Diploma in Information and Communication Technology

Purpose

The Diploma in Information and Communication Technology aims to produce qualifying learners with the requisite technical and management competencies to oversee ICT-related operations and projects across various organisational settings effectively. The qualification aims to equip learners with practical skills and knowledge in areas such as business analysis, systems analysis, software development, database management, networking, and emerging technologies, while also developing their understanding of the broader social, ethical, and legal issues related to ICT in business.

The qualifying learners can follow a career in

• Software developer.
• Programmer.
• Web designer.
• Systems analyst.
• Business analyst.
• Data analyst.
• Database administrator.
• Network technician.
• IT support specialist.
• Tech Entrepreneur.

The qualification also aims to develop qualified learners with effective communication and problem-solving skills, enabling them to work collaboratively in multidisciplinary teams and contribute to the success of businesses in a rapidly evolving technological landscape. Holders of the qualification will be able to progress into higher and more specialised qualifications in information and communication technologies.

Upon completion of the qualification, qualifying learners will be able to

• Demonstrate a sound understanding of principles underpinning the functional effectiveness of information and communication technologies in diverse organisational contexts.
• Analyse efficiently complex business/organisational problems and motivate feasible and sustainable ICT-based solutions.
• Contribute to the design, development, implementation and evaluation of ICT-based solutions as enablers of organisational performance.
• Lead small ICT-based projects or contribute effectively to the management of complex ICT projects.
• Demonstrate the ability to be predisposed to creating or developing ICT-based entrepreneurial businesses as enablers of economic growth.

Rationale

The purpose of introducing the qualification is based on the growing demand for professionals with ICT skills, which can meet the needs of various stakeholders, including learners, industry partners, and the wider community in South Africa and the world.

The demand for professionals with ICT skills is increasing due to technological advancements. The qualification is aimed at a diverse range of learners interested in pursuing careers in various areas of information technology, such as business analysis, systems analysis, software development, business informatics, emerging technologies and communication technologies. The qualification will provide a comprehensive understanding of the technological landscape, allowing learners to stay ahead of industry trends and remain competitive in the job market. Qualifying learners possessing relevant ICT skills will be valuable assets to industry partners, strengthening industry partnerships and enhancing research and development projects. The qualification will also provide access to ICT professionals to upskill or reskill to address technology-related needs within businesses and the community, as well as to stay competitive in the job market.

The institution will continue to prioritise access for learners from economically disadvantaged backgrounds. It is the institution's view that the competencies encompassed by the qualification hold the potential to solve problems that are immediately relevant to the communities' learners come from, thus unlocking opportunities for economic development.

Recognition of Prior Learning (RPL)

The institutional policies and procedures for RPL are well documented in the institution's RPL Policy. The qualification recognises the importance of RPL, and this will be implemented as per the institution's policy document.

RPL for Access

• RPL may be granted where candidates are required to submit a portfolio of evidence for non-formal or informal learning.
• Only 10% of the relevant cohort can be granted access through RPL.

Entry Requirements

• National Senior Certificate, NQF Level 4 with a diploma endorsement.

Or

• Higher Certificate in Information Technology, NQF Level 5.

Or

• Higher Certificate in Business Administration, NQF Level 5.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5 and 6, totalling 381 Credits.

Compulsory Modules, NQF Level 5, 186 Credits.

• IT for Business, 12 Credits.
• Introduction to Quantitative Modeling, 15 Credits.
• Programming Fundamentals, 12 Credits.
• Network and Desktop Support, 15 Credits.
• Personal Development and Leadership, 12 Credits.
• Human-Computer Interaction, 12 Credits.
• Financial Accounting Software Application, 15 Credits.
• Software Development, 15 Credits.
• Web Development, 15 Credits.
• Emerging Technologies, 12 Credits.
• Software Development, 15 Credits.
• Communication Networks, 12 Credits.
• Database Management, 12 Credits.
• Operating Systems Essentials, 12 Credits.

Compulsory Modules, NQF Level 6, 195 Credits.

• Systems Analysis and Design,12 Credits.
• Software Development, 15 Credits.
• Web Development, 15 Credits.
• Communication Networks, 15 Credits.
• ICT Project Management, 12 Credits.
• Software Development, 15 Credits.
• E-Commerce Applications, 15 Credits.
• Python for Data Science, 15 Credits.
• ICT in Society, 12 Credits.
• Internship and Industry Immersion, 30 Credits.
• Technopreneurship, 12 Credits.
• ICT Project, 12 Credits.
• Software Development, 15 Credits.

1. Demonstrate a sound understanding of principles underpinning the functional effectiveness of information and communication technologies in diverse organisational contexts.
2. Analyse efficiently complex business/organisational problems and motivate feasible and sustainable ICT-based solutions.
3. Contribute to the design, development, implementation and evaluation of ICT-based solutions as enablers of organisational performance.
4. Lead small ICT-based projects or contribute effectively to the management of complex ICT projects.
5. Demonstrate the ability to be predisposed to creating or developing ICT-based entrepreneurial businesses as enablers of economic growth.
6. Defend the role of information and communication technologies in solving business and societal problems with professional and ethical responsibility.
7. Communicate issues impacting ICT problems and solutions to both technical and non-technical audiences.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

1. Select and apply basic principles, constructs, concepts, models and theories impacting the design, development and evaluation of ICT solutions.
2. Identify the root causes of common ICT failures and motivate efficient and effective solutions.
3. Conceptualise, design and develop functional software and distribute solutions using selected programming languages and development tools in integrated ways.
4. Apply relevant project management paradigms, principles, tools and techniques in the management of ICT projects both in simulated and real-life contexts.
5. Translate and communicate ICT issues, challenges and solutions in ways that are accessible to both technical and non-technical audiences.
6. Apply a wide range of management theories in interpreting ICT-based problems and solutions and demonstrate an awareness of the management implications of ICT solutions.
7. Analyse the ethical, social and environmental implications of ICT solutions to balance the technical and economic imperatives.
8. Identify and motivate opportunities and mechanisms for creating and growing successful ICT-based businesses.

Inegrated Assessment

The institution has an Assessment Policy document in place, which the qualification assessment strategy will align with. The current strategy privileges integrated assessments with a 40% contribution of formative assessment and 60% weighting of summative assessments.

Formative Assessment

May include, but not limited to

• Research.
• Case-based assignments.
• Presentations.
• Practical projects.
• Experiential learning reports.
• Learners' logbooks.

Summative Assessment

May include, but not limited to

• Written tests .
• Examinations.

The assessment methods used for both formative and summative assessments will vary across modules. Within each module, the choice of assessment instruments is guided by the module outcomes, which in turn support the exit level outcomes. The assessment choices explicitly aim to ensure a good balance between assessing conceptual competencies as well as applications in both familiar and novel contexts.