HIGHER EDUCATION EXAMINATIONS COUNCIL
(HEXCO)
2024
REGULATIONS AND MODULES FOR THE
NATIONAL FOUNDATION CERTIFICATE
IN
COMPUTER PROGRAMMING
Course Code: 116/24/CO/M0
Implementation date: January 2025
HERITAGE-BASED EDUCATION 5.0
1.0
PREAMBLE
The course is designed to produce an assistant programmer with knowledge, skills and
attitudes required in Information Technology. The total duration of the course is 450 hours
for all modes of study. Entry qualification into the course will be a minimum of two (2)
years in secondary school education. At secondary schools, the course will be covered in
two years and will run concurrently with other secondary school modules, which are
being offered in the school. Assessment is through continuous assessment, and written
examination. The course will consider gender mainstreaming, sustainable development,
physical challenges, health dispositions, and the intersections between race, class and
culture.
2.
CONSULTATIONS
YEAR
Ministry of ICT and Courier Services
2024
Computer Society of Zimbabwe
2024
Ministry of Primary and Secondary Education
2024
Trust Academy
2024
National Manpower Advisory Council (NAMACO)
2024
Speciss College
2024
PART I:
1.
REGULATIONS
TITLE AND LEVEL OF AWARD
National Foundation Certificate in Computer Programming
2.
AIM OF THE COURSE
The course is designed to develop as assistant programmer with the basic knowledge, skills
and attitudes required to design, develop and test computer programs/software using the
Java language.
3.
LEARNING OUTCOME
By the end of the course students should be able to design, develop and test computer
programs/software using the Java language under the supervision of a prgrammer.
4.
5.
COURSE STRUCTURE
MODULE
CODE
DURATION
Computer Programming
116/24/M01
450 hours
COURSE DURATION
450 hours
6.
ENTRY REQUIREMENTS
A minimum of two (2) years of secondary education.
7.
MODE OF STUDY
The mode of study shall be:
Full-time
Part-time
Block release
Open Distance Learning (ODL)
-
300 hours
300 hours
300 hours
300 hours
8.
ASSESSMENT SCHEME
MODULE AND CODE
MODE OF ASSESSMENT
EXAMINATIONS
CONTINUOUS
ASSESSMENT
40%
60%
Theory Paper:
A minimum of :
2 hours
2 Practical assignments
(Weighted 20%)
(30%)
Practical Paper:
2 Theory assignments
3 hours
(20%)
(Weighted 20%)
2 Tests (10%)
Computer Programming
116/24/M01
9.
10.
WEIGHTING
100%
GRADING
0 to 49%
-
Fail
50% to 59%
-
Pass
60% to 79%
-
Credit
80% and above
-
Distinction
CONDITIONS OF AWARD
10.1 A candidate should attend at least 100% learning sessions to qualify for
examinations. An approved absence shall be considered as a presence.
10.2
Approved absence shall not exceed 15% of the learning sessions.
10.3
The final mark should be obtained through aggregation provided the candidate
scores at least 50 % in each of continuous assessment and examinations.
10.4
The pass mark shall be 50 %
11 RE-WRITES
11.1
A candidate should pass the continuous assessment to qualify for a rewrite
11.2
All re-writes should pass on performance in the examination and maximum
grading will be a pass
11.3
A candidate is given no time limit in which to rewrite the failed module
11.4
Re-writes should conform to current course structure
4
11.5
There is no aggregation for rewrites
11.6
If a candidate fails continuous assessment he/she repeats the module
12 EXEMPTIONS
12.1
There are no exemptions at this level
13 IRREGULAR PRACTICES
13.1
Cheating in examination will result in disqualification from the whole course and all
other HEXCO courses. The candidate will be suspended for one (1) year.
13.2
Plagiarism with a similarity index of more than 15% in any of the assessments will
result in automatic disqualification of the module.
14 RESOURCES
14.1
Lecturer qualification
The minimum qualification for a teacher is at least a National Certificate in
Information Technology OR equivalent, with a teaching qualification, plus at least
two years post-qualification experience.
14.2
Facilities, Tools, and Equipment (a class of 10)
Computer Laboratory
A minimum of 10 x Personal Computers and a Printer
Projector
Computer Desks and Chairs to accommodate at least 10 students (One student per
PC)
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
Internet connectivity
Theory Classroom
Classroom furniture to accommodate at least 10 students
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
Internet connectivity
In both the above cases, there should be adequate lighting and ventilation
Adequately licensed computer software should be available for training purposes –
especially the under listed:
5
Tools and equipment
Anti-malware software
Computers
Word processors
Java IDE
DBMS software
Presentation Software
Firewalls
AI Models
AI Chat bots
Internet and email software
Screen reading software for the visually impaired e.g. JAWS, NVDA, ORCA
14.3
SUGGESTED REFERENCES
Brugali D., & Torchiano M. (2005). Software development: Case studies in Java.
Addison Wesley.
David J., E. (2006). Introduction to programming using Java. (7th ed.). Retrieved
from
Harvey M., D., & Paul J., D. (2007). Java: How to program. (7th ed.). Prentice Hall.
Liang, Y., D. (2007). Introduction to Java programming. Fundamentals first.(6th
ed.).Prentice Hall.
Horstmann, C.S., (2021). Core Java Volume 1 – Fundamentals. 12th Ed. Hoboken:
Wiley.
Deitel, P. and Deitel, H., (2022). Java: How to Program, Early Objects. 12th Ed.
Harlow: Pearson.
6
PART II: SYLLABUS CONTENT
Module Code:
116/24/C0/M0
Module Title:
COMPUTER PROGRAMMING
ZNQF Level:
2
Credits:
45
Duration:
450 hours
Relationship with
Qualification
Standards:
Pre-requisite
modules:
Purpose of Module:
Based on Unit Standard Computer Programming of
Qualification Standard for Assistant Computer Programmer
List of Learning
Outcomes:
By the end of the course, the trainee should be able to:
Nil
This module describes the skills, knowledge and attitudes required
by an Assistant Computer Programmer to understand history of
programming languages, design algorithms, write programs,
practise object-oriented programming and test programs. It
includes uses of the internet, creation and sending of email, ebanking, e-commerce and safe computer use policies related to
Computer security. Advantages of Assistant Computer
Programmer skills include; designing algorithms and writing
programs in an efficient and effective manner, better time
management, and high-quality program productions. Access to
this module is open to all target groups including unemployed
youths, women and men wishing to establish or improve SMEs
whilst using basic Computer skills.
LO1: Apply knowledge of programming paradigms to write
robust, maintainable and scalable code
LO2: Design algorithms, using appropriate algorithms design
tools, to solve programming problems
LO3: Develop interactive Java console and GUI programs using
code editors and the Java IDE to solve real-world problems
LO4: Utilize object-oriented programming concepts and
principles to design programs and improve code organization and
reuse
LO5: Test and debug computer programs, using manual and
7
automated testing tools, to ensure that computer programs
function correctly, efficiently, and reliably
L06: Identify and implement proper ergonomic practices to reduce
health issues associated with the use of computers.
LO7: Apply emerging technologies such as AI-powered code
generators, simulation in programming to create innovative,
efficient, and future-ready solutions
Learning Outcome 01
Assessment Criteria:
Content:
Assessment Tasks:
Conditions/Context of
assessment
Apply knowledge of programming paradigms to write robust,
maintainable and scalable code
1.1 Explain programming paradigms
1.2 Describe translators
1.1 Explain programming paradigms
 Outline the generations of programming languages (1GL,
2GL, 3GL & 4GL)
 Distinguish high-level languages (HLL) and low-level
language (LLL)
 Analyse programming paradigms (Imperative, Declarative,
Procedure-oriented & Object-oriented)
1.2 Describe translators
 Define key terms (software, translator)
 Describe translators (assemblers, compilers, interpreters)
 Give advantages of using translators
1.
Written and/or oral assessment on the skills and knowledge
required to describe history of programming languages as
outlined in the assessment criteria.
2.
Practical assessment on describing history of programming
languages including explaining programming paradigms and
describing translators based on the performance criteria of the
relevant unit standard.
1.
Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
The context of assessment should include the facilities, tools,
equipment and materials listed below.
2.
3.
8









