[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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 Web Development 
SAQA QUAL ID QUALIFICATION TITLE
125639  Higher Certificate in Web Development 
ORIGINATOR
The Open Window (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 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

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 Web Development focuses on building the skill set of a Web Support Specialist or related programming role. The purpose of the qualification is to equip learners with introductory knowledge and skills needed to enter the programming and web development industry. The qualification will provide foundational insights into technologies and tools related to basic web development and potential career paths. This qualification is designed to provide the learner with an introductory overview of the entire web development process from build to deployment.

The subject Web Development provides a series of introductory learning sessions that touch on key web development aspects such as setting up development environments, hosting and domain registration, email account setup, error tracking & reporting, content management system development, general web administration, search engine optimisation, as well as simple markup and styling. This subject provides key fundamental knowledge in order to function as a professional in the industry.

The fundamental subjects, Industry Tools and Services and Development Essentials, support the learner's ability to gain insights into the contextual discourses and fundamental tools related to the Web Development field. The former subject gives exposure to tools and languages that may be encountered in industry, whilst the latter provides a theoretical foundation to contextualise the field.

Upon successful completion of the qualification, qualifying learners will be able to:
  • Demonstrate the ability to identify, recognise and solve problems by making use of critical thinking and observation skills.
  • Work effectively with others as a member of a group of learners.
  • Follow guidance to develop time management and organisational skills effectively.
  • Collect, analyse, organise, and critically evaluate both written and visual information to produce an adequate body of work.
  • Communicate professionally, effectively and confidently with peers and lecturers.
  • Participate with empathy and tolerance as responsible citizens in the life of local, national and global communities.
  • Utilise technology effectively, demonstrating an understanding of how digital processes can address issues affecting the community, society, environment, and the well-being of individuals.

    Rationale:
    The qualification aims to broaden the institution's existing bouquet of qualifications and provide an opportunity for learners to gain insight into the potential of web programming in a one-year introductory qualification. Through the introduction of a Higher Certificate in Web Development, we aim to widen access to quality education in the creative technologies fields, focusing specifically on development thinking and processes. The creative technologies industry is still developing and growing in South Africa, and knowledge of the potential career options is often limited. This qualification aims to give learners the necessary exposure, information and skills to pursue a career in this growing field.

    It is envisaged that the qualification might have an initial (conservative) learner intake of between 15 and 20 learners, taking into account that it is a single-track qualification, and evaluated on the interest of learners to focus on Web Development only.

    In terms of stakeholder needs, given the pervasive nature of digital products and supporting digital components in every economic sector, there is always a demand for individuals with programming and web knowledge. This higher certificate qualification provides access to this scarce skill set and will make junior skilled professionals more accessible to businesses interested in expanding their web and digital teams. These team members will be able to grow and develop their roles in the industry to become even more valuable over time.

    In the current economic climate, many South Africans with in-demand skills have emigrated, resulting in a significant brain drain of essential skills, particularly in software programming and technology. This qualification aims to address the loss of these skills in South Africa's job market. While learners completing this certificate will acquire only introductory skills in web development processes and tools, the qualification will provide them with a pathway into the industry. This opportunity will enable them to grow and engage in the job market, ultimately contributing to the development of these vital skills.

    This qualification will produce learners who will be able to enter the industry at a junior level and provide affordable support for businesses in need of these skills.

    This qualification equips learners with essential skills needed to enter the industry with a practical and usable skill set. Qualifying learners holding a qualification in web development will possess foundational knowledge and a basic portfolio, enabling them to work as supporting web specialists. A basic job search for junior and entry-level positions in web development reveals a gap in the market for these roles. As mentioned previously, learners who enter the industry after obtaining this qualification will be able to grow and develop their skill set within an industry environment.

    The qualification will prime learners to further their studies in the degree options available. The Institution emphasises aesthetic front-end development and a focus on usability. These skills could be seen as softer than competitive qualifications, but may in fact prove to be an advantage within industry when collaborating and working in multi-disciplinary teams. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Resource Development Strategy. This is particularly relevant in the context of Creative Practice. Learners who wish to enrol, or enrolled, may apply for RPL for this qualification. RPL involves the assessment of previously unrecognised skills and knowledge that an individual has achieved outside the formal education and training system.

    The institution encourages an individual to continue developing their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes by recognising their formal learning. The institution ensures that all potential learners for enrolment and all current learners have access to the institution's Policy for the Recognition of Prior Learning Policy and Procedures.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification 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 credits:
  • Credit for units of competency will be provided if a learner who applies for RPL can demonstrate learning, skills and knowledge that meet the performance criteria of the units of competency for which the learner is applying for RPL.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    The institution further recognises learning regardless of how and where it was acquired, provided that the learning is relevant to the learning or competency outcomes in a unit or qualification. The institution will investigate and check the currency of the evidence in relation to the qualification on a case-by-case basis.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate: Vocational, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at the National Qualifications Framework, Level 5, totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 110 Credits:
  • Drawing and Narrative, 15 Credits.
  • Development Essentials, 10 Credits.
  • Industry Tools and Services, 20 Credits
  • Web Development, 45 Credits.
  • Applied Front-End Techniques, 20 Credits.

