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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Computer Sciences 
SAQA QUAL ID QUALIFICATION TITLE
118638  Bachelor of Science in Computer Sciences 
ORIGINATOR
Akademia NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  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  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  SAQA 137/22  2022-02-03  2025-02-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-02-03   2031-02-03  

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:
The purpose of the qualification is to enable learners to graduate in the Computer Sciences as literate, creative, critical, and productive citizens with a solid foundation for a career in the education, academic, research and technology, privately owned, business, industrial and government spheres of society.

Outcome characteristics, knowledge and application skills can be summarised as follows:
  • Cultivate a well-rounded graduate, familiarized with modern information and computer technology that can perform a variety of problem-solving tasks involving aspects of the computer sciences in the fast-evolving world of technological innovation, especially with respect to the fourth industrial revolution (IR4).
  • Help alleviate critical skills shortages in the computer sciences in the country, through knowledge transfer (e.g., education), development and application.
  • Empower graduates with a depth of knowledge and understanding of Information Technology (IT) or computer science principles underlying our world, and our technologies to enable them to contribute to value-adding applications of these technologies.
  • Understand and appreciate the value of science as a stimulus for wealth and quality of living.
  • Establish innovation capability and flexibility of mind to embark on a range of careers, that will contribute to society.
  • Be able to clearly articulate and express scientific findings, application developments, to promote science through written and spoken communication and to partake in the training of the next generation of scientists; and
  • Provide a solid basis for continued intellectual growth, including post-graduate studies and scientific career growth through research output and publications.

    From the first-year level, computer programming skills are incrementally developed towards the third year of study. In the second year (NQF level 6), more emphasis is placed on computer sciences, supported by mathematics. In the third year of study, computer science modules are prescribed, while the learner can select complementary mathematics or statistics modules.

    Rationale:
    The Fourth Industrial Revolution (4IR) is precipitated by the advent of cyber-physical systems which leads to entirely new capabilities for people-machine interaction. To facilitate the 4IR, innovative thinking and advanced Computer Sciences (CS) education are required. Two of the most prominent CS subject areas that are envisaged to contribute immensely to facilitating the 4IR are Artificial Intelligence (AI) and Networks. Note that Networks includes the Internet of Things (IoT). In-depth knowledge of the foundational principles of CS on which AI and Networks rely is thus irreplaceable for a society living through the 4IR. One of the main objectives of the 4IR is to connect human and non-human entities to enable the smart management of products. The smart management of products should improve efficiency. Machine learning techniques (machine learning is a sub-discipline of AI) enable access to information that was not previously possible. Access to accurate information can enhance the insight of humans enabling them to make informed decisions. Together with the rest of the world, South Africa should educate computing professionals to contribute to the development and maintenance of the envisaged 4IR.

    The President of South Africa emphasized in the state of the nation address the need for the prompt, effective implementation of the National Development Plan (NDP), (20 June 2019), The Executive Summary of the NDP (2030: 17) stipulates three main priorities that should urgently be addressed:
  • Raising employment through faster economic growth.
  • Improving the quality of education and skills development and innovation; and
  • Building the capacity of the state to play a developmental and transformative role.

    The shortage of Science, Technology, Engineering and Mathematics (STEM) graduates in South Africa needs to be prioritised and addressed. Case et al (2013) published an article entitled: Mind the gap: Science and engineering education at the secondary-tertiary interface, in the South African Journal of Science, vol.109, 2013. In this article Case, et al (2013) argue for a wider, urgent mainstream response from the education sector in South Africa to meet developmental needs in the STEM sector. CS is a branch of the Formal Sciences rooted in Applied Mathematics. It is one of the most prominent subject disciplines of the 21st century related to STEM. The Linux Information Project defines CS as the study of the storage, transformation, and transfer of information. The CS field encompasses both the theoretical study of algorithms (including their design, efficiency, and application) and the practical problems of implementing them in terms of hardware and software. The Association of Computer Machinery (ACM) maintains that the study of the impact of computers on society cannot be omitted from the CS discipline. CS impacts almost every sphere of society. As humanity works to solve problems ranging from climate change to curing disease, removing inequality, ensuring sustainability, and eliminating poverty, computing opens the door to powerful new solutions.

