Computing Technical Support and Software Development

SCOTTISH QUALIFICATIONS AUTHORITY
ARRANGEMENTS
DOCUMENT
G7TT 16 HND COMPUTING:
SOFTWARE DEVELOPMENT
G7TR 16 HND COMPUTING:

TECHNICAL SUPPORT
Version 2.0
SCOTTISH QUALIFICATIONS AUTHORITY
CONTENTS
PAGE TITLE PAGE

NUMBER
Rationale for the Development of the Awards 2

Qualification Design Team 4
Consultation and Market Research 4/5
Uptake and Progression 11
Target Sector and Level of Employment 12
Target Candidates 13
Relationship with other SQA awards 13
Rationale for Structure and Contents 14
Rationale for Core Skill Profiles 16
General Aims 17
Specific Aims 17
Prior Experience and/or Qualifications 18
Core Skills Profile for Entry 19
Conditions of Award HND Computing 20
Graded Units 25
Core Skills 26
Context and Content 28
Assessment Strategy 28
Open Learning and e-Learning 30
Credit Transfer 31
Guidance for Candidates and Progression Routes 31
Graded Unit Specifications 32
Other Unit Specifications (Front Pages) 62
Opportunities to Achieve Core Skills 93
APPENDICES
Appendix 1: SQA Design Principles 96
Appendix 2: Qualification Design Team and Steering Groups 100
Appendix 3: Employer Stated Skills Needs and Skill Gaps Identified in the 102
Computing/IT Profession
Appendix 4: Progression Routes from HND Computing into Higher Education 123
(HE)
Appendix 5: Report of PDAs 131
Appendix 6; Mapping of HN Units to National Occupational Standards 139
Appendix 7: Credit Transfer Mapping 157
RATIONALE
FOR THE DEVELOPMENT OF THE AWARD(S) AND THE PROCESSES OF
CONSULTATION AND MARKET RESEARCH CARRIED OUT
INTRODUCTION
This document is the 'Arrangements' for the 'revised' Higher National Diploma in Computing.
This HN Computing award has been offered in unitised format since 1989. The last revisions
were 1995 and then in 2001, following a change in the design rules.
The 2001 revision has been used as a 'pilot' award, and in particular has been used to test the
appropriateness of the new design rules. While the 'pilot' HN Computing awards have been
successful, experience has shown that they did indeed need some revision.
Two HNDs in Computing are available - Software Development and Technical Support. This
follows the pattern of earlier awards.
B A C K G R O U N D TO T H E D E V E L O P M E N T O F T H E AWA R D
O V E RV IE W
In effect, this arrangements document is the final stage of what has proved to be a five year
development of HNC and HND in Computing. The redesign of the HNC and HND arose
directly from the change in the SQA Design Rules which took place in the year 1999.
However, it was also a consequence of considerable changes in the Computer Industry since
the establishment of the then 'current' HNC and HND awards. The decision was made to
undertake a bold change initiative by going to first principles and establishing precisely what
was needed in terms of computing and associated skills in order to effectively support the
Scottish economy at the level of technician (for the HNC) and computer professional (for the
HND).
The difficulty in working from first principles is that continuity may be lost with what has
gone before and changes in structure and design may be made which, over time, prove not to
be satisfactory. It was therefore decided to implement the change in two phases:
Phase 1 was the major initiative. It involved thorough research of the market place and close
consultation with centres, colleges and other professionals in advisory groups so that the
necessary changes could be implemented, but that the implications of such changes could be
anticipated and adverse effects ameliorated. These HNC/Ds were known as the 'Pilot' awards
and, as expected, ran for several years. Their development was supervised by the HN
Computing (pilot) Steering Group who were set up for the purpose.
Phase 2 has now been finalised. It was intended to review the running of the pilot courses
and awards and would seek to modify them in an incremental manner to overcome any
disadvantages which had become manifest. The HNC and HND which emerged from this
work would be known as the 'Revised' Awards. This work was supervised by the HN
2
Computing Review Advisory Group (HNCRAG) who replaced the Steering Group from
Phase 1.
Phase 1 has been completed and the 'Pilot' awards were validated in 2001. Most colleges and
centres have presented these awards, but some continue to present the 'Current' awards ie.
those which preceded the 'Pilots'.
As part of Phase 2, the planned review of the 'Pilot' awards took place in late 2003 and early
2004.
The 'Revised' HNC was presented for validation in April 2004 and was validated successfully
in September 2004.
This arrangements document details the 'Revised' HND Computing awards was successfully
validation in May 2005 - this completes the broad plan.
Use of Terminology
The terms 'Current', 'Pilot' and 'Revised' have had specific meanings during the progress of
Phases 1 and 2. However they do not make technical documents easy to read. The use of
'Current' to refer to HN qualifications used in 1997, for example, is particularly inappropriate.
Therefore in the remainder of this document and in future publications by the SQA the awards
from before, during and after this development plan will be referred to respectively as the
1995, 2001 and 2004/5 versions of the HNC and HND.
G E N E R A L B A C K G RO U N D
The SQA and its predecessor bodies have been offering Higher National awards in the
Computing area since the early 1980s. The HNC and HND awards in Computing have been
offered in unitised format since 1989. They were last fully revised in 1995.
The HN Computing awards are extremely popular and the number of candidates entered for
these awards continues to rise, as Table A shows.
2001/2 2002/3 2003/4 Total

Award code level entries awards entries awards entries awards entries awards
HNC Computing G5VS 15 433 0 850 247 1112 553 2395 800
HND Computing: TS G5VV 16 89 0 314 29 528 207 931 236
HND Computing: SD G5VT 16 123 0 301 36 349 127 773 163
total 645 0 1465 312 1989 887 4099 1199
Table A: Number of Candidate Entries per Year

SQA initiated a revision of the HN Computing awards in November 1999 as one of three pilot
areas developing awards under the revised HN Qualification Design Rules. More recently
these rules have been replaced by a set of 'Design Principles' which are summarised in
Appendix 1.
DEMAND FOR COMPUTING SKILLS
Since 1995, the field of Computing and Information Technology has seen massive change,
both in the technology and in the skills required of computing professionals. In particular
three important changes stand out. These are: the immense importance of the Internet to
3
modern society; an emphasis on object-oriented techniques for analysis, design and
implementation of software systems; and a considerable extension of networks and network
technology into almost every part of life. All of these are reflected in the 2004 HN
frameworks.
As part of this development work, two reviews were undertaken to find information on the IT
‘skills gap’, the number of IT vacancies and the IT skills most in demand. These reviews took
place in 2000 and 2004. They looked at a number of reports commissioned by industry
bodies and considered aspects of the IT skills gap in Scotland, the UK, Europe and world
wide. (See Market Research below)
This qualification has been developed in response to these changes along with feedback from
practitioners and delivering centres. This award aims to provide a candidate with the skills
and knowledge that will assist in meeting the fundamental skills needs of the Computing
sector.
Q U A L I F I C AT I O N D E S I G N T E A M
A Qualifications Design Team has performed the development work for both the 2001 and
2004/5 HN awards. Throughout the two phases of development this Qualification Design
Team has been supported and advised by a supervisory panel. In 2001 this was the HN
Computing (pilot) Steering Group, and in 2003 it was replaced by the HN Computing Review
Advisory Group (HNCRAG).
The membership details of the Qualifications Design Team, the Steering Group and
HNCRAG are shown in Appendix 2.
C O N S U LTAT I O N & M A R K E T R E S E A R C H
The Qualification Design Team has conducted market research to ensure that these HNDs will
meet the needs of employers, the professional bodies and the Higher Education institutes. It
has also gathered feedback from delivering centres, practitioners and students. The students
surveyed in 2000 were studying on the 1995 award and those surveyed in 2004 were studying
the 2001 awards. The aim in all these consultations was to discover or anticipate problems
and identify modifications and/or improvements which were needed in order to improve the
usefulness, quality and practicability of the awards.
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M A R K E T RE S E A R C H
The ultimate market for these qualifications is the work place. All the stakeholders in these
developments would wish to see the holders of these new HN awards as successful
computing/IT professionals who will be recruited into appropriate jobs in companies, public
service or in voluntary organisations. Alternatively they themselves may start small or
medium sized businesses. Because, in economic terms at least, the wealth producers in our
economy are primarily the companies, the team decided to research the business sector in
particular to establish their computing needs. In simple terms what did employers need and
did they think that people holding an HNC or HND in Computing would meet these needs?
Two other types of body mediate in the process, which results in a qualified person obtaining
a suitable job and succeeding within it:
The first of these is the Higher Education (HE) institutes - mainly universities. People who
hold an HNC/D in Computing may apply to take a first degree which may typically be in
Computing, IT or Engineering and from there go on to work in the computing industry at a
professional level in a technical support or a software development role. The question here is
whether the universities will accept holders of an HNC or HND in computing as a suitable
student on a degree programme. Further, will they accept such a person, especially if holding
an HND in computing, into Year 2 or Year 3 of their programme. This latter arrangement is
known technically as 'articulation'.
The second type of mediating body is the professional computing associations, societies and
institutes of various types. Membership of such bodies is a form of professional recognition
and may assist the holder in obtaining suitable employment. Such bodies typically have
grades of membership, personal development programmes and criteria by which people
joining the body may be accredited in order to join with a particular level of membership. The
question here is whether holders of an HNC or HND will be acceptable to such bodies and at
what levels of membership they might join.
So it can be seen that the thrust of the market research should be aimed at trying to provide
Scotland with a supply of HN award holders who will meet the needs of employers,
sometimes directly and sometimes following the achievement of an HE degree or diploma
and/or membership of a professional body.
SUMMARY OF MARKET RESEARCH ACTIVITY
The market research took place as a natural part of the two phases of development.
Phase 1 - in the year 2000 (Information can be found in G7GL 15 – HNC Computing
Arrangements Document)
1. A total of 109 Scottish IT companies were surveyed by telephone.
2. A review of research into the computer industry was undertaken.
3. All Universities in Scotland were surveyed by hard copy questionnaire.
4. Two professional bodies the British Computer Society (BCS) and the Institute for the
Management of Information Systems (IMIS) were surveyed by letter.
While these surveys provided valuable information for the development of the 2001 awards,
the panel who validated the 2004 HNC felt that they were dated and might not reflect recent
changes in the computing industry. They recommended that more current data should be
collected in order to support the validation of the 2004/5 awards so a second set of surveys
was conducted.
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Phase 2 - in the year 2004
1. A total of 73 Scottish companies which have IT as the sole or a major function were
surveyed by telephone. (Appendix 3: Report 1)
2. Five Scottish universities were surveyed by interview, e-mail and telephone.
(Appendix 4: Report 1)
3. The same two professional bodies - BCS and IMIS - were surveyed by e-mail and
telephone.
Phase 3 - in the year 2005

1. A review of recent research by e-Skills UK was undertaken. (Appendix 3: Report 2)
2. A further six Scottish universities and two Colleges of Higher and Further Education
were surveyed by interview, e-mail and telephone. (Appendix 4: Report 2)
Findings from the Market Research

Surveys of Employers (See Appendix 3)
The telephone interview survey of representative IT firms asked them what skills they needed,
what qualifications they looked for in recruiting their employees, and what experience they
had of employing holders of qualifications in HN Computing.
The telephone interviews were administered by a commercial organisation whose main
business is telephone surveys. The number of companies approached far exceeded the
numbers who responded (347). The range of firms who responded in terms of size, activity
and geographical distribution was a reasonable approximation to the entire distribution of
companies offering IT jobs within Scotland.
In the main, results about recruiting were not surprising. Companies were prepared to
consider applicants with HN qualifications, but an apparent preference for these qualifications
in 2001 was not repeated in 2004. One fact that emerged from the 2004 analysis was that
firms who employed people to develop software were much more inclined than others to
employ graduates, often exclusively graduates.
Questions about specific computing/IT subject areas showed that the following are all
considered relevant or very relevant: Applications and Applications Development; Hardware
and Operating Systems; Internet Working; Information Systems; Professional Issues; and
Project Management.
Two areas stood out markedly in their reported relevance. These were, Network
Administration & Technologies and Providing Support to Users. Both of these are
normally considered to fall within the Technical Support version of the HND.
On the Software Development side there were also clear patterns. A group of 25% of the
companies accorded no relevance whatever to Programming nor to Systems Analysis &
Design. The remaining 75% thought at least one programming language and one method of
Systems Analysis WAS important. Of this 75% some two thirds thought that more than one
programming language and more than one method of Systems Analysis were relevant to their
needs. The close similarity of the figures should not be a surprise because these two areas are
closely linked in functional terms.
Questions about skills gaps and skill vacancies in the reports by e-Skills UK have supported
these findings. They also reported the need for professional software developers with both
recruiting problems and skill gaps in employed staff.
Employers were asked about the relevance of five transferable core skills. (The table on page 16
shows the standard five SQA core skills. Because IT was so evidently relevant to computing, respondents
6
were instead asked about the importance of a foreign language, which has been the subject of debate in the
past.)
90% said that ALL of these transferable skills were relevant or very relevant, except the
foreign language. Only 10% thought a foreign language to be relevant.
The reviews of research confirmed the importance of the computing sector and indicated a
continuing demand for qualified employees.
Conclusion on Employers: The needs of employers were well articulated in these results
and have not altered very much between the 2000 and 2004 surveys. The emphasis on data
communications, internet working, network technology and giving support to users has been
designed into the framework for technical support as has the continuing need for software
development in the other version of this HND. The recent publication by e-skills UK raised
the great importance of IT strategy and the integration of IT into the business model. These
both involve skills which can be developed in those holding the proposed awards.
Articulation
Evidence from surveys and post course destination statistics confirm that traditionally many
HND students progress to HEI to study at undergraduate and post-graduate levels and have
contributed significantly to the success of these programmes.
While these links have either been semi-formal or formalised locally, efforts will continue to
provide a secure foundation at national level as the basis for advice to colleges on articulation
to HEIs. This process, driven on a strategic level to provide consistency of opportunity and
access for students, using the SCQF approach will be ongoing and further work with HEIs in
the light of recommendations by major stakeholders will be progressed. Appendix 4 contains
more detail on the models proposed, with some Universities being able to retain and develop
much stronger articulation routes and agreements, to the benefit of themselves, their students
and the colleges(s), than others.
Surveys of Universities (See Appendix 4)

The 2000 survey was not very helpful. However it did produce general support for the
changed HND structures.
Of the five universities which were consulted in the 2004 survey, all are prepared to consider
the formal recognition of HND Computing as a valid qualification for entry to their degree
programmes and four of these will actively consider such entry in the second or third
academic year of such a degree course programme. (Appendix 4: Report 1)
The universities and colleges surveyed in 2005 were on the whole very positive about
articulation into second or in some cases third year of their degrees. In some instances
articulation agreements existed for previous versions of the HND award and were likely to be
renegotiated. Arrangements to provide bridging modules (especially in Java and
mathematics) were also already established. (Appendix 4: Report 2)
Because the HND design is new, it will take time to establish articulation agreements or
policies in any detail. However the agreements, which are most likely to be established over
the next two years are likely to limit to some extent the degree programmes that may be taken
by ex-HNDs. Further, the different universities may express preferences about the choice of
some of the optional units which should be contained in the programme of study followed by
HND candidates. In addition universities may well state preferences about the particular
programming language(s) in which the student should be proficient.
Conclusion on Universities: The HND in Computing is very likely to be accepted by
Scottish universities. Articulation will certainly be feasible in the mid-term future for most
students to gain entry to Year 2 or Year 3 of a degree programme. However, it will be
7
important that guidance staff in FE colleges develop some expertise in the different
requirements, specifications and demands of universities in order to guide students and to
offer courses which will give them a reasonable set of progression routes.
Surveys of Professional Bodies

Two professional bodies were approached in 2000: the British Computer Society (BCS) and
the Institute for the Management of Information Systems (IMIS), but only IMIS gave a formal
reply in writing. They judged that the 2001 HND would equate to their Higher Diploma and
would consider award holders eligible for Associate Membership. It is anticipated that after
application and due process the HND will also attract the same level of IMIS recognition.
In the 2004 survey, the BCS said they were prepared to recognise the HND Computing to
some extent. If requested, they will accredit or exempt such HND courses delivered by
applicant FE colleges that meet their specific requirements. Apart from these, any student who
achieves the HND award will gain some (lesser) recognition in their 100-point member
progression system.
Conclusion on Professional Bodies: The HND in Computing will be recognised and
respected by professional bodies and will lead to improved levels of membership, but only
after the necessary administrative steps have been taken by the applicants or their colleges.
Achievement of the Market Research

The market research into the requirements of the employers, the universities and the
professional bodies explored a number of real life factors which are external drivers and
which should, and did, affect the design of the HN awards. The conclusions provided a firm
base upon which to design the HNC and HND.
However, it was also important to obtain the views of people involved in the delivery of these
awards, and in their administration and also the views of students who are ultimately the
'victims' of all these plans and processes. This was achieved through formal consultation.
SUMMARY OF CONSULTATION ACTIVITY
Urged by the two steering groups1 and implemented by the Design Team, consultation has
taken place throughout the entire 5 year development of these HN awards. Such consultation
continues currently, and will continue as a means of identifying and addressing problems
during the presentation of these HND courses and awards. In order to further this, a
qualification support team has been set up which will work on a continuing basis.
The sources of consultation have primarily been practitioners (ie. lecturers, moderators, heads
of department in centres, and inspectors,) and also students. The students could usefully
advise on the appearance, the user friendliness and the general experience of the courses that
are offered. While the practitioners can also comment on these aspects, perhaps more
importantly, they can also comment on the design and presentation of courses with regard to
their practicability, balance, academic content, options, sequence, assessment, success and the
associated difficulties which flow from these. A number of other professionals have also been
consulted including HE staff and academics, employers, and other advisors.
1
These were the HN Computing (pilot) Steering Group for 2001 awards and the HN Computing
Review Advisory Group (HNCRAG) for the 2004 awards
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Consultation has been conducted within three main formats. These are:
• An on-line e-mail discussion group for practitioners and other interested professionals
was set up. This was later improved by a conferencing facility known as a 'smartgroup',
which enables correspondence, file transfer, voting and questionnaires to be employed as
part of the consulting process.
• Postal surveys and other communication, primarily to and from students and practitioners.
Throughout the five years the development team has been open to written
communications from concerned and interested persons and in addition has actively
sought responses to paper surveys.
• Seminar or consultation days where those attending were briefed on the current status of
the development and from which questions and comments were received.
In addition practitioners and other interested parties have been encouraged to raise their ideas
and concerns. The willingness of the Development Team to listen, which has been evident in
the smartgroup correspondence, has made this also a fruitful source of ideas.
The Computing Public Online Forum

The initial online discussion group was replaced by the ‘Smartgroups’ which was found at
www.smartgroups.com/hncomputing. Due to closure of ‘Smartgroups’ the new online public
forum is http://uk.groups.yahoo.com/group/sqahncomputingit/. This is a powerful
communication tool which has given stakeholders the ability to discuss issues in an open
forum and to allow practitioners within centres to gain knowledge in light of the experiences
of others. In addition members of the design team could raise issues or pose questions at any
time. The whole history of the consultations may be reviewed by reading through the website
correspondence which at the time of writing holds over 1300 communications, organised into
discussion 'threads'.
During the last three years five specific consultations have been carried out electronically via
the public Smartgroup. These were:
Request for Suggestions
This database was active throughout 2002 and most of 2003. It aimed to collect from
members specific suggestions for change which arose from their personal experience
of presenting and delivering the 2001 awards.
Award Frameworks
This survey in early February 2004 aimed to gather feedback from practitioners and
establish whether the content of the proposed frameworks was correct for the HN
Computing awards.
Level of Core Skills
This survey in late February 2004 aimed to establish whether the Qualification Design
Team had included the correct core skills profile within the award(s).
Content of HNC Computing Graded Unit – Project or Examination
This survey in early April 2004 was designed to get feedback from practitioners about
the proposed changes to the 2001 awards, in particular, whether an examination or
project was preferred for the graded unit in the HNC Computing, or some mixture of
both.
Proposed HNC Framework
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The framework for the HNC Computing was sent out for consultation. A number of
centres and individuals have given feedback and, where appropriate, these have been
incorporated into the HNC.
Proposed HND Framework
The framework for the HND Computing was sent out for consultation in October
2004. As with the HNC a number of centres and individuals have given feedback.
These have been discussed and, where appropriate, have been incorporated into the
HND.
As can be seen, the smartgroup was a highly effective consultation tool and has added to
the confidence of the Design Team that they are fully aware of the views of practitioners.
It is a very flexible instrument and for example proved very useful in the early stage of
the 2001 awards in enabling centres to request a coordination visit to assist them with any
implementation problems.
Postal Surveys and Communications

For the 2001 awards there was in March 2000 a postal consultation involving staff within
centres. This produced a considerable amount of agreed advice, which the development team
used and it raised many useful issues for consideration of the team. The details are shown in
Appendix 10
A postal questionnaire in June 2000 was administered to 118 HND students of the 1995
awards at five colleges. It asked about the suitability of their courses and what preferences
they had over examinations, choice of units and were there any general problems which they
had experienced. In 2004 this survey was duplicated. This time the respondents were 46
students at Aberdeen College and they were given a briefing before responses were collected.
The findings were similar to the earlier survey. The main point of special interest which
emerged from the latter analysis was a declared feeling of envy amongst some of these
students who regarded the 2004/5 HND award as being more valuable than the 2001 HND,
especially because of the arrangements being made for PDAs.
Written comments have also been encouraged from practitioners at various stages of both
Phase 1 and 2 of the development. Batches of these have been gathered via SQA
representatives at centres.
Seminars and Other Open Day Events

While the smartgroup correspondence was a useful source of information for all those
involved, it was felt to be important that practitioners should be fully briefed on progress and
persuaded of the value and importance of the changes being made. Therefore a number of
face to face events were arranged to explain the team's views and plans, but also to listen to
and respond to concerns of the audience.
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The meetings arranged were:
1. A one-day consultation event for colleges was held in Perth in June 2000. An early
draft of the framework was discussed and outline unit proposals were considered.
2. A one-day consultation event for colleges was held at SQA's Glasgow premises in
November 2000. A more developed version of the framework was discussed and
version 1 and 2 unit specifications were reviewed. This event was repeated at Stow
College and Falkirk College to allow more college representatives the opportunity of
contributing directly.
3. In May 2002, an event was held in Stirling to update centres and provide the
necessary information about the changes to the framework.
4. Practitioner Focus Groups were held across the country to gather feedback from
Centres either on a group basis or from individuals. These comments were used by
the Qualification Design Team in presenting developing and proposing the necessary
changes to the HNCRAG. This information was used to determine and scope the
changes required to the award.
5. An articulation event was held in conjunction with Stirling University to ease the
progression of candidates articulating between FE and HE. Significantly, it ensured
that HE were fully aware that the 'merit' system which applied in the 1995 awards
was now discontinued and replaced by the use of integrated assessments. It was also a
useful opportunity for the FE centres to discuss and network with their HE
equivalents.
6. A seminar was held in November of 2004 in Glasgow, which updated those present
on the work of the Development Team in designing the HND frameworks. This also
enabled practitioners to raise problems with the early implementation of the 2004
HNC Computing, which had been validated in September of 2004 for delivery in the
autumn.
Conclusion on Consultation
Consultation has been an important component in the development of these awards. It has
been used both pro-actively and reactively with great success. The willingness of the Design
Team to listen has been evident and this has led to practitioners and others concerned feeling
free to raise issues at an early stage. This adds considerably to the level of confidence, which
can be placed in the emergent frameworks.
U P TA K E & P R O G R E S S I O N
The number of students studying on the 2001 HND Computing courses has been lower over
the last few years than the preceding 1995 versions. This has been due to a number of
reasons, including the running of 1995 courses and 2001 courses in parallel; not every centre
moving over to deliver the newer course; and the course management of the 2001 courses
being difficult to deliver to part-time students, particularly evening cohorts. Difficulties with
HNC numbers have of course led to matching difficulties with HND numbers.
PROJECTED UPTAKE
ACADEMIC YEAR HNC/D

2001-2 447 ( 2001 Award)
2002-3 865 ( 2001 Award)
11
2003-4 1000 ( 2004 HNC)
2004-5 1150 (HNDs Revised)
2005-6 1300 (HNDs Revised)
Table 1 – Previous and projected uptake for Scotland

It is envisaged that these ‘projected uptake’ numbers will be achievable as all centres move
over to the delivery of the 2004 HN courses from the 1995 and 2001 awards. While the 12
credit HNC will probably restore the HNC numbers, especially part time, it is unlikely to have
much effect on the HNDs where a total of 30 credits is still required.
In order to improve further the value of the awards to students, centres should be encouraged
to consider the delivery of PDAs alongside the delivery of both the HNC and the HND.
Further PDAs, including some for software development are still under negotiation.
HND Computing Destination Statistics Summer 2004 - from eight FE Colleges.
The table distributed to Centres did not discriminate between SD and TS students, but several
of the contributors did. Hence the three columns. The employment destination was
sometimes unclear. It can be taken that the Information Technology (IT) row is certain, and
the next row might include some IT jobs.
HND HND HND

