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SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Network Systems Practice 
SAQA QUAL ID QUALIFICATION TITLE
124995  Higher Certificate in Network Systems Practice 
ORIGINATOR
Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0836/25  2025-11-13  2028-11-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-11-13   2032-11-13  

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 Higher Certificate in Network Systems Practice aim to equip learners with a foundational understanding of networking systems, enabling them to assume junior positions within the information technology sector. The qualification offers a hands-on approach and practical, real-life examples, facilitating the development of problem-solving, communication, and collaboration skills for the effective solution of network problems. The qualification is positioned as an entry-level higher education qualification that is industry oriented.

The core outcome of this qualification is to provide learners with the fundamental knowledge, technical skills and competencies for implementing, managing, troubleshooting and monitoring an organisation's cloud environment. The learner should have a basic understanding of each service across the full IT lifecycle, including infrastructure services, applications, and environments. They will also be able to make recommendations on services to use for optimal performance and scale, including being able to provision, size, monitor, and adjust resources.

Upon successful completion, the qualifying learner will be able to:
  • Communicate effectively using relevant software applications.
  • Demonstrate an understanding of general business principles.
  • Conduct basic information technology systems analysis functions.
  • Demonstrate the ability to maintain and administer computer network and telecommunications information technology systems.

    Rationale:
    With the rapid growth in information technology, there is an ever-increasing demand for skilled people with Network Systems experience. According to the Skills Development Corporation of South Africa, the information technology sector has the highest skills shortage in South Africa. Offering the qualification is a response to the opportunities and challenges South Africa is facing as we embrace the 5IR.

    The qualification aims to equip learners with the relevant theoretical and practical foundation needed to pursue a successful career within the network systems environment. Offering this qualification ensures that learners are equipped with up-to-date practical skills and knowledge to meet the challenges of real-world network systems environments and the demands of the evolving information technology landscape. The qualification will provide learners with technical knowledge and develop problem-solving abilities, preparing them to design, implement, manage, and troubleshoot computer networks.

    The qualification specifically refers to Cloud Computing, which refers to the delivery of IT services over the Internet ("the cloud") rather than via traditional servers. Organisations use the cloud for virtual desktops, big data analytics, disaster recovery, email, data backup, software development and testing, and customer-facing web applications. The use of Cloud Computing causes a fundamental shift that is already evident in how businesses operate now and will continue to operate in the future.

    The qualification will be delivered in the distance mode, extending the opportunities, ease of access and flexibility afforded by open distance e-learning (ODeL), to both school leavers and working individuals.
    Boston currently offers a range of higher education learning qualifications, supporting horizontal and vertical articulation pathways within the Institution. This qualification will provide articulation pathways for further higher education studies in information technology (IT) or related fields, thus widening access to higher education. After completing the qualification, qualifying learners can further their studies in cognate fields in higher education at NQF level 6 Advanced Certificates/Diplomas and NQF level 7 Bachelor's Degrees.

    Completing the qualification facilitates immediate access to entry-level jobs and provides access to employment in information technology (IT) or related fields. Qualifying learners of this qualification will have a sound understanding of the network systems environment and will be well-equipped for challenges in the real world.

    Typical occupation in which the qualifying learner will operate:
  • IT Support Analyst.
  • IT Support Specialist.
  • IT Technician.
  • Junior Network Administrator.
  • Junior Network Engineer.
  • Junior Systems Administrator.
  • Junior Systems Engineer.
  • Junior Security Specialist. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment existing RPL policy, and practices will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level.

    RPL for access:
  • Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment.
  • Each application will be considered on a case-by-case basis, and learners will enter into discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.
  • Only 10 % of a cohort will be allowed admittance to a qualification on RPL basis.

    RPL for exemption of modules:
  • Learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the qualification modules.
  • Assessment offers no guarantee that a learner will gain admission into a qualification or receive exemptions from modules.

    Entry Requirements:
    The minimum entry requirement for this qualification is:

    2. National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
    3. National Certificate Vocational, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5, totalling 128 Credits.

