• Entry-Level IT Professionals: Individuals who are new to the field of computing and digital technologies and are seeking a foundational education to start a career in IT.
• High School Graduates: Individuals who have completed their high school education and are interested in pursuing a career in computing and digital technologies.
• Career Changers: Those looking to transition into the IT industry from another field and need a fundamental understanding of computing concepts.
• IT Technicians and Support Staff: Individuals working in entry-level IT roles who want to formalise their knowledge and skills with a recognised diploma.
• Entrepreneurs and Small Business Owners: People starting their own businesses in technology-related fields who want to gain a broad understanding of computing and digital technologies.
• Those Considering Further Education: Individuals who are considering pursuing higher education in computing and digital technologies and want to build a strong foundational knowledge before enrolling in more advanced programs.
• Self-learners: Individuals who prefer a structured learning programmes to acquire basic skills and knowledge in computing and digital technologies.

The qualification has the following six units:

• Computing Fundamentals and Systems Analysis
• Programming and Software Development
• Web and Multimedia Fundamentals
• Networks and Cybersecurity Fundamentals
• Data-Analytic Thinking and Decision-Making
• Database Design and Development

• Be 18 years or older at the beginning of the qualification
• Possess relevant RQF/NQF/QCF Level 3 Certificate/Diploma or at the level of GCE/GCSE or equivalent
• Be mature learners (over 21) with management experience (must check with the delivery centre regarding his/her experience prior to registering for the qualification)
• English requirements: If a learner is not from a majority English-speaking country must provide evidence of English language competency.

Learners are assessed via a range of assessment methods to ensure that all the learning outcomes and assessment criteria are met in a way that enhances their learning experience. The assessments will allow learners to demonstrate a clear grasp of the concepts and their ability to link theory to practice and to communicate clearly in the construction and engineering field at the appropriate level.

Although a variety of assessment methods may be used, the demands made on learners within and between centres must be comparable to ensure consistency of assessment. To achieve this qualification, all the learning outcomes are assessed by a combination of formative and summative assessments.

Assessment methods may include:

assignments | case studies | integrated work activities | group and individual presentations | projects | reports | time constrained tests | examinations | Viva Voce

All centre-marked assessments are subject to external verification to ensure that standards are maintained comparatively against internal and external benchmarks.