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: 

Advanced Diploma in Computer Applications Technology (CAT) Education 
SAQA QUAL ID QUALIFICATION TITLE
98867  Advanced Diploma in Computer Applications Technology (CAT) Education 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  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 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   2031-06-30  

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:
The purpose of the Advanced Diploma in Computer Applications Technology (CAT) Education is to strengthen, supplement, upgrade and/or enrich the knowledge, understanding and skills of teachers at Technical Vocational Education and Training (TVET) colleges in Computer Applications Technology (CAT) The qualification offers intellectual enrichment and intensive, focused and applied specialisation in CAT. This qualification will provide a deep and systemic understanding of current thinking, practice, theory and methodology in CAT. The purpose of this qualification is to guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach CAT in the TVET Phase. This qualification comprises a knowledge mix consisting of four knowledge strands according to the Curriculum and Assessment Policy Statement (CAPS), accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterises many classrooms.

Rationale:
As Computer Applications Technology (CAT) teachers develop in their practices and also become more experienced, they are expected to make greater contributions with regard to subject expertise, academic leadership and continuing professional development (CPD). However, the curriculum alone cannot fulfil the current reform demands imposed on teachers in order to help learners make meaning of the subject content they are supposed to master. Therefore, there is a need among teachers for continuing professional development in terms of specialised knowledge of and skills in CAT teaching.

The rationale for the Advanced Diploma in CAT Education is to provide teachers with opportunities to strengthen or supplement their existing specialisation in CAT Education in ways that will be meaningful to the lives of learners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualification and grant credits for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

A panel of selected institutional staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of an applicant's prior qualifications.
  • Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
  • Observe the applicant's performance in authentic and/or on site teaching-learning situations and/or contexts.
  • Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

    Entry Requirements:
    Admission requirements for this qualification are as follows:
  • A four-year Bachelor of Education Degree.
    Or
  • A general NQF Level 6 first Degree or Diploma, plus a 120 Credits Level 7 Advanced Diploma in Teaching.
    Or
  • A former 120-credit NQF Level 6 Postgraduate Certificate in Education.
    Or
  • A former Higher Diploma in Education (Undergraduate).
    Or
  • A former Further Diploma in Education.
    Or
  • A former Advanced Certificate in Education (120 Credits Level 6).
    Or
  • An Advanced Certificate in Teaching.
    Or
  • A former three-year College of Education Diploma.
    Or
  • A National Professional Diploma in Education (NPDE) (360 credits at NQF Level 5) followed by an Advanced Certificate in Teaching.
    Or
  • Recognition of Prior Learning (RPL). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises compulsory modules at NQF Level 7, totalling 120 Credits.

    Modules at NQF Level 7:
  • Advanced FET Computer Applications Technology for Education A, 10 Credits.
  • Pedagogical Content Knowledge A in FET Computer Applications Technology, 10 Credits.
  • Advanced FET Computer Applications Technology for Education B, 10 Credits.
  • Pedagogical Content Knowledge B in FET Computer Applications Technology, 10 Credits.
  • Conceptual Change, 20 Credits.
  • Advanced FET Computer Applications Technology for Education C, 10 Credits.
  • Pedagogical Content Knowledge C in FET Computer Applications Technology, 10 Credits.
  • Advanced FET Computer Application Technology for Education D, 10 Credits.
  • Pedagogical Content Knowledge D in FET Computer Applications Technology, 10 Credits.
  • Inquiry Methodology, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interrogate practice by using theories and research findings in Computer Applications Technology (CAT) Education.
    2. Analyse and use relevant CAT support materials and demonstrate a sound grasp of the fundamental conceptual subject knowledge required for teaching CAT.
    3. Articulate and apply the different components of the Faculty's conceptual framework for teaching and learning, namely care, accountability, critical reflection and facilitating learning in diverse contexts.
    4. Commit to high ethical standards in the practice of CAT Education.
    5. Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in CAT.
    6. Assist learners in their conceptual change and to address learner misconceptions effectively in the organising fields of learning.
    7. Function within a small online community of practice and to this effect use on-line technology, e.g. Blackboard (ULink). 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Lessons learned from findings captured in research publications using various theories to enhance and improve their CAT teaching and learning practice are applied.
  • Resources that are current and relevant to their learning according to established schema making use of modern technology are accessed, categorised and prioritised.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Practice in developing a comprehensive pedagogical content knowledge (PCK) as evident in the use of appropriate resource materials in the Computer Applications Technology (CAT) classroom is enhanced.
  • Constructive conversations around content themes with colleagues and like-minded individuals within the educational field of Science and Technology using appropriate terminology are engaged in.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The professional stance that reflects the principles as captured in the Faculty's conceptual framework is aligned with.
  • Multiple perspectives that form part of the Science and Technology field in the design of learning activities are taken into account.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Agreed ethical standards in the teaching and learning of CAT are subscribed and adhered to.
  • Responsibility for their own progress in managing the timeframes and required assessment outcomes as they engage in guided and independent studies is accepted.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Appropriate teaching and learning approaches to achieve specific learning objectives are selected and applied.
  • An understanding of problem-solving, creativity and teaching strategies relying on a well-developed Pedagogic Content Knowledge in CAT is displayed.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Conceptual change to ameliorate knowledge and understanding of typical learner misconceptions is accommodated and planned for.
  • Digital resources for classroom learning to challenge and extend learners' conceptual knowledge by sourcing material using search engines to explore science and technology artefacts are created.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Selected online communities of practice to demonstrate their learning and commitment to advancing teachers working knowledge of CAT are joined and confidently participated on.
  • Peer learning, whilst collaborating with other teachers as required during specific learning activities are engaged in.
  • Communities of practice (COP) building knowledge and sharing resources making use of social media and other WEB 2.O technologies are participated in.

