Pearson BTEC Level 5 Higher National Diploma in Computing (Software Engineering)
Course Overview
In today’s world, IT equipment and technologies are integral to every aspect of daily life, from personal activities to business operations and government administration. Information technology plays a pivotal role in shaping our daily existence and is crucial to modern society. The integration of IT technologies into everyday objects has significantly enhanced our quality of life. With the rise of artificial intelligence in the 21st century, these technologies are increasingly applied across all industries and sectors.
As we look to the future, effectively utilizing artificial intelligence to improve societal conditions becomes a major challenge and responsibility for all. There is a growing need for skilled IT professionals who can design, implement, and manage AI systems in a structured and ethical manner. Since the late 20th century, the demand for IT expertise has surged, making it one of the most demanding professions today.
The Pearson BTEC Level 5 HND Diploma in Computing at iNet College, awarded by Pearson Education, UK, is an internationally recognized Level 5 Diploma in Software Engineering. This 20-month program equips students with essential technical skills, as well as communication and employability soft skills, needed to become international-level computer software engineers. Upon successful completion, students receive the Pearson BTEC Level 5 Higher National Diploma in Computing (Software Engineering). Graduates can then pursue a BSc (Hons) Top-up Degree in Computing and Information Systems from the University of Central Lancashire. The primary aim of this diploma program is to train and educate skilled computer professionals capable of creating, maintaining, and managing IT systems.
At a Glance
အင်္ဂလန်ရှိ Pearson Education မှ ပေးအပ်သည့် Level 5 HND Computing Diploma ကို (၂၀ လ) အတွင်းရရှိပါမည်။
နိုင်ငံတကာအဆင့် ကွန်ပျုတာ Software Engineer တဦးဖြစ်ရန် လိုအပ်သော Technical skill များ၊ Communication & Employability Soft Skill ဘာသာရပ်များ ပါဝင်သည်။
B.Sc. (Hons) Top-up Degree သင်တန်းကို (၁)နှစ် ဆက်လက်တက်ရောက်ပြီး University of Central Lancashire မှ ပေးအပ်သော B.Sc.(Hons) in Computing and Information Systems bachelor degree ရယူနိုင်ပါသည်။
ဘာသာရပ် တခုချင်းအလိုက် စာတမ်းများပြုစုရပြီး ၊ သတ်မှတ်ချိန်အတွင်း အချိန်မီ တင်သွင်းနိုင်ရပါမည်။
ဤ ဒီပလိုမာသင်တန်း၏ အဓိကရည်ရွယ်ချက်မှာ အိုင်တီစနစ်များဖန်တီး၊ ထိန်းသိမ်း၊ စီမံခန့်ခွဲနိုင်သော ကျွမ်းကျင် ကွန်ပျူတာပညာရှင်များ လေ့ကျင့်သင်ကြားပေးရန် ဖြစ်ပါသည်။
Software Engineer တဦးအဖြစ် ပြည်တွင်း/ ပြည်ပမှာ အသက်မွေးမှုပြုနိုင်စေရန် ရည်ရွယ်ပါသည်။
Soft-skill များအပြင် လုပ်ငန်းခွင်များ၌ အသုံးတွင်ကျယ်သည့် AI, Web Design, Arduino Robotic, Application Development using Microsoft C# .NET, English စသည့် ဘာသာရပ်များကို extracurricular အဖြစ် သောကြာနေ့တိုင်း၌ (အခမဲ့) သင်ယူရပါမည်။
Program Details
About Pearson Education
Pearson, originally Pearson Education, is a global leader in educational qualifications, publishing, and services. A division of Pearson plc, headquartered in London, Pearson was formed in 1998 after acquiring Simon & Schuster’s educational division and merging it with Addison-Wesley Longman. Rebranded as Pearson in 2011, the company has become a cornerstone in the education sector, renowned for its world-class qualifications.
Pearson offers prestigious qualifications, such as the Higher National Diplomas (HNDs), which are internationally recognized and highly valued across industries for their practical, career-focused training. These qualifications are designed to equip students with the skills and knowledge necessary to excel in their careers.
With a strong emphasis on qualifications, Pearson has transitioned from traditional textbooks to digital formats, making its educational content more accessible and up-to-date. Operating in over 55 countries, Pearson continues to play a pivotal role in global education, particularly through its qualification programs that are essential for career advancement.
