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 THAT HAS PASSED THE END DATE:

Bachelor of Engineering in Electrical and Electronic Engineering with Information Technology

SAQA QUAL ID	QUALIFICATION TITLE
73786	Bachelor of Engineering in Electrical and Electronic Engineering with Information Technology
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 12 - Physical Planning and Construction		Electrical Infrastructure Construction
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	848	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2025-12-31

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 qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
14211	Bachelor of Engineering: Electrical and Electronic Engineering: IT	Level 7	Level TBA: Pre-2009 was L7	848	Complete

This qualification is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
111625	Bachelor of Engineering in Electrical and Electronic Engineering	Not Applicable	NQF Level 08	480	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The aim of the qualification is to develop an engineering intellectual who can identify, assess and formulate the engineering needs of the society at large and research and solve the identified engineering problems creatively and innovatively, by applying scientific, mathematical, engineering, economic and other relevant principles and methods. The qualification prepares learners for an engineering science, design and project based career through the fundamental understanding, use and appropriate application of engineering methods, skills, tools and information technology. The qualifications also provides a platform for lifelong learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Applied competence associated with relevant NQF level 4 qualifications.

For year 1 :
(i)Further education certificate with university exemption approved by the Dean or its representative on acceptance of written application, completed enrollment forms and on condition that applicable fees have been paid.

(ii)Grade 12 -Mathematics and Physical Science on higher grade with a minimum pass of 50% (D-symbol) for each subject together with an M-score of at least 15.
The M-score is calculated by using the following interpretative table :

A-SYMBOL B-SYMBOL C-SYMBOL D-SYMBOL E OR LESS
HG-5 HG-4 HG-3 HG-2 HG-1
SG-4 SG-3 SG-2 SG-1 SG-0

Recognition of prior learning:

An RPL procedure will also be in place covering the following essentials:

* Candidates supply at own cot all relevant information and documentation.
* Candidates will pay a fee determined by RAU & be assessed via RPL.
* RPL can be done at individual module or on an accumulative level.
* All RPL applications are handled at a predetermined time in the academic year.
* RPL applications are referred by the Dean/Deans Committee to the relevant departmental chairperson for evaluation and recommendation.
* RPL candidates may be required to be assessed orally or in written format on module or combined level for access to degrees and higher degrees.
* RPL assessment is typically done by a faculty committee constituted for that purpose.
* RPL in the faculty of engineering is done within the RPL framework policy of the RAU.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learner should be able to:

1. Identify, assess, formulate, interpret, analyze and solve engineering problems creatively and innovatively by applying knowledge of Mathematics, basic science and engineering sciences from first principles;

2. Plan an manage small engineering projects demonstrating an underlying fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering practice;

3. Work effectively individually or with others as a member of a team, group, organization, community or in multidisciplinary environments

4. Organize and manage him/herself and his/her activities responsibly, effectively, professionally and ethically and to take responsibility within his/her own limits of competence and to exercise judgment commensurate with knowledge and expertise,

5.Plan and conduct limited investigations, research and experiments by applying appropriate theories and methodologies and perform appropriate data analysis and interpretation

6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large in using appropriate structure, style and graphical support;

7. Use and assess appropriate research methods, skills, tools, technology and information technology effectively and critically in engineering practice and show an understanding and a willingness to accept responsibility for the impact that engineering activities have on society and the environment

8. Perform procedural and non-procedural design and synthesis of components, systems, works, products or processes as a set of related systems and assess their social, legal, health, safety and environmental impacts and benefits;

9. Employ various learning strategies and skills to master module outcomes required in fundamental Mathematics, engineering sciences, engineering design research and aspects of management thereby preparing him/herself to engage in lifelong learning to keep abreast of knowledge and skills required in the engineering field.

10. Participate as a responsible citizen in the life of local, national, and global communities by acting professionally and ethically;

11. Demonstrate where applicable cultural and aesthetic sensitivity across a range of social context in the execution of engineering activities

12. Explore education and career opportunities

13.Organise and develop entrepreneurial opportunities through engineering problem solving, design, technical research and managerial skills

ASSOCIATED ASSESSMENT CRITERIA

1. Engineering problems are identified, assessed, formulated, interpreted, analysed and solved effectively, creatively and innovatively by applying knowledge of Mathematics, basic science and engineering sciences from first principles.

2.Small engineering projects are planned and managed so that an underlying fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering practice are demonstrated.

3. Participation as a member of a team, group, organization, and community or in multidisciplinary projects results in leadership and the performance of critical functions.