Computers
Word processors
IDEs
DBMS software
Internet
Presentation Software
Firewalls
AI Models
AI Chat bots
Learning Outcome 02 Design algorithms, using appropriate algorithms design tools, to solve
programming problems
Assessment Criteria
2.1 Describe algorithms
2.2 Use identifiers
2.3 Outline data types
2.4 Implement operators
2.5 Apply control structures
2.6 Trace algorithms
Content
2.1 Describe algorithms
 Define the terms (algorithm, variable, constant)
 Give characteristics of algorithms
 Outline the purpose of algorithms
 Identify tools used to illustrate algorithms (flow charts &
pseudocodes)
2.2 Use identifiers
 Define the term identifier
 Outline rules for naming identifiers
 Distinguish between variables and constants
2.3 Outline data types
 Define the term data type
 Describe primitive data types (char, bool, short, int, long,
float, double, long double)
 Explain reference data types (string, arrays, class)
2.4 Implement operators
 Identify categories of operators (arithmetic, comparison,
assignment, logical)
 Outline operator precedence
 Evaluate the meaning of operators in expressions
2.5
Apply control structures
9






Illustrate simple sequence with pseudocodes and flow
charts
Identify constructs under selection (if statement & case
statement)
Demonstrate selection/decision making through if statement
(all forms of if- if, if…else & if .. else if…else – using
pseudocodes)
Illustrate selection/decision-making through case statement
(using pseudocodes)
Demonstrate looping through constructs (for, repeat, while –
using pseudocodes)
Compare looping constructs (for, repeat, while)
2.6
Conditions/Context
of assessment
Trace Algorithms
 Define key terms (trace table, dry running)
 Dry-run small algorithms
 Use trace table to produce results from large algorithms
 Deduce purposes of algorithms from trace tables
1. Written and/or oral assessment on the skills and knowledge
required to design algorithms as outlined in the assessment
criteria.
2. Practical assessment on designing algorithms including describing
algorithms, using identifiers, outlining data types, implementing
operators, applying control structures and tracing algorithms based
on the performance criteria of the relevant unit standard.
1. Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by
the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Word processors
 IDEs
 DBMS software
 Internet
 Presentation Software
 Firewalls
 AI Models
 AI Chat bots
10
Learning Outcome 03
Assessment Criteria
Content
Develop interactive Java console and GUI programs using code
editors and the Java IDE to solve real-world problems
3.1 Analyse program structure
3.2 Use programming techniques
3.3 Implement selection statements
3.4 Implement looping statements
3.5 Demonstrate use of functions
3.6 Implement data structures
3.1 Analyses program structure
 Identify the components of programs
 Observe the syntax of the programming language
 Code a simple program
3.2 Use programming techniques
 Apply comments to programs
 Observe case-sensitivity
 Identify definition of blocks of code (use of curly braces,
termination symbols, indentation)
 Outline reserved words for the programming language
.
3.3 Implement selection statements
 Solve problems using if statements (all forms – if,
if…else, if…else if…else)
 Code programs using case statements
3.4 Implement looping statements
 Identify the syntax for the constructs under looping
structure
 Code programs using looping statements (for, while, do).
 Identify the best scenario to use each of the looping
statements
3.5 Demonstrate use of functions
 Define key terms (function, procedure and method)
 Outline benefits of using functions
 Distinguish between pre-defined and user-defined
functions
 Identify components of user-defined functions (return
type, function name, signature [parameters list], return
statement)
 Distinguish between passing parameters by value and
passing reference
 Use functions in coding programs
3.6 Implement data structures
 Define key terms (data structure, array, struct)
11
Assessment Tasks
1.
2.
Conditions/Context of
assessment
1.
2.
3.
Learning Outcome 04
 Demonstrate how arrays are declared
 Illustrate how array elements are accessed
 Sort array elements (using bubble sort)
 Search elements in arrays
 Demonstrate how structs are declared
 Code programs that use structs
Written and/or oral assessment on the skills and knowledge
required to write programs as outlined in the assessment
criteria.
Practical assessment on writing programs including
analysing program structure, using programming techniques,
implementing
selection
and
looping
statements,
demonstrating the use of functions and implementing data
structures based on the performance criteria of the relevant
unit standard.
Written and/or oral assessment can be conducted in a
classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Word processors
 IDEs
 DBMS software
 Internet
 Presentation Software
 Firewalls
 AI Models
 AI Chat bots
Utilize object-oriented programming concepts and principles to
12
Assessment Criteria
Content
Assessment Tasks
Conditions/Context of
assessment
design programs and improve code organization and reuse
4.1 Describe object-oriented programming fundamentals
4.2 Demonstrate object-oriented programming
4.1 Describe object-oriented programming fundamentals
 Define key terms (class, object, instantiation)
 Describe access specifiers (private, public, protected)
 Outline the components of a class (attributes – fields
and behaviours – methods, constructors )
 Code programs to illustrate class definition
 Write programs to demonstrate functionality of access
specifiers
4.2 Demonstrate object-oriented programming
 Outline main pillars of OOP (encapsulation, abstraction,
inheritance and polymorphism)
 Illustrate encapsulation with simple programs (getters
and setters)
 Code to demonstrate abstraction (use of abstract class
and interface)
 Distinguish abstract class from interface
 Code simple programs to illustrate single inheritance
 Demonstrate polymorphism with simple programs (use
of method overloading and overriding)
 Outline benefits of object-oriented programming
3. Written and/or oral assessment on the skills and knowledge
required to practise object-oriented programming as outlined
in the assessment criteria.
4. Practical assessment on writing programs including
describing object-oriented programming fundamentals and
demonstrating object-oriented programming based on the
performance criteria of the relevant unit standard.
4. Written and/or oral assessment can be conducted in a
classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
5. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
6. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Word processors
 IDEs
 DBMS software
 Internet
 Presentation Software
13



