computer-based approaches to business systems; students also study the systems this type of software runs on, including databases, project management, competitive IT, business analysis, information technology management, forensic computing, and mobile application development.
    This is a three-year full-time programme.
  • University of Bradford UK.
    Computing and Information Systems Bachelor of Science (Honours).

    Year 1: Software construction; data structures and algorithms; computer architecture; operating systems; discrete mathematics and formal specification; logic programming; computability; Unix tools; human-computer interaction; communication skills and computer applications.

    Year 2: Data structures and algorithms; database systems; data communications; compilers; quantitative analysis of computer systems; software engineering including group projects; group research project; information systems analysis, design and development.

    Year 3: Social, professional and technical issues; 4 subjects from options including: compilers; artificial intelligence; performance modelling; communications and networks; computer music; graphics and image processing; knowledge and database systems; real-time systems; parallel computation; theory of computation; project equivalent to 2 options.
    This is a three-year full-time programme.
  • Swinburne University of Technology, Australia:
    Bachelor of Information Technology (BIT).

    The programme has been developed by the Faculty of Information and Communication Technologies in partnership with many of Australia's top companies and aims to prepare highly capable students for future leadership roles in IT management.
    The focus of the Bachelor of Information Technology is on the development and use of IT applications that offer solutions to real-world business problems. Students gain both technical and business knowledge by covering a broad range of subject areas in business and information technology.
    Drawing on this vast knowledge base, Bachelor of Information Technology graduates are well equipped to meet industry requirements for information technology specialists, particularly in management and leadership roles, and have the capacity to adapt to a variety of workplace conditions.
    This is a three-year full-time programme.
  • Pennsylvania State University USA.
    Bachelor of Science Degree Information Sciences and Technology.

    This major is structured to provide students with the theoretical frameworks and skill sets necessary to compete and be productive in the information technology-intensive global context that defines the new "Information Age". Specifically, the Degree is focused on a programme that will build an understanding of core information technologies and related areas of study; prepares students for the practical application of various information sciences and related technologies; and engages students in sharpening their abilities to think critically and to work in teams. All this is done with considerable interdisciplinary integration in order to expose students to the cognitive, social, institutional, and global environments of IST. Team projects in most courses, a required internship, and a senior capstone experience provide additional, focused venues for involving students in the cutting-edge issues and technologies of the field.

    Bachelor Degree majors:
  • Information Systems: Design and development option: This option is focused on expanding the skills needed to develop advanced information technology systems using state-of-the-art tools and techniques. The emphasis is on providing the student with both knowledge in the design, implementation, testing and evolution of complex software systems as well as a set of project-oriented, team-programming experiences.
  • Information Technology: Integration and application option: This option is designed to prepare students to use information technology to realise a variety of system-based goals (e.g. reliability, accessibility, efficiency, etc.). It is focused on developing a theoretical foundation and the skill set needed for integrating information technology into different systems for the purpose of enhancing system performance. The emphasis is on providing the student with both the theoretical frameworks needed to use information technology as a system attribute as well as a set of application-oriented experiences and skills.
  • Information Context: People, organisations, and society option: This option focuses on how information technology affects social change and the delivery of information to the consumer. This includes the human-machine interface; organization and retrieval of information; digital libraries; information and telecommunications services; information and media industry structures; software services and intermediaries; telecommunications and information law and policy; sociological aspects of technology change; multimedia; and art, design, and aesthetics.
    Well-performing students may transfer to a four-year or Honours Degree.

    Conclusion:
    The curricula of the Computer and Information Sciences Bachelor Degrees offered across the globe are, although differing in designators, very similar. This is probably due to the close collaboration with industry and professional societies such as the ACM, IEEE and AIS. These societies were also involved in the curriculum design of the Degree offered by Monash South Africa. The duration of the degrees offered in the UK is often three years, but then considered being Honours Degrees and elsewhere the practice seems to be that well-performing students studying three-year Bachelor Degrees may transfer to four-year or Honours Degrees. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.

