Advanced Diploma in Information and Communications Technology in Applications Development

Purpose

The purpose of the Advanced Diploma in Information and Communications Technology in Applications Development is to produce learners that have a good theoretical knowledge and practical skills of systems analysis, design and applications development. The qualification is designed to enable a learner to, not only apply the concepts and skills of the specialisation sufficiently for a smooth transition into the work place, but also to solve complex problems adapting to the requirements of the organisation's environment.

Rationale

The qualification is intended to deepen the professional knowledge, practice and attitudinal skills development of learners and facilitate the access to higher-level qualifications such as the Postgraduate Diploma, Masters and Doctoral studies. In addition, this qualification provides learners with continuing specialised learning in their chosen career. Information and Communication Technology (ICT) as a pervasive discipline is subject to global market forces and the curriculum needs to be responsive to all disruptive innovations that present unique challenges to the related business environment.

The field of Applications Development is one where changes occur at a rapid pace and there is always a constant demand for skilled personnel. Therefore, this offering enables qualifying learners holding the Diploma in ICT in Applications Development to further their learning as they progress in their chosen careers.

The focus of this offering is to provide advanced technical skills in Application Development, as well as to cater for the professional development. The qualification is built on the foundations laid by the Diploma in Applications Development and advances the applied and general skills through the core subjects Software Engineering, Development Software, and the Project offerings.

ICT is an enabler tool for diverse sectors in the industry, the institution is committed to introduce this qualification to stimulate the economic growth and improve regional, national and international ICT shortages skills. In order to achieve this milestone, the learners will be exposed to practical and theoretical knowledge through various attributes such as ICT projects development and self-professional development, which will be the main driver of this qualification.

Recognition of Prior Learning (RPL)

The institution has an RPL policy in place. Admission via RPL is possible. Learners for RPL admission will be required to demonstrate suitability either through work experience or other prior learning that has taken place.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Information and Communication Technology, Level 6, 360 Credits.

Or

• A related qualification in the same field, Level 6, 360 Credits.

This qualification consists of the following compulsory modules at Level 7 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Project, 24 Credits.
• Advanced Data analysis and Visualisation, 16 Credits.
• Development Software, 16 Credits.
• Database Systems, 16 Credits.
• Advanced Development Software, 16 Credits.
• Information Security, 16 Credits.
• Software Engineering and Design, 16 Credits.

1. Use and apply current technical concepts and practices in the core information technologies.
2. Identify and analyse user needs and take them into account in the selection, creation, evaluation and administration of software application systems.
3. Operate on a higher level in order to solve complex problems adapting to the requirements of the organisation's environment.
4. Acquire and develop sufficient knowledge to solve complex problems in an ethical and professional manner by obtaining, processing, evaluating, managing and communicating related information using a range of suitable methods within the area of study as indicated by the different specialisation purpose statements.
5. Gather the ability to interpret and discuss new knowledge, the critical evaluation of facts, the practical application thereof and the solution of problem situations in practice are the expected outcomes.
6. Acquire more advanced skills, the emphasis is also placed on developing a person who is skilful with a good understanding of his/her role in society. Therefore, the three core components of knowing, doing and being are developed for meaningful engagement in the IT discipline and practice on the appropriate level.

Associated Assessment Criteria for Exit Level Outcomes

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Demonstrate Logical thinking and identify na�ve and flawed scientific reasoning.
• Apply the knowledge of theory to particular real-world contexts.
• Demonstrate the selection and application of appropriate methods and tools for the development of solutions to specific real world problems.
• Integrate knowledge from various disciplines or modes of enquiry, in solving scientific problems.
• Identify, describe and explain the core concepts and principles of the discipline.
• Demonstrate the relationships among the core concepts and principles.
• Structure a problem into natural components and critically evaluate piece of analysis and development work.
• Formulate, analyse and solve concrete and abstract problems, in familiar and unfamiliar contexts.
• Demonstrate effective time management by completing tasks to deadlines.

Integrated Assessment

The institution has an Assessment policy in place to ensure credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability and practicability.

Integrated assessment is used extensively across the qualification. Learners will be doing a project where aspects covered in various modules come together in the project. Self- and peer assessment takes place in various ways in the face-to-face context, including through classroom activities, assignments, and written work. Summative and Formative Assessments are integrated into the learning in each of the constituent modules of the qualification.