Learning Outcome 05
Assessment Criteria
Content
Firewalls
AI Models
AI Chat bots
Test and debug computer programs, using manual and automated
testing tools, to ensure that computer programs function correctly,
efficiently, and reliably
5.1 Debug programs
5.2 Use test data
5.3 Produce documentation
5.1 Debug programs
 Prepare programs for debugging
 Describe programming errors (syntax, run-time, logic)
5.2 Use test data
 Identify test data (normal, abnormal, extreme)
 Test programs with various test data
5.3 Produce documentation
 Describe components of documentation (user and technical)
 Outline ways of presenting documentation (online, offline)
Assessment Tasks
1. Written and/or oral assessment on the skills and knowledge
required to test programs as outlined in the assessment criteria.
2. Practical assessment on testing programs including debugging
programs, using test data and producing documentation based on
the performance criteria of the qualification standard.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment
environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Word processors
 IDEs
 DBMS software
 Internet
 Presentation Software
 Firewalls
 AI Models
 AI Chat bots
14
Learning Outcome 06 Identify and implement proper ergonomic practices to reduce health
issues associated with the use of computers
Assessment Criteria
6.1.
Explain threats to the computer
6.2.
Identify threats to the information in the computer
6.3.
Observe safety precautions
6.4.
Describe environmental issues associated with the use of
computers
Content
6.1.
Explain physical threats to the computer
 Identify physical threats to computer such as:
Natural disasters – floods, fire, earthquakes, lightning
strikes
 Theft and vandalism
Accidental damage – Liquids spills, unproper handling
 Mechanical failures
Power-related issues- power surges and power spikes
 Describe the physical threats to the computer systems
 Provide mitigatory measures for the physical threats to the
computer systems such as:
 Use of backups
 Uninterrupted power supply
 Fire suppression systems
 Proper handling
6.2.
Present threats to the information in the computer
 Describe threats that affect the information in computer such
as:
 Malware
 Data loss and data corruption
 Explain computer crimes such as:
 Hacking
 Phishing
 Pharming
 Denial of service attack
 Keylogging
 Provide mitigatory measures for the threats to the computer
systems.
●
6.3.
Observe safety precautions when working with computers
 Identify health problems that emanate from using computers
such as:
 Repetitive Strain Injury
 Tendonitis
 Eye-strain injury
 Headaches
 Backache
 Stress
15
 Depression
 Provide safety precautions when working with computers.
6.4. Describe environmental issues associated with computers
 Explain factors considered when citing a computer laboratory
 Analyse electronic waste management strategies such as:
 Reuse
 Reduce
 Recycle
Assessment Tasks
Conditions/Context
of assessment
1. Written and/or oral assessment on the skills and knowledge
required to practise safe computing as outlined in the assessment
criteria.
2. Practical assessment on preparing word documents including
explaining threats to computers, identifying threats to information,
observing safety precautions and describing environmental issues
associated with the use of computers based on the performance
criteria of the relevant unit standard.
1. Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Word processors
 IDEs
 DBMS software
 Internet
 Presentation Software
 Firewalls
 AI Models
 AI Chat
16
Learning Outcome 07 Apply emerging technologies such as AI-powered code generators,
simulation in programming to create innovative, efficient, and future-ready
solutions
Assessment Criteria
7.1.Analyse the uses of the internet
7.2.Use AI Models
7.3.Explain simulators in programming
7.4.Describe collaborative development
7.5.Evaluate the use of social networks
Content
7.1. Analyse the uses of the internet
 Define the terms such as:
 Internet
 Artificial intelligence
 Identify uses of the internet
 Give advantages and disadvantages of using the internet
 Describe the use of AI models
 Assess the advantages and disadvantages of using AI models
7.2.
Use AI Models
 Define the term AI Models
 Outline AI models that are popular to programming.
 Describe how AI models can enhance programming in java
 Assess advantages and disadvantages of using AI models in
programming

7.3.
Explain simulators in programming
 Define the simulator
 Describe how programmers can use simulators to enhance
programming in java
 Assess the advantages and disadvantages of using simulators in
programming
7.4.
Describe collaborative development
 Define terms like version control, collaborative development,
continuous development and continuous integration.
 Outline collaborative environments such as git, github and
bitbucket
 Describe the concept of continuous integration and continuous
development (CI/CD)
 Evaluate the advantages and disadvantages of collaborative
programming.
7.5.
Evaluate the use social networks
 Define the term social networks
17



