Diploma in Information and Communication Technology in Business Analysis

Purpose

The purpose of the Diploma is to provide a professional, vocational or career focused qualification for the Information and Communications Technology industry. The knowledge emphasises general principles and applications. Further the diploma will develop learners who can demonstrate focused knowledge and skills in Business Analysis and be able to use Information and Communications Technology (ICT) in industry to solve business problems.

A qualifying learner will have proficient knowledge of the ICT industry in general and will have specialised knowledge in a field of Business Analysis that will enable them to demonstrate initiative and responsibility in an academic or professional context. A qualified learner will be able to analyse business environments and create specifications for ICT solutions to facilitate the alignment of IT with business processes.

Learners will be able to

• Communicate effectively with all role players related to the ICT field in which the learner will operate in.
• Solve problems and demonstrate creativity in the application of ICT concepts.
• Analyse the role of ICT and its ethical conduct in modern business environments.
• Demonstrate an understanding of project management principles; apply these principles in a project based work integrated learning modality within the specialisation.
• Design an ICT solution for Small Medium and Micro Enterprises business problems.
• Analyse business and system requirements for SMME business problems using an Enterprise System Software (EFP) tool to find an ICT solution.

Rationale

This qualification meets the needs of the industry and businesses by providing learners with a broad understanding of Information and Communication Technology (ICT). The needs of industry sectors are further met in that learners will also master a range of specialised competencies in the field of Business Analysis, which includes finance and accounting, business analysis, systems analysis, systems design and testing.

The qualification will contribute towards the development of the country and the economy through developing learners who are capable of applying critical and analytical thinking and innovation in business and industry.

The typical learners attempting this qualification would migrate from the schooling system with the necessary admission requirements. This qualification enables learners to pursue an Advanced Diploma in Information and Communications Technology or any other cognate field.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. Care will be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the Recognition of Prior Learning option towards gaining a qualification.

Recognition of Prior Learning may also be used to grant access to the qualification to those learners who do not meet the admission requirements.

Entry Requirements

The minimum entrance requirements are

• Senior Certificate (SC).

Or

• National Senior Certificate (NSC) allowing entry to Diploma studies.

Or

• National Certificate Vocational (NCV) allowing entry to Diploma studies.

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

Modules at NQF Level 5, 120 Credits

• Fundamentals of Computer Security, 8 Credits.
• Gen Educ. Cornerstone, 12 Credits.
• Gen Educ. Institutional, 8 Credits.
• Gen Educ. Institutional, 8 Credits.
• Gen Educ. Institutional, 8 Credits.
• Gen Educ. Faculty, 12 Credits.
• Business Information Systems 1, 12 Credits.
• Financial Accounting 1, 12 Credits.
• Business Analysis Project 1, 16 Credits.
• Applications Development 1A, 12 Credits.
• Applications Development 1B, 12 Credits.

Modules at NQF Level 6, 180 Credits

• Gen Educ. Faculty, 12 Credits.
• Gen Educ. Faculty, 12 Credits.
• Business Analysis 2A, 8 Credits.
• Business Analysis 2B, 8 Credits.
• Applications Development 2A, 12 Credits.
• Applications Development 2B, 12 Credits.
• Information Management 2A, 8 Credits.
• Information Management 2B, 8 Credits.
• IT Project Management, 12 Credits.
• Computer Applications in Business and Finance 2, 12 Credits.
• Business Information Systems 2, 8 Credits.
• Theory of Internal Auditing 2, 8 Credits.
• Business Analysis Project 2, 12 Credits.
• Theory of ICT Professional Practice 3, 12 Credits.
• Business Analysis Project 3A, 16 Credits.
• Business Analysis Project 3B, 20 Credits.

Modules at NQF Level 7, 60 Credits

• Business Analysis 3A, 16 Credits.
• Business Analysis 3B, 16 Credits.
• Business Information Systems 3A, 16 Credits.
• Business Information Systems 3 B, 12 Credits.

1. Communicate effectively with all role players related to the ICT field in which the learner will operate in.
2. Solve problems and demonstrate creativity in the application of ICT concepts.
3. Analyse the role of ICT and its ethical conduct in modern business environments.
4. Demonstrate an understanding of project management principles; apply these principles in a project based work integrated learning modality within the specialisation.
5. Design an ICT solution for Small Medium and Micro Enterprises (SMME) business problems.
6. Analyse business and system requirements for SMME business problems using an Enterprise System Software (EFP) tool to find an ICT solution.

Associated Assessment Criteria for Exit Level Outcome 1

• The effectiveness of their written and verbal communication by completing research based projects is analysed.
• Written reports are produced.
• Meetings are conducted and presentations with business clients are done.
• Information is analysed and documented.

Associated Assessment Criteria for Exit Level Outcome 2

• Software solutions in a business environment are proposed.
• Linear algebra involving extended abstract thinking in solving problems is applied.
• ICT skills to solve business problems and bring about changes and improvements in the business operation are utilised.
• Computer applications in the solution of business problems are effectively used.
• A suitable programming solution is designed.

Associated Assessment Criteria for Exit Level Outcome 3

• An ethical analysis in business situations is conducted.
• Ethics and social responsibility through case studies and projects are demonstrated.
• Different ethical perspectives in business situations are presented.
• Ethical self-awareness is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Projects in terms of scope, time, cost, quality, human resource, communications and risk are managed.
• The legal aspects of customer and contractor relationship in projects are analysed.
• Project Management techniques are applied to a business problem

Associated Assessment Criteria for Exit Level Outcome 5

• Effective database structures to support IT business systems are designed.
• Multi-platform environments are effectively integrated.
• IT solutions for specific SMME business situations are provided.

Associated Assessment Criteria for Exit Level Outcome 6

• Questionable accounting practices are identified, judgments are made, and a set of restated financials that are free of accounting concerns are produced.
• Detailed understanding of financial statements is shown.
• Financial statements are critically evaluated.
• A detailed knowledge of ERP systems is shown and how it is used for business solutions is demonstrated.
• Knowledge of business processes using a software tool is integrated into discovering an ICT solution for businesses.
• Business analysis tools and methodology for a business case study are applied.
• A detailed test plan to validate an ICT solution is compiled and executed.

Integrated Assessment

This qualification makes use of assessment practices that are integrated as far as possible with other aspects and makes use of practical contexts wherever possible. A variety of methods are used in assessment and tools and activities that are appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques are used to provide a context appropriate to the assessment.

Theoretical and practical components are assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment is provided through:

• Portfolios.
• Simulations.
• Practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of practical skills.
• Face to face contact with learner.