    The mission of South African Education should be to address the STEM concerns outlined by Case et al (2013). Besides addressing the concerns of Case et al (2013) and the objective of the CS curriculum is to address the opportunities and challenges of the computing age from hardware to software to algorithms to artificial intelligence (AI). Furthermore, the qualification will focus on social and ethical responsibilities through combining technological approaches and insights from social science and humanities, and through engagement beyond the theoretical. The proposed approach is meant to contribute to the advancement of South African society in general and will also aim to bridge the digital divide in South Africa.

    The shortage of skilled CS human resources in the corporate world as well as in academia is well-known both nationally and internationally. As recent as March 2018, ITWeb eNews published the following: In the United States of America alone, there were 520 000 open computing jobs, but only 49 000 computer science graduates in 2015 to fill those jobs. In Europe, it is expected that there will be a shortage of 800 000 computing professionals by 2020. In South Africa, it is estimated that as many as 80% of all future professions will require a STEM education. The South African Department of Higher Education and Training Government Gazette of 2014, mentions that 8 of the top 10 occupations where skills scarcity occurs are STEM-related. In 2017 Small and Medium-sized Enterprises (SMEs) announced that: There are fewer than 280 Information Technology (IT) or Computer Science school teachers across the whole country, and fewer than 1.5% of all school learners in South Africa get to learn these skills. These statements echo the need for more tertiary education in CS to address the knowledge shortage experienced in almost every economic sector of society.

    Sound fundamental knowledge of CS will contribute to most economic sectors in South Africa. The statements presented in this section refer to some of the economic entities that will benefit from more computing professionals.
    Curious learners with an aptitude for science, mathematics, computer-based computational skills and technology should be attracted to the proposed CS program. The qualification will equip learners with computing skills to compete for a variety of computing-related job opportunities in South Africa and abroad. The fact that CS is such a prominent subject discipline supporting STEM implies that the STEM job market will benefit from CS graduates. Furthermore, CS graduates will contribute to the knowledge-based economy in South Africa. It is also envisaged that even more, computing-related job opportunities will evolve with the advancing 4IR. Learners obtaining the BSc (Computer Sciences) degree, followed by a one-year Postgraduate Certificate in Education (PGCE) can register with the South African Council for Educators (SACE) as a teacher.

    The occupations, jobs, or areas of activity in which the qualifying learner can operate include education, software engineering, database administration, computer hardware engineering, computer system analysis, computer network architecture, web development, information security analysis, computer and information research science, computer and information system management and IT project management. The qualification provides sufficient theoretical and practical background enabling Learners to pursue postgraduate studies in the Computer Sciences.

    Education and training are of vital importance for economic and technological growth in South Africa. For it to be effective though, it must be based on solid fundamental principles that provide a perspective on the full education value chain in the context of a knowledge economy. A multi-disciplinary approach to teaching is of essence to promote innovation and growth. The qualification has been developed with such a goal in mind. The most appropriate learning pathway is a structured curriculum of multi-disciplinary nature, based on sound scientific principles. Such a pathway allows the potential of learners to be developed, and their capabilities to be honed to acquire the applied skills needed for technology development and innovation. In the field of Computer Sciences, the curriculum spans modern (up-to-date) Computer Sciences training supported by fundamental to advanced knowledge of mathematics, statistics, and physics. The qualification provides internationally compared fundamental training in Computer Sciences with an emphasis on practical problem-solving skills.

    In addition to the theoretical content of the qualification, critical thinking and investigative learning are encouraged, supported by good analytical, scientific writing and communication skills. This will lead to the development of highly competent learners who will become literate, creative, critical and productive citizens of South Africa. It is not only the social society that will benefit from knowledge sharing and examples set by these citizens, but the broader South African economy will also profit from the application of knowledge by these skilled, motivated, and responsible human capital additions to the science, technology and market spaces of the country, the African continent and the world. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners 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 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
  • Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio 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:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's degree studies.
    or
  • Senior Certificate, NQF Level 4 with endorsement.
    or
  • National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.
    or
  • Higher Certificate in a cognate field of study, NQF Level 5.
    or
  • Advanced Certificate in a cognate field of study, NQF Level 6.
    or
  • Diploma in a cognate field of study, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 400 Credits.