Assessment Tasks
Conditions/Context
of assessment
Determine examples of social networks
List uses of social networks
Assess the pros and cons of social networks
1. Written and/or oral assessment on the skills and knowledge required to
apply emerging technologies in day-to-day operations as outlined in
the assessment criteria.
2. Practical assessment on applying emerging technologies in data-to-day
operations including analysing the uses of the internet, describing
electronic mailing, determining electronic banking, discovering the use
of mobile devices and evaluating the use social networks based on the
performance criteria of the relevant unit standard.
1. Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Word processors
 IDEs
 DBMS software
 Internet
 Presentation Software
 Firewalls
 AI Models
 AI Chat
ASSESSMENT SPECIFICATION GRID
COMPUTER PROGRAMMING THEORY PAPER
LO N0. LEARNING OUTCOME
1
APPLY KNOWLEDGE OF PROGRAMMING PARADIGMS
2
DEVELOP INTERACTIVE JAVA CONSOLE AND GUI
WEIGHTING %
15
20
PROGRAMS
3
UTILIZE OBJECT-ORIENTED PROGRAMMING
20
CONCEPTS
4
TEST AND DEBUG COMPUTER PROGRAMS, USING
15
MANUAL AND AUTOMATED TESTING TOOLS
5
IDENTIFY AND IMPLEMENT PROPER ERGONOMIC
18
15
PRACTICES
6
APPLY EMERGING TECHNOLOGIES IN PROGRAMMING
10
7
DEVELOP INTERACTIVE JAVA CONSOLE AND GUI
5
PROGRAMS
TOTAL
100
COMPUTER PROGRAMMING PRACTICAL PAPER
LO N0.
1
LEARNING OUTCOME
WRITE PROGRAMS

CONSOLE APPLICATIONS (35)

