Higher Certificate in Network Systems Practice

Purpose

The Higher Certificate in Network Systems Practice aim to equip learners with a foundational understanding of networking systems, enabling them to assume junior positions within the information technology sector. The qualification offers a hands-on approach and practical, real-life examples, facilitating the development of problem-solving, communication, and collaboration skills for the effective solution of network problems. The qualification is positioned as an entry-level higher education qualification that is industry oriented.

The core outcome of this qualification is to provide learners with the fundamental knowledge, technical skills and competencies for implementing, managing, troubleshooting and monitoring an organisation's cloud environment. The learner should have a basic understanding of each service across the full IT lifecycle, including infrastructure services, applications, and environments. They will also be able to make recommendations on services to use for optimal performance and scale, including being able to provision, size, monitor, and adjust resources.

Upon successful completion, the qualifying learner will be able to

• Communicate effectively using relevant software applications.
• Demonstrate an understanding of general business principles.
• Conduct basic information technology systems analysis functions.
• Demonstrate the ability to maintain and administer computer network and telecommunications information technology systems.

Rationale

With the rapid growth in information technology, there is an ever-increasing demand for skilled people with Network Systems experience. According to the Skills Development Corporation of South Africa, the information technology sector has the highest skills shortage in South Africa. Offering the qualification is a response to the opportunities and challenges South Africa is facing as we embrace the 5IR.

The qualification aims to equip learners with the relevant theoretical and practical foundation needed to pursue a successful career within the network systems environment. Offering this qualification ensures that learners are equipped with up-to-date practical skills and knowledge to meet the challenges of real-world network systems environments and the demands of the evolving information technology landscape. The qualification will provide learners with technical knowledge and develop problem-solving abilities, preparing them to design, implement, manage, and troubleshoot computer networks.

The qualification specifically refers to Cloud Computing, which refers to the delivery of IT services over the Internet ("the cloud") rather than via traditional servers. Organisations use the cloud for virtual desktops, big data analytics, disaster recovery, email, data backup, software development and testing, and customer-facing web applications. The use of Cloud Computing causes a fundamental shift that is already evident in how businesses operate now and will continue to operate in the future.

The qualification will be delivered in the distance mode, extending the opportunities, ease of access and flexibility afforded by open distance e-learning (ODeL), to both school leavers and working individuals.

Boston currently offers a range of higher education learning qualifications, supporting horizontal and vertical articulation pathways within the Institution. This qualification will provide articulation pathways for further higher education studies in information technology (IT) or related fields, thus widening access to higher education. After completing the qualification, qualifying learners can further their studies in cognate fields in higher education at NQF level 6 Advanced Certificates/Diplomas and NQF level 7 Bachelor's Degrees.

Completing the qualification facilitates immediate access to entry-level jobs and provides access to employment in information technology (IT) or related fields. Qualifying learners of this qualification will have a sound understanding of the network systems environment and will be well-equipped for challenges in the real world.

Typical occupation in which the qualifying learner will operate

• IT Support Analyst.
• IT Support Specialist.
• IT Technician.
• Junior Network Administrator.
• Junior Network Engineer.
• Junior Systems Administrator.
• Junior Systems Engineer.
• Junior Security Specialist.

Recognition of Prior Learning (RPL)

The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment existing RPL policy, and practices will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level.

RPL for access

• Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment.
• Each application will be considered on a case-by-case basis, and learners will enter into discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.
• Only 10 % of a cohort will be allowed admittance to a qualification on RPL basis.

RPL for exemption of modules

• Learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the qualification modules.
• Assessment offers no guarantee that a learner will gain admission into a qualification or receive exemptions from modules.

Entry Requirements

The minimum entry requirement for this qualification is

1. National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.

Or

1. National Certificate Vocational, NQF Level 4, granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5, totalling 128 Credits.

Compulsory Modules, Level 5, 128 Credits.

• Computer Literacy (Word, Word Advanced, Outlook),16 Credits.
• Academic Literacy,14 Credits.
• Technical Systems and Support (A+), 24 Credits.
• Introduction to Business Management, 10 Credits.
• Computer Literacy (Advanced Spreadsheets, Spreadsheets Advanced, Database, Presentation Graphics, 10 Credits.
• Network + Preparation (N+), 20 Credits.
• Microsoft Azure Fundamentals, 18 Credits.
• Praxis (Amazon Web Services Foundation Project), 16 Credits.

