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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Higher Certificate in Applied Sciences |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 117922 | Higher Certificate in Applied Sciences | |||
| ORIGINATOR | ||||
| Durban University of Technology | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Higher Certificate | Field 10 - Physical, Mathematical, Computer and Life Sciences | Mathematical Sciences | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 05 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2020-11-20 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2031-06-30 | |||
| 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:
This is an entry-level higher education qualification. The purpose of the Higher Certificate in Applied Sciences is to enable articulation within and across the Post-Secondary Education and Training (PSET) sector to provide access to several diplomas and/or Degrees for which Mathematics and/or Physical Science is a requirement. It may be possible, however, for learners to find employment as secondary school tutors for Mathematics and/or Physical Science. The qualification provides learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for Higher Education studies within the discipline of Applied Sciences. It emphasises selected general principles together with more specific procedures and their application. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence within the field of Applied Sciences in general and Mathematical Science in particular and that the learner will be capable of applying such knowledge and competence in higher-level qualifications. Rationale: Apart from meeting the general need for learners within the country to be availed of an opportunity to be given a second chance at attempting Mathematics and/or Physical Science in the post-school education and training sector, there are several particular categories of learners who will benefit from the offering of this qualification. Each of these learners is described through the particular contexts which are depicted below. Since the introduction of the National Senior Certificate (NSC) and the concomitant scrapping of the differential grading of high school subject (higher grade and standard grade) several qualifications that have Mathematics and Physical Science as requirements for admission, have struggled to meet their enrolment planning targets as a result of large numbers of learners who 'nearly meet' the Mathematics and/or Physical Science minimum requirement. Consequently, many of these learners are then admitted via the waiving of the admission requirements. Other unsuccessful learners are generally referred to as 'less cognitively demanding qualifications' within the university or elsewhere within the Post School Education and Training PSET sector. An alternative path for these learners and others in similar situations would be provided by the Higher Certificate in Applied Sciences. Learners who fall into this category would be admitted to the qualification and if completed, would be allowed to fulfil the requirements for entry into higher qualifications. These learners who complete this qualification may be granted an exemption for Mathematics and/or Science modules into several new HEQSF-aligned qualifications that offer Mathematics and/or Science modules. Importantly they will remain in their intended field of interest. In some instances, the new (or more stringent) requirement for these NSC subjects does not necessarily imply that the new Diploma or Degree will include a module in Mathematics. In the majority of cases, however, new Mathematics modules have been introduced in the new HEQSF-aligned qualifications. In addition to the quandary that is described above, the situation is likely to be further exacerbated by the higher admission requirements, and greater competition for learners in possession of these minimum requirements. It must be emphasised that two elective modules will be offered to learners from within the field of interest, making it possible for learners interested in Applied Sciences to study alongside those interested in Engineering. Several learners were often referred to Technical Vocational Educational and Training (TVET) Colleges to pursue studies in a cognate NATED Engineering course (N4, N5 and/or N6). Under certain conditions stipulated in the General Rules of the institution, such learners could transition from the TVET Colleges into the institution and be admitted into the cognate qualification, in many instances with exemptions granted. As the old National Diplomas were phased out and the new HEQSF-aligned Diplomas and Degrees introduced, an unfilled gap was created in the application of the admission criteria to the learners. The qualification will be a natural alternative for such transitioning learners, and the long term possibility of exploring the feasibility of TVET Colleges offering the qualification as accredited sites of delivery is part of the rationale for its development. Although the primary purpose of this qualification is to allow for greater access to the higher education frameworks, it may be possible for learners to find employment as secondary school tutors for Mathematics and/or Physics. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The structure of this qualification makes the Recognition of Prior Learning (RPL) possible and applies to all prospective learners. The qualification may be achieved in part through RPL, which includes formal learning and work experience. If the prospective learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits would be assigned to the prospective learner. The institution's RPL policy will be applied. The purpose of which is to provide a framework for the implementation of RPL procedures within the institution and facilitate access and admission to qualifications within education and training and career paths. This will promote and facilitate lifelong learning. Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at NQF Level 5 totalling 128 Credits.
Compulsory module, Level 5, 104 Credits. Elective modules, Level 5, 24 Credits (Select any 2 modules). |
| EXIT LEVEL OUTCOMES |
| 1. Apply principles of mathematical sciences to situations that demonstrate its prevalence in a variety of higher education contexts.
2. Explore the application of Mathematical concepts within physical settings. 3. Outline the contemporary elements of Physical Sciences in Higher Education studies. 4. Comprehend elementary concepts and applications in Science Technology Engineering and Mathematics (STEM). |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Integrated Assessment: The term 'Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessments in the department will be provided through: Formative and summative assessment: Formative assessments will be used to support the learner developmentally and to feedback into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning process and the learner improves from their areas of difficulty. For the summative assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures. Academic staff who teach a module are responsible for designing, implementing and marking both formative and summative learner assessments, for recording results and feedback to learners. |
| INTERNATIONAL COMPARABILITY |
| An international benchmarking exercise was conducted to gain useful information with the purpose to ensure that the qualification is internationally comparable. There is a range of international institutions that offer a qualification in basic sciences and engineering and technology. Best practices can be found in America and New Zealand. The reasons for selecting these countries are as follows:
United States of America (USA): The Irvine Valley College offers the Certificate of Proficiency in Pre-Engineering. The American University and Community College system is designed to enable relatively seamless articulation within and across the system. Associates degrees, which are awarded by community colleges enable admission into cognate Bachelors' Degrees. Often the content of the Associate's degree is identical to the first two years of the Bachelors' Degree. The first year of both usually includes foundational content and general education, which is designed to address disparities across the secondary schooling system. Since the primary purpose of the Higher Certificate in Applied Sciences is to enable access (via articulation) to higher qualifications, comparison with the American system was deemed appropriate. Similarities: The US qualification offers Introduction to Programming and Problem Solving with Matlab and Principles of Materials Science and Engineering which is similar to the modules offered by the South African qualification. This Certificate of Proficiency in Pre-Engineering prepares aspiring engineering learners to gain entry into university engineering qualification. Internationally the qualification is well recognised by experts in the fields of engineering and science. The qualification offered by Irvine Valley College is designed to enhance learners' interest in Mathematics and Sciences by pursuing a career in Engineering. The qualification's core curriculum requires learners to take Mathematics and Physics classes that are the foundation for all engineering projects. New Zealand: The Auckland University of Technology and University of Canterbury offers the Certificate in Applied Science and Certificate in Science respectively. These are 1 year qualifications and most of the content to be delivered is similar. Especially the Mathematics, Chemistry and Statistics. Internationally, the New Zealand qualifications are well recognised by experts in the field of applied sciences. The New Zealand qualifications has similar entry requirements to the South African qualification. In conclusion, this qualification is comparable to the qualifications from the above-mentioned institutions in terms of the following: |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |