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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Collect and use data to establish complex statistical and probability models and solve related problems 
SAQA US ID UNIT STANDARD TITLE
7465  Collect and use data to establish complex statistical and probability models and solve related problems 
ORIGINATOR
SGB Math Literacy, Math, Math Sciences L 2 -4 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Mathematical Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 4  NQF Level 04  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to people who aim to achieve recognition at some level in Further Education and
Training or to meet the Fundamental requirement of a wide range of qualifications registered on the National
Qualifications Framework.

People credited with this unit standard are able to:

Collect and work with data using various techniques to establish statistical models for specific purposes;
Use experiments and simulations to explore probability models, make predictions and study problems; and
Construct and interpret probability and statistical concepts in problem solving and decision making in real-world situations. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The credit value is based on the assumption that people starting to learn towards this unit standard are competent in Mathematics and Communications at NQF level 3. 

UNIT STANDARD RANGE 
This unit standard includes the requirement to:

Use experimental design;
Select the sample that can be representative of the population;
Decide on factors that influence the range of reasonableness of estimates of the population statistics from a sample;
Make comparisons of distribution of variables in one population and compare with the distribution of the same variable in two different populations;
Use electronic and other devices as available to assist data collection, organisation and representation;
Recognise how sample size and transformation of data affects shape, centre and spread;
Use technology to determine how well different models such as linear, quadratic, exponential and logarithmetic fit data;
Look for symmetry and skewness, clusters and gaps, and possible outliers in data and consider their effects on the interpretation of the data;
Use data from samples to estimate population statistics;
Demonstrate understanding that some phenomena are random and apply the law of large numbers to predict long term behaviour;
Demonstrate understanding of and compute probabilities of independent, disjointed and conditional events;
Demonstrate an understanding of probability distributions.

Further range statements are provided for specific outcomes and assessment criteria as needed. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Collect and work with data using various techniques. 
OUTCOME NOTES 
Collect and work with data using various techniques to establish statistical models for specific purposes.

Specific purposes include:
  • determining trends in societal issues such as crime and health
  • identifying relevant characteristics of target groups such as age, range, gender, socio-economic group, cultural belief, and performance
  • predicting the likelihood of the occurrence of events
  • considering the attitudes or opinions of people on issues
  • examining random events through simulation. 
    		•
    OUTCOME RANGE 
    Techniques include:
  • the formulation and use of questionnaires, surveys and interviews to obtain data
  • using random number devices such as spinners, tables or calculators and computers to select a sample of data
  • adapting simple models to simulate situations involving chance processes
  • working with different instruments and scales such as dichotomous and Likert scales and, discrete and continuous variables
  • evaluation of data gathering techniques and of data collected so that faults and inconsistencies are identified.
  • calculating measures of centre and spread such as mean, median, mode, range; variance, standard deviation and inter-quartile range
  • using scatter plots and lines of best fit to represent the association between two variables
  • calculating correlation coefficients. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Situations or issues that can be dealt with through probabilistic or statistical methods are identified correctly. 

    ASSESSMENT CRITERION 2 
    2. Methods for collecting, recording and organising data are identified and selections are made so as to maximise efficiency and ensure resolution of the problem or issue. 

    ASSESSMENT CRITERION 3 
    3. Data sources and databases are selected to ensure representativeness of the data and validity of resolutions. Activities that could result in contamination of data are identified and explanations are provided of the effects of contaminated data. 

    ASSESSMENT CRITERION 4 
    4. Data is gathered using methods appropriate to the data type and purpose for gathering the data. Data collection methods are used correctly. 

    ASSESSMENT CRITERION 5 
    5. Calculations and the use of statistics are correct. 

    ASSESSMENT CRITERION 6 
    6. Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation and target audience. 

    ASSESSMENT CRITERION 7 
    7. Resolutions for the situation or issue are supported by the data and are validated in terms of the context. 

    SPECIFIC OUTCOME 2 
    Use experiments, simulations and probability distributions to set up and explore probability models. 
    OUTCOME NOTES 
    Use experiments, simulations and probability distributions to set up and explore probability models, make predictions and study problems. 
    OUTCOME RANGE 
    Performance in this specific outcome includes the requirement to:
  • examine random events through simulation
  • use the laws governing events
  • Estimate and calculate theoretical and experimental probabilities in a variety of ways including the use of probability distributions,
  • Demonstrate an understanding of basic discrete (E.g. uniform, binomial, hyper geometric) and continuous distributions
  • Probability models for comparing experimental results with mathematical expectations
  • Use the normal distribution to describe various sets of continuous data
  • Assign conditional probabilities in two-way tables
  • Use continuous distributions, in particular the normal distribution, and areas under the distribution curve, to calculate the probability of an occurrence within an interval
  • Use the normal distributions to calculate confidence intervals for population statistics estimated from random samples. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Experiments and simulations are chosen and/or designed appropriately in terms of the situation to be modelled. 

    ASSESSMENT CRITERION 2 
    2. Predictions are based on validated experimental or theoretical probabilities. 

    ASSESSMENT CRITERION 3 
    3. The results of experiments and simulations are interpreted correctly in terms of the real context. 

