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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Commerce in Mathematics and Economics

SAQA QUAL ID	QUALIFICATION TITLE
111268	Bachelor of Commerce in Mathematics and Economics
ORIGINATOR
Akademia NPC
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 10 - Physical, Mathematical, Computer and Life Sciences		Mathematical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-08-23	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The modern world needs participants with knowledge and understanding of Mathematics and Economics and associated financial accounting that under scribe organisational, corporate and business practice to contribute to the continuing success of the economy as a whole. Successful organisations and businesses improve the standard of living of its members, owners, managers and employees and it creates prosperous communities and a prosperous nation. The aim of this Bachelor of Commerce in Mathematics and Economics is to equip learners with the necessary knowledge and skills to follow a successful career in organisations the components of which are associated with the underlining Economics, Mathematics and accounting of small and large endeavours. The qualification provides the theory and application of the principles of Mathematics and Economics and associated disciplines to ensure that learners have the capacity to develop and grow intellectually with an understanding of the bigger context thereof. The main purpose of the qualification is to provide qualifiers with graduate level knowledge, specific skills and applied competence in Mathematics and Economics and related disciplines that provide opportunities for personal intellectual growth, gainful employment activity and rewarding contributions to society.

This qualification seeks to produce practitioners with generic and transferable skills, including oral and written communication, numeracy and computer literacy and a critical capacity who are, thus, equipped for a variety of career paths in Mathematics and Economics.

The purpose of the qualification is, in one or more sub-fields within the mathematical and economic sciences is:

To produce learners who have a systematic and coherent body of knowledge and an understanding of underlying concepts and principles; the ability to access and evaluate scientific information including knowing how scientific knowledge is created; a high level of cognitive and other generic skills including problem-solving, written and spoken communication and computer literacy; and competence in applying knowledge through basic research methods and practice.

To provide every learner with a sufficient depth of knowledge and skills that give opportunities for continued personal intellectual growth, including Postgraduate study, for gainful economic activity in a range of careers, and for rewarding and constructive contributions to society.

To provide society with learners who demonstrate initiative and responsibility, who are professional and ethical in their roles within the economy and society, and who are able to be intellectual leaders within their society.

To produce learners in all scientific fields, in order to increase, widen and transform the leadership base in South Africa, both for innovation and science-based economic and research development, and for the education of future generations of scientists, technologists, engineers and other professional people.

To enable learners to make a valuable contribution to the world of organisational, corporate and business practice and in the process enable them to continue and further their discipline-based studies at a Postgraduate level.

To provide South Africa with significant numbers of learners in Mathematics, Economics, and related disciplines who meet the intellectual, technical and personal requirements for direct entry into local and international business and for entry into Postgraduate academic programmes required for the higher tiers of those organisations and/or businesses.

To facilitate entry into Postgraduate academic research programmes in order to ensure that the local and international leadership base of innovative and knowledge based economic, scholarly, and professional activity is widened.

Understand Mathematics and Economics and apply appropriate principles within a specific context.

The successful learners will be able to:

Analyse any mathematical and economic situation through the techniques and knowledge that they have acquired.

Apply the concepts of Mathematics in modelling and solving problematic situations of a mathematical nature, e.g. in the related business environment.

Apply the basic concepts and principles of accounting and management practice.

Apply financial accounting concepts and principles.

Perform appropriate business calculations.

Read critically, understand and integrate financial data and report.

Develop a broad understanding of the functioning of the economy and gain insight into the solving of the "economic problem".

Develop an understanding of the different types of economic systems that has been created to deal with the economic problem of scarcity.

Apply intermediate principles of both Micro-Economics and Macro-Economics to both the domestic and international economies.

Have a sufficient understanding of the theoretical, empirical and policy frameworks to analyse topical problems in the field of Economics.

Develop a thorough understanding of the fundamental institutions and relationships that affect quality of life of those within society.

Analyse current debates in the field of and application of economic theory to problems of economic development and wellbeing.

Show a thorough understanding of how the field of Economics was developed by understanding the impact economic philosophers had on both the field of Economics and society as a whole.

Understand how actors within the global sphere relate and communicate with one another.

Analyse problems through the use of statistical techniques that was acquired through Economics as well as the Mathematics subjects.

