Higher Certificate in Applied Sciences

Purpose

This is an entry-level higher education qualification. The purpose of the Higher Certificate in Applied Sciences is to enable articulation within and across the Post-Secondary Education and Training (PSET) sector to provide access to several diplomas and/or Degrees for which Mathematics and/or Physical Science is a requirement. It may be possible, however, for learners to find employment as secondary school tutors for Mathematics and/or Physical Science.

The qualification provides learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for Higher Education studies within the discipline of Applied Sciences. It emphasises selected general principles together with more specific procedures and their application. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence within the field of Applied Sciences in general and Mathematical Science in particular and that the learner will be capable of applying such knowledge and competence in higher-level qualifications.

Rationale

Apart from meeting the general need for learners within the country to be availed of an opportunity to be given a second chance at attempting Mathematics and/or Physical Science in the post-school education and training sector, there are several particular categories of learners who will benefit from the offering of this qualification. Each of these learners is described through the particular contexts which are depicted below.

Since the introduction of the National Senior Certificate (NSC) and the concomitant scrapping of the differential grading of high school subject (higher grade and standard grade) several qualifications that have Mathematics and Physical Science as requirements for admission, have struggled to meet their enrolment planning targets as a result of large numbers of learners who 'nearly meet' the Mathematics and/or Physical Science minimum requirement. Consequently, many of these learners are then admitted via the waiving of the admission requirements. Other unsuccessful learners are generally referred to as 'less cognitively demanding qualifications' within the university or elsewhere within the Post School Education and Training PSET sector. An alternative path for these learners and others in similar situations would be provided by the Higher Certificate in Applied Sciences. Learners who fall into this category would be admitted to the qualification and if completed, would be allowed to fulfil the requirements for entry into higher qualifications. These learners who complete this qualification may be granted an exemption for Mathematics and/or Science modules into several new HEQSF-aligned qualifications that offer Mathematics and/or Science modules. Importantly they will remain in their intended field of interest.

In some instances, the new (or more stringent) requirement for these NSC subjects does not necessarily imply that the new Diploma or Degree will include a module in Mathematics. In the majority of cases, however, new Mathematics modules have been introduced in the new HEQSF-aligned qualifications. In addition to the quandary that is described above, the situation is likely to be further exacerbated by the higher admission requirements, and greater competition for learners in possession of these minimum requirements. It must be emphasised that two elective modules will be offered to learners from within the field of interest, making it possible for learners interested in Applied Sciences to study alongside those interested in Engineering.

Several learners were often referred to Technical Vocational Educational and Training (TVET) Colleges to pursue studies in a cognate NATED Engineering course (N4, N5 and/or N6). Under certain conditions stipulated in the General Rules of the institution, such learners could transition from the TVET Colleges into the institution and be admitted into the cognate qualification, in many instances with exemptions granted. As the old National Diplomas were phased out and the new HEQSF-aligned Diplomas and Degrees introduced, an unfilled gap was created in the application of the admission criteria to the learners. The qualification will be a natural alternative for such transitioning learners, and the long term possibility of exploring the feasibility of TVET Colleges offering the qualification as accredited sites of delivery is part of the rationale for its development.

Although the primary purpose of this qualification is to allow for greater access to the higher education frameworks, it may be possible for learners to find employment as secondary school tutors for Mathematics and/or Physics.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning (RPL) possible and applies to all prospective learners. The qualification may be achieved in part through RPL, which includes formal learning and work experience. If the prospective learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits would be assigned to the prospective learner.

The institution's RPL policy will be applied. The purpose of which is to provide a framework for the implementation of RPL procedures within the institution and facilitate access and admission to qualifications within education and training and career paths. This will promote and facilitate lifelong learning.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NSC) at NQF Level 4, with Mathematics, English and Physical Sciences, granting admission to Higher Certificate studies.

Or

• Senior Certificate at NQF Level 4, with Mathematics, English and Physical Sciences.

Or

• National Certificate (Vocational) at NQF Level 4, with Mathematics, Physical Sciences and English granting access to Higher Certificate studies.

Or

• An equivalent qualification at NQF Level 4 with Mathematics, Physical Sciences and English.

This qualification consists of the following compulsory and elective modules at NQF Level 5 totalling 128 Credits.

Compulsory module, Level 5, 104 Credits.

• Mathematics A, 16 Credits.
• Physics A, 16 Credits.
• Introductory Statistics, 12 Credits.
• Communications for Sciences, 8 Credits.
• Elementary Didactics for Tutoring, 8 Credits.
• Mathematics B, 16 Credits.
• Physics B, 16 Credits.
• Cornerstone 101, 12 Credits.

Elective modules, Level 5, 24 Credits (Select any 2 modules).

• Statistics for the Applied Sciences, 12 Credits.
• Introduction to Engineering and the Built Environment, 12 Credits
• Computer-Aided Drawing and Design, 12 Credits.
• Chemistry, 12 Credits.
• Introduction to Shipboard Operations, 12 Credits.
• Navigation - Electronic Navigation Systems, 12 Credits.

1. Apply principles of mathematical sciences to situations that demonstrate its prevalence in a variety of higher education contexts.
2. Explore the application of Mathematical concepts within physical settings.
3. Outline the contemporary elements of Physical Sciences in Higher Education studies.
4. Comprehend elementary concepts and applications in Science Technology Engineering and Mathematics (STEM).

Associated Assessment Criteria for Exit Level Outcome 1

• Apply concepts of mathematical sciences across a variety of higher education contexts, particularly in Science Technology Engineering and Mathematics (STEM) fields.
• Demonstrate general principles of mathematical sciences in STEM-related areas.
• Design, implement and instruct a mathematics tutorial in a professional manner.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate knowledge of mathematical concepts within applied and engineering sciences.
• Show an informed understanding of the terms, rules, concepts, principles, and theories in applied sciences and engineering sciences that are underpinned by mathematical principles.
• Apply essential methods, procedures and techniques related to STEM effectively.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and/or formulate problems in the mathematical and physical sciences.
• Design and implement solutions for STEM-related problems.
• Explicate the relevance of the physical sciences in a variety of Higher Education (STEM) settings.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of the application of the foundations of mathematics, basic science and engineering sciences.
• Apply elementary concepts and applications practically in a variety of STEM settings.

Integrated Assessment

The term 'Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessments in the department will be provided through:

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of laboratory skills.
• Face to face contact with students.

Formative and summative assessment

Formative assessments will be used to support the learner developmentally and to feedback into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning process and the learner improves from their areas of difficulty.

For the summative assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

Academic staff who teach a module are responsible for designing, implementing and marking both formative and summative learner assessments, for recording results and feedback to learners.