Bachelor of Science in Mathematical Sciences

Purpose

The qualification in Mathematical Sciences with Mathematics and Statistics

• Develops in science learners the necessary knowledge and understanding of underlying concepts and principles;
• Develops the ability to access and evaluate scientific information including knowing the creation of scientific knowledge;
• Develops a high level of cognitive and other generic skills including problem-solving, written and spoken communication and computer literacy;
• Develops in the learner competence to apply knowledge through basic research methods and practice;
• Develops in every learner a sufficient depth of knowledge and skills that will enable continued personal intellectual growth, including postgraduate study, for gainful economic activity in a range of careers, and rewarding and constructive contributions to the industry;
• Provides the society with science learners who demonstrate initiative and responsibility, who are professional and ethical in their roles within the economy and society, and who are intellectual leaders within the industry and their society;
• Produces learners who can 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, and other professional people.

Rationale

Due to an urgent need for more scientists, a need for innovation and a multi-disciplinary approach. Surveys on employers of mathematical scientists indicate the need for scientists with a broad range of skills and generally applied competencies within a scientific context. This qualification provides an opportunity to promote the establishment of curricula 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. The outcomes of this qualification indicate the competencies of potential employees in different employment sectors, such as industry and business, research and development, local and national government, development and planning, management, and education.

Recognition of Prior Learning (RPL)

The institution accepts that the recognition of previous learning and should take place within the existing policy of admission, as well as the granting of credits. A learner who cannot provide formal proof of compliance for the prescribed admission requirements, but with prior learning and relevant work experience may be admitted to this qualification after the procedure for Recognition of Prior Learning in terms of the institution's RPL policy completed successfully. The procedure for such recognition may, within the sole discretion of the institution include compliance with one or more of the following requirements:

a) Specific results in a set of admission tests;

b) Production of proof of alleged skills;

c) Successful interviews; and

d) The achievement of specific outcomes in an approved curriculum at this or any other educational institution indicated for this purpose. Credit for any module for which a learner receives recognition will be granted following the faculty rules in respect of the appropriate curriculum.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Bachelor's studies.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling Credits.

• Integrate the knowledge and techniques of the core subjects in the programme in order to understand reality.
• Investigate and apply the knowledge and techniques to solve relevant problems.
• Gather information electronically and otherwise, and be able to process, evaluate and report on scientific information, solve problems, prepare for lifelong learning, and finally, to perform mathematical-analytical and mathematical-numerical data processing.
• Work as an individual or in groups and, where necessary to exercise the necessary leadership.
• Communicate in writing and present scientific data and possible solutions to identified problems orally.
• Maintain high ethical norms when practising science and demonstrating responsibility towards fellow human beings and the environment, in particular when performing scientific investigations.

Integrated Assessment

Continuous formative assessment in the form of class tests, homework, written assignments (integrated formative assessment) and semester tests (also integrated by nature) gives the learner feedback on his/her progress in the achievement of specific learning outcomes. It mostly adds 50% or more to the module mark. Summative assessment (integrated assessment), in the form of a 3-hour written examination, judges the extent to which the student has attained the Exit Level Outcomes of the qualification.