Program Introduction
ယနေ့ခေတ်တွင် လူသားတို့သည် မိမိတို့နေ့စဥ် နိစဓူဝ ကိစ္စများမှအစ၊ စီးပွားရေးလုပ်ငန်းများအလယ်၊ အစိုးရ အုပ်ချုပ်ရေး ယန္တယားများအဆုံး အိုင်တီပစ္စည်းများ၊ အိုင်တီနည်းပညာများ ကို မဖြစ်မနေ အသုံးပြုရလျက် ရှိပါသည်။ အိုင်တီပညာရပ်များသည် ကမ္ဘာကြီးကို ထိန်းချုပ်မောင်းနှင်လျက်ရှိပြီး လူသားတို့၏ နေ့စဥ်ဘဝ အတွက် မရှိမဖြစ် ဖြစ်လာသည်။
လူသားတို့၏ နေ့စဥ်သုံး ပစ္စည်းများတွင် အိုင်တီ နည်းပညာများကို ထည့်သွင်းအသုံးချခြင်းအားဖြင့် ပိုမိုကောင်းမွန်သော လူမှုဘဝများ ကို ဖန်တီးနိုင်လာကြပြီဖြစ်ပါသည်။ ၂၁ ရာစု၏ အလွန်ကြီးမားလှသည့် တိုးတက်ပြောင်းလဲမှုဖြစ်သော ဉာဏ်ရည်တုနည်းပညာများ ထွန်းကားလာသည်နှင့်အမျှ ပစ္စည်းများအာလုံး၊ လုပ်ငန်းကဏ္ဍများ အားလုံးတွင် အဆိုပါနည်းပညာများကို အသုံးချမှုသည် တဖြည်းဖြည်း တွင်ကျယ် လာလျက်ရှိပါသည်။
နောင်အနာဂတ်တွင် လူသားတို့၏ ပိုမိုကောင်းမွန်သော လူမှုဘဝများ ဖန်တီးတည်ဆောက်နိုင်ရန် ဉာဏ်ရည်တု နည်းပညာများကို မှန်ကန်ထိရောက်စွာ အသုံးချနိုင်ရေးသည် လူသားအားလုံးအတွက် အလွန်အရေးကြီးသော စိန်ခေါ်မှုတရပ် နှင့် တာဝန်ဖြစ်ပါသည်။ ဉာဏ်ရည်တု ပါဝင်သောအသုံးချ အိုင်တီ စနစ်များကို စနစ်စည်းကမ်း ကျကျ တီထွင်ရန်၊ စနစ်တကျ ထိန်းချုပ်နိုင်ရန် စသည်များအတွက် ကမ္ဘာကြီး၏ ကောင်းကျိုးကိုလိုလားသော၊ ကျင့်ဝတ်ကို လိုက်နာတတ်သော၊ အပြုသဘောဆောင်သော တတ်သိကျွမ်းကျင် အိုင်တီ ပညာရှင်များ များစွာ လိုအပ်လာလျက် ရှိပါသည်။
စနစ်များကို ဖန်တီးရန်၊ ထိန်းချုပ်ရန်၊ စီမံခန့်ခွဲရန် ကိစ္စများအတွက် ၂၀ ရာစုနှောင်းပိုင်းမှ စတင်၍ IT ပညာရှင်လိုအပ်ချက်သည် အလွန်မြင့်တက်လာခဲ့ပြီး ယနေ့တိုင် အကောင်းဆုံး Profession တခုအဖြစ် ရပ်တည်လျက်ရှိပါသည်။
Pearson BTEC Level 5 HND Diploma in Computing ဒီပလိုမာသည် iNet College တွင် သင်ကြားပို့ချ၍ ကမ္ဘာ့အသိအမှတ်ပြု UK နိုင်ငံ ၏ ထင်ရှားသော ပုဂ္ဂလိကပညာရေးအဖွဲ့အစည်းကြီး တခု ဖြစ်သော Pearson Education မှ စစ်ဆေးအကဲဖြတ်ပြီး ပေးအပ်သော ချီးမြှင့်သော Software Engineering အထူးပြု Level 5 Diploma သင်တန်းဖြစ်ပါသည်။
နိုင်ငံတကာအဆင့် ကွန်ပျုတာ Software Engineer တဦးအဖြစ်ရန် လိုအပ်သော Technical skill များ၊ Communication & Employability Soft Skill ဘာသာရပ်များ ပါဝင်သည်။
ကွန်ပျူတာပညာရှင်တဦး လိုက်နာရမည့် ကျင့်ဝတ်များ၊ အများအတွက် စဥ်းစားတွေးခေါ်နိုင်မှု၊ သူတပါး နှင့် သူတပါးအကျိုးကို မထိခိုက်စေမှု၊ အများနှင့် ပေါင်းသင်း ဆက်ဆံ တတ်မှု၊ ညှိနှိုင်း လုပ်ဆောင်တတ်မှု ၊ အချိန်ကို မှန်ကန်စွာ စီမံခန့်ခွဲတတ်မှု၊ လူအများရှေ့တွင် ရဲရင့်စွာ ပြောဆိုတတ်မှု စသည် Soft Skill များကို ထည့်သွင်းသင်ကြားသည်။
သင်တန်းကာလ (၂၀ လ) ခန့် ကြာမြင့်မည်ဖြစ်ပြီး သင်တန်းအောင်မြင်ပြီးပါက Pearson Education, UK မှချီးမြှင့်သော Pearson BTEC Level 5 HND in Computing (Software Engineering) ကိုရရှိပါမည်။
ထို့နောက် BSc (Hons) Top-up Degree သင်တန်းကို (၁)နှစ် ဆက်လက်တက်ရောက်ပြီး University of Central Lancashire မှ ပေးအပ်သော B.Sc.(Hons) in Computing and Information Systems bachelor degree ရယူနိုင်ပါသည်။
ဤ ဒီပလိုမာသင်တန်း၏ အဓိကရည်ရွယ်ချက်မှာ အိုင်တီစနစ်များ ဖန်တီး၊ ထိန်းသိမ်း၊ စီမံခန့်ခွဲနိုင်သော ကျွမ်းကျင် ကွန်ပျူတာပညာရှင်များကို လေ့ကျင့်သင်ကြားပေးရန် ဖြစ်ပါသည်။
Teaching Method
ကွန်ပျူတာပညာရှင်တဦး အဓိကသိရှိရမည့် အခြေခံသီအိုရီများကို သေချာစွာ နားလည်သဘောပေါက် စေပြီး လက်တွေ့နယ်ပယ်တွင် အသုံးချလျက်ရှိသော နည်းပညာများနှင့် ချိတ်ဆက်သင်ကြားသည်။ Software များကို ရေးသားတတ်စေရန် နှင့် လက်တွေ့ Industry တွင် အမှန်တကယ် အသုံးချနိုင်စေရန် အတွက် သီအိုရီနှင့်လက်တွေ့ကို ပေါင်းစပ်သင်ကြားသည့် စနစ်ကို အသုံးပြုသည်။
ကျောင်းသားများ အမှန်တကယ်နားလည်တတ်ကျွမ်းစေရန် အတန်းတွင်းတွင် Hands-On ပုံစံဖြင့် သင်ကြားသည်။ Coursework များ အားလုံးကို အတန်းတွင် Realtime Program များ ရေးသားစေခြင်း၊ တဦးချင်း (သို့) အဖွဲ့လိုက် Software Project များပြုလုပ်ခြင်း၊ Presentation များ ပြုလုပ်ခြင်း၊ အပြန်အလှန် ဆွေးနွေးခြင်း စသည့် ပုံစံ များဖြင့် သင်ကြားသည်။