HND Focus TOTAL
SD TS (?)
Number of Students being reported on 29 75 41 145
Number who entered a HEI degree program 26 58 17 101
Number who entered employment working in
5 5 10
Computing /IT
Number who entered employment (not
2 12 4 18
necessarily in IT)
Number to other destinations 3 2 5
Number unknown 1 7 13 21
Table 2
Table 2 figures were taken as a representative sample of Centres presenting the award and are
thought to show typical progression history.
TA R G E T S E C TO R & L E V E L O F E M P L O Y M E N T
The HND Computing course aims to equip students with the necessary skills required to
follow a career within the computing field at a professional or junior managerial level. It is
also aimed at those who wish to study computing at this level before undertaking a career in
another field where such skills are subsidiary, but often very necessary.
In designing the award, the Steering Group has been fully aware of this need for qualifications
that will allow articulation to degree and Advanced Diploma courses while at the same time
12
containing relevant technical and transferable skills which will enable immediate entry to
employment. The Advisory Group (HNCRAG) believes that an appropriate balance between
'academic' and 'vocational' (i.e. between knowledge and its practical application) has been
achieved.
As can be seen in Table 2 those whose first destination after HND is HE (ie. about 70%)
normally expect to articulate into the second or third academic year of a degree programme.
Of the remaining 30% of successful HNDs about 19% of those surveyed entered employment.
The links with vendor qualifications, which have been built into the frameworks should also
ease the transition into employment. The details are shown in Appendix 5
TA R G E T C A N D I D AT E S
This award is designed to offer candidates academic, technical and professional training
leading to the skills necessary to design, implement, support, evaluate or manage IT systems
in a vast range of industries. The award is targeted at candidates who have the formal
education requirement and –
• Who intend to leave school and further their career path in a college. OR
• Who intend to progress their career after the study of either the NQ in Computing, the
NQ in Information Systems, or the HNC in Computing. OR
• Who leave employment with the intention of changing their career path. OR
• Who are unemployed and wish to study to assist gaining employment. OR
• Who wish to study on a part-time (day or evening) or day-release mode. However,
this is not easy because most HND students are full-time, at least in their second year.
At the discretion of a centre, a candidate may be permitted to enter the award by waiving
some of the entry requirements - based on their previous experience. Experience has shown
that mature candidates often study this award after having succeeded at the HNC and perhaps
having also achieved some vendor qualifications.
A candidate may move on to study at a higher level at a college or use the award to articulate
to a degree course.
R E L AT I O N S H I P W I T H O T H E R S Q A AWA R D S
Links to S/NVQs
The HN Computing awards also contain the knowledge and understanding for some
components of Scottish/National Vocational Qualifications (S/NVQs) in Information
Technology at levels 3 and 4. The S/NVQs are qualifications developed by the e-skills
National Training Organisation, the lead body for the Computing/IT industry (www.e-
skills.com).
In the development of the 2001 award, the HN Computing unit writers took cognisance of the
Scottish and National Vocational Qualifications when writing units and tried, where
appropriate, to incorporate knowledge and understanding which related to the S/NVQs.
Details of this work are shown in Appendix 6.
Since S/NVQs are work-based awards, it was not practical or sensible to attempt to cover all
of the elements of each VQ. However an effort was made to assist candidates who gain the
HN awards to undertake S/NVQs in the work-place. This has been achieved quite effectively
13
because the knowledge and understanding for some VQ elements will have been covered, at
least in part, within the HN awards.
In light of the changes happening to the VQ curriculum it is recognised that these standards
would have to be remapped to the HNC Computing when published.
Appendix 6 also contains a mapping exercise between NOS (National Occupational
Standards) and Higher National Units. In addition the NOS levels for entry to and exit from
these HN awards are discussed.
RATIONALE FOR STRUCTURE & CONTENTS
The awards are designed for those who will design, implement, support, evaluate and manage
IT systems in a vast range of industries. The HN Computing award has a long history and is
extremely popular with students and well recognised in industry. This award helps to satisfy
the government’s stated aims of developing the ‘knowledge economy’ and the IT industry, of
enhancing the IT skills of the population and of closing the IT skills gap and so increasing
economic competitiveness. These awards reflect the skills most in demand in today’s IT
industry developed under the umbrella of the SQA HN Design Principles. (See Appendix 1).
The HND Computing: Software Development, which usually incorporates the HNC in the first
year of study, has an emphasis on programming, systems analysis and design together with
project management and core skills. As such, it is intended to prepare candidates for
employment as Software Developers/ Programmers. These are occupations for which a need
has been established. In addition, this award will enable successful candidates to progress to
appropriate degree courses in Software Engineering, Computer Science or Information
Systems. Third year degree entry should be possible in many cases, otherwise second year
entry is certainly feasible.
The HND Computing: Technical Support, which usually incorporates the HNC in the first
year of study, develops skills and knowledge in operating systems, computer hardware, local
and wide area networks, data communications and core skills. The HND is designed to lead to
employment as a senior computing technician, network administrator, or network engineer.
Again, these are occupations for which a need has been established. Successful candidates
should be able to progress to degree courses in Computer Science, Computer Networks or
Internetworking. Third year degree entry is anticipated, with second year entry likely where
the ‘fit’ is less good.
Historically, these awards have been generally well accepted in the community and similar
success is anticipated with the 2004/5 versions of both HNC and HND.
The HN Computing awards are capable of being studied full-time, part-time or by day release.
However, while this is true of the HNC (especially as the new Design Principles have restored
the 12 credit HNC), it is not normally possible for the HND. The most common occurrence by
far is that the HND awards are studied full-time, with students achieving 15 credits in the first
year and the final 15 in the second year of full-time study. The difficulty for part-time or day-
release students is that, typically, they can achieve the 12 credits of the HNC over two years,
but the balance of 18 credits required to upgrade the HNC to an HND makes very heavy
demands on their time and proves difficult for centres to organise. A feasible pattern for part-
time or day-release students is that in two years they achieve 15 credits, giving them an HNC
plus three more credits. They then take the 'second year' of HND studies full-time. This
approach means that they can assess their options quite late and base the final decisions on
their degree of success in the first 12 or 15 credits. Provided the centre in question also has a
pool of full time students, this approach can work well.
On the basis of 8 SCOTCAT points for each credit, the HNC award will earn 96 SCOTCAT
points. Now it is normal for a candidate who wishes to gain entry into the 2nd year of a
degree course to have achieved 120 SCOTCAT points. So the usefulness of achieving 15
14
credits (rather than 12) during the first full-time year of study is apparent, even if s/he does
not opt to take the full HND.
Past evidence from First Destination Statistics of students achieving HND Computing awards
indicate that around 70% of successful students currently go on to further study with the
remaining 30% entering employment. (See Appendix 13) Therefore these HN Computing
awards have been designed to meet employers needs directly or after further study and/or the
achievement of membership of a professional body. Appendices 3, 4 & 5 show that these
awards are well conceived for these purposes. The need for the qualifications has been clearly
identified and these awards should contribute to an overall strategy for reducing the IT skills
gap and enhancing Scottish prosperity by enabling further expansion of the ‘knowledge
economy’.
In designing the awards, the HNCRAG (HN Computing Review Advisory Group) has been
fully aware of the need for qualifications, which will allow articulation to degree courses
while at the same time containing relevant technical and transferable skills, which will enable
immediate entry to employment. The HNCRAG believes that an appropriate balance between
‘academic’ and ‘vocational’ (i.e. between knowledge and its practical application) has been
achieved.
To further this bridging between theory and practice negotiations are well advanced to gain
industry recognition in addition to these awards. As part of their study progress towards HND,
candidates may also enter one of a number of Professional Development Awards (PDAs). The
intention is that these PDAs could be achieved during their HN studies. Two PDAs can be
taken during the HNC, these are CompTIA A+2 and MCDST3.
Other PDAs are achievable during the second year of HND studies. One of these, the MCSA4,
will offer a means of progressing, either from CompTIA, A+ or from MCDST.
At the time of writing further PDAs, including some pitched more towards software
development, are under negotiation with Microsoft, Oracle, Macromedia and Sun. The HN
Development Team believe that PDAs can usefully augment the HN awards, and give better
employment opportunities to candidates and a useful supply of recruits to industry which can
meet their specific technical requirements.
2
CompTIA A+ = The Computing Technology Industry Association A+ Certification
3
MCDST = Microsoft Certificate in Desktop Support
4
MCSA = Microsoft Certificate in Systems Administration
15
R AT I O N A L E F O R C O R E S K I L L P R O F I L E S
The surveys of employers both rated core skills as more important than any specific technical
skills. So their importance has been well established by our research and in consequence,
such core skills have been developed throughout the awards. The appropriate levels
established in both 2001 and 2004 are:
CORE SKILL LEVEL IDENTIFIED THROUGH RESEARCH
Communications Higher
Working With Others Higher
Problem Solving Higher
Numeracy Intermediate 2
Information Technology Higher
Despite a thorough review of these levels, it is felt that Intermediate 2 is not an appropriate
level for an HND core skill - in this case Numeracy. So that this issue can be addressed if
required by a centre, additional mapping has been carried out to ensure that the Numeracy
level can be raised from Intermediate 2 to Higher by the use of specific optional units
available within the award.
The entry levels, interrelation between HNC and HND and the ultimate achievement of these
exit levels are discussed below (see Core Skills Profile).
16
AIMS
O F T H E G R O U P AWA R D ( S )
GENERAL AIMS
These HNC and HND awards have a range of broad aims, which are generally applicable to
all equivalent Higher Education qualifications. Some of these general aims are:
• To develop the candidate’s knowledge and skills such as planning, analysing and
synthesizing
• To develop employment skills and enhance candidates’ employment prospects
• To enable progression within the Scottish Credit and Qualifications Framework
• To develop study and research skills
• To develop transferable skills including core skills
• To provide academic stimulus and challenge, and foster an enjoyment of the subject.
SPECIFIC AIMS
The specific aims of the HND Computing: Software Development award are:
1. To prepare students for employment in an IT/Computing-related post at technician or
professional level in a software development role
2. To develop a range of specialist technical software development skills and knowledge in
programming and systems development
3. To prepare students for progression to further study in Computing, Software
Development, Software Engineering or a related discipline
4. To develop an awareness of professional IT issues such as legal and ethical considerations
The specific aims of the HND Computing: Technical Support award are:
1. To prepare students for employment in an IT/Computing-related post at technician or
professional level in a technical support role
2. To develop a range of specialist technical support skills and knowledge in the use and
support of stand-alone and network computer systems
3. To prepare students for progression to further study in Computing and Technical Support
4. To develop an awareness of professional IT issues such as legal and ethical considerations
17
RECOMMENDED ACCESS
T O T H E G R O U P AWA R D ( S )
P R I O R EX P E R I E N C E A N D / O R Q U A L I F I C AT I O N S
This statement is about access to the HNC and HND awards as a whole. However, in
addition to the detail which follows, part of the specification of each and every HN unit
includes recommended access levels. Students should normally be expected to satisfy both
sets of access requirements.
As with all SQA qualifications, access will be at the discretion of the Centre and the
following recommendations are for guidance only.
Some examples of appropriate formal entry qualifications are specified below. They are not
exhaustive or mutually exclusive and may be offered in a variety of combinations.
(i) Scottish Group Awards in Computing and Information Technology at Intermediate 2
or Higher.
(ii) Any other relevant Scottish Group Award at Intermediate 2 or Higher.
(iii) Any two relevant National Courses at Higher together with three Standard Grade
passes at level 3 or above.
(iv) An SVQ at level 2 or 3 in Computing, Information Technology or other relevant area.
(v) Relevant National Units at appropriate levels (e.g. core skills units at Intermediate 1
or 2) combined with any of the above.
Different combinations of relevant National Qualifications, Vocational Qualifications and
equivalent qualifications from other awarding bodies may also be acceptable, as would
suitable vendor qualifications at an appropriate level.
Mature candidates with suitable work experience may be accepted for entry provided the
enrolling Centre believes that the candidate is likely to benefit from undertaking the award.
It would be advisable for all candidates to have some prior knowledge of computing or
information technology although formal qualifications may not be necessary if suitable
experience had been gained informally or through work experience.
Such work experience may provide inferred or actual evidence of a candidate's skills and
knowledge as they apply either to particular HN units or to the required core skills which are
listed in the next section.
18
C O R E S K IL L S P R O F I L E F O R E N T RY
The recommended core skill profile for entry to this award is defined in the following table.
CORE SKILL LEVEL

Communication
Oral Communication Intermediate 2
Written Communication Intermediate 2
Numeracy
Using Graphical Information Intermediate 2
Using Number Intermediate 2
Information Technology Intermediate 2

Problem Solving
Critical Thinking Intermediate 2
Planning & Organising Intermediate 2
Reviewing & Evaluating Intermediate 2
Working with Others Intermediate 2
Table 3: Recommended core skill entry profile
The importance of core skills has been recognised (the surveys of employers rated core skills
as more important than any specific technical skills) and these have been developed
throughout the awards.
The HNCRAG considered it appropriate to recommend Intermediate 2 as entry level for core
skills for the HNC/Ds. Students who had completed a Scottish Group Award at Higher would
have Intermediate 2 or above in each of the core skills.
19
STRUCTURE
O F T H E G R O U P AWA R D (S)
C O N D I T I O N S O F AWA R D
H I G H E R N AT I O N AL D I P L O M A C O M P U T I N G : T E C H N I C AL S U P P O RT
A total of 30 credits must be achieved, comprising 240 SCQF points, to gain an HND Technical Support
and this must incorporate at least 64 SCQF points at SCQF level 8.
Total credit value of award: 30 credits of which a minimum of 8 credits must be gained at
SCQF Level 8.
1. Mandatory units
A total of 18 credits must be gained by undertaking the credits from Table1.
Table1 – All units must be undertaken (18 credits)

Unit No Unit Title Level Credit
DH2T 34 Computer Architecture 1 7 1
DH33 34 Computer Operating Systems 1 7 1
DH36 34 Computing: Group Award Graded Unit 1 7 1
DH35 34 Computing: Planning 7 1
D75X 34 Information Technology: Applications Software 1 7 1
DH21 34 Working within a Project Team 7 1
DF9M 34 Client Operating Systems 7 2
DF9N 34 Network Server Operating System 7 2
DM2X 35 Computer Operating Systems 2 8 1
DM30 35 Project Management 1 8 1
D75V 35 Computer Networks: Network Technology and Data 8 2
Communications
DN4P 35 Computing: Group Award (Technical Support) Graded Unit 2 8 2
DM3D 35 Professional Issues in Computing (Lapse Date 31.07.2008) OR 2 8
F0N0 35 Professional Issues in Computing
2. Optional units
Additional units must be selected from the Table2.

Table2 – Optional Units
Unit No Level Credit

TITLE
DG0K 33 Hardware Concepts 6 1
DF9L 33 Operating Systems Concepts 6 1
OR
F1XA 34 Computing: PC Hardware and Operating System Essentials 7 1
F1X9 34 Computing: PC Hardware and Operating System Support 7 1
D77H 34 Employment Experience 2 7 1

DE1K 33 Workplace Communication in English 6 1
DH37 34 Information Technology: Information Systems and Services 7 1
DH39 34 Internet: Introducing e-commerce 7 1
20
DH38 34 Internet: Internet Client Services 7 1
D76E 34 Mathematics for Computing 1 7 1
DH3A 34 Multi User Operating Systems 7 1
DH2X 34 Providing Support to Users 7 1
DH3J 34 SQL: Introduction 7 1
DM34 34 Supporting Users and Troubleshooting Desktop Applications 7 1
DH3F 34 Systems Development: Introduction 7 1
DH3G 34 Systems Development: Object Oriented Design (Introduction) 7 1
DH3H 34 Systems Development: Structured Design Methods (Introduction) 7 1
DF6C 34 Software Development: Introduction 7 1
DE3R 34 Personal Development Planning 7 1
DH2Y 34 Computer Hardware: Hardware Installation and Maintenance 7 2
DH31 34 Computer Networks: Building Local Area Networks 7 2
DH2R 34 Multimedia: Developing Multimedia Applications 7 2
DM35 34 Supporting Users and Troubleshooting a Desktop Operating 7 2
System
D4FB 34 Publishing on the Internet 7 2
F0E0 34 IT Infrastructure: Service Support 7 2
DH2V 35 Computer Architecture 2 8 1
D7JW 35 Computer Networks: Internet Network Connectivity 8 1
D7JV 35 Enhancing Network Security and Configuring Remote Access 8 1
Methods
DM39 35 Internet: Client Side Web Scripting 8 1
D7CY 35 Information Technology: Applications Software 2 8 1
D76F 35 Mathematics for Computing 2 8 1
DM2Y 35 Project Management 2 8 1
DM3E 35 Software Development: Advanced Programming 8 1
DM3G 35 Software Development: Assembly Language and Interface 8 1
Programming
DM31 35 Software Development: Array Data Structures 8 1
DM2W 35 Wireless and Mobile Technology 8 1
DH2W 35 Computer Hardware: Building a Network PC 8 1
F0DY 35 IT Infrastructure: Service Delivery 8 1
DF9R 35 Network Infrastructure 1: Implementation and Management 8 2
DM37 35 Computer Hardware: Desktop Computer Troubleshooting 8 2
D75S 35 Computer Networks: Administering Network Systems 8 2
DM38 35 Computer System Security and Data Assurance 8 2
DM3A 35 Internet: Configuration and Administration of Internet Services 8 2
DM3C 35 Internet: Web Server Management 8 2
DM3J 35 Internet: Web Technology and Security 8 2
DF9X 35 Networking Technology 8 2
DF9Y 35 Routing Technology 8 2
DG09 35 Switching Technology 8 2
DG0A 35 Internetworking Technology 8 2
DH30 35 Software Development: Applications Development 8 2
DH32 35 Software Development: Developing for the World Wide Web 8 2
DH34 35 Software Development: Event Driven Programming 8 2
D76S 35 Software Development: Fourth Generation Environment 8 2
DM32 35 Software Development: Linked Data Structures 8 2
DM33 35 Software Development: Object Oriented Collections 8 2
DH3C 35 Software Development: Object Oriented Programming 8 2
DM3F 35 Software Development: Rapid Applications Development & 8 2
Prototyping
DH3D 35 Software Development: Relational Database Systems 8 2
DH3E 35 Software Development: Structured Programming 8 2
21
DM3H 35 Systems Development: Object Oriented Design 8 2
D77F 35 Systems Development: Structured Design Methods 8 2
Local option – unit(s) must be levelled by SQA – (Up to 4 credits) 4 (max)
22
C O N D I T I O N S O F AWA R D
H I G H E R N AT I O N AL D I P L O M A C O M P U T I N G : S O F T WA R E D E V E L O PM E N T
A total of 30 credits must be achieved, comprising 240 SCOTCAT points, to gain an HND Software
Development and this must incorporate at least 64 SCQF points at SCQF level 8.
Total credit value of award: 30 credits of which a minimum of 10 credits must be gained at SCQF
Level 8.
1. Mandatory units
A total of 13 credits must be selected from Table1, 1 credit from Table2, a minimum of 4 credits
from Table3.
Table1 – All 13 units must be undertaken
Unit No Title Level Credit

DH36 34 Computing: Group Award Graded Unit 1 7 1
DN4N 35 Computing: Group Award (Software Development) Graded Unit 2 8 2
DM3D 35 Professional Issues in Computing (Lapse Date 31.07.2008) OR 2 8
F0N0 35 Professional Issues in Computing
Table2 – Select a minimum of 1 credit

Table3 – Select a minimum of 4 credits

2. Optional units
Additional units must be selected from the Table2, Table3 or Table4.
Table4 – Optional Units

OR
F1XA 34 Computing: PC Hardware and Operating System Essentials 7 1
F1X9 34 Computing: PC Hardware and Operating System Support 7 1
23
DE1K 33 Workplace Communication in English 6 1
DF6C 34 Software Development: Introduction 7 1
DE3R 34 Personal Development Planning 7 1
DF9M 34 Client Operating Systems 7 2
DF9N 34 Network Server Operating System 7 2
DM35 34 Supporting Users and Troubleshooting a Desktop Operating System 7 2
D4FB 34 Publishing on the Internet 7 2
F0E0 34 IT Infrastructure: Service Support 7 2
DG6E 34 Work Role Effectiveness 7 3
D7JV 35 Enhancing Network Security and Configuring Remote Access 8 1
Methods
DM3G 35 Software Development: Assembly Language and Interface 8 1
Programming
F0DY 35 IT Infrastructure: Service Delivery 8 1
D75V 35 Computer Networks: Network Technology and Data 8 2
Communications
DM3F 35 Software Development: Rapid Application Development and 8 2
Prototyping
24
DG6G 35 Work Role Effectiveness 8 3
Local options – unit(s) must be levelled by SQA – (up to 4 credits) 4 (max)
25
G R A D E D UN I T S
SUMMARY
As a mandatory part of the HNC, candidates will have taken an examination based graded
unit (single credit). Progression to the HND Technical Support or HND Software
Development will involve a second graded unit which is project based and worth two credits.
Extensive research was carried out under the management of the HNCRAG to decide on the
best and most appropriate method for the Graded Unit at this level. (See Appendices 8 & 9)
The essence of the project is that it is an independent piece of work and will involve the
student in identifying, specifying and agreeing a requirement document; outlining and then
detailing the design of the solution; implementing and testing the solution; and then
documenting it and presenting it to the 'client'. The nature of the project will vary between
technical support and software development students and a number of different problems may
be used during the same presentation of this assessment. This will give the students more
choice and reduce the difficulties associated with ensuring that student submissions are
authentic.
HOW THE GRADED UNITS INTEGRATE THE PRINCIPAL AIMS OF THE

AWARD(S)
The Graded Units for these awards are designed to ensure and to provide evidence that the
candidate has achieved the following principal aims of HN Computing. Within the HNC
graded unit three general aims are achieved. These are:
• To develop the candidate’s knowledge and skills such as planning, analysing and
synthesising
• To prepare students for progression to further study in Computing, Software
Development, Software Engineering or a related discipline.
Within the HND the graded units achieve two further aims. For HND (Software
Development) these are:
• To prepare students for employment in an IT/Computing-related post at technician or
professional level in a software development role.
• To develop a range of specialist technical software development skills and knowledge
in systems development and programming.
For HND (Technical Support) these are:
• To prepare students for employment in an IT/Computing-related post at technical or
professional level in technical or network support.
• To develop a range of contemporary vocational skills, ie technical computing skills
relating to the use and support of IT systems appropriate to employment at technician
(or equivalent) level.
Each Graded Unit will require application of knowledge and skills which have been
developed in one or more of the 22 mandatory credits required for HND Software
Development or upon the 17 mandatory credits required for HND Technical Support. This
will ensure that what they have learned in theory can be put into practice.
26
CORE SKILLS
The importance of core skills has been well recognised (the survey of employers rated core
skills as more important than any specific technical skills). These skills are therefore
developed throughout the awards. Recommended entry and mandatory exit levels for the core
skills profiles are shown in the table:
Recommended Entry Mandatory Exit Mandatory Exit
Core Skill Level HNC/D Level HNC Level HND
Communication Intermediate 2 Higher Higher
Information Technology Intermediate 2 Higher Higher
Numeracy Intermediate 2 Intermediate 2 Intermediate 2
Working with Others Intermediate 2 Higher Higher
Problem Solving Intermediate 2 Intermediate 2 Higher
SCQF Level 6 is the most advanced level of Core Skill currently defined by the Scottish
Qualifications Authority. The Qualification Design Team considered it appropriate to
recommend Intermediate 2 as an entry level for all Core Skills for HNC. Candidates who had
completed a Scottish Group Award at Higher would have Intermediate 2 or above in each of
the Core Skills.
It is recognised that many candidates, particularly adult returners, may not possess a specific
Core Skills Profile on entry and hence entry level is only recommended. The recommended
exit level Core Skills Profile is what the Qualification Design Team considered would denote
the level of proficiency required to enable candidates to derive the maximum benefit from
studying the HNC/HND Computing awards in terms of opportunities for further study
(including Higher Education), personal development and employment.
Market Research targeted mainly at industry gave a high prominence to the importance of
Core Skills. This is most noticeable in demand for communication, problem solving and
working with others core skills. A high level of proficiency was expected among employers
for the IT core skill.
The Qualification Design Team considered it important to develop each of these Core Skills
within the HNC award, and thus the recommended exit level for the Core Skills set has been
set at ‘Higher’, with the exception of Numeracy, which has remained at Intermediate 2
available within the mandatory DH2T 34 Computer Architecture 1 unit. It should be noted
that for candidates wishing to gain the Higher Level Numeracy Core Skill, it is possible to
achieve the Using Number component at Higher Level through the completion of the optional
units: D76F 35 Mathematics for Computing 2 or D76E 34 Mathematics for Computing 1.
The Qualification Design Team have included the Core Skill of Problem Solving within the
mandatory unit Computing: Planning in conjunction with one of the limited option units of
Software Development: Event Driven Programming, Software Development: Object Oriented
Programming, Software Development: Structured Programming, Software Development:
Developing for the World Wide Web or Software Development: Applications Development. In
addition this core skill has been built into the Project graded unit in both Software
Development and Technical Support frameworks.
The Core Skills ‘Working with Others’ and ‘Communications’ can be developed comfortably
and naturally within the mandatory unit called DH21 34 Working within a Project Team.
The Core Skill of IT is available within the mandatory unit D75X 34 Information Technology:
Applications Software 1 unit.
27
The Qualification Design Team gave due consideration to setting the Numeracy Core Skill exit
profile to Higher Level. It should be noted that feedback from industry rated the Numeracy
Core Skill as the least significant among the five Core Skills. In light of all factors, the
consensus of the Qualification Design Team was to insert this Core Skill within the Computer
Architecture units, ie. Computer Architecture 1 and Computer Architecture 2. However, if
required, Numeracy at Higher level can be achieved by a candidate studying the optional units:
D76F 35 Mathematics for Computing 2 or D76E 34 Mathematics for Computing 1. The
Qualification Design Team agree that to force a Higher Level exit profile, at HNC, for the
Numeracy Core Skill would detract from the vocational nature of the awards and place a
greater emphasis on Core Skills rather than technical skills.
28
A P P R OAC H E S T O D E L I V E RY
& ASSESSMENT
OF THE GROUP AWARD(S)
C O N T EX T & C O N T E NT
Although conditions will vary between centres in terms of resources, staff and student
profiles, timetabling constraints, etc., the assessment context of individual units has been set
within a typical assessment loading for an HND. In the majority of units there will be
normally one assessment set within a closed book setting which will test the underpinning
knowledge and skills. This methodology ensures that some student work is objectively
known to be authentic and sets out to ensure that candidates attain the necessary standard to
use units being studied as building blocks which enable them to progress through first the
HNC framework and then the particular HND framework which they have elected to study.
Some of the evidence requirements for units may be produced using e-assessment. This may
take the form of e-testing (for knowledge and understanding) and/or e-portfolios (for practical
abilities). This use of an e-portfolio approach to assessment is being encouraged. A number
of units have being streamlined to allow a composite approach to studying a particular
grouping or theme which will offer additional flexibility for course designers in adding HND
streams.
A S S E S S M E N T S T R AT E G Y
Assessment in an HND will cover a variety of knowledge and practical skills as well as the
more intellectual skills of planning and evaluating which are part of many units. These
together with the core skills mean that a large number of different methods are employed to
ensure that a student 'can do what s/he is supposed to do' and 'knows what s/he is supposed to
know'.
A large proportion of units take a ‘project’ approach using the product of a previous
assessment, as the foundation of the next and the purpose is to give the candidate a true
reflection of how items being studied integrate and relate to industrial practice. Where this is
practical, a holistic approach is encouraged to be taken by centres in assessing across a
number of outcomes within units or across a number of units.
The benefit of such so-called 'cross-assessment', if it goes well, is the achievement of several
outcomes on several units with just one assessment instrument. A matching disadvantage is
that a failure results in several units not being achieved. It would be wise for centres to
consider separating out the 'retake' assessments of students who have failed in their first
attempt at a composite assessment instrument.
USE OF E-ASSESSMENT
The opportunity/decision for a centre to utilise a VLE/MLE remains within the organisation
and management of each centre. However, the use of e-assessment is encouraged and could
be managed in a number of ways.
29
It has been the intention of the Qualification Design Team throughout the planning of these
awards to identify specific areas where on-line assessment techniques for closed book
assessments could be used as part of the assessment process. In order to encourage and
support such innovations, a common phraseology has been used throughout the units which
have been either designed anew or revised as part of these developments and in which such e-
assessment seems feasible.
An example of this common phraseology is listed below in this case extracted from the
specification of the unit "Software Development: Rapid Applications Development and
Prototyping"
Assessment guidelines
Some of the evidence requirements may be produced using e-assessment. This
may take the form of e-testing (for knowledge and understanding) and/or e-
portfolios (for practical abilities). There is no requirement for you to seek prior
approval if you wish to use e-assessment for either of these purposes so long as
the normal standards for validity and reliability are observed. Please see the
following SQA publications for further information on e-assessment: (1) "SQA
Guidelines on Online Assessment for Further Education" (March 2003) and (2)
"Assessment & Quality Assurance in Open & Distance Learning" (Feb. 2001).
If a centre is presenting this assessment on-line the following assessment methods,
where appropriate, may be selected –
• Multiple-choice
• Drag and drop
• Multiple response
• Mix and match
• Or a combination of the above
Further guidance is offered within the ‘statement of standards’ under the ‘assessment’
heading, which is –
“It is expected that the questions will be of the multiple choice variety. Centres may
consider the use of alternative questions types particularly if using Computer Assisted
Assessment approaches. However care should be taken that the questions are valid
and at an appropriate level. The use of simple true/false question responses is unlikely
to achieve this. “
In order to focus attention on the opportunities for e-assessment, a table has been drawn up
which lists some examples of units with a suitable e-assessment component.
The use of online assessment and testing methods for assessing ‘under-pinning’
skills/knowledge have been identified. In the table below are some examples within the
following units (with their relative outcomes identified). For a full list of units detailing which
outcomes can be assessed online, please visit http://www.solarproject.org/.
UNIT TITLE OUTCOME

Computer Architecture 1 1
Computer Operating Systems 1 1
Computer Hardware: Installation and Maintenance 1
Computer Hardware: Building a Network PC 1
Computer Architecture 2 1
30
Multi User Operating Systems 1
Providing Support to Users 1
Information Technology: Information Systems and Services 1, 2
Computer Networks: Building Local Area Networks 1
Computer Networks: Network Technology and Data Communications 1, 2
Internet: Introducing e-Commerce 1, 2, 3
Internet: Internet Client Services 1,2
Systems Development: Introduction 1, 2
Sys. Development: Object Oriented Design (Introduction) 1
Sys. Development: Structured Systems Methods (Introduction) 1
Software Development: Structured Programming 2 (part only)
Software Development: Developing for the World Wide Web 3 (part only)
Software Development: Object Oriented Programming 2 (part only)
Software Development: Event Driven Programming 2 (part only)
HNC Integrated Assessment Credit – Examination Section 1
Table 5: Identified On-line Assessment Opportunities

Table 5 shows some examples where e-assessment may take place. It has been determined
that there are further innovative opportunities when gathering evidence in all units for e-
assessment, e-portfolios and/or digital log-books. Some of these units are identified in the
Table 6 below.
UNIT TITLE OUTCOME

Computer Hardware: Installation and Maintenance 2,3
Computer Hardware: Building a Network PC 3,4
Computer Operating Systems 1 2,3,4
Computer Operating Systems 2 1,2,3
Client Operating System 1,2,3,4,5,6,7
Network Server Operating System 1,2,3,4,5
Computer Networks: Building Local Area Networks 2
Table 6: Identified On-line Assessment Opportunities

Tables 5 and 6 only provide examples of e-assessment opportunities and it is likely other
opportunities exist.
O P E N L E A RN I N G & E - L E A R N I N G
These awards may be delivered by open and distance learning methods, provided that
adequate preparations are made. There is an intrinsic difficulty if specialised equipment is
required, but companies, other agencies and even the student him or herself may be able to
make suitable equipment available. While learning may often progress well, it is often the
case with practical skills assessments that a centralised testing facility is needed - for example
the FE college or centre itself. Alternatively, as with on-job assessment in SVQs, an assessor
may need to visit the candidate's work location and administer the test, having first had time
to check and prepare the local equipment. On some occasions a mix of conventional and
31
innovative assessment may be used. Whichever method is employed, additional planning and
resources will be required for candidate support, assessment and reassessment.
Quality assurance procedures must also be sufficiently robust to fully support open and
distance learning. Further advice and guidance is contained in the SQA publication
‘Assessment and Quality Assurance for Open and Distance Learning – SQA February 2001’.
CREDIT TRANSFER
The establishment of the new awards may require credit transfer between the 2001 and 2004
frameworks. Credit transfer between the 1995 award and the 2001 has also been established.
Tables have been produced showing this mapping. This document attempts to link 1995
units to 2004 units. (see Appendix 7)
G U I D A N C E F O R C A N D I D AT E S & P R O G RE S S I O N R O U T E S
These awards are designed to articulate into HE in a multitude of award areas which have a
hybrid content containing computing as a discipline. Formal articulation agreements have
existed in the past and may well be set up in the immediate future between individual centres
offering the HND Computing awards and their feeder HE institutions and this should be
encouraged.
It should be possible for a candidate to articulate directly to the third year of some HE degree
programmes. Typically such articulation will be limited in two ways:
1. the successful student will have taken at least some optional units which are preferred by
the target university. Without these, students may instead articulate only into the second
year.
2. the target university may limit the range of degree programmes to which an HND student
may be given articulated access.
Examples of these restrictions may be seen in Appendix 4 which describes the current
articulation intentions of twelve Scottish universities who may receive students holding one or
other of these HND Computing awards. As a means of illustrating the articulation
possibilities, Appendix 4 also contains details of example arrangements which were already in
place in the year 2000 and which it would be reasonable to expect to be mirrored with the new
awards.
Examples of degree programmes where it should be possible for a candidate with HND
Computing to articulate directly under the SCQF are:
BSc Network Computing
BSc Computer Science
BSc Multimedia
BSc Information Management
BSc Applications Development
BSc Games Technology
32
Higher National Graded Unit Specification
General Information for Centres
This Graded Unit has been validated as part of the Computing: Technical Support. Centres are
required to develop the assessment instrument in accordance with this validated specification.
Centres wishing to use another type of Graded Unit or assessment instrument are required to
submit proposals detailing the justification for change for validation.
Graded Unit Title: Computing: Technical Support: Graded Unit 2

Graded Unit Code: DN4P 35
Type of Graded Unit: Project
Assessment Instrument: Practical Assessment
Credit points and level: 2 HN Credits at SCQF level 8: (16 SCQF credit points at SCQF
level 8*)
*SCQF credit points are used to allocate credit to qualifications in the Scottish Credit and Qualifications Framework
(SCQF). Each qualification in the Framework is allocated a number of SCQF credit points at an SCQF level. There are
12 SCQF levels, ranging from Access 1 to Doctorates.
Purpose: This Graded Unit is designed to provide evidence that the candidate has achieved
the following principal aims of the HND Computing: Technical Support:
♦ To prepare students for employment in an IT/Computing-related post at technical or

♦ To develop a range of contemporary vocational skills, ie technical computing skills relating to
the use and support of IT systems appropriate to employment at technician (or equivalent)
level.
Recommended Prior Knowledge and Skills: It is recommended that the

candidate should have completed or be in the process of completing the following Unit relating
to the above specific aims prior to undertaking this Graded Unit:
♦ DH35 34 Computing Planning
Core Skills: This Unit gives automatic certification of the Core Skill: Problem Solving at
Higher level.
Assessment: This Graded Unit will be assessed by the use of practical assessment. The
“fleshed-out” Practical Assessment should provide the candidate with the opportunity to
produce evidence that demonstrates she/he has met the aims of the Graded Unit that it covers.
33
General Information for Centres (cont)
Assessment is based on the product, its evaluation and the process. A candidate must:
♦ Interpret the needs of the brief