    Elective Modules, NQF Level 5, 10 Credits (Select one):
  • Academic Practice,10 Credits.
  • Entrepreneurship, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to think and communicate visually by applying the learned skills of drawing, visual perception and composition.
    2. Understand and gain a broad theoretical knowledge of topics related to the field and be able to situate the field in the broader industry.
    3. Demonstrate a broad understanding of the creative industry in terms of business potential, different types of creative specialisations and creative disciplines as professional occupations.
    4. Gain a basic understanding of tools, technologies and platforms unique to web development related to digital workflows, methods and approaches.
    5. Display a basic level of conceptual, creative and practical thinking approaches to plan and organise the design process effectively to complete a project brief.
    6. Utilise modern frontend styling and layout frameworks to implement a given interface design. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria 1:
    ELO 1: Demonstrate the ability to think and communicate visually by applying the learned skills of drawing, visual perception and composition.
  • Compile a drawing portfolio consisting of several drawing projects that demonstrate the learner can apply standard skills related to drawing, visual perception and composition.
  • Draft planning wireframes for digital products.

    Associated Assessment Criteria 2:
    ELO 2: Understand and gain a broad theoretical knowledge of topics related to the field and be able to situate the field in the broader industry.
  • Research a broad topic, critically reflect on the topic and be able to articulate this information in an academic essay on the topic, conveying comprehension and understanding.
  • Complete quizzes and theoretical assignments regarding topics related to the field.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Demonstrate a broad understanding of the creative industry in terms of business potential, different types of creative specialisations and creative disciplines as professional occupations.
  • Find, read and evaluate different types of creative specialisations and their related career potentials.
  • Formulate a report on the potential career path in context to creative discipline and industry.

    Associated Assessment Criteria 4:
    ELO 4: Gain a basic understanding of tools, technologies and platforms unique to web development related to digital workflows, methods and approaches.
  • Utilise the functions and associated tools in the web development workflow.

    Associated Assessment Criteria 5:
    ELO 5: Display a basic level of conceptual, creative and practical thinking approaches to plan and organise the design process effectively to complete a project brief.
  • Demonstrate a broad understanding of the Web Development field and its relevant sub-fields.
  • Produce competent design products that meet specific brief requirements and professionally present them within the HC portfolio.
  • Develop a body of work that conveys broad understandings of usability and appropriate web technologies.
  • Provide and receive peer feedback throughout the course and apply individual formative feedback throughout the year.
  • Deploy and host website files.

    Associated Assessment Criteria 6:
    ELO 6: Utilise modern frontend styling and layout frameworks to implement a given interface design.
  • Explore a range of popular front-end frameworks with a focus on styling and layout.
  • Utilise a CDN to implement front-end frameworks from a remote server.
  • Understand the basics of software methodologies through collaborative implementation.

    INTEGRATED ASSESSMENT
    The institution's Assessment Policies reflect the institution's alignment with the following principles of good assessment as prescribed by SAQA in the document, Criteria and guidelines for assessment of NQF registered unit standards and qualifications.

    The institution is committed to providing education that is fair, ethically sound, reasonable, transparent, consistent, and in line with all relevant national standards. As such, the institution commits to instilling the principles of fairness, egalitarianism, transparency, reliability, and efficiency in all its learners. Assessment tasks are well designed and reflect the qualification's outcomes, content, and assessment criteria. Staff are expected to treat learners, visitors, and other employees equally with fairness and respect. Relevant staff members are expected to communicate assessment criteria and results to learners clearly, consistently, openly, and reliably within a suitable time frame.

    The qualification is assessed based on integrated assessment principles whereby learning outcomes, which have a defined purpose including specific and critical cross-field outcomes, are assessed simultaneously. As such, a combination of formative (assessment during the process of learning and teaching) and summative (assessment based on judgement of achievement during the qualification at the end of the qualification) assessment facilitates evaluation within the context of this qualification.

    Formative Assessment:
    The learner's ongoing competencies in all core and fundamental subjects that form part of this qualification are assessed during the course of each term and support the teaching and learning process of learners.

    The following formative assessment tools are employed in the qualification:
  • Practical assignments.
  • Oral reports and discussions.
  • Applied research assignments.
  • Practical exercises and demonstrations.
  • Short answer questions.
  • Tests and theoretical assignments.
  • Audio-visual presentations.
  • Critique sessions and feedback.
  • Academic research assignments.
  • Group workshops.

    Feedback and informal assessment are conducted through periodic group presentations and/or critique sessions as well as one-on-one critique sessions with the qualification co-ordinator and subject specialists.

    Summative Assessment:
    Each subject and each term of this qualification comprises a measure of internal, summative assessment. In line with the rules of this qualification, the following fundamental subjects are assessed throughout the term.

    Work Integrated Learning (WIL):
    Scenario and project-based learning approach is an integral part of the overall pedagogy and qualification design, and forms the basis of work-integrated learning. This is particularly important as it gives learners an introduction to the types of projects and processes they will have to follow as part of their professional career.

