Higher Certificate in Information Technology in Business Applications

Purpose

The purpose of this qualification is to prepare students to enter the job market in modern, IT driven business, and to provide students entry into higher education. This Higher Certificate is structured in accordance with the new HEQF guidelines with a total minimum of 120 credits at NQF Level 5.

The focus of this qualification is to provide the current basic skills demanded from employees to enter into the workplace. A balanced combination of information technology theory and practical skills, with strong emphasis on ICT, business and office skills, have been embraced through the strategic selection of modules and outcomes. Graduates will be prepared for entry into the working world with a relatively wide skill set which will allow them to consider a variety of different entry-level employment options.

The Higher Certificate in IT in Business Applications develops the following different skills tracks over the duration of the course:

• Fundamental skills: basic office computing, business communication and business calculations.
• Accounting fundamentals and Pastel accounting, and introduction to business management.
• Advanced office computing and introduction to databases and database software.
• Internet fundamentals and infrastructure and basic web development.

Modules dealing with practical application and workplace learning are included to support of the main disciplines in the programme. The Work Integrated Learning (WIL) and Business Management modules provide the link between the different skills tracks and modules, by putting modern business in perspective and then requiring the student to apply the skills learned in a simulated business environment in a logical and practical manner. Students are required to frequently assess the relationship between the main disciplines in the WIL module. This module also aims to introduce students to management and real world business concepts and skills.

A logical progression is further followed to establish and build knowledge of internet technology and use over the duration of the course, to enable the student to make full use of this technology and to grasp the business and marketing potential of the internet in the modern corporate world.

The curriculum will contribute to the achievement of the intended outcomes by introducing simple concepts that provide the foundation for progression within the programme such as knowledge in the effective use of computers and related software packages and business skills.

Rationale

Information Technology has featured on the DoL's scarce skills list for some time now, and was highlighted again on the IT Web's IT Skills conference in 2009.

This qualification takes into account the lack of computer experience at entry level and provides an access opportunity into this field of study, providing entry to higher education in business applications where such an opportunity might not otherwise exist.

This multi-disciplinary qualification will provide the required computer skills and knowledge that modern businesses now demand for new employees entering the workplace, by combining information technology with business practice. The specific selection of subjects in this course aims to prepare the student to take up a position in any modern business or office which requires a fairly high level of computer competence, to serve the needs of an IT driven organisation.

The subject combination will equip the student with a high level of skills using contemporary office software and basic accounting, accounting software skills and business communication. It includes business communication skills; business management and database technology; two subjects covering the web and internet technology; and includes a Workplace Integrated Learning module.

Apart from an essential computer skills set, students will also gain the basic business skills needed to enter the workplace confidently and competitively. In this way, the Higher Certificate attempts to help address the national skills shortage. Graduates will be prepared to take up positions such as:

- Office administrators (variety of positions)

• Personal Assistants.
• Receptionists.
• Accounts clerks.
• Administrative assistants.
• Data capturers/administrators.

In addition, it provides students access to higher education and to graduates of the programme, an opportunity into studies for appropriate Advanced Certificates, to allow further specialisation in certain fields at NQF Level 6 of the HEQF.

It is assumed that the student would be competent in the language of instruction (English) and have the theoretical and practical knowledge and understanding in related subjects at NQF Level 4.

Recognition of Prior Learning

Students can achieve this qualification in part or in whole through recognition of prior learning. The IIE Recognition of Prior Learning Policy (IIE010) and the IIE Academic Credit Policy (IIE004) guide this process.

Recognition of Prior Learning for formal learning: (Credit recognition).

Students may apply for credits or exemptions for subjects already passed in-house or at other recognized institutions.

Recognition of Prior Learning for informal and non-formal learning

Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the Recognition of Prior Learning process.

The IIE Recognition of Prior Learning Policy and the IIE Academic Credit Policy guide the process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed. All Recognition of Prior Learning submissions are centralized at the National Offices of each educational brand and sent to the IIE Registrar and the academic Head of Programme at the Central Office for evaluation.

Access to the Qualification

Admission Requirements - Senior Certificate

• Senior Certificate with an E in English (as the language of teaching and learning or first additional language).

Or

Admission Requirements - National Senior Certificate

• National Senior Certificate with a minimum of 30% (rating of 2) in English (as the language of teaching and learning or first additional language).

Or

Admission Requirements - National Certificate (Vocational)

• National Certificate (Vocational) with a minimum of 40% in English (as the language of teaching and learning or first additional language); 30% in Mathematics/Mathematics Literacy,40% in Life Orientation and 50% in four vocational subjects.

Or

Maturity exemption

• Candidates over the age of 23 at registration with three years` work experience and proven ability relating to the proposed programme as well as adequate communicative skills.
• Candidates having attained the age of 45 before or during the first year of registration.

The Higher Certificate: Information Technology: Business Applications has 12 Modules totalling 127 credits. There are 3 fundamental modules totalling 40 credits, and 9 core modules totalling 87 credits, and no electives.

Fundamental: 40 credits

• Business Communication C, 10 credits.
• End-User Computing A, 20 credits.
• Business Calculations, 10 credits.

Core: 87 credits

• Desktop Publishing Fundamentals, 7 credits.
• Business Management 1A, 11 credits.
• Accounting A, 12 credits.
• WIL Project, 10 credits.
• End-User Computing B, 12 credits.
• End-User Computing C, 8 credits.
• Web Development (Introduction), 10 credits.
• Pastel, 7 credits.
• Internet Fundamentals A, 10 credits.

1. Use information and communication technology (ICT) in the workplace effectively to achieve business objectives.
2. Design and use website technologies, basic databases and architectures of the Internet to perform business functions.
3. Present and communicate information reliably and appropriately in a business environment.
4. Explain and apply the principles and practices of basic accounting in a business environment.

Critical Cross-Field Outcomes

The qualification addresses all the CCFOs.

Associated Assessment Criteria for Exit Level Outcomes 1

• A personal computer and relevant software packages are used for a business environment.
• A variety of different publications is designed in digital format, using contemporary software for the purpose.
• Electronic documents are created using advanced features of office software packages.

Associated Assessment Criteria for Exit Level Outcomes 2

• A working website is designed and produced displaying a solid understanding of website technologies, architectures and acceptable practices.
• A basic database is designed, populated, used and maintained.
• The scope and architecture of the Internet and the critical components enabling it to function as a network is explained.

Associated Assessment Criteria for Exit Level Outcomes 3

• Information is communicated in a reliable and coherent format in a business environment using professional business communication discourse and formats.
• Business calculations are accurately performed in a variety of practical situations.
• Information is managed using communication skills and applications within a business environment.
• The key elements of business management are identified and explained.

Associated Assessment Criteria for Exit Level Outcomes 4

• The principles and practices of basic accounting are explained and applied.
• Contemporary accounting software is used to enter, manage and manipulate business account transactions.

Integrated Assessment

Formative Assessment

Learning and assessment are integrated. Continual formative assessment is required so that students are given feedback on their progress in the achievement of learning outcomes.

The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment

Summative assessment is concerned with the judgement of the learning in relation to the Exit- Level Outcomes of the qualification. Such judgement must include integrated assessments which test the student's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit-Level Outcomes as a whole. Examinations, projects, laboratory reports or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated assessments must be 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 can provide evidence of applied competence.
• Criterion-referenced assessment which is clearly explained to, and understood by, the learners and which can be applied in the Recognition of Prior Learning.