♦ Gather information to clarify the brief
♦ Decide upon and develop a design approach
♦ Carry out the development
♦ Evaluate the product and their performance
Each candidate should undertake an individual project.
34
Administrative Information
Graded Unit Code: DN4P 35
Date of publication: May 2005
Source: SQA
Special Needs: This Graded Unit specification is intended to ensure that there are no artificial
barriers to learning or assessment. Special needs of individual candidates should be taken into
account when planning learning experiences, selecting assessment instruments or considering
special alternative assessment arrangements. For information on these, please refer to the SQA
document Guidance on Special Assessment Arrangements (December 2001, AA0645/3).
© Scottish Qualifications Authority 2005
This publication may be reproduced in whole or in part for educational purposes provided that
no profit is derived from reproduction and that, if reproduced in part, the source is
acknowledged.
Additional copies of this Graded Unit specification if sourced by the Scottish Qualifications
Authority can be purchased from the Scottish Qualifications Authority. Please contact the
Customer Contact Centre for further details, telephone 0845 279 1000.
35
Higher National Graded Unit Specification: Instructions for
designing the assessment task and assessing candidates
Conditions of Assessment
The candidate should be given a date for completion of the Practical Assessment. However, the
instructions for the assessment task should be distributed to allow the candidate sufficient time to
assimilate the details and carry out the assessment task. During the time between the distribution
of the assessment task instructions and the completion date, assessors may answer questions,
provide clarification, guidance and reasonable assistance. The assessment task should be marked
as soon as possible after the completion date. The final grading given should reflect the quality of
the candidate’s evidence at the time of the completion date. Reassessment of this Graded Unit
should be based on a significantly different assessment task.
If a candidate is found to have cheated or to have gained an unfair advantage the assessor has the
authority to deem that the candidate has failed the assessment. Plagiarism is a major issue so it is
necessary for a candidate to provide references in the form of footnotes and/or bibliography for
any materials used and/or accessed which is not their own. The practical assignment will be
based on the development of a technical solution for a real client or based on a case study
scenario supplied by the Centre. If the optional method by a Centre is to offer a case study
scenario to a number of candidates then the centre must ensure the originality of the candidate
submission and, if possible, make sure each candidate’s submission is unique.
At this level, candidates should work independently. It is up to Centres to take reasonable steps
to ensure that the project is the work of the candidate. For example, Centres may wish to
informally question candidates at various stages on their knowledge and understanding of the
project on which they have embarked. Centres should ensure that where research etc, is carried
out in other establishments or under the supervision of others that the candidate does not receive
undue assistance.
Instructions for designing the assessment task

The assessment task is a project. The project undertaken by the candidate must be a complex task
which involves:
♦ variables which are complex or unfamiliar

♦ relationships which need to be clarified
♦ a context which may be familiar or unfamiliar to the candidate
The assessment task must require the candidate to:
♦ analyse the task and decide on a course of action for undertaking the project
♦ identify the users’ requirements for the project
♦ consider and evaluate alternative and possible solutions for the project
♦ plan, organise and document work, carrying it through to project completion
♦ design and build the product to meet the specification
♦ test and evaluate the solution, tracking changes and making amendments where required
36
designing the assessment task and assessing candidates (cont)
Produce evidence of meeting the aims which this group award Graded Unit has been
designed to cover (including the use of tools and techniques introduced in the related
units).
THE CRITICAL ANALY SIS SHOULD COVER TWO AREAS:
1. product produced - reflect on the product that has been produced, critically evaluating the
approach and methods used in developing the project
2. individual reflective analysis - a candidate should provide a comprehensive and
thoughtful evaluation of their experiences drawing conclusions which could help future
performance
GUIDANCE ON GRADING CANDIDATES

CANDIDATES WHO MEET THE MINIMUM EVIDENCE REQUIREMENTS WILL
HAVE THEIR ACHIEVEMENT GRADED AS C – COMPETENT, OR A – HIGHLY
COMPETENT OR B SOMEWHERE BETWEEN A AND C. THE GRADE
RELATED CRITERIA TO BE USED TO JUDGE CANDIDATE PERFORMANCE
FOR THIS GRADED UNIT IS SPECIFIED IN THE FOLLOWING TABLE.
Grade A Grade C
Is a seamless, coherent piece of work which: Is a co-ordinated piece of work which:
♦ has sufficient evidence for all three ♦ has sufficient evidence for all three
essential stages of the project, is produced essential stages of the project and is
to a high standard, and is clearly inter- produced to an adequate standard.
related.
♦ is complete and demonstrates the ♦ is complete and demonstrates the
candidate’s high level of understanding candidate’s acceptable level of
from each stage, Planning, Developing, understanding from each stage, Planning,
Evaluating. Developing, Evaluating.
♦ demonstrates an intelligent and accurate ♦ demonstrates an acceptable interpretation
interpretation of the project brief. of the project brief
♦ is highly focused and relevant to the tasks ♦ is focused and relevant to the tasks
associated with the project brief. associated with the project brief.
♦ is clear and well structured throughout ♦ is satisfactorily structured and language
and language used is of a uniformly high used is adequate in terms of level,
standard in terms of level, accuracy and accuracy and technical content.
technical content.
♦ effectively consolidates and integrates the ♦ consolidates and integrates knowledge
required knowledge and skills. and skills, but may lack continuity and
♦ uses information resources effectively consistency.
throughout the entire process
37
The project will be marked out of 100. Assessors will mark each stage of the project, taking into
account the criteria outlined. The marks will then be aggregated to arrive at an overall mark for
the project. Assessors will then assign an overall grade to the candidate for this graded unit based
on the following grade boundaries.
A = 70% - 100%
B = 60% - 69%
C = 50% - 59%
The candidate must achieve a minimum of:
8 marks for the planning stage

24 marks for the developing stage
8 marks for the evaluating stage.
The following marking scheme should be used to grade candidate’s work.
Note: the candidate must achieve all of the minimum evidence specified below for each stage of
the project in order to achieve the graded unit.
EVIDENCE REQUIREMENTS
The project consists of three stages: planning; developing; and evaluating. The following table
specifies the minimum evidence required to pass each stage.
Note: The candidate must achieve all of the minimum evidence specified below for each stage
of the project in order to pass the Graded Unit.
38
Project Minimum Evidence Requirements

Stage
Stage 1 —
Additional Guide to Grading (Planning)
Planning
The assessor’s role is as a facilitator and so to gain high marks the candidate
20% must demonstrate a high degree of autonomy in the planning activities.
Evidence, in the form of a report, which is an initial analysis of what is
involved in the project, identification of the key factors influencing the project,
how they relate to each other and their relative importance.
Up to 5 marks for:
♦ identifying user requirements
♦ identifying constraints
♦ determining acceptable performance levels
♦ choice of media
Evidence of developing and selecting an approach to deal with the problem.
Up to 2 marks for:
♦ selection of a new approach
or
♦ modification of an existing approach
Justification for selecting the approach to be utilised.
Up to 5 marks for:
♦ referring to key factors
♦ choosing a design method that is scalable
♦ utilisation of resources and time available
Evidence of developing a project plan to carry out the project based on the
analysis undertaken by using Project Management Software.
Up to 4 marks for:
♦ production of an outline project plan
♦ identifying milestones
♦ identifying main tasks - Design, Testing, Implementation
♦ production of hard copy critical path analysis, Gantt chart or other
appropriate project plan detailing the above bulleted points
Identification of resources required to carry out the project.
Up to 4 marks for evidence of obtaining these resources (Bibliography).

The candidate must achieve all of the minimum evidence specified above in order to pass the
Planning stage.
39
Higher National Graded Unit specification: Instructions for

Stage
Stage 2 — Additional Guide to Grading (Developing)
Developing
The assessor’s role is as a facilitator and so to gain high marks the candidate
60% must demonstrate a high degree of autonomy in the developing activities.
Evidence of the candidate designing a solution to the project, testing the

design, implementing the design (either in its entirety or in part) testing the
implemented solution and managing the project.
Design
The candidate should produce a floor plan of his/her design solution. A report
should be produced which details all appropriate components required to
implement the design:
♦ Up to 10 marks for Hardware – Servers, Workstations, Printers, Cabling,

Switching Devices, etc.
♦ Up to 5 marks for Software – Operating System(s), Applications, Drivers
etc.
The above bullet points are for guidance only and the candidate may select
some or all of the above and/or other Hardware and/or Software components.
The candidate should design a relevant file structure and/or user/group
structure to meet user requirements. The design should be tested for
robustness and scalability.
The candidate should report on any legislation that may affect the
implementation of the solution. Up to 5 marks for evidence should be
allocated.
♦ Data protection
♦ Computer misuse
♦ Health and Safety at Work
♦ Protection of the Environment etc.
The above bulleted list is not prescriptive. The candidate should identify
appropriate legislation relating to the project.
Implementation
Up to 10 marks for the physical installation and configuration of all or part of

the designed solution
Up to 10 marks for the installation of appropriate systems and application

software, implementation of the designed file structure and/or user group
structure and the writing of script(s) to automate user(s) login
40

Stage
Stage 2 — Testing
Developing
(cont) Up to 15 marks for testing all aspects of the implementation to ensure the
solution meets the user requirements. Where testing of a component has failed.
The component should then be retested.
Evidence of Implementation, and Testing should be in the form of a log

book designed and updated by the candidate.
Project Plan
Up to 5 marks for the reviewed project plan monitoring all aspects of the
project.
Developing stage
41

Stage
Stage 3 — Additional Guide to Grading (Evaluating)

Evaluating The assessor’s role is as a facilitator and so to gain high marks the candidate
must demonstrate a high degree of autonomy in the evaluating activities.
20%
An evaluation of the effectiveness of the approach/strategy taken, which
includes all stages of the activity.
Up to 8 marks for:
♦ analysis of the project brief
♦ planning, organising and updating the project plan
♦ designing the solution
♦ testing the solution
♦ implementing the solution
♦ testing the implementation
♦ documentation produced
The evaluation should include:

Up to 12 marks for:
• identifying the criteria on which to base the evaluation

• identification of gathering appropriate evidence
• evaluating the effectiveness of the problem solving activity (related to the
original analysis of the project)
• referring to any modifications to the approach, design or implementation,
that were made during the project
• concluding how the process of carrying out the project could be improved,
with evidence to support the conclusions drawn effectively
• recommendations for the future, which are relevant to the problem, and
justification of these recommendations
All of the evaluation should be in the form of a formal report.
Evaluating stage.
42
Guidance on the content and context for this Unit

The project should be designed to meet the expectations of the aims and objectives of the HND
Computing award, which are –
♦ To prepare students for employment in an IT/Computing-related post at technical or

♦ To develop a range of contemporary vocational skills, i.e., technical computing skills relating
to the use and support of IT systems appropriate to employment at technician (or equivalent)
level.
The assessor should meet the candidate at certain milestones to discuss their progress through
the stages. These milestones should be determined from discussions with the assessor and the
candidate. This should be treated by the assessor as a management review of the candidate’s
activities keeping track of the progress of the project comparing the actual with the planned
progress. This opportunity will allow the assessor to modify deliverable dates (in agreement with
the candidate) so that the candidate manages to complete the work in the required time. An
assessor should take a ‘project’ approach to this graded unit with a candidate delivering a
coherent piece of work. The project undertaken should provide the candidate with the
opportunity to develop knowledge and skills gained in the other units of study.
An assessor should ensure that the project allows a candidate to produce the required evidence at
SCQF level 8.
Plagiarism is a major issue for assessors in education and the assessor must ensure the
authenticity of the candidate evidence. A candidate should be formally issued with the statement,
which follows:
Plagarism
Assessors are required to ensure the authenticity of the candidate’s work. Regular
progress meetings are one way of ensuring that the candidate’s work is their own. The
opportunity should be taken at these meetings to use probing questions to authenticate
the assessment material. Plagiarism is a potential issue with written work. Assessors
must ensure that the candidate is aware of their centre’s plagiarism policy and ensure
that submitted material is consistent with that policy. Further advice about plagiarism is
available from SQA.
43
Guidance on the Content and Context for this Unit
It is recommended that the candidate should have completed or be in the process of

completing the following Units related to the specific aims of the award prior to
undertaking this Group Award Graded Unit.
♦ DM3D 35 Professional Issues in Computing

♦ DM30 35 Project Management 1
♦ DM2X 35 Computer Operating Systems 2
♦ D75V 35 Computer Networks: Network Technology and Data communications
♦ DF9M 34 Client Operating Systems
♦ DF9N 34 Network Server Operating System
The project brief should include a sample of topics and issues selected from the following list of
outcomes from mandatory units. The assessor may want to consider some suggestions in the
table below.
Unit Code Unit Title Topics /Issues

DH35 34 Computing 1. Produce a precise specification from a given brief.
Planning 2. Derive a detailed design for the required
specification.
3. Produce a test plan for the required specification.
DM3D 35 Professional Issues 1. Describe legislation applying to the computer
in Computing profession in terms of:
♦ Protection of the environment
♦ Health and Safety
♦ Intellectual Property Rights
♦ Disability Discrimination and/or other appropriate
legislation applicable to the project.
DM30 35 Project 1. Develop and manage an appropriate plan using
Management 1 2. Project Management Software.
3. Produce standard and customised reports as required.
DM2X 35 Computer Operating 1. Automate Operations by creating a batch file or shell
Systems 2 script to carry out automated tasks.
2. Create login script(s).
D75V 35 Computer Networks: 1. Define characteristics and construction of LANs and
Network Technology WANs (as appropriate to the project specification).
and Data
Communications
DF9M 34 Client Operating 1. Install an appropriate client operating system.
Systems 2. Implement and administer resources (hardware and
software).
DF9N 34 Network Server 1. Manage and maintain physical and logical devices.
Operating System 2. Manage users, computers and groups.
3. Manage and maintain access to resources.
44
Note: The list of Topics/Issues in the above table is not exhaustive. Depending on the
characteristics of the project brief, the assessor may draw outcomes from other units in
the HN framework provided such units were undertaken by the candidate.
Using ICT to Support Assessment
The assessor may decide to utilise a software package to provide a virtual infrastructure/platform,
which would allow the candidate to build a network, develop and test applications as required to
meet the evidence requirements stated in the HND Computing (Technical Support) Graded Unit
- Project specification. One example of software available is VMWare. A trial version of the
software is available to download from www.vmware.com. The company claim to be ‘the Global
Leader in Virtual Infrastructure Software for Industry-Standard Systems’. The assessor should
make his/her own judgement call on this.
There is opportunity for peer evaluation of product design and implementation. The candidates
may be inclined to do this anyway but would benefit from a more formalised approach. The
assessor must re-iterate to the candidates that direct copying of work is not allowed, but in
industry it would be normal practice to confer with colleagues and stimulate discussion, which
may assist with problem solving.
Candidates should be encouraged to produce an e-portfolio of all work, or a digitised log-book.

This may lift barriers for distance learning students. If e-portfolios and or log-books are used the
assessor should consult the following SQA Publications:
♦ SQA Guidelines on Online Assessment for Further Education (March 2003)

♦ Assessment and Quality Assurance in Open & Distance Learning (February 2001)
Candidates with Additional Support Needs

This Graded Unit specification is intended to ensure that there are no artificial barriers to
learning or assessment. The additional support needs of individual candidates should be taken
into account when planning learning experiences, selecting assessment instruments or
considering special alternative assessment arrangements. For information on these, please refer to
the SQA document Guidance on Assessment Arrangements for Candidates with Disabilities and/or
Additional Support Needs, which is available on the SQA website www.sqa.org.uk
45
Higher National Graded Unit Specification
This Graded Unit has been validated as part of the Computing: Software Development. Centres
are required to develop the assessment instrument in accordance with this validated specification.
Centres wishing to use another type of Graded Unit or assessment instrument are required to
submit proposals detailing the justification for change for validation.
Graded Unit Title: Computing: Software Development: Graded Unit 2

Graded Unit Code: DN4N 35
Type of Graded Unit: Project
Assessment Instrument: Practical Assessment
Credit points and level: 2 HN Credits at SCQF level 8: (16 SCQF credit points at SCQF
level 8*)
*SCQF credit points are used to allocate credit to qualifications in the Scottish Credit and Qualifications Framework
(SCQF). Each qualification in the Framework is allocated a number of SCQF credit points at an SCQF level. There are
12 SCQF levels, ranging from Access 1 to Doctorates.
Purpose: This Graded Unit is designed to provide evidence that the candidate has achieved
the following principal aims of the HND Computing: Software Development.
♦ To develop a range of specialist technical software development skills and knowledge in

systems development and programming.
♦ To prepare students for employment in an IT/Computing-related post at technician or
♦ To prepare students for progression to further study in Computing, Software Development,
Software Engineering or a related discipline.
Recommended Prior Knowledge and Skills: It is recommended that the

candidate should have completed or be in the process of completing the following Unit relating
to the above specific aims prior to undertaking this Graded Unit:
♦ DH35 34 Computing: Planning
Core Skills: This Graded Unit gives automatic certification of the Core Skill: Problem
Solving at Higher level.
46
Assessment: This Graded Unit will be assessed by the use of Practical Assessment. The
“fleshed-out” Practical Assessment should provide the candidate with the opportunity to
produce evidence that demonstrates she/he has met the aims of the Graded Unit that it covers.
The assessment is based on the product, its evaluation and the process. A candidate must:
♦ Interpret the needs of the brief

♦ Gather information to clarify the brief
♦ Decide and develop a design approach
♦ Carry out the development
♦ Evaluate the product and their performance
Each candidate should undertake an individual project.
47
Graded Unit Code: DN4N 35
Date of publication: May 2005
Source: SQA
Special Needs: This Graded Unit specification is intended to ensure that there are no artificial
barriers to learning or assessment. Special needs of individual candidates should be taken into
account when planning learning experiences, selecting assessment instruments or considering
special alternative assessment arrangements. For information on these, please refer to the SQA
document Guidance on Special Assessment Arrangements (December 2001, AA0645/3).
This publication may be reproduced in whole or in part for educational purposes provided that
no profit is derived from reproduction and that, if reproduced in part, the source is
acknowledged.
Additional copies of this Graded Unit specification if sourced by the Scottish Qualifications
Authority can be purchased from the Scottish Qualifications Authority. Please contact the
Customer Contact Centre for further details, telephone 0845 279 1000.
48
designing the assessment task and assessing candidates
The candidate should be given a date for completion of the Practical Assessment. However, the
instructions for the assessment task should be distributed to allow the candidate sufficient time to
assimilate the details and carry out the assessment task. During the time between the distribution
of the assessment task instructions and the completion date, assessors may answer questions,
provide clarification, guidance and reasonable assistance. The assessment task should be marked
as soon as possible after the completion date. The final grading given should reflect the quality of
the candidate’s evidence at the time of the completion date. Reassessment of this Graded Unit
should be based on a significantly different assessment task.
If a candidate is found to have cheated or to have gained an unfair advantage the assessor has the
authority to deem that the candidate has failed the assessment. Plagiarism is a major issue so it is
necessary for a candidate to provide references in the form of footnotes and/or bibliography for
any materials used and/or accessed which is not their own.
The project will be based on the development of a software product for a real client or based on
a case study scenario supplied by the centre. If the optional method by a centre is to offer a case
study scenario to a number of candidates then the centre must ensure the originality of the
candidate submission and, if possible, make each candidate’s submission is unique.
At this level, candidates should work independently. It is up to Centres to take reasonable steps
to ensure that the project is the work of the candidate. For example, Centres may wish to
informally question candidates at various stages on their knowledge and understanding of the
project on which they have embarked. Centres should ensure that where research etc, is carried
out in other establishments or under the supervision of others that the candidate does not receive
undue assistance.
Instructions for designing the assessment task

The assessment task is a project. The project undertaken by the candidate must be a complex task
which involves:
♦ variables which are complex or unfamiliar

♦ relationships which need to be clarified
♦ a context which may be familiar or unfamiliar to the candidate
The assessment task must require the candidate to:
♦ analyse the task and decide on a course of action for undertaking the project
♦ identify the users requirements for the project
♦ consider and evaluate alternative and possible solutions for the project
♦ plan, organise and document work, carrying it through to project completion
♦ design and build the software product to meet the specification
♦ test and evaluate the solution, tracking changes and making amendments where required
49
Produce evidence of meeting the aims which this Graded Unit has been designed to cover
(including the use of tools and techniques introduced in the related units). The critical analysis
should cover two areas:
1 product produced – reflect on the product that has been produced, critically evaluating the
approach and methods used in developing the project
2 individual reflective analysis – a candidate should provide a comprehensive and thoughtful

evaluation of their experiences drawing conclusions which could help future performance
GUIDANCE ON GRADING CANDIDATES

CANDIDATES WHO MEET THE MINIMUM EVIDENCE REQUIREMENTS WILL
HAVE THEIR ACHIEVEMENT GRADED AS C – COMPETENT, OR A – HIGHLY
COMPETENT OR B SOMEWHERE BETWEEN A AND C. THE GRADE
RELATED CRITERIA TO BE USED TO JUDGE CANDIDATE PERFORMANCE
FOR THIS GRADED UNIT IS SPECIFIED IN THE FOLLOWING TABLE.
Grade A Grade C
Is a seamless, coherent piece of work which: Is a co-ordinated piece of work which:
♦ has sufficient evidence for all three ♦ has produced evidence for all three
essential stages of the project, is produced essential stages of the project and is
to a high standard, and is clearly inter- produced to an adequate standard.
related. ♦ is complete and demonstrates the
♦ is complete and demonstrates the candidate’s acceptable level of
candidate’s high level of understanding understanding from each stage, ie
from each stage, ie Planning, Developing Planning, Developing and Evaluating.
and Evaluating. ♦ demonstrates an acceptable interpretation
♦ demonstrates an intelligent and accurate of the project brief and user requirements.
interpretation of the project brief and user ♦ is focused and relevant to the tasks
requirements. associated with the project brief.
♦ is highly focused and relevant to the tasks ♦ is satisfactorily structured and language
associated with the project brief. used is adequate in terms of level,
♦ is clear and very well structured accuracy and technical content.
throughout and the language used is of a ♦ consolidates and integrates knowledge
uniformly high standard in terms of level, and skills but this may lack some
accuracy and technical content. continuity and consistency.
♦ effectively consolidates and integrates the
required knowledge and skills.
♦ uses information resources effectively
throughout the entire process.
The project will be marked out of 100. Assessors will mark each stage of the project, taking into
account the criteria outlined. The marks will then be aggregated to arrive at an overall mark for
the project. Assessors will then assign an overall grade to the candidate for this graded unit based
on the following grade boundaries.
A = 70% - 100%
B = 60% - 69%
50
C = 50% - 59%
51
The candidate must achieve a minimum of:
8 marks for the Planning Stage

24 marks for the Developing Stage
8 marks for the Evaluating Stage
The following marking scheme should be used to grade candidate’s work.
Note: the candidate must achieve all of the minimum evidence specified below for each stage of
the project in order to achieve the graded unit.
EVIDENCE REQUIREMENTS
The project consists of three stages: planning; developing; and evaluating. The following table
specifies the minimum evidence required to pass each stage.

Stage
Stage 1 — Additional Guide to Grading (Planning)

Planning The assessor’s role is as a facilitator and so to gain high marks the candidate must
demonstrate a high degree of autonomy in the planning activities.
(20%)
Evidence, in the form of a report, analysing what is involved in the project –
♦ Up to 5 marks for the initial investigation of the project, identifying the

factors influencing the project which will include functional and non-
functional requirements
♦ Up to 4 marks for producing evidence of developing an approach to deal
with the project using recognised interview and analysis and design
techniques
♦ Up to 4 marks for a justification adopting the selected approach in terms
of resources available (eg development and delivery platform, time
available, etc.) and comparison with other possible approaches
♦ Up to 5 marks for a project plan (based on the analysis undertaken) using
project management software with realistic timescales and identifying the
necessary tasks and project deliverables
♦ Up to 2 marks for an investigation into possible alternative approaches
Planning stage.
52

Stage
Stage 2 — Additional Guide to Grading (Developing)

Developing
The assessor’s role is as a facilitator and so to gain high marks the
candidate must demonstrate a high degree of autonomy in the planning
activities.
(60%)
Evidence of the candidate designing a solution to the project, testing the
design, implementing the design, testing the design and managing the project
Analysis (15%)
• Up to 6 marks for the analysis of the existing system, eg UML, use case,
identification of objects, classes, multiplicity and operations as well as
limitations or/and problems
or
data items, inputs, processes, outputs and limitations or/and problems
• Up to 6 marks for the analysis of data and functional requirements

required by the system, eg behavioural and structural models
or
normalisation of data, entity relationship diagram, entity/event matrix

and entity life history diagrams
• Up to 3 marks for the selection of, and justification for the use of
appropriate development tools
Design (15%)
• Up to 4 marks for the production and design user interface and outputs
using appropriate design principles which should include a justification of
interface type e.g. Browser-based, Windows application, CLI
• Up to 2 marks for the produced processed descriptions using an

appropriate methodology
• Up to 3 marks for the production of a data dictionary
• Up to 6 marks for the creation of a test plan, test strategy and test data
Implementation (30%)
• Up to 20 marks for implementing the solution making effective use of

the hardware and software, using the features of the selected development
53
tool throughout the implementation of the software product
• Up to 10 marks testing the solution using the test plan, test strategy and
test data developed during the design phase, rectifying errors found as a
result of testing and recording findings
The candidate must achieve all of the minimum evidence specified above in
order to pass the Developing stage
54
Stage 3 — Additional guide to grading (Evaluating)
Evaluating The assessor’s role is as a facilitator and so to gain high marks the candidate
must demonstrate a high degree of autonomy in the evaluating activities.
An evaluation of the effectiveness of the approach/strategy taken, which

(20%) includes all stages of the activity:
Up to 8 marks for:
♦ analysis of the project
♦ planning, organising and updating of the project plan
♦ designing the solution
♦ implementing the solution
♦ testing the implementation
♦ documentation produced.
The evaluation should include:
Up to 12 marks for
♦ identifying the criteria on which to base the evaluation

♦ identification of gathering appropriate evidence
♦ evaluating the effectiveness of the problem solving activity (related to the
original analysis of the project)
♦ referring to any modifications to the approach, design or implementation,
that were made during the project
♦ concluding how the process of carrying out the project could be improved,
with evidence to support the conclusions drawn effectively
♦ recommendations for the future, which are relevant to the problem, and
justification of these recommendations
All of the evaluation should be in the form of a formal report.
Evaluating stage.
55
The project should be designed to meet the expectations of the aims and objectives of the HND
Computing award which are –
♦ To develop a range of specialist technical software development skills and knowledge in
systems development and programming.
♦ To prepare students for employment in an IT/Computing-related post at technician or
♦ To prepare students for progression to further study in Computing, Software Development,
Software Engineering or a related discipline.
The assessor should meet with the candidate at certain milestones to discuss their progress
through the stages. These milestones should be determined from discussions with the assessor
and the candidate. This should be treated by the assessor as a management review of the
candidate’s activities keeping track of the progress of the project comparing the actual with the
planned progress. This opportunity will allow the assessor to modify deliverable dates (in
agreement with the candidate) so that the candidate manages to complete the work in the
required time. An assessor should take a ‘project’ approach to this graded unit with a candidate
delivering a coherent piece of work. The project undertaken should provide the candidate with
the opportunity to develop knowledge and skills gained in the predecessor units of study.
An assessor should ensure that the project allows a candidate to produce the required evidence at
SCQF level 8.
Plagiarism is a major issue for assessors in education and the assessor must ensure the
authenticity of the candidate evidence. A candidate should be formally issued with the
statement, which follows:
Assessors are required to ensure the authenticity of the candidate’s work. Regular progress meetings are one way of
ensuring that the candidate’s work is their own. The opportunity should be taken at these meetings to use probing
questions to authenticate the assessment material. Plagiarism is a potential issue with written work. Assessors
must ensure that the candidate is aware of their centre’s plagiarism policy and ensure that submitted material is
consistent with that policy. Further advice about plagiarism is available from SQA.
56
It is recommended that the candidate should have completed or be in the process of

completing the following Units related to the specific aims of the award prior to
undertaking this Group Award Graded Unit.
♦ DM30 35 Project Management 1

♦ DM3D 35 Professional Issues in Computing
♦ DH3F 34 Systems Development: Introduction
♦ DM31 35 Software Development: Array Data Structures
and at least three credits from the following units:

♦ DH3G 34 Systems Development: Object Oriented Design (Introduction)
♦ DH3H 34 Systems Development: Structured Design Methods (Introduction)
♦ DM3H 35 Systems Development: Object Oriented Design
♦ D77F 35 Systems Development: Structured Design Methods
And at least two credits from the following units:

♦ DH32 35 Software Development: Developing for the World Wide Web
♦ DH34 35 Software Development: Event-Driven Programming
♦ DH3C 35 Software Development: Object Oriented Programming
The project brief should include a sample of topics and issues selected from the following list of
outcomes from mandatory units.
Unit Code Unit Title Topics /Issues

DH35 34 Computing Planning 1. Produce a precise specification from a given brief
2. Derive a detailed design for the required specification
3. Produce a test plan for the required specification
DM3D 35 Professional Issues in 1. Describe legislation applying to the computer profession in
Computing terms of:
• Data Protection
• Computer Misuse
• Intellectual Property Rights
• Freedom of Information
• Regulation of Investigatory Powers
• Disability Discrimination
DM30 35 Project Management 1 1. Develop and manage an appropriate plan using Project
Management Software
2. Produce standard and customised reports as required
57
DM31 35 Software Development: 1. Describe data representation and storage in computer systems
Array Data Structures 2. Develop and implement operations on array data structure
3. Develop, implement and use searching and sorting techniques
DH3G 34 Systems Development: 1. Describe object oriented concepts
Object Oriented Design 2. Produce a model of the dynamic aspects of a system
(Introduction)
3. Produce a model of the static aspects of a system.
or
1. Describe systems analysis and design techniques

DH3H 34 Systems Development:
Structured Design 2. Use structured systems analysis techniques
Methods (Introduction) 3. Use system design techniques
DH32 35 Software Development: 1. Describe the features of Web-based applications

Developing for the World 2. Design a web-based application using the principles of software
Wide Web planning
3. Use appropriate tools and techniques to implement Web based
applications
or 4. Utilise server side scripting including database processing
DH34 35 Software Development: 1. Use programming techniques to produce program modules

Event-Driven 2. Implement a solution from a design
Programming 3. Test the completed product
4. Create technical and user documentation
or
DH3C 35 Software Development: 1. Use programming techniques to produce program modules
Object Oriented 2. Implement a solution from a design
Programming 3. Test the completed product
or
1. Use programming techniques to produce program modules

DH3E 35 Software Development:
2. Implement a solution from a design
Structured Programming
3. Test the completed product
Note: The list of topics/issues in the above table is not exhaustive. Depending on the
characteristics of the project brief, the assessor may draw outcomes from other units in the HN
framework provided such units were undertaken by the candidate.
Candidates with Additional Support Needs

This Graded Unit specification is intended to ensure that there are no artificial barriers to
learning or assessment. The additional support needs of individual candidates should be taken
into account when planning learning experiences, selecting assessment instruments or
considering special alternative assessment arrangements. For information on these, please refer to
the SQA document Guidance on Assessment Arrangements for Candidates with Disabilities and/or
Additional Support Needs, which is available on the SQA website www.sqa.org.uk.
58
The following specification describes the examination graded unit which is
mandatory for the HNC in Computing and which all HND candidates will need
to have gained.
Higher National Group Award Graded Unit Specification

