Diploma in Computer Applications

Purpose

The Purpose of the Diploma: Computer Applications is to introduce learners to the design, analysis, and application of computers and computer-based systems. Through course and laboratory experiences, learners learn the principles essential to defining, designing, and building both general purpose and application-specific computer systems. Course work emphasises fundamental elements of electrical engineering and computer science as well as underlying circuit and logic technologies. The senior project provides a hands-on experience. The qualification prepares students for careers in industry or for graduate study.

A learner who has completed this qualification will be competent in providing professional, technical and developmental support in the computer industry.

Rationale

The qualification prepares learners for careers in industry or for graduate study. A learner who has completed this qualification will be competent in providing professional, technical and developmental support in the computer industry.

This qualification is also intended to address the government's strategic decision to move toward a Digital Terrestrial Television (DTT) environment. This will create thousands of job opportunities in the technical and engineering field.

The Diploma: Computer Applications is also designed to address the five critical areas for building a developmental information society as identified by the South African Department of Communications:

• E-Governance.
• E-Skills Development.
• SMME Development.
• Information Ethics.
• ICT Rural Development.

The statistics of the National Scarce Skills list for South Africa, published by the Department of Labour identifies the competencies in this qualification as scarce and critical skills required by the country.

Learners who register for this qualification are assumed to have

• A foundational knowledge and understanding of Mathematics equivalent to NQF Level 4.
• Basic information-gathering, analysis and presentation skills equivalent to NQF Level 4.
• The capacity to learn from written material in the technical language of Mathematics and Science.
• The ability to communicate what they have learned reliably, accurately, and comprehensively in the required medium of instruction (currently English).
• The ability to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
• The ability to evaluate their own performance.

Recognition of Prior Learning (RPL)

Formal Prior Learning

Prior accredited learning of a student at the Further Education and Training or Higher Education and Training level in relevant domains which constitute credit-bearing units or modules will 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 Diploma in Computer Applications 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 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, will be directed to other suitable learning programmes prior to admission or to parallel programmes after admission.

Access to the Qualification

A learner wishing to enrol for this qualification must be in possession of one of the following

• National Senior Certificate with appropriate subject combinations and levels of achievement, granting admission to Diploma studies.
• A Higher Certificate or Advanced Certificate in a cognate field.

The qualification consists of compulsory modules at NQF Levels 5, 6 and 7 and additional elective modules at NQF Levels 6 and 7. 34 Modules, totalling 360 Credits, must be completed to be awarded the qualification.

Modules at NQF Level 5 - all compulsory

• Development Software 1, 10 Credits
• Information Systems 1, 10 Credits
• Commercial Programming 1, 10 Credits
• Internet &Web Technology (HTML) 1, 10 Credits
• Networks 1, 10 Credits
• E-Commerce 1, 10 Credits
• Business Communication 2,10 Credits
• Information Systems 2, 10 Credits
• Commercial Programming ( VB.Net) , 10 Credits
• Internet &Web Technology (HTML) 2, 10 Credits
• Networks 2, 10 Credits
• E-Commerce 2, 10 Credits

Total Credits at Level 5: 120

Compulsory Modules at NQF Level 6 (135 Credits)

• Quantitative Techniques, 10 Credits
• Information Systems (SDLC), 10 Credits
• Technical Programming (Data Structures with C++), 10 Credits
• Database Systems (DDLC), 10 Credits
• Operating Systems, 10 Credits
• Information Systems (SDLC), 10 Credits
• Technical Programming (C++), 10 Credits
• Database Systems (SQL), 10 Credits
• Information Systems (IT Project Management), 10 Credits
• Technical Programming (JAVA), 10 Credits
• Information Systems ( IT Group Project ), 15 Credits
• Technical Programming (JAVA), 10 Credits
• Work Integrated Learning, 10 Credits

Elective Modules at NQF Level 6 (40 Credits)

Each subject comprises two modules. Choose any two subjects. All four modules must be completed to be awarded the credits:

• Internet Programming 1 and 2, 20 Credits
• Business Management 1 and 2, 20 Credits
• Networks 1 and 2, 20 Credits

Total Credits at NQF Level 6: 175

Compulsory Modules at NQF Level 7 (45 Credits)

• Human Computer Interaction, 15 Credits
• Data Warehousing and Data Mining, 15 Credits
• Computer Security, 15 Credits

Electives Modules at NQF Level 7 (20 Credits)

Each subject comprises two modules. Choose any one subject. Both modules must be completed to be awarded the credits

• Commercial Programming 1 and 2, 20 credits
• Networks 1 and 2, 20 credits
• IT Strategic Management 1 and 2, 20 credits

The qualifying student will have the ability to

• Communicate, develop, maintain and implement software systems.
• Design a system, component, or process to meet desired needs within realistic constraints.
• Use techniques, skills, and modern computer engineering tools necessary for engineering practice.
• Critically evaluate alternate assumptions, approaches, procedures, tradeoffs, and results related to systems engineering problems.
• Design a variety of electronic and/or computer-based components and systems including communications and control systems.
• Develop, implement and maintain hardware systems in the computing environment.
• Implement and maintain network hardware and operating systems.
• Describe and implement the theoretical principles supporting the computing environment.
• Understand, install, configure, troubleshoot and upgrade workstations and servers in a networked environment.
• Understand, install, configure, troubleshoot and upgrade common computer hardware and peripherals.

Critical Cross-Field Outcomes

All the Critical Cross-Field Outcomes are addressed in this qualification.

The following assessment criteria are applied in an integrated way to prove learner competence

• Utilise state-of-the-art techniques for developing a specific application.
• Link a specific application to a database application.
• Solve problems through effective algorithms and sensible programme outcomes.
• Submit projects demonstrating windows, objects and the integration of trends-of-the-day in real-time application.
• Develop software through the use of software development tools.
• Develop software and database systems in a team context.
• Illustrate language and communication skills through precise formulation in projects and assignments.
• Design amplifiers, filter and transmission systems.
• Execute circuit analysis.
• Distinguish between characteristics of different electrical quantities.
• Identify correct measuring techniques.
• Test, measure and plan troubleshooting of digital/electronic/electrical devices, advanced circuit or projects.
• Design and construct a microprocessor utilising architecture, operation, memory requirement's management, interfacing, simulation, emulation, programming and peripheral components.
• Describe the assembly, structure, operation and control programmes of microprocessors.
• Design and implement digital circuits utilising binary concepts.
• Describe, implement and fault-find hardware systems.
• Utilise fault-finding and maintenance tools and equipment to solve problems.
• Plan directory and security structures as well as daily operational requirements for a given case study.
• Decide on topologies and hardware requirements for a given case study.
• Perform the installation, configuration and fault-finding of specific systems.
• Describe the fundamental principles of operating systems.
• Install single and multi-tasking operating systems.
• Demonstrate the fundamentals of digital electronic communication.
• Provide solutions to electrical problems based on electrical theory.
• Provide the documentation for an elementary research/development project.

Integrated Assessment

Continual formative assessment is done so that students are given feedback on their progress in the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement includes 'integrated assessment(s)' which test the students' ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole.

Integrated assessments are designed to achieve

• An integration of the achievement of Exit-Level Outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
• The evaluation of learner performance which provides evidence of applied competence.
• Criterion-referenced assessment which is clearly explained to, and understood by, the students and which can be applied in the recognition of prior learning.