Diploma in Computer Networking

Purpose

The purpose of the qualification Diploma in Computer Networking, abbreviated as Dip (Computer Networking), is primarily vocational in nature. It provides a sound understanding of theoretical principles and procedures in the Networking environment. A graduate will be competent in design, implementation, and management of linked systems of computers, peripherals, and associated software to maximize efficiency and productivity.

Rationale

The rationale of this qualification is produce graduates who are prepared to function as network specialists and managers at various levels. This includes:

Instruction in operating systems and applications

• Systems design and analysis.
• Networking theory and solutions.
• Types of networks.
• Network management and control.
• Network and flow optimization.
• Security; configuring.
• And troubleshooting in the Central region of South Africa.

An in depth and specialisation of Networking knowledge, together with practical Networking skills and industry related networking experience, enable successful learners to enter a number of career paths, such as:

• Network Technologists.
• Able to design, install, configure, administer and maintain corporate network.
• Computer Technologists.
• Able to maintain hardware systems.
• Network Analysts a plan, coordinate and recommend Network solutions to meet organization's business requirements; Network Maintenance.

Recognition of Prior Learning (RPL)

In line with the Central University of Technology (CUT) RPL policy, this qualification may be achieved in part or RPL in whole through the recognition of prior learning, at the discretion of the institution (provider). A structured process for the assessment of individual learners will be followed against the Exit Level Outcomes of the qualification on a case-by-case basis. Independent assessors will moderate this process and assessment of individual cases. It is the policy of CUT to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognizing prior earning achievements of individuals irrespective of how their learning achievements were acquired. In this commitment the CUT records that its policy aim is not intended to accredit but to give due recognition to prior learning achievements in determining access. It is the policy that aspirant students, who wishes to become students of the Learning Programme through RPL, must present themselves together with credible evidence of learning achievements. It is also the aim to ensure that both the RPL process and outcomes, as an assessment procedure, be guided by the salient aspects of quality assurance a critical pre-requisite for maintaining acceptable procedures would be the following:

• Prior learning assessments can only be made against clearly formulated learning outcomes and modules prescribed by the curriculum for the Diploma: Tourism Management.
• RPL Application procedure: Prospective student completes the prescribed RPL form obtainable from Assessment and Graduation Services (AGS) of the CUT.
• The completed and signed form is submitted to the AGS.
• This form is channelled to the relevant Head of Department (HODs) office.
• The relevant HOD, as chairperson in conjunction with experts in the field for which Recognition of Prior Learning is requested, assesses the application.
• They then make their findings on a fit for purpose special form signed by all members of the departmental RPL committee.
• The relevant HOD meets with the chairperson of the Faculty RPL Committee to peruse the completeness of documentation and recommendation from the Departmental RPL committee.
• When the chairperson is satisfied with the documentation, he/she signs the fit for purpose form.
• The signed recommendation is then presented to EXCO for discussion and approval which all members must sign.
• EXCOs decision is then sent to AGS for implementation.
• Implementation involves AGS sending a letter to the applicant. An applicant can appeal the EXCO decision; and A successful RPL applicant can now apply for the specific qualification for which RPL was sought and nothing else.

Entry Requirements

The minimum requirement for admission to a Diploma is

• A National Senior Certificate.

Or

• A Similar qualification.

This qualification comprises of compulsory modules at Level 5 and 6 totalling 402 Credits.

Compulsory Modules, Level 5, 162 Credits

• System Software IA, 15 Credits.
• System Software Development I, 30 Credits.
• Academic Literacy and Communication Studies, 12 Credits.
• Problem Solving and Algorithms, 15 Credits.
• Advanced Communication Networks 4, 15 Credits.
• Information Technology Mathematics, 30 Credits.
• Information Technology Essentials I, 30 Credits.
• System Software 1B, 15 Credits.

Compulsory Modules, Level 6, 387 Credits

• System Software IIB, 15 Credits.
• System Software IIA, 15 Credits.
• System Software Engineering II, 15 Credits.
• Communication Networks IIA, 15 Credits.
• System Software Development IIA, 15 Credits.
• Communication Networks IIB, 15 Credits.
• Software Development IIB, 15 Credits.
• Databases, 15 Credits.
• Communication Networks Switching III, 15 Credits.
• Work Integrated Learning in Computer Networking, 60 Credits.
• System Software Engineering III, 15 Credits.
• System Software Development III, 15 Credits.
• Communication Networks Routing III, 15 Credits.

1. Sustainable development, community engagement, entrepreneurship, innovation and problem solving, technologically literate, numerate, communication solving, technical and conceptual competence, teamwork, citizenship and global leadership.
2. Environmentally sensitive, have basic business skills, be able to solve problems, are computer literate, numerate and be able to communicate effectively.
3. Demonstrate the depth of working well in a team and be ready to contribute meaningfully to society both nationally and internationally.

Integrated Assessment

In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of students to analyse, design, develop and implement network solutions.