This group award Graded Unit has been validated as part of the HNC Computing.
Centres are required to develop the assessment instrument in accordance with this
validated specification. Centres wishing to use another type of group award Graded
Unit or assessment instrument are required to submit proposals detailing the
justification for change for validation.
Group Award Graded Unit Title: HNC Computing Graded Unit -
Examination
Group Award Graded Unit Code: DH36 34
Type of Group Award Graded Unit: Examination
Assessment Instrument: Closed Book
Credit value: 1 HN Credit at SCQF level 7: (8 SCQF credit points at SCQF level 7)
SCQF (the Scottish Credit and Qualifications Framework) brings Scottish qualifications
into a single framework of 12 levels ranging from SQA Access 1 to doctorates. The
SCQF includes degrees; HNC/Ds; SQA National Qualifications; and SVQs. Each SQA
Unit is allocated a number of SCQF credit points at a specific level. 1 SCQF point = 10
hours of learning. HN candidates are normally expected to input a further number of
hours, matched to the credit value of the Unit, of non-contact time or candidate-led
effort to consolidate and reinforce learning.
Purpose: This group award Graded Unit is designed to provide evidence that the
candidate has achieved the following principal aims of the HNC Computing:
• To develop the candidate’s knowledge and skills such as planning, analysing
and synthesising
• To prepare students for progression to further study in Computing or a related
discipline.
Recommended Prior Knowledge and Skills: It is recommended that
the candidate should have completed, or be in the process of completing, the
following Units relating to these specific aims prior to undertaking this group award
Graded Unit:
• HN Unit DH2T 34: Computer Architecture 1
• HN Unit DH35 34: Computing: Planning
• HN Unit DH33 34: Computer Operating Systems 1
59
General Information for Centres (cont)
Core Skills: There are no Core Skills embedded in this group award Graded Unit
specification.
Assessment: This examination-based group award Graded Unit is closed book.
It will consist of a written examination of three hours duration. Candidates may not
have access to any books, handouts, notes or other learning material. The
assessment must be invigilated. There must be no communication between
candidates and communication with the invigilator must be restricted to matters
relating to the administration of the assessment.
If e-testing is used for part (or all) of this examination, centres must ensure the
security of the questions and the identity of the candidates.
Calculators are not allowed, however, a centre may supply an ASCII and/or the
appropriate Unicode code tables where necessary.
Graded Unit Code: DH36 34
Graded Unit Title: HNC Computing Graded Unit - Examination
Date of publication: June 2004
Source: SQA
Special Needs: This group award Graded Unit specification is intended to ensure
that there are no artificial barriers to learning or assessment. Special needs of
individual candidates should be taken into account when planning learning
experiences, selecting assessment instruments or considering special alternative
assessment arrangements. For information on these, please refer to the SQA
document Guidance on Special Assessment Arrangements (December 2001,
AA0645/3).
This publication may be reproduced in whole or in part for educational purposes
provided that no profit is derived from reproduction and that, if reproduced in part, the
source is acknowledged
Additional copies of this group award Graded Unit specification (if sourced by the
Scottish Qualifications Authority), can be purchased from the Scottish Qualifications
Authority. The cost for each specification is £2.50 plus a handling charge of £1.95 per
order.
60
Higher National Group Award Graded Unit specification:
Instructions for designing the assessment task and assessing
candidates
Group Award Graded Unit Title: HNC Computing Graded Unit -
Examination
The assessment is based on a closed book written examination lasting three hours.
The grade given will reflect the candidate’s achievement on the first assessment
event. A candidate may wish to retake the group award Graded Unit but this should
be based on a significantly different examination.
The examination should be unseen and the assessment should be conducted in
controlled and invigilated conditions.
Instructions for designing the assessment task:

The examination should be designed to assess the candidate’s critical knowledge
and understanding of the topics relating to the specific aims which this group award
Graded Unit is designed to cover.
The questions and corresponding marks should be designed in accordance with the
ranges indicated in the table that follows. However, the overall total mark for the
examination is 100.
The question paper will be divided into two sections as follows:
Section 1 Thirty objective response questions, worth one mark each, totalling 30
marks.
Section 2 Seven constructed response questions, worth 10 marks each, totalling 70
marks.
Section 1
Level of knowledge/ Weighting/

Topic
understanding Mark Allocation
Computer Architecture 1 15 objective response questions Each question
relating to knowledge and is worth one
comprehension. mark.
Computer Operating 15 objective response questions
Systems 1 relating to knowledge and
comprehension.
TOTAL 30 marks
61
Section 2
Level of knowledge/ Weighting/

Topic
understanding Mark Allocation
Computer Architecture 1 Two constructed response questions
relating to comprehension, analysis,
synthesis or evaluation.
Computer Operating Two constructed response questions Each question is
Systems 1 relating to comprehension, analysis, worth 10 marks.
Computing: Planning Two constructed response questions
relating to comprehension, analysis,
Computer Architecture 1 One constructed response question
relating to the integration of
Computer Operating knowledge and/or understanding 10 marks.
Systems 1 between at least two of the defined
Computing: Planning topics (units).
TOTAL 70 marks
Half marks should not be awarded (for any question).
To achieve a pass in this Graded Unit, candidates must attain a minimum number of
marks in each section as described in the following table:
Section Available marks Minimum mark

1 30 15
2 70 25
The examination will be marked out of 100. Assessors will aggregate the marks
achieved by the candidate to arrive at an overall mark for the examination. Assessors
will then assign a grade to the candidate for this group award Graded Unit based on
the following grade boundaries:
♦ A = 70% – 100%
♦ B = 60% – 69%
♦ C = 50% – 59%.
Candidates will be awarded one of these grades only if they satisfy the minimum
mark requirements for each section (irrespective of their total mark).
The format of the objective response questions will be limited to:
• multiple-choice questions (MCQs)
• multiple-response questions (MRQs).
62
The majority of the questions will be MCQs, consisting of a single key and three
distractors. A minority of the questions will be MRQs, consisting of two or more keys
selected from four options. MRQs should be used as discriminators to differentiate
candidate performance at the upper grade boundaries.
The constructed response questions will consist of:

• short answer questions
• extended response questions.
The majority of the questions will be short answer, requiring a response consisting of,
at most, a few sentences. A minority of the questions will be extended response,
which will provide candidates with an opportunity for detailed writing on a specific
topic.
Ten marks have been set-aside for an integrative question. This question should
assess the candidate’s knowledge and understanding of two or more topics,
assessed within a single question. This question should require the candidate to
combine their knowledge of two or more (defined) topics. As such, it is likely that this
question will serve to discriminate between candidates at the upper grade
boundaries.
The question paper should cover the full range of cognitive competencies. The
majority of the available marks should be awarded for low-order cognitive skills
(knowledge, comprehension and analysis). The distribution of marks across the
competencies is illustrated below:
Knowledge 25%
Comprehension 25%
Analysis 20%
Application 10%
Synthesis 10%
Evaluation 10%
Centres may alter this allocation while retaining its general distribution.
63
O T H E R U N I T S P E C I F I C AT I O N S
Unit title: Working within a Project Team
Unit code: DH21 34
Unit purpose: This unit can be delivered in a variety of curriculum areas and is designed to
provide candidates with the experience of working in a team to negotiate goals, roles and
responsibilities, support co-operative working and present agreed project outcomes within the
timescale prescribed by the team. Individual team members (candidates) should be able to
identify and gather appropriate evidence, evaluate written information related to the task,
contribute to formal meetings and group discussions, apply methodologies from (a) selected
area(s) of the award to the project, track and record progress and produce a written report to a
prescribed format with supporting, referenced documentation where appropriate. As the final
part of the written report, candidates should also be able to evaluate and draw conclusions in
relation to their own contribution. On completion of the Unit the candidate should be able to:
1. Individually gather and/or read and evaluate written, graphical or pictorial

information on a team task, and in co-operation with others, decide on a course of
action for completing the project
2. In co-operation with others, plan, organise and carry out the task.
3. Individually, produce a written report, in a prescribed format, reflecting on what has
been done and drawing conclusions for the future.
Credit value: 1 HN Credit at SCQF level 7
Unit title: Systems Development: Object Oriented Design (Introduction)
Unit code: DH3G 34
Unit purpose: This Unit is about developing an awareness of the different approach that can
be taken to systems development when applying object-oriented techniques. This Unit should
develop the candidate’s awareness of the concepts and terminology involved in object-
oriented analysis and design. It is primarily intended to prepare candidates who expect to gain
employment in an IT/Computing-related post at technician or professional level in a software
development role.
On completion of the Unit the candidate should be able to:
1. Describe object oriented concepts

2. Produce a model of the dynamic aspects of the system
3. Produce a model of the static aspects of the system
64
Unit title: Systems Development: Structured Design Methods (Introduction)
Unit code: DH3H 34
Unit purpose: This Unit is about developing an awareness of different approaches that can be
taken to systems development and applying current structured techniques. This Unit should
develop the candidates’ awareness of important issues such as project management, analysis
and design techniques. It is primarily intended to prepare candidates who expect to gain
employment in an IT/Computing-related post at technician or professional level in a software
development role.
On completion of this Unit the candidate should be able to:
1. Describe structured systems analysis and design techniques.

2. Use structured systems analysis techniques.
3. Use systems design techniques.
Credit value: 1 HN credits at SCQF level 7
Unit title: Software Development: Developing for the World Wide Web
Unit code: DH32 35
Unit purpose: This Unit is designed to develop a broad knowledge of the concepts,
principles, boundaries and scope of software development using scripting languages. These
will be reinforced by developing the practical skills required in using the structures and
features of scripting languages in the creation of software solutions to interactive web based
problems. The similarities between scripting and traditional/Object Oriented Programming
(OOP) languages will be highlighted It forms part of an HN Computing group award
programme, although it can also be used as a stand-alone Unit by candidates wishing to
acquire software development skills using a scripting language.
On completion of this Unit, the candidate should be able to:
1. Describe the scripting features of Web-based applications.

2. Design a web-based application using the principles of software planning.
3. Use appropriate tools and techniques to implement Web based applications.
4. Utilise server side scripting including database processing.
Credit value: 2 HN Credits at SCQF level 8
65
Unit title: Software Development: Event Driven Programming
Unit code: DH34 35
principles, boundaries and scope of software development using an event driven programming
language. These will be reinforced by developing the practical skills required in using the
structures and features of an event driven event driven programming language in the creation
of software solutions to problems. It forms part of an HN Computing group award
acquire and develop programming skills using an event driven programming language.
1. Use programming techniques to develop program modules.

2. Implement a solution from design.
3. Test the completed product.
4. Create technical and user documentation.
Unit title: Software Development: Object Oriented Programming
Unit code: DH3C 35
principles, boundaries and scope of software development using an object oriented
programming language. These will be reinforced by developing the practical skills required in
using the structures and features of an object oriented programming language in the creation
of software solutions to problems. It forms part of an HN Computing group award
acquire and develop programming skills using an object oriented language.
1. Use programming techniques to develop program modules

2. Implement a solution from design
66
Unit title: Software Development: Structured Programming
Unit code: DH3E 35
principles, boundaries and scope of software development using a structured programming
language. These will be reinforced by developing the practical skills required in using the
structures and features of a procedural programming language in the creation of software
solutions to problems. It forms part of an HN Computing group award programme, although it
can also be used as a stand-alone Unit by candidates wishing to acquire and develop
programming skills using a procedural language.
1. Use programming techniques to develop program modules.

2. Implement a solution from a design.
4. Create technical and user documentation.
Unit title: Software Development: Applications Development
Unit code: DH30 35
Unit purpose: The Unit is designed to extend the candidate’s ability to use application
software packages to develop user defined applications with efficient user friendly interfaces.
The application software package may relate to word processing, spreadsheet or database,
however, this is not an exclusive list. The importance of an analytical approach to the
requirements of the user will be encouraged. The development process will utilise the
automated features provided by the package. The scripting or programming language of the
package may also be used. The Unit is intended for candidates who may be asked to develop
application packages for a particular purpose where the developed application will improve
efficiency of data entry and required output.
1. Use development techniques to develop application modules

2. Implement a solution from design
3. Test the completed product
67
Unit title: Computer Architecture 2
Unit Code: DH2V 35
Unit purpose: This Unit is designed to develop broad general knowledge and understanding
of the theoretical concepts, principles, boundaries and scope of the mechanisms that underpin
the use of digital computers. This includes the way in which the internal representation used
within the machine can be translated to give human readable values. Study of the Unit also
provides a foundation knowledge of the mechanisms used by a processor to communicate
with memory and external devices, how a processor deals with requests from external sources,
and the characteristics and requirements of the devices that processors can be regularly
expected to deal with. The study of the Unit will be of particular benefit to those who wish to
undertake further study in the fields of computer programming, providing technical support to
other users or new media production.
1. Demonstrate an ability to manipulate and translate data representations.

2. Demonstrate an understanding of the functions of computer system components.
3. Demonstrate an understanding of the principles of Central Processor Unit (CPU)
operation.
Credit Value: 1 HN Credit at SCQF level 8
Unit title: Multimedia: Developing Multimedia Applications
Unit code: DH2R 34
Unit purpose: This Unit is designed to provide candidates with a broad knowledge of the
theoretical concepts, principles, boundaries and scope of the development of multimedia
applications. The Unit adopts a structured approach to the development process from analysis
of the problem and research of user needs, through design, prototyping, implementation,
testing and evaluation to ensure that the selection and deployment of media types matches the
task requirements, context of use and user requirements. It prepares candidates for this role by
providing them with the underpinning knowledge needed to carry out this type of
development effectively. Current terminology is introduced as appropriate. The Unit is
primarily intended for candidates in computing or graphic design. It would also be relevant to
those with appropriate work experience such as the use of desktop publishing or computer
graphics packages.
1. Identify and document task and user requirements and context of use
2. Produce a design and specification and build a prototype multimedia application
3. Implement a multimedia application based on a design specification
4. Test and evaluate a multimedia application and revise as required
68
Unit title: Information Technology: Information Systems and Services
Unit code: DH37 34
Unit purpose: This Unit is designed to provide candidates with an awareness of the different
aspects of information systems and services and how these may be used in differing
organisations. Candidates should gain knowledge and understanding of some of the factors
concerning business applications, managing information systems and the technology
involved. Candidates should also become aware of the legal, ethical and social issues and
current trends within information systems and services. Candidates should be able to evaluate
the effectiveness of information systems within an organisation and understand the
importance of information to an organisation.
1. Identify information requirements, sources and uses within organisations.

2. Outline the applications tools available to information systems and services.
3. Evaluate information systems within an organisation.
Unit title: Information Technology: Applications Software 2
Unit code: D7CY 35
Unit purpose: This Unit is designed to enable candidates to attain an advanced level of
proficiency in Information Technology (IT). As such, it aims to further develop the
candidate’s knowledge of the theoretical concepts, principles, boundaries and scope of IT
applications. The intention of the Unit is to develop in the candidate the importance of the
integration of complex information through the sharing of information between applications
and users and by use of advanced features of software applications packages. Emphasis
should be placed throughout on creating active links to other software application packages
and especially to the Internet.
On successful completion of the Unit candidates will be able to:
1. Use advanced techniques of software application packages for automation

2. Use advanced techniques of software applications packages for integration
3. Use data communications to share data with other users
4. Use software application presentation tools.
Credit value: 1 HN Credit(s) at SCQF level 8
69
Unit title: Internet: Introducing e-Commerce
Unit code: DH39 34
Unit purpose: This Unit is designed to provide the candidate with a broad knowledge of the
theoretical concepts, principles, boundaries and scope of electronic commerce (e-commerce).
The Unit introduces the key features of e-commerce, examines the business-to-business and
business-to-consumer models and considers the security requirements for e-commerce.
Current terminology is introduced as appropriate. The Unit is primarily intended for
candidates in computing or business studies. It would also be relevant to those with
appropriate work experience with organisations using or developing e-commerce systems.
1. Describe the key features of e-commerce.

2. Describe the business-to-consumer model of e-commerce.
3. Describe the business-to-business model of e-commerce.
4. Describe the security requirements of e-commerce.
Unit title: Internet: Internet Client Services
Unit code: DH38 34
Unit purpose: This Unit is designed to give candidates a broad knowledge of Internet client
services and the skills required to set up and provide first line support for a range of Internet
client applications. This will include familiarity with the main theoretical concepts, principles
and boundaries of the area and with the main terminology. The Unit prepares candidates for
this role by providing them with the required underpinning knowledge. Current terminology
is introduced as appropriate. The Unit is primarily intended for candidates studying
computing. It would also be relevant to those with appropriate work experience in using the
Internet.
1. Describe the range of services provided by the Internet

2. Describe the topology and protocols used by the Internet
3. Describe the hardware and software requirements of Internet service clients
4. Configure client application software for Internet services
Credit value: 1 HN credit at SCQF level 7
70
Unit title: Mathematics for Computing 1
Unit code: D76E 34
Unit purpose: This Unit is designed to allow candidates to acquire the fundamental
mathematical knowledge required to apply computing techniques to problem situations
effectively. Candidates will be able to create a mathematical model or express a problem
mathematically. It is primarily intended for candidates who will specialise in programming or
candidates who require a deeper understanding of computer operation at a basic hardware
level.
1. Demonstrate an understanding of scientific notation and manipulate numbers in scientific
notation
2. Demonstrate an understanding of co-ordinate systems and vectors, and apply linear
transformations
3. Demonstrate a knowledge of simple functions and the ability to perform basic algebraic
operations
4. Demonstrate the application of Boolean algebra to problem situations
Credit value: 1 HN Credit at level 7
Unit title: Mathematics for Computing 2

Unit code: D76F 35
Unit purpose: This Unit is about preparing candidates to model real problem situations
mathematically and apply advanced mathematical techniques (at pre-calculus level) that can
be implemented by computer. The Unit introduces the topics of matrices, series, probability
and recursion; techniques that are applicable to a wide range of problems. Although the
emphasis is on application, the mathematical principles are thoroughly and consistently
developed. The Unit is primarily designed for candidates who intend to specialise in
programming or candidates who intend to proceed to the third year of a Computing degree
course.
1. Demonstrate an understanding of matrices and apply matrix methods to problem

situations
2. Demonstrate an understanding of series, probability and recursion, and their application to
practical problems
Credit value: 1 HN credit at SCQF level 8: (8 SCQF credit points at SCQF level 8)
71
Unit title: Multi User Operating Systems
Unit code: DH3A 34
Unit purpose: This Unit is designed to provide candidates with a practical introduction to,
and understanding of, the main concepts of a Multi User Operating System. In particular, the
Unit concentrates on the practical skills required to manipulate Operating Systems facilities
effectively. This practical work is supported by an introduction to the main theoretical
concepts of multi user operating systems, including resource management, process
management, memory management, and the main hardware and software components.
1. Describe the characteristics of a multi user operating system.

2. Use the facilities of a multi user operating system.
3. Compose scripts to carry out routine tasks.
Credit value: 1 HN Credit at level 7
Unit title: Providing Support to Users
Unit code: DH2X 34
Unit purpose: The Unit is designed to present candidates with a range of issues and problems
which influence the provision and operation of a user support service in the area of IT within
an organisation. It is designed to encourage candidates to consider each of the issues and
problems and to research appropriate solutions. It is primarily intended for candidates on an
HN Computing programme, especially those who expect to follow careers in the provision of
technical support in the IT departments of organisations. The Unit is part of an HN
Computing group award programme although it can also be used as a stand-alone Unit by
candidates wishing to develop an appreciation of the key issues involved in user support and
to gain expertise in researching, developing, operating and managing a user support service
within an organisation. As such, it should not be considered as suitable only for candidates on
the HND Computing: Technical Support programme. Many of the graduates from both the
HND programmes, ie Computing: Technical Support and Computing: Software Development,
ultimately find work using their skills in supporting and maintaining hardware, software,
operating systems and networks in a wide range of environments. Covering, as it does, the
issues and problems of organising and providing such a support service to users in an IT
environment, the Unit will be of interest to all Computing candidates.
1. Describe the provision of support to users.

2. Determine the procedures involved in operating a support service.
3. Identify the resources and organisational factors involved in operating a support
service.
4. Review the records of user support provision.
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Unit title: Software Development: Fourth Generation Environment
Unit code: D76S 35

Unit purpose: This Unit is designed to expose the candidate to the study of the features of a
relational database management system (RDBMS) and to develop a critical understanding of
the capabilities of such systems. In addition, the candidate will develop database design and
implementation skills in a fourth generation environment. This Unit is aimed at candidates
who have completed the first year of the HND Computing: Software Development.
1. Demonstrate an understanding of the features and uses of an rdbms and
fourth generation language environment
2. Use a data definition language (DDL) and a data manipulation language (DML) to
define and interrogate tables
3. Apply a systematic approach to designing applications/systems interfaces
4. Evaluate the design and functionality of an RDB application
Unit title: SQL: Introduction
Unit code: DH3J 34
principles, boundaries and scope of relational databases using a query language. These will be
reinforced by developing the practical skills required in using the structures and features of a
query language in order to maintain and interrogate a relational database management system.
The SQL constructs used adhere to the current standards, so will be applicable in all SQL-
based platforms. It forms part of an HN group award programme, although it can also be used
as a stand-alone Unit by candidates wishing to acquire and develop skills using a query
language.
1. Create and maintain a data storage system.

2. Manipulate data stored within a table structure.
3. Produce formatted reports.
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Unit title: Software Development: Relational Database Systems
Unit code: DH3D 35
Unit purpose: This Unit is designed to enable candidates to understand the manipulation of
normalised data structures. This knowledge will allow the candidate to apply this knowledge
in the design and use of relational database systems to solve problems with synthesis
evaluating solutions within the discipline of information systems. This Unit is suitable for
candidates wishing to specialise in the design and implementation of solutions based on
hierarchical information systems.
1. Explain the terminology and techniques used in the design of relational

information systems.
2. Create a relational database design from user requirements.
3. Describe the issues involved in implementing a relational database system.
4. Implement structures and manipulate data in a relational database management
system.
5. Use a programming language to interface with a relational database management
system.
Unit title: Computer Hardware: Building a Network PC
Unit code: DH2W 35
Unit purpose: This Unit is designed to enable candidates to work effectively in a computer
hardware technical support role. It prepares them for this task by ensuring they possess the
underpinning knowledge required to understand the operation of modern personal computer
hardware. Practical experience is then gained of designing and building a PC, including
faultfinding and the installation and configuration of low-level software such as device
drivers. It is primarily intended for candidates who expect to work in an IT support role, but is
also relevant to all those on an IT programme of study who require a deeper or more practical
understanding of computer hardware.
1. Describe the major sub-systems and operation of a modern personal computer.

2. Identify risks and use safe working practices.
3. Design and build a PC configuring hardware components and peripherals as
required.
4. Research, design and configure a PC for Peer to Peer networking.
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Unit title: Computer Networks: Building Local Area Networks
Unit code: DH31 34
Unit purpose: This Unit is designed to enable candidates to work effectively in a Local Area
Network installation or technical support role. It prepares them for this task by ensuring they
possess the underpinning knowledge required to understand the operation of modern network
equipment and software as well as industrial practice and standards. Practical experience is
then gained of implementation of typical networks using industry-standard equipment and
protocols. Candidates also gain experience of interconnecting networks at both the physical
and logical levels, including routing and basic firewall implementation. The Unit is primarily
intended for candidates who expect to work in a network installation or support role, but is
also relevant to all those on an IT study programme who require a deeper or more practical
understanding of modern computer networks.
1. Describe the characteristics and construction of Local Area Networks.

2. Implement Local Area Networks.
Unit title: Computer Networks: Administering Network Systems
Unit code: D75S 35
Unit purpose: This Unit is designed to enable candidates to understand the concepts of
network systems and enable them to be proficient in the system administration of such
systems. Candidates will develop a broad knowledge of the principles and be able to exercise
specialised skills in administering network systems.
1. Install and configure network server operating system software
2. Install and configure network clients
3. Maintain users, groups and security on a network system
4. Install and configure shared printing devices
5. Manage and monitor a network system
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Unit title: Employment Experience 2
Unit code: D77H 34
Unit purpose: This Unit is designed to enable candidates to demonstrate that they can, in
their normal work environment, work with others to complete a task. It is intended for
candidates who are in employment and who are undertaking a course of study relevant to their
occupational role with the support of their employer or who may wish to develop their career
prospects. On completion of the Unit candidates should be able to:
1. Analyse and plan a workplace task in co-operation with others
2. Implement a workplace task in co-operation with others
3. Evaluate own contribution to the completion of a workplace task
Unit title: Internet: Configuration and Administration of Internet Services
Unit code: D76C 35
Unit purpose: This Unit is designed to enable candidates to gain experience with the
common applications used to service the needs of remote clients on the Internet and to
provide the skills and knowledge necessary to transfer that experience to the support of other
network services.
The Unit is suitable for candidates pursuing a career in the provision and support of services
to the Internet community.

1. Provide Internet services as defined by management
2. Support the users of Internet services
3. Maintain the provision of Internet services
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Unit title: Enhancing Network Security and Configuring Remote Access
Methods
Unit code: D7JV 35
Unit purpose: This Unit is designed to enable candidates to increase network security
through authentication, encryption and to configure remote access methods. The Unit
prepares candidates for this task by ensuring they apply advanced and specialised knowledge
to configure network equipment, network services and software. Practical experience is
gained in implementing typical network services using industry-standard equipment and
protocols. The Unit is primarily intended for candidates who expect to work in a network
installation environment, as a network administrator or in a network support role.
1. Deploy Certificate Services

2. Implement Internet Protocol Security (IPSec)
3. Configure common remote access methods
Unit title: Computer Hardware: Desktop Computer Troubleshooting

Unit code: DM37 35
Unit purpose: This Unit is designed to enable candidates to work effectively whilst
troubleshooting and repairing desktop computers in a professional practice/consultancy or
installation/technical support role within manufacturing, commercial or domestic sectors of
industry. Candidates will learn about the operation of modern desktop computer components,
common peripherals, common hardware and software faults as well as industrial practice and
standards. Candidates will also gain experience of simplifying complex problems and an
appreciation of safe working practice. The Unit is primarily intended for candidates who
expect to work in a computer troubleshooting or support role, but is also relevant to all those
on an IT course who require a deeper or more effective understanding of modern desktop
computers.
On completion of the unit, the candidate should be able to:
1. Describe desktop computer system components and hazards

2. Describe approaches to troubleshooting and test methods
3. Recognise and understand common hardware problems
4. Troubleshoot hardware using test methods
5. Investigate and solve system software problems
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Unit title: Computer Operating Systems 2
Unit code: DM2X 35
Unit purpose: This Unit is designed to enable candidates to gain an understanding of

command line interface desktop computer operating systems. Candidates will learn how to
work in this type of operating system environment and carry out file management and create
automated files. It is intended for candidates on an HN Computing or related discipline who
require knowledge and skills in working in a command line interface operating system
function and operation.
1. Carry out file management tasks using a command line environment

2. Perform tasks using a command line environment
3. Create automated operations using a command line environment
Credit points and level: 1 HN Credit at SCQF level 8
Unit title: Computer System Security and Data Assurance
Unit code: DM38 35
Unit purpose: This Unit is designed to enable candidates to gain a comprehensive knowledge
and understanding of the issues, concepts and terminology of computer systems security.
This Unit is suitable for candidates undertaking a course of study in many Computing or
Information Technology-related disciplines at Higher National Certificate or Higher National
Diploma.

1. Identify physical and environmental security issues for computer systems
2. Identify issues associated with data assurance
3. Identify threats and countermeasures associated with software and data transfer systems
4. Analyse issues of security and data assurance
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Unit title: Computer Networks: Internet Network Connectivity
Unit code: D7JW 35
Unit purpose: This Unit is designed to enable candidates to work effectively with Internet
Protocol (IP) assignment strategies and Internet connectivity. It prepares candidates for this
task by ensuring they apply advanced and specialised knowledge to configure network
equipment, network services and software. Practical experience is then gained of
implementation of typical network services using industry-standard equipment and protocols.
The Unit is primarily intended for candidates who expect to work in a network installation
environment, as a network administrator or in a network support role.
On completion of the Unit candidates should be able to:
1. Configure automatic Internet Protocol (IP) concepts via Dynamic Host Control
Protocol (DHCP)
2. Demonstrate an understanding of Windows Internet Name Service (WINS)
resolution
3. Configure Domain Name Resolution services
4. Configure hardware to implement inter-network connectivity.
1.
Unit title: Internet: Client Side Web Scripting
Unit code: DM39 35
Unit purpose: This Unit is designed to provide candidates with a practical understanding of
client-side Web scripting and become proficient in designing and implementing scripts within
Web documents.
1. Describe browser features relevant to client side web scripting

2. Use the programming features of a client side web scripting language
3. Use a client side scripting language to enhance the functionality of a Web document
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Unit title: Internet: Web Server Management
Unit code: DM3C 35
Unit purpose: This Unit is designed to introduce candidates to the topics required for
successful installation and maintenance of a Web Server. This Unit is primarily targeted at
candidates who expect to work in a support role. The Unit is, however, relevant to candidates
who will work in a web development role, as it should provide them with a better
understanding and appreciation of the complexities of a web server. The candidates will
develop hands on skills in installing, configuring and maintaining a web server and will gain
knowledge about the theory of web server management.
1. Describe the requirements for setting up a new Web Site
2. Install and configure Web server software implementing performance and security issues
3. Organise and maintain a Web site
Credit value: 2 HN Credits at level 8
Unit title: Project Management 2
Unit code: DM2Y 35
Unit purpose: This Unit in Project Management further develops the use of project
management software by providing the candidate with more advanced skills required in
managing a project plan. The Unit is designed to deliver the Knowledge and Skills required
for the further enhancement of managing projects using Project Management software tools.
It starts with looking at advanced project environment settings, then introduces the candidate
to the common real-world situation of dealing with large-scale projects by sub-dividing them
into several smaller projects, each sharing a single resource pool, then re-merging these to
create one single master project. The Unit then introduces a range of tools and techniques
available to assist with the on-going tracking and management of project data, and finally
introduces several examples of how project data can be integrated with other applications
software tools including the WWW. The unit is written in generic terms enabling it to be
completed using any commercially-available project management software tool. The Unit is
capable of being delivered and followed as a single Unit in its own right, or may be
undertaken by a candidate in any discipline or Group Award to which it contributes and where
there is a need to develop such advanced Project Management Knowledge and Skills.
1. Organise the project environment
2. Manage multiple projects
3. Track the progress of a project
4. Integrate project information for distribution
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Unit title: Systems Development: Object Oriented Design
Unit code: DM3H 35
Unit purpose: This Unit is designed to enable candidates to develop a knowledge of the
theoretical concepts, underlying principles, scope and role of systems analysis and design
undertaken within an object oriented environment. The Unit develops candidates’ practical
systems development skills and introduces candidates to a variety of requirements gathering
and modelling techniques used in object oriented systems analysis and design, using UML or
similar modelling notation. The study of this Unit will provide a strong foundation for a
candidate who will be developing object oriented, or event-driven software, and systems in an
object oriented or object/component based environment.
1. Describe the object oriented approach to systems development
2. Use object oriented techniques to gather requirements
3. Produce a model of system objects
4. Produce a model of system behaviour
5. Specify physical design of the system
Unit title: Software Development: Linked Data Structures
Unit code: DM32 35
Unit purpose: This Unit is designed to enable candidates to become familiar with abstract
data types and the linked data structures used to implement them within software systems.
This knowledge will be supplemented by research, analysis, design and coding of structures
in order to create applications to meet user requirements.
This Unit is suitable for candidates who wish to pursue a career in software development or
who construct applications requiring the use of non-trivial data structures. It will improve
understanding of structured programming techniques, and prepare the candidate for further
skill development using object oriented techniques.