    Horizontal articulation:
  • Students of this programme may transfer from and to another Bachelor Degree programme, or equivalent NQF Level 6 programme at an accredited institution provided they adhere to the Recognition of Prior Learning credit transfer and other relevant institutional requirements.

    Vertical Articulation:
  • After completion of the Degree, upward vertical articulation may occur to programmes offered at NQF Level 7, typically a Bachelor Honours Degree or Postgraduate Diploma.

    Credit transfer is assessed on the basis of equivalence of learning content in terms of the curriculum, depth of study and credit point value of the previous module of learning. For specific credit to be granted, a module or units of previous study must be equivalent to at least 80% of the curriculum and credit point value of an MSA module. 
    		•

    MODERATION OPTIONS 
    Monash South Africa sees the process of moderation of assessment as essential to ensure the integrity and quality of assessment practices conducted. Assessment is the primary method to determine the quality of student performance and achievement, which necessitates sustaining high standards in the assessment process. The purpose of a moderation process is to check that assessment is conducted in a consistent, accurate and well-designed manner and that all judgements made are fair.

    Monash South Africa has a Policy and Procedures documents on Moderation of Assessment in place that stipulate:
  • The roles and responsibilities.
  • Process and criteria for the appointment.
  • Format of moderation reports and feedback to be compiled.
  • Duration of the appointment.
  • Modules to be externally moderated.
  • Sample of assessment tasks to be moderated.
  • Information to be provided to moderators of internal and external moderators and the moderation processes. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Under Monash regulations each faculty has a Board of Examiners that is responsible for evaluating the results and performance of all candidates enrolled in the faculty. This Board advises its faculty board on any matter relating to the assessment of candidates' performances.

    All assessors must (or as far as possible) hold a relevant qualification (in the same or closely related field) on at least one HEQF Level higher than the module to be moderated. Assessors and moderators must have qualifications and/or experience recognised by Monash as appropriate for the relevant discipline area. An assessor will normally hold a master or doctoral qualification or equivalent accreditation and standing.

    Regarding registration of the assessors with the relevant ETQA, namely the ETDP SETA, the following: Monash SA offers a unit standard based assessor training, due to its relevance to the higher education context and suitability for the South African national system. The unit standard is: Design, develop and implement assessment of learning in Higher Education and Training, ID 14297, on old NQF Level 7/HEQF Level 8, for 20 Credits. The assessment training material for this Unit Standard was submitted, via the HEQC, to the ETDP SETA. The ETDP SETA subsequently indicated that they would not be able to accredit Monash South Africa as a provider of the Unit Standard due to it being on a higher education level, and that Monash South Africa is a higher education provider. This implied that the assessors trained by Monash South Africa are not able to register as assessors. Training records are kept by the Centre for the Advancement of Learning and Teaching (CALT). The HEQC "does not subscribe to the notion of accrediting assessors or maintaining a national database or register of trained 'competent' assessors" (CHE, 2008: HEQC Framework for Delegated Functions).

    In addition, newly appointed academic staff are oriented regarding the Teaching and Learning approach followed at Monash South Africa, including assessment practices, policies and procedures. Regular Teaching and learning forums are held where relevant teaching and learning issues, such as assessment, are addressed by means of discussions and training workshops. Themes for these forums are identified by studying the concerns raised in external examiners' reports and reports on the findings of various surveys and evaluations.

    Monash South Africa has also implemented a policy according to which all academic staff are obliged to obtain formal qualifications in higher education teaching during their probationary period unless they already have an equivalent qualification. The Graduate Certificate in Higher Education (GCHE) is designed for practicing academic staff and contains a module dealing with assessment. 

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

    NOTES 
    The accreditation of this qualification was transferred from Monash SA to the Independent Institute of Education (IIE) in November 2018. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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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