4. Activities are organized and managed responsibly, effectively, professionally and ethically; responsibility is taken within his/her own limits of competence and judgment is exercised in commensuration with knowledge and expertise.

5. Investigations, research and/or experiments are effectively planned and conducted by applying appropriate theories and methodologies and suitable data analysis and interpretation are performed.

6. Communication is effectively carried out, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and graphical support.

7. Appropriate engineering methods, skills, tools, technology and information technology are effectively and critically used and assessed in engineering practice and an understanding and a willingness to accept responsibility for the impact that engineering activities have on society and the environment are shown.

8. Procedural and non-procedural design and synthesis of components, systems, works, products of processes are performed as a set of related systems and their social, legal, health, safety and environmental impacts and benefits are assessed.

9. Various learning strategies and skills are employed to master module outcomes required in fundamental Mathematics, engineering sciences, engineering design research and aspects of management in preparation to engage in lifelong learning to keep abreast of knowledge and skills required in the engineering field.

10. Responsible citizenship is practiced in terms of the local, national and global communities by acting professionally and ethically.

11. Cultural and aesthetic sensitivity are shown where applicable across a range of social context in the execution of engineering activities.

12 Education and career opportunities are explored where applicable.

13. Entrepreneurial opportunities are organised and developed through engineering problem solving, design, technical research and managerial skills.

Formative assessment practices that will be implemented:

Learners are continuously assessed via informal class tests, tasks, projects and formal semester tests (in written or oral mode) and practical laboratory experiments and investigaitons. They also do research and design projects that are properly documented and must be presented to co-learners during seminar sessions. These major design and research projects are done mainly in the third and fourth (final) year of study.

Summative assessment practices that will be implemented:

Learners are exposed to one written examination per module - towards the end of each semester. In the case of modules with a year duration, learners need to obtain a 40% mark on formative assessment for the first semester for continuation of their studies in the second semester a) final written examination is also required). Learners may also be orally examined in certain modules such as project and design.

ARTICULATION OPTIONS

Access to qualifications on a lower level:
Learners who are (or have been) registered for this or another related qualification (or even for the same or related modules) at another higher education institution, will be allowed to enter in mid stream on acceptance of written application, completed enrolment forms and on condition that the applicable fees have been paid. Such learners may retain credits for modules that have been passed on request of the learner after recognition by the previous institution and approval by the dean`s committee of the relevant faculty or institution. The onus rests on the learner to provide full evidence of outcomes attained through modules for which credit is sought. An oral or adequate form of evaluation may be required of the learner for modules for which credit is sought. Learners who have passed the full curriculum of study up to a certain year of study at another university are allowed into the following year of study at RAU pending approval of the dean`s committee.

Access to qualifications on the same level:
Another qualification or different subjects: Learners who want to switch to another qualification or other subjects at this institution, may do so within a period of three weeks after the start of the semester. They will retain full credit for modules that may have been passed.
Another institution: If learners want to continue their studies at another higher education institution, they may switch towards the end of the first or the second semester. This institution and the new institution will accredit all courses (subjects) that have been passed pending approval of the faculties of the institutions involved.

Articulation with other higher education programmes
Studies on the same level: This qualification is on the NQF level 7. The following possibilities for continuation of studies within other higher education programmes exist:
An B.Optom., MB.Ch;.B. or B.Comm. degree programme;
Another B.Sc. degree programme at any other university;
An B.Tech. degree programme at any technikon

Access to qualifications on a higher level:
Further studies: Having obtained this qualification, the following possibilities for further study of higher education programmes exist:
A post-graduate higher diploma programme at any university; and
Masters degree programme at any university.

MODERATION OPTIONS

What external examination processes will be implemented?

External examiners and moderators (assessors) are used for final modules together with first internal assessor. These external people, mostly from other higher education institutions, universities or engineering industry, are all subject specialists in their respective fields. The Electrical and Electronic Engineering (IT) programme for the degree is evaluated for accreditation purposes on a continous five year cycle by the Engineering Council of SA (ECSA)

How many external examiners/moderators will be appointed for this qualification and from which type of institutions or professional bodies will they typically be?
From other higher education institutions, universities and the engineering industry; one external examiner for each final module.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

a. Criteria regarding formal qualifications that assessors should have:
Normally a relevant B-degree or appointment as avademic staff member at a tertiary institution.

b. Criteria regarding job or learning area experience:
Relevant engineering experience/appointment as academic staff member at a terriary institution

c. Criteria regarding experience of or exposure to assessment
Normally first time assessors are assisted by experienced assessors/academics in the field.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.

1.	University of Johannesburg