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 Business Computing Qualifications - Regulations
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02
Background |
2.1 History | Prior to 1988, the only nationally recognised programme in professional computing was the New Zealand Certificate in Data Processing (NZCDP). This programme no longer met the needs of the rapidly changing computer industry and its dated structure prevented the dramatic revisions that were called for. Many polytechnics had supplemented the NZCDP course with additional material to meet the existing needs of the computing industry requirements.
During 1986 and 1987 the NZCDP Review Committee, comprising representatives from polytechnics and from the New Zealand computer industry, co-ordinated the massive task of creating the prescriptions, regulations and other details required for a new qualification.
In 1988 the ‘Certificate in Business Computing’ qualification was introduced in many New Zealand Polytechnics, followed by the ‘Advanced Certificate in Business Computing’ in 1989 and by the ‘National Diploma in Business Computing’ in 1991.
During 1991 the prescriptions were extensively revised with the credits and student learning hours being standardised across all modules, in anticipation of the adoption of this philosophy by the New Zealand Qualifications Authority for unit standards on the National Qualifications Framework. The 1991 revision created a continuum of modules at three distinct levels from which the three qualifications were structured. The revised prescription was introduced in 1992.
The New Zealand Personal Computer Drivers Licence (NZPCDL or PCDL) award was introduced in June 1998 in response to market demand.
In 1999 NZQA approved a name change for the Advanced Certificate in Business Computing, which became the Diploma in Business Computing, to bring it into line with current NZQA naming conventions. At the same time the credit value of modules changed from 60 credits per module, or multiples thereof, to 7 credits per module, or multiples thereof, to conform to the NZQA Framework standards.
The Certificate in Computing (CIC) qualification was introduced in 1999 in response to polytechnic demands for a NACCQ programme at level 3. A set of appropriate modules and a programme structure was published separately in 1999 and review in 2001. The CIC programme was included in the ninth edition of this publication released in November 2002.
In 2002 NACCQ approved changes to the names of the following qualifications:
Certificate in Business Computing (CBC) renamed the Diploma in Information and Communications Technology Level 5 (DipICT L5), Diploma in Business Computing (DipBC) renamed the Diploma in Information and Communications Technology Level 6 (DipICT L6). The change to the qualification names was in recognition of the NZQA NQF conventions, widely understood and accepted by both national and international communities, and in recognition of the universal use of ICT in education and government and a growing use of the term by industry and related organisations, such as the NZCS and the IEEE.
A revised nomenclature for modules was devised to help emphasise the number of credits required at each level, in order to obtain the renamed qualifications. The use of the 100, 200 and 300 nomenclature to describe modules (to cease in December 2003) was substituted with 4xx or 5xx, 6xx and 7xx levels respectively.
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2.2 Philosophies top | The philosophies adopted for the development and maintenance of these programmes are as follows:
2.2.1 Programmes must be capable of rapid response to significant industry changes.
2.2.2 Programmes must offer the possibility of in-depth study of chosen areas, reflecting the increasing diversity of knowledge requirements and career options.
2.2.3 Programmes must be capable of satisfying the differing regional needs throughout New Zealand.
2.2.4 Programmes must ensure that the significance of the Treaty of Waitangi issues, as related to the industry, is addressed.
2.2.5 Programmes must set an appropriately high standard for entry into the New Zealand computing profession.
2.2.6 Programmes must be the outcome of continuous close liaison between the New Zealand computing profession and New Zealand sector affiliate educators.
2.2.7 Assessment must be based on the concept of mastery, where a target level of skills and/or knowledge is defined, and the student is required to demonstrate that they can achieve the target.
2.2.8 Programmes must be maintained as national courses with consistent nation wide standards, producing portable and recognised qualifications.
2.2.9 The CIC programme must promote self-confidence in learning and must also promote the development of numeracy, literacy, and problem-solving skills.
2.2.10 Diploma programmes must promote a critical approach to tasks, and must promote the development of powers of reasoning, expression, and independent thought in individual students.
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