GUI APPLICATIONS
WEIGHTING %
60
(25)
2
OBJECT-ORIENTED PROGRAMMING
30
3
TEST PROGRAMS
10
TOTAL
100
Approach to Teaching and Learning:
1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of practical and theory assessment: 70% theory and 30% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment
and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).
19
2. Facilities, Tools, Equipment and Materials
Computer Laboratory
Personal Computers and a Printer
Computer Desks and Chairs
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
Computer servicing and network maintenance toolkit
Theory Classroom
Classroom furniture
Writing Surface for the instructor (e.g. securely-mounted Whiteboard)
In both the above cases, there should be adequate lighting and ventilation
Adequately licensed computer software should be available for training purposes – especially
the under listed:
Computers
Word processors
IDEs
DBMS software
Internet
Presentation Software
Firewalls
AI Models
AI Chat
MS Windows
Utility package
Screen reading software for the visually impaired e.g. JAWS, NVDA, ORCA
3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
4. Reference Materials (recommended textbooks, recommended readings)
Brugali D., & Torchiano M. (2005). Software development: Case studies in Java.
Addison Wesley.
David J., E. (2006). Introduction to programming using Java. (7th ed.).
Harvey M., D., & Paul J., D. (2007). Java: How to program. (7th ed.). Prentice Hall.
20
Liang, Y., D. (2007). Introduction to Java programming. Fundamentals first.(6th
ed.).Prentice Hall.
Horstmann, C.S., (2021). Core Java Volume 1 – Fundamentals. 12th Ed. Hoboken: Wiley.
Deitel, P. and Deitel, H., (2022). Java: How to Program, Early Objects. 12th Ed. Harlow:
Pearson.
21
HIGHER EDUCATION EXAMINATIONS COUNCIL
(HEXCO)
QUALIFICATION STANDARD
FOR
ASSISTANT COMPUTER PROGRAMMER
SECTOR:
COMPUTERS
QUALIFICATION FOR:
QUALIFICATION CODE:
COMPUTER PROGRAMMING
TBA
22
LEVEL:
NATIONAL FOUNDATION CERTIFICATE
DATE OF PROMULGATION:
TBA
23
Foreword
This document constitutes the first draft of a standard for the occupation of an Assistant Computer
Programmer which was developed using Occupational Competence Profiles (OCPs) as a basis.
This is in preparation for the registration of the Standards on the Zimbabwe Qualifications
Framework (ZQF). The ZQF is expected to be administered by the Zimbabwe Examinations and
Qualifications Authority (ZIMEQA) once the ZIMEQA Bill currently before parliament becomes
law.
In line with the SADC Protocol on Education and Training, each SADC member state was tasked to
come up with its own Qualifications Framework that shall subsequently be linked to the Regional
Qualifications Framework (RQF). The development and registration of standards on a qualification’s
framework is meant to facilitate the upward and horizontal movement of individuals in their
occupations, across occupations or in their areas of study within the country or the SADC region.
As a draft, certain sections have not yet been addressed. These sections are denoted by a [TBA] and
will be attended to as information is finalised.
For ease of reference, a definition of terms commonly used in this document is included in the
document.
This particular standard, for the occupation of an Assistant Programmer was developed with the
active participation of expert workers from the industry.
24
TABLE OF CONTENTS
Page
2
Foreword
Definition of Terms
4
Level Descriptors
6
List of Units and their Credit Values
7
Summary of Standard
8
Unit Standard 1
9
25
Definition of Terms
Assessment
A process of collecting evidence of a learner’s work to measure and make
judgments about the achievement or non-achievement of the specified
National Qualifications Framework standards or qualifications.
Certification
Awarding of approved documentary evidence of a qualification.
Competences
required in
readiness for
assessment
Critical relevant knowledge, skills and attitudes a learner requires in order
to achieve specified outcomes before assessment.
Credit
The value assigned to a unit completed or a value assigned to a unit
standard which reflects the relative time and effort required to complete
the outcomes.
Date of
promulgation
Date when standard and qualification have been approved, registered and
gazetted.
Duration
The minimum notional hours required by a learner to attain all the
competences in a unit standard.
Element
The smallest component of a unit with a meaningful outcome.
Generic skills
Universal skills which apply to more than one occupation.
Level descriptor
A specific indicator of competence level on the ZQF.
Occupation
A group of related economically beneficial work activities performed by a
person.
Performance
criteria
A statement of competence or achievement against which the attainment
of outcomes is measured.
Qualification
Formal award of recognition of the achievement of the required
competency and/or capability level of the Zimbabwe Qualifications
