Bachelor of Information and Communication Technology

Purpose

The purpose of the Bachelor of Information and Communication Technology (BICT) is to equip learners with Information and Communication Technology (ICT) knowledge and computing skills to address the needs of different industries and society.

The qualification will produce learners with appropriate competencies and knowledge that are aligned to solving ICT business-related problems. It provides them with sufficient theoretical, analytical and practical knowledge in emerging ICTs to allow for professional and academic growth in careers such as applications development, analytics etc. to make a meaningful contribution to industry and society at large. The skill sets presented by the qualification also allows learners to develop as holistic practitioners with creative and innovative skills, applied and cognitive competencies in the acquisition, interpretation and application of ICT principles professionally and ethically.

The qualification further aims to produce life-long independent learners capable of undertaking research to make contributions to knowledge and society.

A qualified learner will be able to

• Use and integrate advanced knowledge and understanding of the key terms, concepts, principles, insights, methods and technologies of ICT, to solve ICT-related problems, and to develop applications that provide solutions to industry and society in general.
• Evaluate the different types of knowledge and explanations that are typical within the various fields of ICT, including policies and practice.
• Apply a wide range of current methods and techniques used in ICT.
• Identify, analyse, evaluate, critically reflect on and address complex ICT problems, through independent, supervised research, using technical knowledge and expertise as well as both theoretically and empirically- grounded approaches to arrive at effective solutions.
• Take decisions and act ethically and professionally, and justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment during interactions with different clients in different contexts.
• Develop appropriate processes for accessing and processing information for a given context, independently validate the sources of information, evaluate and manage the information.
• Develop and communicate own ideas and opinions in well-formed arguments, using the appropriate academic, disciplinary professional, or occupational register and discourse.
• Manage and adapt complex ICT processes and procedures in unfamiliar and variable contexts, and demonstrate an understanding that problem-solving is context and system bound, and does not occur in isolation.
• Identify, evaluate and address his or her learning needs in a self-directed manner and reflect on the success of their approach in a manner that facilitates lifelong learning.
• Work effectively and efficiently in a team as a member and as a leader in a manner that facilitates collaborative learning with other fellow learners. Take full responsibility for own work and, where applicable, that of fellow learners, as well as accountability for own actions and where necessary, those of fellow learners.

Rationale

Information and Communication Technology (ICT) is identified as a scarce skill in the National Labour Scarce Skills Document. The Bachelor of Information and Communication Technology (BICT) is intended to stimulate economic growth and address regional, national and international needs. The Mpumalanga Provincial Growth and Development Strategy (PGDS) has identified ICT as one of the priority areas in their provincial strategic development plan. The proposed BICT will, therefore, support the growing need for ICT skills, and with the 4IR representing a high demand for skill sets. Statistic.com (https://www.statista.com/topics/2430/smart-homes/) reports that ninety million smart home devices are to be shipped worldwide in 2018 and further making a projected smart home market size of $53.5 billion word-wide by the year 2022. In addition, the market size for applications such as the Internet of Things (IoT) and analytics, involved in the use of smart devices, is projected to reach $470 billion by 2020 worldwide. Mobile application development targeting smart devices with a deliberate focus on IoT and analytics can be deemed to be the next generation market for innovative projects if we are to satisfy the need for such devices based on the projections from Statista.com. The qualification aims to address the development of user-ready, secure and efficient applications to meet the growing demand is a justifiable call.

The BICT will empower learners with the practical, professional and soft skills that are necessary to be competitive in the field. Learners will be able to provide professional services to various types of businesses such as Systems Analysts, Database Administrators, Network Administrators and Programmers, or to work as members of Information Technology (IT) project teams.

The BICT will create opportunities for progression for learners who intend to further their studies and careers by acquiring further qualifications. Learners who complete this qualification are able to progress to Bachelor of Honours and thereafter to further postgraduate studies. This will enable them to produce original research relevant to the African context and allow South Africa to actively shape its own future.

Recognition of Prior Learning (RPL)

The Recognition of Prior Learning (RPL) is central to the notion of lifelong learning and, by providing alternative access to higher education, will play a role in redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification.

RPL will be applied in line with the institution's Policy on Recognition of Prior Learning and the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019). The institution will implement two types of RPL, namely, RPL for access and RPL for credit.

Learners may apply for credits or exemptions for NQF Level 5 modules already passed in-house and/or at other accredited institutions.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to bachelor degree studies.

Or

• Senior Certificate, NQF Level 4 granting access to bachelor degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to bachelor degree studies.

This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 360 Credits.

