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 QUALIFICATION: 

Diploma in Engineering Technology in Computer Engineering 
SAQA QUAL ID QUALIFICATION TITLE
101914  Diploma in Engineering Technology in Computer Engineering 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 240)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Not Applicable  NQF Level 06  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   2032-06-30  

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 Diploma in Engineering Technology in Computer Engineering is designed to provide learners with a sound knowledge base in computer engineering and to enable them to apply their knowledge and skills to a particular career or professional contexts while equipping them skills to undertake more specialised and intensive learning. The knowledge emphasises general principles and application or technology transfer. This qualification has a strong professional and career focus and graduates will be prepared to enter the computer engineering labour market.

The purpose of this qualification is to provide and equip learners with knowledge, understanding, abilities and skills required to become a competent practicing Computer Engineering Technician.

On the completion of this qualification this qualification, qualified learners will be able to demonstrate competence in all the Exit Level Outcomes at Level 6 contained in the Engineering Council of South Africa (ECSA) E-08-PN standard for solving well-defined computer engineering problems, in the following:
  • Problem Solving.
  • Application of Scientific and Engineering Knowledge.
  • Engineering Design.
  • Investigation.
  • Use of engineering methods and tools.
  • Professional and Technical Communication.
  • Impact of Engineering Activity.
  • Individual and Teamwork.
  • Independent Learning.
  • Engineering Professionalism.

    This qualification has been developed to provide a learner with a firm foundation in the fundamental knowledge and principles on Mathematics, Physics and the fundamental knowledge and principles of Electrical, Electronic and Computer Engineering. The first-year focusses on the development of knowledge and skills required to achieve Exit Level Outcomes 1 and 2 while also providing the foundation required for possible further study in the department by diagonal articulation into the Bachelor of Engineering Technology in Computer Engineering.

    The design for the second year focuses on Exit Level Outcomes 3 to 10 in which a learner will be able to demonstrate an appropriate level of computer engineering knowledge, skills and preparedness for the workplace and further professional development.

    In the second year of study, more emphasis is placed on practical application of theoretical knowledge of computer engineering as well as on self-study assignments and project work. Learners are expected to demonstrate an advanced understanding of fundamental computer engineering theories, principles and concepts through appropriate problem-solving, analysis and synthesis. The qualification design aims to meet the expected levels of competence required of the Diploma graduate in the workplace, as described in Exit Level Outcomes 3 to 10.

    A capstone project is undertaken by a learner in the subject "Software Development 2". In this project, a learner will learn to integrate and apply relevant knowledge acquired in the other subjects to solve an authentic computer engineering design problem. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The department will apply the institution's RPL policy to assess whether an applicant has formal or informal learning which is equivalent to the learning assumed to be in place.

    Recognition of Prior Learning is a process of identifying knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning. RPL provides an opportunity to identify learning assess and formally acknowledged it.

    Recognition of Prior Learning may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes.

    Gaining access:
    If an applicant has considerable work experience, but does not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL.

    This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy.

    Advanced Standing:
    An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects.

    Entry Requirements:
  • Senior Certificate (SC).
    Or
  • National Senior Certificate (NSC) granting access to Diploma Studies and with appropriate levels of achievement in English, Mathematics and either Physical Science or Electrical Technology.
    Or
  • National Certificate Vocational (NCV), Level 4, granting access to Diploma Studies and with appropriate levels of achievement in English, Mathematics, Life Orientation and three of the following: Physical Science, Electrical Principles and Practice, Electronic Control and Digital Electronics, Electrical Workmanship. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Levels 5 and 6 totalling 280 Credits.

    Level 5, 140 Credits:
  • Engineering Mathematics 1, 28 Credits.
  • Engineering Physics 1, 14 Credits.
  • Electrical Engineering 1, 28 Credits.
  • Engineering Communication 1, 14 Credits.
  • Computer Engineering Skills 1, 14 Credits.
  • Software Development 1, 14 Credits.
  • Electronics 1, 28 Credits.