    Compulsory Modules, Level 5,120 Credits:
  • Calculus, 15 Credits.
  • Algebra, 15 Credits.
  • Introduction to Statistics, 15 Credits.
  • Introduction to Applied Mathematics: Statics I, 15 Credits.
  • Introduction to Physics, 15 Credits.
  • Computer Science Concepts, 15 Credits.
  • Programming Concepts, 15 Credits.
  • Applied Programming, 15 Credits.

    Compulsory Modules, Level 6,140 Credits:
  • Linear Algebra, 20 Credits.
  • Advanced Programming, 20 Credits.
  • Programming: Data Structures and Algorithms, 20 Credits.
  • Computer Organisation, 20 Credits.
  • Automata Theory, 20 Credits.
  • Net-Centred Computer Science, 20 Credits.
  • Databases, 20 Credits.

    Compulsory Modules, Level 7,120 Credits:
  • Software Engineering A, 20 Credits
  • Software Engineering B, 20 Credits
  • Operating Systems, 20 Credits
  • Networks 20, Credits
  • Artificial Intelligence 20, Credits
  • Graphics, 20 Credits

    Elective Modules, Level 7, 20 Credits (Select one module):
  • Time Series Analysis 20 Credits.
  • Numerical Analysis 20 Credits.
  • Partial Differential Equations 20 Credits.
  • Optimisation, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a foundation knowledge of the history, philosophy, and principles behind the computer sciences through making a judgement on its contribution to modern approaches to science.
    2. Demonstrate integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of the Computer Science field, discipline or practice; and detailed knowledge of an area or areas of specialisations and how that knowledge relates to other fields, disciplines or practices.
    3. Plan, manage and conduct scientific observations and experimental investigation in an ethical, methodical, safe, responsible, and cost-effective manner.
    4. Analyse computer solvable real-life problems: develop software to address these problems.
    5. Develop and implement computer algorithms and applications to manage data and solve real-life computable problems.
    6. Critically read and evaluate concepts relevant to the computer sciences and their applications.
    7. Developed knowledge sharing, communication, and dissemination skills effectively.
    8. Understand the application of scientific knowledge to areas of innovation, technological development, and socio-economic impact.
    9. Demonstrate the ability to identify, evaluate and address his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes.
    10. Identify and use modern Computer and Information Technology (IT) to access relevant scientific literature and other sources of information effectively. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate an understanding of a range of methods of enquiry, theories and models in a computer science practice, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practice.
  • Demonstrate ability to formulate a hypothesis to explain observations.
  • Develop a physical/mathematical/statistical theory based on the hypothesis.
  • Identify the key predictions of the hypothesis.
  • Conduct experiments or observations to test the validity of the hypothesis and show the significance of the predictions in terms of the theory.
  • Demostrate the ability to defend or criticize own hypothesis through substantive reasoning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and apply core concepts within the context of a computational problem and justify the use of respective concepts within different computational scenarios.
  • Evaluate and apply the theoretical core concepts deterministic, computable, and decidable within the context of real-life problem-solving.
  • Identify and analyse the limitations inherent to theoretical core concepts and principles within the computability context of a given real-life problem.
  • Apply core concepts and principles to develop runtime and memory-efficient code contributing to computational solutions of real-life problems.
  • Use core concepts and principles to analyse real-life computational problems.
  • Provide guidelines, explaining how to solve these problems based on the mentioned analysis.
  • Conduct experiments by implementing core concepts and principles within a closed environment to evaluate the run time and space efficiency of the implemented concepts within the context of hardware specifications.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Comment on ethical issues involved in scientific research, data collection and experiments.
  • Perform experimental planning in line with the scientific method, using appropriate techniques.
  • Demonstrate an appreciation of the fact that analytical and numerical modelling can reduce experimental planning significantly by using appropriate examples of such modelling.
  • Ability to conduct scientific observations and collect data and arrange and archive observational data.
  • Demonstrate inculcated awareness of the need for professional and ethical practices based on an understanding of research and workplace context.
  • Demonstrate ability to share and optimize resources innovatively.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and describe the essentials of a problem to be solved in a narrative form.
  • Formulate a problem in mathematical or statistical form such that an algorithm can be implemented to solve the problem.
  • Develop and implement algorithms to solve well-formulated real-life problems.
  • Analyse and explain how the performance of implemented algorithms is influenced by the available hardware and computability limitations.
  • Make insightful decisions pertaining to the software's configurations of network and operating system resources.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse the relationships between fields of information that should be stored in a database. Implement a relational database accordingly.
  • Create and implement algorithms to develop computer software that users can use to manage data, answer queries and solve computational problems.
  • Apply mastered technical skills to develop net-centric and network-related software including webpages and social networking applications.
  • Report computed results while taking human-computer interaction principles into account.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify key concepts and principles under discussion by giving suitable examples (e.g., in self-study projects).
  • Perform order of magnitude estimates and dimensional analysis to evaluate the validity of claims.
  • Identify other sources that discuss the same topic and compare conclusions critically through referencing.
  • Show ability to criticize scientific claims, on the above only, without resorting to subjective reasoning.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Ability to write clear and logical scientific papers and reports on self-study projects.
  • Ability to prepare and present seminars and colloquia, conveying essentials of study work.
  • Ability to present work at scientific and learner conferences.
  • Demonstrate practical familiarity with word processing and presentation software.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Identify, evaluate, and communicate the socio-economic impact of key scientific developments during problem-solving.
  • Identify areas of impact, due to scientific innovation, in the context of national initiatives.
  • Disseminate scientific information to learners, fellow learners or the public in a demystifying manner with emphasis on value addition.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Apply skills to think out-of-the-box in the drive to science advancement in innovative research endeavours.
  • Ability to independently draw up project plans and manage own learning work schedules for research tasks.
  • Demonstrate ability to learn from more than one medium
  • Ability to complete projects on time.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Provide evidence on how to find, locate and adequately supply references for topical research/study tasks.
  • Demonstrate the ability to take full responsibility for his or her work, make own work available to fellow learners, or other interested parties, via electronic media (e.g., blogs, Facebook, web pages) decision-making and use of resources. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to other similar qualifications around the world with regards to rationale, outcomes. curriculum structure and assessment criteria, degree of difficulty and notional learning time.