Compulsory Modules, Level 5,120 Credits

• Academic Literacy and Professional Development for ICT 101, 12 Credits.
• Introduction to Databases 101, 12 Credits.
• Mathematics for Computing 101, 12 Credits.
• Mathematics for Computing 102, 12 Credits.
• Introduction to Operating Systems 102, 12 Credits
• Introduction to Programming Techniques 101, 12 Credits.
• Introduction to Networking 102, 12 Credits.
• Information Technology Project Management 101, 12 Credits.
• Introduction to Web Development 102, 12 Credits.
• Programming Techniques 102, 12 Credits.

Compulsory Modules, Level 6,120 Credits

• Programming Techniques 201, 12 Credits.
• Communication Networks 201, 12 Credits.
• Data Analytics 202, 12 Credits.
• Principles of Software Engineering 201, 12 Credits.
• Database Systems 201, 12 Credits.
• Introduction to the Internet of Things 202, 12 Credits.
• Data Structures and Algorithms 202, 12 Credits.
• Statistics for Information Communication Technology 201, 12 Credits.
• Mobile Application Development Techniques 202, 12 Credits.
• Cybersecurity 202, 12 Credits.

Compulsory Modules, Level 7,90 Credits

• Project 300, 30 Credits.
• Professional Practice 302, 15 Credits.
• Artificial Intelligence 301, 15 Credits.
• Data scalability and Analytics 301, 15 Credits.
• Software Development for the Internet of Things 302, 15 Credits.

Elective Modules, NQF Level 7, 30 Credits (Choose two)

• Advanced Programming Techniques 301, 15 Credits.
• Human Computer Interaction 302, 15 Credits.
• Advanced Operating Systems 302, 15 Credits.
• Dynamic web development 302, 15 Credits.
• Communication networks 301, 15 Credits.

1. Apply and evaluate key terms, concepts, principles, insights, methods and ICT technologies to solve ICT-related problems and develop applications that provide solutions to industry and society in general.
2. Evaluate the different types of knowledge and explanations that are typical within the various fields of ICT, including policies and practice.
3. Apply a wide range of current methods and techniques used in ICT.
4. Identify, analyse, evaluate, critically reflect on and address complex ICT problems, through independent, supervised research, using technical knowledge and expertise as well as both theoretically and empirically- grounded approaches to arrive at effective solutions.
5. Take decisions and act ethically and professionally, and justify those decisions and actions drawing on appropriate ethical values and approaches within an ICT environment during interactions with different clients in different contexts.
6. Develop appropriate processes for accessing and processing information for a given context, independently validate the sources of information, evaluate and manage the information.
7. Develop and communicate own ideas and opinions in well-formed arguments, using the appropriate academic, disciplinary professional, or occupational register and discourse.
8. Manage and adapt complex ICT processes and procedures in unfamiliar and variable contexts, and demonstrate an understanding that problem-solving is context and system bound, and does not occur in isolation.
9. Identify, evaluate and address his or her learning needs in a self-directed manner and reflect on the success of their approach in a manner that facilitates lifelong learning.
10. Work effectively and efficiently in a team as a member and as a leader in a manner that facilitates collaborative learning with other fellow learners. Take full responsibility for own work and, where applicable, that of fellow learners, as well as accountability for own actions and where necessary, those of fellow learners.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and apply key terms, concepts, principles, insights, methods and ICT technologies to solve ICT-related problems.
• Analyse and evaluate a range of current methods used in ICT technologies in all written and oral presentations.

Associated Assessment Criteria for Exit Level Outcome 2

• Explore and debate the pace of change and development in ICT, and the implications thereof in all written and oral presentations.
• Identify and evaluate different types of knowledge and explanations, including policies and practice within the various ICT fields.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically analyse a range of methods, including statistical methods, and techniques used in familiar and unfamiliar project scenarios and the research project.

Associated Assessment Criteria for Exit Level Outcome 4

• Select and apply a range of methods of enquiry in ICT and their suitability to specific investigations to resolve problems in industry and society.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess and debate the ethical issues in the information technology design to address the ICT challenges.

Associated Assessment Criteria for Exit Level Outcome 6

• Access information from a range of sources.
• Evaluate information and validate sources.
• Manage information efficiently and effectively using appropriate databases.

Associated Assessment Criteria for Exit Level Outcome 7

• Prepare and present written reports and oral presentations using the appropriate technology and language for the audience.
• Use the correct format for referencing to eliminate plagiarism.

Associated Assessment Criteria for Exit Level Outcome 8

• Selected based on the context a range of advanced knowledge, and appropriate skills, methods and technologies to address problems in familiar and unfamiliar scenarios, and real industry and community settings.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, evaluate and address learning needs and reflect on the success of the self-directed and autonomous approach to ICT projects to facilitate lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 10

• Successfully plan, execute, complete and submit on time individual and group assignments.