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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Mathematical Sciences 
SAQA QUAL ID QUALIFICATION TITLE
112505  Bachelor of Science in Mathematical Sciences 
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  2019-10-30  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 purpose of the Bachelor of Science in Mathematical Sciences is to equip learners with a solid foundation in mathematical sciences which will create an awareness of the uses of mathematics, applied mathematics and statistics. Learners will also acquire the skills to translate practical problems into mathematical terms, to use mathematical tools and to develop an awareness of the importance of mathematics in the world of work and society.

The purpose of the qualification following a career in mathematically-related professions are to:
  • Critically, sequentially and logically analyse data and solve quantitative problems;
  • Proficiently use the theories, principles, concepts and techniques of mathematics, applied mathematics and statistics;
  • Appropriately conclude the systematic identification of the relevant theories and concepts, related methodologies and evidence; and;
  • Express and communicate mathematical and statistical results both in writing and orally using a variety of media in ways that are appropriate for the intended audience.

    The first year provides a foundation of mathematics, applied mathematics and statistics, as well as an introduction to computer sciences. The second-year further develops these skills, and in the third year of study, learners can select a specialisation in a combination of pure mathematics, applied mathematics or statistics.

    Rationale:
    The reasoning that led to identifying the need for the Bachelor of Science in Mathematical Sciences is the demand for skills in mathematics. It is more important than ever before for employment in mathematics or related disciplines, education, business, industry, and government. The development of high-technology systems depends on mathematical inputs and outputs because it plays a significant role in helping companies in today's data-driven marketplace. The qualification also serves as a minimum entry requirement for most higher education qualifications. However, the Centre for Development and Enterprise's research revealed that mathematics education in South Africa is as a result of poor teaching of mathematics in most schools.

    According to the Trends in International Mathematics and Science Study (TIMSS) indicated that South Africa's was one of the lowest-performing countries in mathematics and science amongst 39 countries evaluated. The Department of Basic Education (National Assembly Question 2551. Oct 2015) ascribes this to the "non-availability of qualified, competent teachers of FET Phase Mathematics," as one of the reasons. Furthermore, CDE reports that South Africa could suffer a major teacher shortage.

    The learner obtaining the Bachelor of Science in Mathematical Sciences, followed by a one-year Postgraduate Certificate in Education (PGCE), including Computer Literacy, Mathematics Education or Natural Sciences Education, could register with the South African Council for Educators (SACE) as a teacher. To gain access to the PGCE a learner for Intermediate phase: need to have passed two "school" subjects at first-year level, for Senior phase: need to have passed two "school" subjects at second-year level, and for FET phase: need to have one "school" subject as a major (third-year level), plus a second "school" subject at first- or second-year level.

    The development of the Bachelor of Science in Mathematical Sciences meets the specific needs in the sector. The development of potential mathematics or computer science teachers (contributing to the academic and social development of children). With the increasing quantitative modelling and problem-solving skills due to the progression in data collection and data storage. Financial companies need to develop and adapt their systems to fit the ever-changing economic setting.

    The typical learners who are likely to enrol for this qualification are those with an aptitude for mathematics who are interested in applying mathematics to solve problems in the real world. The occupations, jobs, or areas of activity in which the qualifying learner will operate are banking, computer programming/science, education, a research-oriented career in government, finance, information analysis, insurance, risk management, and systems analysis. The qualification also provides a theoretical grounding for learners who wish to pursue postgraduate studies in mathematics, applied mathematics or statistics.

    The qualification involves a structured curriculum without electives in the first and second year, which includes Mathematics, Statistics, Applied Mathematics and Computer Science. The final year allows for electives where the learners can choose to specialise in Mathematics and Statistics, Mathematics and Applied Mathematics, or Applied Mathematics and Statistics are exiting at NQF Level 7.

    The qualification will provide benefits to the learner, society and the economy since learners are more likely to find gainful employment and be active and productive citizens. The qualification provides substantial benefits such as widespread improvement of social conditions and economic well-being. Also, the outcome of the qualification is to improve employment rates and job creation.

