Postgraduate Diploma in Information Communication Technology

Purpose

The purpose of the Postgraduate Diploma in Information Communication Technology (PGDip in ICT) is to enable learners to use Information and Communication Technology (ICT) and computing skills to develop solutions in response to the needs of different industries and of society. The qualification will equip learners with appropriate competencies and knowledge aligned to solving ICT business-related problems. It will provide them with advanced theoretical, analytical and practical knowledge in emerging ICTs and allow for professional and academic growth in careers such as applications development, analytics, networking, cybersecurity and business, to make a constructive contribution to industry and society at large. The qualification will enable learners to develop creative and innovative skills, applied, and cognitive competencies in the acquisition, interpretation and application of ICT principles professionally and ethically. Further, the qualification aims to produce life-long, independent learners capable of undertaking research to make meaningful contributions to knowledge and society.

Qualifying learners will be able to

• Evaluate and apply key terms, concepts, principles, insights, methods and technologies of ICT.
• Use ICT knowledge, including computational thinking, the role of research and development in advancing ICT knowledge and particularly the fast rate at which knowledge has and will continue to advance and the implications of this for an ICT professional.
• Critically analyse and apply advanced understanding, skills, methods of enquiry, knowledge and experience of ICT in the context of loosely defined scenarios, showing effective judgement in the selection of tools and techniques.
• Undertake an independent but supervised research and development project to address a current problem in business or society. Including problem identification and evaluation, the selection of appropriate software and hardware, the development of an effective solution or computer-based system, critical evaluation and testing, and appropriate documentation.
• Take decisions and act ethically and professionally, and justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment during the course of their interaction with different kinds of clients in different contexts.
• Develop appropriate processes for accessing/gathering, processing and storing information for a given context or use; and independently validate the sources of information as well as evaluate and manage the information.
• Develop and communicate ideas and opinions to a range of audiences using well-formed arguments, with the appropriate academic, disciplinary professional, or occupational register and discourse, including the appropriate use of technology.
• Manage a number of processes and procedures, for example, those relating to project work in unfamiliar and variable contexts, as well as recognise that problem solving is context and system bound, and does not occur in isolation.
• Identify, evaluate and address his or her learning needs in a self-directed manner and reflect on the success of their approach in a manner which facilitates consistent proficiency, sustained achievement, and lifelong learning.
• Work in a group as a member or leader and take full responsibility for own work, and, where appropriate, that of fellow learners, as well as accountability for her/his own actions and where necessary, those of fellow learners. Work effectively and efficiently in a team as a member and as a leader in a manner that facilitates collaborative learning with other fellow learners.

Rationale

ICT is identified as a scarce skill in the National Labour Scarce Skills Document. The qualification will support the Mpumalanga Provincial Growth & Development Strategy (PGDS), which identifies ICT as one of the priority areas in their provincial strategic development plan. The proposed qualification will present an opportunity for Advanced Diploma graduates to further their studies in Masters and Doctoral Degrees.

Statistic.com reports that ninety million smart home devices are to be shipped worldwide in 2018 and further that the worldwide smart home market size will be $53.5 billion by the year 2022. In addition, the market size for applications such as the Internet of Things (IoT) and analytics, involved in the use of smart devices, is projected to reach $470 billion by 2020 worldwide. Mobile application development targeting smart devices with a deliberate focus on IoT and analytics can arguably be deemed to be the next generation market for innovative projects if we are to satisfy the need for such devices based on the projections from Statista.com.

The qualification will also broaden access to the university since it will be offered for full time and part-time learners meaning it will present an opportunity for the young ICT practitioners to work and study at the same time.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the institution's policy on the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT). This policy is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019).

The institution will use the RPL and CAT as important tools to widen access with success, to achieve inclusion and to overcome barriers to access in higher education. RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

The Recognition of Prior Learning (RPL) is central to the notion of lifelong learning and, by providing alternative access to higher education, will play a role in redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education, or progression within a qualification.

The National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019) indicates that there are two types of RPL, being RPL for access and RPL for credit. Both apply to this Postgraduate Diploma in Information and Communication Technology. The former will be used to provide an alternative route/s into the qualification. The latter is equally applicable to learners looking to apply for credits for equivalent NQF Level 8 modules passed at another institution or in-house.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Information and Communication Technology, NQF Level 7.

Or

• Bachelor of Information and Communication Technology, NQF Level 7.

Or

• Relevant 3-year Bachelor's Degree, NQF Level 7 with ICT as a major subject.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 135 Credits.

Compulsory Modules, Level 8, 90 Credits

• Artificial Intelligence, 15 Credits.
• Computer Forensics, 15 Credits.
• Data Analytics, 15 Credits.
• Enterprise Architecture, 15 Credits.
• Research Project (Mini Thesis), 30 Credits.

