SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Science Honours in Statistics Education

SAQA QUAL ID	QUALIFICATION TITLE
101056	Bachelor of Science Honours in Statistics Education
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
6085	Bachelor of Science Honours	Level 7	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Bachelor of Science Honours in Statistics Education qualification provides an opportunity for educators to develop their Maths, Science and Technology content knowledge and their ability to apply the innovative teaching strategies, which is needed for the 21st century.

In essence, the purpose of this qualification is to equip learners with relevant, appropriate and applicable skills, knowledge and competencies through the philosophy of Ubuntu to analyse literature to understand the challenges faced by learners in learning Mathematics, Science and Technology (MST) and educators in mediating science meaningfully. In this exploration, educators also analyse teaching and learning theories applicable to MST education and gain knowledge and insights on the philosophies and histories behind MST reasoning. The qualification's purpose is also to enable educators to become researchers who can demonstrate an understanding of methodologies and their implications in investigating MST education in different contexts for different objectives. This qualification further develops knowledge, skills and understanding that enables educators to conduct MST educational research. Educators will ethically conduct, analyse empirical data, and academically document MST educational research.

Focusing on science thinking skills in the science curriculum is one way of helping educators to become independent thinkers and problem solvers. Consequently, this qualification aims to engage educators to leverage scientific process skills to solve problems in statistics education.

The Bachelor of Science Honours in Statistics Education improves the academic literacies of the educators where they will further develop their academic writing and reading abilities.

Rationale:
The Institute for Maths, Science and Technology (ISTE) vigorously promotes a multi-disciplinary approach in mathematics and science technology at the institution. Hence, ISTE observed a huge gap in the labour market both in industry, schools, and universities where educators of training and development within the disciplines of science, maths and technology are either underprepared or lack knowledge about the interrelatedness of these three disciplines and how they function seamlessly to advance maths, science and technology agendas. It is common knowledge that South Africans fare poorly in mathematics, science and technology education and hence this qualification will address poor performance in these three related fields through the philosophy of Ubuntu.

A report published by the World Economic Forum (WEF) has ranked the quality of South Africa's mathematics, and science education last out of 148 countries. At the school system level, the pool of Grade 12 learners passing mathematics is low; hence, the gateway into the physical sciences is also low. Moreover, the low learner enrolment and high attrition rates in the sciences are also major challenges in higher education. Furthermore, South Africa faces major skills shortages in technical fields such as technology. The lack of skills and engagement in science and technology to meet the needs of society ultimately erodes the quality of life of all South Africans both economically and environmentally.

The current state of Science Education in South Africa is a challenge. Attracting and retaining learners in the sciences is a concern to all stakeholders, especially in higher education. The teaching of scientific inquiry skills, such as problem-solving, can resolve low retention and underperformance.

The qualification offers the following overarching benefits:
1. Over the years, the number of SA nationals enrolled in Master in Science in Mathematics, Science and Technology Education and Doctor of Philosophy in Mathematics, Science and Technology Education has been alarmingly low. Partly, this is because most international learners come with a four-year undergraduate degree that simply articulates into a Master's qualification, while their SA counterparts who graduate with a three-year qualification require an Honours qualification or Postgraduate Diploma before they can register for a Master's qualification. Therefore, if a Bachelor of Science Honours in Statistics Education is not offered, the SA nationals will remain disadvantaged and will not have an avenue to progress to a master's programme.
2. According to TIMSS (2015), research in MST Education needs to inform practices and bring about solutions to improve the level of learner performance, particularly in developing countries. Against this background, Bachelor of Science Honours in Statistics Education is a research-based qualification that will deepen and consolidate the science background of the science learners, introduce them to the science education discipline, and develop them into science education researchers.

This qualification aims to create opportunities for access for educators from the sciences who have potential and interest in conducting rigorous research in Maths, Sciences and Technology (MST) education. This qualification also provides access to science educators who are interested in MST education research as a career.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Guided by the institution's RPL policy, Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification, provide an opportunity to learners to gain credits towards an the qualification or it may be used as a career development tool. RPL will be applied in line with the regulations of the Nation RPL Policy. All admission through RPL will be in accordance with the principles laid down in the institution's RPL Policy. Various skills, competencies, and experiences acquired outside of formal education during employment and training, maybe measured against specified prescribed learning outcomes of this qualification and the learner may receive credits. Admission by means of RPL will be applied in accordance with the Institution's RPL policy.

It is acknowledged that all learning has value and the University accepts the challenge to assess prior learning and award credit that is aligned to the qualification to promote lifelong learning. Therefore, recognition may be granted for non-formal prior experiential learning. The RPL process is guided by the institutional procedures laid out in the institution's RPL procedures policy. Evidence regarding the assessment of prior knowledge may include the submission of documentation with proof of previous learning, examinations, interviews with assessment panels and portfolios. Certified copies of documents confirming the number of years and the nature of work experience, as well as certified copies of any qualifications obtained where applicable may be presented as evidence in the assessment process. All such evidence will be assessed according to the general principles of assessment.