Framework as may be determined by the relevant bodies registered for
such purpose by the Authority.
Range statement
The context or conditions within which a competence is performed and
assessed that include tools, equipment, materials and duration.
Review Date
Date of revision of qualification standard as and when necessary but not
later than three years from date of issue.
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Sector
A section of the economy in which operators produce or provide similar
products or services.
Standard
Registered statement of desired education and training outcomes and their
assessment criteria.
Unit
The smallest combination of work activities capable of being a full-time
economically beneficial occupation.
Unit Standard
Registered statement(s) of desired education and training outcomes, their
associated assessment criteria together with administrative information as
specified.
ZQF
National qualifications framework approved by the minister for
registration of national standards and qualifications.
27
LEVEL DESCRIPTORS
[TBA]
(Information on the description of levels still pending)
28
UNIT TITLES
NO. UNIT
1 Computer Programming
CREDITS
30
29
SUMMARY OF STANDARD
UNIT NO.
UNIT TITLE
1 Computer
Programming
CREDITS
30
1.1
1.2
1.3
1.4
1.5
1.6
1.7
30
ELEMENTS
Apply knowledge of programming
paradigms
Design algorithms using appropriate
algorithms design tools
Develop interactive Java console and GUI
programs
Utilize object-oriented programming
concepts
Test and debug computer programs, using
manual and automated testing tools
Identify and implement proper ergonomic
practices
Apply emerging technologies in
programming
UNIT 1
Unit Title
Unit Code
Computer Programming
TBA
Level of Unit:
Occupation:
Credits:
Dates of Promulgation
Review Date:
National Foundation Certificate
Assistant Computer Programmer
30
TBA
TBA
Aim
This unit will produce an assistant computer programmer with the basic knowledge, skills and
attitudes required to develop programs using Java.
ELEMENTS AND PERFORMANCE CRITERIA
Element 1.1
Apply knowledge of programming paradigms
Performance Criteria:
1.1.1 Programming paradigms explained
1.1.2 Translators described
Element 1.2
Design algorithms using appropriate algorithms design tools
Performance Criteria:
1.2.1 Algorithms described
1.2.2 Identifiers used
1.2.3 Data types outlined
1.2.4 Operators implemented
1.2.5 Control structures applied
1.2.6 Algorithms traced
Element 1.3
Develop interactive Java console and GUI programs
Performance Criteria:
1.3.1 Program structure analysed
1.3.2 Programming techniques used
1.3.3 Selection statements implemented
1.3.4 Looping statements implemented
1.3.5 Use of functions demonstrated
1.3.6 Data structures implemented
Element 1.4
Utilize object-oriented programming concepts
Performance Criteria:
1.4.1 Object-oriented programming fundamentals described
31
1.4.2
Object-oriented programming demonstrated
Element 1.5
Test and debug computer programs, using manual and
automated testing tools
Performance Criteria:
1.5.1 Programs debugged
1.5.2 Test data used
1.5.3 Documentation produced
Element 1.6
Identify and implement proper ergonomic practices
Performance Criteria:
1.6.1 Threats to the computer explained
1.6.2 Threats to the information in the computer identified
1.6.3 Safety precautions observed
1.6.4 Environmental issues associated with the use of computers described
Element 1.7
Apply emerging technologies in programming
Performance Criteria:
1.7.1 Internet used
1.7.2 AI models used
1.7.3 Simulators explained
1.7.4 Collaborative development described
1.7.5 Use of social networks evaluated
COMPETENCES REQUIRED IN READINESS FOR ASSESSMENT.
Describing history of computer programming
Designing algorithms
Writing programs
Testing programs
Practising safe computing
Applying Emerging technologies application
GENERIC SKILLS
Communication
Supervision
Management
Problem solving
Troubleshooting
32
Planning
Leading
Controlling
Organising
RANGE STATEMENT:
Tools and equipment
Anti-malware software
Computers
Word processors
C++ IDE
DBMS software
Internet
Presentation Software
Firewalls
AI Models
AI Chat bots
Materials
Stationery
Computer accessories
Duration: 300 Hours
ASSESSMENT AND CERTIFICATION:
In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.
Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.
33
INDUSTRY: ICT
TRADE/OCCUPATION : ASSISTANT
COMPUTER PROGRAMMER
DUTY : A
PRE-REQUISTES :
TASK
STEPS
A1 Study
problem
documentation
A2 Evaluation
specification
tools
A3 Design the
specification tool
CLASS/LEVEL: NATIONAL
FOUNDATION CERTIFICATE IN
COMPUTER PROGRAMMING
CONVERTION OF PROBLEM TO SPECIFICATION TOOLS
APPROVAL DATE :
REVIEW DATE :
PROFICIENCY
RELATED KNOWLEDGE WORKPLACE
INDICATORS
ESSNTIAL SKILLS
Collect
documentation from
the System Analyst
Identify inputs
Ascertain
methods/processes
Establish outputs
Identify process
specification tools
Select appropriate
tool
Evaluate selected tool