    Country: United States of America
    Institution: Carnegie Mellon University (CMU)
    Qualification Title: Bachelor of Science in Computer Science
    Credits: 360
    Purpose/Rationale
    Carnegie Mellon's undergraduate major in computer science combines a solid core of computer science courses with the ability to gain substantial depth in another area through a required minor in a second subject. The curriculum also gives you numerous choices for science and humanities modules. Computing is a discipline with strong links to many fields, and the qualification allows learners unparalleled flexibility to pursue these fields. The mathematics and probability component ensures that learners will have the formal tools to remain current as technologies and systems change, but at the same time, they will gain insight into the practical issues of building and maintaining systems by participating in intensive project-oriented courses.

    Learners are expected to acquire the following skills upon graduation:
  • Identify, use, design, develop and analyze appropriate abstractions and algorithms to solve problems while being able to prove the algorithm's performance and correctness across a variety of metrics (e.g., time, space, parallel vs. sequential implementation, computability).
  • Implement solutions to problems in domains such as artificial intelligence, graphics and sound, software engineering, and human-computer interaction, by applying the fundamentals of those areas to create solutions to current problems while being exposed to research developments that will enable them to adapt as the technology changes.
  • Reason about and implement programs in various programming languages and paradigms.
  • Describe, specify, and develop large-scale, open-ended software systems subject to constraints such as performance and/or resource issues.
  • Communicate technical material effectively to technical and non-technical audiences.
  • Work both individually and in teams.
  • Recognize the social impact of computing and the attendant responsibility to consider the legal, moral, and ethical implications of computing technologies.

    Due to the tremendous number of ongoing research projects within the school, many learners obtain part-time or summer jobs, or receive independent study credit, working on research while pursuing their undergraduate degree. Learners seeking a research/graduate school career may pursue an intensive course of the research, equivalent to four classroom courses, culminating in the preparation of a senior research thesis.

    Qualification structure:
    Learners pursuing a Bachelor of Science. in Computer Science must take a minimum of 360 units in the following categories:
  • Computer Science.
  • Mathematics/Probability.
  • Engineering and Natural Sciences.
  • Humanities and Arts.
  • Required Minor.
  • Computing
  • Free Electives.

    Additional Major in Computer Science:
    The Computer Science Department offers a second major in computer science for undergraduates whose primary major is not Computer Science (CS). Learners must complete the CS minor first, and then must complete all the required math requirements and have at least 9 of the 12 computer science requirements done or in progress before applying. Learners must maintain a "B" average in their CS courses and their overall QPA for consideration in the qualification. Completion of an additional major in CS is based on seat availability and is not guaranteed.

