THE AUSTRALIAN COMPUTER SOCIETY INC.
MEMBERSHIP BOARD
RECOGNITION OF PRIOR LEARNING PACKAGE
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POLICY ON IMPLEMENTATION OF RECOGNISED PRIOR LEARNING RECOGNITION OF PRIOR LEARNING GUIDELINES RECOGNITION OF PRIOR LEARNING APPLICATION FORM 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
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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
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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.
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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: The evidence presented to support the applicants is authentic, that is, it is verifiable. The learning is still current, that is, it is performable. The knowledge can be used at the required standard The knowledge is relevant to the knowledge claimed.
- Authority: - Currency: - Quality: - Relevance:
POLICY ON IMPLEMENTATION OF RECOGNITION OF PRIOR LEARNING
- Transferability: - Validity: The learning can be applied outside the specific context in which it was learned. 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: (a)
General Information
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: (b) ___________________________ Date: _________________
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 From: To:
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APPLICATION FORM FOR RECOGNITION OF PRIOR LEARNING
(b)
Work Experience (Summary) ctd: EMPLOYER TYPE OF WORK DATES EMPLOYED From: To:
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From: To: Add any additional experience, etc. that you think might be relevant:
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(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 2 3 4 5 6 7 8 9 10 11 12 13 14 Computer Organisation and Architecture Conceptual Modeling Database Management Data Communications and Networks Data Structures and Algorithms Discrete Mathematics Ethical/Social Implications/Professional Practice Interpersonal Communications Program Design and Implementation Project Management Security Software Engineering and Methodologies Systems Analysis and Design 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. iii. iv. v.
A requirement to hold an approved tertiary qualification. Relevant experience. A Code of Ethics. Acceptance of personal liability (refer to the current NSW Professional Standards Bill, and also the Trade Practices Act regards liability). A commitment to continuing professional development. A licence or certificate to practise.
vi. vii.
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 Algorithms Program Design and Implementation Software Engineering and Methodologies Security
Conceptual Modelling
Computer Organisation and Architecture
Systems Analysis and Systems Software Design Database Management Data Communications and Networks 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, useroriented 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
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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
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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
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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
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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,
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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.