Assessments
ဘာသာရပ် တခုချင်းအလိုက် စာတမ်းများပြုစုရပြီး သီအိုရီအချက်အလက်များကို မှန်ကန်စွာ အသုံးချပြနိုင်မှု၊ သီအိုရီပေါ်တွင် အခြေခံ၍ လက်တွေ့နယ်တွင် အသုံးချပုံကို ပြည့်စုံစွာ တင်ပြနိုင်မှု၊ အချက်အလက် လုံလောက်စွာ ကောက်ယူ တင်သွင်းနိုင်မှု၊ မိမိ၏ ကြိုးပမ်းမှုများကို သရုပ်ပြရှင်းလင်းနိုင်မှု၊ သတ်မှတ်ချိန်အတွင်း အချိန်မီ တင်သွင်းနိုင်မှု စသည်များ အပေါ်တွင် မူတည်၍ အမှတ်ပေး အကဲဖြတ်သည်။
အမှတ်ပေးအဆင့်သတ်မှတ်ချက်များ
- P – Pass
- M – Merit
- D – Distinction
Curriculum
ပထမနှစ်တွင် အောက်ပါ ဘာသာရပ်များ သင်ကြားရပါမည်။
Programming
Code : H/618/7388Type : CoreLevel : 4
Introduction
Programming involves describing processes and procedures that are derived from algorithms. The ability to program is what sets apart a developer and an end user. Typically, the role of the developer is to instruct a device (such as a computer) to carry out instructions; the instructions are known as source code and are written in a language that is converted into something the device can understand. The device executes the instructions it is given.
Algorithms help to describe the solution to a problem or task by identifying the data and the process needed to represent the problem or task and the set of steps needed to produce the desired result. Programming languages typically provide the representation of both the data and the process; they provide control constructs and data types (which can be numbers, words and objects, and be constant or variable). The control constructs are used to represent the steps of an algorithm in a convenient yet unambiguous fashion. Algorithms require constructs that can perform sequential processing, selection for decision making and iteration for repetitive control. Any programming language that provides these basic features can be used for algorithm representation.
This unit introduces students to the core concepts of programming along with an introduction to algorithms and the characteristics of programming paradigms. Among the topics included in this unit are: introduction to algorithms, procedural, object orientated and event-driven programming, security considerations, the integrated development environment and the debugging process.
On successful completion of this unit, students will be able to design and implement algorithms in a chosen language in a suitable Integrated Development Environment(IDE). This IDE will be used to develop and help track any issues with the code. As a
result, students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Define basic algorithms to carry out an operation and outline the process of programming an application |
| LO2 | Explain the characteristics of procedural, object-orientated and event-driven programming |
| LO3 | Implement basic algorithms in code using an IDE |
| LO4 | Determine the debugging process and explain the importance of a coding standard. |
Networking
Code : M/618/7393Type : CoreLevel : 4
Introduction
Computer networks are the driving force behind the evolution of computer systems and allow users to access data, hardware, and services regardless of their location. Being knowledgeable about the underlying principles of networking is of vital importance to all IT professionals. Networking is an environment that is increasingly complex and under continuous development.
