Master of Information and Communication Technology

Purpose

The purpose of the qualification is to develop specialised ICT professionals and researchers equipped with advanced, applied, and theoretical knowledge to solve complex real-world problems in the ICT field. This qualification allows learners to deepen their expertise in one or more ICT areas such as software development, data analytics, communication networks, mobile solutions, or ICT4D, while promoting innovative thinking, critical problem-solving, and applied research skills. It is designed for working professionals, aspiring researchers, and ICT specialists seeking career advancement or aiming to transition into academic or leadership roles. Learners will gain specialised skills relevant to the evolving digital economy, thereby enhancing their career mobility, capacity for innovation, and lifelong learning potential.

This professional master's qualification is part of the academic and applied research pathway. It combines structured coursework with a research component designed to enhance disciplinary knowledge and professional practice. Upon completion, learners will demonstrate mastery of complex ICT concepts and practices, be capable of formulating and leading research-driven or design-oriented projects and applying research to develop context-sensitive digital solutions. They will also be able to evaluate technological options, develop appropriate solutions within specific contexts, and align digital tools with organisational, developmental, or socio-economic goals. This blend of practical expertise and academic rigour prepares graduates to act as advanced practitioners or transitional researchers.

A qualified learner will be able to

• Apply advanced ICT theories, tools, and methodologies to develop innovative digital solutions in diverse contexts.
• Undertake independent, original applied research that contributes to ICT knowledge and practice.
• Engage in critical analysis, synthesis, and evaluation of current trends and challenges in ICT domains.
• Design, implement and manage projects that integrate ICT with business, societal or developmental objectives.
• Collaborate in interdisciplinary environments, applying professional and ethical standards in practice.
• Communicate research and technical findings effectively to both expert and non-expert audiences.
• Demonstrate a high level of self-management, accountability, and commitment to professional growth.

In addition, learner attributes such as the application of suitable methods, procedures and techniques; the ability to access, process and communicate complex information; ethical reasoning; collaborative teamwork; and responsible use of digital technologies will be incorporated throughout the learning journey. The qualification aims to develop capabilities aligned with SAQA Level 9 descriptors, including advanced problem-solving, reflective practice, and the application of science and technology to societal challenges.

Rationale

The qualification has been developed in response to the need for a flexible yet rigorous postgraduate programme that supports the upskilling and professional development of ICT practitioners. Unlike traditional academic programmes, this qualification combines applied research with contextual specialisation. A review of the NQF and related frameworks confirms that no equivalent professional master's qualification currently exists with the same balance of coursework and applied research, and with specific emphasis on professional contexts such as ICT4D, public sector informatics, and mobile solutions. The qualification addresses a gap between practice-oriented qualifications and academic research, particularly in the context of 4IR and digital transformation.

This qualification is aligned with sectoral needs identified in the National Development Plan 2030, the National Digital and Future Skills Strategy, and the MICT SETA Sector Skills Plan, which highlight the need for highly skilled ICT professionals capable of innovation, systems thinking, and digital leadership. The development process involved consultations with various stakeholders, including the Institute of Information Technology Professionals South Africa (IITPSA), higher education institutions, industry representatives, and public sector departments. These consultations confirmed the necessity of a programme that enables experienced practitioners to build on their existing expertise while contributing new knowledge and solutions to real-world challenges. The qualification will support economic competitiveness, ICT sector transformation, and digital inclusion in South Africa.

Typical learners include experienced ICT professionals, graduates of Honours or equivalent Level 8 programmes, and candidates aiming to strengthen their credentials for leadership, teaching, or research roles in ICT. The qualification is also suitable for those moving from technical roles into strategic, developmental, or consultative functions. Graduates may enter or advance in roles such as systems architects, software engineers, ICT consultants, business intelligence analysts, digital innovation leads, or academic researchers. The qualification supports both upward progression into doctoral studies and lateral movement into related ICT areas, including public informatics, e-government, and health informatics.

The development of this qualification was shaped by collaborative input from IITPSA, ICT industry players, and academic quality councils. Although it is not directly linked to a statutory professional designation, the qualification improves eligibility and preparedness for professional recognition in areas requiring research and specialised expertise. The programme supports the objectives of professionalisation in ICT, as outlined in the SAQA framework, and aligns with sectoral efforts to strengthen the academic and occupational identity of ICT practitioners.

Graduates of this master's programme typically pursue advanced roles across the ICT industry, academia, and the public sector. These may include specialised consultant roles, technical leadership positions, academic lecturing, or research and innovation management. The qualification provides vertical articulation into a Doctor of Philosophy in Informatics or related doctoral-level studies, while supporting workplace-based advancement in innovation-intensive or strategy-oriented environments. It promotes mobility within the professional ecosystem and strengthens the national pipeline of ICT researchers and leaders.

