Higher Certificate in Information Technology

Purpose

The Higher Certificate: Information Technology is an entry level Higher Education qualification in the field of Computer Sciences and Information Technology. The purpose of this qualification is to prepare learners for a career in the field of Information Systems or to enable them to proceed to higher levels of education in Information Technology. This qualification is primarily industry oriented. The qualification provides learners with basic knowledge and cognitive and conceptual tools for further higher education studies in their chosen field of study.

The qualification is primarily vocational and industry oriented. This qualification signifies that the student has attained a basic level of higher education knowledge and competence in a particular field or occupation and is capable of applying such knowledge and competence in Information Technology at an entry level. This Higher Certificate includes Work Integrated Learning (WIL) as a key component.

A qualifying learner at this level will be a well-rounded entry-level Information Technology generalist with a good fundamental knowledge of the Information Technology field, coupled with interpersonal and business skills which will allow for later specialization in Systems Development fields or Information Technology Technical support.

Rationale

The Statistics published by the Department of Labour in the National Scarce Skills list for South Africa (2008) identify national vacancies in the Information Technology field such as Systems Analysts, Programmers, Network Technicians, Training and Development professionals etc. This qualification has been designed and developed to make a positive contribution to the South African economy by providing an opportunity for the education and training of Information Technology practitioners.

This qualification is intended to provide learners with access to the labour market in the Information Technology sector. Information Technology will provide the economy with the necessary skills to generate economic growth.

It is assumed that learners are competent in

• English at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• End-user Computing.

Recognition of Prior Learning

Many of the competencies used in the Information Technology profession have traditionally been acquired through short courses and on-the-job training, which did not provide formal recognition of the knowledge and skills acquired. These competencies are still today viewed by most industries as invaluable, with the sad reality that there is no formal recognition. The nature of the Information Technology field means that competence is developed experientially; therefore the assessment processes should recognize experience versus theoretical knowledge. Recognition of Prior Learning will allow people with these valuable competencies to be assessed and recognized formally.

Any learner wishing to be assessed may arrange to do so without having to attend classes. For Recognition of Prior Learning the learner will be required to submit a portfolio of evidence of relevant experience, in a prescribed format, to be assessed for formal recognition. The assessor and learner will decide jointly on the most appropriate assessment procedures.

The ultimate responsibility for granting Recognition of Prior Learning is vested with the Senior Programme Director of Information and Communications Technology.

Access to the Qualification

Access to this qualification is open to learners in possession of a National Senior Certificate that allows access to Higher Certificate study.

This qualification consists of compulsory modules all at NQF Level 5. The modules are

• Computer Hardware, 15 credits.
• Introduction to Programming, 15 credits.
• Network Engineering, 15 credits.
• Introduction to Databases, 15 credits.
• Information Technology Project Management, 10 credits.
• System Software, 15 credits.
• Web Technology, 10 credits.
• e-Commerce, 10 credits.
• Work Integrated Learning, 15 credits.

Total Credits: 120.

1. Use end-user applications such as word processing, spread sheets, databases and presentations in a business setting.
2. Describe and apply different types of computer systems and the use of computer technology in business.
3. Apply problem solving techniques in a technical environment.
4. Work effectively as a team member within a development project environment.
5. Connect a small office network and install an operating system.
6. Explain Database Management and Databases.
7. Carry out a small Computer Programming task.
8. Demonstrate an understanding of Computer Programming Principles.
9. Demonstrate and apply fundamental knowledge of Web Development.
10. Demonstrate knowledge of e-Commerce functions.
11. Perform work related activities in a work simulated environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Word processing, spreadsheets, databases, and presentation end-user applications are used in a business context.
• Common end user application software is installed and configured.
• Troubleshooting is conducted with common end user applications.
• End user applications are integrated in a business setting.

Associated Assessment Criteria for Exit Level Outcome 2

• The different computer systems and associated hardware and network configurations are described.
• The use of different computer systems and associated hardware and network configurations in organisations is investigated.
• Hardware and software solutions are recommended, based on the business application.
• Core concepts of computer hardware and software are communicated and applied.
• The internal architecture of a computer is described.

Associated Assessment Criteria for Exit Level Outcome 3

• Different problem solving techniques are identified and an explanation given of when and how to apply them.
• Information Technology solutions to business problems are identified and recommended.
• Logical thinking methodology is applied to troubleshoot common types of hardware and software problems encountered in day to day operations of an organisation.

Associated Assessment Criteria for Exit Level Outcome 4

• Team activities are participated in.
• The different roles within different support teams are explained.
• Estimates are done and when producing a project budget and determining the breakeven point.
• A project is understood in terms of quality management.
• Customer needs are assessed and responded to.
• Procedures to monitor and control a small project are explained.

Associated Assessment Criteria for Exit Level Outcome 5

• Computer architecture, networking and operating systems concepts, as well as different data storage methods, are explained.
• Devices including loading, adding and configuring device drivers and required software are installed and added to a system.
• A simple Local Area Network (LAN) is connected.
• Network troubleshooting is performed.
• The procedures for installing Operating Systems and bringing the Operating System to a basic operational level are explained.

Associated Assessment Criteria for Exit Level Outcome 6

• Structured Query Language (SQL) and SQL functions are explained and used.
• The concept of a database is defined and different types of databases are explained.
• Data are created, added, deleted and edited in a database.
• The report generating facilities of a database application are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 7

• A complete programme is developed to meet given business specifications.
• A computer programme is written using a chosen programming language.
• A computer programme is tested against given specifications.
• Documentation is prepared for a computer programme.

Associated Assessment Criteria for Exit Level Outcome 8

• Computer programming principles are demonstrated by producing programme segments which explain various programming principles.
• The fundamentals of computer programming are applied to solve problems.
• A computer programme that combines the assessed outcomes in fundamental programming is created.
• The way in which sort and search techniques are used in computer programs is demonstrated practically.

Associated Assessment Criteria for Exit Level Outcome 9

• A basic website is created and maintained.
• The way in which simple web development programmes are written is explained.
• Animation, text, colour and images are used in website development.
• The promotion of a website is explained.

Associated Assessment Criteria for Exit Level Outcome 10

• e-Commerce functions are explained.
• e-Commerce architecture is explained.
• The differences and similarities of business-to-consumer e-Commerce modules and business-to-business e-Commerce modules are explained.

Associated Assessment Criteria for Exit Level Outcome 11

• Strategies that businesses use to improve purchasing, logistics and other support activities are explained.
• Technical problems in a business environment are solved.
• The relationship between a business and its environment is explained.

Integrated Assessment

Development of the competencies may be done through a combination of formal and informal learning, self-learning and work-based application. The practical, applied, foundational and reflective competencies demonstrated for the group of assessment criteria in this qualification, must prove that the whole competence is more than the sum of the parts of the competencies.

The Institution will conduct diagnostic and formative assessment. Formative and other practical assessments should take place in the work place, if applicable. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.

During integrated assessments, the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies. Integrated Assessment typically makes use of combinations of the following assessment methods:

• Time-constrained written examinations.
• Course work Evaluations.
• Continuous Evaluations.
• Practical Evaluations.

Integrated assessment at this level of qualification provides an opportunity for learners to show that they are to integrate concepts, ideas and actions across modules to achieve competence that is grounded and coherent in relation to the purpose of the qualification.