    Integrated Assessment:
    The broad assessment strategy of the Faculty assessment policy is:
    There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

    Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learners, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the student to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.

    Formative assessment opportunities may vary according to individual programme/module outcomes and the composition of these is at the discretion of the module lecturer - the primary purpose of formative assessment being to support the learning process through constructive feedback to students. The following procedures apply to students who are enrolled for a programme in the Faculty of Education. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparison for the Advanced Diploma Computer Applications Technology at NQF Level 7 was conducted against international countries using best practice in computer applications technology such as: England and London.

    The PGCE Information Technology and Computer Science offered by the Kings College in the London is a one-year full-time qualification taught in partnership with local schools and can extend to three years in a part-time capacity. This qualification enables ICT and computing professionals and graduates to become effective teachers of computing (curriculum previously called ICT and now including a strong Computer Science element) in secondary schools. The qualification emphasises learning through critical reflection on theory and practice and discussion with colleagues. Subject Knowledge Enhancement modules are intensive and flexible programmes for graduates in IT/computing who want to teach computer science but whose Degree is not a direct match or whose specialist subject knowledge needs deepening prior to training for qualified teacher status. Content comprises modules Professional Values and Practice, Professional Studies, Focused Pedagogical Resources, Professional Practice in Education and Pedagogical Resources. This qualification was recently judged 'Outstanding' by the Office for Standards in Education Children's Services and Skills (OFSTED) in the UK.

    The Advanced Diploma in CAT Education focuses primarily on strengthening, supplementing, upgrading and/or enriching teachers' knowledge, understanding and skills in Computer Applications Technology. This fits in well with the scope of King's PGCE Information Technology and Computer Science, namely to deepen subject knowledge and to turn teachers with an interest in Computer Applications Technologies into inquiring, supportive and inspirational professionals. Both are one year qualifications. However, the Advanced Diploma in CAT Education does not include professional studies and placements in schools. Similarities would cover current teaching approaches (pedagogical content knowledge), current thinking, practice, theory and methodology, as well as designing, implementing and reporting on lesson plans, content knowledge as prescribed by the curriculum and opportunities for critical reflection in mediating conceptual change.

    The Edge Hill University, Ormskirk, Lancashire in England offers a Secondary Computer Science and Information Technology Professional Development Programme. This is a flexible qualification designed for non-computer science and information technology specialists who want to be retrained to teach Secondary Computer Science and Information Technology and/or want to enhance and extend their subject knowledge. Learners without a breadth and depth of Secondary Computer Science and Information Technology study in their degree (level 6) need to complete the one year qualification as a condition of entry to the PGCE. The PGCE is a qualification on a master's level. The aim of the qualification is to develop learners' subject knowledge in Secondary Computer Science and Information Technology to prepare them to teach the conceptual and applied aspects of the subject effectively, with competence, enthusiasm and confidence, to learners aged 11-16 years. This qualification will equip teachers with a range of academic, professional and vocational knowledge, knowledge of essential educational theory, understanding, skills and values necessary to become a high quality and skilled teacher of Computer Science and Information Technology equipped with an awareness of appropriate and innovative teaching and assessment methods. The qualification also aims to enhance subject knowledge in a range of areas, including programming, computational thinking, applications and database design, multimedia, spreadsheet modelling, web authoring, desktop publishing and aspects of computer control. The qualification aims to develop reflective and analytical skills as well as equipping teachers with the skills and knowledge required to become a competent and assured secondary school teacher, with sufficient subject knowledge.

    The current CAT Education qualification focuses primarily on guiding teachers, who wish to upgrade their qualifications or who want to enrich and supplement their existing knowledge and competence, in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. This is also the purpose of the Edge Hill qualification, namely to retrain teachers to teach Secondary Computer Science and Information Technology Education. Both are one-year qualifications, preparing learners for post-graduate studies. The Advanced Diploma in CAT Education however, not only caters for learners aged 11-16 years, but also for learners in the TVET phase's (aged 17-18). Similarities would cover content knowledge and closely match our own curriculum. 

    ARTICULATION OPTIONS 
    The qualification articulates vertically and horizontally as follows:

    Horizontal Articulation:
  • Any Advanced Diploma or Bachelor's Degree at NQF Level 7 is possible, depending on disciplinary and institutional requirements.

    Vertical Articulation:
  • Bachelor of Education Honours in Computer Applications Technology, at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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 Johannesburg 


    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.