Advanced Diploma in Information and Communication Technology in Communication Networks

Purpose

The purpose of the qualification is to provide students with an understanding of secure communication networks design, implementation, maintenance and troubleshooting and to apply the critical competences and skills in communication networks as a specialised field. The qualification is designed to produce graduates with the requisite specialist theoretical and practical skills in the latest technologies and tools employed within the field. It further requires graduates that can research, reflect, innovate, problem solve and integrate knowledge in a discipline specific way while serving societal needs.

This qualification will strengthen and deepen the student's knowledge and develop applied competence in the analysis, interpretation, understanding and application of communication networks and tools. It further develops the student's intellectual independence, research and professional skills.

Rationale

A rapidly changing technological and digital landscape demands practitioners and experts that understand, respond to, drive and further the aims of the industries they serve Internet and computer networks are now ubiquitous and a growing number of computing activities strongly depend on the correct operation of the underlying network. Networks, both fixed and mobile are a key part of the computing environment of today and tomorrow. Many computing applications that are used today would not be possible without networks. This dependency on the underlying network is likely to increase in future.

The Advanced Diploma in Information and Communication Technology in Communication Networks is built on the foundations laid by the Diploma in Information and Communication Technology (ICT) and aims to advance applied and general skills and offer a degree of specialisation in the field of communication networks. This networking specialisation branches from Information Technology and thus has a particular technological, design and user experience focus.

The qualification is structured in such a way that it prepares students for an academic career path should they wish to continue with a Postgraduate Diploma. The need, description and planned implementation of the curriculum was discussed and debated and this informed the design of the curriculum. The university's curriculum specialists have been consulted in formulating the qualification. The Information Technology Department is a member of the Higher Education Information and Communication Technology Association (HEICTA). Engagement with other member institutions of HEICTA formed part of the curriculation process of the Advanced Diploma. The Association for Computing Machinery (ACM) curriculum was referenced in the HEICTA curriculum development process in establishing new Diploma and Advanced Diploma qualifications.

Graduates will exit into industry and be able to occupy the following occupations that are networking specific: network administration; network analysis, planning and management; network technical support; network troubleshooting and support; network security; network operations; voice or data communications analysis and administration; internet/intranet administration. Graduates may find themselves able to apply their skill sets to the following related occupations: ICT service manager; ICT project manager; data management manager; IT manager; ICT trainer; ICT account manager.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning.

The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Entry Requirements

The minimum admission requirements for this qualification are

• A 360-Credit Diploma in Information and Communication Technology (ICT) or comparable qualification at Level 6 in the field of study.

Or

• A 240-Credit Diploma in Communication Technology with a 120-Credit Work-Integrated Learning (WIL) component.

Additional requirements

• An appropriate level of achievement in the exit level subjects of the 360-Credit Diploma in ICT.

Or

• An appropriate level of achievement for the second year of the 240-Credit Diploma together with 60% for the 120 WIL credits.

This qualification comprises compulsory modules at Level 7 totalling 120 Credits.

Compulsory Modules

• Communication Networks Theory 4, 20 Credits.
• Communication Networks Practice 4, 20 Credits.
• Projects 4, 40 Credits.
• Research Methodology, 20 Credits.
• Professional Development, 20 Credits.

1. Demonstrate integrated knowledge of technology appropriate to the discipline.
2. Analyse a problem, and identify and define the technological requirements appropriate to its solution.
3. Design, secure, implement, troubleshoot and test a communication network, to meet desired needs.
4. Function effectively in teams to accomplish a common goal.
5. Demonstrate an understanding of professional, ethical, legal, security and social issues and responsibilities.
6. Communicate effectively with a range of audiences.
7. Analyse the local and global impact of communication networks on individuals, organisations and society.
8. Demonstrate the need for identifying, evaluating and addressing own learning needs.
9. Demonstrate integrated knowledge applying and evaluating current techniques, skills, and tools necessary for communication networks practice.
10. Use and apply current technical concepts and practices in the core information technologies.
11. Demonstrate an understanding of a range of methods of enquiry as well as selecting and applying these methods in communication networks and to resolve problems.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply knowledge acquired in a relevant project where all theory, concepts and principles are demonstrated appropriate to the discipline.

Associated Assessment Criteria for Exit Level Outcome 2

• Use knowledge gained to analyse a problem and evaluate the technology requirements appropriate to its solution.

Associated Assessment Criteria for Exit Level Outcome 3

• Use knowledge of designing, implementing, securing, troubleshooting and testing techniques to meet the needs in a small to medium-sized communication network.

Associated Assessment Criteria for Exit Level Outcome 4

• Use social skills to form and collaborate effectively in teams.to accomplish a common goal.
• Use appropriate communication techniques and communication software to share and contribute information to accomplish the common goal.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply professional, ethical, legal, security and social knowledge, behaviour and actions within a supported environment.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate effectively with a wide audience, including users, to meet their needs.
• Use presentation tools in presenting proposals, case studies and projects.
• Use electronic means to communicate effectively and professionally with peers and superiors.
• Communicate and participate effectively in meetings, seminars and conferences.

Associated Assessment Criteria for Exit Level Outcome 7

• Analyse the local and global impact of communication networks on individuals, organisations and society.
• Develop an understanding that a communication network does not operate in isolation.

Associated Assessment Criteria for Exit Level Outcome 8

• Recognise the need and ability to engage in continuing professional development.

Associated Assessment Criteria for Exit Level Outcome 9

• Use current techniques, skills, and tools necessary for communication networks practice.

Associated Assessment Criteria for Exit Level Outcome 10

• Use and apply current technical concepts and practices in the core information technologies such as operating systems and programming.

Associated Assessment Criteria for Exit Level Outcome 11

• Identify and analyse user needs and take them into account in the selection, creation, evaluation and administration of communication networks.
• Effectively integrate technology-based solutions into the user environment.

Integrated Assessment

Formative and Summative Assessment

Integrated assessment cuts across a number of subjects/modules and is aimed at the holistic development of students and contributes to students' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student-centred learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should be in keeping with academic disciplinary and professional field norms and standards.

Formative Assessment

Formative Assessment is aimed at enhancing student learning. It provides students with an opportunity to reflect critically on their own learning and improve their levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.

Summative Assessment

Summative Assessment will take place at the end of a section of work or quarter/semester and is aimed at assessing students' attainment against the learning outcomes. Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.