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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: |
| Advanced Diploma in Information and Communications Technology in Business Intelligence |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125357 | Advanced Diploma in Information and Communications Technology in Business Intelligence | |||
| ORIGINATOR | ||||
| Durban University of Technology | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Advanced Diploma | 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 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0638/26 | 2026-03-10 | 2029-03-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-03-10 | 2033-03-10 | |||
| 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 this qualification is to provide learners with advanced conceptual and procedural knowledge and skills to interpret and analyse large amounts of data for the business and extract insights from data to improve business intelligence capabilities and inform decision-making in a business environment, thus adding value to the organization. This is accomplished by the application of the latest technologies and tools when developing an optimal data driven software solution for business. This qualification further develops the intellectual independence, research, and professional skills of the learner. The qualification focuses on the use of data science techniques using appropriate data science tools including Python to obtain insight into business data to enable them to streamline business processes and operate efficiently. The focus of the qualification is on developing solutions for the business environment using advanced software. The graduates of the proposed qualification will also gain a more global mindset, and it will build leadership skills, which are important in today's business environment. All these skills can be universally helpful in many different careers within the ICT field. The qualification aims to provide the business market with energetic, knowledgeable, strong-minded and holistic individuals who are job-ready to enter the market or create employment opportunities in addressing the needs of the labour market. The learners will be provided with a rigorous grounding for a career in ICT by equipping them with specific skills and applied competencies in ICT. Upon completion of the qualification, a qualifying learner will be able to: Learners graduating with this qualification can be employed to fulfil many roles in the ICT sector including the following: Rationale: The fourth industrial revolution is a seismic shift in technology and processes that affects human productivity and society. It involves technologies such as 3-D printing, quantum computing, autonomous machines, gene editing, the Internet of Things, artificial intelligence including business intelligence technologies and so on. The 4IR is said to potentially increase productivity, communication, transportation, supply chains, income levels and quality of life for all. 4IR also poses significant risks and concerns, such as security, privacy, income inequality, job loss and regulation. It requires individuals, governments and businesses to work together to ensure a fair and safe framework for emerging technologies. Globally, business leaders now recognise data's potential in creating value. For businesses to move ahead of the competition, every decision they make must be informed. Every business has access to huge amounts of data that they can leverage to their advantage however very few businesses do this. Business Intelligence helps businesses to use their data to their advantage by presenting the otherwise unusable pile of data into an understandable and interpretable form. Business intelligence enables organizations to combine the power of technology and business expertise to make fully informed decisions to enhance and optimize business processes. Thus, this discipline is vital for an organization to gain and maintain a competitive advantage in its cost structure. In order to leverage the benefits of business intelligence, organizations require personnel with the requisite knowledge and skills to enable businesses and organizations to utilize business intelligence to make informed decisions by using appropriate data science tools to obtain insight into business data. Unfortunately, despite the amount of available data presenting incredible opportunities for insights, South Africa is lacking sufficient skilled practitioners with business intelligence and 4IR knowledge to such information. In order to create a data-driven business, organisations will increasingly prioritise employees with high data-literacy. The 2020 Occupations in High Demand (OIHD) list that is published by the Department of Higher Education and Training lists many high demand occupation and skills that is needed by industry including Data Scientists. Further, the OIHD publication specifies that the data scientists require a minimum bachelor's degree or advanced diploma qualifications. Hence, qualifications in Business Intelligence are required to adequately prepare graduates to become data scientists by offering intensive training in business intelligence, data analytics, research skills, business processes, programming and enterprise database and ICT technologies. Further Python programming has emerged as de facto standard for the implementation and use of data science techniques in business intelligence and data analytics to analyse business data for this purpose. The White Paper for Post-School Education and Training include a number of policy objectives designed to meet South Africa's post school education needs. The policy objectives relevant to this application are: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The qualification will be aligned with the institution's policy for RPL allowing candidates access to Higher Education. The institution's RPL policy is aligned to the national RPL policy.
This policy recognises and awards credits to learners based on previous work experience, short courses and/or other certificates/qualifications obtained. The learner has to provide a portfolio of evidence showing that he/she has the necessary requirements of prior learning in the field of ICT. This portfolio of evidence does not guarantee automatic admission but is assessed by an independent assessor on an individual basis. The maximum number of learners that may be admitted via RPL is capped at 10% and the qualification cannot be obtained solely by RPL. Entry requirements: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 128 Credits.