Apply an interdisciplinary approach to problem solving that incorporates all of the major fields of study.

Develop sound theoretical basis from which to view the world.

Have developed critical reasoning skills that can be applied in a wide range of problems.

Communicate effectively in both written and verbal form.

A qualification in Mathematics and Economics aims to equip learners with knowledge, skills, values and attitudes that will enable them to be confident and independent in an organisation, corporate and business environment, and to contribute responsibly in economic reconstruction, development and growth. The acquisition of the above mentioned skills, knowledge etc. will also contribute to the development of educated and responsible consumers. On completion of the qualification, learners will have developed competencies that will serve themselves well for the rest of their lives, whether as a staff member manager or owner of a small, medium or large enterprise. The qualification has a dual purpose: Firstly, to prepare learners for their role as analysts in the workplace. Secondly, to provide admission for learners to Postgraduate studies in Mathematics and/or Economics.

Rationale:
The levels of complexity within the modern world has grown exponentially in the last century. This increase in complexity has spread throughout society and has resulted that the monolithic responses to problems simply does not suffice. Throughout the world there is a growing need to move away from the singular approaches to problem solving and adapt more integrated approaches to problems. A qualification in Mathematics and Economics seeks to equip learners with such an integrated approach that will produce results that are sufficient in dealing with the world around them. Learners are exposed to a spectrum of subjects with a large amount of interconnectivity between subjects. This allows learners to tap into an array of tools and techniques as well as a deep pool of knowledge that is used in each discipline. In order to master the different fields of study a learner will have to master an array of techniques including understanding logic and being able to reason. Furthermore, a learner should develop an understanding of abstract ideas and be able to communicate ideas in both verbal and written form. The qualification entails a fair amount of analysis in all three of the disciplines. In terms of content a qualification in Mathematics and Economics equips a learner to develop an understanding of the two disciplines. Firstly, the Mathematics component will ensure that the learner understands and will be able to apply the concepts of Mathematics in a related work environment, secondly, the Economics branch is encompassing and will ensure that learners understand how the economy and human action works. Furthermore, the service modules within this qualification will promote and develop skills and provide context to both of the major disciplines. On completion of this qualification the learner will be equipped with a deep pool of knowledge which will allow them to engage in any one of the two disciplines in post graduate studies. Furthermore, due to the nature of the qualification, the application potential for learners after their studies are vast. There are also still direct applications for learners to find work as economic and mathematical analysts in both academic and corporate settings.

This qualification will provide South Africa with significant numbers of qualifying learners in Mathematics and Economics and related disciplines who meet the intellectual, technical and personal requirements for direct entry into local and international Mathematics and Economics related professional activities and for entry into postgraduate academic qualifications required for further intellectual development and entry into discipline- related work.

The qualification should also facilitate entry into Postgraduate academic research qualification in order to ensure that the local and international leadership base of innovative and knowledge based economic and scholarly and professional activity is widened.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The institution's RPL Policy has been aligned with the criteria set by the Higher Education Quality Committee (HEQC) and South African Qualifications Authority (SAQA). Learners that apply to enter any qualification at the institution will be assessed against the exit levels and learning outcomes of the qualification as mentioned in RPL policy of the institution.

The principles that will be followed:

RPL allows access to further study by granting the status, but not the award, of the prerequisite qualification.

Any RPL granted is valid only for the period specified by the academic department.

Admission to the institution, based on RPL, is subject to the rules and regulations of the institution.

Recognition is given only for current competence.

RPL is qualification - specific; recognition is given only for learning that is aligned to the learning outcomes and assessment criteria of a specific qualification or module, and not primarily the content.

The applicant must provide evidence (e.g. portfolios, challenge examinations, etc.) that must be assessed as relevant, sufficient, authentic and current.

If the applicant is not satisfied with the outcome of any stage of the RPL process, s/he can appeal to the Academic Board.

Recognition of Prior Learning will be applied on an individual basis against the relevant Exit Level Outcomes of the qualification on a case-by-case basis and will be conducted in accordance with the institution's RPL Policy and Higher Education Quality Committee (HEQC) guidelines. Status will be awarded in line with credits as they pertain the relevant outcomes of the qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, NQF Level 4.
Or

National Certificate (Vocational), NQF Level 4.
Or

Relevant Advanced Certificate, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Levels 5, 6, 7 totalling 360 Credits.