    Compulsory Modules, Level 5, 128 Credits.
  • Computer Literacy (Word, Word Advanced, Outlook),16 Credits.
  • Academic Literacy,14 Credits.
  • Technical Systems and Support (A+), 24 Credits.
  • Introduction to Business Management, 10 Credits.
  • Computer Literacy (Advanced Spreadsheets, Spreadsheets Advanced, Database, Presentation Graphics, 10 Credits.
  • Network + Preparation (N+), 20 Credits.
  • Microsoft Azure Fundamentals, 18 Credits.
  • Praxis (Amazon Web Services Foundation Project), 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively using relevant software applications.
    2. Interpret general business principles.
    3. Conduct basic information technology systems analysis functions.
    4. Motivate how to maintain and administer computer network and telecommunications information technology systems.
    5. Develop and maintain basic cloud computing information technology systems. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate the ability to customise settings and tools to enhance the functionality of operating systems.
  • Demonstrate an ability to manipulate files and folders, including properties for security settings.
  • Demonstrate an understanding of the basic concepts of computers and their basic application in the world of work.
  • Use Microsoft suite to produce professional documents, creating letters, memorandums, annual reports, newsletters, spreadsheets, presentations and databases.
  • Demonstrate an ability to undertake basic maintenance of Microsoft Office using the appropriate web tools.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate an understanding of the requirements for formulating various business documents, such as emails, reports, and proposals.
  • Apply competence in all areas of professional communication, including referencing and report writing, within the professional contexts.
  • Understand the business environment.
  • Comprehend the business environment through effective planning, decision making and information management.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate an understanding of the process of administering an appropriate Information System hardware solution when troubleshooting.
  • Propose a method, from a range of hardware and software solutions, when consulting to implement an Information System.
  • Understand and support multimedia hardware, media file formats, codecs, and compression techniques.
  • Understand digital asset management, and ensure data security and privacy, specifically concerning media files and intellectual property.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate an understanding of the importance of computer networks, network protocols, and designing and administering computer networks.
  • Analyse network requirements, options, and recommend optimum solutions for given situations.
  • Illustrate the ability to design, install, configure, document, troubleshoot, monitor, administer, and secure networks against threats.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand cloud computing concepts, independent of specific technical roles.
  • Describe the core architectural components of MS Azure.
  • Describe MS Azure management and governance.
  • Administer identity, administer governance and compliance of MS Azure.
  • Understand AWS core services (compute, storage, Amazon Virtual Private Cloud, databases, elastic load balancing, Amazon CloudWatch and auto scaling), security, architecture, pricing, and support.
  • Manage intersite connectivity, network traffic, data protection, and monitoring of MS Azure.

    INTEGRATED ASSESSMENT
    The institution's assessment practices are driven by our Assessment and Moderation Policy. This policy is informed by key national policies and best practice benchmarks, including the SAQA National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (2014); CHE Policy on RPL, CAT and Assessment (2016) and CHE Distance Education Qualifications in a Digital Era: Good Practice Guide (2014). And as a point of departure, the principles of good assessment, including transparency, fairness, authenticity and legitimacy, drive the assessment praxis.

    The Higher Education Assessment and Moderation Management Policy which sets the institutional assessment strategy, is written from the standpoint of open distance and e-learning provision. From this vantage point, the policy guides and frames assessment practices, imagining the specific requirements of learners studying in the distance modality. That is, the policy and its implementation are fully cognisant of what is needed to ensure learners can navigate the challenges and opportunities associated with the distance modality.

    While the institutional policy provides the broad parameters for assessment and moderation practices, there are several factors peculiar to the specific requirements of the qualification that inform how we think about and design our qualifications, including the choice of assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events as the means by which learning outcomes are assessed), the assessment typologies (i.e., the general category/type of assessment, e.g., summative, formative, ipsative, diagnostic, etc., selected as the assessment strategy), and assessment modalities (i.e., the particular type of instrument by which learners are assessed, e.g., examination, research essay, discussion forum, etc.) used in each module.

    The assessment strategy includes the following combination of weighted assessment strategies:

    Assessment Strategy 1 (AS1):
  • Three (3) formative assessments will count 75% towards the overall mark.
  • One (1) summative assessment will count 25% towards the overall mark.

    Assessment Strategy 2 (AS2):
  • One (1) formative assessment will count 50% towards the overall mark.
  • One (1) summative assessment will count 50% towards the overall mark.

    Assessment Strategy 3 (AS3):
  • One formative assessment 40% towards the overall mark.
  • Two (2) summative assessments will count 60% towards the overall mark.

    Assessment Strategy 4 (AS4):
  • Two (2) formative assessments will count forty per cent 40% towards the overall mark. > Two (2) summative assessments will count fifty per cent 60% towards the overall mark.

    Assessment Strategy C (ASC):
  • Two (2) formative assessments will count 50% towards the overall mark.
  • One (1) summative assessment will count 50% towards the overall mark.

