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End User Computing

  • RECRUITMENT
  • Learnership 2026
  • Winterveld Campus
  • Closing: 16/01/2026

NC: END USER COMPUTING

  • LEARNERSHIP 2025
  • SAQA 61591
  • FETC Level 3
  • Duration 12 MONTHS
  • Credits 130
  • Accrediting body MICT SETA
National Certificate: End User
We are offering a 12-month Paid in-person training programme in the Winterveld area for young South African’s aged 18–25, in partnership with MICT SETA. This accredited programme is designed for individuals interested in the Information Technology sector, providing practical skills and a nationally recognised qualification.
Programme Highlights: Duration: 12 months – In-person training – Monthly stipend: R2,500 for the duration of the programme Requirements: Matric certificate or equivalent
Take the first step toward a career in IT – apply now!

Purpose of this qualification

Build a foundational entry into the field of Computer Sciences and Information Technology, specifically into the field of Systems Support, covering basic knowledge needed for further study in the field of Systems Support at Higher Education Levels.
A qualifying learner at this level will be a well-rounded entry level Systems Support professional with a good fundamental knowledge of the Information Technology field, coupled with interpersonal and business skills, specialising in Hardware and Infrastructure Support for Office Products.

Provide a foundational qualification for the people who are pursuing a career in the computer industry, or related fields. People with this qualification have an introductory level of understanding about computer industry concepts and/or can work in areas of Information Technology with little technical complexity.

The qualification may be acquired in the traditional way of formal study as well as in the workplace, through learnership. Acquiring the qualification through learnerships has the potential of addressing the problems of the past, where new qualified people getting into the industry struggle to get employment, because they were required to have practical experience. 

The workplace experience can now be gained while acquiring the qualification through the various learnership schemes that are planning to use this qualification

Skills Outcome

The learner will be able to:

  1. Communicate effectively with fellow IT staff and users of information systems.

  2. Demonstrate an understanding of different types of computer systems and the use of computer technology in business.

  3. Demonstrate an understanding of problem-solving techniques, and how to apply them in a technical environment.

  4. Demonstrate an understanding of Computer Technology Principles.

  5. Select and use materials and equipment safely for technological purposes.

  6. Work effectively as a team member within a support team.

  7. Carry out under supervision, a small size task to demonstrate knowledge of techniques and skills needed in Hardware and Infrastructure Support for Office Products.

Programme Curriculum

Applications Closed

National Certificate: End User Computing (61591) — Clusters
Cluster 1: Communication
Cluster 2: Using ICT in an Organisation
Cluster 3: Word Processing
Cluster 4: Mathematical Literacy
Cluster 5: Research Using ICT
Cluster 6: Using Microsoft Office PowerPoint
Cluster 7: Using Microsoft Office Excel
Cluster 8: Using Microsoft Office Outlook
Cluster 9: Creating Databases

Certifications

Data+

Data Analyst

DataSys+

Database Administrator

DataX

Data Scientist

The Dangers of AI in Online Education: Impact on Quality and Assessment

The Dangers of AI in Online Education: Impact on Quality and Assessment

Artificial intelligence (AI) has significantly transformed online education, providing personalised learning, automated tutoring, and greater accessibility. However, while AI has many advantages, its misuse by students to complete assignments raises serious concerns regarding the quality of education and the integrity of assessments. AI affects online education by weakening critical thinking skills, compromising learning outcomes, threatening academic integrity, and distorting assessment processes. Addressing these challenges requires proactive solutions to ensure meaningful learning and fair evaluation.

Education aims to cultivate students’ critical thinking and problem-solving abilities. When students rely on AI-generated responses instead of engaging with course materials, they miss out on essential cognitive development. The process of analyzing information, forming original ideas, and drawing conclusions is integral to learning. Dependence on AI weakens these skills, leading to a decline in students’ ability to think independently and apply knowledge in real-world situations.

The effectiveness of online education depends on students actively engaging with the material. When AI is used to generate assignments, students may submit work without understanding the underlying concepts. This results in superficial learning, where students fail to retain information or develop practical skills. The long-term consequence is a workforce with inadequate expertise, as students graduate without truly mastering their subjects.

AI tools have made plagiarism and academic dishonesty easier. Many AI-generated responses appear original and evade traditional plagiarism detection software, making it difficult for educators to verify students’ work. If students earn grades without genuinely engaging in their coursework, the credibility of educational institutions diminishes, and degrees lose their value. Without intervention, academic dishonesty fueled by AI could erode trust in online education altogether.

Accurate assessment is crucial in education to ensure that students acquire necessary skills and knowledge. AI-generated assignments obscure students’ true capabilities, making it challenging for educators to gauge progress. This misrepresentation can lead to incorrect academic decisions, such as placing students in courses they are not ready for or awarding degrees without ensuring proficiency. Institutions must find ways to adapt assessment methods to reflect genuine learning.

To address these challenges, educational institutions must implement strategies to promote authentic learning and maintain assessment integrity. Educators should design assignments that require creativity, critical analysis, and personal insight—areas where AI struggles to provide meaningful input. Verbal assessments can help confirm a student’s understanding and ensure their work is truly their own. Schools should invest in software that detects AI-generated content to safeguard academic honesty. Rather than banning AI outright, institutions should educate students on using AI as a supportive learning tool rather than as a means to complete assignments dishonestly. Regular discussions, peer reviews, and instructor feedback can also help verify students’ comprehension and reinforce learning.

While AI has the potential to enhance education, its misuse threatens the quality and credibility of online learning. To preserve academic integrity and ensure meaningful learning, educational institutions must take proactive steps to adapt their teaching and assessment strategies. By encouraging ethical AI use, strengthening evaluation methods, and fostering independent thinking, we can harness AI’s benefits without compromising educational standards.