1. Identify and describe the concepts of dynamic memory allocation and linked data
structures explaining their advantages over array data structures
2. Define interfaces and design necessary algorithms for abstract data types
3. Implement software that makes effective use of linked data structures
4. Design and implement software that makes effective use of a tree abstract data type
5. Manipulate a nested data structure in an application
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Unit title: Software Development: Advanced Programming
Unit code: DM3E 35
Unit purpose: This Unit is designed to enable candidates to develop their programming
skills. They will gain a broad knowledge of the theoretical concepts, principles, boundaries
and scope of advanced programming practices. This Unit is primarily intended for candidates
who propose to follow careers or further study in computer programming where an intensive
knowledge of applied abstract data structures is required.
1. Define and manipulate data structures
2. Use advanced file input/output facilities
3. Design and implement a user interface
Unit title: Software Development: Assembly Language and Interface Programming
Unit code: DM3G 35
Unit purpose: This Unit is designed to provide an introduction to the relationship between
computer software and hardware. More particularly it will involve learning how to develop
and test programs which configure and control individual hardware elements. To this end
candidates will be taught how to write assembly language routines and to embed these within
the context of a high level language. The Unit will complement the HN Unit DH2T 34:
Computer Architecture 1 and HN Unit DH2V 35: Computer Architecture 2 by providing
candidates with the opportunity to deepen their knowledge of the conventional machine level
as well as the way in which the central processing unit (CPU) relates to other components of
the computer system. It is anticipated that study of this Unit will provide a foundation for
later work or study in the areas of system software and/or control systems.
1. Implement an assembly language program from a supplied design
2. Use bios and rom interrupts to access and control hardware
3. Embed assembly language routines in a high level language
4. Describe how a computer communicates with and controls peripheral devices
5. Design, write and test an assembly language program which interfaces with a peripheral
device
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Unit title: Software Development: Object Oriented Collections
Unit code: DM33 35
data types (ADTs) supported by the collection classes of modern object oriented
programming languages and the linked list data structures used to implement them within
software systems. This knowledge will be supplemented by research, analysis, design and
coding of structures in order to create applications to meet user requirements.
This Unit is suitable for candidates who wish to further pursue their career in software
development.
1. Develop and implement operations on linked list data structures
2. Utilise application program interface collection classes
3. Develop and implement recursive algorithms
4. Create a small scale application that uses abstract data types
Unit title: Supporting Users and Troubleshooting Desktop Applications
Unit code: DM34 34
Unit purpose: This Unit is designed to introduce candidates to the role of a desktop
application support technician involved in supporting users and troubleshooting desktop
applications on a client operating system. It is intended for candidates undertaking an HN in
Computing or a related area who require a broad knowledge of client operating systems. On
completion of the Unit the candidate should be able to:
1. Configure and troubleshoot applications

2. Resolve issues related to usability and application customisation
3. Configure and troubleshoot connectivity and security for applications
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Unit title: Supporting Users and Troubleshooting a Desktop Operating System
Unit code: DM35 34
Unit purpose: This Unit is designed to introduce candidates to the issues involved in
configuring, troubleshooting and maintaining a client operating system. It is intended for
candidates undertaking an HN in Computing or a related area, who require a broad knowledge
of client operating systems and desktop support. On completion of the Unit the candidate
should be able to:
1. Install a desktop operating system

2. Configure, manage and troubleshoot access to resources, desktop and user
environments
3. Troubleshoot network protocols and services
Unit title: Systems Development: Structured Design Methods
Unit code: D77F 35
Unit purpose: This Unit is about developing an awareness of different approaches that can be
taken to systems development and applying current structured techniques. This Unit should
develop the candidates’ awareness of important issues such as project management, people
management, quality assurance and documentation. It is primarily intended to prepare
candidates who expect to gain employment in an IT/Computing-related post at technician or
1. Compare and evaluate the strengths and weaknesses of systems development

methodologies
2. Plan for systems analysis and design
3. Perform structured systems analysis
4. Perform structured systems design
5. Plan a testing, training and implementation strategy
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Unit title: Internet: Web Technology and Security
Unit code: DF61 35
Unit purpose: This Unit is designed to provide candidates with an understanding of current
Web technologies, factors affecting of Web applications development and an awareness of
fundamental security and protection issues.
1. Describe World Wide Web technology.

2. Identify current uses of Web applications and implications on Web development.
3. Describe Web related security issues.
Unit title: Client Operating System
Unit code: DF9M 34
installing and administering a client operating system. It is intended for candidates
undertaking an HND in Computing, Computer Networking or a related area who require a
broad knowledge of client operating systems.
1. Install a client operating system.

2. Implement and administer resources.
3. Implement, manage and troubleshoot hardware devices and drivers.
4. Monitor and optimise system performance and reliability.
5. Configure and troubleshoot the desktop environment.
6. Implement network protocols and services.
7. Implement, monitor and troubleshoot security.
Credit value: 1.5 HN credits at SCQF level 7
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Unit title: Computer Networks: Network Technology and Data
Communications
Unit code: D75V 35
Unit purpose: This Unit is designed to introduce candidates to the basic concepts and
principles of data communications, and to provide candidates with a wide knowledge of the
technologies and standards involved in the construction of modern Local and Wide Area
Networks. It is intended for candidates undertaking a Computing or Information Technology
related qualification who require an understanding of modern networking concepts and
practice.
1. Define the principles of data communications

2. Define the characteristics and construction of Local Area Networks
3. Describe the characteristics and construction of Wide Area Networks
Unit title: Network Server Operating System
Unit code: DF9N 34
managing and maintaining a network server operating system. It is intended for candidates
undertaking an HNC or HND in Computing, Computer Networking or a related area who
require a broad knowledge of network servers, including the main theories, concepts and
principles in this area.
1. Manage and maintain physical and logical devices.

2. Manage users, computers and groups.
3. Manage and maintain access to resources.
4. Manage and maintain a server environment.
5. Manage and implement disaster recovery.
Credit value: 1.5 HN credits at SCQF level 7
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Unit title: Network Infrastructure 1: Implementation and Management
Unit code: DF9R 35
implementing and managing a network infrastructure. It is intended for candidates
undertaking an HNC or HND in Computing, Computer Networking or a related area who
require a detailed knowledge of network infrastructure.
1. Implement, manage and maintain IP addressing.

2. Implement, manage and maintain name resolution.
3. Implement, manage and maintain network security.
4. Implement, manage and maintain remote access.
5. Maintain a network infrastructure.
Unit title: Hardware Concepts
Unit code: DG0K 33
installing and maintaining PC Hardware. It is intended for candidates undertaking an HNC/D
in Computing, Computer Networking or a related area who require an understanding of
computer hardware.
1. Install, configure and upgrade PC hardware.

2. Diagnose and troubleshoot hardware problems.
3. Carry out preventive maintenance.
4. Describe the features of motherboards, processors and memory.
5. Describe the features of printers.
6. Describe basic networking concepts.
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Unit title: Operating System Concepts
Unit code: DF9L 33
installing and using PC Operating Systems. It is intended for candidates undertaking an
HNC/D in Computing, Computer Networking or a related area who require an understanding
of operating systems.
1. Describe the characteristics of PC operating systems.

2. Install, configure and upgrade a client operating system.
3. Diagnose and troubleshoot client operating system problems.
4. Describe the networking features of client operating systems.
Unit title: Computer Hardware: Hardware Installation and Maintenance
Unit code: DH2Y 34
Unit Purpose: This unit is designed to enable candidates to work effectively in a computer
hardware technical support role. It prepares them for this task by ensuring they possess the
underpinning knowledge required to understand the operation of modern personal computer
hardware at sub-system level. Practical experience is then gained of installation, maintenance
and main failure modes of all major computer sub-systems, including the installation and
configuration of low-level software such as device drivers. It is primarily intended for
candidates who expect to work in an IT support role, but is also relevant to all those on an IT
programme of study who require a deeper or more practical understanding of computer
hardware.
1. Describe the major sub-systems and operation of a modern personal computer

2. Install and configure system hardware components and peripherals
3. Perform routine maintenance, basic fault-finding and rectification at sub-system level
4. Identify risks and use safe working practices
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Unit title: Computer Architecture 1
Unit Code: DH2T 34
Unit purpose: This Unit is designed to develop broad general knowledge and understanding
of the theoretical concepts, principles, boundaries and scope of the mechanisms that underpin
the use of digital computers. This includes the way in which the internal representation used
within the machine can be translated to give human readable values. Study of the Unit also
provides a foundation knowledge of the mechanisms used by a processor to communicate
with memory and external devices, how a processor deals with requests from external sources,
and the characteristics and requirements of the devices that processors can be regularly
expected to deal with. The study of the Unit will be of particular benefit to those who wish to
undertake further study in the fields of computer programming, providing technical support to
other users or new media production.
1. Demonstrate an ability to manipulate and translate data representations.

2. Demonstrate an understanding of the functions of computer system components.
3. Demonstrate an understanding of the principles of Central Processor Unit (CPU)
operation.
Credit Value: 1 HN Credit at SCQF level 7
Unit title: Computing: Planning
Unit code: DH35 34
Unit purpose: This Unit is designed to enable candidates to develop generic knowledge and
practical skills in the stages and techniques of planning. It is aimed at candidates following an
HN Computing group award programme and hence the skills and techniques used should be
such as to support the planning of computing tasks.
1. Produce a precise specification from a given brief.

2. Derive a detailed design for the required specification.
3. Produce a test plan for the required specification.
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Unit title: Systems Development: Introduction
Unit code: DH3F 34
Unit purpose: This Unit is about introducing candidates to the systems development process.
It provides a broad knowledge of systems development and candidates will be able to apply
the main techniques used within systems analysis and design. It is primarily intended to
prepare candidates who expect to gain employment in an IT/Computing-related post at
technician or professional level in a software development role. Candidates undertaking this
Unit may be working towards HNC in Computing, HND Computing: Software Development
or HND Computing: Technical Support.
1. Describe systems development life cycle models.

2. Describe the techniques involved in systems requirements analysis.
3. Use modelling techniques.
4. Use relational data analysis techniques.
Unit title: Professional Issues in Computing
Unit code: DM3D 35
Unit purpose: This Unit is designed to provide candidates with an extensive knowledge and
understanding of the working environment of a computing professional. The Unit will
provide candidates with a broad knowledge of the ethical, social and legal aspects of
professional computing. This Unit is primarily intended for candidates who propose to follow
a career, or are following a career, as computing professionals and who require an
understanding of the responsibilities of such employment.
1. Describe professional institutions within computing

2. Describe legislation that applies to the computing profession
3. Evaluate the impact of legislation within the computing profession
4. Evaluate the impact of codes of conduct within the computing profession
5. Apply ethical principles within computing
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Unit title: Project Management 1
Unit code: DM30 35
Unit purpose: This Unit is designed to provide the candidate with the skills required to
develop and manage a project plan using commercially available project management
software. The resultant skills will enable the candidate to develop and implement a project
plan, and to manage the key resources involved in the development of a project in terms of
time, cost, and human and physical resources. The contents will also provide the skills
required to communicate information on the project both in report format as well as
integration with other applications tools. The Unit may be undertaken by any candidate in
any discipline where there is a need to learn and develop such Project Management
Knowledge and Skills. The unit is written in generic terms enabling it to be completed using
any commercially-available project management software tool, and may be delivered as a
‘stand-alone’ introduction to Project Management software, or else included as part of an HN
Group Award.
1. Establish the project environment
2. Develop a project plan
3. Manage project information
4. Produce customised project information
Unit title: Software Development: Array Data Structures
Unit code: DM31 35
data types and the array data structures used to implement them within software systems.
This knowledge will be supplemented by research, analysis, design and coding of structures
in order to create applications to meet user requirements.This Unit is suitable for candidates
who wish to pursue a career in software development.
1. Describe data representation and storage in computer systems

2. Develop and implement operations on array data structures
3. Develop, implement and use searching and sorting techniques
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Unit Title: Information Technology: Applications Software 1
Unit code: D75X 34
Unit purpose: This Unit is designed to enable students to use Information Technology (IT)
systems and applications independently to support a range of information processing
activities. The Unit is designed to develop a broad knowledge of the theoretical concepts,
principles, boundaries and scope of IT applications. These activities will be centred on using
software applications packages to meet complex information requirements while paying
attention to security and the needs of other users.
1. Operate a range of IT equipment independently, giving attention to security and to
other users
2. Use a range of software application packages to meet complex information
requirements
Unit title: Computer Operating Systems 1
Unit code: DH33 34
Unit purpose: This Unit is designed to enable candidates to gain an understanding of typical
desktop computer operating systems. Candidates will learn how to use and install both
operating system and applications software. Candidates will also gain experience of installing
and configuring system-level software, (eg device drivers) within the operating environments
as well as applications software. It is intended for candidates on any computing or IT course
who require knowledge and skills in operating system function and operation.
1. Describe the structure and function of an operating system.

2. Use a graphical environment to operate a computer.
3. Install and configure an operating environment.
4. Install and configure system and application software.
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Unit title: Software Development: Rapid Applications Development and
Prototyping
Unit code: D76Y 35
Unit purpose: This Unit is designed to expose candidates to the development of a software
product using recognised techniques within a modern well-defined methodology. The aim of
the Unit is to increase the candidates’ skills in designing and building software applications
using fourth generation (HG) or object oriented languages. This Unit is aimed at candidates
who have completed the first year of the HND Computing: Software Development and/or
those candidates who have completed the HNC Computing.
1. Describe the components of rapid application development (RAD) environments
2. Produce a working functional/design specification
3. Carry out design and redesign of an application
4. Test each completed prototype
Unit title: Networking Technology
Unit code: DF9X 35
Unit purpose: This Unit is designed to enable candidates to work effectively in a Local Area
Network installation or support role using networks that have fewer than 100 nodes. It is
intended for candidates undertaking an HND in Computing, Computer Networking or a
related area who require a broad understanding of Local Area Networks.
1. Describe the characteristics of Local Area Networks.

2. Describe common networking media.
3. Describe the principles of cable testing.
4. Build a simple LAN.
5. Describe the features of Ethernet networks.
6. Define the operation of Ethernet switching.
7. Describe IP addressing and routing.
8. Describe the operation of upper layer services.
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Unit title: Routing Technology
Unit code: DF9Y 35
Unit purpose: This Unit is designed to enable candidates to work effectively in a network
installation or support role for Small Office, Home Office, small business or organisations
using networks that have fewer than 100 nodes, requiring complex LAN implementation or
interconnectivity via WAN links. It is intended for candidates undertaking an HNC or HND
in Computing, Computer Networking or a related area who require a broad understanding of
routing technology.
1. Describe router basics.

2. Implement a basic router configuration.
3. Manage a router.
4. Describe the operation of common routing protocols.
5. Implement routing protocols.
6. Test and troubleshoot a routed LAN.
7. Define the principles of a TCP/IP based firewall.
8. Configure a firewall.
Unit title: Switching Technology
Unit code: DG09 35
installation or support role for small office, home office, small business or organisations using
networks that have fewer than 100 nodes requiring complex LAN implementation or
in Computing, Computer Networking or a related area who require a detailed understanding
of switching technology.
1. Describe the principles of classless routing.

2. Describe common advanced routing protocols.
3. Configure advanced routing.
4. Describe basic switched LANs.
5. Configure a basic switched network.
6. Describe redundancy and spanning tree.
7. Describe advanced switching concepts.
8. Implement an advanced switched network.
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Unit title: Internetworking Technology
Unit code: DG0A 35
installation or support role for small office, home office, small business or organisations using
networks that have fewer than 100 nodes requiring complex LAN implementation or
in Computing, Computer Networking or a related area who require a detailed understanding
of internetworking technology.

1. Describe scalable IP address schemes.
2. Describe WAN technologies and design techniques.
3. Implement a PPP WAN link.
4. Describe ISDN WAN concepts.
5. Describe Frame Relay Concepts.
6. Implement a WAN frame relay link.
7. Describe network administration.
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O P P O RT U NI T I E S TO A C H I E V E CO R E S K I L L S
The five core skills of Communications, Numeracy, Information Technology, Problem

Solving and Working with Others have been designed into this award.
Communications
This core skill is included at SCQF level 6 within the mandatory unit DH21 34 Working
within a Project Team.
Numeracy
This core skill is included at SCQF level 5 within the mandatory unit DH2T 34 Computer
Architecture 1. This core skill can be enhanced to SCQF level 6 by a candidate undertaking
either of the optional D76E 34 Mathematics for Computing 1 or D76F35 Mathematics for
Computing 2 units.
Information Technology
This core skill is included at SCQF level 6 within the unit D75X 34 Information Technology:
Application Software 1.
Problem Solving
This core skill is included at SCQF level 6 within the units DN4N 35 Computing: Software
Development Graded Unit 2 (Project) and DN4P 35 Computing: Technical Support Graded
Unit 2 (Project).
Working with Others

This core skill is included at SCQF level 6 within the mandatory unit DH21 34 Working
within a Project Team.
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APPENDIX 1: SQA HN DESIGN PRINCIPLES
For the sake of completeness the design rules, which applied for the 2001 HN Computing
awards, are shown at the rear of this appendix.
D E S I G N P R I N C I P L E S F O R D E V E L O P I N G H N CS A N D H N D S
HNCs and HNDs have supported technician, technologist and first line manager occupations
for over 75 years, including progression in professional qualifications and other higher
education awards. More recently, some HNs have been specifically designed to support
progression from Modern Apprenticeships and to degrees.
In order to continue serving these occupations, HN programme designers should adhere to the
following design principles. Design teams must always conduct market research, particularly
among candidates and employers to ensure the continuing fitness for purpose of the HNs.
Where this clearly indicates that any of those design principles marked with an asterisk needs
to be re-interpreted or modified, SQA will work with the design team to develop alternatives,
which are coherent with the other principles.
The validity of the market research and the fitness for purpose of the proposed alternatives
will be confirmed at validation.
Further considerations for design teams are also indicated.
A DESIGN PRINCIPLES
SCQF LEVEL AND POINTS

1. HNCs shall be designed to be at SCQF level 7 and shall comprise 96 SCQF credit
points
2. HNDs shall be designed to be at SCQF level 8 and shall comprise 240 SCQF credit
points
3. HNCs should incorporate at least 48 SCQF credit points at SCQF level 7
4. HNDs should incorporate at least 64 SCQF credit points at SCQF level 8
Core Skills
5. HNC and HND programmes shall incorporate opportunities for candidates to develop
Core Skills
6. *HNCs and HNDs should clearly include opportunities for candidates to develop
Core Skills to levels required by the occupations or progression pathways the HNs
support. This would mean all five Core Skills should be developed in every HN
programme
Mandatory Section
7. HNCs should include a mandatory section of at least 48 SCQF credits points

including a Graded Unit. (See Principles 9 and 10 under ‘Graded Units’ below).
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8. HNDs should include a mandatory section of at least 96 SCQF points, including
Graded Units.
Graded Units
9. *HNCs should include one Graded Unit of 8 SCQF credit points at SCQF level 7.
10. *HNDs should include one Graded Unit of 8 SCQF credit points at SCQF level 7 plus
16 SCQF credit points of Graded Unit (s) at SCQF level 8.
The purposes of Graded Units will be to assess the candidate’s ability to integrate and
apply the knowledge and/ or skills gained in the individual HN Units to demonstrate that
they have the principal aims of the group award, and grade candidate achievement.
B FURTHER CONSIDERATIONS
HN Unit and group award Graded Unit Specifications
SQA produces guidance on how to write HN Unit and group award Graded Unit
Specifications. These include templates and examples of how the specifications should be
laid out. This guidance should always be used in developing new or revised HN Unit or
group award Graded Unit Specifications. The minimum change to current Unit
specifications would be to remove the merit statement and to add an SCQF level and
credit points.
Validation of HN Unit Specifications
A key part of validation is to confirm the proposed allocation of SCQF levels and credit
points to each Unit, and this needs to be seen to be done consistently. Until the process of
devolving this to centres is fully worked out, SQA will validate all new or revised HN
Unit specifications. Centres may continue to develop HN Unit specifications for
validation by SQA.
Validation of HN Group Awards and group award Graded Units
Group award validation may continue to be done by those centres with devolved powers
to do so. As Graded Units relate to the principle aims of a group award, these too may be
validated by devolved centres as part of Group Awards.
Validation periods
HN Units, Graded Units and Group Awards will be kept under review by design teams in
order to ensure continuing fitness for purpose. Normally, these will be reviewed every
five years or more frequently if recommended by validation panels. However, specific
time periods of validation will not be specified.
Core Skills
HNCs and HNDs should clearly include opportunities for candidates to develop Core
Skills to levels needed in the occupations or progression pathways the HNs support. This
would normally mean all five Core Skills should be developed in every HN programme,
unless one or more be a pre-requisite for entry.
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Design Rules from 2001 HN Awards.
These have now been replaced by the 2004 Design Principles.
Summary of year 2000 changes to Higher National design rules and reasons for change
Design and structure of HNC/Ds

• To maintain the position of HNCs within the Higher Education part of the Scottish Credit Qualifications Framework (SCQF), the
credit value of HNCs will increase from 12 to 15 credits
• To standardise the design and structure of HNC/Ds, the credit value of HNCs and HNDs will be 15 and 30 credits respectively.
This means that in future all HNCs will be the same notional size, as will all HNDs. In addition, all HNCs and HNDs will have a
mandatory section which every candidate for the group award will take. For HNCs, this will be a minimum of six credits,
including two integrative assessment credits. For HNDs, it will be a minimum of 12 credits, including four integrative assessment
credits.
• To confirm and strengthen the position of HNC/Ds as Higher Education qualifications and to maintain and improve progression and
articulation to degree programmes, all HN Units will be allocated a level appropriate to their position in the SCQF. The level of
HN Units will be established in tandem with the development of the SCQF.
HNCs can include up to two credits at SCQF level 6 (Higher) — the remaining 13 credits will normally be at level 7 (Advanced
Higher/HNC/ SD1) but a small number at level 8 (HND/SD2) can also be included if that is considered appropriate for the subject
area. The two integrative assessments in HNCs will be at SCQF level 7.
HNDs must contain a minimum of 13 credits at SCQF level 8. The remaining credits would be at level 7 with the exception that up to
two credits can be at level 6 and a small number can be at level 9 where that is appropriate. HNDs will contain two integrative
assessments at level 7 and two at level 8.
• In line with government policy and to meet employment and progression needs, all HNCs and HNDs will have a recommended
entry, and a mandatory exit, core skills profile. All five core skills, i.e. communication, numeracy, IT, problem solving and
working with others, must feature in HNC/Ds but at a level appropriate to the subject area. The exit level of core skills for a
particular HNC/D should take account of the level of core skills in the recommended entry qualification but would normally require
problem solving at Higher and the other four core skills at Intermediate 2. In many cases, a Scottish Group Award (SGA) at Higher
in a closely related area will be the natural benchmark for core skills. In this case, the exit core skills of the HNC/D would be at the
same level or higher than those in the related SGA.
Centres will have the discretion to admit candidates who do not have the recommended core skills profile but all candidates
achieving the group award will have to have attained the necessary exit core skills profile.
Assessment of HNC/Ds
• To assess that candidates have achieved the principal aims and objectives of the group award, all HNCs will include two and all
HNDs will include four mandatory integrative assessments each of one credit. The integrative assessments will assess
candidates’ ability to integrate and apply the knowledge and/or skills gained in the individual units. Integrative assessments will be
set and assessed by centres but will be externally moderated by SQA. They will be graded at three levels of achievement A, B, or C.
The grading of individual units (merit) will be phased out.
• The format of HN Units has been revised to encourage a more holistic approach to assessment. The new unit specification
places the emphasis on assessing whole outcomes or a combination of outcomes rather than on performance criteria. It is hoped that
this will encourage a more holistic approach to assessment and reduce the assessment loading on both candidates and assessors and
help to improve credit transfer between HNC/D and degree programmes.
Validation of HNC/Ds
• HNC/Ds will no longer have a specific lifespan – currently up to five years. This will bring HNC/Ds into line with National
Qualifications. HNC/Ds will be reviewed on a regular basis and the frequency of revision will reflect the pace of change in the
subject area and occupational sector.
• To rationalise the HN Unit Catalogue, the responsibility for validating HN Units will revert to SQA. Centres with the necessary
devolved responsibility will still be able to validate HNC/Ds made up of units from the SQA catalogue. The validation system and
criteria remain unchanged. •
• The introduction of a more flexible unit specification will enable centres to deliver and assess units to fit individual needs. We will
work with centres to ensure that we have an appropriate range of units. Where gaps are identified, we will work quickly to fill them.
MARKET RESEARCH
Design teams must always conduct market research, particularly among candidates and
employers to ensure the continuing fitness for purpose of the HNs. Where this clearly
indicates that any of the design principles needs to be re-interpreted, modified or abandoned,
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SQA will work with the design team to develop alternatives, which are coherent with the rest
of the design principles.
The validity of the market research and the fitness for purpose of the proposed alternatives
will be confirmed at validation.
FURTHER CONSIDERATIONS
HN Unit and Integrative Assessment Specifications

SQA produces guidance on how to write HN Unit and Integrative Assessment Specifications.
These include templates and examples of how the specifications should be laid out. This
guidance should always be used in developing new or revised HN Unit and Integrative
Assessment Specifications.
Validation of HN Unit Specifications

A key part of validation is to confirm the proposed allocation of SCQF levels and SCOTCAT
points to each Unit, and this needs to be seen to be done consistently. Until the process of
devolving this to centres is fully worked out, SQA will validate all new or revised HN Unit
specifications. Centres may continue to develop HN Unit specifications for validation by
SQA (often in partnership with the developing centre).
Validation of HN Group Awards and Integrative Assessment Specifications

Group award validation may continue to be done by those centres with devolved powers to do
so. As Integrative Assessments relate to the principle aims of a group award, these too may be
validated by devolved centres as part of Group Awards.
Validation periods
HN Units, Integrative Assessments and Group Awards will be kept under review by design
teams in order to ensure continuing fitness for purpose. Normally, these will be reviewed
every five years, or more frequently if recommended by validation panels. However, specific
time periods of validation will not be specified.
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A P P E N D IX 2 : Q U AL I F I C AT I O N D E S I G N T E A M & S T E E R I N G G R O U PS
The SQA Qualification Design Team are:

• Frank Bradley, Consultant
• Caroline Douglas, Qualifications Officer (SQA)
• Bobby Elliott, Qualifications Manager (SQA)
• Mike Jannetta, Consultant & Lecturer (Lauder College)
• June McCamlie, Consultant & Lecturer (South Lanarkshire College)
• Shirley Sampson, Qualifications Officer (SQA)
The development of the 2001 awards was undertaken by members of a Steering Group which
was formed specifically to deal with these qualifications.
The following individuals were members of the HN Computing (pilot) Steering Group:
• Ron Dillon (Stow College)

• Bobby Elliott (SQA)
• Eddie Gray (Glasgow Caledonian University)
• John Knowles (Lauder College)
• John McGhee (Newell and Budge)
• Chris Morrow (e-skillsNTO)
• Walter Patterson (HMI)
• Shirley Sampson (SQA)
The Steering Group were disbanded after the validation of the 2001 award.
They have been replaced with the HN Computing Advisory Group (HNCRAG) to oversee the
modifications required for the 2004 award:
• George Banks (Lews Castle College)

• Frank Bradley, Consultant
• Sandra Cairncross (Napier University)
• Caroline Douglas, Qualifications Officer (SQA)
• Bobby Elliott (SQA – Qualifications Manager)
• Alan Gannon (Glenrothes College)
• Mike Jannetta (Consultant)
• Lynda Lamont (SQA – Moderator)
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• June McCamlie, Consultant & Lecturer (South Lanarkshire College)
• Deryck Nutley (Cardonald College)
• Walter Paterson (HMI)
• Shirley Sampson (SQA – Qualifications Officer)
• Christine Sinclair (Fife College)
• Ian Torrance (Falkirk College)
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A P P E N D I X 3 : E M P L O Y E R S TAT E D S K I L L S N E E D S A N D S K I L L G A P S I D E N T I F I E D
IN THE COMPUTING / IT PROFESSION
This appendix contains a considerable amount of research which has been conducted
for the development of HN Computing over the five years of the plan. Much of this
was carried out in the year 2000, and has since been followed by further work in
2004/5.
As will be seen in the following articles and reports, while the trends alter from year to year,
there is still a strong need for a variety of IT/Computing skills at the technician and
professional level.
The reports are:
1. The IT Skills gap - an SQA review of technical articles and other research in 2000.
2. Employer Skills Needs: derived from a report on the IT Skill Gaps identified in
Scotland by e-Skills UK, published in the Spring of 2005.
3. SQA survey in October 2004 of 79 Scottish firms having IT/Computing as a main
function.
Although a few years old, the year 2000 reports are not redundant. They played an important
formative part in the development of the 2001 HN qualifications, which were themselves the
pilot run to establish these - the 2004 frameworks.
Conclusions
The studies and reports from both the years 2000, 2004 and 2005 have a made valuable
contribution to developing these HN frameworks.
What these reports show in their totality is that there is a sustained but subtly changing
demand for people with technician and professional skills in Computing and IT, both on the
Hardware, Networks & Systems side and on the Systems Design & Software Development
side. In addition there is a clear need for training and development in the strategic use of IT
systems, both in their design and their implementation. The need for the business value of IT
systems to be assessed and decided upon at managerial level in organisations has also been
identified. While these aspects fall outside the recognised structure of an HND in Computing,
these are certainly areas into which the holders of HN awards may move after work
experience, and possibly after further training. These considerations reaffirm the importance
of the Professional Issues and Project Management HN Units within the HND frameworks.
As the e-Skills UK review acknowledges the HNC and HND awards have been very popular
means by which many IT users and managers have achieved their current skills and
knowledge. In the light of these considerations, the Qualification Design Team are positive
that these HND frameworks offer both younger and mature candidates the chance to obtain
necessary skills and knowledge needed either to obtain computing jobs or to improve their
performance and usefulness in jobs which they already occupy. In doing so they continue to
fulfil a need and will also prepare award holders for advancement either in HE or in the
workplace, so that a supply of qualified people is enable to fill the strategic posts which have
been identified as so important for our economy.
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Report 1 on Skill Needs & Gaps
The IT Skills Gap - an SQA review of technical reports in the year 2000.
Much has been written about the IT Skills Gap and the inhibiting effect the skills gap has on
economic development.
The IDC report ‘Europe’s Growing IT Skills Crisis’ (IDC UK, 2000) concludes that, although
the supply of IT professionals will increase between 1999 and 2003, the demand for IT
professionals will increase at a more rapid rate and therefore the shortage of IT professionals
will continue to grow.
The Western European IT Skills Shortage is set to reach 1.7 million by 2003 and 13% of IT
professional vacancies will remain unfilled.
The situation in the UK is that the shortage is set to rise from 155,000 (or 9%) in 1999 to
174,000 (13%) in 2003.
As the IDC report states, ‘The much publicised IT skills shortage continues to act as an
inhibitor to the economic success of many Western European countries.’
The impact of the internet and e-commerce is significant: ‘As electronic business becomes
prevalent, organisations will become increasingly dependent on IT for their survival’.
Accordingly, ‘Growth in demand for skills centred around the internetworking environment
will grow more rapidly than that for any other technology environment between 1999 and
2003.’
The skills gap is so serious that many UK companies are looking overseas to try to fill their
vacancies. ‘25,100 IT staff imported into UK in 1999’, reported ‘Computing’ on 11 January
2001.
‘The National Software Strategy for Scotland’ (Ernst &Young / Scottish Software Federation)
highlights the importance of the Software Industry to Scotland’s economy and states that
‘People and skills are the fundamental success factors in software’ and that ‘sourcing
sufficient supply or access to trained software engineers’ is an issue.
An article in Computer Weekly dated 4 January 2001, ‘Skills shortage is pushing up wages’
states that ‘two thirds of employers are looking for new staff’ and that ‘Demand for IT
workers across every sector of industry will grow by 13% next year.’
A search on just one IT web site, www.computerweekly.com, on 28 February 2001, listed
29,347 IT job vacancies in the UK, 650 of these in Scotland.
Refining the search to specific areas (software engineer/ programmer/ developer,
network/support, web/ internet) gave these results:
ob Search on www.computerweekly.com
Search category UK Scotland
Software, programming 20,018 446
or development
Networking or support 9,358 191
Web or Internet 8,221 181
All jobs 29,347 650
104
The IT jobs market is clearly very buoyant.
Skills Most in Demand