Compulsory Modules, Level 5, 120 Credits:

Mathematics 1, 20 Credits.

Financial Mathematics 1, 20 Credits.

Economics 1, 20 Credits.

Elementary quantitative methods, 20 Credits.

Introduction to Business Information systems, 20 Credits.

Financial Accounting 1, 20 Credits.

Compulsory Modules, Level 6, 120 Credits:

Mathematics 2, 30 Credits.

Financial Mathematics 2, 20 Credits.

Economics 2, 30 Credits.

Financial Accounting 2, 20 Credits.

Statistics, 20 Credits.

Compulsory Modules, Level 7, 120 Credits:

Mathematics 3, 40 Credits.

Economics 3, 40 Credits.

Management of Innovation and Technology, 40 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge and understanding of fundamental concepts and principles in both disciplines and recognise that scientific knowledge and understanding are changeable.
2. Show understanding of all of the concepts in Economics, be able to communicate effectively in both written and verbal form and have developed critical reasoning skills that can be applied in a wide range of problems.
3. Analyse any issue and economic situation through the techniques and knowledge that they have acquired.
4. Develop a broad understanding of the economy and be competent in the insight into the solving the theoretical, empirical and policy frameworks to analyse topical problems in the field of Economics.
5. Analyse problems using statistical techniques that was acquired through Economics as well as the elementary quantitative methods course.
6. Demonstrate deep understanding of mathematical knowledge, the applications of Mathematics and mathematical problem solving in the world of work.
7. Deep understanding of complex issues and analysis.
8. Show understanding of abstract Algebra.
9. Relevant implementation of Information Communication Technology (ICT).

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
Identify, describe and explain the core concepts and principles of the discipline.
The relationships among the core concepts and principles are demonstrated.

Identify the range and limits of applicability of the core concepts and principles.

Apply the core concepts and principles to standard problems.

Describe and explain examples of changes in knowledge and understanding in a discipline.

Appraise limitations of basic techniques used in a discipline.

Recognise the significance of contested scientific knowledge in a contemporary context.

Demonstrate an understanding of how scientific information and ideas become generally accepted.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate the effective communication of information reliably and coherently in Economics and associated disciplines, using appropriate and professional formats.

Apply the acquired competence as reflected in the communication through the participation in Economics and associated disciplines related activities.

Evaluate, select and apply the appropriate applications and techniques to solve problems in familiar and unfamiliar contexts.

Show the ability to work independently and as part of a team, taking responsibility for decisions made.

Identify own learning needs and support the learning needs of others.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate the application of the key terms, concepts, facts, principles, rules and theories of Economics and associated disciplines in the interaction with selected appropriate groups through participation in corporate and related activities.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate an understanding of the diverse types of economic systems that has been created to deal with the economic problem of scarcity.

Apply intermediate principles of both Micro-Economics and Macro-Economics to both the domestic and international economies.

Analyse current debates in the field of and application of economic theory to problems of economic development and wellbeing.

Associated Assessment Criteria for Exit Level Outcome 5:

Evaluate, select and apply the appropriate applications and techniques to solve problems in familiar and unfamiliar contexts.

Associated Assessment Criteria for Exit Level Outcome 6:

Define the various numbers and numbers systems.

Identify, verify, prove and apply the fundamental properties of the various numbers.

Perform operations with those numbers.

Define, deduce and prove the nature and properties of the three-dimensional space R3 and its subspaces.

Vectors and operations with vectors.

Use the properties of the three- dimensional real space to solve problems.

Use operations with vectors to solve problems.

Define differentiation and establish differentiability of functions.

Determine, deduce and prove properties and rules of differentiation of functions.

Define the nature of implicit differentiation of functions.

Define, deduce and prove the nature and properties of derivatives of special functions.

Apply the rules and properties of differentiation to determine derivatives of functions.

Use derivative of functions in relevant situations to solve problems.

Associated Assessment Criteria for Exit Level Outcome 7:

Analyse representations of complex numbers and perform operations with complex numbers to solve related problems.

