SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Information Technology

SAQA QUAL ID	QUALIFICATION TITLE
93709	Higher Certificate in Information Technology
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
Higher Certificate	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	120	Not Applicable	NQF Level 05	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		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Higher Certificate in Information Technology qualification is to provide learners with essential knowledge and practical skills necessary for entry-level positions in the IT sector. Learners will learn about key areas such as systems analysis, network management, and software development, equipping them with competencies that are highly sought after in today's digital economy. The target learners for this qualification include recent high school graduates and professionals looking to transition into IT. Completing the qualification offers learners a pathway to meaningful employment, career advancement, and further educational opportunities. Ultimately, this qualification benefits learners by enhancing their employability and preparing them for a rapidly evolving technological landscape.

The qualification serves as both an academic and vocational pathway, preparing learners for various roles in the IT industry. Upon completion of the qualification, learners will possess a foundational understanding of IT principles, enabling them to effectively troubleshoot technical issues, develop basic software applications, and manage network systems. These responsibilities are directly linked to the curriculum of the qualification.

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 graduates attributes align to the institution's Graduate Attributes of communication skills, employer expectations, innovation and creativity, critical thinking abilities, problem solving proficiency, teamwork dynamics and technological literacy. 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 qualification:

Problem solve and critically think in order to effectively troubleshoot technical issues

Exhibit innovation skills when developing basic software applications

Clearly communicate technical information to both technical and non-technical stakeholders, bridging the gap between IT and business functions for better collaboration

Engage in ethical considerations in IT, including data privacy, security, and responsible use of technology, ensuring compliance with regulations and fostering trust within organisations

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 5 qualification.

Upon completion of the qualification graduates will be able to:

Demonstrate knowledge and understanding of the information technology environment of an organisation

Operate as information technology support staff

Utilise technology to communicate effectively

Perform information technology and related tasks in an organisation

Apply, implement and maintain information technology systems

Upon completion of the qualification, learners will be able to progress in the following careers:

Network Developer

Business Analyst

IT Consultant/ Administrator

Data Capturers

Rationale:
The increasing integration of technology into business processes highlights a critical need for qualified Information Technology (IT) professionals (World Economic Forum, 2020). A report by the World Economic Forum (2020) indicates that the demand for technology skills will continue to rise, necessitating new educational pathways to prepare a workforce that meets these evolving needs. This qualification has been developed to address this gap, focusing on foundational skills that are essential for entry-level roles in the IT sector.

A report by the Institute of Information Technology Professionals South Africa (IITPSA) expressed a strong demand for skilled IT professionals to fill roles in software development, systems analysis, and IT support, which are critical to the growth of the digital economy (IITPSA, 2021). The qualification aims to meet these specific society needs, contributing to national strategies focused on digital transformation, increased digital literacy, job readiness, innovation and problem solving. By producing a workforce equipped with relevant skills, the qualification supports job creation, workforce development, increased productivity and fosters innovation within the technology sector, benefiting society and the economy at large. Overall, pursuing the qualification not only enhances individual career prospects but also plays a crucial role in fostering a skilled workforce that supports societal growth and economic development. The skills acquired through the qualification can lead to improvements in productivity, innovation, and access to technology, ultimately benefiting both the community and the broader economy.

The typical student for the qualification includes recent high school graduates, professionals seeking to transition into IT, and individuals aiming to upskill for career advancement. This diverse group often shares a passion for technology and a desire to improve their employability in a competitive job market. Graduates of this qualification can expect to enter occupations such as:

Network Developer

Business Analyst

IT Consultant / Administrator

Data Capturers

Additionally, the qualification offers pathways for further studies, enabling learners to pursue higher education qualifications in IT or specialised areas, thereby enhancing their career prospects. The qualification provides a structured learning pathway, enabling learners to progress horizontally into higher certificates in networking, software development or cybersecurity, vertically to qualifications on higher NQF Levels such as diplomas and degrees in IT; and diagonally into higher certificates in business management, data science or project management. This pathway facilitates horizontal, vertical and diagonal mobility across different areas of IT specialisation. The qualification is essential for entry into specific occupations, offering a clear career trajectory for learners. With a focus on both theoretical knowledge and practical experience, graduates will be well-positioned to advance in their careers, ultimately contributing to the growth and sustainability of the IT sector.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

RPL Process
Learners are required to submit an RPL application and the institution's 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. The RPL process focuses on establishing whether the student has acquired competence in the following areas:

Basic theoretical knowledge

Practical competence

Reflective competence

Applied competence

The RPL applicant must:

Be at least 23 years of age for undergraduate qualifications and at least 30 years of age for postgraduate qualifications

Applicants must demonstrate relevant professional work experience as follows:
Undergraduate Qualifications: A minimum of 3 years of related work experience.
Postgraduate Diplomas: A minimum of 4 years of related work experience.
Honours Qualifications: A minimum of 5 years of related work experience.

