Bachelor of Science Honours in Computer Science
Physical, Mathematical, Computer and Life Sciences - Information Technology and Computer Sciences
Purpose and Rationale
Qualification Overview
Purpose
The purpose of this qualification is to train Computer Scientists with detailed technical knowledge required of Software Engineers. In addition to technical knowledge, this qualification is intended to instil in learners an ability to learn on their own and the ability to pursue more advanced research in Computer Science. Additionally, to provide the learners with a sufficient depth of knowledge and skills that give opportunities for continued intellectual growth, for gainful economic activity in a range of Information and Communications Technology (ICT) related careers, and for rewarding and constructive contributions to Society.
Rationale
There is an urgent need in South Africa (SA) for more Scientists and Technologists and Government recognises that participation in Higher Education must increase. This qualification is intended to provide qualifying learners who have specialised knowledge in Computer Sciences and can therefore serve the community in a variety of important ways, in both the public and private sectors. It allows qualifying learners' professional recognition. It develops learners in applied and cognitive competencies; including acquisition interpreting, understanding and application in the specialisation field of Computer Science at this level. This qualification provides clear statements of the learning outcomes and makes explicit the competencies which employers can expect from their potential employees. Thus, this qualification has specified Exit Level Outcomes which can be directly related to the aspirations of learners seeking rewarding careers in Information and Communications Technology (ICT), and to the range of competencies required in employment sectors (industry and business, research and development, local and national government, development and planning, etc.).
Outcomes
- Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
- Work effectively with others as a member of a team, group, organisation, community.
- Organise and manage oneself and one's activities responsibly and effectively.
- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
- Use science and technology effectively and critically, showing responsibility towards others.
- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
- Demonstrate an awareness of the importance to reflect on and exploring a variety of strategies to learn more effectively.
- Participate as responsible citizens in the life of local, national and global communities.
- Be culturally and aesthetically sensitive across a range of social contexts.
- Explore education and career opportunities.
- Demonstrate a satisfactory level of knowledge of fundamental, advanced and applied scientific principles, bodies of content and conceptual issues including areas of contested knowledge.
- Understand of the techniques and strategies involved in scientific enquiry and problem solving.
- Understanding of the role of the natural sciences in general, and Information and Communications Technology (ICT) in particular, in society.
- Understanding of both the professional and ethical basis of scientific enquiry.
- Apply commerce, database and software development knowledge in fairly complex software business process re-engineering projects.
- Contribute significantly to the analysis of an organisation's need for a computer-based solution to its operational problems.
- Exhibit a level of understanding appropriate to practice of the discipline.
Assessment Criteria
Associated Assessment Criteria:
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Collect, analyse, organise, and critically evaluate information: Students should demonstrate the ability to gather relevant data, analyze it effectively, organize it in a coherent manner, and critically evaluate the information to draw meaningful conclusions.
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Analyse and design solutions to commercial programming problems: Students should be able to analyze complex commercial programming problems and design appropriate solutions that meet the requirements of stakeholders.
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Solve problems and/or execute research work in a specialized area of Computer Science/Information Systems: Students should demonstrate the ability to solve problems effectively and conduct research in a specialized area within Computer Science or Information Systems.
Integrated Assessment:
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Learning and assessment integration: The assessment process will be closely linked to the learning process, providing continual feedback to students on their progress towards achieving specific learning outcomes.
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Formative Assessment: Continuous formative assessment will be used to evaluate students' progress and provide feedback to help them improve.
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Requisite level of knowledge: Assessment will ensure that students have acquired the necessary knowledge and skills expected at this level of study.
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Research project: In most cases, students will be required to formulate and carry out a research project, report on it, and critically review relevant literature in the subject area.
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Integration of knowledge, skills, and attitudes: Integrated Assessment will test students' ability to synthesize the knowledge, skills, and attitudes encompassed by the exit level outcomes.
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Assessment methods: Evaluation methods may include formal examinations, essay reviews, oral presentations, written assignments, fieldwork assessments, and review of written research projects. The assessment will consider elements of scientific literacy, numeracy, and computer literacy as appropriate to the study area.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.