Analyse , input ,
process and output
Determine the
relationships
Construct the
specification tool
Test specification tool










Make corrections to
document collected if
any
Identify all inputs
Processes correct and
in place
All outputs identified
List of all process
specification tools
provided
Correct specification
tool selected
Tool testing
performed and
advantage over other
tools highlighted
Analysis report
produced
Relationship diagram
produced
Flowchart drawn or
pseudo code written
Test results produced
34




Knowledge of
Flowchart symbols
Knowledge of
Flowchart connectors
Interpretation of
problem document
Structure of pseudo
code






Attention to detail
Communication
Planning
Analytical
thinking
Reading
Text/Document
use
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:
Problem document
MATERIALS:
Stationary
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:
Housekeeping
Occupational health and safety
SPECIFIC WORKER TRAITS REQUIRED IN COMPLETING THIS DUTY:
Team player
Collaborator Analytical mind Attention to detail
Sober minded
Focused
35
INDUSTRY: ICT
TRADE/OCCUPATION : ASSISTANT
COMPUTER PROGRAMMER
DUTY : B
PROGRAM CODING
PRE-REQUISTES :
TASK
STEPS
B1 Identify Data types
and processes
B2 Generate source
code
Identify local and
global variables
Identify input
processes and the
output
Classify data
according to types




B3 Dry run the

Select appropriate
language
Declare variables
Initialise the
appropriate
variables and
constants
Generate program
statements from
specification tool
Identify variables
APPROVAL DATE :
PROFICIENCY
INDICATORS
Record
appropriate local
and global
variables
produced
List all input
processes and
output availed
Data grouped
according to
relevant data
types
 Appropriate
interface
displayed
 Recommended
syntax used
 Variables
initialised as
appropriate
 Record of
program
statements
produced


A list of all
36
CLASS/LEVEL: NATIONAL
FOUNDATION CERTIFICATE IN
COMPUTER PROGRAMMING
RELATED
KNOWLEDGE
Programming
languages
Program syntax
Basic program
construct
Algorithms
Mathematics
Data types


Computer
operation
REVIEW DATE :
WORKPLACE
ESSNTIAL SKILLS
Attention to detail
Communication
Numeracy and
literacy
Planning
Typing
Problem solving
Interpretation of
specification tools
collaboration
program