Complex computer networking has connected the world by groups of small networks through internet links to support global communications. It supports access to digital information any time, anywhere, using many applications like email, audio and video transmission, including the World Wide Web, and this has opened the floodgates to availability of information.
The aim of this unit is to give students a wider background knowledge of computer networking essentials, how they operate, protocols, standards, security considerations and the prototypes associated with a range of networking technologies. Students will explore a range of hardware, with related software, and will configure and install these to gain knowledge of networking systems. A range of networking technologies will be explored to deliver a fundamental knowledge of Local Area Networking (LAN), Wide Area Networking (WAN) and their evolution to form large-scale networks. Students will also explore the protocol methodologies related to IP data networks.
On successful completion of this unit, students will have gained the knowledge and skills needed to successfully install, operate and troubleshoot a small network; and the operation of IP data networks, router, switching technologies, IP routing technologies, IP services and basic troubleshooting. Supporting a range of units in the Higher National suite, this unit underpins the principles of networks for all and enables students to work towards their studies in vendor units, if applicable. Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Examine networking principles and their protocols |
| LO2 | Explain networking devices and operations |
| LO3 | Design efficient networked systems |
| LO4 | Implement and diagnose networked systems. |
Professional Practice
Code : L/618/7398Type : CoreLevel : 4
Introduction
In the workplace, it is essential to be effective as a communicator, critical thinker, analyser, team worker and team leader. These skills are needed on a daily basis in order to carry out designated tasks as part of a job role. The development of academic competence and the continuation of lifelong learning and continuing professional development (CPD) are required to ensure that individuals have a valued set of interpersonal skills that can be applied to any situation or environment.
This unit provides a foundation for good practice in a variety of contexts. The ability to communicate effectively using different tools and mediums will ensure that practical, research, design, reporting and presentation tasks are undertaken professionally and in accordance with various communication conventions. In everyday life, the ability to apply critical reasoning and solve problems are skills that enable tasks to be completed successfully and facilitate effective decision making. Working with others in a group environment such as an academic setting or in the workplace is an integral part of everyday life. Therefore, understanding the dynamics of teams in terms of culture, roles and responsibilities will ensure that there is a better understanding and awareness of the importance and value of teamwork. Continuing professional development, self-improvement, reflective practice and working towards various goals are encouraged in the workplace through an appraisal framework. Professional development includes at higher levels of learning and the ability to demonstrate effective research skills and academic reporting skills.
This unit covers the development of communication skills and communication literacy and the use of qualitative and quantitative data to demonstrate analysis, reasoning and critical thinking. Students will carry out tasks that require working with others in a team-based scenario and planning and problem solving.
On successful completion of the unit, students will be able to demonstrate leadership skills through the dynamics of team working. Through reflective practice, they will be able to evaluate the contributions they make as an individual and those of others.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Demonstrate a range of interpersonal and transferable communication skills to a target audience. |
| LO2 | Apply critical reasoning and thinking to a range of problem-solving scenarios. |
| LO3 | Discuss the importance and dynamics of working within a team and the impact of team working |
| LO4 | Examine the need for continuing professional development (CPD) and its role within the workplace and for higher-level learning. |
Maths for Computing
Code : R/618/7421Type : CoreLevel : 4
Introduction
In 1837, English mathematicians Charles Babbage and Ada Lovelace in collaboration, described a machine that could perform arithmetical operations and store data in memory units. This design of their ‘Analytical Engine’ is the first representation of modern, general-purpose computer technology. Although modern computers have advanced far beyond Babbage and Lovelace’s initial proposal, they still rely fundamentally on mathematics for their design and operation.
This unit introduces students to the mathematical principles and theory that underpin the computing curriculum. Through a series of case studies, scenarios and task-based assessments, students will explore number theory in a variety of scenarios; use applicable probability theory; apply geometrical and vector methodology; and, finally, evaluate problems concerning differential and integral calculus.
Among the topics included in this unit are: prime number theory, sequences and series, probability theory, geometry, differential calculus and integral calculus.
On successful completion of this unit, students will have gained confidence in the mathematics that is needed in other computing units. They will have developed skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic
competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Use applied number theory in practical computing scenarios |
| LO2 | Analyse events using probability theory and probability distributions |
| LO3 | Determine solutions of graphical examples using geometry and vector methods |
| LO4 | Evaluate problems concerning differential and integral calculus. |
Database Design & Development
Code : A/618/7400Type : CoreLevel : 4
Introduction
Organisations depend on their databases for providing information that is essential for their day-to-day operations and to help them take advantage of today’s rapidly growing and maturing e-commerce opportunities. An understanding of database tools and technologies is an essential skill for designing and developing systems to support them.
As applications get increasingly more sophisticated, database systems continue to demand more complex data structures and interfaces. Most organisations collect and store large volumes of data, either on their own systems or in the cloud, and this data is used not just for the operational running of their business but is also mined for other more intelligent and complex applications. Databases stand as the back-end of most systems used by organisations for their operations.
Database design and development is a fundamental and highly beneficial skill for computing students to master, regardless of their specialism.
The aim of this unit is to give students opportunities to develop an understanding of the concepts and issues relating to database design and development. It will also provide the practical skills needed to be able to translate that understanding into the design and creation of complex databases.
Topics covered in this unit are: examination of different design tools and techniques; examination of different development software options; consideration of the development features of a fully-functional robust solution covering data integrity, data validation, data consistency, data security and advanced database querying facilities across multiple tables; appropriate user interfaces for databases and for other externally linked systems; creating complex reports/dashboards, testing the system against the user and system requirements; and elements of complete system documentation.
On successful completion of the unit, students will be able to use appropriate tools to design and develop a relational database system for a substantial problem. They will be able to test the system to ensure that it meets user and system requirements, and fully document the system by providing technical and user documentation. For practical purposes, this unit covers relational databases and related tools and techniques. A brief overview of object-oriented databases will also be covered. As a result, students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Use an appropriate design tool to design a relational database system for a substantial problem |
| LO2 | Develop a fully-functional relational database system, based on an existing system design |
| LO3 | Test the system against user and system requirements |
| LO4 | Produce technical and user documentation. |
Security
Code : D/618/7406Type : CoreLevel : 4
Introduction
Security is one of the most important challenges modern organisations face. It is about protecting organisational assets, including personnel, data, equipment and networks, from attack through the use of prevention techniques in the form of vulnerability testing/security policies and detection techniques, exposing breaches in security and implementing effective responses.
The aim of this unit is to give students knowledge of security, the associated risks and how it has an impact on business continuity. Students will examine security measures involving access authorisation and regulation of use. They will implement contingency plans and devise security policies and procedures. The unit also introduces students to detection of threats and vulnerabilities in physical and IT security, and how to manage risks relating to organisational security.
This unit includes network security design and operational topics, including address translation, DMZ, VPN, firewalls, AV and intrusion detection systems. Remote access will be covered, as will the need for frequent vulnerability testing as part of organisational and security audit compliance. As a result, students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Assess risks to IT security |
| LO2 | Describe IT security solutions |
| LO3 | Review mechanisms to control organisational IT |
| LO4 | Manage organisational security. |
Planning a Computing Project
Code : H/618/7407Type : CoreLevel : 4
Introduction
This unit is assessed through a Pearson-set assignment. The project brief will be set by the centre, based on a theme provided by Pearson (this will change annually). The theme and chosen project within the theme will enable students to explore and examine a relevant and current topical aspect of computing in the context of a
business environment.
As computing systems and technologies continually develop so do the ways in which businesses utilise technologies to support their operations and remain competitive. As a computing professional it is important to understand the ways in which technology evolves and how it can be utilised in different sectors.
The aim of this unit is to give students an opportunity to demonstrate the research skills required for developing a deeper understanding of a subject and the ability to use evidence to inform decisions. Students will undertake independent research, and investigation of a theme set by Pearson. Students will also investigate and research an industry sector as outlined in the centre-set project brief. Students will use the outcomes of their research to help them plan a computer-based project and to support recommendations for how the identified business could utilise the tools and technologies identified as part of their research.
On successful completion of this unit, students will have the confidence to engage in decision making, problem solving, research activities and project planning tasks They will have the fundamental knowledge and skills that will enable them to investigate and examine relevant computing concepts in a work-related context, determine appropriate outcomes, decisions or solutions and present evidence to various stakeholders in an acceptable and understandable format.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Conduct small-scale research, information gathering and data collection to generate knowledge on an identified subject |
| LO2 | Explore the features and business requirements of organisations in an identified sector. |
| LO3 | Produce project plans based on research of the chosen theme for an identified organisation |
| LO4 | Present your project recommendations and justifications of decisions made, based on research of the identified theme and sector. |
Software Development Lifecycles
Code : K/618/7408Type : CoreLevel : 4
Introduction
The software development lifecycle is an integrated process that promotes building good quality, secure software throughout the entire development process. The aim of this unit is to give students the knowledge and skills needed to understand software development lifecycles so that they can demonstrate their knowledge by
implementing a software development lifecycle with a suitable methodology.
The unit introduces students to lifecycle decision making at different stages of the software development process. They will examine various lifecycle models and learn to appreciate their particular characteristics in order to understand for which project environments they are most appropriate. Theoretical understanding will be translated into practical skills through an actual software development lifecycle project. Students will become confident in the use of particular tools and techniques relevant to a chosen methodology.
Among the topics included in this unit are iterative and sequential models of software development lifecycles and reference frameworks for initially capturing conceptual data and information through a feasibility study, and requirement gathering techniques through to analysis, design and software implementation activities.
Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Describe different software development lifecycles |
| LO2 | Explain the importance of a feasibility study |
| LO3 | Undertake a software development lifecycle |
| LO4 | Discuss the suitability of software behavioural design techniques. |
ဒုတိယနှစ်တွင် အောက်ပါ ဘာသာရပ်များ သင်ကြားရပါမည်။
Discrete Maths
Code : F/618/7429Type : CoreLevel : 5
Introduction
Digital computer technologies operate with distinct steps and data is stored as separate bits. This method of finite operation is known as ‘discrete’, and the division of mathematics that describes computer science concepts such as software development, programming languages and cryptography is known as ‘discrete mathematics’. This branch of mathematics is a major part of a computer science course and aids, ultimately, in the development of logical thinking and reasoning that lies at the core of all digital technology.
This unit introduces students to the discrete mathematical principles and theory that underpin software engineering. Through a series of case studies, scenarios and taskbased assessments, students will explore set theory and functions in a variety of scenarios, perform analysis using graph theory, apply Boolean algebra to applicable scenarios and, finally, explore additional concepts in abstract algebra.
Among the topics included in this unit are set theory and functions, Eulerian and Hamiltonian graphs, binary problems, Boolean equations, algebraic structures and group theory.
On successful completion of this unit, students will have gained confidence in the discrete mathematics that is needed to understand software engineering concepts. As a result, they will have developed skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Examine set theory and functions applicable to software engineering |
| LO2 | Analyse mathematical structures of objects using graph theory |
| LO3 | Investigate solutions to problem situations using the application of Boolean algebra |
| LO4 | Explore applicable concepts within abstract algebra. |
Data Structures & Algorithms
Code : T/618/7430Type : CoreLevel : 5
Introduction
Knowing how to implement algorithms and data structures that solve real problems, and knowing the purpose, complexity and use of algorithms is part of an essential toolkit for software engineers. An algorithm is a sequence of instructions used to manipulate data held in a structured form and together with data structures constitute design patterns for solving a diverse range of computer problems, including network analysis, cryptography, data compression and process control.
This unit introduces students to data structures and how they are used in algorithms, enabling them to design and implement data structures. Students are introduced to the specification of abstract data types and will explore their use in concrete data structures. Using this knowledge, students should be able to develop solutions by specifying, designing and implementing data structures and algorithms in a variety of
programming paradigms for an identified need.
Among the topics included in this unit are abstract data types specification, formal data notations, data encapsulation, complex data structures, programming language implementations using handles, pointers, classes and methods, algorithm types, data structure libraries, algorithm complexity, asymptotic testing and benchmarking. On completion of this unit, students should be able to identify program data
requirements, specify abstract data types using a formal notation, translate into concrete data structures and be able to develop, using a programming paradigm, different sorting, searching and navigational algorithms that implement complex data structures and evaluate their effectiveness. As a result, students will have developed skills such as communication literacy, critical thinking, analysis, synthesis, reasoning
and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Examine abstract data types, concrete data structures and algorithms |
| LO2 | Specify abstract data types and algorithms in a formal notation |
| LO3 | Implement complex data structures and algorithms |
| LO4 | Assess the effectiveness of data structures and algorithms. |
Applied Programming and Design Principles
Code : T/618/4902Type : CoreLevel : 5
Introduction
The advanced features of programming languages are used to develop software that is efficient, robust and can be mathematically proven to work. Well-designed code can positively impact the performance of an application as well as the readability and extensibility of the code, thereby improving productivity and reducing cost.
Effective object orientated programming (OOP) should have low coupling, high cohesion and strong encapsulation, which is something that the SOLID principles help to obtain. The idea is that by applying those principles together, it makes it easier to write better quality code with greater diversity and robustness. The system created becomes easy to maintain, to reuse and to extend over time. SOLID principles help software developers to achieve scalability and avoid creating code that breaks every time it needs a change. Clean coding maintains the readability of the programs produced by encouraging descriptive naming of objects and keeping to a single purpose model for each entity. Programming patterns work to ensure that designs produced are language independent, encapsulate ideas and are reusable in multiple circumstances.
The development of an application to process a large data set is a practical example of how to solve a problem that can be used in many different situations, can help deepen the understanding of OOP and help improve software design and reusability.
The aim of this unit is to familiarise students with these concepts and their best practices to ensure that their code is in line with industry standards. Among the topics included in this unit are object-orientated programming, introduction to design patterns and SOLID, including its version of five principles of object-oriented programming and automated software testing.
The unit is especially useful for those intending to move into computer science, software development, programming, systems analysis and software testing.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Investigate the impact of SOLID development principles on the OOP paradigm |
| LO2 | Design a large dataset processing application using SOLID principles and clean coding techniques |
| LO3 | Build a data processing application based on a developed design |
| LO4 | Perform automatic testing on a data processing application. |
Machine Learning
Code : H/618/7438Type : CoreLevel : 5
Introduction
Machine learning is the science of getting computers that have the ability to learn from data or experience to solve a given problem without being explicitly programmed. It has been around for many years, however it has become one of the hottest fields of study in the computing sector. Machine learning is in use in several areas such as predictive modelling, speech recognition, object recognition, computer vision, anomaly detection, medical diagnosis and prognosis, robot control, time series forecasting and many more.
