SAQA 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 Quantitative Techniques 
SAQA QUAL ID QUALIFICATION TITLE
118278  Higher Certificate in Quantitative Techniques 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
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 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  2021-07-14  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 Quantitative Techniques is an entry-level higher education qualification that is vocational, with a strong industry-oriented focus. The purpose of the qualification is to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in quantitative techniques. The qualification provides a strong foundation for equipping learners to further their higher education studies.

Firstly, the qualification will equip learners with the development of digital tools for decision-making in the work context and skills such as applied numeracy, logical thinking, critical thinking and creative problem-solving skills to prepare learners for entry-level careers in the workplace.

Furthermore, the qualification will promote the development of the following skills:
  • Basic mathematical calculations
  • Using numeric digital platforms
  • Basic statistical calculations
  • Representing data in different ways
  • Expressing business problems mathematically.

    Secondly, the qualification provides learners with foundational numeracy, critical thinking and digital literacy skills, as well as practical techniques for successful progression into a Bachelor's Degree. The concepts and principles prepare learners to continue their learning in a range of business fields such as accounting, economics, finance, project management and business administration.

    Qualifying learners will attain a basic level of higher education knowledge and competence in the field of quantitative techniques and will acquire the required technical skills to enter the labour market. Through the experiences gained in the work-integrated learning simulation, learners will be able to apply such knowledge and competence in an entry-level occupation or role in the workplace that provides opportunities for continued personal, intellectual growth, gainful economic activity and rewarding contributions to society.

    Rationale:
    South Africa ranked 128 of 137 countries on the World Economic Forum quality of Mathematics and Science education scorecard (2018). According to the National Senior Certificate Diagnostic Report, 45.4% of learners who wrote Mathematical Literacy scored 40% and above, and 37.1% of learners who wrote Mathematics achieved a result of 40% and above (Department of Basic Education, 2018). The report highlighted some concerns that learners performed well in questions that required lower-order thinking skills and performed poorly in questions that demanded analytical, evaluative and problem-solving skills. Additionally, subjects that require the use of mathematical and calculation skills proved challenging due to the lack of cardinal skills (Department of Basic Education, 2018: 04).

    Numeracy skills are important because the ability to work with quantitative data has been identified as a core pillar of the 4th industrial revolution. A grasp of how to work with quantitative information expands career possibilities for learners, giving them an edge in the labour market. According to Gizelle McIntyre of the Institute of People Development (2016), not only does South Africa have a staggering 34,9% (Stats SA, 2019) unemployment rate for 15 to 34-year-olds, but it is found that new entrants to the labour market rarely have the necessary generic and technical skills to enter the labour market and progress within it. There is a need to provide learners with foundational logic and numeracy skills to cope with the demands of tertiary education and the work-readiness skills for future work contexts. Currently, many learners exiting high school do not have the required mathematical background to continue into further studies, particularly in business or commerce related fields. Therefore, the qualification will address this need by developing the knowledge and skills required for access and success and/ or to obtain entry-level employment.

    On completion of the qualification, qualifying learners may pursue the following career paths:
  • Business administrators
  • Assistants business managers
  • Junior administration assistants
  • Junior quantitative analyst
  • Junior economic analyst. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL will be applied in line with the regulations of the Quality Council for Higher Education and the RPL Policy, Credit Accumulation and Transfer (CAT) and the procedures of the institution.

    RPL in the case of learners not complying with the formal entry requirements will be conducted in accordance with the policy and guidelines of the institution concerning the recognition of other forms of formal, informal and non-formal learning and experience. Recognition takes place only where prior learning corresponds to the required NQF-level, and in terms of applied competencies relevant to the content and outcomes of the qualification. Through Recognition of Prior Learning, learners may gain access, advance placement, or status recognition on the condition that they continue their studies at this Institution.

    The institution complies with the principles as outlined in the Council on Higher Education Policies on the RPL, CAT and Assessment in Higher Education which stipulates the following:
  • Credits cannot be transferred to more than one qualification and thus cannot be used by a learner more than twice for the originally completed qualification and one other.
  • Credits can only be granted for up to 50% of the credit value of a qualification for learning completed in another completed qualification.
  • Credits for an incomplete qualification may be recognised as meeting part of the requirements for a different qualification, and only up to 50% of the credit value from one completed qualification can be presented for recognition in another qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A National Senior Certificate (NSC), NQF Level 4, granting access to higher certificate studies.
    Or
  • A National Certificate Vocational, NQF Level 4, granting access to higher certificate studies.
    Or
  • A Senior Certificate, NQF Level 4 without endorsement.
    Or
  • A Foreign qualification that is equivalent to the NSC as determined by SAQA.
    Or
  • Further Education and Training Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 5 totalling 120 Credits.

