SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Doctor of Philosophy: Applied Mathematics

SAQA QUAL ID	QUALIFICATION TITLE
3575	Doctor of Philosophy: Applied 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
73890	Doctor of Philosophy: Applied 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 intellectual and analytical skills

Enable the learner to develop new Mathematics independently.
The qualification prepares students for a leadership role in the applied mathematical world as a researcher, lecturer and evaluator of research in his/her field.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification should demonstrate their ability to

Demonstrate his/her thorough knowledge and insight into the modules studied

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

Work independently as well as in groups with others in the solution of problems

Work independently, after being given suitable instruction, in the mastery of subject contents, the compilation of reports and the writing of tests and examinations

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

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

Problem identification and solving

Apply scientific methodology - both orally and practically

Work jointly with co-learners on mathematical problems

Acquire, analyse, interpret and evaluate published Mathematics

Present Mathematics in written and oral form

Scientific interaction and teamwork

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

Work harmoniously with co-learners in the same learning environment

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

His/her appreciation of academic values (such as self-reliance, teamwork, open and clear communication, honesty, accuracy and professionalism), that should reflect in his/her attitude towards and service to his/her subject, co-learners and society.

240 credits in Applied Mathematics on level 8 (a Master's in Applied Mathematics).

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

The learner should be able to:

1. Analyse, interpret, solve, implement and evaluate mathematical problems in terms of the underlying mathematical theory. He/she should also be able to make logical conclusions that he/she could mathematically motivate.

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

3. Organise and manage responsibly and effectively his/her learning activities and time.

4. Collect, analyse and organise 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. He/she should also be able to develop his/her own mathematical theories and motivate them.

5. Communicate Mathematics effectively and logically, using visual, mathematical and natural language in written and oral form.

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

7. See the possibility of application of mathematical theories (studied in the modules required for the qualification) or to other fields.

8. Explore, apply and reflect on a variety of learning strategies on solving 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 mathematical problems in terms of the underlying mathematical theory. He/she must also be able to make logical conclusions that he/she could mathematically motivate.

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

3. Demonstrate the ability to organise and manage responsibly and effectively his/her learning activities and time.

4. Be able to collect, analyse and organise 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. He/she should also be able to develop his/her own mathematical theories and motivate them.

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

6. Be required for his/her studies, the learner must be able to 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. Be able to explore, apply and reflect on a variety of learning strategies on studying the Mathematics.

9. Be able to 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. Be able to explore the career opportunities obtained via the qualification within the field of mathematics and related fields.

12. Be able to explore the entrepreneurial opportunities obtained via the qualification within the field of mathematics and related fields.

Formative assessment practices that will be implemented:
The study leader (promoter) continuously evaluates the progress of the student by informal discussions 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. Coursework learners are continuously assessed via informal discussions and periodic tests.

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 on a lower level:
Potential learners who are in possession of a Master's degree in Applied 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 purpose.

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 a similar programme at this or another institution.

MODERATION OPTIONS

External evaluation will be the inclusion of external assessors.

Two external examiners will be appointed to access the thesis and they are 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 a Doctoral degree (level 8) in the appropriate discipline.

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

Assessors should have at least five years' appropriate exposure to assessment practices at a higher education institution 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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