Master's Qualifications: A minimum of 8 years of relevant work experience.

Submit a detailed Portfolio of Evidence with documents required to substantiate RPL application

Provide a comprehensive CV with detailed working experience

Submit certified copies of qualification certificates and transcripts

Provide a signed personal letter of motivation

Submit all relevant and appropriate certificates for short courses or training (formally, informally, or non-formal) completed to support the motivation to be accepted for the qualification through RPL and as evidence of continuous assessment and learning
Or

Produce a letter from the Human Resources (HR) Department for relevant and appropriate short courses or training (formally, informally, or non-formal) completed to support the motivation to be accepted for the qualification through RPL and as evidence of continuous assessment and learning for those who are not in possession of certificates

For all Master's qualifications- Submit a signed Recommendation letter written by a reputable person to be provided as an endorsement of the applicant's qualities, capabilities, performance and suitability for the qualification

Sign a Declaration to confirm English Language and IT proficiency

NB: If the applicant's highest accredited qualification has been completed within 5 years to date of the application period, the applicant has to articulate onto the appropriate qualification

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. Some of the key criteria that will be used in evaluating 'non-standard' applicants include:
The applicant's motivation;
Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references, linked to a portfolio of evidence;
The nature and level of life/work experience and prior study, and the learning which has resulted from such experience;
Details of in-company short courses, length, content of material covered, standard achieved;
The clarity of the applicant's educational goals and objectives; and
The extent to which the applicant can provide evidence of the threshold skills and knowledge for the qualification.

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 Higher Certificate studies.
Or

National Certificate Vocational NQF Level 4, granting access to Higher Certificate studies.
Or

Senior Certificate NQF Level 4 without endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7, totalling 120 Credits.

Compulsory Modules, Level 5, 105 Credits.

Computer Hardware and Architecture, 15 Credits.

Business Communication, 15 Credits.

Web Development, 15 Credits.

Introduction to Information Systems, 15 Credits.

Introduction to Programming, 15 Credits.

Essential Business Mathematics, 15 Credits.

Networking Fundamentals, 15 Credits.

Elective modules, Level 5, 15 Credits.

End User Computing, 15 Credits.

Digital Transformation in the Business Environment, 15 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge and understanding of the information technology environment of an organisation.
2. Operate as information technology support staff.
3. Utilise technology to communicate effectively.
4. Perform information technology and related tasks in an organisation.
5. Apply, implement and maintain information technology systems.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explore principles of Information Technology to be able to demonstrate the art and skill of applying the theory and principles to practical tasks and scenarios in work-based contexts while finding solutions to technological problems that arise in a work-based context

Describe fundamental components of organisational IT infrastructure to understand how these elements interrelate to form the organisation's technology environment.

Apply basic functions and roles of IT operational processes and support personnel to understand how these maintain business continuity and support organisational goals

Associated Assessment Criteria for Exit Level Outcome 2:

Understand concepts of Information Technology to equip one to operate as information technology support staff.

Carry out maintenance of efficient system performance and integrity, and demonstrate understanding of how technical documentation and security protocols are applied when executing routine system maintenance procedures.

Systematically apply common level 1 faults are diagnosed and resolved to demonstrate understanding of how defined troubleshooting methodologies while providing clear and timely feedback to end-users.

Associated Assessment Criteria for Exit Level Outcome 3:

Articulate problems and their solutions in a form understandable to lay-people, to be able to construct reports

Select and utilise appropriate digital communication tools and formats to demonstrate understanding of how adherence to defined professional standards and organisational protocols ensures clarity and accessibility of information.

Meet stakeholder expectations and organisational reporting requirements timeously to demonstrate understanding of how technical information and status updates are accurately formatted and transmitted using secure digital channels.

Associated Assessment Criteria for Exit Level Outcome 4:

Explain solutions to IT problems to be able to produce/develop/construct effective communication of a support nature

Maintain system stability and compliance with licensing protocols to demonstrate understanding of how organisational guidelines are precisely followed and all steps accurately documented during the installation and configuration of operating systems and software applications.

