THE AUSTRALIAN COMPUTER SOCIETY INC.
MEMBERSHIP BOARD
RECOGNITION OF PRIOR LEARNING
PACKAGE
1 POLICY ON IMPLEMENTATION OF RECOGNISED PRIOR LEARNING
2 RECOGNITION OF PRIOR LEARNING GUIDELINES
3 RECOGNITION OF PRIOR LEARNING APPLICATION FORM
4 THE CORE BODY OF KNOWLEDGE FOR IT PROFESSIONALS GUIDELINES
THE AUSTRALIAN COMPUTER SOCIETY INC
MEMBERSHIP BOARD
POLICY ON IMPLEMENTATION
OF
RECOGNITION OF PRIOR LEARNING
POLICY ON IMPLEMENTATION OF RECOGNITION OF PRIOR LEARNING
1. CONTEXT
The policy on the implementation of Recognition of Prior Learning (RPL) was developed in accordance with
the National Framework for the Recognition of Training (NFROT) Agreement.
The National Regulations (NR) of the Australian Computer Society (ACS) authorised the use of RPL in the
National Regulations which came into operation as from January 1 1997. (Refer to NR 2.2.2 (a) (iii)).
The ACS has developed Guidelines for Recognition of prior learning and these were approved by Council in
September 1997. Also approved at that meeting of Council were the Core Body of Knowledge Guidelines for
Information Technology Professionals (CBOK). The CBOK includes Areas of Knowledge which are to be
used for RPL purposes
2. PRINCIPLES
The ACS is committed to the following principles in relation to the operation of RPL.
The recognition of prior learning shall focus on what a person has learned as a
result of formal and informal education, training and experience, not how when
and where learning occurred.
The recognition of prior learning shall be available to all potential applicants for
grading of Member (MACS).
The recognition of prior learning shall involve processes that are fair to all parties
involved.
The recognition of prior learning shall involve the provision of adequate support
and information to potential applicants.
3. PRACTICES
The process for recognising prior learning in the ACS allows for:
Assessment or evidence of the learning acquired by an individual in relation to the
required knowledge standard
Applicants to provide written evidence as to how their prior experiences relate to
the knowledge standard for which they are seeking recognition.
A range of methods and techniques to assess accurately the knowledge held.
Support mechanisms and dissemination of information to encourage and facilitate
Applicants’ use of the RPL process.
Clear criteria for dealing whether or not to grant recognition including:
- Authority: The evidence presented to support the applicants is authentic, that
is, it is verifiable.
- Currency: The learning is still current, that is, it is performable.
- Quality: The knowledge can be used at the required standard
- Relevance: The knowledge is relevant to the knowledge claimed.
POLICY ON IMPLEMENTATION OF RECOGNITION OF PRIOR LEARNING
- Transferability: The learning can be applied outside the specific context in which
it was learned.
- Validity: A sound connection can be made between learning
acquired and the knowledge for which recognition is being
sought.
RECOGNITION OF PRIOR LEARNING GUIDELINES
The purpose of the RPL procedure
RPL, Recognition for Prior Learning, is an established practice in equating non-formal learning with formal
university/college courses. The objective is to establish whether or not the applicant has acquired the body of
knowledge represented by the course concerned. The “course” in this sense may vary from a single subject to
a complete degree, diploma or certificate qualification. In the latter case of a complete qualification, it would
be extremely rare for an educational institution to grant such a blanket exemption, most institutions requiring a
minimum amount of time spent in formal study towards the award.
In the context of ACS membership requirements, an applicant is required to have reached one of two levels of
academic achievement depending on the level of membership applied for:
A “Professional Level Course” - a university degree or graduate diploma which covers the prescribed ACS
Core Body of Knowledge; or
An “Associate Level Course” - a course which covers a substantial proportion of the Core Body of
Knowledge, typically a TAFE Diploma, a computing major within a university degree or the ACS
Examination in Information Technology.
In the case of both of these levels of courses, the ACS regulations provide that an applicant for membership
who does not possess a formal qualification in either of these categories may apply for an RPL assessment to
establish whether or not they can demonstrate that they have acquired the relevant level of knowledge by
means of informal training courses, work experience, private study or similar means.
The nature of the Core Body of Knowledge (CBOK)
In applying to have prior learning and experience credited towards this CBOK, the following points need to be
kept in mind:
The CBOK is not entirely skills-based. While there will normally be some component of skill to be acquired,
the CBOK is based on the ability to understand underlying principles and concepts, to be able to appraise
these concepts critically, to be aware of possible alternatives and to be able to apply the knowledge in a
variety of situations.
Applicants are expected to be abreast of current literature. Most topics within the CBOK are based around
the work of authors who are currently regarded as leading developers of their disciplines. Applicants are
expected to have a working knowledge of this literature and to be able to appraise it critically in comparison
to the work of others and to workplace practices.
In practice, what this means in the evaluation of prior learning is that:
Years of practical experience may not be regarded as being as relevant as the applicant would expect.
Past practices may no longer be seen as desirable. Volume of practice is not necessarily a guarantee of
exposure to a variety of situations, of being able to distil underlying principles nor of being able to
extrapolate from one environment to another.
Most practitioners of any discipline are usually caught up with the daily problems of the workplace. They
may not be abreast of new developments nor have the time to read current professional literature.
In short, the qualities which make practitioners valuable to their clients and employers are not necessarily
those which promote a wide knowledge of contemporary information technology for which an RPL
applicant would claim exemption.
What will the RPL process expect you to demonstrate?
