Higher Certificate in Quantitative Techniques

Purpose

The Higher Certificate in Quantitative Techniques is an entry-level higher education qualification that is vocational, with a strong industry-oriented focus. The purpose of the qualification is to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in quantitative techniques. The qualification provides a strong foundation for equipping learners to further their higher education studies.

Firstly, the qualification will equip learners with the development of digital tools for decision-making in the work context and skills such as applied numeracy, logical thinking, critical thinking and creative problem-solving skills to prepare learners for entry-level careers in the workplace.

Furthermore, the qualification will promote the development of the following skills

• Basic mathematical calculations
• Using numeric digital platforms
• Basic statistical calculations
• Representing data in different ways
• Expressing business problems mathematically.

Secondly, the qualification provides learners with foundational numeracy, critical thinking and digital literacy skills, as well as practical techniques for successful progression into a Bachelor's Degree. The concepts and principles prepare learners to continue their learning in a range of business fields such as accounting, economics, finance, project management and business administration.

Qualifying learners will attain a basic level of higher education knowledge and competence in the field of quantitative techniques and will acquire the required technical skills to enter the labour market. Through the experiences gained in the work-integrated learning simulation, learners will be able to apply such knowledge and competence in an entry-level occupation or role in the workplace that provides opportunities for continued personal, intellectual growth, gainful economic activity and rewarding contributions to society.

Rationale

South Africa ranked 128 of 137 countries on the World Economic Forum quality of Mathematics and Science education scorecard (2018). According to the National Senior Certificate Diagnostic Report, 45.4% of learners who wrote Mathematical Literacy scored 40% and above, and 37.1% of learners who wrote Mathematics achieved a result of 40% and above (Department of Basic Education, 2018). The report highlighted some concerns that learners performed well in questions that required lower-order thinking skills and performed poorly in questions that demanded analytical, evaluative and problem-solving skills. Additionally, subjects that require the use of mathematical and calculation skills proved challenging due to the lack of cardinal skills (Department of Basic Education, 2018: 04).

Numeracy skills are important because the ability to work with quantitative data has been identified as a core pillar of the 4th industrial revolution. A grasp of how to work with quantitative information expands career possibilities for learners, giving them an edge in the labour market. According to Gizelle McIntyre of the Institute of People Development (2016), not only does South Africa have a staggering 34,9% (Stats SA, 2019) unemployment rate for 15 to 34-year-olds, but it is found that new entrants to the labour market rarely have the necessary generic and technical skills to enter the labour market and progress within it. There is a need to provide learners with foundational logic and numeracy skills to cope with the demands of tertiary education and the work-readiness skills for future work contexts. Currently, many learners exiting high school do not have the required mathematical background to continue into further studies, particularly in business or commerce related fields. Therefore, the qualification will address this need by developing the knowledge and skills required for access and success and/ or to obtain entry-level employment.

On completion of the qualification, qualifying learners may pursue the following career paths

• Business administrators
• Assistants business managers
• Junior administration assistants
• Junior quantitative analyst
• Junior economic analyst.

Recognition of Prior Learning (RPL)

The RPL will be applied in line with the regulations of the Quality Council for Higher Education and the RPL Policy, Credit Accumulation and Transfer (CAT) and the procedures of the institution.

RPL in the case of learners not complying with the formal entry requirements will be conducted in accordance with the policy and guidelines of the institution concerning the recognition of other forms of formal, informal and non-formal learning and experience. Recognition takes place only where prior learning corresponds to the required NQF-level, and in terms of applied competencies relevant to the content and outcomes of the qualification. Through Recognition of Prior Learning, learners may gain access, advance placement, or status recognition on the condition that they continue their studies at this Institution.

The institution complies with the principles as outlined in the Council on Higher Education Policies on the RPL, CAT and Assessment in Higher Education which stipulates the following:

• Credits cannot be transferred to more than one qualification and thus cannot be used by a learner more than twice for the originally completed qualification and one other.
• Credits can only be granted for up to 50% of the credit value of a qualification for learning completed in another completed qualification.
• Credits for an incomplete qualification may be recognised as meeting part of the requirements for a different qualification, and only up to 50% of the credit value from one completed qualification can be presented for recognition in another qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• A National Senior Certificate (NSC), NQF Level 4, granting access to higher certificate studies.

Or

• A National Certificate Vocational, NQF Level 4, granting access to higher certificate studies.

Or

• A Senior Certificate, NQF Level 4 without endorsement.

Or

• A Foreign qualification that is equivalent to the NSC as determined by SAQA.

Or

• Further Education and Training Certificate, NQF Level 4.

This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5,120 Credits

• Digital and Academic Literacies, 15 Credits.
• Introduction to Quantitative Thinking and Techniques, 15 Credits.
• Critical Reasoning and Logic, 15 Credits.
• Introduction to Economic Concepts, 15 Credits.
• Quantitative Decision-Making, 15 Credits.
• Statistical Concepts, 15 Credits.
• Fundamental Accounting Concepts and Practices, 15 Credits.
• Work-Integrated Learning (WIL), 15 Credits.

1. Analyse and apply the key terms, concepts, facts, general principles, rules and theories of quantitative discipline or practice to argue and work critically and logically.
2. Respond to textual, symbolic and visual representations of quantitative data to formulate mathematical expressions of business problems.
3. Identify, evaluate and apply methodologies and strategies to solve business problems using appropriate tools and technologies.
4. Undertake simple estimation and prediction to judge the reasonableness of results.
5. Communicate quantitative ideas, relationships and information coherently using appropriate language and representational conventions.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and integrate graphic representations of data from multiple sources.
• Use flowcharts, swim-lane diagrams and/or decision trees to generate language and arithmetic logic solutions.
• Explain and argue claims by sourcing evidence to support or reject the statement.
• Convert word sums into arithmetic expressions and convert answers from arithmetic expressions to conclusions.
• Effectively analyse tables, charts and graphs and draw conclusions.
• Analyse and apply economic principles to adjust product prices to meet consumer demands.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse and apply basic arithmetic and algebraic calculations using digital tools.
• Effectively perform conversions of data (e.g. percentages to fractions, proportions to decimals).
• Perform multistep arithmetic calculations using the calculator functions and key sequences.
• Prepare accounting information in an excel spreadsheet.
• Evaluate and apply the PPC model to explain the basic economic problems.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse and apply basic knowledge of qualitative or quantitative data and draw conclusions.
• Evaluate and apply monetary and fiscal policies and their impact on business decision making.
• Calculate simple and contingency table probabilities.
• Identify and evaluate foundational knowledge of quantitative techniques to analyse survey results and draw conclusions.

Associated Assessment Criteria for Exit Level Outcome 4

• Accurately explain the difference between data gathering and sampling methods.
• Calculate and differentiate between the mean, median, mode, percentiles, quartiles, variance and standard deviation of ungrouped data.

Associated Assessment Criteria for Exit Level Outcome 5

• Effectively discuss the potential problems or risks associated with digital footprints.
• Differentiate between the various primary financial statements used within businesses.
• Effectively communicate information using appropriate visual forms.