Apply prescribed diagnostic tools and documented organisational procedures to demonstrate understanding of how common technical issues reported by users are systematically diagnosed and resolved within agreed service timelines.

Associated Assessment Criteria for Exit Level Outcome 5:

Documenting and archiving solutions to past tech-problems for ease-of-access contributes to the organisation's body of knowledge

Install basic network hardware components and peripherals and configure them to demonstrate understanding of how technical documentation is accurately followed to ensure stable integration into the existing organisational infrastructure.

Perform routine system maintenance tasks to demonstrate understanding of how adherence to defined security and update schedules maximises system stability and minimises vulnerability to known security risks.

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 student learning after a student'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 student 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 student success. In pursuit of global relevance and enhanced student success, the institution 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. As such, the following is provided as rationale for the assessments at NQF level 5:

Qualifications pitched at NQF level 5 are usually one year in duration, and one would assume better throughput rates in qualifications of shorter duration. Internal research undertaken at the institution has evidenced, however, that the higher certificate qualifications have similar and, in some cases, lower throughput rates than those of the degree qualifications. This can be attributed to the entry profile of learners on the NQF level 5 qualifications, the majority of whom are school leavers who did not qualify for degree endorsement. This suggests that these learners require additional support to ensure a reasonable opportunity at success. The institution has therefore introduced a range of knowledge checks and reflective exercises into the NQF level 5 assessments. The core purpose is for the learner to develop and demonstrate an understanding of key concepts, terms, and theories. These knowledge checks grant learners additional opportunities to be assessed and get feedback for continuous improvement and therefore carry a 40% weighting each - ultimately enhancing the learning experience and supporting a philosophy of lifelong learning. Exams are stressful and often regurgitation exercises that do not contribute to the philosophy of lifelong learning. As such, the institution has elected to introduce a project component as the summative assessment for the Higher Certificate Qualifications, which contributes 60% of the final assessment weighting and will allow learners to synthesise their experiences and knowledge and apply these to practical scenarios.

Assessment Type, Method, and Description
The assessment method for each module on this qualification is by:
Formative Assessments

These are online assessments.

These assessments are in the form of multiple choice, true/false or a combination of both.

Summative Assessment

This assessment is in the form of a project and requires calculations and/or application to relevant theory.

Formative Assessment:

Formative Assessment 1 (KCQ 1)

Formative Assessment 2 (KCQ 2)

Formative Assessment 3 (KCQ 3)

Formative Assessment 4 (KCQ 4)

Summative Assessment:

Summative Assessment (Project)

The final mark is calculated as follows: ¿¿

Formative Assessment, 40%

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: Kenya, Nairobi
Name of Institution: The University of Embu
Name of Qualification: Diploma in Information Technology
Purpose of the Qualification: The Diploma in Information Technology (DIT) is intended to provide learners with a wide range of technical and technological skills required by industry at the diploma level. This combination of theoretical and practical skills will help the learners apply the current information technology tools in both public and private sectors of our economy.

Learning Outcomes:

Use standard computer software and hardware to address organisational needs

Design computer-based systems

Venture into entrepreneurship in areas of information technology

Pursue further training and research in the field of IT

Similarities:

Both qualifications emphasise foundational knowledge in Information Technology.

Both cover essential IT topics such as programming, networking, and database management.

Both are designed to prepare learners for entry-level positions in the IT industry.

Both equip learners with practical, industry-relevant skills.

Both combine theoretical knowledge with practical application.

Both use a variety of assessment methods, including examinations, projects, and presentations.

Both aim to develop learners' critical thinking abilities.

Both focus on enhancing problem-solving skills needed to address real-world IT challenges.

Both provide learners with the knowledge and skills required to function effectively in IT-related environments..

Differences:

The Diploma in Information Technology in Kenya typically has a longer duration of two to three years, whereas the South African Higher Certificate in Information Technology is completed in one year.

The Diploma offers a broader and more comprehensive range of IT subjects. The Higher Certificate focuses primarily on foundational and introductory Information Technology concepts.

The Diploma generally provides more in-depth coverage of IT disciplines compared to the Higher Certificate. The Higher Certificate is designed as an entry-level qualification that introduces learners to core IT knowledge and skills.

The Diploma may offer greater opportunities for specialisation and advanced learning within the IT field. The scope of learning in the Diploma is typically more extensive than that of the Higher Certificate due to its longer duration and broader curriculum.