    Compulsory Modules, Level 5,120 Credits:
  • Digital and Academic Literacies, 15 Credits.
  • Introduction to Quantitative Thinking and Techniques, 15 Credits.
  • Critical Reasoning and Logic, 15 Credits.
  • Introduction to Economic Concepts, 15 Credits.
  • Quantitative Decision-Making, 15 Credits.
  • Statistical Concepts, 15 Credits.
  • Fundamental Accounting Concepts and Practices, 15 Credits.
  • Work-Integrated Learning (WIL), 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse and apply the key terms, concepts, facts, general principles, rules and theories of quantitative discipline or practice to argue and work critically and logically.
    2. Respond to textual, symbolic and visual representations of quantitative data to formulate mathematical expressions of business problems.
    3. Identify, evaluate and apply methodologies and strategies to solve business problems using appropriate tools and technologies.
    4. Undertake simple estimation and prediction to judge the reasonableness of results.
    5. Communicate quantitative ideas, relationships and information coherently using appropriate language and representational conventions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Interpret and integrate graphic representations of data from multiple sources.
  • Use flowcharts, swim-lane diagrams and/or decision trees to generate language and arithmetic logic solutions.
  • Explain and argue claims by sourcing evidence to support or reject the statement.
  • Convert word sums into arithmetic expressions and convert answers from arithmetic expressions to conclusions.
  • Effectively analyse tables, charts and graphs and draw conclusions.
  • Analyse and apply economic principles to adjust product prices to meet consumer demands.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and apply basic arithmetic and algebraic calculations using digital tools.
  • Effectively perform conversions of data (e.g. percentages to fractions, proportions to decimals).
  • Perform multistep arithmetic calculations using the calculator functions and key sequences.
  • Prepare accounting information in an excel spreadsheet.
  • Evaluate and apply the PPC model to explain the basic economic problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Analyse and apply basic knowledge of qualitative or quantitative data and draw conclusions.
  • Evaluate and apply monetary and fiscal policies and their impact on business decision making.
  • Calculate simple and contingency table probabilities.
  • Identify and evaluate foundational knowledge of quantitative techniques to analyse survey results and draw conclusions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Accurately explain the difference between data gathering and sampling methods.
  • Calculate and differentiate between the mean, median, mode, percentiles, quartiles, variance and standard deviation of ungrouped data.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Effectively discuss the potential problems or risks associated with digital footprints.
  • Differentiate between the various primary financial statements used within businesses.
  • Effectively communicate information using appropriate visual forms. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification has been compared to three international institutions. The focus of the comparison was mostly on the degree of similarity in the duration, articulation and qualification structure, including modules and exit level outcomes.

    Country: United Kingdom
    Institution: University of Leicester Global Study Centre
    Qualification Title: International Foundation Year Economics and Management
    Duration: One-year full time
    Articulation:
    The International Foundation Year Economics and Management qualification offers graduates progression into a first degree of their choice.

    Qualification structure:
    The qualification favourably compares with their offering of the following modules:
  • Academic Literacy
  • Accounting
  • Economics
  • Quantitative methods. Both qualifications have a duration of one year on a full-time basis.

    Similarities:
    The qualification compares to the Higher Certificate in Quantitative Techniques, as it provides learners with fundamental knowledge and understanding of the relevant disciplinary elements in economics and management fields.

    In addition, the qualification was compared with other qualifications based on similarities in the sector and how this qualification could assist in determining the articulation possibilities of the qualification with qualifications in other qualification frameworks.

    Country: Canada
    Institution: The Durham College
    Qualification Title: Diploma in Business Accounting
    Qualification structure:
    The qualifications have similar modules such as
  • Statistics
  • Economic
  • Accounting.

    Similarities:
    On completion, the qualification will allow learners to present and prepare financial statements, analyses economic variables using fundamental accounting concepts, among other outcomes. These attributes are comparable to the exit level outcomes of the Higher Certificate in Quantitative Techniques. In addition, this Diploma is comparable to the Higher Certificate in Quantitative Techniques in that the entry requirement is an equivalent National Senior Certificate.

    Country: Botswana
    Institution: The University of Botswana
    Qualification Title: Diploma in Statistics
    Qualification structure:
    The qualification offers modules in Statistics and learners have an option to combine Statistics and Economics. The Higher Certificate in Quantitative Techniques compares well with this Diploma considering that the core numeracy modules of Statistics and Economics are covered accordingly.

    Conclusion:
    These countries were selected because of the similarities shared with the National Qualifications Framework of South Africa and the standards and quality offering in their education systems. The selection was further cemented by the similarities in the qualifications identified, compared to that of the proposed qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Higher Certificate in Economic and Management Sciences, NQF Level 5.
  • Higher Certificate in Business Management, NQF Level 5.
  • Certificate in Business Accounting, NQF Level 5.

    Vertical Articulation:
  • Bachelor of Commerce in Accounting, NQF Level 7.
  • Bachelor of Commerce in Economics, NQF Level 7.
  • Bachelor of Business Administration, NQF Level 7.
  • Bachelor of Commerce in Economics and Econometrics, NQF Level 7.
  • Diploma in Economics, NQF Level 6.
  • Diploma in Accounting, NQF Level 6. 
    		•

    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. The Independent Institute of Education (Pty) Ltd 


    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.