    The lack of mathematical competence in the school system and the growing need for mathematical teacher training referred to will also be addressed by offering the qualification.

    The rationale of the qualification is to prepare learners for a career in mathematics, the natural-, computer- and social science, education, business or financial line of work. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification is structured in such a way to facilitate possible recognition from other institutions with similar qualifications. Allowing for articulation with similar qualifications or access to higher-level qualifications as well as the possibility of entering the qualification through Recognition of Prior Learning. The institution's RPL Policy complies with the criteria set by the national RPL policy.

    Learners that apply to enter the qualification through RPL will be assessed against the Exit Level Outcomes of the qualification as mentioned in the RPL policy.

    The principles of RPL are as follows:
  • RPL allows access to further study by granting the status, but not the award, of the prerequisite qualification.
  • Admission to the qualification, based on RPL, is subject to the rules and regulations of the institution.
  • Recognition is given only for current competence, as determined by the relevant department.
  • RPL is qualification-specific; recognition is given only for learning based on the Exit Level Outcomes and Associated Assessment Criteria of a specific qualification, and not primarily the content.
  • Applicants will go through a formal RPL process that usually involves a lengthy process - it is not a single event.
  • The learner must provide relevant, sufficient, authentic and current evidence (e.g. portfolios, challenge examinations, etc.) for assessment.
  • Quality assurance processes guarantee the integrity and credibility of all aspects of the RPL process.
  • 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 using the RPL Policy. Where learners do not meet the minimum admission requirements stated, RPL may be used to grant access to the qualification using the Credit Accumulation and Transfer policy. The Registrar manages the process in collaboration with the Dean and Programme Coordinators.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Bachelor's studies.
    Or
  • Higher Certificate in a cognate field of study, NQF Level 5.
    Or
  • An Advanced Certificate in a cognate field of study, NQF Level 6.
    Or
  • Diploma in a cognate field of study, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 400 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Calculus, 15 Credits.
  • Algebra and Logic, 15 Credits.
  • Introduction to Statistics, 15 Credits.
  • Introduction to Probability Theory, 15 Credits.
  • Introduction to Applied Mathematics: Statistics I, 15 Credits.
  • Dynamics I, 15 Credits.
  • Introduction to Computer Science, 15 Credits.
  • Software Development Fundamentals, 15 Credits.

    Compulsory Modules NQF Level 6, 120 Credits:
  • Vector Analysis, 20 Credits.
  • Linear Algebra, 20 Credits.
  • Sampling Distribution Theory, 20 Credits.
  • Bayesian Statistical Inference, 20 Credits.
  • Dynamics II, 20 Credits.
  • Mathematical Modelling, 20 Credits.

    Compulsory Modules, NQF Level 7, 80 Credits:
  • Real Analysis, 20 Credits.
  • Discrete Mathematics, 20 Credits.
  • Abstract Algebra, 20 Credits.
  • Complex Analysis, 20 Credits.

    Elective Modules, NQF Level 7, 80 Credits (Choose between Mathematical Statistics or Applied Mathematics).
    Mathematical Statistics III:
  • Inference, 20 Credits.
  • Multiple Regression, 20 Credits.
  • Generalised Linear Models, 20 Credits.
  • Time-series Analysis, 20 Credits.

    Applied Mathematics III:
  • Numerical Analysis, 20 Credits.
  • Dynamics III, 20 Credits.
  • Partial Differential Equations, 20 Credits.
  • Optimisation, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse problems and formulate relevant models in a variety of areas in Mathematics, Applied Mathematics, Statistics, and Computer Science.
    2. Select and use appropriate mathematical technology/models/theories with which to analyse mathematically, applied mathematical, and\or statistical problems.
    3. Make rigorous mathematical arguments including how to both prove and disprove conjectures.
    4. Critically read concepts relevant to Mathematics, Applied Mathematics and Statistics.
    5. Use the concepts of analysis in solving problems.
    6. Use the fundamental concepts including equations, numbers, and algebraic structures.
    7. Express themselves in writing and orally in an articulate, sound and well-organised fashion.
    8. Develop good information retrieval as well as quantitative and qualitative data analysis, synthesis and evaluation skills, including the appropriate use of ICT. 