As mentioned above, the qualities which would impress a prospective employer are not necessarily those
which will count towards credit for the CBOK. An exhaustive list of specific systems worked on, programming
languages written, manufacturer-specific products used, operating systems mastered, etc, are not as
impressive in an RPL context as they might be in applying for a promotion in the marketplace. A litmus test
would be the acceptability of the applicant’s submission as granting an exemption from one or more of the
RECOGNITION OF PRIOR LEARNING GUIDELINES
academic units comprising the formal qualification for which equivalence is being claimed.
The factors which will carry the most weight in RPL applications are likely to be:
Indicate what you have learned from what you have done rather than what you have done. What is
important in gaining credit towards, say, software knowledge is not so much the number of languages you
know nor the number of lines of code you have written but rather what you have come to understand about
the processes of designing and developing high quality software. In information systems knowledge, it is
more important to be able to explain the issues involved in designing and implementing successful
computer-based systems rather than providing a long catalogue of the types of systems on which you have
worked.
Be able to show some introspection in terms of the changes to your methods of working which have
occurred over your time of employment. This may apply to your own effectiveness and productivity and to
dealing with clients and other practitioners.
Show that you have made an attempt to keep abreast of developments in your profession. Know what
these developments are, who are their proponents, why they may be seen as advances in professional
practice and not merely as fads or local phenomena. Do not be afraid to be critical of these issues but have
reasoned criticisms not just reaction, be it positive or negative, to change.
Demonstrate the level of involvement which you have had in the things which you claim to have done. A
claim such as “I was involved in the design of our company’s computerised accounting system” is
meaningless. What was the nature of your involvement? Did you merely contribute some suggestions as to
what the system should do? Did you carry out a formal feasibility study to determine the system’s
requirements? Did you assist in the technical design of a relational database? Did you write the software
which implemented the system? Did you write the user documentation and train the prospective users of
the system? Did you participate in the specification and selection of the hardware/software/communication
network?
RECOGNITION OF PRIOR LEARNING GUIDELINES
What evidence to present in support of your application?
The nature of the supporting evidence is more important than its volume. Be as specific about the
learning outcomes of your activities as you can.
In particular :
If you are claiming attendance at training courses, professional development seminars, etc, as
being one avenue for your acquisition of knowledge then:
Provide the course name, presenting organisation, date, the presenter, a detailed list of
its contents and any assessment which may have taken place;
Provide a statement of what you learned from the course;
Describe what aspects of the course content you have been able to apply to your working
environment - or what prevented their application.
Describe the methods which you use to maintain your professional knowledge.
List any journals which you read and explain why you think that they are relevant; if
possible, quote some specific items which have made an impact on you.
List books which you have read or authors whose work you feel is relevant and explain
what you have gained from them.
In describing the nature and extent of your work experience :
Don’t merely give the titles of your positions, explain the specific nature of your duties and
attempt to relate them, where possible, to the content of the CBOK.
Explain what you have learned from what you have done.
If you are claiming software development experience :
If samples of your code are easily obtainable, include something which will illustrate what
you think is important about programming. Sheer volume will NOT impress!
Remember that programming methodology will often be more important than the
language used.
If you are claiming information systems experience :
Explain what, if any, development methodology(ies) or tools you may be familiar with.
Explain precisely the part which you played in the system project(s) and provide copies of
any documentation to which you may have made some contribution and which are able to
be released for outside perusal.
If you have contributed to technical factors such as database design or data
communications/network facilities, describe the nature of your contribution and the
reasons for taking the design choices used.
In conclusion . . .
The basic approach stressed here has been to demonstrate what you have learned rather than what
you have done. RPL is recognition of learning not a reward for work done for an employer or client.
Examine what the CBOK components expect you to know and attempt to provide evidence that you
have already gained some or all of that knowledge.
Remember that your application is taking the place of a university or college degree or diploma.
Experience alone, of however long a duration, is no longer sufficient for ACS membership. The
benefit to all ACS members of this greater rigour is the recognition of the ACS as a truly
professional society.
THE AUSTRALIAN COMPUTER SOCIETY INC.
MEMBERSHIP BOARD
RECOGNITION OF PRIOR LEARNING
APPLICATION FORM
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
INTRODUCTION
This application form is to be completed when applicants are applying for Recognised
Prior Learning (RPL) from work and community experience in IT. The assessment can
also include clarification of formal education and training including professional
development.
This form asks you to provide information about yourself and your request for recognition
of previous education, learning and experience.
The form contains four sections:
Section 1: General information about yourself and your experiences. (Provision of a
resume should suffice for these purposes).
Section 2: Information about the Areas of Knowledge for which you are seeking
recognition. (Refer to Core Body of Knowledge Guidelines (CBOK)).
Section 3: The relation between the Areas of Knowledge and your experiences including
work, community, education, training and professional development,
presentation and publication of papers etc.
Section 4: Brief Summary of Conclusions to be stated by applicant.
After completing the application form you should forward it to the Director, Membership Board. The
assessment will be based on the questions that are included in this application and will be made by a
panel formed by the Director, Membership Board. The purpose of the panel review will be
to confirm and clarify your request for recognition and to make sure that all relevant
learning experiences have been identified.
Please provide the following documentation, if not previously supplied:
A detailed resume
Copies of any presented papers, public addresses, published articles, or statements,
case studies, etc.
Copies of testamurs, transcripts, professional development course outlines
Work samples if available
Any other information which you feel might aid the assessment of your request.
You should read the RPL Guidelines before completing this form.
APPLICATION AND ASSESSMENT FEE
For the purposes of membership see Membership Fees, for Immigration see
How to Lodge an Application
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
SECTION 1: General Information
(a) Personal Details:
Surname: __________________________________________________
Given Name: __________________________________________________
Address: __________________________________________________
___________________________ Post Code _____________
Tel. No. Day: ___________________ Evening ____________________
I certify that, to the best of my belief, the information provided in this application is true
and correct.
