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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Analytical Chemistry 
SAQA QUAL ID QUALIFICATION TITLE
97775  Advanced Diploma in Analytical Chemistry 
ORIGINATOR
Nelson Mandela 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
Advanced Diploma  Field 10 - Physical, Mathematical, Computer and Life Sciences  Physical Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  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   2031-06-30  

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 
Purpose:
The purpose of this qualification is to equip learners with specialist knowledge, skills and values in the field of Analytical Chemistry. They will be able to plan and undertake chemical analysis using specialized laboratory equipment. They will also be able to undertake first line maintenance on the equipment.

Learners will be able to:
  • Select an appropriate technique and strategy to make use of chemical analysis in the solution of a problem.
  • Operate, calibrate and troubleshoot advanced instruments for chemical analysis.
  • Organise and manage the laboratory workspace in order to work safely, effectively and efficiently.
  • Critically evaluate experimentally-derived data.
  • Communicate effectively through oral and written presentations.
  • Demonstrate an understanding of the chemistry and operating principles of chemical and pharmaceutical industries and the role and importance of chemical analysis in the context of those industries.

    Rationale:
    In line with the directives given by the Department of Higher Education and Training, the qualification will allow for a specialised post-diploma qualification for the learners with a Diploma in Analytical Chemistry or equivalent qualification to obtain a more advanced and specialised analytical chemistry related training in instrumentation and laboratory organisation. Learners will receive specialised hands on training on certain key instruments that are commonly used in the chemistry related industry and be taught certain skills required for organising analytical laboratories. This would benefit the learner to become more employable within the local chemistry related industry and institutions.

    Discussion were held with representatives and stakeholders from the local chemistry industry who indicated the need for a post diploma qualification that can give skills training in the field of analytical techniques for chemistry. An Advisory Board has been set up comprising relevant members of the institution's academic staff as well as members of local and national industries that have analytical laboratories. Industry members include representatives of a local pharmaceutical company, a local cable producer and a national petrochemical company. Modern laboratories make use of modern, sophisticated instrumentation and this requires a level of skill and theoretical knowledge that cannot be built into the Diploma which only has two years on-campus contact. In order to fulfil the needs of industry, a qualification that can produce specialist analytical chemists by taking learners to a higher level of practical and theoretical knowledge is required.

    Learner intake would be predominantly from the Diploma in Analytical Chemistry where they have completed their in-service training year in the local chemical industry or have worked in the chemical industry. This qualification aims to provide additional skills that are necessary for specialist analytical chemists working in a modern industrial environment. The qualification will be limited to a low number of learners similar to the existing B Tech qualification of not more than 15, in order to allow for hands-on instrumentation training of each learner. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL will be applied according to the guidelines of the Institution's Recognition of Prior Learning Policy.

    Any admission through RPL will have to take into account the need for a sound working understanding of basic science and mathematics as well as the laboratory based operational skills of the applicant. A trained assessor, based in the Department of Chemistry (alternatively, the Faculty of Science) will make the assessment of the RPL candidate. The RPL candidate will be interviewed and will be required to show the required competence through a combination of some or all of the following:
  • Written assessments.
  • Standardised assessments (administered by the Centre for Access Assessment and Research or by the Student Counselling, Career and Development Centre).
  • A demonstration of skills.

    Depending on the outcome of the assessment, RPL candidates may be required to register for and pass certain modules before enrolling for the advanced Diploma. A maximum of 10% of the cohort will be admitted through RPL.