    The implementation of this assessment strategy is carefully monitored and quality assured by Academic and Quality Managers (AQMs) responsible for overseeing all assessment development undertaken by the educators assigned to individual modules for the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Botswana
    Institution name: Botho University
    Qualification title: Certificate Level 3 in Computer Hardware Maintenance and Networking
    Duration: One year
    Credits: 120

    Entry requirements:
  • Junior secondary school leaving certificate, such as JCE or equivalent.

    Purpose:
    The purpose of the Certificate Level 3 in Computer Hardware Maintenance and Networking is to produce Computer Hardware Technicians for the IT industry. This certificate is designed for individuals interested in acquiring advanced technical skills and knowledge to maintain and repair personal computers and basics of networking.

    Qualification structure:
    Semester One:
  • Essential Computers:
  • Desktop Hardware and Troubleshooting.

    Semester Two:
  • Network Protocols and Internetworking.
  • Professional Practice.

    Similarities:
  • The Botho University (BU) and the South African (SA) qualifications both have 120 credits.
  • Both qualifications from BU and SA are offered for a duration of one year.
  • The BU and SA qualifications both have an entry requirement for candidate learners who have just completed their matric (NQF Level 4) in SA standards or junior secondary school leaving certificate in Botswana.

    Differences:
  • The BU qualification is registered at NCQF Level 3 whereas the SA qualification is registered at SA NQF Level 5.
  • BU qualification consists of four modules across two semesters, as well as an internship requirement in the second semester. The SA qualification has 8 modules divided into 4 per semester.
  • The SA qualification includes a WIL component via the modalities of Problem-based learning and Project-based learning.

    Country: New Zealand
    Institution name: Auckland Institute of Studies
    Qualification title: New Zealand Diploma in Information Technology Technical Support (NZDITTS)
    Duration: One year full-time
    Credits: 120

    Entry requirements:
  • Hold 40 credits at NCEA level 2 or above, including at least 10 literacy credits and 10 numeracy credits.
  • PToE academic score of 42 with no band lower than 36.
  • Hold a New Zealand Diploma in Information Technology Essentials (Level 4).
  • Hold a New Zealand Certificate in Computing (Level 4).
  • Hold a New Zealand Certificate in Information Technology (Level 5).

    Purpose:
    The purpose of the New Zealand Diploma in Information Technology Technical Support (NZDITTS) is to provide Aotearoa New Zealand with people who have attained a broad understanding of the core concepts and practical skills in Information Technology (IT), with a technical support focus.

    Qualifying learners will have an awareness of the IT environment, can respond to the needs of users, and provide IT technical support. They will also be able to operate within the applicable professional standards and practice, as part of a team, or independently under broad supervision.

    Qualification structure:
    Semester One:
  • Fundamentals of Information Systems and Technology.
  • Information Technology Professional Skills.
  • Fundamentals of Computer Programming.
  • Fundamentals of Computer Databases.

    Semester Two:
  • Fundamentals of Computer Networking.
  • Fundamentals of Network Security.
  • Hardware and Software Service Provisioning.
  • Information Technology Systems Maintenance and Service Management.

    Similarities:
  • Both the Auckland Institute of Studies (AIS) and the South African (SA) qualifications have a duration of one year.
  • The number of modules offered by both AIS and SA qualifications is similar.
  • The AIS and SA qualifications seek to equip learners with skills and knowledge to provide technical support to IT-related issues and needs.
  • Both AIS and SA qualifications are weighted at NQF Level 5.

    Differences:
  • The AIS allows entry to the qualification with a level 2; meanwhile, the SA qualification requires a minimum of an NQF Level 4.
  • The SA qualification offers a computer literacy module with more advanced content; meanwhile, the AIS qualification has modules in programming and database. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Higher Certificate in Information Systems (Cyber Security), NQF Level 5.
  • Higher Certificate in Information Technology, NQF Level 5.
  • Occupational Certificate: Computer Technician, NQF Level 5.
  • Occupational Certificate: Cybersecurity Analyst, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate in Information Technology, NQF Level 6.
  • Diploma in Network Systems, NQF Level 6.
  • Diploma in Systems Development, NQF Level 6.
  • Bachelor of Business Information Systems, NQF Level 7.

    Diagonal Articulation:
  • Advanced Certificate in Web Development, NQF Level 6.
  • Advanced Occupational Certificate: Cybersecurity Practitioner, NQF Level 6. 
    		•

    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.
     
    1. Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd 


    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.