Signature: ___________________________ Date: _________________
(b) Work Experience (Summary):
Indicate in the space below work experience in IT which relates specifically to Areas of
Knowledge involved.
EMPLOYER TYPE OF WORK DATES EMPLOYED
1
From:
To:
2
From:
To:
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
(b) Work Experience (Summary) ctd:
EMPLOYER TYPE OF WORK DATES EMPLOYED
3
From:
To:
4
From:
To:
5
From:
To:
6
From:
To:
7
From:
To:
8
From:
To:
9
From:
To:
Add any additional experience, etc. that you think might be relevant:
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
(c) Qualifications, Professional Development, Training, Presented Papers,
Published Articles, etc..
TITLE/AWARD BRIEF DETAILS
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
(d) Community Involvement in IT:
Detail below any involvement in the community with respect to IT.
SECTION 2: Information about the Areas of Knowledge.
After studying the CBOK document tick those Areas of Knowledge that you believe you have
learned from your experience.
1 Computer Organisation and Architecture
2 Conceptual Modeling
3 Database Management
4 Data Communications and Networks
5 Data Structures and Algorithms
6 Discrete Mathematics
7 Ethical/Social Implications/Professional Practice
8 Interpersonal Communications
9 Program Design and Implementation
10 Project Management
11 Security
12 Software Engineering and Methodologies
13 Systems Analysis and Design
14 Systems Software
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
SECTION 3: Please detail relation between selected Areas of Knowledge and what
learned from Type of Work and Qualifications
AREA OF KNOWLEDGE RELEVANT PRIOR QUALIFICATIONS
AND EXPERIENCE RELATED TO
WHAT LEARNED from Type of work
(From Section 1(b) (c) and (d))
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
SECTION 3: (ctd)
AREA OF KNOWLEDGE (CBOK) RELEVANT PRIOR QUALIFICATIONS
AND EXPERIENCE RELATED TO
WHAT LEARNED FROM TYPE OF
WORK (From Section 1 (b) (c) and (d))
SECTION 4: BRIEF SUMMARY OF CONCLUSIONS
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
The ACS Core Body of Knowledge for Information
Technology Professionals
Alan Underwood,FACS,PCP
e-mail: alanu@fit.qut.edu.au
Approved by Council on 20 September 1997
The Australian Computer Society Incorporated
PO Box 534 QVB, Sydney NSW 1230
AUSTRALIA
Ph: (02) 9299 3666
Fax: (02) 9299 3997
Table of Contents
1. Preamble
2. Introduction
3. The Areas of Knowledge
4. Implementing the Areas of Knowledge
5. Areas of Knowledge
5.1 Computer Organisation and Architecture
5.2 Conceptual Modelling
5.3 Database Management
5.4 Data Communications and Networks
5.5 Data Structures and Algorithms
5.6 Discrete Mathematics
5.7 Ethics/Social Implications/Professional Practice
5.8 Interpersonal Communications
5.9 Program Design and Implementation
5.10 Project Management and Quality Assurance
5.11 Security
5.12 Software Engineering and Methodologies
5.13 Systems Analysis and Design
5.14 Systems Software
6. Acknowledgements
References
Attachment 1 - A Conceptual Model of I.T. Related Groups
The ACS Core Body of Knowledge for Information
Technology Professionals
1. Preamble
Curricula for undergraduate computing programmes have been defined for
many years. These programmes have been developed by overseas
professional associations such as ICCP, BCS, ACM and DPMA. Similar
programmes have not been defined in Australia and consequently the
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
overseas programmes, particularly the ACM recommendations, have
typically been adopted and recommended by the ACS in the design of
tertiary computing courses in Australia.
The report of the ACM/IEEE-CS Joint Curriculum Task Force [ACM 1991]
contains recommendations for undergraduate computing related
programmes typically entitled Computer Science, Computer Engineering or
Computer Science and Engineering. What is noteworthy about this report is
that the curriculum described was the first to be endorsed by the ACM and
the Computer Society of the IEEE. The report expands on the common
requirements for nine subject areas previously presented in a report entitled
Computing as a Discipline [Denning et. al., 1989] with the addition of
subject matter encompassing Social, Ethical and Professional Issues.
Significantly, in 1995, the ACM and DPMA issued a joint curriculum
recommendation for the Undergraduate IS Curriculum [ACM 1995]. That
report, called IS95, recognized that prior independent curricula issued
separately by the ACM and DPMA had tended to confuse both academic
and practitioner communities. It begins by identifying the desired attributes
of IS programme graduates, and from these, develops a recommended
sequence of ten subjects in which IS programme majors are expected to
achieve highest-level competencies. Two- paragraph descriptions of each
recommended subject are provided in the IS95 Report, which is to be
available and updated on the World Wide Web.
In Australia in November 1992, the ACS published a report entitled "The
ACS Towards 2000." One of the terms of reference emerging from the
study was to:
"determine the common body of knowledge appropriate to the overall
discipline of Information Technology" [ACS2000 p.2, 1992].
The same report defined Information Technology as:
"the development and application of computers and communications-based
technologies for processing, presenting and managing data and
information".
This proposal recognises the difficulties in terminology in endeavouring to
describe Information Technology caused principally by its scope. The ACS
as the recognised accrediting body for computing courses in its submission
to the 1992 Discipline Review of Computing Studies and Information
Sciences Education [Rev. 1992, p. 9] views information technology as the
application of science spanning the application of electronics to the
creation, storage and dissemination of information and non- technical user
involvement, that is, I.T. is a generic term spanning activity from
engineering to business systems and other applications1.