The SSP/Computer Weekly Salary Survey for the first quarter ‘League Table of IT Skills’
of 2000, which is based on an analysis of all jobs advertised in Position Skill
the IT press and quality newspapers, lists the following skills as 1 C++
being most in demand. 2 Oracle
The content of the HN Computing frameworks, while 3 Unix
expressed in generic terms, gives students the opportunity to
4 Java
study object-oriented and event driven programming, databases
and fourth generation environments, multi-user and network 5 Windows NT
operating systems, the internet and web-page design. Thus, it 6 Internet
can be seen that the framework provides skills which are 7 SQL
relevant to today’s IT job market.
8 Visual Basic
The main areas covered by the HND courses are software 9 C
development and technical support.
10 HTML
The SSP/Computer Weekly Survey of Appointments Data and Trends, 2000 reported that
demand for these areas continues to increase: ‘Software Engineers and network support
technicians are in the money both found salaries 7% higher than a year ago.’
The same survey also noted the importance of e-commerce: ‘The pace of e-commerce and
web-based applications development is increasing fast’. The inclusion in the HN frameworks
of units dealing with e-commerce and web-based software development is therefore timely
and appropriate.
The Computer Weekly article ‘Skills shortage is pushing up wages’ (4 January 2001)
indicates that ‘Overall, 70% of companies say they will need new skills next year, with half of
them looking for Internet and e-commerce expertise, with Java, HTML and XML among the
most sought after skills.’
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EMPLOYMENT SECTORS
A news article on the e-skills NTO web site, Industry Sector of Current Job
‘Women hold key to UK competitiveness’ (20 Industry Sector % of respondents
September 2000), which looks at the under-
representation of women in the IT industry states IT 25.7
that ‘The IT industry now drives the Finance 14.4
performance of every other business in the UK. Energy, Water, 10.4
It is growing at the rate of 34% every year and Transport &
has more staff than the teaching profession. Communications
However, 10% of jobs are currently vacant and Manufacture 10.3
this will prevent the growth the industry needs to
Other Services 9.3
retain and build competitive advantage.’
Business Services 8.9
Computer systems are, of course, utilised in all
Education 6.2
industries and so employment opportunities for
IT professionals exist in all industry sectors. Distribution 4.5
The NCC/Computer Weekly IT Career Tracking Local Government 3.8
Survey 2000 is based on responses from 2,084 Central Government 3.1
IT professionals and gives the following data for
Health 2.7
‘Industry Sector of Current Job’.
Agriculture 0.7
The overall median basic salary in the survey was £32,000, rising to £35,000 when bonuses
were included. The generous salaries offered (after relevant industrial/commercial experience
has been gained) and the large number of vacancies existing will continue to attract students
to computing courses for many years to come.
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Report 2
Employer Skills Needs : derived from a report on the IT Skill Gaps identified in
Scotland by e-Skills UK, published in the Spring of 2005.
Introduction
The main source of this report is a research publication by e-skillsUK : IT Insights :Skills
Gap Analysis - Scotland published in 2005 (the Insights report). The research was conducted
by e-skillsUK, with Gartner Consulting providing a vision of the future for which some
strategic business and national planning would be needed. As a supplement to our surveys of
Scottish businesses, the Insights report offered a prospect of more strategic issues like the
broad needs of employers; the design and delivery of IT systems which fit the business model
being used by individual companies; and the general status of Scotland within the IT aspects
of the UK economy.
Sector Skills Agreement

The Insights research started by identifying people in the Scottish workforce who need IT
skills. Four groups were identified: the IT industry; IT professionals in all other sectors;
business managers; and last but not least the IT users. This analysis is useful for the QDT
because all these groups can benefit directly from the skills base offered in the HND. There is
however a difficulty for the business managers: the HNC / HND Computing do not really
address is the link between IT skills, the need for strategic systems solutions and the
configuration of such systems to meet business needs. Such skills and knowledge lie outwith
and beyond the content of the HNC and HND Computing.
Comparative Populations
The population of the UK is just over 59 million and of Scotland is just over 5 million - ie.
about 8% of UK. The total IT workforce of the UK is about 1.2 million and of Scotland
79,000 - ie. about 6½% of the UK IT workforce.
That the Scottish IT workforce is proportionally smaller than might be expected in overall
terms may be a consequence of the larger proportion of small firms than in UK and possibly
the effect that a widely distributed rural population may have on data collection. Certainly the
efforts of Highlands and Islands Enterprise and Scottish Enterprise over several years to
promote and support IT may have led one to expect a higher proportion of IT workers than in
UK overall.
Whatever the reason most of this research report shows that the Scottish populations and sub-
groups of professional IT workers number about 80% of what might have been expected on a
strict pro-rata comparison of UK and Scottish populations.
The IT Workforce
About 1.6 million people in Scotland are rated as IT users and this number does match the UK
population proportion very well.
Altogether around 37,000 people work in the Scottish IT industry and another 42,000 work as
IT professionals in other industries, making up the total of about 79,000.
The Insight report also takes a special interest in business managers and leaders. There are
about 285,000 of these in Scotland and the report considers that they have a number of skill
gaps which are described below and which might have a bearing on the content of the HND or
the training which might follow it.
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IT Workforce Job Types
One of the purposes of the HN awards is to support the various IT occupations and maintain a
supply of suitably qualified people for such jobs in Scotland. The diagram below shows the
relative proportions of types of work that IT people are performing in Scotland as compared
with the UK.
Several of these are clearly supported by the HND (Software Development) e.g. Software
Professional and Database Staff.
Others such as Operations and User Support Technicians would be supported by the HND
(Technical Support).
Source
Insight Report
Figure 4.1.2
Composition of
the IT
workforce.
However other occupations like IT Managers and IT Planning and Strategy Professionals
would need to learn additional skills. The QD Team argue that these would follow on
naturally from an HND Computing or from a suitable degree course following the HND.
The Likely Demand

The Insight report discusses options in the future of IT and in combination with the advance
of Broadband, foresees IT as the 'new utility' within a few years. The concept here is that, as
with water and electricity and phone lines, the user would simply 'plug in' to a standard
connection in the house or business, attach a suitable device and use IT for a variety of
purposes, some of which appear fanciful now, but then so did the Internet at one time. The
other trend is foreseen as a convergence of communications, IT, gaming systems, mobile
phones, television, new forms of wireless and much more, with implications for
interoperability, standardisation of components and the ease of use which tend to follow a step
or two behind most new technologies.
Within this vision of the future the Insight report has estimated the numbers of IT
professionals, both within and outwith the IT industry and the levels of skill they currently
need to perform their jobs to a competent standard. The report goes on to project estimates of
the numbers of IT people who will need to upgrade their skills over the next few years. These
estimates are phrased in terms of moving between the levels recognised and employed in
SVQs ie. SVQ level 3, SVQ level 4, etc. With regard to business managers in particular the
Insight report estimates that by the year 2008 some 48,000 business managers in Scotland
108
need to upskill. The majority, nearly 40,000, need to upskill to level 2 or level 3 (ie. below
the HN level). The balance, about 8000 need to upskill to level 4 or greater. This is the zone
where the HNC and HND Computing will have a part to play.
The QD Team would argue that the proposed HND in computing, because of the wide range
of HN units taken by the award holders, offers in Scotland a potential workforce with the
width and diversity of skills to be capable of useful employment within this new vision; or
else to be easily trainable in the new and as yet unknown technologies. It should not be
forgotten that contributions to this process can be made by HE and commercial training. In
addition, there are other HN awards, for example in e-commerce, networking and multimedia
which will contribute to the whole process, but the HNC and HND Computing awards will
clearly be able to contribute to this projected need. Now part of the skills required will lie
within the affective (attitudinal) domain. Professionals in this new environment will need to
WANT to learn and improve their skills. It is perhaps interesting to note that several of the
HE interviewees during the QDT 2004/5 research programme have commented that their ex-
HND students have proved to be both open minded and very widely multi-skilled, reporting
them as "less narrow" in their perspectives than the generally younger students who take the
more conventional route into HE. This augurs well for the future of IT in Scotland.
The Demand for HN Awards

The Insight report has gone into great detail to estimate the numbers of IT workers and users
in the future. They detected two conflicting trends: a decrease in IT people in Scotland as a
percentage of UK, counterbalanced by an increase in the required numbers over UK. The
result of these two opposing trends is a small but significant increase in the number of IT
people required in Scotland.
One encouraging fact is that while UK wide, employers report that 9% of their professional IT
staff are less than 100% proficient, in Scotland the figure is only 3% - ie. three times better
than UK overall. However that still leaves a considerable number of IT workers and
professionals needing their skills upgraded.
The report also highlights the HNC and HND "as the most popular vocational awards".
The Effect of Business Size in the Scottish Economy

Scotland has proportionately far more small firms than the UK average. Highlands and
Islands Enterprise and Scottish Enterprise have development programs which are aimed at
"growing" businesses. The aim being to increase their contribution to GNP and the number of
employees.
An interest in the Scottish economy must therefore consider the important part played by
small and medium size enterprises (SMEs). One of the well known transition points in
developing small firms is encountered when the firm expands to the point where one person
cannot manage it properly and the firm needs departments with distinct functions (finance
being one of the first). This tends to happen when the number of employees exceeds 10. The
following diagram illustrates the skills areas where gaps exist in firms in Great Britain.
109
Not surprisingly marketing is a major issue for small firms. However, of particular interest
here, the dominant skill gap in firms of 11 to 50 employees is strategy and planning. This
applies across the functions of the company, but in most firms in 2005, a major component
will be IT strategy and the integration of IT into the business model. This point is picked up
and emphasised elsewhere in the Insight report. The profile of company size in Scotland
means that this particular skill gap will be of greater importance in Scotland than in the UK
overall.
It can be argued with some merit that the HNC and HND Computing do not themselves
contribute much to the high level skills needed for IT strategy and integration of IT into the
enterprise. However, the HN units dealing with Project Management and Professional Issues,
together with units which involve Systems Analysis and Systems Design all provide base
skills which are needed by an analyst working in IT Strategy issues. The HND Computing
provides a sound base for upskilling.
Conclusions
The main conclusion must be that demand for HNC and HND Computing awards is likely to
continue in the foreseeable future. This is because of the projected increases in the absolute
numbers of IT workers and the increased levels of skills needed by the present job
incumbents.
In the long term the Insight report postulates the areas of greatest need as being more strategic
and involving a study of how best to integrate IT into the business model. The HND
Computing offers a sound base from which to upskill these personnel, either through HE or
through in house or other commercial training.
The HNC and HND Computing, in parallel with other HN awards within this cognate area,
offer a popular and useful vocational route by which the IT skills needed in Scotland's
immediate future may be initiated, and from which greater skills may grow.
110
Report 3 on Skill Needs & Gaps
SQA survey in October 2004 of 79 Scottish firms having IT/Computing as a
main function
The survey of employers was conducted during the week of 11th October 2004. The aim was
to identify the needs of employers which should be met - or at least addressed - by the HND
in Computing.
Replies were obtained from 73 employers who in the normal course of events would employ
at least some of their staff for computing or IT related posts. Each one gave a voluntary
telephone interview. Sometimes this was done 'cold' and sometimes by prior arrangement.
In addition to general biographical and descriptive information employers were categorised in
terms of two specific dimensions. These were :
• the number of their employees who needed IT skills - see Table 1; and
• the sort of product or service which the employer offered. In several cases more than
one such product or service was named. (See Table 2)
Table 1 - Number of IT Employees

Less than 10 Employees ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 33
10 - 19 Employees ▄▄▄▄▄▄▄▄▄▄▄▄ 18
20 - 99 Employees ▄▄▄▄▄▄▄▄▄▄▄ 16
100 or more Employees ▄▄▄▄ 6
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
All the bar charts in this report are organised in the same way. Table 1 shows in a
diagrammatic way that 33 of the employers interviewed employed less than 10 IT Employees.
As can be seen from the diagram scale, this represents approximately 45% of the
respondents. In each case the total number of respondents was 73. It should be emphasised
that the bars are approximations to the accurate percentage values.
There is a preponderance of small organisations in this table. As a representation of Scottish
employers, we feel that this profile is a reasonable approximation for the purposes of
estimating employers' needs on a national basis.
Table 2 - Products or Services offered by Employers
Hardware Sales ▄▄▄▄▄▄▄ 10
Network Systems ▄ 1
Computer Systems ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
Systems Maintenance ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
Web Applications ▄ 1
Applications - including ▄▄▄▄▄ 7
bespoke & developed
Software Development ▄▄▄▄▄▄▄▄▄▄▄▄▄ 18
Other Software services ▄▄▄▄ 6
Training (Computers & IT) ▄▄ 3
Recruiting of Staff ▄▄▄▄▄ 7

Other Activities ▄▄▄▄▄ 8
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Mathematically inclined readers will notice that the table indicates 119 replies. Some
organisations gave just one such service or product. Others gave more. The maximum
reported was four.
111
Other Software Services included: "Software House", "Software Distribution", and "Software
Support" in the terminology used by the respondents.
Other Activities included: "Legal Services", "Mail Order", "Parts & Components", "Project
Management", "Emergency Services", and "Video Production". There were two "Mail Order"
organisations. One of these distributed software and the other hardware. Both "Parts"
organisations also listed "Hardware Sales" as a service.
Several FE Colleges were included - as employers. Their stated services included the
provision and maintenance of computer networks and computer systems. In general the
number of IT and computing employees which they quoted was between 10 and 30.
Responses to the Questionnaire
Question 1 When recruiting new IT or Computing staff, who from the following list would
you normally consider ?
Tick as many as you like
School Leavers ▄▄▄▄▄▄▄▄▄ 12
HNC qualifications ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
HND qualifications ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 25
Graduates Only ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 33
Experienced Only ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 47
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The population of 73 respondents indicated a total of 147 recruiting routes - giving an average
of 2 recruiting routes per organisation. A table like this one is not easy to interpret. For
example, the 47 respondents who only recruit experienced staff will inevitably have difficulties
because new staff have to start somewhere in order to become experienced. We would
suggest that this reply is possibly more of an aspiration than a fact - unless of course they
treat the course work on an HND as valid experience, which it arguably is.
One clear pattern emerged regarding employment in organisations doing software
development. The percentage of such employers who said "We employ Graduates
Only"(78%) was much higher than in the remainder of employers (36%). It would seem that
SD is seen as a more intellectual activity than other tasks performed by holders of HND
Computing
Table 3 - Proportions of Employers wanting "Graduates Only"
Employers doing SD ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 14 out of 18

Non-SD Employers ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 19 out of 55
All Employers in Survey ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 33 out of all 73
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Question 2 If you recruit an individual with HND qualifications, which one of the following
best describes your approach ?
Any HND will do 0
We prefer HND Computing ▄▄▄▄▄▄▄▄▄▄▄▄ 16
Accept only HND Computing ▄▄▄▄▄ 6
Combination of Above ▄▄▄▄▄▄▄▄▄▄ 13
No Policy on this ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 38
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
It was perhaps good to know that "Any HND will do" was not chosen by anyone. The phrase
is not a trivial option because the phrase "Any Degree will do" is certainly not unknown among
112
recruiters. Some employers view the intellectual development of a person who completes a
degree course as a valid achievement in its own right.
The very practical nature of IT means that this is not the case with an HND and perhaps
reflects the built in practical aspects of any HND and of this one in particular.
A number of comments were also received. These are shown below:
Its good and interesting that SQA are taking an interest in this.
This survey is not relevant to this company as they only employ honours degree graduates with a
minimum of 2 years experience.
This company is a Microsoft House - we tend to employ people with Microsoft qualifications.
This company has had people working for them and their use of English is not good!
Communications problem!
What can often happen people come with very technical backgrounds - it might be an idea to give
people more modules in necessary skills in more general subjects - then they can choose a route
from there - this would help them to secure employment.
The problem is that HND qualification is not relevant to the industry. A manufacturing qualification is
what is needed - A+ which is a Microsoft qualification and Network+.
My son has just completed an HND and he will be very lucky to get a job!
Have an HND in computing and am now Office Manager - started off as admin personnel.
In the absence of comments from respondents, on occasions the professional data recorder
administering the survey also made a few comments to reflect the nature of the various conversations
None - very glad we are doing the survey
Did not wish to discuss frameworks as did not feel they had enough background knowledge! Also do
not give out figures.
Currently looking to employ someone with HNC qualifications
This questionnaire was not entirely relevant to this company, but they took time to answer questions.
No general themes were apparent in these comments so overall they do not contribute very
much to the design of the HND. The importance of communications skills was mentioned and
this has emerged in earlier surveys and the general nature of the HND -in addition to its
specific unit skills - also receives some support, as does the value employers place upon
experience.
For questions 3 to 10 please indicate how relevant to your business student knowledge
and skills in the given subject areas would be,
This set of questions focused on study areas which were organised into subject areas.
Respondents were invited to say how relevant applicant employee knowledge in each topic
would be to them using a four point scale from "Very Relevant" to "Not Relevant".
Question 3 Applications
a. IT Applications Development
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄ 18
Not Relevant ▄▄ 1
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
b. Rapid Application Development & Prototyping

Very Relevant ▄▄▄▄▄▄▄▄ 10
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
Not Relevant ▄▄▄▄▄▄▄▄ 10
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
113
c. Use of IT Applications
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 36
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
Quite Relevant ▄▄▄▄ 5
Not Relevant ▄▄▄ 3
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Question 3 Overview.
The "Use of IT Applications" was clearly graded the most relevant, presumably because of its
general applicability.
Table 4 shows how many of the three Applications Units were graded at least "Relevant" by
the various respondents.
Table 4 - Number of Applications Units graded at least "Relevant"
All 3 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24 respondents
2 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 34 respondents
Just 1 ▄▄▄▄▄▄▄▄▄▄ 13 respondents
None ▄▄ 2 respondents
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
This shows good general support for this whole topic area from an employers point of view.
Question 4 Hardware & Operating Systems:

a. Computer Architecture
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 31
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄ 15
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
b. Hardware Installation and Maintenance

Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 20
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 28
Not Relevant ▄▄▄▄▄▄ 8
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Employers who said that their products and services included "Maintenance" or "Computer
Systems" were much more likely to consider that Hardware Installation and Maintenance was
either "Relevant" or "Very Relevant". In fact 90% of them thought so. The percentage table for
employers who provide a computer maintenance service was identical to this Table 5.
Table 5 - Proportions of Employers saying HW&M is "Relevant+"

Employers
Computer Systems ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 27 out of 30
Employers
Non-CSyst ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 21 out of 43
Employers
All Employers in ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 48 out of all 73
Survey
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
NB: Relevant+ means respondents said it was "Relevant" or "Very Relevant"
114
These results are very much what one might have expected. Hardware Installation and
Maintenance is a key activity for practical solvers of computer technical and hardware
problems.
c. Multi User Operating Systems

Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 27
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
Quite Relevant ▄▄▄▄▄▄▄▄▄▄ 13
└─────────┴─────────┴─────────┴─────────┴─────────┘
d. Stand Alone Operating Systems

Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄ 17
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 34
Not Relevant ▄▄▄▄ 5
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The following chart shows how many of these four Hardware & OS Units were graded at
least "Relevant".
Table 6 - Number of HW & Operating Systems Units graded at least "Relevant"
All 4 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 28 respondents
3 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 21 respondents
2 ▄▄▄▄▄▄▄▄▄▄▄ 14 respondents
Just 1 ▄▄▄▄▄▄ 8 respondents
None ▄▄ 2 respondents
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
These topics are all relevant to a majority of employers. In the past MUOS has had a lower
rating, but for these employers it was clearly relevant.
Question 5 Internetworking:
a. e-Commerce
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 34
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
b. Network Security and Encryption

Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 28
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 31
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
c. Supporting Internet Client Services

Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 32
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
115
d. Web Site Management
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 23
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 28
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
e. Web Systems Design

Very Relevant ▄▄▄▄▄▄▄▄▄ 13
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 25
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 27
Not Relevant ▄▄▄▄▄ 8
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The following chart shows how many of the five Internetworking Units were graded at least
"Relevant" by the respondents.
Table 7 - Number of Internetworking Units graded at least "Relevant"
All 5 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 23
4 ▄▄▄▄▄▄▄▄▄▄▄▄ 17
3 ▄▄▄▄▄▄▄▄ 12
2 ▄▄▄▄▄▄▄▄▄ 13
Just 1 ▄▄▄▄ 6
None ▄ 2
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The bulk of these topics were viewed as relevant to a majority of these
employers.
The two Web topics had a slightly lower response. Their "Quite Relevant"
gradings may well reflect a degree of uncertainty among employers in what is,
after all, a developing field.
Question 6 Networking:
a. Data Communications
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 52
Quite Relevant ▄▄▄ 5
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
This was a very high response rate with 89% of employers rating this "Relevant" or
"Very Relevant".
b. Internet Technologies
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 23
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 36
Quite Relevant ▄▄▄▄▄▄▄▄ 11
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
116
c. Network Systems Administration
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 21
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 33
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
d. Network Technologies
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄ 14
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 41
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The following chart shows how many of the four Networking Units were graded at least
Table 8 - Number of Networking Units graded at least "Relevant"
All 4 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 43
3 ▄▄▄▄▄▄▄▄ 11
2 ▄▄▄▄▄▄▄ 10
Just 1 ▄▄▄▄▄ 8
None ▄ 1
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Clearly networking is now recognised as a seriously relevant aspect of computing.
Of all the topic sections in this questionnaire, this is the largest return in which quite so
many employers (59%) recognised all the unit topics as "Relevant" or "Very Relevant".
Question 7 Other Units:
The heading Other Units covers several topics without an obvious theme. On reflection this
should have been the last section, and should have been placed after the next two 'proper'
topics : "Programming" and "Systems Analysis & Design". However as it was in fact placed
here, it will be analysed here.
a. Artificial Intelligence
Very Relevant ▄▄▄▄▄▄ 7
Relevant ▄▄▄▄▄▄▄ 9
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 28
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
This particular topic has never had a large 'following' but several organisations find it very
relevant.
b. Computer Graphics
Very Relevant ▄▄▄ 3
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄ 18
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 35
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄ 17
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
This seemed a surprisingly 'weak' result - given the prevalence of graphics in almost
every aspect of computing. Perhaps it reflects the fact that most people are comfortable
and have some relevant experience in the topic. It may simply be that it is now seen as a
natural part of Multi-Media.
117
c. Human Computer Interaction
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 23
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 26
Not Relevant ▄▄▄▄▄▄▄▄▄ 12
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
d. Information Systems and Services

Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 40
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
70% of respondents thought this was "Relevant" or "Very Relevant". It emphasises the
importance of the human and communication aspects of computing.
e. Multi Media
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 34
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 22
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
f. Professional & Ethical Issues in Computing
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 19
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
g. Project Management
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 20
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 26
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 22
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
h. Providing Support to Users
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 35
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
Quite Relevant ▄▄▄▄▄ 6
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Almost 90% of respondents thought that "Providing Support to Users" was "Relevant" or "Very
Relevant". A majority of respondents thought that about most of these topics. A chart
showing support for multiple topics will not be helpful here, because there is no underlying
theme which links them.
118
Question 8 Programming:
a. Assembler Programming
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄ 17
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 25
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 19
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
b. Event-driven Language Programming

Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 19
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 31
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄▄ 16
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
c. Four GL Programming
Relevant ▄▄▄▄▄▄▄▄▄▄▄ 14
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 22
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
d. Object Oriented Programming

Relevant ▄▄▄▄▄▄▄▄▄▄▄▄ 16
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 31
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄ 15
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
e. Procedural Language Programming

Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 21
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 36
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
f. Programming for the Web

Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The most noticeable effect in these charts is that, with the exception of "Programming for the
Web", there are fewer organisations voting "Relevant" or "Very Relevant" for particular
programming language types than occurs in most other topic areas. This includes those
organisations involved in Software Development, where typically one particular language type
will be used and the others will not.
119
This result supports the view that a range of programming language types should be included
in the Units selected as options for the HND Computing. One small anomaly was that there
was a slight tendency for larger organisations to view Object Oriented programming as
relevant , while the smaller ones did not.
The following chart shows how many of the six Programming Units were graded at least
Table 9 - Number of Programming Units graded at least "Relevant"
All 6 ▄▄▄▄▄▄▄▄ 10
5 ▄▄▄▄ 6
3 or 4 ▄▄▄▄▄▄▄▄▄▄ 14
Just 1 or 2 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
None ▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 19
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
An interesting observation is that 26% of these organisations thought that none of these
languages was either "Relevant" or "Very Relevant". For some employers programming is
clearly not a vital and necessary component of computing.
Question 9 Systems Analysis & Design:

a. Data Base Analysis and Design
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
b. Object Oriented Design

Very Relevant ▄▄▄▄▄▄▄ 9
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 24
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
c. Structured Systems Analysis and Design

Very Relevant ▄▄▄▄▄ 6
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 27
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 34
Not Relevant ▄▄▄▄▄ 6
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
The following chart shows how many of the three Systems Analysis & Design Units were
graded at least "Relevant".
Table 10 - Number of Systems Analysis Units graded at least "Relevant"
All 3 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 25
2 ▄▄▄▄▄▄▄▄▄ 11
Just 1 ▄▄▄▄▄▄▄▄▄▄▄ 15
None ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 22
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
120
As with programming, we find a split between those employers who recognise the
importance of all three of these topics, and those who do not think any of them are that
relevant to them.
Interestingly there was a very high correlation between this Table 10 and the preceding
Table 9. If an organisation said all the programming units were relevant, then they also
tended to say that all the Systems Analysis and Design units were relevant as well. The
same went for those who thought none of them were relevant. This reflects the fact that
programming applications which are useful to the client involves a thorough analysis and
design of the system. If you need one, then you tend to need the other.
Question 10 Transferable Core Skills :

As a matter of policy, transferable core skills are required of anyone who obtains an HNC or
HND. Placing the following questions gave the employers a chance to comment of their
importance as characteristics of people whom they would wish to employ. The five basic core
skills are : Communications, Numeracy, Information Technology, Team Working, and Problem
Solving. Because Information Technology forms an intrinsic part of computing, no question
was posed about it. The other four were put to the employers. In addition, another core skill
which is often commented upon at national level - an ability in a foreign language, was also
put to the employers.
a. Communications
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 52
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 19
Quite Relevant ▄▄ 2
Not Relevant 0
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
b. Numeracy
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 35
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 33
Quite Relevant ▄▄▄▄ 5
Not Relevant 0
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
c. Team Working
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 45
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 28
Quite Relevant 0
Not Relevant 0
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
d. Problem Solving
Very Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 43
Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 29
Quite Relevant ▄▄ 1
Not Relevant 0
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
121
e. Foreign Language
Relevant ▄▄▄▄▄ 6
Quite Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 34
Not Relevant ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 30
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
This foreign language result was disappointing, but matches earlier studies conducted
by the SQA.
The following chart shows how many of the five Transferable Core Skills were graded at
least "Relevant" by the respondents.
All 5 ▄▄▄▄▄▄▄ 9
4 ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 57
3 ▄▄▄▄▄ 6
2 ▄▄ 1
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
90% of respondents thought that all 5 or at least 4 of these core skills were
"Relevant" or "Very Relevant". In all cases where four were chosen, the missing skill
was a Foreign Language. So the employer's general support for the basic set of core
skills is overwhelming.
Question 11
When you have previously employed individuals with HNC or HND Computing qualifications,
which eventual career paths do they usually take up?
Tick as many as you like
Systems Support/admin ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 31
Software Development ▄▄▄▄▄▄▄▄▄▄ 13
Administration ▄▄▄▄ 5
Sales ▄▄▄ 3
Other (please state) ▄▄▄▄▄▄▄▄▄ 11
Have not yet employed ▄▄▄▄▄▄▄▄▄▄▄ 14
people with HN quals.
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Of the population of 73 respondents, some 52 indicated a typical career route for HND
Computing holders. The remaining 25 had either never employed someone with HN
qualifications, or felt unable to nominate a likely career. No one nominated more than one
career destination, but several simply said they were unsure. The verbatim comments
received were as follows:
Depend on client needs X2
Do not employ people with HNC or HND
Don't know the answer X4
I don't have a clue? Most people stay with us.
Not relevant X2
Not sure X2
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Question 12
The SQA are currently updating the framework of the HND to reflect the needs of today's
companies and organisations. This framework contains a number of mandatory and optional
units which together make up an HND in Computing.
There are several preferred routes through this set of study options and choices. Would you
be willing to discuss your personal views about these frameworks with a representative of the
SQA.
YES ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 21
NO ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 52
└─────────┴─────────┴─────────┴─────────┴─────────┘
0 20 40 60 80 100%
Twenty-one willing respondents is more than we need for a discussion of the Frameworks
- once they are agreed.
123
A P P E N D IX 4 : P R O G R E S S I O N R O U T E S F R O M T H E H N D CO M P U T I N G I N TO
H I G H E R E D U C AT I O N ( H E )
Report 1 – Research During 2004

Background
Progression routes through the Higher Education (HE) Sector will be directly affected by the
recognition a particular HE institution gives to this HND. Some universities make formal
arrangements for HND students to move smoothly into the second or even third year of a first
degree course. The technical term used to describe such a planned and formal connection is
'Articulation'.
Universities have a common set of recruiting aims. Some are that they wish to ensure that
their degree standards are maintained, that the students entering their courses are likely to do
well, and that alternative means of entry to courses by such students are fair and equitable.
However, in achieving these recruiting aims, different institutes may take a different stance:
1. Recognition of HND as "likely to offer useful advantages".

This is the most common stance found during this survey. In these establishments,
holding an HND in Computing might be viewed as 'a good start', but still nothing would
be guaranteed. However, in such institutes, a student holding the HND in Computing is
likely to gain entry to Year 2 of several alternative degree courses and may gain entry to
Year 3 in some. Typical additional factors which may affect the final recruiting decision
are:
• The amount and level of mathematics studied by the student.
• The particular programming languages already used by the student. Object
Oriented Languages are preferred and Java seems to be a distinct advantage.
• The practical experience of computing systems and especially networks and
networking.
• The student's experience of systems analysis, database structures and the
normalising of database tables.
• The amount of formal examination experience the student has had.
2. Articulation agreements which formally recognise the HND.

