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 THAT HAS PASSED THE END DATE:

Bachelor of Science Honours in Mathematical Statistics

SAQA QUAL ID	QUALIFICATION TITLE
73806	Bachelor of Science Honours in Mathematical Statistics
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 10 - Physical, Mathematical, Computer and Life Sciences		Mathematical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	144	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1141/23	2021-07-01	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2028-06-30

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
3603	Bachelor of Science Honours: Statistics	Level 7	NQF Level 08	144	Complete

This qualification is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
111616	Bachelor of Science Honours in Mathematical Statistics	Not Applicable	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners:

With the ability to develop theoretical skills in the formulation of new models and methods for the analysis and interpretation of data.

With problem-solving skills and the ability to formulate questions in a mathematical or probabilistic framework.
The qualification prepares learners for, and provides a basis for:

a career as Statistician in Commerce or Industry

an academic career at a university or Technikon

entrance to a research based higher qualification, such as a M.Sc.

Entrance to the professional examinations of the United Kingdom-based Institute of Actuaries and Faculty of Actuaries.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification should demonstrate their ability to:

Identify problems within the discipline of Statistics

Generate experimental data in projects commensurate with the level of the qualification, make correct interpretations and appropriate deductions

Operate easily in the philosophy of the science of Statistics and related fields

Work in groups with others in the solution of problems and carrying out of projects

Work effectively under supervision in the performance of practical projects and the compilation of reports

Be able to generate, analyse and evaluate experimental data

Use technical language and terminology with competence in the processing and presentation of reports in written or oral form

Participate responsibly in activities that impinge on, and lead to improvement of societal quality of life by demonstration and avoidance of practices that will negatively affect the well being of others

Investigate employment possibilities

Investigate and evaluate entrepreneurial possibilities in the field of Statistics and related competence

Generate information by correct and appropriate use of technology and research methodology

Formulate hypotheses, generate facts and assemble data in pursuit of that hypotheses, evaluate these facts by means of appropriate Statistical analyses and present them, in verbal or written form, with due regard to clarity, correctness of technical terminology and language usage

Work harmoniously with co-workers in the same working environment

Communicate results and findings in a clear, scientifically correct manner, verbally or in the form of written submissions

Work without being driven.

*A Bachelor's degree (or its equivalent) with Mathematical Statistics 1, 2 and 3 (or their equivalents) as major and
*At least Mathematics 1 and Mathematics 2 (or their equivalents)
*Potential learners are required to have attained a final mark of at least 65% in their level 6 Statistical Modules

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 learners should be able to:

1. Identify a problem, formulate an appropriate hypothesis, generate experimental data, and make correct interpretations and appropriate deductions.

2. Work harmoniously with co-workers in the same working environment, in groups with others in the solution of problems and the carrying out of projects.

3. Work independently in the mastery of subject contents, the performance of practical projects and the compilation of reports.

4. Plan and execute a research programme under supervision and relate the findings to the existing body of knowledge in the field.

5. Find, evaluate and integrate technical literature, use appropriate and correct technical language and terminology in reports.

6. Perform the practice of science and technology effectively and responsibly.

7. Plan, analyse and honestly reporting on an investigation with due regard to the impact of the problem and its solution on the physical or social environment and, if required, modify the proposal to accommodate any problems or difficulties encountered.

8. Use different techniques to assimilate and analyse data, by reading, discussion, calculation, reporting and presentation of projects and seminars.

9. Be able to explain the relevance and importance of he specific subject to the community.

10. Demonstrate an awareness of the impact of statistical science on a multicultural societal environment and the differing needs and expectations of society.

11. Investigate further possibilities of training and employment.

12. Investigate and evaluate entrepreneurial possibilities in the appropriate field and also the relevance of the chosen field of society.

ASSOCIATED ASSESSMENT CRITERIA

The learner can:

1. Display a thorough knowledge of the field of enquiry
Formulate an appropriate hypothesis
Plan and carry out an appropriate experimental program
Analyse results obtained correctly

2. Cooperate with fellow students
Contribute meaningfully to group efforts to work on a problem
Accept a responsible part in a group effort

3. Display a mastery of subject material by independent study
Work on a project successfully
Write a project or progress report

4. Present a suitable project proposal on a topic
Be able to motivate the reasoning behind the proposal satisfactorily
Be able to perform the actions required to complete the collection of information
Be able to relate the information obtained to that which is known

5. Display knowledge of current information retrieval systems and processes
Demonstrate a mastery of the use of technical and professional language and terminology

6. Demonstrate awareness and recognition of the need for careful and correct statistical techniques
Use appropriate technology correctly, safely and responsibly

7. Present a project proposal in which all the appropriate aspects relating to the broad social and environmental considerations are addressed
Be able to suggest possible changes in the proposal should certain aspects not turn out as expected

8. Show awareness of the need for different ways of learning and assimilation of knowledge by electronic calculation and retrieval systems, libraries, and personal contacts at meetings
Show an awareness of the need for continued study so as to remain constantly up to date

9. Demonstrate awareness of the importance of making valid conclusions from experimental data

10. Demonstrate awareness of where the chosen field of study impinges on society and where further studies may be done. This includes medicinal, industrial, recreational and aesthetic considerations

11. Demonstrate the ability to relate the field of study to society and thus know where those skills are likely to be required

12. Demonstrate the knowledge of what the chosen field of study involves and how it can be used for entrepreneurial activity
Show an understanding of how the field of study impinges on society.

Formative assessment practices that will be implemented:
The problem-solving skills of learners are continuously assessed via informal class tests, homework assignments and a formal written mid-year test in each module.

Summative assessment practices that will be implemented:
Summative assessment will be by written examinations and a project report.

ARTICULATION OPTIONS

1. Access to qualifications on a lower level:
Learners who have been, or are, registered for this or similar qualification at another institution of higher education may be allowed under very exceptional circumstances to enter in mid-stream. Any application for such entry will be evaluated ad hoc by the department, subject to approval by the Dean's committee of the Faculty of Science. Credit may be retained for any subjects so approved.

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

2. Access to qualifications on the same level:
Learners who wish to switch to another qualification or subject at this institution may do so within the prescribed period for such changes. Credit for modules completed successfully will be granted subject to their acceptance in the new qualification.
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 modules passed at this university.

3. Access to qualifications on a higher level:
Having obtained this qualification the following possibilities for access to other qualifications do exist

A post-graduate higher diploma at this or another institution

A Master's degree or similar programme at this or another institution.

MODERATION OPTIONS

External evaluation will be the inclusion of external assessors
One external examiner will be appointed for each module and they are likely to be drawn from other tertiary institutions or research institutions of appropriate standing.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors should have at least a level 8 qualification 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 had at least five years' 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; 2009; 2012; 2015.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg