Advanced Diploma in Information Technology

Purpose

The purpose of the Advanced Diploma in Information Technology (AdvDip IT) is to provide learners with the knowledge and skills to design, develop and maintain software solutions to solve business and industry needs effectively using the latest technology. The qualification is designed to produce a graduate with the theoretical and practical skill set to apply the latest technologies and tools in designing and developing optimal software solutions for business and industry needs. This qualification will strengthen and deepen the learner's theoretical knowledge and develop the learner's applied competence in analysing, interpreting and understanding information systems development processes, principles and methods.

Furthermore, the qualification is designed to start preparing learners for postgraduate study through deepening of their knowledge and understanding of theories, methodologies and practices in the Information Technology (IT) academic disciplines and fields, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques.

A qualifying learner will be competent in applying design, development, implementation and / or maintenance strategies and techniques in the development of Information Technology solutions as well as to effectively manage and administer an Information Technological environment.

Rationale

The National Development Plan 2030 states that South Africa can benefit from rapid growth in developing countries that leads to increased demand for commodities and the expansion of consumer markets. At the same time, these trends pose challenges for middle-income countries as a result of greater competition in manufacturing and certain IT-enabled services.

The qualification will be in line with the stipulations of Government Gazette No. 36797, dated 30 August 2013, and with the institution's commitment to the National Qualifications Framework (NQF) Act (Act No. 67 of 2008)'s objective to "facilitate access to, and mobility and progression within, education and training career paths".

The world of Information and Communication Technology (ICT) is constantly evolving at a rapid pace. It is vitally important that the University adjust its current qualifications accordingly, to ensure that learners are trained in these cutting-edge technologies.

In addition, the 2012 Free State, South Africa Organisation for Economic Co-operation and Development (OECD) programme emphasised that universities and other Higher Education Institutions (HEIs) can fulfil a key role in human capital development and innovation systems in their cities and regions.

The 2012 Higher Education in Regional and City Development, Free State South Africa, OECD, further emphasises that the key challenges for the Free State and its higher education and training institutions are:

• Developing a more inclusive labour market and education system.
• Creating an economy that can absorb both highly skilled and low-skilled people.
• Addressing the long-term challenges of poverty, inequity and poor health; and.
• Turning the potential of the higher education sector into an active asset for regional development.

Furthermore, there is a high demand, both nationally and internationally, for qualified IT Experts. Today, every business makes use of computer hardware and software-a statement that is confirmed by the Scarce Skills List of the Department of Labour (DoL), as well as the Industry Advisory Board. Quality IT professionals are also included in the list of critical skills shortages contained in the National Development Plan 2030 (South African National Planning Commission (NPC), 2013). This qualification will address this critical skills shortage.

This qualification will enable learners doing the current Diploma in Information Technology to further their studies. The qualification will also articulate to the Postgraduate Diploma in Information Technology before exiting in preparation for employment in the business and industry sector.

There is a need in the market for well-trained IT System developers. This is confirmed by the scarce skills list of the Department of Labour as well as the Industry Advisory Board. The need is for developers that can analyse a problem and suggest and develop a software solution.

Recognition of Prior Learning (RPL)

The Department of Information Technology is committed to social transformation and redressing the inequalities of the past, as stipulated in the institution's mission and vision. It aims to be an accessible Centre of excellence by providing an opportunity to previously disadvantaged learners in the Information Technology environment. The institution embraces the "Access with success plan" as its commitment to realising the university's endeavours of widening the access of learners to higher education.

RPL facilitates and promotes access to the qualification; learners will be selected based on Recognition of Prior Learning (RPL). Selection of such learners will be in accordance with the Recognition of Prior Learning (RPL) policy of the institution. RPL applications for the institution are received by the Centre for Assessments and Graduations. The learners are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the RPL Committee for assessment. The RPL committee will assess the learner's portfolio thoroughly against the relevant learning outcomes.

There are two forms of RPL, namely RPL for access and for credit.

RPL concerns the evidence-based knowledge and learning that learners have acquired, whether by having completed formal education, or through experience. At all times, the question will be at which are the skills. Assessment of the skills is in the context of the exit-level abilities required by the qualification, modules, or the status for which the learners apply, and will not merely be on the applicant's recorded experience. RPL will thus take place in terms of applied competencies demonstrated by the learners in their applications, taking into consideration the Exit Level Outcomes that have to be obtained using the selected learning programme.

In this qualification, RPL will be provided for entrance requirements or for credits.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Information Technology, NQF Level 6.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 138 Credits.

Compulsory Modules, 66 Credits

• Research Methodology - Information Technology (IT) Project, 30 Credits.
• Software Engineering & Design, 18 Credits.
• Software Development, 18 Credits.

Elective Modules, 72 Credits (Select Four)

• Information Security, 18 Credits.
• Database Systems, 18 Credits.
• Computer Servers' Administration, 18 Credits.
• Operating Systems, 18 Credits.
• User Interfaces Design, 18 Credits.

