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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Computer Programming 
SAQA QUAL ID QUALIFICATION TITLE
71590  Further Education and Training Certificate: Computer Programming 
ORIGINATOR
Intec College 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 10 - Physical, Mathematical, Computer and Life Sciences  Information Technology and Computer Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  136  Level 4  NQF Level 04  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Certificate in Computer Programming teaches software design. This qualification takes the learner from the inception of the problem, to programming the solution; then to the design of the solution algorithm, proving its correctness, and finally the deployment of the programme coding.

Rationale:

This Exit-Level Qualification is targeted at learners who do not have access to face-to-face tuition (either through lack of mobility, lack of an Further Education and Training College in their area, or full-time work commitments). It will allow unemployed learners to enter the industry, but it also allows those that have worked in the industry for years with no formal Qualification to obtain one-without having to give up their work in order to study.

The Qualification prescribes an internship after the final summative assessments, rather than workplace-based training during the programme. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Candidates accessing this qualification should demonstrate their ability to read, analyse and reflect on study material at least at NQF Level 3. Candidates should be able to demonstrate:
  • Basic knowledge, comprehension and application of Mathematics or Mathematical Literacy at NQF Level 3/Grade 11 or equivalent.

    Recognition of Prior Learning:

    The Qualification recognizes, through the submission of portfolios of evidence, the formal, non-formal and informal learning that learners have achieved that are relevant to this Qualification. Learners can be exempted up to 50% of this qualification through proof of prior achievements at other institutions.

    Access to the Qualification:

    The following requirements are applicable:
  • Grade 11, and Computer Literacy. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The qualification is subject-based and consists of a Fundamental, Core and an Elective Component. To be awarded the qualification, learners are required to obtain a minimum of 136 credits as detailed below.

    Learning Components; NQF Level; Credit Allocations:

    Fundamental:
  • 1st Language Communication; 4; 20
  • 2nd Language Communication;3 20.
  • Mathematical Literacy; 4; 16.

    Core:
  • Introduction to Computers; 4; 20.
  • System Analysis and Design; 4; 20.
  • Information Systems Management; 4; 20.

    Electives-Choose 1:
  • Introduction to Java; 4; 20.
  • Introduction to Visual Basic.Net; 4; 20.
  • Introduction to Visual C#.Net; 4; 20.

    Total Credits (Minimum) 136

    Notes on the Elctive Component:

    The elective component consists of subjects to the value of 20 credits each. Learners should choose a minimum of one subject. With the approval of the relevant ETQA, learners may choose any registered subject which contributes to the improvement of their work performance or in which they have a particular interest. 

  • EXIT LEVEL OUTCOMES 
    Successful candidates will be able to:
  • Communicate effectively in a first language.
  • Communicate effectively in a second language.
  • Use mathematical skills effectively in a workplace.
  • Describe basic computer terminologies relevant to computer programming.
  • Describe the fundamentals of a Management Information System with reference to the components, characteristics and concepts.
  • Describe computer hardware and software terminologies and operations.
  • If choosing Introduction to Java:
    > Describe the basics of Java Programming.
    > Programme effectively using Java Programming.
  • If choosing Introduction to Visual Basic.Net:
    > Describe the basics of Visual Basic.Net.
    > Programme effectively using Visual Basic.Net.
  • If choosing Introduction to Visual C#.Net:
    > Describe the basics of Visual C#.Net.
    > Programme effectively using Visual C#.Net.

    Outcome Statements:

    Fundamentals:

    Communicate effectively in a first and second language:

    Competence is evident when a learner can:
  • Engage in effective oral communication in the business environment.
  • Read, analyse and respond to written communication in the business environment.
  • Write effective business texts.

    Use mathematical skills effectively in the workplace:

    Competence is evident when a learner can:
  • Use mathematics to plan and control basic personal and business finances.
  • Describe the main aspects of the national and global economy.
  • Use statistics effectively in the workplace.

    Core:

    Introduction to Computers:

    Understand the fundamentals of Computers:

    Competence is evident when a learner can:
  • Recognise the importance of computer literacy.
  • Define the term 'computer'.
  • Identify the components of a computer.
  • Discuss the advantages and disadvantages of using computers.
  • Discuss the uses of the Internet and World Wide Web.

    System Analysis and Design:

    Describe the fundamentals of Systems Analysis and Design:

    Competence is evident when a learner can:
  • Describe the system analysis process.
  • Define and document User Requirements.
  • Complete the system analysis phase.
  • Describe the function of a systems analyst.

    Information Systems Management:

    Understand the fundamentals of Information Systems:

    Competence is evident when a learner can:
  • Discuss four types of business information systems.
  • Describe the System Development Life Cycle (SDLC).
  • Identify typical system requirements.

    Electives (select 1 stream):

    Introduction to Java:

    Program in Java computer language:

    Competence is evident when a learner can:
  • Explain the fundamentals of the Java programming language.
  • Describe the basic concepts and methods of object-oriented programming and object-oriented design.
  • Describe the development life cycle as a means of creating applications.
  • Demonstrate Java syntax, using the Java API.
  • Create well-written and readable Java programs, using a disciplined coding style, including documentation and indentation standards.

    Introduction to Visual Basic.Net:

    Program in Visual Basic .NETcomputer language:

    Competence is evident when a learner can:

    > Describe the .NET Framework.
    > Create the Graphical User Interface (GUI).
    > Learn good programming techniques.
    > Demonstrate testing and debugging of applications.
    > Demonstrate assemblies, configuration, and security.

    Introduction to Visual C#.Net:

    Program in Visual C# .NET computer language:

    Competence is evident when a learner can:
  • Describe the .NET Framework.
  • Create user interface.
  • Demonstrate object-oriented programming and polymorphism.
  • Demonstrate testing and debugging of applications.
  • Demonstrate data access using ADO.NET.
  • Execute advanced .NETframework.
  • Demonstrate assemblies, configuration and security. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Assessment practices are fair, transparent, valid and reliable.

    The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

    Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration.

    All subjects include formative assessments, comprising a range of tests, tasks and assignments. A learner's formative mark counts 40% towards the theory mark of a subject. All subjects have a final examination. The final examination counts 60% towards the theory mark of a subject. In order to achieve the qualification, a learner must:
  • Pass all required subjects exams with at least a 40% pass mark, obtain a final mark of at least 40%.
  • Pass the internship/practical with at least 50%.

    The theory component (the formative plus examination mark) will count 80% towards the final mark, while the internship/practical will count 20% towards the final mark. 

  • INTERNATIONAL COMPARABILITY 
    This qualification was benchmarked against a similar qualification; Introduction to Computer Programming Diploma, obtainable from the International Correspondence School (ICS) based In the United Kingdom.

    ICS's Computer Programming qualification teaches learners the theory behind programming languages, discovering how they are designed for human use but are compiled into machine code before being processed by a computer, and also the syntactic and semantic rules by which programming languages are defined. Learners are taught Visual Basic and C++, two leading programming languages. Learners also explore languages used in website design, focusing on Javascript and the markup language HTML, the predominant language of webpage design.

    This qualification compares more than favourably with the syllabus of ICS's Computer Programming qualification, in that the qualification also teaches Systems Analysis and Design as well as Information System Management.

    This benchmarking was appropriate, as both qualifications can be developed for distance education as well as for face to face learning. 

    ARTICULATION OPTIONS 
    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification at NQF Level 4 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit or exemption for relevant subjects or specific outcomes that have been passed at the previous institution and could enrol for a relevant certificate level programme. 

    MODERATION OPTIONS 
  • Assessors and moderators assessing a learner or moderating the assessment of an assessor against this Qualification must be registered or approved as an assessor and/or moderator with a relevant Education and Training Quality Assurance (ETQA) Body.
  • Formative assessment will be conducted internally with internal moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA).
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold a relevant qualification at least at NQF Level 5.
  • Have workplace experience and/or teaching experience.
  • Be declared competent in all the Exit Level Outcomes of the qualification as stipulated by South African Qualifications Authority (SAQA). 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Damelin Correspondence College 
    2. Intec College 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.