Compulsory Modules, NQF Level 7, totalling 128 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Efficiently use business intelligence tools and techniques.
2. Develop the skills to use a variety of quantitative methods to analyse data and make decisions in a business environment. 3. Develop computer programs in python using machine learning techniques. 4. Solve a complex real-life business problem using business intelligence tools and techniques. 5. Demonstrate the ability to conduct academic research within the field of ICT. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: INTEGRATED ASSESSMENT The assessment strategies utilised by the department conform to the institution's assessment policy and are designed to encourage the attainment of the learning outcomes of each module. The range of assessment strategies adopted across the qualification are congruent with the assessment criteria and the learning outcomes of the programme. Each module has a module co-ordinator who will be responsible for the design and management of the assessment in that module, according to the learning outcomes and assessment criteria of the specific module. Learners are made aware of the nature, number and forms of assessment in module study guides. Summative Assessments: Summative assessment in the form of theory and practical tests per term and a final annual theory and/or practical examination, are the predominant mode of assessment (timetables will be made available at the beginning of each academic year). In addition, the department makes significant use of a range of contexts for formative assessment. Within the programme, there is also notable use of critical self-reflection, group work and case presentation. Class assignments and projects will be assessed in both written and oral formats. Validity and reliability of assessments: The department scrutinises assessments to ensure accuracy and appropriateness of methods. The module co-ordinators also ensure alignment with the assessment criteria and learning outcomes to maintain validity of the assessment. The reliability of assessment is promoted through triangulation and active attempts to reduce variables during assessment. Security of assessments: Security of assessments is maintained within the department. During the typing and compilation of test and examination papers, learners are restricted from access to the computers used for the typing of scripts. Further, all examination papers and scripts are retained by the Examinations Department and locked in a safe. Effectiveness of assessment strategies: Summative assessment is used to certify the attainment of a certain level of learning, practical skill and complex decision-making. It would appear, from implementation of the existing programmes over the years, that the range of assessment strategies adopted within the department are effective in identifying both the competent and 'At Risk' student. Moderation: Internal moderation is conducted on all non-exit modules and co-ordinated by the module co-ordinator. All assessments conducted at exit points are externally moderated by appropriately qualified moderators who have been appointed in terms of the Durban University of Technology Assessment Policy. External moderators: are recommended by the academic department; are independent experts in the field of moderation; have a qualification at least one level above that of the exit level (when possible) and are appointed through the Faculty Board for a period of three years. Moderators are required to comment on the validity of assessment, the quality of student performance, the reliability of marking processes and any other concerns or irregularities in their reports. Each module has a module co-coordinator. The module co-coordinator is responsible for the assessment of the module. Further, all assessments are internally moderated prior to presentation to students. The marking of scripts is done by the examiners, and an analysis and report of results is reflected on a Departmental Assessment Analysis form. These results are captured on the ITS system by the Departmental Secretary. Assessments are structured in consideration of the workload of the student. Every effort is made to devise timelines for assessments so that they are well-spaced to enable students to be adequately prepared for them. An assessment timetable is prepared at the beginning of the semester, so that students are able to plan around assessments. They are thus given adequate advance notice and preparation time for such assessments. |
| INTERNATIONAL COMPARABILITY |
| This qualification is the only qualification that is offered in South Africa. In addition, the qualification with a Business Intelligence specialisation at NQF level 7 is not widely offered globally, however it has been informed by a review of similar programmes offered by tertiary institutions in Australia and the United Kingdom. The salient details of the benchmarking exercise are outlined below.
Country: Australia Institution name: Carnegie Mellon University (CMU) Qualification title: Advance Certificate in Business Intelligence and Data Analytics Purpose/Rationale: The purpose of the qualification is to enable graduates to develop systems to automate data collection and data mining which help to discover previously hidden insights that can profoundly impact the success of any business. Qualification structure: Modules: Similarities: Differences: Country: United Kingdom Institution name: University of London (UL) Qualification type: Graduate diploma in Data Science Purpose/Rationale: This diploma prepares graduates for a quantitative career in data science. it will enable one to become a competent and confident data modeller and interpreter, assisting management to make data-driven decisions. The qualification is designed to prepare learner for quantitative careers in data science; it provides a strong foundation in both theoretical and applied aspects of data science. Qualification structure: Modules: Similarities: Differences: |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: Diagonal Articulation: |
| 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. | Durban University of Technology |
| 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. |