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

An appropriate Bachelor of Science, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules at Level 8, 72 Credits:

Report for Honours Degree in Mathematics, Science and Technology Education, 36 Credits.

Contemporary Theories of Learning and Implication for Teaching, 12 Credits.

Research Methods in Mathematics, Science and Technology Education, 12 Credits.

Contributions from Cognitive Science to Teaching and Learning, 12 Credits.

Elective Modules at Level 8, 48 Credits (Choose four):

Linear models, 12 Credits.

Regression, 12 Credits.

Time series, 12 Credits.

Survival analysis, 12 Credits.

Nonparametric regression, 12 Credits.

Methods of multivariate analysis, 12 Credits.

Probability and stochastic processes, 12 Credits.

Inference, 12 Credits.

Generalised Linear Models, 12 Credits.

Multivariate techniques, 12 Credits.

EXIT LEVEL OUTCOMES

1. Analyse relevant learning theories applicable to statistics.
2. Integrate technology in teaching and learning in statistics.
3. Critique, present, and show applications of research in the field of statistics education.
4. Contribute to the scholarly debates around theories of knowledge and processes of knowledge production in statistics education.
5. Apply ethics and professional practices and manage the emergent ethical issues in mathematics, science and technology research and practice.
6. Apply scientific knowledge and research to societal issues, taking into account ethical and cultural considerations.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse various learning theories relevant to statistics from a wide variety of literature sources.

Identify and motivate the selection of relevant theories and how it contributes to the understanding of teaching and learning of statistics.

Explain how selected learning theories aid and promote the understanding of how individuals learn statistics.

Apply knowledge of pedagogy and subject-related concepts (within mathematics, science and technology), skills and values to create a learning environment that accommodates a diversity of learners; and communicate effectively in this context.

Select, justify and employ a range of teaching methodologies and assessment procedures appropriate to learners and contexts in the mathematics, science and technology realm.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate an understanding of emerging classroom technologies applicable to statistics.

Plan, design and assess effective learning environments and experiences using technology applicable to statistics.

Facilitate instruction in the new literacies that emerge within digital interactive learning environments.

Associated Assessment Criteria for Exit Level Outcome 3:

Independently write reports for publication in the scientific literature.

Demonstrate a problem-solving approach that is suitably critically reflexive.

Collect, analyse, organise and critically evaluating information.

Communicate effectively using visual, mathematical and language skills in the modes of oral and written persuasion.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate the ability to place knowledge contributions within the context of existing scholarly debates on theory and knowledge production in the chosen area of research.

Associated Assessment Criteria for Exit Level Outcome 5:

Observe the policies and procedures regarding research ethics.

Show reported work is free from plagiarised materials and the inappropriate use of the intellectual property of others.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify challenges in education that is relevant to current societal issues.

Make ethical and culturally sensitive decisions on the effects of scientifically based knowledge on society.

Apply scientific knowledge for the direct benefit of society.

Integrated Assessment:
The assessments for this qualification will follow the 20/80 weighted ratio. The formative assessments account for 20% and the summative assessments account for 80% of the final, for a learner's academic year of study. It is made up as follows:

Formative Assessments:
Formative assessments are necessary for the attainment of a year mark. It will be conducted via 2 assignments for each module as follows:

Assignment 1: Learners are required to read each study unit of the study guide/textbook together with the prescribed and recommended readings of the relevant module and answer the required questions in assignment 1. The assignment consists of information relevant to each module. It may include multiple-choice questions and essay type questions. The weight allocation is 10%.

Assignment 2: Learners are required to read their study guide/textbook and consult other sources such as journal articles, and sections extracted and uploaded by the lecturer. Learners are required to follow the criteria provided by the lecturer to complete this assignment. The weight allocation is 10%.

Summative Assessment:
Admission to examinations is granted to learners on the submission of an assignment for the specific tuition period within the given time frame, stipulated in the Academic Planning Schedule. The summative assessment consists of a three-hour venue-based examination, which is written at the end of each semester. This examination consists of a written paper with a section of questions and answers to test the learners' knowledge on their application of theory to practice from all the study units. This examination consists of information relevant to each module. It may include multiple-choice questions and essay type questions. The weight allocation is 80%.

Assessment Plan for the Research Component:
Formative Assessments: formative assessments are necessary for the attainment of a year mark. It will be conducted via 2 assignments for this module as follows:

Assignment 1: Learners are required to read a number of articles and answer the required questions in assignment 1. The assignment consists of information relevant to each module. It may include multiple-choice questions and essay type questions. The weight allocation is 10%.