It is also recognised that in the relatively short period of development of I.T.
related courses that a profusion of terms have been used to describe them -
business data processing, electronic data processing, computing, computer
science, computer systems, computer technology, information
management, information systems, information science, information
technology, software engineering and so on.
Attachment 1 presents a representation of a model included in the ACS
submission [Rev. 1992, p. 13] representing three discipline groups or
subject clusters used to classify I.T. courses. The three groups identified
are Computer Systems Engineering, Computer Science and Information
Systems. The model illustrates the considerable overlap of subject matter
as well as showing that none of the identified clusters are discrete entities.
The general terms Body of Knowledge or Common Body of Knowledge as
applied to the professions typically embrace for example,
i. The 'core' (a standard educational curriculum).
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
ii. A requirement to hold an approved tertiary qualification.
iii. Relevant experience.
iv. A Code of Ethics.
v. Acceptance of personal liability (refer to the current NSW
Professional Standards Bill, and also the Trade Practices Act regards
liability).
vi. A commitment to continuing professional development.
vii. A licence or certificate to practise.
This report identifies the 'Core Body of Knowledge' in Information
Technology which all I.T. professionals practising in Information Systems,
Computer Science and Computer Systems Engineering should be expected
to have.
It should be understood that the 'Core Body of Knowledge' is but one
component of the set of components known as the Body of Knowledge. It is
used as a guide to assist in the processes of assessing applications for
membership of the Australian Computer Society, for tertiary course
accreditation, for assessing applications for migration to Australia, for
providing guidance for course design and implementation, and as a vital
component with respect to pending legislation in professional standards.
2. Introduction
In proposing the Core Body of Knowledge it is recognised that there are
many equally effective ways to organise a curriculum in I.T. This report
specifies a minimum set of subject matter which is recommended should be
included in all I.T. programmes. In this way it is expected that tertiary
computing courses will exhibit both the recommended core material as well
as diversity in the overall course content.
3. The Areas of Knowledge
The areas of knowledge identified as constituting the Core Body of
Knowledge are shown in alphabetic order below:
1. Computer Organisation and Architecture
2. Conceptual Modelling
3. Database Management
4. Data Communications and Networks
5. Data Structures and Algorithms
6. Discrete Mathematics
7. Ethics/Social Implications/Professional Practice
8. Interpersonal Communications
9. Program Design and Implementation
10. Project Management and Quality Assurance
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
11. Security
12. Software Engineering and Methodologies
13. Systems Analysis and Design
14. Systems Software
Section 5 of this report provides brief details of the suggested content for
each of the above identified areas of knowledge.
4. Implementing the Areas of Knowledge
The scope of the Areas of Knowledge identified is very broad and far
exceeds what could be reasonably covered in any undergraduate IT course.
To facilitate a practical implementation of a course of study complying with
the recommended Core Body of Knowledge the Areas of Knowledge are
separated into two groups as illustrated in Table 1, one of which includes
mandatory areas of expected coverage.
As mentioned previously, the Core Body of Knowledge is but one
component of the set of components making up the Body of Knowledge.
The policy and procedures relating to the use of these components are
reflected in the relevant National Regulations and Guidelines. With respect
to course accreditation suffice to say that Group 1 areas of study are
recommended as being mandatory for Professional Level courses. Thus,
Group 1 Areas of Knowledge will be common to ALL I.T. courses while any
course will deal in-depth with a percentage of the areas of knowledge
included in Group 2 . Maynard and Underwood [1996] provide a more
complete description of the ACS guidelines for accreditation of tertiary
courses at the professional level but it should be noted that the Professional
Level of accreditation requires courses to include genuinely third year
degree topics which "clearly provide both extra breadth and depth in
INFORMATION TECHNOLOGY".
In summary, the ACS guidelines for professional level course accreditation
specify the following criteria:-
Coverage of Group 1 is mandatory.
There must be a minimum of one equivalent full time year of IT
material. Such material is to be taken predominantly from the Core
Body of Knowledge areas but may include specialist topics
developed from these areas.
IT material must progress through all years of the course with at least
1/3 of the IT material at third year level.
GROUP 1
Mandatory
Interpersonal Communications
Ethics/Social Implications/Professional Practice
Project Management and Quality Assurance
GROUP 2
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Data Structures and Computer Organisation and
Conceptual Modelling
Algorithms Architecture
Program Design and Systems Analysis and
Systems Software
Implementation Design
Software Engineering and Database Data Communications and
Methodologies Management Networks
Security Discrete Mathematics
Table 1 - Group 1 and Group 2 Areas of Knowledge
5. Areas of Knowledge
As a guide this section provides brief details for each of the identified areas
of knowledge. For each area, a preamble and a list of topics is identified
together with the context within which the area of knowledge fits the core
body of knowledge. It is emphasised that these details are included in this
document for descriptive purposes only. It is expected that the various
Australian IT tertiary courses would implement and emphasise different
aspects of the material in accord with their academic and equipment
strengths.
5.1 Computer Organisation and Architecture
Preamble:
This unit encompass organisation of simple computer systems and the way
in which hardware provides the basic facilities for the machine. It introduces
techniques involved in the programming of input-output operations and the
interrupt structure which underlies operating system organisation in
uniprocessor systems.