    Level 6,140 Credits:
  • Engineering Mathematics 2, 14 Credits.
  • Microprocessors 2, 14 Credits.
  • Software Development 2, 28 Credits.
  • Engineering Physics 2, 14 Credits.
  • Process Control 2, 28 Credits.
  • Digital Communications 2, 28 Credits.
  • Systems Analysis 2, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve well-defined engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
    3. Perform procedural design of components, systems, works, products or processes to meet desired needs usually within applicable standards, codes of practice and legislation.
    4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
    5. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing within an engineering context.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a technical team and to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Understand and commit to professional ethics, responsibilities and norms of engineering technical practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use practical engineering knowledge, underpinned by related theory to solve discrete, focussed tasks within engineering systems in an unfamiliar but in familiar context
  • Solve in standardised or prescribed ways which are encompassed by standards, codes and documented procedures and requires authorisation to work outside limits.
  • Use information that is concrete and largely complete, but requires checking and possible supplementation and involves several issues but few of these imposing conflicting constraints and a limited range of interested and affected parties.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate a coherent range of fundamental principles in mathematics and natural science underlying a sub-discipline or recognised practice area.
  • Demonstrate a coherent range of fundamental principles in engineering science and technology underlying an engineering sub-discipline or a recognised practice area.
  • Demonstrate a codified practical knowledge in a recognised practice area.
  • Use mathematics, natural sciences and engineering sciences, supported by established mathematical formulas, codified engineering analysis, methods and procedures to solve well-defined engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use a design project to provide evidence of compliance.
  • Design the selection of components, systems, engineering works, products or processes which is dependent on the sub-discipline.
  • Include in the design project one or more of the following impacts: socio-economic, legal, health, safety, and environmental.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Ensure the balance of investigation is appropriate to the discipline.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use sub-discipline-specific tools processes or procedures.
  • Understand computer packages for computation, simulation, and information handling.
  • Use computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.
  • Understand techniques from economics, management, and health, safety and environmental protection.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate formats for audiences who are engineering peers, academic personnel and related engineering persons.
  • Write reports with a range from short (minimum 300 words) to long (a minimum of 2 000 words excluding tables, diagrams and appendices), covering material at the exit level.
  • Use methods of providing information that include the conventional methods of the discipline, for example engineering drawings, physical models, bills of quantities as well as subject-specific methods.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate an appropriate combination of social, workplace (industrial) and physical environmental factors to the sub-discipline of the qualification.
  • Address the following issues and impacts:
    > Encompass by standards and documented codes of practice.
    > Involve a limited range of stakeholders with differing needs.
    > Have consequences that are locally important and are not far reaching.
    > Well-defined and discrete and part of an engineering system.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Manage a project .
  • Understand management principles such as:
    > Planning: set objectives, select strategies, implement strategies and review achievement.
    > Organising: set operational model, identify and assign tasks, identify inputs, delegate responsibility and authority.
    > Leading: give directions, set example, communicate, motivate.
    > Controlling: monitor performance, check against standards, identify variations and take remedial action.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate an understanding of the learning context which is well-structured with some unfamiliar elements.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Include evidence of case studies, memorandum of agreement, code of conduct, membership of professional societies etc. typical of engineering practice situations in one is likely to participate.

    Integrated Assessment:
    Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative Assessment is aimed at enhancing the learner's learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

    Integrated Assessment cuts across a number of subjects/modules of a qualification and is aimed at the holistic development of learner and contributes to the learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

    In this qualification, a number of assessments based on various assessment techniques will be used to assess learner performance. Assessment for each credit bearing component (subject) is achieved by continuous assessment method and consists of a number and variety of assessment types spread evenly across the learning year (or semester). Formative and summative assessments are conducted in each subject and consist of written class tests, laboratory practical assessments, project work assessments and tutorial work assessments. The particular combination of these assessment types varies according to the nature, credit value and duration of each subject.

    In most subjects, a Final Integrated Summative Assessment (FISA) with a 50% weighting takes the form of a written assessment under examination conditions. In this assessment a learner is required to demonstrate an ability to integrate all the knowledge learnt in that subject and to apply this to solving appropriate engineering problems. In subjects that are largely project based or very practical in nature, the FISA is replaced by more practical (laboratory based) assessments and project work assessments.

    A capstone project is undertaken by a learner in the subject "Software Development 2". In this project, a learner will demonstrate the ability to integrate relevant knowledge learnt in the other subjects to solving a real-world computer engineering design problem. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is in accordance with the following international accords:

    International Engineering Alliance:
    In terms of this qualification, the international benchmarking exercise revealed that the international comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). International comparability of this engineering technician education qualification is assured through the Dublin Accord.

    Conclusion:
    The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. 

    ARTICULATION OPTIONS 
    In keeping with the requirements of the Higher Education Qualification Sub-framework (2014) as well as other relevant national policies pertaining to articulation as well as credit accumulation and transfer, the following institutional articulation requirements will be applicable to this qualification:

    Vertical articulation within the HEQSF:
    Students who have successfully completed the Diploma in Engineering Technology in Computer Engineering (240 credit Diploma at NQF level 6) together with the completion of 120 credits of work-integrated learning that meets the requirements of the professional body may gain admission to an Advanced Diploma in this field of study or a related field of study at NQF level 7.

    Horizontal articulation within the HEQSF:
    Students who have successfully completed the Diploma in Engineering Technology in Computer Engineering (240 credit Diploma at NQF level 6) or students who have completed modules/subjects towards the completion of this qualification may transfer credits towards a qualification in this field of study or a related field of study at NQF level 5 (e.g. Higher Certificate), NQF level 6 (e.g. Advanced Certificate or Diploma).

    Diagonal articulation within the HEQSF:
    Students who have successfully completed the Diploma in Engineering Technology in Computer Engineering (240 credit Diploma at NQF level 6) or students who have completed modules/subjects towards the completion of this qualification may transfer credits towards a qualification in this field of study or a related field of study across pathways within the HEQSF, e.g. credits towards a Bachelor of Engineering Technology degree at NQF level 7.

    Inter- and intra-institutional articulation agreements based on national requirements will apply. 

    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.
     
    NONE 


    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.