Elective Modules, Level 8, 45 Credits (Select three modules from one of the following specialisations).

• Functional Management, 15 Credits.
• IT Governance, 15 Credits.
• Entrepreneurship, 15 Credits.

Or

Networking

• Mobility Principles, 15 Credits.
• Internet of Things, 15 Credits.
• Ethical Hacking, 15 Credits.

Or

Programming

• Robotics, 15 Credits.
• Cloud Computing, 15 Credits.
• Project Management, 15 Credits.

1. Critically analyse and apply theories, research methodologies, methods and techniques relevant to the ICT field, discipline or practice.
2. Explore and evaluate the nature of knowledge in ICT, including computational thinking, the role of research and development in advancing ICT knowledge and particularly the fast rate at which knowledge has and will continue to advance and the implications of this for an ICT professional.
3. Critically analyse and apply advanced understanding, skills, methods of enquiry, knowledge and experience of ICT in the context of loosely defined scenarios, showing effective judgement in the selection of tools and techniques.
4. Undertake an independent but supervised research and development project to address a current problem in business or society. Including problem identification and evaluation, the selection of appropriate software and hardware, the development of an effective solution or computer-based system, critical evaluation and testing, and appropriate documentation.
5. Identify and address ethical issues based on critical reflection on the suitability of different ethical ICT value systems.
6. Critically review information gathering, synthesis of data, evaluation and management processes in specialised ICT contexts to develop creative responses to problems and issue.
7. Present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the ICT context.
8. Selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice.
9. Identify and apply, in a self-critical manner, learning strategies that effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others.
10. Work in a group as a member or leader and take full responsibility for own work which facilitates collaborative learning with other fellow learners where appropriate, use of resources as well as accountability for her/his own actions and where necessary, those of fellow learners.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse critically and apply theories, principles, procedures and practices, research methodologies, methods and techniques in ICT
• Evaluate the role of research and development in advancing ICT knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Explore and evaluate the fast-changing nature of ICT knowledge in written and oral presentations.
• Apply the principles of computational thinking when tackling a complex problem in ICT.

Associated Assessment Criteria for Exit Level Outcome 3

• Select and apply appropriate methods, software and hardware in familiar and unfamiliar scenarios.
• Analyse critically any inherent weaknesses of the recommended methods and apply them in the ICT context.

Associated Assessment Criteria for Exit Level Outcome 4

• The independent but supervised research and development project to address a current problem in business or society is completed. The research report will demonstrate the following outcomes:
• Conceptualisation - the project question and scope are decided and clearly presented.
• The literature review supports the project, is comprehensive, uses a range of information sources and demonstrates a critical evaluation of each source.
• The project plan includes timeframes and budget, goals, targets and indicators.
• Appropriate methods, software and hardware are identified, including statistical methods, where a range of methods are considered and the appropriate chosen ones.
• Ethical issues are considered and approval sought if necessary.
• Data are successfully collected, collated and analysed.
• Data are interpreted and discussed in the context of the available information gathered in the literature review.
• An appropriate computer-based system is developed evaluated and tested.
• Recommendations are formulated, are supported by the data and fully justified.
• The research report is in a format that is appropriate for the discipline and demonstrates no plagiarism.

Associated Assessment Criteria for Exit Level Outcome 5

• Ethical issues based on critical reflection on the suitability of different ethical ICT value systems are identified and addressed.

Associated Assessment Criteria for Exit Level Outcome 6

• The information gathering, synthesis of data, evaluation and management processes in ICT contexts are critically reviewed and applied to develop creative responses to problems and issue.
• Multiple sources of ICT knowledge are interrogated and knowledge production processes are evaluated.

Associated Assessment Criteria for Exit Level Outcome 7

• Both oral and written communication to professional and other audiences, ideas, conclusions and opinions are clearly shared using academic language, discourse, audiovisual tools and technology, as well as appropriate referencing conventions.
• Academic writing is presented in the approved style and adheres to norms for scientific writing in ICT.
• System development documentation is in the approved format.

Associated Assessment Criteria for Exit Level Outcome 8

• The systems thinking approach to conceptualise patterns and processes is critically applied in familiar and unfamiliar scenarios to understand the issue at hand and to develop possible solutions.
• The complex, multidisciplinary nature of ICT systems is clearly demonstrated by managing multiple, conflicting viewpoints and creative tensions.

Associated Assessment Criteria for Exit Level Outcome 9

Learning strategies that effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others are identified and applied.

• The research journal includes positive and constructive reflection on the learning process is completed and submitted on time.
• Qualifying learners are supported to become independent learners who can manage their own learning, and learners who successfully complete the programme will have achieved the outcome.

Associated Assessment Criteria for Exit Level Outcome 10

• Independent research project and group assignments are successfully planned, executed, completed and submitted on time.