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The qualification is addressing the need in the workplace for nationally recognised qualifications, based on unit standards, that will allow people with workplace experience in the Systems Development areas covered, to request assessments and get recognition for prior learning.

A qualifying learner will be able to communicate effectively with fellow IT staff & users of information technology, understanding the role of technology in a business context and to be able to address business problems with appropriate information technology solutions. Learners will be able to apply the principles of creating computer software by carrying out, under limited supervision, a task of reasonable size to demonstrate an understanding of the knowledge, techniques & skills needed in one or more area of majoring/specialisation that the qualification offers.

A qualifying learner at this level will be a well-rounded IT professional, building on foundational technical skills acquired at NQF level 4, via the National Certificate in IT Technical Development or equivalent. This qualification is expanding the systems development foundation started at NQF level 4 into specialisation fields within systems development, in one or more of the following disciplines:

• Procedural Programming.
• Object Oriented Programming.
• Fourth Generation Language Programming.
• Web site development.
• Multimedia.
• Electronic Commerce.

  The qualification is designed to:

• Provide qualified learners with an undergraduate entry into the fields of Information Communication Technology (ICT) and Computer Sciences, specialising in the Systems Development area
• Prepare qualified learners for initial employment into the ICT and related industries. Qualified learners will have a solid understanding of computer industry concepts and to able to work in areas of Systems Development with intermediate technical complexity.
• Allow the credits achieved in National Certificates relating to Information Technology at NQF level 4 to be used as prior learning for this qualification, where applicable.
• Allow people with workplace experience in the Systems Development areas covered, to request assessments and get recognition for prior learning.
• Allow the qualification to be acquired in the traditional way of formal study as well as in the workplace, through Learnerships Schemes or Recognition of Prior Learning (RPL).
• Assist with professionalisation across the Information Technology Sector. It is intended to allow qualified learners to gain membership of registered professional bodies in the ICT industry.

  Rationale of the qualification

  Similar to the National Certificates in IT at NQF level 4, this qualification has been formulated such that it reflects the workplace-based needs of the Information Technology Industry as expressed by its stakeholders. The input has been used to ensure that the qualification provides the learner with accessibility to be employed within the IT Industry. The qualification may be acquired in the traditional way of formal study as well as in the workplace, either through learnerships or by recognition of prior learning (RPL).

  Academically this National Certificate is intended to be an entry-level qualification, at the Higher Education band, in the area of Systems Development. The qualification builds on from the National Certificate in Information Technology: Systems Development at NQF level 4, and it also facilitates entry into the Systems Development field from other related fields. It aims to enhance readiness for further study in Information Technology and related fields at the Higher Education level, as well as providing for initial employment in the computer industry.

  One of the most important needs for this qualification is to provide for RPL. There are currently no unit standards based registered qualifications for Software Development at the higher education level. However, computer programs are written, installed, maintained and upgraded on a daily basis in a number of different industry sectors. Many areas of training in this field if currently not provided against nationally recognised standards, which this qualification will be addressing.

  The qualification may be acquired in the traditional way of formal study as well as in the workplace, through learnerships or RPL. Acquiring the qualification through learnerships or RPL, has the potential of addressing the problems of the past, where newly qualified people getting into the industry struggled to get employment, because they were required to have practical experience. People with workplace experience in the areas covered by this qualification will now also be allowed to request assessment and get recognition for prior learning.

  The qualification provides the learner with the flexibility to articulate in the IT environment with a wide variety of specialisation options and to articulate within the Telecommunications, Information Technology and Electronic Industries and other industries where IT is a key component, like the Financial Services or Insurance Industries.

The assumed learning can be acquired in the traditional way of formal study as well as in the workplace. Acquiring the competencies in a workplace (either via formal skills programmes or normal on-the-job training) has the potential of addressing the problems of the past, where formal qualifications were only obtainable by way of formal study.

Recognition of prior learning (RPL)
This qualification may be achieved through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.
Achieving unit standards through RPL

Any learner wishing to be assessed to achieve credits in respect of any or all of the unit standards specified in this qualification may arrange to do so without having to attend further education or training.
Achieving the qualification through RPL

To achieve the qualification through RPL, the learner must submit him/herself to be assessed against the integrated assessment criteria of this qualification.

The qualification consists of a minimum of 131 credits and has been designed in accordance with the SAQA rules of combination:

Rules regarding Fundamental and Core:
1. All fundamental outcomes are compulsory for this qualification (31 credits).
2. All core outcomes are compulsory (75 credits).