Table of topics :
Computer Architecture and Instruction Set Design
Review of Assembly Language Instructions with particular emphasis on
instructions used in I/O programming
Interfacing assembly language routines with a high level language (e.g. C)
The Operation of Basic System Utilities - Assembler, Linker & Loader
An Introduction to I/O Programming
Accessing I/O devices and polled I/O
Interrupt driven I/O
Interrupt Controllers and the Interrupt Mechanism
DMA and IO Channels
Memory
An overview of Memory Module Design
The principles of operation of Cache Memory
The principles of operation of Virtual Memory Systems
The Operation of the CPU
Overview of Control Unit Design - Hardwired vs Microprogrammed
Arithmetic Logic Unit - Carry Prediction (at gate level)
Pipelining - issues involved in Arithmetic and Instruction pipeline
design
CISC vs RISC
Review of the Implementation of DOS and UNIX File Systems
Context :
Through a study of the principle of operation of the various components of a
computer system, the students will gain an appreciation of how the
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
hardware will affect the development of software systems.
Students are exposed to the requirements for writing systems level software
through the completing of programs which perform input - output operations
involving both polled and interrupt driven input.
5.2 Conceptual Modelling
Preamble:
This topic deals with practical methods for the derivation of a range of
conceptual models and provides some emphasis on the relational model of
data.
Table of Topics:
Abstraction and Modelling
Abstraction and modelling - classification, classes, types and instances,
generalisation, inheritance, association and aggregation. Models as partial
views providing particular perspectives - data, processes, objects, events
and time, locations, user and organisational structures and roles,
motivations and business purposes.
Semantic data modelling
Entity relationship modelling - entity types, relationship types and attribute
types
The Relational Data Model
Transforming entity relationship models into relational models
Set theory
Relational structures - domains, base relations, virtual relations, tuples,
attributes, candidate, primary and foreign keys
Relational integrity constraints - entity, referential and domain integrity
Relational manipulation operations - relational algebra and calculus
Normalisation
Anomalies caused by redundant data in relations
Functional dependency, normalisation and normal forms
The Structured Query Language
Data definition statements - create, drop, alter
Data manipulation statements - select, update, delete and insert
Access control statements - grant, revoke
Context:
This unit introduces the role of conceptual modelling as part of the system
development process and introduces the basic notions of abstraction used
in all forms of conceptual modelling. It places particular emphasis on
modelling the data (static) aspects of applications, using entity relationship
models and relational models. Normalisation is introduced as a basis for
ensuring that relations do not contain redundant data. The Structured Query
Language is introduced as a commonly used language with which to deal
with relational databases.
5.3 Database Management
Preamble:
This topic deals with the organisation of sets of shared data for efficient
query and update. It is necessary to develop an appreciation of the data
resource and the issue of managing data. As well as the need to
understand the technical background of computer system management of
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
data there is also a need to define data needs, functions of data, user-
oriented data languages, and the management of data and information
within the organisation.
Table of Topics:
File Processing
I/O operations
physical and logical files
buffer management
File Structure Concepts
file access
performance issues
indexed files
B-trees
indexed sequential access
B+trees
VSAM files
hashing
Schema Architecture
fact based
relational
hierarchical
network
Query Languages
foundations
query processing and optimisation
Concurrency Control
Crash Recovery and Transaction Management
Context :
5.4 Data Communications and Networks
Preamble:
This unit describes the role of data communications in a modern
technological environment and examines the design, implementation and
management of data communications networks. It covers basic concepts
and terminology; the International Standards Organisation reference model
for open systems interconnection; communications equipment, software
and services; network architectures; an overview of local area networks;
Telstra facilities.
Table of topics :
Signals, Impairments and Media
Communications Techniques
Link Control and Efficiency
Networking
Local Area Networks
Wide Area Networks
Network Management
Network Security
Network Applications
Context :
Telecommunications is an increasingly important aspect of information
technology -local, metropolitan and wide-area networks are shrinking the
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
business world and all companies, regardless of their size, have become
aware of the need to exchange electronic data across organisational and
geographic boundaries.
5.5 Data Structures and Algorithms
Preamble :
This unit deals with specific classes of problems and their efficient solutions.
It includes algorithm design, complexity analysis, efficiency measurement
and proof of correctness. Data structures should cover the storage and
manipulation of data within memory and on external storage devices. There
should be a coverage of simple and complex/structured data types, abstract
data structures and file organisation and access methods. The unit is not
specific to any programming language or paradigm.
Table of topics :
Data Types
Simple data types
numeric, text
Structured data types
arrays, records
Abstract data types
stacks, queues, linked lists, trees
File Organisation and Processing
serial/sequential files, indexed files, hash- addressed files
sequential and direct access methods
Typical Operations on Data Structures
construction
sorting, searching, indexing
updating - additions/deletions/amendments
Implementation/Representation
internal representation of data types
file index structures
treatment of collisions and overflow
Context :
The study of these topics should be related to the storage, manipulation and
retrieval of data in typical working situations. There is no implied bias towards, for
example, commercial as opposed to technical/scientific applications. The purpose
of the unit is to ensure that an IT professional is aware of the alternatives available
for data storage, processing and retrieval and their respective advantages and
disadvantages and is able to choose an appropriate solution for a given problem
situation.
While a detailed understanding of the algorithms associated with these procedures
is essential, there is no presumption that a candidate has the knowledge of any
specific programming language in which to implement them.
5.6 Discrete Mathematics
Preamble:
A study of discrete mathematics is an essential complement to any studies in
information technology
Table of topics :
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Computer Arithmetic
Numbering systems e.g., decimal, binary, octal and hexadecimal
Set Theory
Definitions and notation
Venn diagrams
Set operations
The algebra of sets
Enumeration techniques
permutations and combinations
Inclusion/exclusion principle
Multinomial coefficients
Logic
Simple and compound propositions
Proposotional calculus
Truth tables
Properties of logic
Boolean Algebra
Axioms
Functions and their determination
Switching circuits and properties
Normal forms
Simplification of Boolean functions and networks
Graph Theory
Graphs
Euler and Hamiltonian graphs
Isomorphisms and isomorphic graphs
Planar graphs
Applications
Matrix Theory
Definition of a matrix
Basic operations and the algebra of matrices
Applications
Context :
This unit is intended to consolidate mathematical knowledge necessary in areas of
computing which require mathematical skills. It introduces students to selected
topics in discrete mathematics essential to computing and computing applications.
