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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Mathematics for Engineering Technology 
SAQA QUAL ID QUALIFICATION TITLE
117724  Higher Certificate in Mathematics for Engineering Technology 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
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  2020-09-29  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:
The Higher Certificate in Mathematics for Engineering Technology has as primary focus to provide access to higher education, and specifically for access to engineering technology qualifications for deserving learners that do not meet entry requirements into relevant mainstream qualifications.

The qualification provides learners with the foundational basis that will enable mastering of the basic introductory knowledge, cognitive and conceptual tools for higher education studies in Mathematics for Engineering Technology, such as Diploma studies in Engineering Technology. The qualification emphasises selected general principles together with more specific procedures and their application in Mathematics as relevant to Engineering Technology.

Rationale:
The qualification will assist learners with lower grades in Mathematics from National Senior Certificate (NSC) level to be able to access Engineering qualifications at higher education institutions. Some schools provide Mathematical Literacy to all learners, which does not allow them to pursue engineering qualifications.

The Higher Education Qualifications Framework (HEQSF) of 2014 allows for a Higher Certificate that is not vocational. Instead, it provides learners with basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies.

The qualification consists of modules that have basic concepts required in engineering-related qualifications at higher education institutions. The qualification also has advanced Mathematics concepts that lay a foundation in the requirements of STEM-related qualifications at higher education institutions.

The qualification targets those who will have completed their NSC level and will have access to STEM-related qualifications in higher education institutions.

The qualification holders will be able to be employed as research assistants and Mathematics teaching assistants. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners who do not possess the level of qualification outlined may apply for recognition of prior learning (RPL) in the prescribed format. RPL is an important policy goal, which is signalled in the Education White Paper, and reaffirmed by the Council on Higher Education (CHE), and which suggests promotion of RPL initiatives to improve the intake of adult learners as an essential avenue of redress.

Recognition of credit for prior learning is the process whereby the institution makes a judgement about the extent to which they can accept Accredited Prior Learning (APL) or Accredited Prior Experience (APE), as partial fulfilment of the institution's requirements for a given academic award.

In exceptional circumstances, learners may gain exemption from part of a qualification based on previous studies. Specific departments may refuse to consider any learners for such exemption.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Senior Certificate (SC), Level 4.
    Or
  • National Senior Certificate (NSC), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational) (NCV), Level 4 granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 132 Credits.

    Compulsory Modules, Level 5, 132 Credits:
  • Mathematics Literacy, 6 Credits.
  • Mathematics Problem Solving, 6 Credits.
  • Studying Mathematics, 6 Credits.
  • Mathematics for Engineering Technology 1, 24 Credits.
  • Mathematics for Engineering Technology 2, 24 Credits.
  • Mathematics for Engineering Technology 3, 24 Credits.
  • Mathematics for Engineering Technology 4, 24 Credits.
  • Mathematics for Engineering Technology 5, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate appropriately by correctly making use of the language of Mathematics.
    2. Use mathematical process skills to identify, investigate and solve problems creatively and critically.
    3. Use effective study habits and study strategies to improve in areas such as time management, organisation, and test-taking skills.
    4. Understand and apply basic key mathematical terms, concepts, facts, principles, rules, methods and procedures to solve well-defined engineering technology problems. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communicate effectively in English.
  • Apply reading strategies to learn Mathematics, including writing style, vocabulary, symbols, key concepts, metacognition, pre-reading, reading, reflection.
  • Write to learn Mathematics.
  • Communicate mathematical thinking coherently and clearly.
  • Analyse and evaluate the mathematical thinking and strategies of others.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Exhibit critical thinking skills.
  • Identify other people's positions, arguments and conclusions; evaluate the evidence for alternative points of view; weigh up opposing arguments and evidence fairly.
  • Apply Polya's problem-solving techniques.
  • Understand the problem, devise a plan to solve it; carry out the project; and reflect on the solution.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate what is needed to know to study Mathematics.
  • Demonstrate an understanding why studying Mathematics is different from studying other subjects.
  • Discover Mathematics learning strengths and weaknesses.
  • Measure and reflect upon Mathematics study skills; reflect upon practical study skills and build upon it.
  • Reduce Mathematics test anxiety.
  • Recognise test anxiety and its causes.
  • Apply relaxation techniques and minimise negative self-talk.
  • Improve listening and note-taking skills.
  • Apply learning styles and memory techniques to improve memory.
  • Improve Mathematics test-taking skills.
  • Apply the ten steps to better Mathematics test-taking; minimise the six types of test-taking errors.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Do calculations in algebra, mensuration, trigonometry, introductory complex numbers, matrices and vectors, statistics, probability and introductory calculus.
  • Convert between binary, octal and hexadecimal numbers.
  • Apply the factor and remainder theorems.
  • Express a rational function into its partial fractions.
  • Solve linear and quadratic equations and inequalities.
  • Solve simultaneous equations.
  • Transpose simple engineering formulae.
  • Apply the properties of the straight-line graph to engineering problems.
  • Reduce a non-linear law to a linear form.
  • Discuss the features of periodic functions, continuous and discontinuous functions, even and odd functions and inverse functions.
  • Apply the properties of exponential and logarithmic functions to engineering situations.
  • Expand a binomial expression by making use of the binomial theorem.
  • Apply the properties of the sine and cosine waveforms to engineering problems.
  • Convert between Cartesian and polar coordinates.
  • Simplify/Solve trigonometric identities/equations.
  • Perform addition, subtraction, multiplication and division with complex numbers in rectangular form.
  • Convert between the square and polar shape of a complex number.
  • Perform multiplication and division with complex numbers in polar form.
  • Perform general arithmetic operations on 2X2 matrices.
  • Evaluate 2X2 determinants.
  • Solve simultaneous equations by using Cramer's rule.
  • Apply vectors to engineering problems.
  • Represent given data in a histogram, frequency polygon, frequency distribution table and bar chart.
  • Apply the rules of probability.
  • Evaluate permutations and combinations.
  • Understand the derivative in terms of a limit of a function.
  • Find the derivatives of some standard engineering functions.
  • Differentiate successively.
  • Apply differentiation to solve some simple engineering problems.
  • Understand integration as the opposite of differentiation.