Assignment 2: Learners are required to consult number of sources such as journal articles, and sections extracted and uploaded by the lecturer. Learners are required to follow the criteria provided by the lecturer to complete this assignment which will involve developing a proposal. The weight allocation is 10%.

Summative Assessment: Admission to examinations is granted to learners on the submission of an assignment for the specific tuition period within the given time frame, stipulated in the Academic Planning Schedule. The summative assessment for the research module will be portfolio based. The learner needs to produce a research report. The weight allocation is 80%.

Assessment Plan for the Research Component:
Formative Assessments: formative assessments are necessary for the attainment of a year mark. It will be conducted via 2 assignments for this module as follows:

INTERNATIONAL COMPARABILITY

The NQF level of this qualification ensures recognition globally as a Postgraduate qualification. It is compatible with international qualification frameworks and ensures international comparability of standards. The qualification also meets recognition requirements in countries such as India (University of Peradeniya), Uganda (Makerere University and the Muni University) and United K (Durham University) as the qualification is comparable with the Bachelor of Science Honours in Science Education offered by these universities. This qualification is also comparable with the BSc offered by Makerere University.

The University of Peradeniya offers an MSs in Science Education. This qualification takes into consideration the nature of the learner, the processes of learning and teaching and the characteristics of the domain-Science and the entry requirements include Bachelor's qualification in Science (B.Sc.) or Bachelor's qualification in Education (B.Ed.) with a strong science background.

The qualification structure is similar in that it contains coursework and a research project.
General Component (Science Education) - Learners choose among electives and compulsory modules: Science in the Past, Present and Future, Science Teaching and Learning, Qualitative Research Methods in Science Education , Quantitative Research Methods in Science Education, Science Curriculum, Science and Society, Science and Information Technology, Measurement and Evaluation, Philosophical Foundations of Education, Psychological Foundations of Education, Educational Management, Action Research, Energy and Environment, School, university and industry relationships.

Special Component (Biology/Chemistry/Mathematics/Physics Education): Learners need to choose one of the following: Biology Education, Chemistry Education, Mathematics Education or Physics Education. These contain 3 content knowledge modules within each domain and pedagogical aspects related to each specific subject domain.

The University of Durham offers an MSc in Science Education. This qualification is comparable to the Bachelor of Science Honours in Science Education offered at institution in that both qualifications aim to meet the demand to focus on teachers' professional learning in Science, Technology, Engineering and Maths subject areas, particularly in enhancing subject knowledge and pedagogical skills for science teachers working outside their specialist subjects.

The structure of the qualification is composed as follows: the qualification has four taught modules: two specialised core modules in science education (considering the challenges and implications of science education), a research method module and an optional module. Besides, there is a supervised dissertation. Learners can choose either physics as an additional subject specialism or chemistry as an additional subject specialism. These modules provide the subject matter knowledge for a better understanding of science education research.

The Makerere University and the Muni University (Uganda) offers a Bachelor of Science with education undergraduate Degree. This qualification is designed to produce science teachers who can contribute meaningfully in the production of scientists, science educators and technicians to promote science and its applications to real-life situations to induce national development through science. The qualification is comparable with the focus on science content knowledge within an intersection of pedagogy in science education. Although this qualification is offered at undergraduate level, it is comparable to this qualification as it exposes learners to a wide range of science-related modules that are critical in developing science teachers with content-based knowledge.

The structure of the Degree is composed as follows (Merekere):
The learner takes both Education Professional modules and modules in Science subjects in combinations. The available science subject combinations are Biology/Chemistry; Biology/Physical Education; Mathematics/Chemistry, Mathematics/Physics and Mathematics/Economics. The qualification is comparable with the focus on science content knowledge within an intersection of pedagogy in science education.

Few comparisons consider Statistics Education disjointedly from Mathematics Education. Hence the subject combinations for the final year as follows with Mathematics as a major is considered as an exemplar. The learner chooses a combination of the following modules in the final year: Dynamical Systems; Rings and Modules; Trends and Contemporary Issues in Science Education; Organometallic and Bioinorganic Chemistry; Evaluation of Teaching and Learning; Economic Theories and Practices in Education; Special Needs Education; Differential Equation; Assessment, Evaluation& Resources in Mathematics Education; Instructional Resources and Laboratory; Teaching in Science Education; Supervision and Guidance to School Philosophical Orientation to Education; Guidance and Counselling, two mathematics modules (select from - Real Analysis II; Classical Mechanics ; Advanced Statistics; Graph Theory; Number Theory; Algebraic Topology; Biomathematics) and two Chemistry modules (select from Advanced Analytical; Pesticide Chemistry).

ARTICULATION OPTIONS

This qualification allows possibilities for vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Science Honours, NQF Level 8.

Vertical Articulation:

Master of Science in Statistics Education, NQF Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.

1.	University of South Africa