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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: |
| Bachelor of Science |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 73059 | Bachelor of Science | |||
| ORIGINATOR | ||||
| North West University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree | Field 10 - Physical, Mathematical, Computer and Life Sciences | Physical Sciences | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 360 | Level 6 | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered-data under construction | EXCO 0324/24 | 2024-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
Registered-data under construction The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered. |
| 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. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| The qualification is, in one or more sub-fields within the physical, mathematical, computer, life, earth, and environmental sciences and produces learners who have:
Rationale: The government recognises that there is a strong need to produce more scientists and technologists, also from surveys of employers of scientists and technologists there is an emphasis on the importance of general applied competencies within a scientific context. The qualification with different specialisations provide for qualifications that emphasise enquiry, innovation and science within social development, and which develop generic skills such as observation, problem-solving, effective communication, analysis and critical thinking. Outcomes of this qualification and all its related qualifications with different specialisations, have specified Exit Level Outcomes, which can be directly related to the aspirations of learners seeking careers in science and technology and to the range of competencies required in different employment sectors. The qualification contributes to regional and national goals in a variety of ways and ensure that learners will not only be employable in different employment sectors, but will also have the necessary knowledge base and skills to continue with further learning. This qualification prepares the learners for postgraduate study, for gainful economic activity in a range of careers, and for rewarding and constructive contributions to society. It will also provide society with science learners who demonstrate initiative and responsibility, and who are professional and ethical in their roles within the economy and society. The qualification will increase, widen and transform the leadership base in South Africa, both for innovation and science-based economic and research development, and for the education of future generations of scientists, technologists, engineers and other professional people. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution accepts the principle underlying outcomes-oriented, source-based and lifelong learning in which considerations of articulation and mobility play a meaningful role. The institution also underwrites the view that recognition of previous learning, obtained either by formal teaching qualifications at this or another institution, or informally (obtained by experience), is an indispensable element in granting admission or credits with the aim of placement in the qualification of the institution. Formal prior learning. The process of recognising previous learning is at proving that the learner has obtained specific knowledge and learning through previous formal teaching qualifications. The Exit Level Outcomes specified for this qualification will determine the level of competence achieved. Non-formal and informal prior experiential learning: A learner who cannot provide formal proof of compliance with the prescribed admission requirements for the qualification, but have prior informal learning and relevant work experience, may be admitted to the Bachelor of Science. The procedure followed for recognition of prior learning will be in terms of the institution's RPL-policy. The procedure for such recognition may, within the sole discretion of the institution, which includes compliance with one or more of the following requirements: Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| This qualification consists of the following elective modules at NQF Levels 5, 6 and 7 totalling 368 Credits.
Elective modules, Level 5: Elective modules, Level 6: Elective modules, Level 7: |
| EXIT LEVEL OUTCOMES |
| 1. Integrate the knowledge and techniques of the core subjects in the specific qualification.
2. Investigate phenomena in nature relevant to the modules and solving relevant problems. 3. Demonstrate a systematic and integrated knowledge and understanding of the physical reality in terms of this knowledge. 4. Evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories. 5. Perform mathematical-analytical and mathematical numerical data processing. 6. Reflect critically on, understand and apply appropriate methods or practices to resolve complex discipline-related problems. 7. Introduce change within related problems in practice. 8. Retrieve knowledge and information electronically and otherwise in preparation of lifelong learning. 9. Process, evaluate and communicate scientific understanding and own opinions/ideas in written or oral arguments. 10. Use appropriate discipline-related and academic discourse. 11. Apply laboratory skills. 12. Work in groups and, where applicable, exercise the necessary leadership and honesty, integrity and responsibility. 13. Adhere to acceptable normative guidelines when performing scientific investigations on any aspect pertaining to the natural sciences. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Integrated Assessment:
The Bachelor of Science employs formative, summative and integrated assessments throughout the three years of study, in the form of writing as well as practical assignments, class tests and examinations in all the modules included in the qualification. There will be an assessment of the learners' skills at communicating orally and in written format, using appropriate IT as well as her/his computer literacy. The assessment focuses mainly on a critical, creative and interpretative perspective of the various disciplines. These assessment procedures link the teaching and learning strategy directly to ensuring that the learning outcomes Formative assessment: Summative assessment: |
| INTERNATIONAL COMPARABILITY |
| This qualification compares with the following international qualifications in terms of the range of competencies in the learning content. The qualification is comparable with those from England, Scotland, Northern Ireland, New Zealand, and Australia. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015. |
| 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. | North West University |
| 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. |