5.7 Ethics/Social Implications/Professional Practice
Preamble:
This unit covers the body of ideas and commonly held principles that broadly apply
to ethical behaviour in the IT environment. The intent is to expose students to
standards of professional behaviour and to encourage a commitment to
developing a personal ethical framework. The unit has several purposes including:
1. An introduction to and critical review of the IT profession's Code of Ethics
and Code of Conduct governing the behaviour of IT professionals;
2. A broad understanding of the impact of IT on society;
3. The importance of knowing one's belief system and values when reasoning
confronting issues at the work place as a professional.
Table of topics :
Introduction
What's Ethics got to do with me?
Social Issues
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Culture and heritage
Culture and technology
Global issues
Organisational issues
Application of technology in Australian business
Ethical issues in private and public sectors
Technology
Belief Systems
The law and computer crime
Reliability, safety in software systems
Individual
Responsibility - personal and community
IT Professional Codes
ACS Code of Ethics
ACS Code of Conduct
Context :
The intent of this unit is to expose students to existing standards of professional
behaviour and to encourage in them a feeling and personal responsibility towards
a commitment to developing a personal ethical framework. It is unlikely that the
topic can be treated as a theory unit. Case studies and current media related
articles featuring potential ethical situations/dilemmas should be used to
authenticate and support the unit's objectives.
5.8 Interpersonal Communications
Preamble :
This topic deals with individual behaviour and group dynamics and the application
of these principles to the system development process. There has been a
consistent comment from employers that a high level of interpersonal
communication ability is an essential attribute of IT staff at all levels. It is important
that those seeking employment in this profession appreciate that it is largely
people-centred rather than technology-centred.
Table of topics :
Written communication
effective expression
logical ordering of ideas
format and content of reports and formal documents
technical writing and documentation proposals and procedures
Verbal communication
structuring material for oral presentation
visual presentation of information
the use of appropriate supporting technology
effective speaking and audience management
Interpersonal skills
interview techniques
managing group dynamics
technical reviews
formal and informal meetings
negotiation skills
team management and conflict resolution
Context:
As well as acquiring general communication skills, IT professionals should
appreciate the working environment in which they are exercised.
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Specific areas in which these skills need to be employed include :
the presentation of complex technical matters to a non-technical audience,
the management of peer technical reviews or walkthroughs,
the specification of procedures and structures by textual and diagrammatic means,
the selection and management of multi-skilled development teams with disparate
interests and backgrounds,
the preparation of documents of a technical nature such as tenders and requests
for proposals,presentations of technical products and systems proposals.
5.9 Program Design and Implementation
Preamble :
This unit deals with the ability to specify a solution to a problem in a form which is
able to be converted to a machine-executable product which will produce the
correct result for a specified problem. It encompasses the ability to design a
solution to a problem, preferably in a form which is independent of the target
programming language for its implementation, to translate that design into the
syntax of a programming language and to produce an executable program which
is correct, efficient and maintainable. The unit also encompasses the aspects of
software documentation which are essential to the effective use of the software
during its lifetime.
Table of topics :
Program specification
design of documentation to specify the requirements of a program
Program design
algorithm design and associated documentation
program structure and logic
data design
Programming languages
levels of languages in terms of machine vs user orientation
suitability of languages for problem domains
an appreciation of the operation of programs at machine level
Program implementation
structure and syntax of a programming language
the procedures of editing, compiling, linking, etc, needed to produce an
executable program
internal documentation issues
Program testing
formal proof of correctness vs testing procedures
design of test data
program testing methods
Program documentation
internal and external program documentation
differing documentation requirements for technical staff and users
Programming paradigms
an appreciation of the existence of and fundamental differences between
procedural, functional, logic and object-oriented paradigms
Context :
It is expected that candidates will have a working knowledge of at least one
language in one of the contemporary paradigms. They will be able to design, code,
test, implement and document programs of a moderate complexity in terms of the
nature of the problem and the data structures and processing techniques required
for its solution.
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
5.10 Project Management and Quality Assurance
Preamble:
This area deals with the methods and problems of managing and assuring the
quality of computing system projects, particularly from the viewpoint of the
practitioner as a member of the project team. The area takes a balanced approach
to software quality in that there is a focus on both product and process issues.
Factors that impact quality outcomes associated with all phases of development
are addressed. Throughout there should be a constructive focus on quality; that is,
quality requirements are planned and specified, processes are then put in place to
satisfy these requirements, and these processes are supported by integral
processes which ensure that the quality requirements have been satisfied.
Table of Topics:
Concepts and Models
project definition
project success
measuring success
post-implementation reviews
project size
lines of code
effort/duration
function points
project life cycle
Project Management Techniques
steering committees
project justification
project planning
project development strategies
methodologies
risk assessment
estimation
quality assurance
scheduling
project tracking and reporting
Introduction to Software quality
Understanding and Measuring Quality
The Costs and Benefits of Quality
Role of People in Producing Quality Software
Factors that Impact the Quality of Software
Software Quality Planning
Role of Planning
Software Quality Requirements
Preparing a Software Quality Plan
Implementing a Software Quality Plan
Preparing a Quality Manual
Processes for Assuring the Quality of Software
Risk Management
Conformance to Standards
Reviews, Audits, Walkthroughs and Inspections
Verification, Validation and Testing
Configuration Management
Product Quality
Software Product Standards
Quality Attributes of Software
Product Characteristics of Quality Software
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Measuring and Evaluating Product Quality and Associated Metrics
Process Quality
Software Process Standards
Process Definition
Process Measurement
Process Assessment
Process Improvement
Capability Evaluation
Procurement of Software
Post Development Software Quality Assurance
Maintenance and Evolution of Software
Re-engineering of Software
Software Product Quality Improvement
Context :
An understanding of the principles, techniques and tools of project management
are essential in the management of the inherent complexities of the systems
development lifecycle. The study of this area presumes there have been previous
studies in systems analysis and software engineering which covers the software
life-cycle and the use of associated standards. Proficiency in programming in at
least one language is also expected.