    The integration of scenario and project-based learning provides the learner with an early and ongoing orientation towards the world of work and familiarises the learner with how theoretical skills fit into, and apply to, their associated professional context.

    All projects/briefs reflect industry-related projects, which guide learners to prepare them for the workplace and to give them the opportunity to apply their skills to practice-based projects. This manifests in various ways that may include but is not limited to: Once-off or recurring actual client engagements through partnerships with industry/Fictitious client requirements and problem scenarios / Deliverables that match industry formats, standards, workflows and expectations / Facilitation/training to use and apply relevant software and tools used in the associated industry of focus / Formal presentations by learners in pitch-like scenarios.

    Through the Entrepreneurship qualification (choice), learners will also be introduced to Work Directed Theoretical Learning (WDTL), as the qualification focuses on specifics surrounding the workplace and processes as applicable to individual fields of practice. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from the United States of America and the United Kingdom.

    Country: United States
    Qualification title: Certificate in Digital Media and Web Design
    Institution name: Missouri University of Science and Technology (MUST)
    Duration: 8-12 months
    Entry requirements:
  • The qualification is open to all individuals holding a bachelor's, master's, or doctorate degree in areas such as business, social sciences, technology, engineering, humanities, or related disciplines.

    Purpose:
    This qualification certificate is designed to equip learners with the essential skills and knowledge necessary to create, design, and analyse digital media effectively. This qualification focuses on understanding not only the media itself but also the social and digital networks that facilitate these communications, the user interfaces that enhance interaction, and the practical application of these competencies across business and creative industries. By pursuing this qualification, learner will be positioned to meet the evolving needs of the digital landscape and contribute innovatively to the realm of digital media.

    Qualification structure:
    Compulsory Module:
  • Advanced Web and Digital Media Development.

    Elective Modules (Choose two) from the following:
  • Human-Computer Interaction.
  • Advanced Web and New Media Studies.
  • Digital Marketing and Promotions.

    And one of the following:
  • Advanced Web Development.
  • Human-Computer Interaction Prototyping.

    Similarities:
  • Both the Missouri University of Science and Technology (MUST) and the South African qualifications cover a broad focus on a variety of technologies in the application and web design field.
  • Both provide foundational learning for further study.
  • Both the MUST and the SA qualifications allow learners a chance to elect modules.

    Differences:
  • The MUST Certificate is a coursework-only qualification with four graduate-level modules, no work-integrated learning requirement.
  • The SA qualification allows for access into the qualification with just NQF Level 4, while the MUST qualification requires a degree as an entry requirement.
  • The SA Qualification includes formative & summative assessments, work-integrated learning, practical projects, and scenario-based tasks.
  • The MUST Certificate is designed for qualified professionals seeking upskilling in digital media, IT, marketing, or creative digital fields.
  • The SA Qualification is designed for beginners entering the web development field to build foundational technical and conceptual.
  • The MUST qualification development component seems to focus mostly on interactions with back-end servers and mobile development.

    Country: United Kingdom
    Qualification title: International GCSE in Information and Communication Technology
    Institution name: Pearson Edexcel (PE)
    Duration: 1-2 years flexible
    Entry requirement:
  • A school-level qualification.

    Purpose:
    This qualification explores the significant impact of digital technology on individuals, organisations, and society. It equips learners with knowledge of current and emerging technologies and the associated challenges in various contexts. Learners will develop an awareness of the risks tied to information and communication technology (ICT) and understand the principles of safe, secure, and responsible use. The program broadens learners' ICT skills, allowing them to work effectively with diverse digital tools to create impactful solutions. Additionally, it encourages critical reflection on both their own and others' use of ICT, promoting best practices for responsible and secure digital engagement.

    Qualification structure:
  • Digital Devices.
  • Connectivity.
  • Operating Online.
  • Online Goods and Services.
  • Applying Information and Communication Technology.
  • Software Skills.

    Similarities:
  • The Pearson Edexcel ICT qualification provides an introductory exploration of the web and its functionalities, giving foundational ICT and digital technology awareness. The SA Higher Certificate also equips learners with introductory skills in web development, tools, and digital workflows.
  • The Pearson ICT focuses on understanding digital technologies, risks, safe usage, and applying ICT skills. The SA qualification includes critical thinking, the use of digital technology, analysis of information, and solving problems.
  • Both qualifications allow for progression into diplomas and other relevant degrees.

    Differences:
  • The PE qualification is a short qualification compared to the SA one, which is a full qualification.
  • The SA Qualification requires NQF Level 4 for entry. While the Pearson ICT requires a school-level qualification, no formal adult entry requirement, targeting ages 14-16 secondary learners.
  • The SA Qualification has a duration of one year full-time. While the Pearson ICT duration can be between 1 and 2 years.
  • The PE duration is flexible compared to that of the SA qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides for the following articulation options.

    Horizontal Articulation:
  • Higher Certificate in User Interface Design, NQF Level 5.
  • Occupational Certificate: Software Developer, NQF Level 5.

    Vertical Articulation:
  • Diploma in Information and Communications Technology in Applications Development, NQF Level 6.
  • Bachelor of Creative Technologies, NQF Level 7.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Extended Reality Developer, 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. The Open Window (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.