Country: New Zealand
Name of Institution: Auckland Institute of Studies
Name of Qualification: Diploma in Information Technology Technical Support

Purpose of the Qualification:
The purpose of this qualification is to provide Aotearoa New Zealand with people who have attained a broad understanding of the core concepts and practical skills in Information Technology (IT), with a technical support focus. Graduates will have an awareness of the IT environment, can respond to the needs of users, and provide IT technical support. They will also be able to operate within the applicable professional standards and practice, as part of a team, or independently under broad supervision. Businesses, organisations and communities will benefit by having IT Professionals with technical support skills that will be industry relevant. Graduates of this qualification will have the IT technical skills that will enable them to contribute to society, supporting digital proficiency and capability in a range of community and voluntary areas, and proceed to further study.

Learning Outcomes:

Select, install, configure, maintain and troubleshoot IT hardware, networking, systems and application software in a secure manner to meet security, ethical and organisational requirements

Apply a broad operational knowledge of networking technologies, security, associated services and troubleshooting techniques to meet organisational requirements.

Apply knowledge of database administration and query languages to meet organisational data storage and retrieval requirements, including database management system (DBMS) optimisation, cleansing, security and backups

Apply knowledge of established IT Service Management frameworks to meet organisational customer service requirements

Apply the fundamentals of information systems concepts and practice, including business concepts, development life cycles, data modelling and administration, to support and enhance organisational processes and systems

Apply knowledge and concepts of business analysis, user experience and interface design, to create accessible interactive digital media

Apply the fundamental principles of software development, including fundamental mathematical and logical concepts that underpin computational and systems thinking, to plan, create, test and document simple working code

Apply professional, legal, and ethical principles and practices in a socially responsible manner as an emerging IT professional

Apply communication, collaboration, teamwork, documentation and customer service skills to enhance effectiveness in an IT role

Apply critical analysis and decision-making techniques to solve problems and provide relevant and timely IT outcomes

Content:

Fundamentals of Information Systems and Technology

Information Technology Professional Skills

Fundamentals of Computer Programming

Fundamentals of Computer Databases

Fundamentals of Computer Networking

Fundamentals of Network Security

Hardware and Software Service Provisioning

Information Technology Systems Maintenance and Service Management

Similarities:

Both qualifications provide foundational knowledge in essential Information Technology concepts.

Both focus on key IT areas such as computer systems, networking, and troubleshooting.

Both emphasise the development of technical skills required for IT support roles.

Both include practical competencies in hardware and software troubleshooting.

Both cover system configuration and network management principles.

Both have curricula aligned with current industry standards and practices.

Both aim to equip learners with relevant and job-ready IT skills.

Both use a variety of assessment methods, including assignments and examinations, to evaluate learner performance.

Both promote the development of problem-solving skills essential in IT environments.

Both emphasise communication and other soft skills needed for successful IT support roles.

Both are designed to improve learners' employability in the Information Technology sector.

Both provide pathways for further study and articulation into higher-level IT qualifications.

Both prepare learners for careers in the IT industry, particularly in technical support and related roles.

Both combine theoretical knowledge with practical application to ensure workplace readiness.

Both equip learners with the skills and knowledge necessary to address real-world IT challenges.

Differences:

The Diploma in Information Technology Technical Support New Zealand is generally a higher-level qualification (often comparable to NQF Level 6 or equivalent), whereas the South African Higher Certificate in Information Technology is an NQF Level 5 qualification and serves as a foundational programme.

The Diploma typically requires a longer period of study, usually between one and two years, while the South African Higher Certificate is generally completed within one year.

The New Zealand qualification has a specialised focus on technical support, providing more in-depth training in areas such as system administration, technical troubleshooting, and IT support services. The South African Higher Certificate offers a broader introduction to Information Technology, covering a range of IT topics without extensive specialisation in a particular area.

The Diploma provides a deeper level of technical knowledge and practical expertise in IT support functions. The Higher Certificate focuses on establishing fundamental IT knowledge and skills for learners entering the field.

ARTICULATION OPTIONS

Horizontal Articulation:

Higher Certificate in Mobile Application and Web Development, NQF level 5.

Higher Occupational Certificate: Computer Technician, NQF Level 5.

Vertical Articulation:

Bachelor of Information and Communication Technology, NQF level 7.

Diploma in Information Technology, NQF Level 6.

Diagonal Articulation:

Advanced Occupational Diploma: Chief Information Officer: Cybersecurity, NQF Level 7.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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)