Define, analyse and apply elementary and analytic complex functions to solve related problems and prove fundamental theorems.

Define, analyse and apply integration of complex functions to solve related problems.

Define, analyse and apply sequences and series of complex numbers to solve related problems and prove fundamental theorems.

Define, analyse, compute and apply residues and poles to solve problem and prove fundamental theorems.

Associated Assessment Criteria for Exit Level Outcome 8:

Define, analyse and apply groups and group theory to solve related problems and prove fundamental theorems.

Define, analyse and apply homeomorphisms and quotient groups to solve related problems

Define, analyse and apply rings and ring theory to solve related problems and prove fundamental theorem.

Define, analyse and apply integers, modulo algebra and coding to solve related problems and prove fundamental theorems.

Associated Assessment Criteria for Exit Level Outcome 9:

Perform tasks related to basic computer literacy skills.

Assess the validity of ICT solutions for problems posed by a discipline.

Use ICT that is appropriate to the particular discipline, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

Integrated Assessment:
Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged. Learning, teaching and assessment are in line with each other. The term 'Integrated assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

INTERNATIONAL COMPARABILITY

The institution endeavours to ensure that all qualifications offered compare well with industry standards and requirements on a national and international level. This is mainly achieved through input during the compilation and assessment of the qualification during the development phase and subsequently through reviews driven by the Advisory Committee, who are also au fait with international qualifications. The utilisation of academic material, including textbooks and subject literature, published nationally and internationally is also used to ensure international compatibility.

The outcomes, assessment criteria, degree of difficulty and the notional learning time of national and international qualifications were used to develop and benchmarking the qualification. The qualification has been compared and mapped against a number of international qualifications in order to benchmark it to determine possible articulation with and progression to qualifications that were design with similar outcomes in mind. The benchmarked qualifications are:

London School of Economics:
The London School of Economics offers a three-year qualification with an equal number of first year foundational courses in Economics and Mathematics. A further compulsory subject introduces learners to the fundamental elements of thinking like a social scientist. In the second year, learners take two compulsory courses, one in Microeconomic Principles and another in Further Mathematical Methods. Another module from: Macroeconomic Principles, Principles of Econometrics and Principles of Finance has to be taken as well. A half unit module in Real Analysis, following on from the Introduction to Abstract Mathematics module in the first year, and another half unit in either Algebra and Number Theory, Differential Equations, Discrete Mathematics or Optimisation Theory completes the course load. In the third year one module in Advanced Mathematical Economics is compulsory. Additional options total three course units: these must include two half unit modules in Mathematics, and another in either Mathematics or Economics or finance. One of any suitable modules taught at London School of Economics, subject to the approval of the course tutor can be taken.

University of Otago, Dunedin, New Zealand:
The University of Otago's qualification is heavily loaded with Economics and less so with Mathematics. Only Mathematics 1 and Statistical Methods are offered at first level. Further Mathematics points have to be made up by taking elective points from a selection of other Science and non-science disciplines at the university.

Boston University, United States of America:
The qualification structure of American qualification is different from the South African qualifications. There is, however, certain distinct similarities in the subjects offered in a qualification in Economics and Mathematics. The joint major in Economics and Mathematics offered at Boston University aims to provide foundational skills in both subjects while focusing course selection on both subjects' common goals. The major is appropriate for Economics learners with interest in the mathematical techniques and for Mathematics learners interested in applications in Economics. The major provides credentials in both subjects, leaving room for elective credits for learners with other interests.

University of Reading, United Kingdom:
Very distinct similarities between the three-year qualification, Bachelor of Science in Mathematics and Economics offered by the University of Reading and institution's qualification can be found. The qualification is modular in its structure and therefore has the advantage of offering a much wider field of elective options to prospective learners. The themes of the modules have been imbedded in the institution qualification which has a year-subject structure.

A direct comparison of the title, specific outcomes, assessment criteria and embedded knowledge was undertaken with each, and the best of these, written in a South African context, were incorporated into this qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Science in Mathematical Statistics, Level 7.

Bachelor of Science in Mathematics and Statistical Sciences, Level 7.

Vertical Articulation:

Bachelor of Commerce Honours in Mathematical Statistics, Level 8.

Bachelor of Science Honours in Mathematical Statistics, Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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