SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Mathematical Sciences

SAQA QUAL ID	QUALIFICATION TITLE
66511	Postgraduate Diploma: Mathematical Sciences
ORIGINATOR
University of Cape Town
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 10 - Physical, Mathematical, Computer and Life Sciences		Mathematical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 8 and above	Level N/A:Pre-2009 was L8+	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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 AIMS-Cambridge Postgraduate Diploma in Mathematical Sciences ("the Diploma" for short) will be a multidisciplinary and interdisciplinary course involving lecturers from all participating universities.

Its generic purpose is:

To bring the worldwide convergence of mathematics, physics and computational sciences into the classroom.

To equip students with an in-depth theoretical knowledge in their chosen specialization within the AIMS interdisciplinary knowledge base and to train them to acquire such knowledge from primary publications, original source material, interaction with lecturers, industrial partners and other students.

To provide training in rigorous research techniques and methodology at a mathematically and computationally high level.

To train students through frequent interaction how to approach complex problems and find workable solutions, to evolve a defensible viewpoint, and to be able to communicate their findings in a scholarly and scientifically coherent manner.

To show students how to use to their advantage the cultural and linguistic differences existing between participating disciplines.

To encourage students to aspire to the highest levels of academic excellence and to internalize academic integrity and professional ethics.

To anticipate the growing need for scientists in industry and government who can comfortably traverse current disciplinary barriers.

The purpose of the qualification is:

To provide students direct access to knowledge currently being generated and discussed on the forefronts of the mathematical sciences

To facilitate the flow of ideas and techniques between the disciplines involved.

To expand students' scientific world views to encompass mathematical science disciplines other than their own.

To further the creation of a "Web of Mathematical Scientists" covering the African continent through expanded contact with other African universities and AIMS alumni.

Rationale:

The African Institute for Mathematical Sciences (AIMS) is a joint initiative of Cambridge University, the University of Cape Town, the University of the Western Cape and the University of Stellenbosch. It was conceived on the background of:

Africa's desperate need of development and progress.

The need for Africa to create an indigenous pool of technical and scientific talent.

The need especially in the mathematical sciences to remediate the dearth of mathematically trained African graduates.

To help rectify this, the abovementioned consortium of universities is establishing AIMS as a new joint institute, situated on the outskirts of Cape Town. It enjoys the enthusiastic support of the four Vice Chancellors.

The institute's initial focus will be a one-year postgraduate diploma. Once AIMS has become established, a complementary program of activities, including Science days for local schools, refresher courses for secondary school teachers, and public lectures is envisaged. AIMS also hopes to establish, in collaboration with other initiatives in the region, a more advanced research element, including international workshops, postdoctoral research and visiting faculty programs.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A strong disciplinary foundation in an academic environment.

A proven record of academic achievements and a high level of numeracy skills, computer literacy, critical thinking abilities and problem solving and good communication skills.

Recognition of Prior Learning:

The programme is a highly specialised programme with the minimum requirements being an Honours degree in specified fields of study (see 4 above).

Access to the qualification:

Admission will be based on fulfilment of three criteria:

Within the Cambridge context, the minimum entry requirements will be a high upper second class honours degree from one of the faculties of science or engineering from a recognised institution of higher education.
In the African context, a wide range of qualifications, roughly equivalent to a South African BSc(Honours) degree, will hence be considered. Examples within the South African system include:
> BSc(Hons) in Physical and Mathematical Analysis.
> BSc(Hons) in Theoretical Physics.
> BSc(Hons) in Mathematics.
> BSc(Hons) in Applied Mathematics.
> BSc(Hons) in Computer Science (plus either Mathematics, Applied Mathematics or Theoretical Physics as major on NQF Level 6, ie third year level), or an equivalent Level 7 qualification approved for this purpose by the AIMS Board.

Strongly positive letters of recommendation from academic staff familiar with the students work must be presented to the AIMS Board.

Selection process:
> The diversity of standards and systems spanning African education, and the stated intent of AIMS to create a centre of excellence, will necessitate a selection process on the part of the AIMS steering committee, based inter alia on the perceived quality of the student's prior qualifications, the letter of recommendation, strategic considerations and, where necessary, interviews with candidates and entrance examinations.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Generic Outcomes:

Graduates will demonstrate their abilities:

1. To assimilate knowledge from a wide range of mathematical topics and research areas.

2. To master the research process, leading:

From selection of one of the mathematical science topics.