Create a trace table
Initialise variables
Compute data into
trace table



B4 Compile and run








Key in source code
Insert in text
comments
Compile the
program
Run the program
Debug the program
Input test data
Terminate the
program
Create an
executable
program file








appropriate
variables is
produced
Trace table with
header variables
drawn
Correct initial
values recorded
Correct results
generated
Code is displayed
on monitor
In-text evident in
the code
Object code
produced
Results generated
Error free code
Correct results
displayed
Program closed
Executable file
produced
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:
Computer Compiler Specification tool Problem documentation
MATERIALS:
Stationery
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:
Ergonomics
Anti-glare screens Secure cabling Fire extinguisher Air conditioner
Occupational health and safety
SPECIFIC WORKER TRAITS REQUIRED IN COMPLETING THIS DUTY:
Team player
Reliable Collaborator
Analytical mind
Attention to detail
37
Sober minded
Focused
INDUSTRY: ICT
DUTY : C TESTING
PRE-REQUISTES :
TASK
TRADE/OCCUPATION : ASSISTANT
COMPUTER PROGRAMMER
STEPS
C1 Run program using
test data
 Test with standard
data
 Test with extreme
data
 Test with abnormal
data
C2 Identify logic errors
 Check for correct
sequence of events
 Check processes
 Compile and run
program

APPROVAL DATE :
PROFICIENCY
INDICATORS
 Table containing
standard data
produced
 Table containing
extreme data
produced
 Table containing
abnormal data
produced
 Test data entered
 Sample runs
generated for
standard and
extreme data
(printed or on
screen)
 Error messages
are displayed for
abnormal data
 Events correctly
sequenced
 Suitable
formula(e) used
 Program running
 Log file produced

38
CLASS/LEVEL: NATIONAL
FOUNDATION CERTIFICATE IN
COMPUTER PROGRAMMING
RELATED
KNOWLEDGE
 Data types
 Types of errors
 Dry running a
program
 Compiling and
running a program
 Syntax of relevant
programming
language
 Computer
operations
 Program construct
REVIEW DATE :
WORKPLACE
ESSNTIAL SKILLS
 Problem solving
 Analytical
thinking
 Debugging
 Planning
 Interpretation of
problem
 Results
C3 Identify syntax
errors
 Check consistence
of variable names
 Check use of
reserved words
 Debug errors
 Compile and run
program
 Variable name
consistence noted
 Reserved words
not used as
variable names
 Reserved words
properly spelt
 Error listing
report produced
 Program running
 Log file produced
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:
Computer Compiler Printer Problem documentation Tables (extreme data, standard data) Speaker
MATERIALS:
Stationery
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:
Ergonomics
Anti-glare screens
Secure cabling
Fire extinguisher
Air conditioner
Occupational health and safety
SPECIFIC WORKER TRAITS REQUIRED IN COMPLETING THIS DUTY:
Adaptability
Target oriented
Team player
Reliable
Collaborator
Analytical mind
Attention to detail
Sober minded
Focused
39
INDUSTRY: ICT
TRADE/OCCUPATION : ASSISTANT
COMPUTER PROGRAMMER
DUTY : D DOCUMENTATION
PRE-REQUISTES :
TASK
STEPS
D1 Create user
documentation
 Outline starting
procedure
 Outline executing
procedure
 Outline exit
procedure
 Compile user
manual
D2 Create technical
documentation
 Write programmer
name
 Insert comments
 Outline purpose of
code
D3 Merge
 Create a folder
APPROVAL DATE :
PROFICIENCY
INDICATORS
 Starting
procedure steps
logically
sequenced
 Executing
procedure steps
logically
sequenced
 Exit procedure
steps logically
sequenced
 User manual
document
produced
 Programmer’s
details in place
 Explanatory
comments
evident in code
 Purpose of code
outlined
 Program code
indentation done
 Folder created
40
CLASS/LEVEL: NATIONAL
FOUNDATION CERTIFICATE IN
COMPUTER PROGRAMMING
RELATED
KNOWLEDGE
 Material selection
 Programming
 Editing
 Computer
operations
 Compiling and
running
REVIEW DATE :
WORKPLACE
ESSNTIAL SKILLS
 Literacy
 Typing
 Results
interpretation
 Report writing
documentation with
program
 Label folder
 Insert executable
program file in
folder
 Insert user
documentation in
folder
 Folder
meaningfully
labelled
 Executable file
present in folder
 User
documentation
present in folder
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:
Computer Compiler Printer Problem documentation
MATERIALS:
Stationery
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:
Ergonomics
Anti-glare screens Secure cabling Fire extinguisher Air conditioner
SPECIFIC WORKER TRAITS REQUIRED IN COMPLETING THIS DUTY:
Goal Oriented Target Oriented Honest Team Player
41