    ASSESSMENT CRITERION 4 
    4. The outcomes of experiments and simulations are communicated clearly. 

    SPECIFIC OUTCOME 3 
    Construct and interpret probability and statistical models. 
    OUTCOME NOTES 
    Construct and interpret probability and statistical models using distributions in problem solving and decision making in real-world situations. 
    OUTCOME RANGE 
    Performance in this specific outcome includes the requirement to,
  • Source and interpret information from a variety of sources including databases
  • Manipulate data in different ways to support opposing conclusions,
  • Evaluate statistically based arguments and makes recommendations and describes the use and misuse of statistics in society,
  • Make inferences about a population on the basis of a sample selected from it
  • Make comparisons between predictions and actual occurrences
  • Design a probability experiment to study a problem
  • Compare predictions made through simulation with those arrived at through the use of a distribution such as the binomial distribution.
  • Apply basic discrete probability distributions to model and solve real life problems
  • Use areas under the normal curve to calculate probabilities for events 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Statistics generated from the data are interpreted meaningfully and interpretations can be justified. 

    ASSESSMENT CRITERION 2 
    2. Assumptions made in the collection or generation of data and statistics are defined. 

    ASSESSMENT CRITERION 3 
    3. Tables, diagrams, charts and graphs are used appropriately in the analysis and representation of data, statistics and probability distributions. 

    ASSESSMENT CRITERION 4 
    4. Predictions, conclusions and judgements are made on the basis of valid arguments and supporting data, statistics and probability models. 

    ASSESSMENT CRITERION 5 
    5. Evaluations of the statistics identify potential sources of bias, errors in measurement, potential uses and misuses and their effects. 
    ASSESSMENT CRITERION RANGE 
    Effects on arguments, judgements, conclusions and ultimately the audience.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA.
    Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed by means of the specific outcomes in terms of the stipulated assessment criteria.

    Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge.

    This means that the possession or lack of knowledge can be inferred directly from the quality of the candidate`s performance against the standards.

    Methods for collecting, organising and analysing data;
    Techniques for representing and evaluating statistics;
    Basic discrete and continuous probability distributions. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
  • Identify and solve problems using critical and creative thinking:
    Solving a variety of problems based on data, statistics and probability
  • Use mathematics:
    Use mathematics to critically analyse, describe and represent situations and to solve problems. 
    		•

    UNIT STANDARD CCFO COLLECTING 
  • Collect, analyse, organise and critically evaluate information:
    Gather, organise, evaluate and critically interpret data and statistics to make sense of situations. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
  • Communicate effectively:
    Use everyday language and mathematical language to represent data, statistics and probability and effectively communicate conclusions. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques.
    Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  48978   Further Education and Training Certificate: Electrical Network Control  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  14854   National Certificate: Agric Sales and Services  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  22868   National Certificate: Chemical Process Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2005-10-09  CHIETA 
    Fundamental  23678   National Certificate: Fossil Power Plant Operation  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  20893   National Certificate: Human Resources Management and Practices Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2005-02-13  Was SABPP until Last Date for Achievement 
    Fundamental  23733   National Certificate: Nuclear Power Plant Operation  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  49075   National Certificate: Organisational Transformation and Change Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  21792   National Diploma: Contact Centre Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  49076   National Diploma: Organisational Transformation and Change Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  79806   National Certificate: Occupational Hygiene and Safety  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50479   Further Education and Training Certificate: Advertising  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  48966   Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2009-03-12  Was MERSETA until Last Date for Achievement 
    Elective  65509   Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  49063   National Certificate: Geographical Information Sciences  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. ATTI Nelspruit Pty Ltd 
    2. Balemi Consulting Pty Ltd 
    3. BOLAND COLLEGE (Paarl) 
    4. Cedara College of Agriculture 
    5. College Africa Group (Pty) Ltd 
    6. ELSENBURG AGRICULTURAL COLLEGE 
    7. HILLCROSS BUSINESS SCHOOL (PTY 
    8. Ikusasalethu Youth Development Project NPC 
    9. Kelvin Power (Pty) Ltd 
    10. MBOWA COLLEGE PTY LTD 
    11. Metanoia Ratings PTY LTD 
    12. Musengavhadzimu Media 
    13. NWK Beperk 
    14. Nyathela Business College 
    15. OPELONG BUSINESS INSTITUTE (PT 
    16. PC Educational Holdings Pty Ltd 
    17. Peo Entle HIV Wellness Management and Youth Skills Development NPO 
    18. QUALITATIVE INNOVATIVE SOLUTIONS 
    19. RCL Foods-Sugar & Milling (MP) 
    20. Richfield Graduate Institute of Technology Pty Ltd 
    21. Sekhukhune FET College - Central Office 
    22. Senwes Beperk 
    23. Suidwes Beleggings Eiendoms Beperk 
    24. Varsity Institute of Science & Technology (Pty)Ltd 
    25. Visionary Skill Academy 
    26. VKB LANDBOU (PTY) LTD 
    27. VUTHLARI MARKETING CONSULTING 
    28. Whitestone College 


    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.