    ASSOCIATED ASSESSMENT CRITERIA 
    In an integrated manner, the following Associated Assessment Criteria will assess the Exit Level Outcomes.
  • Analyse and formulate problems and mathematical models in a variety of areas in Mathematics, Applied Mathematics and Statistics accurately.
  • Select and use suitable mathematical technology/models/theories with which to analyse mathematically applied mathematical and statistical problems correctly.
  • Make mathematical arguments by:
    > Using stated assumptions, definitions, and previously established results in constructing arguments;
    > Analysing situations by breaking them into real-world cases;
    > Justifying conclusions;
    > Reasoning about data, making plausible arguments that take into account the context from which the data arose; and.
    > Construct arguments using concrete drawings and diagrams.
  • Read Mathematics, Applied Mathematics and Statistics relevant concepts critically, which in the end lead to evident conceptualisation and application.
  • Use the appropriate concepts of analysis in solving problems properly.
  • Use the fundamental concepts, including equations, numbers, and algebraic structures, appropriately and correctly.
  • Conduct communication, either through electronic media, in writing or verbally happens, in a well-articulated manner evident of a sound knowledge of the subject in a well-organised manner.
  • Develop and apply information retrieval, including quantitative and qualitative data analysis, synthesis and evaluation skills, including the appropriate use of ICT, correctly in different settings.

    Integrated Assessment:
    A variety of formative assessment methods and an examination as a summative assessment will assess applied competence. The qualification and module outcomes align the various assessment activities, and teaching and learning activities integrate theory and application in practice. A combination of continuous assessment and traditional written examinations serve to assess the integration of all/most of the learning outcomes for each module in the qualification.

    Formative assessment takes place during the process of teaching and learning. The formative assessment consists of group work, tests and assignments, as well as informal continuous assessment exercises, activities and tasks. The formative assessment is in the form of small pre- and post-tests during contact sessions to identify misconceptions and learning gaps along the way. These assessments follow a schedule given to learners. By using one assessment activity to assess more than one outcome ensures the achievement integration of assessment, which includes both the theory and applications of Mathematics, Applied Mathematics and Statistics.

    Summative assessment in the form of an examination midyear and a three-hour examination at the end of the year take place and provide information and feedback that sum up the teaching and learning process. The intention behind the examinations as a summative assessment is to either validate the achievement of outcomes for progress to the next year or the awarding of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparing the following international qualifications (namely, Australia and USA).

    The Bachelor of Science in Mathematical Sciences is comparable to Bachelor of Science in Mathematics offered by Australia RMIT (Public Research University). Also, this qualification is comparable to Melbourne, Victoria's Bachelor of Science in Mathematics. As well, this qualification is comparable to the Applied Mathematics offered by Geneseo Institute, which is part of the State University of New York (SUNY). All the international universities cited provide specialisation streams from the 2nd and 3rd-year levels and the selection of electives and majors. There are similarities relating to the different modules, for example, Calculus, Probability Theory, Linear Algebra and Vector Analysis, Mathematical Modelling, Real and Complex Analysis, Discrete Mathematics, and Multivariate and Numerical Analysis. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Mathematical Sciences, NQF Level 7.
  • Advanced Diploma in Actuarial Science, NQF Level 7.
  • Bachelor of Science in Applied Mathematics, NQF Level 7.
  • Bachelor of Science in Mathematics, NQF Level 7.
  • Bachelor of Science in Mathematics and Applied Mathematics, NQF Level 7.
  • Bachelor of Science in Actuarial and Financial Mathematics, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours in Mathematics, NQF Level 8.
  • Bachelor of Arts Honours in Statistics, NQF Level 8.
  • Bachelor of Commerce Honours in Mathematical Statistics, NQF 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.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.