    Integrated Assessment:
    The formative assessments are in the form of eight tutorial tests and two class tests. The tutorial sessions allow learners to interact with the lecturer and tutors on an individual basis. The content of each session covers the previous week's material. During these sessions, the lecturers guide learners to become appreciative, observant and skilled in focusing on which matters are of critical importance. After each session, learners write a 15 minutes tutorial test. This assessment enables the coordinator to identify any shortcomings that learners need to address. The results from the formative assessments are discussed in open classroom sessions to ensure that the assessment processes are understood.

    The lectures constitute about 50% of the total notional hours. The other 50% is split amongst tutorials, study time and assessment time. 
    		•

    INTERNATIONAL COMPARABILITY 
    Some qualifications compare favourably with the Higher Certificate in Mathematics for Engineering Technology:

    The Open University (Certificate of Higher Education in Mathematical Sciences) based in the UK, offers a certificate that provides the necessary skills learners need for further study in mathematics and statistics and is ideal for delivering Mathematics underpinning for studies in other areas. The Certificate of Higher Education in Mathematical Sciences aims to build a solid foundation on which to continue to a higher qualification and includes pure mathematics, applied mathematics and statistics; using mathematical software; working with abstract ideas, and modelling real-world problems using mathematics. Modules are similar to the proposed one's modules. No formal entry requirements are mandatory, but learners must be significant numbers literate. This certificate compares favourably with this qualification as the content pitch is at the same level, have a similar purpose and comparable curriculum.

    University of London, UK offers the Mathematical Studies (Certificate in Higher Education) that provide a broad education in the mathematical sciences and their application to commerce and the natural and social sciences. This intensive course will prepare learners for mathematics, finance, business, IT or economics Degrees and aims to teach mathematics and its application to solving problems, both abstract and in the real world. On successful completion, learners may enter a Birkbeck Mathematics Degree. The course covers the theoretical background, as well as methods and modelling techniques, and equip you with a wide range of mathematical skills. No traditional entry qualifications are required, but applicants need to demonstrate the right level of numeracy and English language skills, as well as a keen interest in mathematics.

    Other comparable courses are:
  • American Samoan Community College (College accelerated preparatory program).
  • American University of the Middle East (AUM), Kuwait (Pre-College Program).
    University of Exeter (International Foundation in Engineering, Mathematics, Computer Science and Physical Sciences) Red Rocks Community College (College Preparatory Studies Program). 
    		•

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

    Horizontal Articulation:
  • Higher Certificate in Mathematics and Statistics, NQF Level 5.

    Vertical Articulation:
  • Diploma in Engineering Technology, NQF Level 6.
  • Bachelor of Engineering Technology, NQF Level 7. 
    		•

    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.
     
    1. Central University of Technology, Free State 


    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.