In these establishments a written agreement - which is not limited to Computing studies -
has typically been made between the university and a named Further Education (FE)
college (there may be several such colleges). The basic agreement includes the
following:
• The particular HND - in our case Computing - and whether it is in Software
Development (SD) or in Technical Support (TS).
• The particular degree course that can be entered (there is often more than one
of these).
• The year of study which can be entered. Typically this is year 2 or year 3.
• Any arrangements which may be required in order to achieve a smooth
transition of the students. (This might include such things as a bridging
course arranged by the university or an early briefing from the university
while students are still attending an FE college.)
124
• Any extra conditions or features that may vary or alter the basic agreement.
Examples of these may include items similar to those listed under Paragraph
1.
Typical technical terminology used in such articulation agreements might be :
• 2 + 2. This refers to two years of FE study to achieve the HND followed by two
years of university study to achieve an honours degree. Entry will be into the third
year of the four year degree course.
• 2 + 1. This refers to two years of FE study to achieve the HND followed by one year
of university study to achieve an ordinary degree. Entry will be into the third year of
the three year degree course.
• 1 + 3. This refers to one year of FE study to achieve the HNC, followed by three
years of university study to achieve an honours degree. Entry will be into the second
year of the four year degree course.
• 1 + 2. This refers to one year of FE study to achieve the HNC, followed by two years
of university study to achieve an ordinary degree. Entry will be into the second year
of the three year degree course.
Some universities are flexible over these formal arrangements. For example the Robert
Gordon University has in the past accepted a student on the 2+1 model or the 2+2 model, and
will wait to see how well s/he does. This means that the student can achieve an ordinary
degree, even if s/he cannot manage the honours work. Alternatively a student who is only
aiming for an ordinary degree but who does really well can 'upgrade' and take a fourth year
for honours. This flexible approach is also under consideration at Aberdeen University.
Articulation of the HND Computing
Articulation agreements can offer an informal measure of the academic value of the HND in
Computing. The year of entry to the particular HE institution which becomes established by
any such agreements offers a measure of recognition of the academic value of the HND. So,
for example, entry to the third year of a course would recognise the HND as being roughly
equivalent to having reached the academic standard of completing the second year of the
particular degree course in question.
Five Scottish universities have given a response to the idea of articulating their courses with
the new frameworks of the HND Computing. These are (in founding order):
• University of Aberdeen
• University of Glasgow
• University of Stirling
• Robert Gordon University
• University of Abertay
Three general difficulties have restricted the ability of the universities who were surveyed to
specify the detail of such articulation decisions. These difficulties are that:
a. The internal consultation processes of the SQA development of this HND has meant
that final versions of the frameworks could not be shown to the universities who were
consulted in time for the publication of this submission paper. In consequence a
number of doubts must be raised which cannot be resolved until the new HND
125
frameworks can be seen. Fortunately, this delay should not penalise the students too
much because the earliest qualification date for this HND is the summer of 2006.
b. Some university departments and staff have little or no experience of such agreements
and so, in order to gain the acceptance and confidence of the staff involved,
negotiations may take several months to reach fruition.
c. While the holding of an HND might guarantee that a student's application will be
welcomed and viewed favourably, it cannot guarantee acceptance on a course. This is
because other applicants of greater merit than the HND applicant may take the
available course places.
General Observations on the HND Frameworks
The draft frameworks which were shown to these universities contained the agreed set of
mandatory units and a considerable number of optional units.
The Software Development option of the HND appeared to offer more degree course options
than the Technical Support option. Within Software Development, it seems to be accepted
that proficiency with at least one programming language would give experience and evidence
of the generic skills of solving problems through the use of algorithms. This aside, and also
within Software Development, the universities would prefer the student to have used Object
Oriented languages and methods rather than the Structured approach. The preferred Object
Oriented programming language would be Java.
The implication of this is that students who have not studied Java or at least another Object
Oriented programming language may find it harder to achieve articulation without some help.
General Observations on the Previous Success of HND Students

These five universities were asked about their experience of HND students in the past and
their expectations of the likely success of HND students when compared with students who
were direct recruits to the university courses.
There were three main sets of comments:
a. The HND students find university exams to be a “step change” from what they are
used to. They are thrown by their frequency, their size and their formality. This
causes their first semester at university to give them a shock. However they "settle
down" by the second semester and usually perform reasonably well.
b. HND students can do as well as those following the more conventional routes to a
degree. The pass rates which they achieve are similar to those of the other students.
c. HND students are older on average and may have plenty of experience of applying
their knowledge in different circumstances. They have usually studied a broader set
of computing subjects than the conventional students and often have a "significant
work ethic".
The implication of these observations on HND students is that universities will not be reluctant to
recruit them as individuals, but will anticipate needing to provide at least some initial support for
them.
126
Conclusions
1. Overview
Of the five universities which were consulted, four are fully prepared to consider the
formal recognition of the HND Computing as a valid qualification for entry to the second
or third year of a degree course programme. Glasgow may in the future. Some, but not all,
of such recognition will involve the creation of formal articulation agreements or the
extension of already existing ones. However, because the HND design is new, it will take
time to establish such agreements or policies in any detail.
Academic Aspects
• The agreements or policies may be established over the next few years are
likely to limit to some extent the degree programmes which may be taken by
ex-HNDs.
• In addition the different universities may express preferences about the
choice of some of the optional units which should be contained in the
programme of study followed by the HND candidate. So the choices of HND
optional units taken by candidates may well significantly affect the choice of
degree programme available to them.
• Within such HN units, universities may well state preferences about the
particular programming language(s) in which the student should be
proficient. So the choice of programming language taken during HND
studies, especially by SD students, may well influence the availability and
choice of degree programmes and the academic year in which articulation
may be possible.
• The study of Java during HND studies would be a significant advantage to
HND (SD) students, both in widening their choice of access to different
universities and also to the particular choice of academic year in which they
may be accepted.
• The choice of units taken during HND studies by TS students will influence
significantly the choice of degree programmes available and the academic
year in which articulation may be possible. The study of networking units
may be of considerable advantage to HND (TS) students applying for suitable
degree courses – i.e. those which are ‘technical’ in nature.
2. Advice to Students during their HND studies
• Articulation, whether formally established or not, is likely in all cases to require
students to choose their optional units wisely. But this they are not well placed to do
on their own. In practice, students should actively seek advice at an early stage about
which sets of units will make them eligible for consideration by individual HE
institutions.
• Therefore, in order to assist students progress into HE, the FE colleges and the heads
of study programmes will need to become familiar with the requirements of the
various universities and try to offer programmes that will at the very least not hinder
students in their ambitions to progress to HE studies. This already takes place in
many FE colleges and this requirement will not be a surprise to FE lecturing staff.
• To some extent the requirements of HE may affect the actual choice of HN units
which are offered by individual FE colleges. However they are by no means the only
factors which will affect these decisions.
127
• With these issues of preference and provision in mind, the SQA plans to establish an
on-line database giving outline information on current articulation agreements and
arrangements with universities, together with details of extra requirements, and the
contact details of the key players. The aim will be that this should become a ‘living’
electronic document and should be regularly updated by FE and HE lecturers in the
light of the most recent experience of articulation in practice.
3. Summary
The HND offers students, whether SD or TS, a qualification which is recognised and
respected by universities. However the specific optional units which are taken by a
student will significantly affect his or her access to HE programmes of study and the
academic year of his or her entry. Good advice, both from HE and FE sources, will be
needed to maximise the academic chances of those students who intend to study for
the new HND Computing frameworks.
128
Access to Degree Courses by Holders of the HND Computing Awards
Report 2 - Research during 2005
Introduction
This supplementary survey of Higher Education Institutes (HEIs) was commissioned by the
Validation Panel and was conducted during April 2005. It augments Report 1 on the 2004
research. The aim was again to ascertain the practical value placed upon the HND Computing
by the access and recognition which HEIs were prepared to give it. Some HEIs offer
'advanced entry' - meaning that a suitably qualified candidate may enter a particular degree
programme in the second or third year of study. In some cases advanced entry is incorporated
within an articulation agreement with one or more FE colleges.
Report 1 discusses five HEIs which were consulted: Aberdeen, Glasgow, Stirling, RGU and
Abertay. This report covers the Universities of Dundee, Edinburgh, Glasgow Caledonian,
Heriot Watt, Napier, Paisley and St.Andrews, plus two Colleges of Further and Higher
Education:- UHI Millenium Institute and Bell College.
Methodology
As before the methodology was to approach a senior responsible person by e-mail asking to
conduct a telephone interview with "a member of your staff". This has resulted in each case
in the person interviewed being well informed about the recruitment policy and its
implementation at their particular HEI.
Conclusions
The two Colleges of FE and HE (UHI and Bell) are structured in such a manner that the move
from the Computing HND onto a degree course is a smooth and polished process. Again this
will not be a surprise. With certain conditions met, HND holders from other colleges will
find this access to be reasonably straightforward.
For the remainder, the universities, the conclusions from this study confirm those from Report
1.
1. Overview
Of the universities which responded, several have not yet consided the formal recognition
of the HND Computing as a valid qualification for entry to the second or third year of a
degree course programme. Some others do recognise the HND as a basis for advanced
entry. Some, but not all, of such recognition involves the creation of formal articulation
agreements or the extension of already existing ones. However, because the HND design
is new, it may take time to establish such agreements or policies in any detail. Some
universities anticipate that some extra support will be needed by HND students who
articulate in Years 2 or 3 of the respective degree programmes. In many cases the HEI
provides such support - mostly by means of taught classes or modules, but sometimes by
self study.
129
2. Academic Aspects
• In some universities the agreements or policies which may be established
over the next few years are likely to limit to some extent the degree
programmes which may be taken by ex-HNDs.
• In addition some universities may express preferences about the choice of
some of the optional HN units which should be contained in the programme
of study followed by the HND candidate. This means that the choices of
HND optional units taken by candidates may significantly affect the range
and choice of degree programmes available to them in such universities.
• Within the mandatory and optional HN units taken by candidates, some
universities may well state preferences about the particular programming
language(s) in which the student should be proficient. So the choice of
programming language taken during HND studies, especially by SD students,
may well influence the availability and choice of degree programmes and the
academic year in which articulation may be possible.
• As a general rule, the study of Object Oriented Java would be a significant
advantage to HND (SD) students, both in widening their choice of access to
different universities and also to the particular choice of academic year in
which they may be accepted. Some FE colleges teach Java as part of the
HND studies, but many do not. Some universities offer modules to introduce
Java or augment further the Java skills of HND award holders.
• In some universities the choice of units taken during HND studies by TS
students will influence significantly the choice of degree programmes
available and the academic year in which articulation may be possible. The
study of some networking units may be of considerable advantage to HND
(TS) students applying for degree courses which are technical in nature.
3. Advice to Students during their HND studies

• Articulation, whether formally established or not, is likely in all cases to
require students to choose their optional units wisely. But this they are not
well placed to do on their own. In practice, students should actively seek
advice at an early stage about which sets of units will make them eligible for
consideration by individual HE institutions.
• Therefore, in order to assist students progress into HE, the FE colleges and
the heads of study programmes will need to become familiar with the
requirements of the various universities and try to offer programmes that will
at the very least not hinder students in their ambitions to progress to HE
studies. This already takes place in many FE colleges and this requirement
will not be a surprise to FE lecturing staff.
• To some extent the requirements of HE may affect the actual choice of HN
units which are offered by individual FE colleges. However they are by no
means the only factors which will affect these decisions.
• With these issues of preference and provision in mind, the SQA has
established an on-line database giving outline information on current
articulation agreements and arrangements with universities, together with
details of extra requirements, and the contact details of the key players. The
130
aim is to treat this as a ‘living’ electronic document which should be regularly
updated by FE and HE lecturers in the light of the most recent experience of
articulation in practice.
4. Summary
The HND offers students, whether SD or TS, a qualification which is recognised and
respected by the universities. However the specific optional units which are taken by
a student will significantly affect his or her access to HE programmes of study and the
academic year of his or her entry. Good advice, both from HE and FE sources, will be
needed to maximise the academic chances of those students who intend to study for
the new HN Computing frameworks.
These conclusions confirm the findings of Report 1.
131
A P P E N D IX 5 : R E P O RT O N P D A S
Introduction
PDAs may be seen as a way of enhancing the functional usefulness of the qualifications
offered to HNC and HND candidates. Because they are offered by technical vendor
companies, they improve the employment prospects of those who achieve them.
They also mean that employed computer professionals who hold such awards may be
attracted to an HN Computing course because any PDAs they hold which are recognised by
the SQA can give them immediate accreditation of HN Units and thus reduce the amount of
work required in order to achieve their target HN award.
While PDAs may be seen as an added bonus to a candidate, two principles in their delivery
must be understood:
1. Recognition is a 'one-way street'. While achievement of PDAs will provide students
automatically with one or more pre-specified HN units; the reverse is not true. The
vendors promoting the various qualifications listed in this appendix will not award the
PDA on the grounds that the candidate has achieved the matching HN units. In all cases
so far negotiated, the student MUST pass the vendor's own examination(s) or other
assessment(s). A detailed Vendor Credit Transfer document is available on the HN
Computing web pages on the SQA website (www.sqa.org.uk)
2. This means that PDAs must be studied in a manner, which will enable students
successfully to attempt the vendor examination(s) and this might affect overall course
design. Because some HN Computing candidates may not wish to follow them, PDAs
should not lead a centre's design of HN courses. They should only be offered if they 'fit'
neatly into an HN Computing program which would suit the majority of candidates.
Outline of the Proposed PDAs

This document outlines the inclusion of vendor certification within the SQA Higher National
Award within the HND Computing Frameworks.
The Professional Development Awards (PDAs) have been designed to closely match the
vendor certification examinations. The vendor supplied courseware is sufficient for the
candidate to achieve the respective SQA Units.
Attempts have been made to allow a progression from one PDA to another via a hierarchy
(see Diagram 1). This is designed to encourage candidates to commence their training with a
clear pathway through to a higher level vendor certification where possible. Some of these
vendor pathways go further, but these lie outside the reach of the HNC and HND awards.
The inclusion of the PDA Units in the HN Computing framework(s) allows full time (and part
time) students to achieve the combination of vendor and national qualifications. This might
encourage, for example, part time students enter full time training via an attractive vendor
route.
It must be stressed at this point that, although the PDAs have been designed with vendor
provision in mind, the Units involved are generic and can be delivered without any vendor
involvement if the student client and/or delivering College so wish.
The inclusion of the PDAs outlined in this document is highly recommended to meet student,
employer and College demand.
132
Schematic Progression
The diagram below shows the proposed progression hierarchy.
PDA 4 PDA 5
PDA 1 PDA 2 Advanced Advanced
Certificate in Certificate in Certificate in Certificate in
Computer Desktop Network Database
Support Support Administration Programming
PDA 3
Advanced Certificate in Systems Administration
COMPTIA A+ BASED PDA (DIAGRAM - PDA1)

G7WM 15 Certificate in Computer Support – 4 Credits
Mandatory – 2 credits required
Unit Unit Title Vendor Credit SCQF
Number Exam Value Level
DG0K 33 Hardware Concepts A+ 1 6
DF9L 33 Operating System Concepts A+ 1 6
Options – 2 credits required
DF9P 34 Network Concepts A+ 1 7
DF9W 34 Server Concepts A+ 1 7
Vendor Coverage
This PDA covers the knowledge and understanding for the CompTIA A+ examinations.
If the candidate successfully passes the vendor examinations associated with this PDA, then
CompTIA A+ will be obtained. Please refer to the Vendor Credit Transfer document on the
SQA website for a list of the Vendor Examinations.
PDA Pathway
Candidates from this PDA can progress to the Advanced Certificate in Systems
Administration. (Diagram PDA3)
133
MICROSOFT BASED PDAS (DIAGRAM - PDA 2)
G7W4 15 - Certificate in Desktop Support – 3 Credits
DM35 34 Supporting Users & Troubleshooting a Desktop 70-271 2 7
Operating System
DM34 34 Supporting Users & Troubleshooting Desktop 70-272 1 7
Applications
PDA Pre-Requisites
None
Vendor Coverage
This PDA covers the knowledge and understanding for the examinations of Microsoft
Certified Desktop Support Technician.
If the candidate successfully passes the vendor examinations associated with this PDA, then
Microsoft Certified Desktop Support Technician will be obtained. Please refer to the Vendor
Credit Transfer document on the SQA website for a list of the Vendor Examinations.
PDA Pathway
Candidates from this PDA can progress to the PDA Advanced Certificate in Systems
Administration. (Diagram PDA 3)
MICROSOFT BASED PDAS- (DIAGRAM - PDA 3)

G7W5 17 - Advanced Certificate In Systems Administration – 5 Credits
DF9M 34 Client Operating System 70-270 1.5 7
DF9N 34 Network Server Operating System 70-290 1.5 7
DF9R 35 Network Infrastructure 1: Implementation and 70-291 2 7
Management
PDA Pre-Requisites
Candidates are required to complete the following prior to this PDA
• PDA1 Certificate in Computer Support
or
• PDA2 Certificate in Desktop Support
It is thought that most candidates will use the Microsoft accredited route for the prerequisites.
Coverage
This PDA covers the knowledge and understanding for the core examinations of Microsoft
Certified Systems Administrator (Windows 2003). (Diagram - PDA4)
134
If the candidate successfully passes the vendor examinations associated with this PDA and
successfully passes the examinations associated with the any of the pre-requisites, then
Microsoft Certified Systems Administrator (Windows 2003) will be obtained. Please refer to
the Vendor Credit Transfer document on the SQA website for a list of the Vendor
Examinations.
CISCO BASED PDAS - (DIAGRAM - PDA 4)
G7WP 18 - Advanced Certificate in Network Technology – 8 credits

DF9X 35 Networking Technology CCNA 2 8
DF9Y 35 Routing Technology CCNA 2 8
DG09 35 Switching Technology CCNA 2 8
DG0A 35 Internetworking Technology CCNA 2 8
PDA Pre-Requisites
None
Coverage
This PDA covers the knowledge and understanding for the core examinations of Cisco
Certified Network Administrator.
If the candidate successfully achieves the vendor examination associated with this PDA, then
Cisco Certified Network Administrator will be obtained. Please refer to the Vendor Credit
Transfer document on the SQA website for a list of the Vendor
135
Oracle Based PDAs – (DIAGRAM – PDA 5)
G7WN 17 – Advanced Certificate in Database Programming – 7 credits
Mandatory - 7.0 credits needed
DH3J 34 SQL: Introduction (1.0 credit)

DH3D 35 Software Development: Relational Database Systems (2.0 credits)
DH3E 35 Software Development: Structured Programming (2.0 credits)
DH3C 35 Software Development: Object Oriented Programming (2.0 credits)
Oracle HN Unit HN Unit

Courses Numbers Titles
DG0G 35 Database Design and Implementation or
DH3 D35 Software Development: Relational Database Systems
Database Design and
and Programming DG03 34 Programming in SQL or
DH3J 34 SQL: Introduction
DH3E 35 Software Development: Structured Programming
Java Programming and
DH3C 35 Software Development: Object Oriented Programming
Please refer to the Vendor Credit Transfer document on the SQA website for a list of the
Vendor
Accreditation of Prior Learning (APL)
It should be recognised by centres presenting the Higher National Awards in Computing that
if a candidate presents him/herself for entry into an HND programme then he/she should be
credited for the SQA units detailed in the tables above if he/she is in possession of a vendor
qualification. Depending on the vendor qualification(s) gained the potential candidate may be
allowed entry to HND Computing Software Development or HND Computing Technical
Support.
While a candidate may and should receive APL for SQA HN units related to a vendor
qualification, the same units are not accredited by the vendor(s) and therefore Higher National
candidates who achieve HN units must undertake the relevant vendor examination(s) to
receive the vendor qualification(s).
136
Market Research – Further Education Sector
Forty-seven colleges were asked (by mail) for feedback/comments on the proposal of linking
vendor awards to SQA HN awards. Responses were received from 10 colleges, a summary of
these responses, which relate to the vendor awards detailed in this appendix is listed below:
• Certificate in Computing Concepts based on the CompTIA + concepts series: The

structure was well received colleges felt this was a good introductory course which
would allow students to progress to either Desktop support or Systems administration.
• Certificate in Desktop Support based on Microsoft Desktop Support Technician: The

two units which make up this award were well received and most colleges felt that it
was really good to see desktop support skills embedded into the award. Most felt that
this PDA had the most value with good progression routes into Systems
Administration and Systems Engineer PDA’s.
• Advanced Certificate in Systems Administration based on Microsoft Certified

Systems Administrator: The structure was well received and the progression routes
from Computing Concepts of Desktop Support PDA’s were seen as an advantage.
• Advanced certificate in Network Administration based on Cisco Support Technician:

A larger PDA, this was seen as advantageous to those colleges who were already
Cisco Academies and that non-academies would find the burden of providing
resources to teach this PDA difficult, but not insurmountable.
All 10 colleges made comments about the vendor awards, being embedded into HN
frameworks. They agreed that it allowed flexibility for students studying part time or on short
courses to work towards an HN. This empowered the students to plan their time, resources
and funding more flexibly and offered more opportunities for colleges to encourage students
to enrol.
All colleges in Scotland were contacted about Microsoft IT Academy consortia, of 45

colleges, 8 were too specialist (Agricultural, Nautical, Food technology etc) so they saw no
benefit in joining as they are NOT delivering IT related courses.
This left 37 colleges of which 18 colleges have already become IT Academies (some are both
Cisco and Microsoft academies). A further 12 colleges are in final stages of enrolment onto
to the Microsoft IT Academy program. Within one year it is expected that there will be 30
colleges within the consortia.
Since the beginning of 2005 a number of colleges (9) have already been delivering a range of
Microsoft courses in the following areas (1 unit of courseware relates to one student):
• Windows 2000 (MCSA) – 261 units

• Windows 2003 (individual units) – 16 units
• MCDST (2 courses only) – 200 units
• Other (Microsoft only) – 144 units
As part of the consortia, many of the colleges will be releasing Lecturing staff to upgrade their
skills by undertaking Microsoft qualifications to enable delivery of Microsoft Awards in their
own centres and into the communities. Given the high number of colleges signing up to the IT
Academy consortia, 30 out of a potential 37, it indicates there is a demand from FE Colleges
137
for vendor engagement and linking of vendor certifications and courses with established
methods of study through SQA awards.
Microsoft Vendor Certification
Many people regard vendor certifications as professional development and as a requirement

for employment, after academic awards have been achieved in either FE or HE.
In the last two-year period there has been a significant downturn on commercial training, with
several large training companies going into liquidation, because of recession cut-backs from
major employers. This should have led to a downturn in vendor certifications and the demand
for vendor training; however some interesting statistics in relation to Microsoft vendor
certifications show that this is not the case in fact.
Global Certification Figures
DATE MCDST MCSA MCSE
2004 >3000 >76,000 >54,000

2005 (1st Quarter) >1,700 >14,000 >10,000
Table 5
World wide in 2004 over 140,000 people became Microsoft Certified Professionals in a
variety of subject areas. This is an average of 35,000 certified people per quarter achieving
this entry-level certification.
United Kingdom Certification Figures
DATE MCDST MCSA MCSE
2004 >270 >4,500 >3,500

2005 (1st Quarter) 158 850 600
Table 6
In 2004 over 8,000 people became Microsoft Certified Professionals in a variety of subject
areas in the UK. This averages 2,000 people per quarter.
Conclusion
As can be seen from market research carried out in the Further Education Sector, it would
appear that there is some enthusiasm for these awards. This is evidenced by the number of
centres ‘signing up’ to become Cisco and/or Microsoft Academies.
Tables 5 and 6 show the large numbers of awards achieved. This number may be expected to
grow as the awards are embedded into SQA qualifications.
It would appear that vendor qualifications would give “added value” to an HND award. This
is borne out by research undertaken at Aberdeen College (Appendix 12). However it should
be made clear, that the candidate has the extra burden of vendor examinations and fees.
138
To achieve any one of the PDAs, the candidate must take and pass the examination(s) set by
the vendor. With the award of the PDA will come SQA accreditation for the respective units.
At present, there is little likelihood that the vendor organisations will accredit students who
achieve the respective Higher National units detailed in Tables 1 to 4. In other words,
accreditation only moves one way under this scheme.
Perhaps in the future, when the vendor qualifications are “bedded down” in the HND awards,
accreditation of prior learning may be as acceptable to the vendors as it is to SQA.
139
A P P E N D I X 6 : M A P P I N G S O F H N U N I T S TO N AT I O N A L S TA N D A R D S
This appendix contains work on two forms of mapping which aim to place the Higher
National (HN) Computing awards within the context of national standards developed by the
e-skillsNTO (formerly ITNTO). The two mappings are :
1. a mapping between the HN units from the HN Computing awards and various S/NVQs.
Because the S/NVQs are work based, this work has particularly focused on finding where
it might be possible to incorporate within the HN units, the knowledge and understanding
required for some VQ elements.
2. a mapping, in broad terms, between HN Units and National Occupational Standards
(NOS) for practitioners.
MAPPING BETWEEN HN COMPUTING UNITS AND N/SVQS
It was never the intention to incorporate all of the VQ elements in these mappings. Unit
writers were given instructions not to force the VQ if it artificially skewed the HN unit.
Those unit writers who have managed to incorporate the knowledge and understanding for
some VQ elements have listed the VQ elements in the Support Notes of the HN units. The
following outline was given to unit writers indicating where possibilities for inclusion of
knowledge and understanding components of the VQs seemed feasible.
The authorative statements of inclusion will be found within the unit specifications. Because
the frameworks being proposed include both new and modified units, it will only be possible
to produce a final definitive table when the unit revisions are complete. Please refer to the HN
Unit Specifications to determine where inclusion has proved possible.
Indication of possibilities for inclusion of Knowledge and Understanding

components of Scottish Vocational Qualifications (SVQs) in the new HNC/D
Computing Frameworks (2001)
Depending on how the following units are taught by centres, it is considered possible to cover the
knowledge and understanding components for the following VQ units. These units may also help to
serve as a guide to centres as to the level of competence required by candidates. If centres wish to
offer any SVQs then they must be assessed and moderated according to SQA requirements for
SVQs.
140
First Published in 2001
Unit Title: Computer Networks: Administering Network Systems

Unit Code: D75R 34
VQ VQ Unit No and Name VQ Outcome in
Element No this unit
Operating IT Systems Level 315 1, 2 & 3 1&4

3 and Installing & Supporting Install software
IT Systems Level 3 and
Developing IT Systems
Level 3
Operating IT Systems Level 316 1, 2 & 3 2&4
3 and Installing & Supporting Contribute to system testing
IT Systems Level 3
Operating IT Systems 318 1, 2 & 3 4
Level 3 Operate information technology
systems
Operating IT Systems 319 1, 2 & 3 4
Level 3 Provide backup and file storage
systems
Operating IT Systems 322 3a, c, d, e, f, 1, 2, 3 & 4
Level 3 Control the operating of data g, h
communications and networks

Unit Title: Computer Networks: Network Technology and Data Communications
Unit Code: D75V 35
Element 412.3 of Managing IT Systems, Level 4, has mostly been covered by this unit.
Unit Title: Information Technology: Applications Software 1
Unit Code: 13
VQ VQ UNIT NO VQ ELEMENT NO Outcome in this unit
Using IT Level 3 301 1, 2 and 3 1&2
Using IT Level 3 305 1, 2, 3 and 4 2
Using IT Level 3 311 1, 2 and 3 2
Managing IT For 336 1, 2, 3 and 4 2
Teleworking Level
3
141
Unit Title: Providing Support to Users

Unit Code: D76K 34
VQ Element No Outcome in
VQ VQ UNIT NO AND NAME
this unit
Using IT Level 3 303 Plan and Organise the Effective 1 2&3
use of Technology
Using IT Level 3 303 3 4
Plan and Organise the Effective use of
Technology
Installing & Supporting IT 317 1, 2, 3 4
Systems Level 3 Provide Customers with Information
Technology Support
Installing & Supporting IT 323 1 4
Systems Level 3 Contribute to the Evaluation of
Products and Services
Installing & Supporting IT 323 1, 2, 3 2&3
Systems Level 3 Contribute to the Evaluation of
Products and Services
Installing & Supporting IT 324 1&2 2&3
Systems Level 3 Support the Acquisition of Information
Technology Products
Installing & Supporting IT 325 1&2 2&3
Systems Level 3 Create and Review User
Documentation
Operating IT Systems 330 3 2&3
Level 3 Contribute to the Development of
Teams and Individuals
Installing & Supporting IT 332 1 4
Systems Level 3 Improve the Effectiveness of Customer
Use of Information Technology
Developing IT Systems 408 1&2 2&3
Level 4 Control the Provision of Information
Technology Support
Developing IT Systems 408 2&3 4
Level 4 Control the Provision of Information
Technology Support
142
Unit Title: Software Development: Event Driven Programming

Unit Code: D76R 35
Developing IT Systems Level 3 VQ

Unit Number Elements Outcome Number
307 1. Prepare for the creation of program designs. 2
2. Produce program designs from specifications. 2
309 1. Prepare for the creation of software 3
2. Create software components from program designs. 3
3. Assemble the software components of program 3

designs.
4. Test software against functional requirements. 4
5. Produce maintenance documentation for software. 4
313 1. Prepare for the production of specifications 2
2. Produce specifications from definitions of 2

customer requirement
321 1. Prepare plans for analysis and design. 2
2. Construct logical data models. 2
3. Create normalised data models. 2
4. Design data structures to represent normalised data 3
models.
325 1. Create user reference materials and procedures 4
2. Review and update reference materials and 4
procedures.
328 1. Plan for software testing 5

2. Carry out software system testing 5
3. Analyse and respond to the results of software tests. 5
143

402 1. Plan and prepare for the creation of software. 2
4. Ensure the quality of program designs 5
5. Ensure the quality of software components and 5
documentation.
403 1. Plan for testing and installation of software 5
2. Monitor and co-ordinate software testing. 5
404 1. Plan and prepare for the creation of software 2
specifications
2. Monitor and co-ordinate creation of software 2
specifications.
3. Ensure the quality of software specifications. 5
4. Create software test strategies. 5
Unit Title: Software Development: Object Oriented Programming

UNIT CODE: D76V 35

307 1. Prepare for the creation of program designs. 1
2. Produce program designs from specifications. 1
309 6. Prepare for the creation of software 3
7. Create software components from program designs. 3
8. Assemble the software components of program 3
designs.
9. Test software against functional requirements. 3
10. Produce maintenance documentation for software. 3
313 3. Prepare for the production of specifications 1
4. Produce specifications from definitions of 1
customer requirements
328 6. Plan for software testing 3
7. Carry out software system testing 3
8. Analyse and respond to the results of software tests. 3
144

402 1. Plan and prepare for the creation of software. 1
3. Ensure the quality of program designs 3
4. Ensure the quality of software components and 3
documentation.
03 3. Plan for testing and installation of software 3
4. Monitor and co-ordinate software testing. 3
404 5. Plan and prepare for the creation of software 1
specifications
6. Monitor and co-ordinate creation of software 1
specifications.
7. Ensure the quality of software specifications. 3
8. Create software test strategies. 3
Unit Title: Software Development: Program Planning

