Bachelor of Science in Computing

The purpose of this qualification is to provide learners with theoretical and practical knowledge about the nature of computing. This qualification serves to deepen the learner's expertise in the computing discipline and to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of discipline and field of study in computing.

Recognition of Prior Learning (RPL)

Prior accredited learning of a learner at the Further Education and Training (FET) or Higher Education and Training (HET) level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for the Bachelor of Science and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning

An applicant who falls outside of the formal qualifications system but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the recognition of prior learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning programmes prior to admission or to parallel programmes after admission.

Entry Requirements

The minimum entry requirement is

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies.

This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules at Level 5: 72 Credits

• Linear Algebra, 12 Credits.
• Computer Systems: Fundamental Concepts, 12 Credits.
• Theoretical Computer Science I, 12 Credits.
• Introduction to Programming I, 12 Credits.
• Introduction to Business Information Systems, 12 Credits.
• Introduction to Programming II, 12 Credits.

Elective Modules at Level 5

• Calculus A, 12 Credits.
• Human-Computer Interaction I, 12 Credits.
• Visual Programming I, 12 Credits.

Compulsory Modules at Level 6

• Programming: Contemporary Concepts, 12 Credits.
• Introduction to Statistics,12 Credits.
• Object-Oriented Analysis, 12 Credits.
• Databases I, 12 Credits.
• Theoretical Computer Science Ii, 12 Credits.
• Structured Systems Analysis and Design, 12 Credits.
• Programming: Data Structures, 12 Credits.
• Computer Organisation, 12 Credits.
• Computer Networks I, 12 Credits.
• Advanced Systems Development, 12 Credits.

Elective Modules at Level 6

• Numerical Methods I, 12 Credits.
• Formal Logic II, 12 Credits.
• Visual Programming II, 12 Credits.
• Numerical Methods II, 12 Credits.

Compulsory Modules at Level 7

• Operating Systems and Architecture, 12 Credits.
• Software Project Management, 12 Credits.
• Theoretical Computer Science III, 12 Credits.
• Advanced Programming, 12 Credits.
• Database Design and Implementation, 12 Credits.
• Databases II, 12 Credits.

Elective Modules at Level 7

• Techniques of Artificial Intelligence, 12 Credits.
• Computer Graphics, 12 Credits.
• Human-Computer Interaction II, 12 Credits.
• Formal Logic III, 12 Credits.

1. Identify, analyse, formulate and solve convergent and divergent problems and issues related to the natural and human environments.
2. Work effectively with others as a member of a team, group, organisation or community.
3. Manage and organise own activities and life responsibly and effectively, including own studies within the open and distance learning context.
4. Collect, analyse, organise and critically evaluate information, as required.
5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and for written presentation, often in pieces of sustained discourse.
6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global context.
7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging own responsibilities to those in the local and broader community.

Associated Assessment Criteria for Exit Level Outcomes

1 a).

• The core concepts and principles of the discipline are identified, described and explained.
• The relationships among the core concepts and principles are demonstrated.
• The range and limits of applicability of the core concepts and principles are identified.
• The core concepts and principles are applied to standard problems.

1 b).

• Examples of changes in knowledge and understanding in a discipline are described and explained.
• The limitations of basic techniques used in a discipline are appraised.
• The significance of contested scientific knowledge in a contemporary context is recognised.
• An understanding of how scientific information and ideas become generally accepted is demonstrated.

2 a).

• The library, internet and other data storage and retrieval facilities are used to access information.
• Scientific reasoning is used to evaluate the quality of information.
• Information from a variety of sources, which may be contradictory or divergent, is synthesised.

2 b).

• Appropriate procedures for generating relevant information are designed, selected and applied with due concern for bias and for any ethical or safety considerations.
• Appropriate forms of enquiry are conducted by applying standard procedures within the discipline such as experimental or computational techniques, or deductive reasoning.
• Data are collected and recorded accurately, truthfully and in appropriate formats.
• Data and scientific evidence are analysed and from such analysis valid arguments and conclusions are presented.

3.

• Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
• Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
• Hypothetico-deductive reasoning can be performed.
• Cause-effect relations can be discerned in the face of some level of uncertainty or gap in available information.
• Thinking and reasoning processes are reflected upon.
• The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.

4.

• Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
• Scientific information is presented verbally in front of others.
• Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
• Non-verbal forms of representation are used correctly and appropriately.

5.

• Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
• The knowledge of theory is applied to particular real-world contexts.
• Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.

6.

• Tasks related to basic computer literacy skills are performed.
• The validity of ICT solutions for problems posed by a discipline are critically assessed.
• Information and Communications Technology (ICT) that is appropriate to the particular discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

7.

• Evidence of successful and effective contributions in group work is provided.
• The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
• Organisational skills in managing group work are applied.

8.

• Scientific knowledge that is relevant to current societal issues is identified.
• Public information dealing with current scientifically related issues is critically evaluated.
• Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
• The socio-economic impact of scientific interventions in society is identified.
• Scientific knowledge is applied for the direct benefit of others, e.g. to junior students, in schools or in the community.

9.

• Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
• Effective learning strategies which suit personal needs and contexts are developed and used.
• Effective time management is demonstrated, e.g. by completing tasks to deadlines.

Integrated Assessment

Formative Assessment is done by means of activities in study guides, self-assessment questions in study guides and self-assessment assignments as well as written assignments that have to be submitted for assessment. The assignments are either in the form of multiple-choice questions (MCQs), short questions, essays or a combination. Students submit three assignments for each module. The marks obtained for these assignments contribute a minimum of 20% towards the final mark for the module. The remaining mark is made up of the examination mark.

Feedback on activities and self-assessment questions are provided in study guides and tutorial letters. Individual feedback on assignments is provided by assessors in marked assignments while general feedback on these assignments is provided in tutorial letters.

Summative Assessment is conducted by means of a two- to three-hour examination per module. Feedback on summative assessment (examinations) is provided to individual students upon request.