Recognition of Prior Learning (RPL)

CPUT has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

RPL for access

• Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.

RPL for credit

• An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Science Honours in Information Technology, NQF Level 8.

Or

• Postgraduate Diploma in Computer Science, Information Technology, Information Systems, Information and Communication Technology (ICT), or any other related field such as Information Management (IM) at NQF Level 8.

This qualification comprises compulsory and elective modules at NQF Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 120 Credits

• Research Training and Methodology, 30 Credits.
• Mini-Thesis, 90 Credits.

Electives, Level 9, 60 Credits (Choose three modules)

• Computational Informatics, 20 Credits.
• Social Computing, 20 Credits.
• Data Mining and Information Analysis, 20 Credits.
• Community Informatics, 20 Credits.
• Social Theory and Development Studies, 20 Credits.
• Animation and Simulation Technologies, 20 Credits.
• Social Media, 20 Credits.
• Big Data and Analysis, 20 Credits.
• Mobile Technologies, 20 Credits.
• Computer Security, 20 Credits.
• Routing Protocols and Algorithms, 20 Credits.
• Network Management Models, 20 Credits.
• Distributed Systems and Cloud Computing, 20 Credits.

1. Demonstrate understanding and in-depth and specialist knowledge, skills and applied com-petence of the research methodologies applicable to the disciplinary and applied professional environment of Information and Communication Technology (ICT).
2. Critically interrogate, evaluate and apply theoretical knowledge and practical competence associated with various and specialist research approaches appropriate to the professional and academic environment of ICT.
3. Evaluate current and relevant theoretical and practice-based knowledge processes and appropriately apply such knowledge in various processes of enquiry associated with the ac-ademic and professional field of ICT.
4. Employ systematic and critically informed approaches to solve complex and challenging problems located primarily in the ICT professional environment and demonstrate their in-depth theoretical and practical knowledge, skills and applied competence.
5. Respond, act and make decisions in ways that demonstrate independent ethical and profes-sional awareness and aptitude.
6. Source, interrogate and critically evaluate information from various sources and appropriate-ly use reports and communicate such information in a manner that recognises the different needs and requirements of the professional or academic ICT context and audience.
7. Demonstrate ethical and professional practice in relation to the research study in the field of ICT.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate a systematic knowledge, understanding and critical awareness of current problems and new insights informed by, the forefront of the academic discipline, field of study or area of professional practice.
• Evaluate methodologies critically and, where appropriate, to propose new hypotheses and produce a research proposal.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide evidence of relevant and sound analysis within the specialised area, with some ability to evaluate critically.
• Analyse complex issues and make appropriate judgements.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a sound knowledge and understanding of knowledge materials within a specialised field of study.
• Demonstrate an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.

Associated Assessment Criteria for Exit Level Outcome 4

• Deal with a range of complex issues both systematically and creatively, making excellent judgements in the absence of complete data.

Associated Assessment Criteria for Exit Level Outcome 5

• Show a high level of consistency and autonomy in planning and implementing tasks at a professional or equivalent level.
• Demonstrate the skills and attitudes needed to advance own knowledge and understanding, and to develop new skills to a high level.
• Demonstrate the independent learning ability required for continuing professional development.
• Demonstrate autonomy and notable originality in tackling and solving demanding problems.

Associated Assessment Criteria for Exit Level Outcome 6

• Conduct a systematic literature review on the subject and evaluate critically examples of literature relating to current research and advanced scholarship in the field.
• Communicate arguments, evidence and conclusions clearly to specialist and non-specialist audiences.

Associated Assessment Criteria for Exit Level Outcome 7

• Adhere to institutional policies and requirements in terms of plagiarism.
• Exercise informed judgement and make autonomous decisions in relation to ethical, cultural, research and professional issues relevant to the research problem.
• Consider issues of confidentiality, where applicable, and adhere to institutional arrangements in this regard.
• Critically contribute to the development of ethical standards in a specific context, where applicable to the research project.

Integrated Assessment

Formative Assessment

• Formative assessment consists of a variety of assessment tasks relevant to the field of study which could include face-to-face discussions with a supervisor, peer group discus-sions, seminars and presentations, class quizzes, class projects, take-home assign-ments, examinations and term paper reports.
• Learners undertake a research project on an advanced and relevant research problem that leads to a mini-thesis. Continuous assessment of progress is via regular meetings with a supervisor. Learners and supervisors enter into a contract that describes mutual responsibilities.
• Submit at least one article related to the thesis with a DHET-accredited journal.

Summative Assessment

• Summative assessment will take place at the end of a section of work/semester/year and is aimed at assessing learners' attainment against the learning outcomes of the qualifica-tion and module(s).
• Summative assessments are internally and externally moderated based on institutional policy and requirements.
• Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examinations.