SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Doctor of Philosophy: Mathematics

SAQA QUAL ID	QUALIFICATION TITLE
16204	Doctor of Philosophy: Mathematics
ORIGINATOR
Rand Afrikaans University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 10 - Physical, Mathematical, Computer and Life Sciences		Mathematical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 8 and above	NQF Level 10	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
73910	Doctor of Philosophy in Mathematics	Level 8 and above	NQF Level 10	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to develop the intellectual and analytic skills of the learner in order to enable the learner to develop new Mathematics independently.
The qualification prepares students for a leadership role in the mathematical world as a researcher, lecturer and evaluator of research in his/her field, because it enables the student to:

Use scientific terms, definitions and classifications correctly.

Identify problems within the context of the mathematical sciences and suggest workable solution(s) through processes of critical and creative thinking.

Work effectively with scientists and other people in a team aimed at researching, analysing, interpreting and presenting theories and results in Mathematics.

Communicate effectively with others (both orally and in writing) on research topics.

Understand and utilize the techniques, strategies and methodology involved in academic inquiry and research correctly.

Understand the role of the mathematician (and scientist in general) in society with regard to economic development and environmental sustainability and strive to actively fulfil such a role.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner accessing this qualification should demonstrate the ability to:

Apply the knowledge, insight and skills acquired by studying the modules in the Master's degree

Make correct interpretations and appropriate deductions at levels of complexity commensurate with the level of the qualification

Motivate complex logical conclusions mathematically

Evaluate complex mathematical problems in terms of the underlying mathematical theory

Work independently as well as in research groups with others on research problems

Work independently in the mastery of subject contents and the compilation of reports

Work without being driven

Find and integrate appropriate literature and factual information on a complex mathematical subject into a cohesive whole

Use appropriate mathematical language and terminology (both in written and oral form) and natural language in the presentation of mathematical findings

Apply scientific methodology - both theoretically and practically

Acquire, analyse, interpret and evaluate published Mathematics

Contribute original ideas

Identify and solve new mathematical problems

Take part in scientific interaction and teamwork on appropriate levels

Master all the practical, technical and professional skills necessary for his/her studies

Plan and execute his/her own learning programme suitable for studies on the level of the qualification

Perform the practice of science and technology effectively without endangering the environment or the well being of their associates

Investigate further training and employment possibilities

Function in the philosophy of the mathematical discipline and associated disciplines by the generation of new insights and interpretations

Investigate and evaluate entrepreneurial possibilities in his/her field of competence

Appreciate academic values (such as self-reliance, team work, open and clear communication, honesty, accuracy and professionalism)

240 previous credits in Mathematics on level 8 (a Master's degree) in Mathematics or a related discipline.

Recognition of prior learning:

A learner who claims to have achieved entry requirements through experiential learning will be assessed. If the student is found to be competent, the student may gain

access

advanced placement

or recognition of degree status will be granted on condition of continuing education

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Analyse, interpret, solve, implement and evaluate highly complex mathematical problems in terms of the underlying mathematical theory.
make logical and original conclusions which he/she can independently mathematically motivate.

2. Work effectively with other members of his/her research group on solving highly complex mathematical problems and be able to play a leadership role in a research team

3. Organize and manage responsibly and effectively his/her research activities and time.

4. Collect, analyse and organize suitable literature on a mathematical subject (suitable for the level of the qualification) and consolidate it with previous mathematical knowledge in creatively solving mathematical research problems;
develop his/her own mathematical theories and motivate them.

5. Communicate mathematics effectively and logically on an appropriate level using visual, mathematical and natural language in written and oral form.

6. (when necessary for his/her studies) use the available computer technology, effectively, safely and responsibly

7. Use the information from related fields in mathematics to solve his/her research problems and be able to apply, if necessary, his/her mathematical knowledge to other fields

8. Explore, apply and reflect on a variety of strategies on solving, developing and applying Mathematics

9. Participate as a responsible citizen in his/ her local and national community by applying the cognitive skills, values and attitudes acquired by doing mathematics on the level of this qualification.

10. Be sensitive to the role of mathematics and mathematicians in cultural and aesthetic activities.

11. Explore the career opportunities obtained via the qualification within the field of mathematics and related fields.

12. Explore the entrepreneurial opportunities obtained via the qualification within the field of mathematics and related fields.

ASSOCIATED ASSESSMENT CRITERIA

The learner can:

1. Analyse, interpret, solve, implement and evaluate highly complex mathematical problems in terms of the underlying mathematical theory;
make logical and original conclusions which he/she could independently mathematically motivate.

2. Work effectively with other members of his/her research group on solving highly complex mathematical problems and be able to play a leadership role in a research team

3. Demonstrate the ability to organize and manage responsibly and effectively his/her research activities and time.

4. Collect, analyse and organize suitable literature on a mathematical subject (suitable for the level of the qualification) and consolidate it with previous mathematical knowledge in creatively solving mathematical research problems;
Develop his/her own mathematical theories and motivate them

5. Show that he/she is able to communicate mathematics effectively and logically on an appropriate level, using visual, mathematical and natural language in written and oral form.

6. (when required for his/her studies) use the available computer technology, effectively, safely and responsibly.

7. Demonstrate the ability to use the information from related fields in mathematics to solve his/her research problems and be able to apply, if necessary, his/her mathematical knowledge to other fields

8. Explore, apply and reflect on a variety of strategies on solving, developing and applying mathematics

9. Participate as a responsible citizen in his/ her local and national community by applying the cognitive skills, values and attitudes acquired by doing mathematics on the level of this qualification.

10. Show that he/she is sensitive to the role of mathematics and mathematicians in cultural and aesthetic activities.

11. Explore the career opportunities obtained via the qualification within the field of mathematics and related fields.

12. Explore the entrepreneurial opportunities obtained via the qualification within the field of mathematics and related fields.

Formative assessment practice that will be implemented:

The study leader (promoter) continuously evaluates the progress of the student by informal discussion on the subject. It is also required that the student takes part in at least eight discussions of which at least two must be in the form of seminars on his/her research topic

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of completion of a thesis assessed by at least two external examiners and at least on article ready for publication

ARTICULATION OPTIONS

Access to qualifications with related on a lower level:

Potential learners who are in possession of a Master's degree in Mathematics from an accredited university may apply to the department for acceptance to the study. There is no provision made for entry to the study programme in mid-stream.

Learners who apply on the basis of non-formal prior learning will be evaluated according to the procedures formulated by the University for such purposes.

Access to qualifications on the same level:

Under normal circumstances there is no articulation between institutions during the course of study. However, learners who wish to switch to another qualification or subject at this institution may do so. Credit for any research completed successfully will be granted subject to its acceptance in the new qualification or subject.
Learners, who wish to continue their studies at another institution, may do so. The institution to which the relocation is made will decide on acceptance of credit for all work done at this university. Under normal circumstances this university will not give credit for research done at another tertiary institution.

Access to qualifications on a higher level:

Having obtained this qualification, a learner may apply for acceptance to the programme of a Ph.D. degree in Mathematics or similar programme at this or another institution.

MODERATION OPTIONS

External evaluation will be inclusion of external assessors

Two external examiners will be appointed to assess the thesis and they will be drawn from other tertiary institutions or research institutions of appropriate standing. If a thesis warrants it, more examiners may be appointed.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors should have at least a Doctoral degree in the appropriate discipline

Assessors should have at least five years' experience in the appropriate discipline, at tertiary institution level or a level of equivalent status outside the tertiary establishment.

Assessors should have at least five years' appropriate exposure to assessment practices at tertiary or equivalent level.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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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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