Unit Code: D76W 34
VQ Element Outcome in
No this unit
Developing IT Systems Level 307 1&2 2
3 Create Program Designs from
Given Specifications
Developing IT Systems Level 309 1 2
3 Create Software from Given
Program Designs
3 Conduct Software System Testing
4 Control the Software Creation
Process
4 Control Software Testing and
Installation
Developing IT Systems Level 404 1&2 2
4 Control the Creation of Software
Specifications
4 Control the Creation of Software
Specifications
145
Unit Title: Software Development: Procedural Programming

Unit Code: D76X 35
VQ Element Outcome in
No this unit
Developing IT Systems Level 309 1 2&3
Program Designs
Developing IT Systems Level 309 2&3 1&2&3
Program Designs
Program Designs
Program Designs
Installing and supporting IT 325 1 5
Systems Level 3
Create and Review User
Documentation
Developing IT Systems Level 328 1&2&3 4
3 Conduct Software System Testing
Developing IT Systems Level 402 1&2&3 1&2&3
Process
Developing IT Systems Level 402 4 1&2&3&4
Process
Developing IT Systems Level 403 1&2&3 4
4 Control Software Testing and
Installation
146
Unit Title: Software Development: Abstract Data Structures
Unit Code: D76L 35

309 4 Test software against functional requirements. 4
5 Produce maintenance documentation for software. 4
325 1 Create user reference materials and procedures. 4
2 Review and update reference materials and 4
procedures.
328 1 Plan for software testing 4
2 Carry out software system testing 4
3 Analyse and respond to the results of software tests. 4
Unit Title: Systems Development: Introduction

Unit Code: D77D 34
VQ VQ Unit No VQ Element No Outcome in this unit
Developing IT Systems Level 3 321 2, 3, 4 3
Unit Title: Systems Development: Structured Design Methods

Unit Code: D77F 35
VQ VQ Unit No VQ Element No Outcome in this unit
Developing IT Systems Level 4 405 1, 2, 3 2,3
Developing IT Systems Level 4 406 1, 2, 3 2, 3, 4
147
M A P P I N G B E T W E E N H N U N I T S A N D N AT I O N A L O C C U PAT I O N A L S TAN D A R D S
This appendix contains a mapping, in broad terms, between Higher National (HN) Units and
National Occupational Standards (NOS) for practitioners developed by e-skillsNTO (formerly
ITNTO). The NOS Area of Competence (AOC) was taken from the NOS developed for the
Information and Communication Technologies areas, published in 2004. While it is not
intended to presume credit transfer between the two awards, there may be opportunity to
transfer credit from NOS to HN units depending on whether:
• The AOCs relate to similar knowledge and skills.
• The AOCs are contemporary in terms of terminology, techniques and technology.
• The AOCs present a similar level of cognitive demand. (This should be determined
using a recognised taxonomy, such as Bloom’s.)
• The range of activities is similar in both outcomes.
• The standard of performance is equivalent in both outcomes.
• The assessment demands are similar in terms of candidate activity and performance
criteria, or candidates would be equally likely to pass both assessments.
• Special conditions, (such as the location of assessment; for example, some NOS
require assessment to take place in the workplace) where they exist, are applicable to
both outcomes.
The level of AOC has been determined by using the Scottish and Qualifications Framework
(SCQF), which brings together all Scottish mainstream qualifications into a single, unified
framework. An excerpt of which is shown in the Table1 below, where the SVQ level has
been estimated from inspection of NOSs.
SCQF SQA National Units, Courses Higher Education SVQs &
Level & Group Awards Level
8 Higher National Diploma 4
Diploma in Higher Education
7 Advanced Higher Higher National Certificate
Certificate in Education
6 Higher 3
5 Intermediate 2 2
Credit Standard Grade
Table 1
“The positioning of SVQs in the table gives a broad indication of their place in the
framework. Like most Group Awards, SVQs are likely to be made up of Units at a number of
levels. The current placing of SVQ 3 at level 6 is based on the way in which SVQs are
positioned in statutory documents and national targets. However there is a view that in some
sectors, SVQ 3 could be placed at level 7. A project to refine the position of SVQs in the
framework reported in January 2003, and the recommendations from it are being taken
forward at UK level.” (Quoted from Scottish Qualifications Authority, 28th January 2004
See web address:
www.sqa.org.uk/sqa/sqa_nu_display.jsp?pContentID=4608&p_applic=CCC&p )
148
In Tables 2 to 9 following, AOC Level 4 has been used for the mapping exercise. However if
a Level 4 AOC does not exist for the NOS, a Level 3 AOC has been utilised if the said AOC
seems to be similar in content and nature to the HN unit outcome(s) being mapped.
Depending on how the following units are taught by centres, it is considered that it is possible
to transfer credit from the NOS to the HN units. The smallest element of credit transfer is an
outcome. Sub-outcome components are not accredited.
Unit Title: Systems Development: Introduction
Unit Code: DH3F 34
National Elements
Occupational Knowledge and Understanding Outcome(s)
Standard AOC Skills and Techniques in this Unit
Data Analysis and Data Structure The concepts of logical data modelling 3.4
Design (Level 3) and using data modelling techniques.
Create data models and design data Considerations when validating models,
structures. refining and rationalising logical data
models.
Field types and attributes. Organisational
conventions for naming structure
components.
Table 2
Unit Title: Computing: Planning

Unit Code: DH35 34
National Elements
Investigating and Defining Understanding relevant client/customers 1
Requirements (Level 4) needs and constraints and analysing
Obtain and analyse client/customer information to identify these.
information to identify system Awareness of defects, which can arise in
requirements. information. Checking identified needs,
constraints and priorities with
client/customer. Clearly recording the
results of analyses to agreed formats.
Producing requirements definitions.
Table 3
149
Unit Title: Software Development: Structured Programming
Unit Code: DH3E 35
Unit Title: Software Development: Object Oriented Programming

Unit Code: DH3C 35
Unit Title: Software Development: Event Driven Programming

Unit Code: DH34 35
Unit Title: Software Development: Applications Development

Unit Code: DH30 35
Unit Title: Software Development: Developing for the World Wide Web
Unit Code: DH32 35
(Unit(s) mapping dependant on programming language(s) used. Both NOS are utilised
to achieve HN unit outcomes.)
National Elements
Software Development - Knowledge of what software development 1,2,3
Design (Level 4) procedures are applicable to projects. The
Create Designs and test contents of requirements definitions, software
specifications for software. designs, test specifications. Functionality and
capability of available runtime environments.
Interpretation of requirements definitions.
Creation of software designs, technical
architecture, test specifications, selection and
defining appropriate runtime environments.
Following relevant organisational software
development procedures.
Knowledge of the syntax and constructs of the
programming language(s) in use, use of
available pre-defined functions of said
programming languages(s).
Software Development Creation of detailed designs for software from
Component Creation (Level given specifications. Creation of software
3) components, building, testing and debugging
Create Software from given software. Using software development
specifications. environment(s) effectively.
Selection of meanful identifiers for all
components and constituent parts.
Table 4
150
Unit Code: DH33 34
Unit Title: Computer Operating Systems 1
(Mapping dependant on graphical user interface being utilised to carry out
installations/upgrades of both Systems and Applications software.)
National Elements
Software Installation and Install /upgrade different types of software 3,4
Upgrade (Level 4) according to organisational policies. Creating
Create, implement and manage and implementing installation/upgrade
installation and upgrade procedures. Understanding different types of
processes. loading facilities and developing supporting
documentation.
Table 5
Unit Title: Computer Operating Systems 2

Unit Code: DM2X 35
(Mapping dependant on command driven interface being utilised to carry out
installations/upgrades of Systems software.)
National Elements
Software Installation and Upgrade Install /upgrade different types of 2,3
(Level 4) software according to organisational
Create, implement and manage policies. Creating and implementing
installation and upgrade processes. installation/upgrade procedures.
Understanding different types of loading
facilities and developing supporting
documentation.
Table 6
Unit Title: Computer Hardware: Hardware Installation and Maintenance

Unit Code: DH2Y 34
(All five NOS are utilised to achieve HN Unit outcomes.)
National Elements
Technical Advice and Guidance Effects of advances in technology. Use of 2,3
(Level 4) appropriate methods to gather
Provide and control the provision of, information, analysing that information
advice and guidance. and applying this information to the task.
151
Technical Fault Diagnosis 2,3
(Level 4) Understanding, analysing and applying
Maintain the diagnostic process and diagnostic methods. Developing
provide specialist support to others. diagnostic tools.
Technical Fault Remedy Selection Understanding the types and applicability

(Level 4) of considerations to be taken into account
Specify remedies for a range of faults when selecting fault remedies. Identifying
and maintain organisational policy for and specifying suitable alternative
fault rectification. remedies. Reviewing organisational
policy for fault rectification to improve
procedures and working practices.
Testing ICT Systems Understanding the testing process and the

(Level 4) purpose of testing. Which test preparation
Maintain the testing process and and conclusion activities are deemed
provide specialist support to others. necessary. Knowledge of specialist
technical information on a range of
products and testing strategies of the
organisation. Maintaining and modifying
the testing process. Gathering, recording
and analysing test information and
results. Development of documentation to
support the testing process. Developing of
testing tools. Providing specialist advice
to support testing and contributing to the
development of testing strategies.
Knowledge of the working process,

Working with ICT Hardware and regulatory requirements, appropriate uses
Equipment of tools and techniques. Applying
knowledge to use of appropriate tools and
(Level 4)
techniques. Obtaining and allocating
required materials. Development of tools.
Create, implement and manage Creating documentation to support the
working processes. working process. Assessing and
minimising risk.
Table 7
152
Unit Title: Providing Support to Users
Unit Code: DH2X 34
National Elements
Technical Advice and 3,4
Guidance (Level 4) Effects of advances in technology. Use of appropriate
methods to gather information, analysing that
Provide and control the
information and applying this information to the task.
provision of, advice and
guidance.
Understanding, analysing and applying diagnostic
methods. Developing diagnostic tools.
Technical Fault Diagnosis
(Level 4)
Maintain the diagnostic process
and provide specialist support Understanding the types and applicability of
to others. considerations to be taken into account when selecting
fault remedies. Identifying and specifying suitable
Technical Fault Remedy
alternative remedies. Reviewing organisational fault
Selection (Level 4)
rectification policy to improve procedures and working
Specify remedies for a range of practices.
faults and maintain
organisational policy for fault
rectification. Understanding the testing process and the purpose of
testing. Which test preparation and conclusion activities
are deemed necessary. Knowledge of specialist
Testing ICT Systems technical information on a range of products and testing
(Level 4) strategies of the organisation. Maintaining and
modifying the testing process. Gathering, recording and
Maintain the testing process
analysing test information and results. Development of
and provide specialist support
documentation to support the testing process.
to others.
Developing of testing tools. Providing specialist advice
to support testing and contributing to the development
of testing strategies.
Knowledge of the working process, regulatory
requirements, appropriate uses of tools and
techniques. Applying knowledge to use of
appropriate tools and techniques. Obtaining and
Working with ICT Hardware allocating required materials. Development of tools.
and Equipment Creating documentation to support the working
process. Assessing and minimising risk.
(Level 4)
Create, implement and manage
working processes.
Table 8
153
Unit Title: Computer Hardware: Desktop Computer Troubleshooting
Unit Code: DM37 35
National Elements
Technical Advice and Effects of advances in technology. Use of 2,3
Guidance (Level 4) appropriate methods to gather information,
Provide and control the analysing that information and applying this
provision of, advice and information to the task.
guidance.
Technical Fault Diagnosis
(Level 4) Understanding, analysing and applying
Maintain the diagnostic process diagnostic methods. Developing diagnostic
and provide specialist support tools.
to others.
Understanding the types and applicability of
Technical Fault Remedy considerations to be taken into account when
Selection (Level 4) selecting fault remedies. Identifying and
specifying suitable alternative remedies.
Specify remedies for a range of
Reviewing organisational policy for fault
faults and maintain
rectification to improve procedures and working
organisational policy for fault
practices.
rectification.
Understanding the testing process and the

Testing ICT Systems
purpose of testing. Which test preparation and
(Level 4) conclusion activities are deemed necessary.
Maintain the testing process Knowledge of specialist technical information
and provide specialist support on a range of products and testing strategies of
to others. the organisation. Maintaining and modifying the
testing process. Gathering, recording and
analysing test information and results.
Development of documentation to support the
testing process. Developing of testing tools.
Providing specialist advice to support testing
and contributing to the development of testing
strategies.
Knowledge of the working process, regulatory

Working with ICT Hardware requirements, appropriate uses of tools and
and Equipment techniques. Applying knowledge to use of
appropriate tools and techniques. Obtaining and
(Level 4) allocating required materials. Development of
tools. Creating documentation to support the
Create, implement and manage working process. Assessing and minimising risk.
working processes.
Table 9
No S/NVQs Qualifications for IT Users at Level 3 were mapped against HN units, as
according to Table 1 this would not seem appropriate at this time. However, it may be
154
appropriate in the future if Level 3 S/NVQs were positioned at Level 7 in the SCQF
framework.
Centre recruiting staff may find it beneficial to study the prospective HN candidate’s portfolio
of work to ascertain levels of achievement incorporated in the said portfolio.
RECOMMENDED ENTRY LEVEL NOS

While it is recognised that the holder of a Level 3 S/NVQ for IT users does not assume that
the candidate has achieved all elements of the award at Level 3 (as in addition to higher level
tasks, his/her role in the workplace may also include some at lower levels) the mandatory unit
value would be Level 3 and at least 50% of the unit value of the optional units at Level 3.
(S/NVQ Qualification Structure for IT Users, 27th November 2003). This may be regarded,
depending on the centre, as entry qualification to the HND awards.
A group of relevant NOS (practitioner’s units) at Level 3, again at the discretion of each
centre, may also be considered as entry level to the HND awards.
RECOMMENDED EXIT LEVEL NOS

As the NOSs were designed to be delivered in the workplace, students who had achieved an
HND award could be recommended to any of the NOSs detailed above where the NOS
possessed a Level 5 AOC.
However depending on the area of work the said student entered he/she may be recommended
to undertake the following NOS Imported Unit(s) which are broadly based and common to the
more responsible occupations within many types of employment.
Managing People and Resources Level 5
Managing Quality Level 5
Project Management Level 5
Supporting Learning and Development Level 5
CONCLUSION ON MAPPINGS
Perhaps not surprisingly, it would appear that there are some matches between HN units and
both NOSs and SVQs.
To aid student entry to the HN awards it is recommended that staff advising students on entry
levels to HN awards take both SVQs and work based NOSs into account to place the student
on the level of course where s/he is most likely to make progress.
Especially in the case of candidates who already have occupations in Computing or IT, it
would be helpful to students if they were advised of SVQs or NOSs towards which they might
focus their ambition.
In short, national standards should be used to help students to enter HN education, and HN
Units and awards, once achieved, should where possible be used to help students gain further
recognition within national standards.
155
APPENDIX 7: CREDIT TRANSFER MAPPING – TRANSITIONAL ARRANGEMENTS
Transitional arrangements apply whenever an award is updated or replaced by another award. These arrangements relate to the
various HN Computing awards which have been introduced between 1995 and 2005.
Transitional arrangements assist candidates to transfer between old and new awards. For example, a candidate may have partially
completed an old HNC award and now wishes to complete her HNC using the new award; or a candidate may have completed an
old HNC award and now wishes to progress to the new HND.
These arrangements relate to the following awards:
• G176 15 HNC Computing (validated 1995)

• G28W 16 HND Computing: Software Development (validated 1995)
• G28X 16 HND Computing: Technical Support (validated 1995)
• G5VS 15 HNC Computing (validated in 2001)
• G5VT 16 HND Computing: Software Development (validated 2001)
• G5VV 16 HND Computing: Technical Support (validated 2001)
• G7GL 15 HNC Computing (validated 2004)
• G7TT 16 HND Computing: Software Development (validated 2005)
• G7TR 16 HND Computing: Technical Support (validated 2005)
Transitional arrangements exist for:
1. conversion from HNC to HND

2. unit-by-unit credit transfer.
Conversion from HNC Computing to HND Computing
Special arrangements exist for candidates who have completed G176 HNC Computing (1995 framework) and who wish to progress
to G7TT/G7TR HND Computing (2005 framework).
Please note that these arrangements ONLY apply to candidates who have gained the full G176 HNC Computing group award.
These special arrangements do not apply to candidates who possess G5VS HNC Computing (2001) since the normal credit
transfer arrangements apply to these candidates (see below).
An alternative route exists for candidates who possess G176 HNC Computing. This alternative route does not require candidates to
pass DH36 34 Computing: Graded Unit 1.5 An alternative route exists for each of G7TT HND Computing: Software Development
and G7TR HND Computing: Technical Support. The alternative routes are provided in Appendix 1.
Please note that these alternatives routes do not have separate group award codes. They are simply alternative routes to G7TT
HND Computing: Software Development and G7TR HND Computing: Technical Support.
Unit by unit conversion
All candidates are eligible for unit-by-unit credit transfer.
Unit by unit conversion permits candidates to convert old units to new units to allow them to gain credit towards the new HNC/HND
awards. These arrangements are also known as credit transfer.
5 It is identical to the “standard” route in every other regard.

All decisions relating to credit transfer remain with centres. However, SQA has carried out an initial mapping between old and
new units. Appendix 2 relates 1995 units to 2001 units. Appendix 3 relates 2001 units to 2004/5 units. We have not attempted to
directly relate 1995 units to 2005 units; although the tables will be helpful in this regard, these decisions should be made on a
candidate by candidate basis due to the large time difference between these qualifications.6
6 Decisions on credit transfer between 1995 and 2004/5 units will depend on technologies, techniques and methodologies used.
How does credit transfer work?
Credit transfer is used in lieu of the normal evidence requirements for a unit. Once the equivalence between two units is established,
a candidate is not required to produce the normal evidence required for a unit if s/he already possesses an “equivalent” unit. The
only evidence that the candidate requires to produce is evidence of completing the equivalent unit (which is normally evidenced by
production of his/her Scottish Qualifications Certificate). Centres must retain proof of this (normally a photocopy of the candidate’s
SQC) for the purposes of internal and external moderation.
How to use the tables
The credit transfer tables (Appendix 2 links 1995 units with 2001 units, Appendix 3 links 2001 units with 2004/5 units) have been
designed to permit candidates to convert old units for new units. However, they may be used in both directions (for example, 2001
→ 2004 and 2004 → 2001). This might be helpful to candidates who have commenced a new award but subsequently require to
complete an old award (this is rare but occasionally arises). Please note that one way credit transfer applies in some cases (this
is clearly denoted in the tables).
In some cases, groups of units (rather than single units) are deemed to be equivalent. In these cases, candidates are required to
possess all the units in the group before credit transfer should be awarded.
APPENDIX 1
ALTERNATIVE FRAMEWORK FOR CANDIDATES WHO POSSESS G176 HNC COMPUTING (1995)
G7TR HIGHER NATIONAL DIPLOMA COMPUTING: TECHNICAL SUPPORT
A total of 30 credits must be achieved, comprising 240 SCQF points, to gain an HND Technical Support and this must incorporate at
least 64 SCQF points at SCQF level 8.
Total credit value of award: 30 credits of which a minimum of 8 credits must be gained at SCQF Level 8.
Mandatory units
A total of 16 credits must be gained by undertaking the credits from Table 1.
Table 1 – All units must be undertaken (16 credits)
Unit No Unit Title Level Credit

DF9M 34 Client Operating Systems 7 1.5
DF9N 34 Network Server Operating System 7 1.5
D75V 35 Computer Networks: Network Technology and Data Comms 8 2
DN4P 35 Computing: Group Award (Technical Support) Graded Unit 2 8 2
DM3D 35 Professional Issues in Computing 8 2
Optional units
Table 2 – Additional 14 credits must be selected from this table.
Unit No UNIT TITLE Level Credit

Unit No UNIT TITLE Level Credit
D7JV 35 Enhancing Network Security and Configuring Remote Access Methods 8 1
DM3G 35 Software Development: Assembly Language and Interface Programming 8 1
DM3F 35 Software Development: Rapid Applications Development & Prototyping 8 2
Local option – unit(s) must be levelled by SQA – (Up to 4 credits) 4 max
G7 TT H I GH ER N ATI ONAL D IP L OMA COMP UTI N G: SOFTWAR E D EV EL O PMENT
A total of 30 credits must be achieved, comprising 240 SCQF points, to gain an HND Software Development and this must incorporate at
least 64 SCQF points at SCQF level 8.
Total credit value of award: 30 credits of which a minimum of 10 credits must be gained at SCQF Level 8.
Mandatory units
A total of 12 credits must be selected from Table SD1, 1 credit from Table SD2, a minimum of 4 credits from Table SD 3.
Table 1 – All 12 units must be undertaken

DN4N 35 Computing: Group Award (Software Development) Graded Unit 2 8 2
DM3D 35 Professional Issues in Computing 8 2
Table 2 – Select a minimum of 1 credit

Table 3 – Select a minimum of 4 credits

Optional units
Table 4 – Additional units must be selected from the Table 2, Table 3 or Table 4.

DF9L 33 Operating System Concepts 6 1
DF9M 34 Client Operating Systems 7 1.5
DF9N 34 Network Server Operating System 7 1.5
D7JV 35 Enhancing Network Security and Configuring Remote Access Methods 8 1
DM3G 35 Software Development: Assembly Language and Interface Programming 8 1
D75V 35 Computer Networks: Network Technology and Data Communications 8 2
DM3F 35 Software Development: Rapid Application Development and Prototyping 8 2
Local options – unit(s) must be levelled by SQA – (up to 4 credits) 4 (max)
APPENDIX 2
CREDIT TRANSFER BETWEEN 1995 AND 2001 UNITS
Full credit transfer exists between the following units. Please note that in some cases, credit transfer is one way only.
2001 units 1995 units
New Original Revised

Title (credit value) Title (credit value)
number number Number
D101 13 Artificial Intelligence (1) 8412455 A6AF 04 Artificial Intelligence
(2)7
D75R 34 Computer Hardware: Installation and Maintenance (2) 8412485 A6AK 04 Hardware Installation and Maintenance (2)
D75S 35 Computer Networks: Administering Network Systems (2) 8412535 A6AS 04 Either Multi User and Network System Administration (3) 7
- D3BX 04 Or Multi User and Network System Administration
(Microsoft) (3)7
D75V 35 Computer Networks: Network Technology and Data 8412565 A6AW 04 Either Network Technology (1)
Communications (2) - D3BY 04 Or Network Technology (Microsoft) (1)
8560085 A6AJ 04 And Data Communications (1)
D77A 34 Computer Operating Systems (2) 8412605 A6B3 04 Either Stand Alone Computer System Support (2)
- D3C0 04 Or Stand Alone Computer System Support (Microsoft) (2)
D75W 34 Multimedia: Developing Multimedia Applications (2) 8412555 A6AV 04 Multimedia Technology (2)
D75Y 34 Information Technology: Information Systems and Services (1) 8560095 A6AL 04 Information Systems and Services (1)
D76B 34 Internet: Internet Client Services ( 1) 8560257 D4FA 04 Supporting Internet Client Services (2)7
D76E 34 Mathematics for Computing: 1 (1) 7481724 A5P0 04 Mathematics for Computing (1)
D76G 34 Multi User Operating Systems (1) 8412545 A6AT 04 Multi User Operating System (1)
D76J 35 Project Management (1) 6412255 A6AX 04 Project Management (1)
D76K 34 Providing Support to Users (2) 8412575 A6AY 04 Providing Support to Users (2)
D76L 35 Software Development: Abstract Data Structures (3) 8520995 A6B1 04 Software Engineering: Abstract Data Structures (3)
7 1995 to 2001 only.

New Original Revised

Title (credit value) Title (credit value)
number number Number
D76M 35 Software Development: Advanced Programming (1) 8412435 A6AD 04 Advanced Programming (1)
D76N 34 Software Development: Applications Development (2) 8412445 A6AE 04 Applications Development (2)
D76R 35 Software Development: Event Driven Programming (2) 8412625 A6B5 04 Software Development: Event Driven Language (2)
D76S 35 Software Development: Fourth Generation Environment (2) 8412645 A6B7 04 Systems Development: Fourth Generation Environment (2)
D76V 35 Software Development: Object Oriented Programming (2) 8412595 A6B2 04 Software Development: An Object Oriented Approach to Programming (2)
D76W 34 Software Development: Program Planning (1) 8412585 A6B0 04 Software Development Life Cycle (1)
D76X 35 Software Development: Procedural Programming (2) 8412635 A6B6 04 Software Development – Procedural Language (2)
D77D 34 Systems Development: Introduction (2) 8412615 A6B4 04 Systems Development – Introduction (2)
D77F 35 Systems Development: Structured Design Methods (2) 8521005 A6B8 04 Software Engineering: Structured Systems Analysis and Design (3)7
The following units are equivalent in terms of vocational content. However, credit transfer does not exist since the 2001 units carry specific core skills that the
1995 units do not. Centres therefore require to produce evidence of the missing core skills before credit transfer may be awarded (this may be possession of
dedicated core skills units).
Unit
TITLE Unit Number TITLE
Number
Communication: Selecting and Presenting Complex Information
AOX9 04
D77G 34 Communication: Practical Skills Communication 1: Using Communication Media for Vocational
A2HL
Purposes
D75P 34 Computer Architecture A6AG 04 Computer Architecture
D76F 35 Mathematics for Computing 2 A5PO 04 Mathematics for Computing
A6AM 04 IT Applications Software 1
D75X 34 Information Technology: Applications Software 1
A6AN 04 IT Applications Software 2
APPENDIX 3
CREDIT TRANSFER BETWEEN 2001 AND 2004/5 UNITS
Full (two way) credit transfer should be awarded unless otherwise indicated.
2001 FRAMEWORK 2004 FRAMEWORK

Unit No. Unit title Unit No. Unit title
D77G 34 Communication: Practical Skills* DH21 34 Working within a Project Team*
DH2T 34 Computer Architecture 1
D75P 34 Computer Architecture
DH2V 35 Computer Architecture 2
D75R 34 Computer Hardware: Installation and Maintenance DH2Y 34 Computer Hardware: Hardware Installation and Maintenance
D75T 34 Computer Networks: Building LANs* DH31 35 Computer Networks: Building LANs*
D77K 34 Computing: Integrative Assessment 2 DH36 34 Computing: Group Award Graded Unit 1
DH33 34 Computer Operating Systems 1
D77A 34 Computer Operating Systems
DM2X 35 Computer Operating Systems 2
D75Y 34 Information Technology: Information Systems & Services DH37 34 Information Technology: Information Systems & Services
D75X 34 Information Technology: Applications Software 1* D75X 34 Information Technology: Applications Software 1*
D76B 34 Internet: Internet Client Services DH38 34 Internet: Internet Client Services
D76A 34 Internet: Introducing e-Commerce DH39 34 Internet: Introducing e-Commerce
D5V4 34 Introduction to SQL DH3J 34 SQL: Introduction
A5P0 35 Mathematics for Computing* D76F 35 Mathematics for Computing 2*
D75W 34 Multimedia: Developing Multimedia Applications * DH2R 34 Multimedia: Developing Multimedia Applications *
D76G 34 Multi User Operating Systems DH3A 34 Multi User Operating Systems
D76K 34 Providing Support to Users DH2X 34 Providing Support to Users
D76P 35 Software Development: Developing for the World Wide Web* DH32 35 Software Development: Developing for the World Wide Web*
D76R 35 Software Development: Event Driven Programming DH34 35 Software Development: Event Driven Programming
D76V 35 Software Development: Object Oriented Programming DH3C 35 Software Development: Object Oriented Programming
D76X 35 Software Development: Procedural Programming DH3E 35 Software Development: Structured Programming
D76W 34 Software Development: Program Planning DH35 34 Computing: Planning
DH3F 34 Systems Development: Introduction and
D77D 34 Systems Development: Introduction
DH3H 34 Systems Development: Structured Design Methods (Introduction)
D77C 35 Systems Development: Relational Database Systems DH3D 35 Software Development: Relational Database Systems
*These units are equivalent in terms of vocational competence but carry different core skills. Credit transfer may only be awarded where there is additional evidence8 to demonstrate that
candidates possess the required core skills (see appropriate unit specifications).
8 Such as possession of an appropriate dedicated core skill unit.

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SCOTTISH QUALIFICATIONS AUTHORITY

G7TR 16 HND COMPUTING:

PAGE TITLE PAGE

Rationale for the Development of the Awards 2

2001/2 2002/3 2003/4 Total

Table A: Number of Candidate Entries per Year

DEMAND FOR COMPUTING SKILLS

SUMMARY OF MARKET RESEARCH ACTIVITY

Phase 3 - in the year 2005

Findings from the Market Research

Surveys of Universities (See Appendix 4)

Surveys of Professional Bodies

Achievement of the Market Research

SUMMARY OF CONSULTATION ACTIVITY

The Computing Public Online Forum

Postal Surveys and Communications

Seminars and Other Open Day Events

ACADEMIC YEAR HNC/D

Table 1 – Previous and projected uptake for Scotland

HND Computing Destination Statistics Summer 2004 - from eight FE Colleges.

HND HND HND

CORE SKILL LEVEL IDENTIFIED THROUGH RESEARCH

CORE SKILL LEVEL

Information Technology Intermediate 2

Working with Others Intermediate 2

 Table 3: Recommended core skill entry profile

A total of 18 credits must be gained by undertaking the credits from Table1.

Table1 – All units must be undertaken (18 credits)

Additional units must be selected from the Table2.

Unit No Level Credit

D77H 34 Employment Experience 2 7 1

Table1 – All 13 units must be undertaken

Unit No Title Level Credit

DH3G 34 Systems Development: Object Oriented Design (Introduction) 7 1

Unit No Title Level Credit

Additional units must be selected from the Table2, Table3 or Table4.

Table4 – Optional Units

HOW THE GRADED UNITS INTEGRATE THE PRINCIPAL AIMS OF THE

UNIT TITLE OUTCOME

Table 5: Identified On-line Assessment Opportunities

UNIT TITLE OUTCOME

Table 6: Identified On-line Assessment Opportunities

Graded Unit Title: Computing: Technical Support: Graded Unit 2

♦ To prepare students for employment in an IT/Computing-related post at technical or

Recommended Prior Knowledge and Skills: It is recommended that the

♦ DH35 34 Computing Planning

♦ Interpret the needs of the brief

Graded Unit Title: Computing: Technical Support: Graded Unit 2

Date of publication: May 2005

© Scottish Qualifications Authority 2005

Instructions for designing the assessment task

♦ variables which are complex or unfamiliar

The assessment task must require the candidate to:

THE CRITICAL ANALY SIS SHOULD COVER TWO AREAS:

GUIDANCE ON GRADING CANDIDATES

The candidate must achieve a minimum of:

8 marks for the planning stage

The following marking scheme should be used to grade candidate’s work.

Project Minimum Evidence Requirements

Up to 4 marks for evidence of obtaining these resources (Bibliography).

Project Minimum Evidence Requirements

Evidence of the candidate designing a solution to the project, testing the

♦ Up to 10 marks for Hardware – Servers, Workstations, Printers, Cabling,

Table 3: Recommended core skill entry profile