To self-driven but supervised investigation.

To critical discussion, analysis and simulation.

To understanding and coherent presentation.

3. To organise and manage their time and activities responsibly and effectively.

4. To use visual, oral and written skills to communicate effectively.

Specific Outcomes:

Graduates will specifically demonstrate their ability:

4. To have a well-founded general knowledge of the theory and current questions in the disciplinary and interdisciplinary topics covered during coursework.

5. To gain experience in, and learn the value of, applying the same mathematical techniques to a range of problems.

6. To have an appreciation for the indivisibility of knowledge in the modern mathematical sciences and its embodiment in interdisciplinary work.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Generic and Specific Outcomes:

Quantitatively analyze problems arising in the applied sciences, for example, biology, finance, and medical sciences.

Demonstrate the use of classical mathematical models in providing answers to key questions in the applied sciences.

Appreciate the diversity of mathematical approaches in different fields.

Specify the parameters of a problem and formulate appropriate ways to address it.

Schedule work activities efficiently and meet submission/presentation deadlines.

Contribute fully to group activities and meet personal responsibilities in preparing group products.

Produce coherent, well-structured oral and written presentations and reports and respond systematically to feedback.

Formulate a relevant research topic, translate it into a detailed research question/set of questions, design and execute an appropriate research method, and present results or conclusions in a coherent, well-structured report.

Acquire and analyse relevant data using appropriate quantitative and qualitative methods.

Synthesise and interpret the available information using appropriate analytical and normative frameworks.

Review the range of possible strategies or actions and select those that are contextually appropriate and normatively relevant to the situation requiring intervention.

Establish decision-support systems which enable decision-makers to understand the immediate and broader potential impact of their decisions.

Explicitly assess the implications of professional mediation in the decision-making process.

Explicitly contextualise issues in social and ethical terms.

Integrated assessment:

Learners on the programme will have the opportunity to be assessed through a range of methods for both formative and summative purposes. The assessment for most of the modules will largely centre around practice-based projects, that is, within the boundaries of the course topic, learners will be able to identify problems or areas of interest which they want to explore further. Learners will have the opportunity to display a range of foundational, practical and reflexive competencies developed through their experience as professionals and through the course.

Every AIMS student selects one of the course topics that will give him/her the opportunity to integrate the full range of competencies developed through all their courses. The criteria for the assessment will be; a clear identification and justification of the educational problem which gives rise to the enquiry; the extent to which the project is contextually sensitive, theoretically justified, and practically feasible; a project which is communicated in a manner appropriate to the disciplinary context.

INTERNATIONAL COMPARABILITY

The programme is in joint partnership between the regional universities in the Western Cape and the University of Cambridge. By widening its scope to include the African continent as a whole, AIMS may in time provide a concrete focal point for mathematical sciences on the entire continent akin to the International Centre for Theoretical Physics in Trieste, Italy. By liaising with international partners in Africa, AIMS maintains immediate relevance and sensitivity to the current needs of African society at large.

ARTICULATION OPTIONS

Horizontally:

The AIMS Diploma is unique in the specific combination of participating bodies and mode of instruction. The Diploma is related to postgraduate mathematical science programmes at the participating universities in sharing lecturers and, where necessary and possible, facilities.

Vertically:

Pitched at a post-Honours level, the Diploma is, after passing a selection process detailed below, accessible to students holding various Honours degrees in the Mathematical Sciences, and in turn is intended to articulate into the various existing Masters' programmes in the Mathematical Sciences at the participating universities such as MSc's in Mathematics, Applied Mathematics, Theoretical Physics and Physical and Mathematical Analysis and the National Astrophysics and Space Science Programme (based at UCT).

MODERATION OPTIONS

AIMS will have an inherently rigorous moderating system provided by independent quality assessment of its outcomes by the participating universities.

The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the programme staff, explicitly including moderation of the marks awarded. The quality management system at UCT lays down the criteria for the review of programmes by appropriately qualified panels.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015.

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.	University of Cape Town