SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Science Honours in Mineral Processing and Ore Beneficiation

SAQA QUAL ID	QUALIFICATION TITLE
111167	Bachelor of Science Honours in Mineral Processing and Ore Beneficiation
ORIGINATOR
University of Limpopo
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 10 - Physical, Mathematical, Computer and Life Sciences		Earth and Space Sciences
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
Reregistered		EXCO 0821/24	2019-09-03	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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
97750	Bachelor of Science Honours in Mineral Processing and Ore Beneficiation	Not Applicable	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this qualification is to:

Provide quality and focused geological education at an Honours level to improve the personal attributes of learners.

Provide a status and a basis for life-long learning, recognition, marketability and employability.

Ensure that there is a cadre of geologists entering into the South African community that will respond to the developmental needs of the international, national and regional community in the Mining Geology arena.

Upon qualifying the learner will be able to:

Acquire specialised knowledge within a particular Geological field of interest.

Display the ability to research the literature and other available resources to gain a better insight of the geological field.

Apply appropriate research methods and techniques available to execute, analyse and report on a research topic within their field of specialisation.

Communicate effectively regarding topics with their field of specialisation.

Demonstrate analytical thinking through the synthesis of information from relevant sources and applying them to real problems.

Demonstrate the ability to take responsibility for actions and decisions made.

Rationale:
South Africa has vast resources of minerals and natural reserves. It is most important that a cadre of professional, competent and skilled Geologists are trained to lead the sector of mineral processing and ore beneficiation within South Africa, the Southern African Development Community (SADC) and on an international platform.

The qualification will present qualifying learners with an opportunity to register professionally with the South African Council for Natural Scientific Professions (SACNASP) and, as a result, afford them the opportunity to practise professionally as geologists.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Admission into the qualification by learners who do not meet the minimum entry requirements may be obtained through a RPL process in accordance with the institution's RPL Policy and Procedures.

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

A Bachelor's Degree in the related field, Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.
Compulsory Modules,120 Credits:

Research Project (Geology), 40 Credits.

African Geology and Ore deposit Genesis, 20 Credits.

Advanced Petrology and Petrography, 20 Credits.

Mineral Processing and Ore Beneficiation, 20 Credits.

Analytical Techniques in Mineralogy, 20 Credits.

EXIT LEVEL OUTCOMES

1. Acquire specialised knowledge within a particular Geological field of interest.
2. Display the ability to research the literature and other available resources to gain a better insight of the geological field.
3. Make decisions on ethical values and practices within their field of specialisation.
4. Communicate effectively regarding topics within their field of specialisation.
5. Make informed decision on the types of methods and techniques available to execute, analyse and report on a research topic within their field of specialisation.
6. Develop competence in reading and understanding, and critically appraising text/literature in the context they are written.
7. Be competent in analytical thinking through the synthesis of information from relevant sources and applying them to real problems.
8. Ability to take responsibility for actions and decisions made.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Reflect the correct use of the terminology, concepts, principles and theories in written and/or oral communication.

Represent the critical appraisal of the relationship among concepts and principles of the Geological disciplines.

Apply knowledge to propose solutions to well-structured and practical problems (both concrete and abstract).

Associated Assessment Criteria for Exit Level Outcome 2:

Access various kinds of information resources, such as the library, Internet, and primary and secondary sources related to Geology, and is able to discern relevant from irrelevant literature.

Reflect explicit recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken.

Demonstrate the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems.

Identify relevant role players and resources that will contribute to resolution of specific problems.

Describe all relevant factors pertaining to the context and performance(s) in these contexts and how they affect the particular work being undertaken; and.

Identify critical factors impacting on practical problems to be investigated from the perspective of the discipline.

Associated Assessment Criteria for Exit Level Outcome 3:

Describe the ethical implications of various kinds of research and be able to act accordingly.

Associated Assessment Criteria for Exit Level Outcome 4:

Express own opinions clearly and coherently, justify a position and present it logically, systematically using properly substantiated arguments.

Show an awareness of audience, and capability in using different modes of communication (oral and written) and discipline-specific conventions, and utilisation of different techniques and strategies for communicating results.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply standard procedures within the specific discipline, such as experimental or computational techniques, or deductive or inductive reasoning.

Collect and recording appropriate data truthfully and in the appropriate format.

Analyse and interpreting materials.

Argue persuasively about such analyses and interpretations.

Draw valid conclusions; and.

Present conclusions appropriately.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify the central theme (s) of the essay.

Extract and explain the competing arguments.