1. Apply appropriate techniques and strategies for managing an information security programme.
2. Design and construct modern database systems for business problems, through the understanding and practical application of end users' requirements.
3. Apply techniques in the planning, scheduling, controlling and monitoring of an information technology project. Identify, design, develop and implement a software solution for a complex business problem applying new technologies, software paradigms and platforms
4. Run a highly efficient and modern data-centre, with expertise in identity management, systems management, virtualisation, storage, directory services and networking.
5. Demonstrate adequate understanding of fundamental principles and functions of an operating system and install, configure and administer an operating system or components to support an organisation's Information Technology (IT) infrastructure.
6. Identify, design and develop all requirements, analysis and design documents for a complex business problem.
7. Design, construct and apply efficient game design concepts and philosophies to develop two-dimensional games for deployment and publishing across multiple platforms.
8. Design, construct and apply efficient user interfaces for varying Operating System and application/web platforms through the understanding and practical application of user interface/human computer interaction principles.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the importance of information security and the management.
• Demonstrate an understanding of risk management.
• Demonstrate an understanding of security technology, in terms of firewalls and Virtual Private Network (VPNs).
• Demonstrate an understanding of intrusion detection, access control, and other security tools that includes cryptography.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and describe server technologies to access data stored in a database.
• Identify and describe relational structures.
• Define and describe relational structures.
• Use client tools are effectively to access a relational database.
• Use server technologies are effectively to access data stored in a database.
• Use logical and physical database models to design, develop and implement databases for specific user requirements.
• Identify appropriate types of models for various categories of business-related problems.
• Demonstrate an understanding of using advance Structured Query Language (SQL) commands to create and modify a database.
• Use advance SQL commands to analyse data.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply and develop detailed work breakdown structures and baseline schedules for an Information Technology (IT) project using examples provided, demonstrating that relevant knowledge and skills.
• Investigate, select and apply appropriate project monitoring strategies to examples provided, in order to demonstrate understanding of the control and monitor of an IT project.
• Produce progress report documents according to agreed parameters and timeframes.
• Demonstrate an understanding and usage of the current modelling language.
• Identify, design, apply, develop and implement an intuitive, effective and efficient software solution for a complex business problem through the application of industry specific technologies, accepted software paradigms and known platforms.
• Understand and apply the software project management concepts, such as effective time management, feasibility studies (economic, operational and technical), teamwork etc. with the aim to ensure that performance requirements and deliverables are met, is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate and identify Server Software suitable for a modern data centre of a Business or Industry.
• Install Server Software and demonstrate configuration of the Server.
• Design and implement Server infrastructure.

Associated Assessment Criteria for Exit Level Outcome 5

• Discuss necessary operating system components and functions.
• Demonstrate preparing a computer for use as a server.
• Demonstrate installing an operating system and validating the installation as successful.
• Make a distinction between server and client services.
• Demonstrate Configuring and Testing for validity of, Common network services (TCP/IP), print, file, DHCP, DNS, FTP, HTTP, mail, SNMP, telnet.
• Explain the benefits of using scripts to automate operating systems tasks.
• Describe virtualisation advantages and issues.
• Demonstrate the ability to install two virtual machines on a system, using a current virtualisation software.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate and understand the scope of software engineering.
• Understand and apply the different Software Process Models in different project environments.
• Understand and apply the Unified Process model.
• Apply execution based and none execution based testing techniques to create high quality software artefacts.
• Apply cohesion and coupling best practices and principles to create reusable object oriented designs.
• Explain and apply the steps in the Requirements Workflow of the Unified process.
• Explain and apply the steps in the Analysis Workflow of the Unified process.
• Explain and apply the steps in the Design Workflow of the Unified process.
• Explain and apply the steps in the Implementation Workflow of the Unified process.
• Explain and apply the role of a developer during post-delivery maintenance.
• Use the current modelling language to create all requirements, analysis and design documents.

Associated Assessment Criteria for Exit Level Outcome 7

• Describe the main genres of computer games and differentiate between types of gameplay and the types of users.
• Apply game design concepts, to design games that are aimed at the mobile market by implementing design philosophies to ensure gameplay that is accessible, while keeping gameplay sessions relatively short, but engaging.
• Design and develop a game framework that abstracts the communication with the underlying operating system for the primary modules: Window Management, User Input, File Input/Output, Graphics and Audio.
• Design and develop two-dimensional games using the construct2 system environment for use across multiple platform.
• Deploy and publish developed two-dimensional games to different platforms mobile store.

Associated Assessment Criteria for Exit Level Outcome 8

• Design effective, efficient, user friendly and aesthetically pleasing user interfaces for interactive application software / web-based products.
• Understand different users and how to contextually design user interfaces with the aim to maximise the operationalisation and usefulness of related software functionality.
• Design interactive products as to support the manner in which people communicate and interact in different contexts.
• Discuss and apply components and related process of interaction design, to the user experience in terms of usability goals.

Integrated Assessment

Provision is made for integrated assessment in its entirety. The underpinning principle for the achievement of integrated assessment is ensuring that all work and assessments are directed at enabling learners to commence with situations and required decisions in an end-user support environment. Both formative and summative forms of assessment practices are accommodated.

Furthermore, as the qualification is practice-oriented, the theory acquired is put into practice. This synergy between theory and practice are achieved through:

• Addressing a number of Exit Level Outcomes together.
• Clustering a number of Associated Assessment Criteria together.
• Promoting and raising awareness of the connections and relationships between the knowledge, processes and skills inside the different modules; and.
• Using a combination of several different assessment methods, instruments and tools to achieve outcome(s).