    Minor in Computer Science:
    The Computer Science Department offers a minor in CS that provides learners with additional depth and breadth in the field. The courses for this minor focus specifically on those offered by the Computer Science Department as opposed to other disciplines within the School of Computer Science. A minor in Computer Science is available to all learners who qualify regardless of major.
  • Introduction to Computer Systems.
  • Software Engineering Practicum.
  • Operating Systems: Design and Implementation.
  • Computer Networks.
  • Artificial Intelligence: Representation and Problem Solving.
  • Computer Graphics.

    Comparison:
    Both qualifications share similar credits, rationale, content and learning outcomes..

    Differences:
  • The Carnegie Mellon University (CMU) qualification has 360 credits while the South African qualification has 400 credits.
  • Unlike other universities, where research rarely occurs at the undergraduate level, learners often have part-time or summer jobs or receive independent study credit working on research while pursuing their bachelor's degree. If learners are interested in a research/graduate school career, the CMU offers an intensive course of the research, equivalent to four classroom courses, culminating in the preparation of a senior research honours thesis whereas the South African qualification does not have a research module.

    Country: United States
    Institution: University of Columbia, (UC)
    Qualification Title: Bachelor of Computer Science
    Credits: 360 Credits
    Computer Science majors at Columbia study an integrated curriculum, partially in areas with an immediate relationship to the computer, such as programming languages, operating systems, and computer architecture, and partially in theoretical computer science and mathematics. A broad range of upper-level courses is available in topics including artificial intelligence, natural language processing, computational complexity and the analysis of algorithms, computer communications, combinatorial methods, computer architecture, computer graphics, databases, mathematical models for computation, optimization, and programming environments. Through this integrated approach, learners acquire the kind of flexibility needed in a rapidly changing field; they are prepared to engage in both applied and theoretical developments in computer science as they happen.

    Most graduates of the Computer Science Program at Columbia step directly into career positions in computer science with industry or government or continue their education in graduate degree programs. Many choose to combine computer science with a second career interest by pursuing additional programs in business administration, medicine, or other professional studies.

    Qualification structure:
    The undergraduate qualification consists of a minimum of 63 or 65 points and includes the following: ENGI E1006 which is a prerequisite to the CS major, the CS Core consisting of 7-8 classes (24-26 points), 7 track courses (21 points), and 15 points of general technical electives. All modules toward the CS major must be taken for a letter grade. A maximum of one course worth no more than 4 points passed with a grade of D may be counted towards the major. Any course exceptions to the noted requirements toward the CS major, as well as all thesis, projects, special topics, and general technical electives must be approved by the faculty advisor in writing prior to enrolling in these courses.
    Graduates of the Computer Science program can step into career positions in industry or government or continue their education in graduate or professional degree programs in a wide range of disciplines.
  • Fundamentals of Computer Systems.
  • Undergraduate Projects in Computer Science.
  • Operating Systems.
  • Computer Networks.
  • Artificial Intelligence.

    Similarities:
  • Both the University of Columbia and the South African qualifications share similar exit level outcomes which include proficiency in problem-solving, programming skills, theoretical foundations.
  • Both qualifications have the same Associated Assessment Criteria: tests, examinations, programming projects.
  • The duration of both qualifications take three to four years of full-time study.
  • Both qualification consists of 360 credits.
  • Both the University of Columbia and the South African qualifications comprises of the compulsory and elective modules.

    Conclusion:
    Best practices have been identified from leading institutions abroad, ensuring that the curriculum and content are relevant and address the needs of both industry and prospective learners. The South African qualification is comparable to the above international qualifications in terms of content, purpose, rationale and learning outcomes. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Bachelor of Computer Information Systems, NQF Level 7.
  • Bachelor of Science in Computer Sciences, NQF Level 7.
  • Bachelor of Science in Computing, NQF Level 7.
  • Bachelor of Science in Information Systems, NQF Level 7.
  • Bachelor of Science in Computer Science and Information Systems, NQF Level 7.
  • Bachelor of Science in Computer Science and Information, NQF Level 7.
  • Advanced Diploma in Computer Science, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Science Honours in Computer Science, NQF Level 8.
  • Postgraduate Diploma in Computer Science, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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.
     
    NONE 


    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.