Give knowledgeable perspective to the debate and derive a conclusion that fills the gap.

Associated Assessment Criteria for Exit Level Outcome 7:

Structure the essay by showing understanding of the question and indicating the direction of your answer through laying out the subsections of the essay and their linkages with the overall theme.

Operationalise the topic by stating clearly the context in which its basic concepts and assumptions are to be evaluated in the essay.

Debate the subject matter by developing logically coherent arguments as well as citing and discussing illustrative examples.

Draw a conclusion that is consistent with the arguments raised in the essay and suggesting possible outcomes of alternative initiatives at addressing the subject matter.

Present the essay according to appropriate and / or recommended word processing and referencing protocol.

Demonstrate key scholarly skills through Logical thinking (including identification of flawed reasoning in a text), Inductive and deductive thinking skills and Thinking and reasoning (self-reflexivity is demonstrated at the appropriate level.

Associated Assessment Criteria for Exit Level Outcome 8:

Demonstrate effective functioning within the Geological field of practice.

Take rational decisions are taken and methodologies used to solve practical problems.

Accepts responsibility for decisions and actions taken.

Accepts personal limitations and is able to refer to specialists in the field where require.

Integrated Assessment:
Learning and assessment across exit level outcomes within the qualification should be integrated to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to candidates and summative assessments, which ensure a judgement of learning at exit level outcomes. Such assessments should assess the learner's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification.

INTERNATIONAL COMPARABILITY

Canada:
A university in British Columbia offers a BSc Honours Degree in Geological Sciences with four streams, namely: Mineral Deposits; Sedimentary Geology and Geobiology; Crustal and Mantle Processes; and Environmental Geology.

This Honours Degree provides a strong background for those learners wishing to pursue a Masters and or Doctoral Degree. It is designed so that learners complete a significant research project to prepare them suitably for higher degree studies. In addition, the Bachelor of Science Honours Degree in Geological Sciences meets the requirements for registration with the Association of Professional Engineers and Geoscientists of British Columbia (APEGBC) as a Professional Geoscientist. Professional Geoscientists include Geologists, Geochemists, Geophysicists, and Environmental Geoscientists. The APEGBC is the regulatory and licensing body for Professional Engineers and Geoscientists in the Province of British Columbia, Canada. The Association is charged with protecting the public interest by setting and maintaining high academic, experience and professional practice standards for all members. As such, to sign off on official reports or documents relating to work in these fields the law requires that professionals be duly and legally registered with the APEGBC.

In Ghana the Bachelor of Science (Honours) in Mineral Engineering is a 4 -year qualification which can be seen as being equivalent to the 120 Credit qualification offered in South Africa. The qualification aims at producing learners who are capable of designing and managing mineral treatment processes to produce valuable metallurgical products and also address the associated environmental issues.

After completing the qualification, learners should be capable of applying science and technology to plan, design, develop, optimise, operate and manage mining and mineral projects anywhere in the world. They will be trained to carry out professional duties using their knowledge of sound environmental technology with the conscious effort to maximise returns on investment.

Throughout the mining engineering programme, learners will be able to take modules in surface and underground mining, mine planning and design, mineral deposit and ore reserve modelling, mineral processing, mineral economics, principles of economics, mine management, rock mechanics, rock fragmentation, operations research, economic development and planning. These modules require a strong background in probability and statistics, mathematical analysis, technical drawing, physical and structural geology, physical and analytical chemistry and mineralogy and petrology, fluid mechanics, soil mechanics, land surveying, thermodynamics, Geographical Information Systems (GIS).

Learners will also prepare a paper on a selected topic and present it in seminar under supervision.

Conclusion:
The similarities of these qualifications are in terms of the modules. The modules are generally similar albeit differently phrased, for example, the South African qualification refers specifically to Ore Deposit Genesis whereas the international qualification refers to Mineral Deposits. Similarly, the local qualification refers to an African Geology and Ore Deposit Genesis module whereas the international offering customises the module to Indian Mineral Deposits. By law, natural scientists in South Africa must register with SACNASP and Professional Geoscientists need to be registered with the APEGBC in order to practise professionally. The only difference in these qualifications is insofar as the credits are concerned. Therefore, the Bachelor of Science Honours in Mineral Processing and Ore Beneficiation compares favourably with the international qualifications.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Bachelor of Earth Sciences Honours in Mining and Environmental Geology, Level 8.

Bachelor of Science Honours in Mining Geology, Level 8.

Vertical Articulation:

Master of Environmental Sciences in Geography, 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.

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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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