5.11 Security
Preamble:
Information technology professionals are increasingly responsible for the
incorporation of security services and mechanisms into overall information
systems under development and in operation. This responsibility is expected to
increase as national and international Guidelines and legislation are developed
and enforced. The I.T. Professional will need to be familiar with Social,
Governmental and Legal requirements in this area and to incorporate appropriate
technologies into systems during the development phase with appropriate levels of
security management created for ongoing usage of the systems.
Table of topics :
Historical Background
role of information technology professionals
Societal, Governmental and Legal Imperatives for Information Systems Security
and Privacy
International guidelines (OECD Privacy and Information Systems Security
Guidelines)
Regional security requirements (European Community)
Legal requirements - Australia's Privacy Act, State privacy and computer
security / crime related Acts and Regulations
Australian standards for information security
Professional Responsibility and Information Systems Security
Relationships between concepts of Quality, Safety, Reliability, and Security
/ Software Engineering
Computer Security
Hardware requirements and features
Operating systems security
Access control, Authentication, Integrity, Confidentiality e.g. RACF, ACF-2, etc.
UNIX security (an example of techniques)
Database security
Personal computer/Small systems security
Security Technologies
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Access control mechanisms
Algorithms - Hash, One-way and Related Functions / SHA, ISO
Cryptography
Symmetric and Asymmetric techniques
commonly-used ciphers: DES, RSA, RC2-4, IDEA, SAFER, etc.
Key Management
Modes of usage
Authentication architectures
third party schemes/certificates
Network Security
early proprietary and mainframe technologies - IBM, DEC
Open Systems Interconnection security architecture (ISO 7498-2)
security services and mechanisms
MIT "Kerberos"
ECMA model - "SESAME"
security and telecommunications services
computer-telephone integration
Trusted Systems and Networks
"Rainbow" series (USA) / National Criteria, e.g. Canada, Australia, and
others
ITSEC / ITSEM (Europe)
concepts of security functionality and enforcement/verification
Common criteria
Significance of trusted systems technologies
verification techniques and software engineering
Security in the Distributed Systems (Client/Server) and Object Oriented
Environments
Security and Specific Industry Requirements
Health care industry
Banking and finance industry
Commercial and military government systems
Security Management
Responsibilities
Organisation
Management requirements
Context :
5.12 Software Engineering and Methodologies
Preamble :
This unit deals with the design and implementation of programs and large software
systems that meet specifications and are safe, secure, reliable, dependable and
maintainable. It includes models of the software development process,
requirements analysis, specification, design, implementation, validation and
verification, documentation and the use of appropriate software tools.
Table of topics :
Fundamentals of Software Engineering
requirements analysis
functional and technical specifications
process, data and object orientation models
documentation standards
software testing
software maintenance
software quality assurance
formal specification methods
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
software configuration management
Project Management
project planning, estimation and control
project evaluation and control techniques
team construction and management
principles of software project management
prototyping
Context :
Candidates should be exposed to the practices of "programming in the large". It is
expected that software assignments will be managed along the same lines as
would be used for the development and implementation of large, complex
systems. The emphasis of this area is not merely the writing of programs but the
team interaction and project management which is an integral part of a large
software system. There must be an underlying theme of producing software which
is of the quality expected by the user and which meets the user's specifications.
5.13 Systems Analysis and Design
Preamble:
This area develops basic systems analysis and design skills by examining
commonly used techniques and system development methodologies. A range of
life-cycle models are considered including the classical waterfall approach and
more recent approaches such as prototyping and evolutionary development. The
aim is to present a balanced overview of the process of analysing user
requirements, designing computerised information systems to meet these
requirements and at the same time developing the necessary skills to apply the
techniques to simple problems.
Table of Topics:
Role of Information Systems in an Organisation
System Development Methodologies
Different systems development life cycle models such as waterfall, spiral,
evolutionary, prototyping
Phases, stages, activities and stakeholders, deliverables, models and modelling
techniques.
Common system development methodologies - structured analysis and design,
information engineering and object oriented approaches
Fact Finding Techniques
Interviews, workshops, discussions, forms and documents, observation.
The role of Models and Modelling Techniques
A framework for relating and understanding models - planning, analysis, design
and implementation stages versus data, process, behaviour, location, organisation
and motivation perspectives.
Business Area Analysis
Problems, participants, physical versus essential models,
Typical modelling techniques based on any one development methodology or
paradigm which may include data flow diagrams, functional decomposition
diagrams, functional dependency diagrams, decision tables / trees, state transition
diagrams, process descriptions, entity relationship diagrams, class diagrams,
object diagrams, interaction diagrams, module diagrams, etc.
Business Systems Design
Constraints, problems and participants. Deciding on the automation boundary.
Design options. Typical modelling techniques based on any one development
methodology or paradigm which may include structure charts, dialog flow
diagrams, module diagrams, call graphs,etc. User interface design - ergonomics,
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
data entry and validation, input forms, windows, window objects, screens and
reports. Transforming analysis models into design models.
