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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: |
| Diploma in Information Technology in Web Development |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 79967 | Diploma in Information Technology in Web Development | |||
| ORIGINATOR | ||||
| The Independent Institute of Education (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 | ||
| Diploma (Min 360) | 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 | 365 | Not Applicable | NQF Level 06 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered-data under construction | EXCO 0324/24 | 2024-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2032-06-30 | |||
Registered-data under construction The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered. |
| 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. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose: The purpose of this programme is to qualify students to follow a successful career in Web Development. The skills required by students to enter the workplace, either as self-employed individuals or within an existing organisation, together with industry requirements have been considered within this qualification. A balanced combination of information technology theory and practical skills, with strong emphasis on visual communication and web application development, has been embraced through strategic module and outcomes selection. The Diploma: Information Technology: Web Development develops four different skills specialisation over the duration of the course: communication, programming and databases, network technologies and web application development. All four of these knowledge disciplines are introduced to the students at a basic level in first year and then progress to develop to full complexity at the required level in a logical manner. The communication specialisation includes visual communication and the programming and database modules include web development principles which cover SDLC and development concepts in the first year, which is followed with ASP and SQL in the second, progressing to Oracle and PHP in the third year. The networking and internet modules in the first two years provide a balanced perspective of network communication and the internet on a technical level, to ensure students understand security, IP and related network architectures needed for proper understanding of application security. Several web design/development modules have been included and start from first year, introducing the student to a variety of different web development techniques and strategies, with a module on web management included in the third year. A logical progression is followed to establish and build a knowledge base in web development and related disciplines, from first to third year. Students start with visual communication and development techniques in the first year to establish a basis for the course, together with other fundamentals. They are required to frequently assess the relationship between the main disciplines throughout the course. In further support of the main disciplines, there are modules dealing with practical application and workplace learning. In the second year, project management provides a foundation for the two workplace learning modules - one in second year and another in third year. These modules also aim to introduce students to management and real world business concepts and skills in a more practical manner. The work integrated learning activities together with the web development project ensures that project and solution development skills are encompassed within the programme. In the final year, a much stronger emphasis is placed on solution development with students given a larger degree of freedom to formulate development solutions for given problems, to promote a greater degree of innovative and creative solution design. A graduate of this qualification will gain web development skills and knowledge which s/he can apply skilfully to effectively communicate and interact with a target market for business or social purposes, for a variety of reasons. Rationale: Information Technology has featured on the Department of Labour's scarce skills list for some time now, and was highlighted again on the IT Web's IT Skills conference last year. This qualification is developed on the premise that there is a lack of significant computer experience at entry level and makes provision to lead students into this field of study, providing access to higher education learning in web development where such an opportunity might not otherwise exist. It introduces web development from a very basic level and progresses into more sophisticated concepts. Students progress along four well defined specialisations, covering corporate and brand communication skills, programming and database programming concepts, web and network technologies and web design and development concepts. These specialisations are supported by project management and workplace learning modules, which add progressive support as management-related modules. The focus of this programme is on web development and this is further supported by appropriate modules aimed to provide in-depth perspective, knowledge and skills required for students to fully understand and efficiently design and deploy corporate web solutions for business. The Diploma: Information Technology: Web Development will help to meet the increased demand and prepare learners to take up positions as: The qualification takes into consideration the need to improve the communication and computer literacy skills of students given the digital nature of the information age in which graduates need to operate. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that the learner is competent in the language of instruction (English) at NQF Level 4 and Computer Literacy at NQF Level 3. Recognition of Prior Learning: The IIE is committed to the principles of lifelong learning and opening access to higher education. A student who transfers from one to another programme within the IIE will be given credit at the discretion of the Senate for relevant modules successfully completed. Students can achieve this qualification in part or in whole through Recognition of Prior Learning. The IIE Recognition of Prior Learning Policy (IIE010) and the IIE Academic Credit Policy (IIE004) guide this process. Recognition of Prior Learning for formal learning: (Credit recognition): Students may apply for credits or exemptions for subjects already passed in-house or at other recognized institutions. Recognition of Prior Learning for informal and non-formal learning: Skills, knowledge and experience in respect of competences acquired through informal and non-formal learning are also assessed in the Recognition of Prior Learning process. Access to the Qualification: Admission to the qualification is open to learners in possession of: Or Or Or > Systems analysis and design. > Data communication and networking. > Computer programming. > Physical science. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The qualification is made up of the following components: Modules at NQF Level 5: Total credits at NQF Level 5 = 104 Credits. Modules at NQF Level 6: Total credits at NQF Level 6 = 196 Credits. Modules at NQF Level 7: Total credits at NQF Level 7 = 65 Credits. All the modules are compulsory. Total Credits for the Qualification = 365 Credits. |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate effective use of a personal computer in a business environment. 2. Explain the scope and architecture of the Internet and the critical components enabling it to function as a network. 3. Explain web solution design approaches, principles and practices, using SDLC as a basis. 4. Design and produce a working website to demonstrate a solid understanding of website technologies, architectures and acceptable practices. 5. Create a variety of desktop publications based on a given set of criteria. 6. Communicate effectively and professionally in a business environment. 