This unit introduces students to the basic theory of machine learning, the most efficient machine learning algorithms and practical implementation of these algorithms. Students will gain hands-on experience of getting these algorithms to solve real-world problems.
Topics included in this unit are: the foundations of machine learning, types of learning problems (classification, regression, clustering etc.), taxonomy of machine learning algorithms (supervised learning, unsupervised learning, reinforcement learning), machine learning algorithms (decision tree, naïve Bayes, k-nearest neighbor, support vector machine etc.).
On successful completion of this unit, students will understand the concept of machine learning and machine learning algorithms. They will have gained hands-on experience in implementing algorithms using a programming language such as C/C++, C#, Java, Python, R, or a machine learning tool such as Weka, KNIME, Microsoft AzureML. As a result, students will develop skills such as communication literacy,
critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Analyse the theoretical foundation of machine learning to determine how an intelligent machine works |
| LO2 | Investigate the most popular and efficient machine learning algorithms used in industry |
| LO3 | Develop a machine learning application using an appropriate programming language or machine learning tool for solving a real-world problem |
| LO4 | Evaluate the outcome or the result of the application to determine the effectiveness of the learning algorithm used in the application. |
Business Process Support
Code : A/618/7428Type : CoreLevel : 5
Introduction
Data and information are core to any organisation and business process. Accurate data and meaningful information are of high value to an organisation and are key drivers for effective decision making and problem solving. Business intelligence relies on the use of data science, which makes use of a range of tools and methods, including data mining, data integration, data quality and data warehousing, in conjunction with other information management systems and applications.
This unit introduces students to a range of tools, techniques and technologies used for acquiring data and processing it into meaningful information that can be used to support business functions and processes.
Students will examine how data and information support business processes, the mechanisms to source and utilise data and turn it in to usable, and valuable, information output. Students will explore real-world business problems, the emergence of data science and how the application of data science can be used to support business processes. Finally, students will demonstrate practical application of data science techniques to support real-world business problems.
On successful completion of this unit, students will appreciate the importance and value of data and information in terms of optimising decision making and performance. By exploring the tools, techniques and systems that support business processes, students will be aware of the role and contribution of these technologies and methodologies, and their importance to organisations. As a result, students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Discuss the use of data and information to support business processes and the value they have for an identified organisation |
| LO2 | Discuss the implications of the use of data and information to support business processes in a real-world scenario |
| LO3 | Explore the tools and technologies associated with data science and how it supports business processes |
| LO4 | Demonstrate the use of data science techniques to make recommendations to support real-world business problems. |
Application Development
Code : Y/618/7436Type : CoreLevel : 5
Introduction
Application development is a process of planning, creating, testing, and deploying an information system. Often applications are developed to automate a process, build a product to address business need or to get ahead of the competition by being innovative. Professionalism and critical thinking supported by an ability to work independently and as part of a team are core skills for a developer.
This unit introduces students to application development. It is designed to simulate the roles and responsibilities of a commercial developer working in a suitable business environment, with access to a small team of colleagues. Initially, students are introduced to a business-related problem and will need to adopt and use appropriate methods and practices to analyse, break down and discuss the issues – then decide,
design, create and test a possible solution. Students should be free to debate, evaluate and select different design and development methodologies, depending on their own judgement and consideration.
Among the topics included in this unit are design and developer documentation; problem analysis; research, system and user requirements; design methodologies and principles; security considerations; development methodologies; software development lifecycles; teamwork, peer reviews, development tools and techniques; integrated development environments; debugging, testing, software versions and quality assurance.
On successful completion of this unit, students will be able to produce a software design document by analysing a business-related problem and deduce an appropriate solution, including a set of initial requirements. They will be able to select and use design and development methodologies, with tools and techniques associated with the creation of a business application. They will also be able to work individually and
as part of a team to plan, prepare and produce a functional business application with support documentation, and assess and plan improvements to a business application by evaluating its performance against its software design document and initial requirements. As a result, students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Produce a software design document for a business-related problem based on requirements |
| LO2 | Research design and development tools and methodologies for the creation of a business application |
| LO3 | Plan and produce a functional business application with support documentation |
| LO4 | Evaluate the performance of a business application against its software design document and initial requirements |
Computing Research Project (Pearson-set)
Code : K/618/7425Type : CoreLevel : 5
Introduction
This unit is assessed through a Pearson-set assignment. Students will choose their own project based on a theme provided by Pearson (this will change annually). The project must be related to their specialist pathway of study (unless the student is studying the general computing pathway). This will enable students to explore and examine a relevant and current topical aspect of computing in the context of a business environment and their chosen specialist pathway.