    Entry Requirements:
    Access to the Advanced Diploma will either be:
  • A Diploma in Analytical Chemistry.
    Or
  • A Bachelor of Science with Chemistry major.
    Or
  • An equivalent qualification with Chemistry or Analytical Chemistry as a major. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.
  • Material Chemistry Analysis, 20 Credits.
  • Inorganic/Polymer Chemistry Analysis, 20 Credits.
  • Advanced Analytical Chemistry I, 20 Credits.
  • Advanced Analytical Chemistry II, 20 Credits.
  • Chemical Industrial Control, 10 Credits.
  • Organic Chemistry Analysis, 20 Credits.
  • Data Analysis in Chemistry, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Select an appropriate technique and strategy to make use of chemical analysis in the solution of a problem.
    2. Operate, calibrate and troubleshoot advanced instruments for chemical analysis.
    3. Organise and manage the laboratory workspace in order to work safely, effectively and efficiently.
    4. Critically evaluate experimentally-derived data.
    5. Communicate effectively through oral and written presentations.
    6. Demonstrate an understanding of the chemistry and operating principles of chemical and pharmaceutical industries and the role and importance of chemical analysis in the context of those industries. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The various techniques used in chemical analysis are critically evaluated in terms of their fitness for purpose.
  • The appropriate strategy for conducting the analysis is chosen.
  • Appropriate sampling and sample treatment procedures are selected.
  • Data quality objectives are clearly defined.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The principles of operation of modern analytical instrumentation are clearly described.
  • Techniques for optimisation of instruments are described and carried out.
  • The principles of calibration are clearly described and implemented.
  • Common faults/errors in instrumental techniques are recognised and corrected.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Safety, Health and Environment (SHE) regulations are clearly explained.
  • Adherence to SHE regulations in the laboratory is demonstrated.
  • Accurate and appropriate record keeping is demonstrated.
  • Appropriate behaviour in group-work situations is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Appropriate mathematical models for experimental data are chosen.
  • Appropriate statistical techniques are selected and used correctly.
  • Appropriate charts are produced using a spreadsheet.
  • Appropriate conclusions are drawn from analysis of supplied data.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Clear and accurate written reports are produced in an appropriate format.
  • A clear, accurate and well-prepared oral presentation is delivered.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure and function of the chemical industry will be described.
  • The place of chemical analysis in the control of chemical processes is described.
  • The importance of quality systems for regulatory purposes is described.

    Integrated Assessment:
    Regular assessment tasks will be given to the learners during the course of the semester and will be in the form of:
  • Short, written tests and evaluations on specific theoretical concepts.
  • Individual (and group) assignments with either a written or an oral report.
  • Laboratory work and associated reports.

    These tasks will be largely formative (insofar as immediate and extensive feedback will be given) but will also be partly summative (insofar as marks from these assessments will make up the class mark). Less formal formative assessment will take place in the laboratory where learners will be working under supervision of lab staff, demonstrators and academic staff.

    Summative assessment will be through a formal examination.
    The final mark for each module will be made up of a class mark (from work submitted during the term) and a formal exam mark-class mark and exam mark will carry equal weighting.

    The emphasis of the qualification will be on practice underpinned by sound theory. In line with this, learners will be required to demonstrate a high level of applied competence: assessment tasks will NOT be merely tests of rote learning. Rather, applied competence will be required, integrating practical, foundational and reflexive competencies. Learners will demonstrate practical competence through their laboratory work throughout the semester: as mentioned above, this will largely be formative, but with a summative component. The summative component will increase towards the end of the qualification. Part of the assessment (especially the formative part) will be concerned with the learners' ability to use the various instruments as "operators". However, as part of the assessment of the practical work, learners will also be expected to produce some written reports. In these reports learners will have an opportunity to demonstrate that they are able to integrate the underpinning theory with the practical aspects of the work by explaining why the particular technique and conditions were chosen, how the technique works. In some practical work, learners will be expected to develop and optimise a method using their knowledge of the associated theory. Similarly, the end of semester, summative, formal examination will include questions that will probe the learners' ability to link theory with practice; for example, they may be asked to explain why a particular technique was used for a given analysis, they may be asked to select the right tool for the job based upon their knowledge of the theory or how a problem may be overcome (again, based on sound theory). 
    		•

    INTERNATIONAL COMPARABILITY 
    Several countries with well-developed chemical industries were investigated. Broadly comparable qualifications (in terms of intended outcomes and purpose) are offered in several different countries, for example:

    United State of America (USA):
    In the USA, some undergraduate and community colleges offer a two-year Associate in Applied Sciences. For example, City Colleges (Chicago) has a Chemical Laboratory technology qualification and Delta College (Michigan) has a Chemical Technology qualification. However, although these qualifications are aimed at producing graduates who will be able to find employment in laboratories dealing in chemical analysis, the qualifications can also be used as stepping stones to a Bachelor's Degree. In our case, however, the purpose of the proposed Advanced Diploma in Analytical Chemistry is not to act as an alternative entry route to a BSc or BSc(Hons) Degree. The American Associate in Applied Science qualification is possibly more comparable to the South African Diploma.