Supporting Analysis and Design
The use of proformas and standards, system dictionaries and CASE tools.
Project Management
Team structures, project scenarios, risk assessment, monitoring and
measurement, tools PERT/ CPM
Quality Assurance
Walkthroughs, inspects, reviews, consistency checks
Context:
This area introduces system development methods and a range of approaches to
the system development life-cycle. It introduces the relevant fact finding
techniques and provides a basis to understand the use of models and modelling
techniques in systems analysis and design. It considers business area analysis
and business systems design in detail and provides an introduction to the various
modelling techniques used to support these activities. It provides an introduction to
how these activities may be supported by the use of CASE tools and system
dictionaries. It also provides an introduction to project management and quality
assurance techniques.
5.14 Systems Software
Preamble:
This area is intended to provide students with an understanding of the structure of
operating systems (at the user and system levels) and real-time software. The unit
examines the process and resource management functions of such software and
the nature of the hardware- software interface. Additionally, the security and
administration functions of such systems are examined. Multi- processor and
distributed systems are also covered.
There is considerable emphasis in the area placed on practical work, involving
selected programming techniques and algorithms used widely in the development
of system software for both large and small computer systems.
Table of Topics:
An operating system at the user level
command processing and scripts
security and administration in a modern operating system
An operating system at the systems programming level
an operating system kernel
low-level facilities;
processes and state vectors;
hardware interface via interrupt handling
Process management, including:
process synchronisation
process scheduling
models for interprocess communication (ipc)
threads and thread management
specification of concurrent systems
Resource management, including:
file system and device (i/o) management
deadlock preconditions and process graphs
memory management issues and algorithms
Context :
Students should be exposed to the same practices as would be taught in Software
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
Engineering, i.e. a "programming in the large" methodology. It is expected that
software assignments will be managed along the same lines as would be used for
the development and implementation of a large, complex operating system. The
emphasis of this area is not merely the writing of programs but the team interaction
and project management which is an integral part of building any commercial
operating system. There must be an underlying theme of producing software which
is of the quality expected by the user and which meets the user's specifications.
6. Acknowledgements
A number of people contributed in the preparation of this document. Members of
the ACS working group for the duration of the development who helped me in this
draft included Professor Peter Juliff (Deakin University) and Professor John
Hughes (University Technology Sydney. Professor Gopal Gupta (James Cook
University) provided valuable assistance at the inception of the project. Input was
also sought and willingly given by Professor Geoff Dromey (Griffith University) who
prepared the outline for Software Quality Systems, Professor Bill Caelli
(Queensland University of Technology) who prepared the outline for Information
Security while Professor Phillip Steele (Monash University) prepared the outlines
for Conceptual Modelling and Systems Analysis and Design. Helping me out in a
last minute crisis were QUT colleagues John Holford and Tony Rhodes who
provided guides for Computer Organisation and Architecture and Systems
Software respectively. Useful feedback was also included from Peter Seddon
(University of Melbourne) who read an early draft of the document.
References
[ACS 2000]. Report of the Task Force on the ACS Towards 2000, Australian
Computer Society, November 1992.
[ACM 1995]. J. Daniel Couger, Gordon B. Davis, David L. Feinstein, John T.
Gorgone, Herbert E. Longnecker, Jr., IS'95 Model Curriculum and Guidelines for
Undergraduate Degree Programs in Information Systems, Draft Report, 17 May
1995.
[Denning et. al. 1989]. Peter J. denning, Douglas E. Comer, David Gries, Michael
C. Mulder, Allen B. Tucker, A. Joe Turner, and Paul R. Young, "Computing as a
discipline", Communications of the ACM, 32(1), pp. 9-23, January 1989.
[Maynard and Underwood 1996]. Gerry B. Maynard and Alan Underwood,
Guidelines for Accreditation of Courses in Universities at the Professional Level,
the Australian Computer Society Incorporated, 1996.
[Rev. 1992]. Report of the Discipline Review of Computing Studies and Information
Sciences Education, Volume 2, Australian Government Publishing Service, March
1992.
1 The Disciplinary review Committee opted to accept the ACS definition. July 18,
1996
APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
RPL Project Reports
To accompany existing RPL documentation, applicants will now be required to
submit two Project Reports, each of approximately 1000 words (two A4 pages).
Each report is to relate to a significant project or work episode undertaken by the
applicant during his or her professional career. The purpose of these reports is to enable
applicants to demonstrate their command and implementation of the areas of knowledge
claimed in Section 3 of the RPL application.
Each report must address the following headings :
1. Dates and duration of the project described.
2. Applicant’s employer at the time of the project.
3. A brief description of the nature of the project.
4. A description of the role played by the applicant (e.g. analyst, designer,
programmer, network engineer, project manager, etc.)
5. The technical aspects of the applicant’s involvement in the project as they relate to
the areas of the Core Body Of Knowledge categories in which the applicant claims
expertise. This must contain sufficient detail to demonstrate the applicant’s
knowledge and the manner in which this has been applied to the project.
Depending on the nature of the applicant’s role in the project, this would be expected
to cover a selection of such factors as:
System analysis and design and software engineering methodologies used;
Contribution to the processes involved in the design and implementation of
enterprise-wide computer systems;
Programming languages, design paradigms and implementation procedures
adopted;
Database and/or file design and management techniques employed;
Network topologies, including size, distribution and security facilities
installed;
Project management and quality assurance techniques followed;
Internet application design, including database interactivity and security
measures implemented;
IT managerial activities, demonstrating the nature and extent of
responsibilities.
The report is to be written by the applicant and is to relate specifically to the applicant’s
own activities in these areas and not merely to be a description of the project as a
whole or publicity material relating to the project.