Rules regarding Electives:
1. A minimum of 25 elective credits needs to be completed out of one of the elective specialisation fields listed in the table below. If a programming specialisation is chosen, then all the unit standards in the chosen fields must be completed together, to be recognised as a specialisation stream.
2. A learner may specialise in more than one elective stream, as long as the rule listed above has been adhered to.
3. The qualification description will list the fields of specialisation that have been completed (according to the rules of the previous two points) on the qualification document.
4. Additional standards from any other SAQA field or sub-field may be added to the listed electives.

• Communicate effectively with fellow IT staff & users of information systems
• Understand the role of technology in the business context.
• Demonstrate an understanding of problem solving techniques, and how to apply them in a systems development environment
• Demonstrate an understanding of Systems Development, with all its implications
• Relate business problems and information technology solutions
• Apply the principles of creating computer software

  The following exit level outcomes will depend on the specialisation field(s) chosen:

• Carry out, under supervision, a task of reasonable size to demonstrate an understanding of the knowledge, techniques & skills needed in one or more area of majoring/specialisation

  In addition to the above, unit standards will be utilised to provide depth of specification of the outcomes ranges and the assessment criteria and processes.

  Furthermore, the assessment process should also cover the following generic components:

• Measure the quality of the observed practical performance as well as the theory and underpinning knowledge behind it;
• Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
• Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
• Ensure that the relationship between practical and theoretical is not fixed but varies according to the outcomes being assessed.

  Assessment of Critical Cross-field Outcomes

  To ensure applicability of Fundamental and Critical Cross-field Outcomes, this should be assessed as part of Core and Elective assessments.

1. Effective Communication is demonstrated with fellow IT staff & with users of information systems, in the form of written and verbal communication

2. An understanding of different types of computer systems and the use of computer technology in business is demonstrated, being able to:

• Describe the different computer systems and associated hardware and network configurations
• Describe the staffing and the operations, development and control activities in a modern computing environment
• Demonstrate an understanding of the social and economic implications of the use of computers

  3. Demonstrated by being able to:

• Applying logical problem solving and error detection techniques
• Demonstrate how search and sort techniques are used in computer programs
• Design computer system inputs and outputs

  4. Demonstrated by being able to:

• Demonstrate an understanding of estimating an development unit of work, and the implications of late delivery
• Apply information gathering techniques for computer systems development
• Working effectively as a team member within a development environment, taking part in team activities and understanding different roles within different support teams
• Conduct a technical practitioners meeting
• Conduct oneself professionally in business based on a set of professional ethics and values regarding the Information Technology discipline

  5. Demonstrated by:

• Identifying and recommending appropriate IT solutions to business problems

  6. Demonstrated by:

• Developing a complete program to meet given business specifications
• Write a computer program using a chosen computer programming language
• Creating database access for a computer application, using structured query language
• Test a computer program against given specifications
• Create documentation for a computer program

  7. Demonstrated by:Applying the knowledge of the techniques & skills needed in one or more area of majoring/ specialisation, covering the assessment criteria explained in the unit standards selected in the specialising area.

  Integrated Assessment

  Development of the competencies may be through a combination of formal and informal learning, self-learning, training programmes and work-based application.
  The practical, applied, foundational and reflexive 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.
  Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also 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 reflexive competencies. Input to completing the Integrated Assessment typically makes use of combinations of the following assessment methods:

  1. Time-constrained written examinations
  2. Coursework Evaluations
  3. Continuous Evaluation
  4. Practical Evaluation
  5. Evaluation of Portfolios of Evidence

• New Zealand NQF,
• Australian NQF,
• British NVQs.

  Furthermore, input to the development of this qualification has been compared against international standards and qualifications, specifically those of New Zealand, Australia and the United Kingdom. International and South African support for the proposed conceptual framework and content is evidenced in the following:

• India’s TATA InfoTech Qualification for Software Developers,
• City and Guilds Certificate and Diploma for Software Developers and IT Technicians,
• NCC Education’s (UK-based) International Certificate and Diploma in Computer Studies for IT Professionals
• Microsoft MCSD certification
• The wide and narrow consultative process, and formal research, reflected in the supporting design report that accompanies this qualification submission.

A qualifying learner at this level will be a well-rounded IT professional building on foundational technical skills acquired at NQF level 4, via the National Certificate in IT Systems Development or equivalent. This qualification covers various specialisation(s) into IT Systems Development or to any other related vertical or enabled markets.

This qualification was developed to allow for further study in Information Technology and related fields at Higher Education levels. It will allow the qualified learner to progress to further qualifications either in Systems Development or other IT domains, or into related industries where IT is a key component. In particular, this qualification has been designed to allow entry into the National Diploma in Systems Development at NQF level 5 and into current tertiary qualifications at National Diploma level.

• Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor, at the appropriate level, with the relevant ETQA.
• Any institution offering learning that will enable the achievement of this qualification must be approved as a provider with the relevant ETQA.
• Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA’s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies).
• Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards, exit level outcomes as well as the integrated competence described in this qualification.
• Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.
• Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited for assessment by the relevant ETQA.

  To ensure that national standards are maintained, the final assessment should be conducted on the following basis, which will be under the control of the relevant ETQA’s (ISETT SETA or other relevant ETQA’s):

• Integrated assessment of the learner needs to be undertaken using the necessary assessment tools (viz. ETQA approved assessor guides) to ensure consistent integrated assessment. The setting of assessor guides can be performed by the ETQA itself or a nominated body or bodies.
• Assessment can be institutional and/or workplace based, but must be done by a registered assessor.
• ETQA verification (external moderation) will be undertaken as required, to ensure that the quality of NQF standards are maintained nationally.

• Assessors should be registered as assessors with the relevant ETQA, in accordance with the policies and procedures defined by the ETQA.
• Have a relevant academic qualification or equivalent recognition, at a level higher that the qualification being assessed. In addition the person will need to have at least two years industry experience.
• All registered assessors must at least have met the requirements of the generic assessor standard, and should be certificated by the ETDP SETA or by the relevant ETQA in agreement with the ETDP SETA in this regard.
• For the assessment of IT specific unit standards, assessors must have competency in the skills specified in the unit standard or specialisation area.

A. Additional notes on learning assumed to be in place for this qualification
This qualification has been designed with the assumption that the necessary foundational skills have been acquired at NQF level 4. If a learner has not acquired these skills, they will struggle with some of the concepts of the unit standards covered by this qualification.
This qualification has been designed with the assumption that the necessary foundational skills have been acquired at NQF level 4. If a learner has not acquired these skills, they will struggle with some of the concepts of the unit standards covered by this qualification.
Although these foundational skill are in many cases stated as a requirement by stakeholders, to make learners more employable, such unit standards could not be included as part of this qualification, as it will lower the standard of the qualification. Because Computer Studies is currently not a compulsory subject in schools, it could also not be assumed that every school leaver will have the necessary fundamental IT skills required for this qualification.
It is therefor very important to assist learners to be able to acquire the knowledge that are assumed to be in place for the unit standards attempted in this qualification. Depending on the specialisation stream some additional assumed knowledge might need to be acquired.

Examples of such unit standards are the following:

• Investigate the use of computer technology in an organisation.
• Describe types of computer systems and associated hardware configurations.
• Demonstrate an understanding of the principles of developing software for the internet.
• Explain the principles of computer networks.
• Explain how data is stored on computers.
• Describe the difference between programming in Object Oriented and Procedural Languages.
• Design a computer program according to given specifications.
• Explain Computer Architecture Concepts.
• Apply the principles of computer programming.

  The following methods are suggested ways of acquiring the necessary competencies, to the level required for this qualification:
  1. Specific “bridging” programmes (short courses) could be used, which could already exist or need to be built.
  2. Specific “bridging” programmes could be built into the learnerships that will lead to this qualification, as skills programmes, that will ensure these competencies are achieved
  3. The National Certificate in Systems Development at NQF level 4 could be completed.

  B. Additional notes as ETQA guidelines for learnership implementation of this qualification.
  This qualification has been designed to accommodate various learnerships in the area of Systems Development. The intention is that different learnerships will be used to cover the different specialisation streams of the qualification, to cover a specific need that arises in the industry. In other words, the intention is that multiple learnerships will be used to lead to this one national qualification. Learnership titles should reflect the necessary specialisation(s) chosen within the qualification, to allow the industry to experience the value of the new unit standard based qualifications, as addressing specific needs highlighted as part of the research in the industry. This is crucial in addressing the perception in the industry that national qualifications are not addressing the workplace needs.

  In addition, as mentioned in the previous section, learnerships are ideal vehicles for ensuring learning assumed to be in place are covered as part of the learnership. Learnerships will often cover more than national qualifications, to address the specific needs that the learnerhip in trying to address. This could result in learnership-delivery of national qualification being the route that industry prefer, for acquiring national qualifications.

  C. Additional notes regarding articulation to this qualification
  It is important to note that although this qualification was designed as part of a broad IT qualifications framework, articulation to this qualification might need additional study in the learning assumed to be in place. It is suggested that additional learning assumed to be in place be acquired in ways explained above, to ensure learners are properly equipped for the area of specialisation chosen. Although the qualification was developed with articulation in mind, the size of the ICT industry results in areas of specialisation that acquire very specialised skills, which cannot be covered adequately in all qualifications. Learners attempting this qualification and/or training providers planning to deliver this qualification (or some of its unit standards) need to pay attention to this fact when articulating into this area.