    However, of more pertinence to the development of the Advanced Diploma in Analytical Chemistry is an American Chemical Society survey which led to the document "Foundations for Excellence in the Chemical Process Industries. Voluntary Industry Standards for Chemical Process Industries Technical Workers" (Hofstader, R and Chapman, K (eds) American Chemical Society (Washington) 1997 ISBN 8412-3492-2. This document lists eight "critical job functions" for chemical laboratory technicians, together with detailed set of skill standards related to each of the job functions. This document thus sets out the basis, in the USA, for a curriculum leading to a qualification with a similar purpose to the advanced Diploma in Analytical Chemistry.

    Australia:
    In Australia there is a two-year post-school Associate Degree which is placed at level 6 on the Australian Qualifications Framework (AQF). However, it appears that Universities in Australia use the associate Degree as an alternative entry route to a Bachelor's Degree.

    England and Wales:
    The Higher National Diploma is a post-school, two-year vocational qualification which is placed at Level-5 on the Framework for Higher Education Qualifications (a Bachelor's Degree is at Level-6). For example, the University of Sunderland (through the City of Sunderland College) offers an HND in Chemical Science for Industry. The HND in England and Wales is, therefore, equivalent to the South African Diploma, rather than the Advanced Diploma.

    Birkbeck College (University of London) offers a Postgraduate Diploma in Analytical Chemistry. This is a 1-year qualification at FHEQ Level-7 which can be taken either full-time or part-time. Although the learning outcomes of the Birkbeck qualification are very similar to those of the proposed Advanced Diploma, the PGDip is at a relatively higher level on the qualifications framework.

    Scotland:
    In Scotland, Higher Nationals are offered as opposed to the Higher National Diplomas of the rest of the UK. The Scottish Qualifications Authority has developed Higher National units in "Instrumental Techniques: Theory and Practice" and "Environmental Sampling and Analysis". The HNs are, however, at Level-8 of the Scottish Credit and Qualifications Framework, one level below a Bachelor's Degree.

    The University of Aberdeen offers a Postgraduate Diploma in Environmental Analytical Chemistry. The aim of this qualification is not quite the same as the proposed Advanced Diploma and, again, it is not at the same relative level on the relevant qualifications framework.

    France:
    France has a well-established LicenceProfessionelle offered at "Instituts Universitaire de Technologie" which are attached to some universities. The Licence is at the level of a Bacehlor's Degree and is a 1-year qualification that can be taken after successful completion of a 2-year Diploma (DUT). For example, the University of Aix-Marseille offers a Licence Professionally in "methods and techniques of chemical and biological analysis".

    Canada:
    In Canada, some polytechnics offer 2-year qualifications with similar aims to the proposed Advanced Diploma. For example, the North Alberta Institute of Technology offers a Diploma in Chemical Technology. This qualification can also be used in lieu of the first year of a 3-year Bachelor's Degree in Chemistry; the level of the NAIT qualification is, therefore, closer to the South African Diploma than to the Advanced Diploma. The South Alberta Institute of Technology offers a 2-year diploma in Chemical Laboratory technology.

    Conclusion:
    In summary, few of the education systems investigated include a qualification with a similar intended outcome and at a similar level of advancement to those of the proposed Advanced Diploma in Analytical Chemistry. Some countries use such qualifications as alternative access routes into "academic" qualifications whereas others do not have a vocational Analytical Chemistry qualification of such a high level as the proposed Advanced Diploma. The French Licence Professionally is probably the closest to the Advanced Diploma in Analytical Chemistry. Although there seems to be no international common understanding of "best practice" for the development of industry-based analytical chemists, the development of the Advanced Diploma in Analytical Chemistry at our institution falls within the international spectrum of practice. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
    Related Advanced Diplomas and Bachelor Degrees.

    Vertical Articulation:
    A student that obtains an Advanced Diploma may progress to a Postgraduate Diploma or to a Bachelor Honours Degree. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. Nelson Mandela 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.