The aim of this unit is to give students the opportunity to engage in sustained research in a specific field of study. Students will be able to demonstrate the capacity and ability to identify a research theme, to develop research aims, objectives and outcomes, and to present the outcomes of such research in both written and verbal formats. Students are encouraged to reflect on their engagement in the research process, during which recommendations for personal development are key learning points.
On successful completion of this unit, students will have the confidence to engage in problem-solving and research activities. Students will have fundamental knowledge and skills that will enable them to investigate workplace issues and problems, determine appropriate solutions and present evidence to various stakeholders in an acceptable and understandable format.
Students will have developed skills such as communication literacy, critical thinking, analysis, synthesis, reasoning, and interpretation, which are crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
| LO1 | Examine appropriate research methodologies and approaches as part of the research process |
| LO2 | Conduct and analyse research relevant to a computing research project |
| LO3 | Communicate the outcomes of a research project to identified stakeholders |
| LO4 | Reflect on the application of research methodologies and concepts. |
Extra Curriculum
| No. | Module Title |
|---|---|
| 1 | Arduino |
| 2 | Artificial Intelligence with Pure Python |
| 3 | Web Designing with HTML, CSS, JavaScript, Bootstrap |
| 4 | Application Development using Microsoft C# .NET |
| 5 | English for Academic Purpose |
| 6 | IELT Preparation |
Assessment Policy
စာမေးပွဲ ပြန်လည်ဖြေဆိုခြင်း (Resit/Retake)
- စာမေးပွဲဘုတ်အဖွဲ့မှ အဖြေလွှာများ ပြန်လည်တင်သွင်းရန် လိုအပ်သည်ဟု ဆုံးဖြတ်ခြင်းခံခဲ့ရပါက အဆိုပါ ဘာသာအတွက် ပြန်လည်ဖြေဆိုရပါမည်။
- စာမေးပွဲပြန်လည်ဖြေဆိုရန် Re-sit fees ပြန်လည်ပေးသွင်းရပါမည်။
- Re-sit fee : 250,000 MMK / Unit
- Repeat fee : 300000 MMK / Unit
စာမေးပွဲနောက်ဆုတ်ဖြေဆိုခြင်း (Defer)။
- အဖြေလွှာများ တင်သွင်းရန် အကြောင်းအမျိုးမျိုးကြောင့် အချိန်မီ တင်သွင်းနိုင်ခြင်း မရှိပါက ခိုင်လုံသည့် အကြောင်းပြချက်ဖြင့် ကြိုတင် Defer form တင်၍ နောက်ဆုတ်နိုင်ပါသည်။
- စာမေးပွဲကာလ မတိုင်မှီ အနည်းဆုံး(၃)လကြိုတင် စီစဉ်ရန် လိုအပ်ပါသည်။
- Defer form တင်ရန် နောက်ကျခဲ့ပါက ပျက်ကွက် အဖြစ် သတ်မှတ်မည် ဖြစ်ပါသည်။
အထူးမှတ်ချက်။
- ပထမနှစ်အောင်မြင်ပြီးပါက Level 4 Diploma လက်မှတ် ရရှိပါမည်။
- ဒုတိယနှစ်အောင်မြင်ပြီးပါက Level 5 Diploma လက်မှတ် ရရှိပါမည်။
- သင်တန်း၏ ကာလသတ်မှတ်ချက် (၃)နှစ်အတွင်း ဘာသာရပ်အားလုံး ပြီးစီးအောင်မြင်ပြီးဖြစ်ရန် လိုအပ်ပါသည်။
- လုပ်ငန်းအတွေ့အကြုံ ရှိပြီးသူများအနေဖြင့် Level 5 Diploma လက်မှတ် တခုတည်းကိုသာ ရယူလိုပါက ဒုတိယနှစ်သို့ တိုက်ရိုက် တက်ရောက်နိုင်ပါသည်။
- ဘွဲ့သင်တန်းများသို့ ဆက်လက်တက်ရောက်မည့် သူများ အနေဖြင့် Level 4 Diploma & Level 5 Diploma (၂)မျိုးစလုံး အောင်မြင်ပြီးဖြစ်ရပါမည်။
Duration
| Year | Duration |
|---|---|
| Foundation | 6 Months |
| First Year | 1 Year |
| Second Year | 1 Year |
Time Table
| Units | 📅 | 🕐 |
| Core Units | Mon – Thurs | 9:00 AM – 4:00 PM |
| Extra Curriculum | Friday | 9:00 AM – 4:00 PM |
Entry Requirements
၁။ စနစ်ဟောင်း အခြေခံပညာ အထက်တန်း (သို့) တက္ကသိုလ်ဝင်တန်း အောင်မြင်ပြီးသူများ
၂။ စနစ်သစ် အခြေခံပညာ Grade-12 အောင်မြင်ပြီးသူများ
၃။ နိုင်ငံတကာသင်ရိုး GCE O Level/GED အောင်မြင်ပြီးသူများ
၄။ Level 3 Diploma တခုခု ရရှိထားသူများ