7. Discuss the role, scope and application of visual media as a communication medium. 8. Design and produce digital graphics suitable for advertising and marketing purposes. 9. Apply the basic principles of business management in a business environment. 10. Discuss the role and function of information systems within business organisations. 11. Design, use and maintain a basic database in a corporate environment. 12. Produce a series of consecutive digital images which represents animation, using a popular software package. 13. Demonstrate how popular software is used to design and develop web applications. 14. Explain the principles of and apply the key functions of project management in an IT environment. 15. Explain the operations and functioning of networks and related architectures. 16. Design and develop a portfolio of graphic and web design work. 17. Define marketing and identify activities and success factors which may contribute to achieve an organisation's marketing objectives. 18. Developing basic and advanced web sites using a chosen web development software package and use SQL code for database connectivity. 19. Explain the role and scope of technologies used in the architecture of the Internet. 20. Demonstrate management and maintenance of a database using a query language in a corporate environment. 21. Define the role and application of visual media in corporate branding. 22. Identify the functions of industry standard video editing software and explain its application in the production of digital videos. 23. Demonstrate advanced database design and implementation using a powerful database management system. 24. Identify the design requirements for a professional project and develop a solution to meet the specific requirements of the project. 25. Use programming code in a web environment to produce web-based application solutions. 26. Analyse corporate web requirements and define a management strategy based on best practices and good corporate governance. 27. Analyse E-Commerce requirements and develop a solution. |
| 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: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: Associated Assessment Criteria for Exit Level Outcome 12: Associated Assessment Criteria for Exit Level Outcome 13: Associated Assessment Criteria for Exit Level Outcome 14: Associated Assessment Criteria for Exit Level Outcome 15: Associated Assessment Criteria for Exit Level Outcome 16: Associated Assessment Criteria for Exit Level Outcome 17: Associated Assessment Criteria for Exit Level Outcome 18: Associated Assessment Criteria for Exit Level Outcome 19: Associated Assessment Criteria for Exit Level Outcome 20: Associated Assessment Criteria for Exit Level Outcome 21: Associated Assessment Criteria for Exit Level Outcome 22: Associated Assessment Criteria for Exit Level Outcome 23: Associated Assessment Criteria for Exit Level Outcome 24: Associated Assessment Criteria for Exit Level Outcome 25: Associated Assessment Criteria for Exit Level Outcome 26: Associated Assessment Criteria for Exit Level Outcome 27: Integrated Assessment: This qualification makes use of integrated assessment methods and tools which include formative and summative assessment. Experiential learning and a project worth 20 credits form part of the integrated assessment practices. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared with both international qualifications as detailed below. In general this qualification compares well with its international equivalents. The qualification maintains a good balance between foundation work, creativity, web application development and workplace learning which is well aligned with industry requirements internationally. The following qualifications compare favourably with this qualification: |
| ARTICULATION OPTIONS |
| This qualification should articulate with the BTech: IT: Web Development or its expected replacement, at public South African Universities. |
| MODERATION OPTIONS |
| The IIE ensures the quality of its qualifications through a stringent process of internal and external control as set out in the IIE Assessment Policy IIE009. All exit level modules are externally moderated while all others are internally moderated. The IIE which is a multi-site provider has a sophisticated system of internal and external moderation to assure quality and ensure equity of provision. Feedback from moderators is used to improve the quality of assessment, material and student support as well as to ensure fairness and validity in any particular examination cycle. External moderation is also used to ensure that the quality of the programme content and its assessment is comparable to that offered by other providers. All HEQC accreditation criteria in this regard are met and indeed exceeded because of the additional layer of internal moderation to secure equity across the sites. Internal Moderation: The role of internal moderation is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all IIE campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, portfolios etc. Moderation of assessment is formalised within the institution on both an internal and external level through the IIE Quality Management System as per IIE Policies IIE001 and IIE009. Feedback on internal moderation is provided to respective lecturers and academic staff across the campuses through a moderation report. External Moderation: External Examiners/External Moderators will be appointed to examine the exit level subjects of a qualification. External Moderators' reports: External moderators are required to submit formal reports using the given template. External moderators are asked to report on the following: Before this report is submitted to the relevant academic team for decisions on action the national averages for the module and for each set of campuses is included (internal examiner and moderator) so that variances can be managed whether or not they have been identified by the moderator. External moderators reports are forwarded to the respective Heads of Programme (HOP) and National Heads of Department and shared with the lecturers concerned. If marking problems are identified a development process and support for the lecturer is initiated. The HOP ensures that all pertinent feedback is taken into account for the following year's programme and curriculum. In relation to the group of student's whose work has been externally examined/moderated the moderator's assessment can result in anything from the whole country being remarked to remarking on one site to the adjustment or marks or no action as required - the Assessment Policy spells out the conditions for such decisions. As of 2010 the actions that arise from internal and external moderation reports will be the same. The practices are based on standard public provider practices. Criteria for the appointment of external moderators include: Criteria for Appointment of External Examiners/External Moderators: To date moderators that meet the requirements are approved by the Senior Head of Programme. The Senior Head of Programme holds the position equivalent to a Head of School in a public provider. The moderators' details are then approved by the Director (Academic Head). As of 2009 a list of moderators, their institutional affiliation and qualifications will also be considered by both the relevant Faculty Board and Senate on a semester basis. Appointment is thus not at the sole discretion of any one person but is against the criteria and guidelines and with the "verification" of the Director and now, of the Faculty Board and Senate. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessors and moderators must hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years teaching experience. Assessors with less than two years experience have their assessment work moderated by a peer. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| 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 Independent Institute of Education (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. |