1. Communicate effectively using relevant software applications.
2. Interpret general business principles.
3. Conduct basic information technology systems analysis functions.
4. Motivate how to maintain and administer computer network and telecommunications information technology systems.
5. Develop and maintain basic cloud computing information technology systems.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the ability to customise settings and tools to enhance the functionality of operating systems.
• Demonstrate an ability to manipulate files and folders, including properties for security settings.
• Demonstrate an understanding of the basic concepts of computers and their basic application in the world of work.
• Use Microsoft suite to produce professional documents, creating letters, memorandums, annual reports, newsletters, spreadsheets, presentations and databases.
• Demonstrate an ability to undertake basic maintenance of Microsoft Office using the appropriate web tools.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate an understanding of the requirements for formulating various business documents, such as emails, reports, and proposals.
• Apply competence in all areas of professional communication, including referencing and report writing, within the professional contexts.
• Understand the business environment.
• Comprehend the business environment through effective planning, decision making and information management.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate an understanding of the process of administering an appropriate Information System hardware solution when troubleshooting.
• Propose a method, from a range of hardware and software solutions, when consulting to implement an Information System.
• Understand and support multimedia hardware, media file formats, codecs, and compression techniques.
• Understand digital asset management, and ensure data security and privacy, specifically concerning media files and intellectual property.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of the importance of computer networks, network protocols, and designing and administering computer networks.
• Analyse network requirements, options, and recommend optimum solutions for given situations.
• Illustrate the ability to design, install, configure, document, troubleshoot, monitor, administer, and secure networks against threats.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand cloud computing concepts, independent of specific technical roles.
• Describe the core architectural components of MS Azure.
• Describe MS Azure management and governance.
• Administer identity, administer governance and compliance of MS Azure.
• Understand AWS core services (compute, storage, Amazon Virtual Private Cloud, databases, elastic load balancing, Amazon CloudWatch and auto scaling), security, architecture, pricing, and support.
• Manage intersite connectivity, network traffic, data protection, and monitoring of MS Azure.

INTEGRATED ASSESSMENT

The institution's assessment practices are driven by our Assessment and Moderation Policy. This policy is informed by key national policies and best practice benchmarks, including the SAQA National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (2014); CHE Policy on RPL, CAT and Assessment (2016) and CHE Distance Education Qualifications in a Digital Era: Good Practice Guide (2014). And as a point of departure, the principles of good assessment, including transparency, fairness, authenticity and legitimacy, drive the assessment praxis.

The Higher Education Assessment and Moderation Management Policy which sets the institutional assessment strategy, is written from the standpoint of open distance and e-learning provision. From this vantage point, the policy guides and frames assessment practices, imagining the specific requirements of learners studying in the distance modality. That is, the policy and its implementation are fully cognisant of what is needed to ensure learners can navigate the challenges and opportunities associated with the distance modality.

While the institutional policy provides the broad parameters for assessment and moderation practices, there are several factors peculiar to the specific requirements of the qualification that inform how we think about and design our qualifications, including the choice of assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events as the means by which learning outcomes are assessed), the assessment typologies (i.e., the general category/type of assessment, e.g., summative, formative, ipsative, diagnostic, etc., selected as the assessment strategy), and assessment modalities (i.e., the particular type of instrument by which learners are assessed, e.g., examination, research essay, discussion forum, etc.) used in each module.

The assessment strategy includes the following combination of weighted assessment strategies

Assessment Strategy 1 (AS1)

• Three (3) formative assessments will count 75% towards the overall mark.
• One (1) summative assessment will count 25% towards the overall mark.

Assessment Strategy 2 (AS2)

• One (1) formative assessment will count 50% towards the overall mark.
• One (1) summative assessment will count 50% towards the overall mark.

Assessment Strategy 3 (AS3)

• One formative assessment 40% towards the overall mark.
• Two (2) summative assessments will count 60% towards the overall mark.

Assessment Strategy 4 (AS4)

• Two (2) formative assessments will count forty per cent 40% towards the overall mark. > Two (2) summative assessments will count fifty per cent 60% towards the overall mark.

Assessment Strategy C (ASC)

• Two (2) formative assessments will count 50% towards the overall mark.
• One (1) summative assessment will count 50% towards the overall mark.

The implementation of this assessment strategy is carefully monitored and quality assured by Academic and Quality Managers (AQMs) responsible for overseeing all assessment development undertaken by the educators assigned to individual modules for the qualification.