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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Industrial Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99013  Higher Certificate in Industrial Engineering 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  140  Not Applicable  NQF Level 05  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   2031-06-30  

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 purpose of this qualification is to provide learners with understanding of Industrial Engineering and equip them with skills and techniques to manage and supervise Engineering Operations whilst preparing them for further learning towards becoming a competent Engineering Technician.

A qualified learner will be able to:
  • Apply engineering principles to systematically diagnose and solve defined, routine and new engineering problems in familiar contexts.
  • Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of engineering problems, with an awareness of the limitations.

    Rationale:
    A research conducted by the Institute for Industrial Engineering (IIE) and the Southern African Institute for Industrial Engineering (SAIIE) indicate the shortage for qualified Industrial Engineers in South Africa. This means there is a need to increase the number of skilled people drawn to the steadily-developing manufacturing industry with skills to carry out engineering related operations and be able to work independently and responsibly within a specified allocated area.

    Every organisation or entity is concerned about increasing productivity through the management of people, methods of business organisation, and technology. In order to maximise efficiency, Industrial Engineers study product requirements carefully and then design manufacturing and information systems to meet those requirements. They develop management control systems and design production plan and control systems to coordinate activities that ensure product quality. The Higher Certificate in Industrial Engineering seeks to develop engineers who can apply mathematical concepts and scientific techniques to the technical problems that arise.

    This qualification also serves to provide learners with the core knowledge, cognitive and conceptual tools including practical skills for Further Higher Education studies in their chosen field of study. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the Recognition of Prior Learning, which includes informal and non-formal learning and work experience. The learner will be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care will be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification. The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the qualification, as detailed in the stated outcomes, has been achieved, either through education and training in a single provider's learning programme or though experience that complies with the stated specific outcomes i.e. RPL is applied.

    A learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification and the appropriate credits are assigned to the learner.

    RPL may be used to grant access to the qualification to learners who do not meet the minimum entry requirements

    Entry Requirements:
  • Senior Certificate (SC).
    Or
  • National Senior Certificate (NSC) granting access to Higher Certificate studies.
    Or
  • National Certificate Vocational (NCV), Level 4 granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 5 totalling, 140 Credits.

    Modules:
  • Communication Skills, 8 Credits.
  • Computer Skills, 10 Credits.
  • Information Literacy, 1 Credit.
  • Life Skills, 2 Credits.
  • Engineering Physics, 14 Credits.
  • Engineering Graphics, 14 Credits.
  • Engineering Work Systems for Process Planning, 14 Credits.
  • Statistics, 14 Credits.
  • Industrial Engineering Practice, 28 Credits.
  • Quality Systems and Process Improvement, 14 Credits.
  • Technical Mathematics, 21 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve defined, routine and new engineering problems in familiar contexts.
    2. Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of engineering problems, with an awareness of their limitations. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A coherent range of core principles in Mathematics and Natural Science underlying a sub-discipline or recognised practice area are applied.
  • A codified practical knowledge in recognised practice area is applied.
  • Mathematics, Natural Sciences and Engineering Sciences, supported by established mathematical formulas, codified engineering analysis, methods and procedures are used to solve defined, routine and new engineering problems in familiar contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Sub-discipline specific tools, processes or procedures are used.
  • Computer packages for computation and information handling are used.
  • Computers, networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork are utilised.
  • Standard techniques from Economics, Management, Health, Safety and Environmental protection are understood.

    Integrated Assessment:
    The assessment includes both formative and summative assessment. Formative assessment is continuous and focuses on ensuring adequate levels of competencies in critical knowledge, behaviours and skills. The assessment of competencies allows for an integrated approach not only to learning but also assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    International Engineering Alliance:
    The International Engineering Alliance is established to ensure comparability and mobility in the engineering profession. It is structured in three (3) Accords, the Washington, the Sydney and the Dublin. These are three multi-lateral agreements between groups of jurisdictional agencies responsible for accreditation or recognition of tertiary-level engineering qualifications within their jurisdictions who have chosen to work collectively to assist the mobility of engineering practitioners (i.e. Professional Engineers, Engineering Technologists and Engineering Technicians) holding suitable qualifications. The signatories are committed to development and recognition of good practice in engineering education and are intended to assist growing globalisation of mutual recognition of engineering qualifications. The equivalence of this whole qualification standard is ensured through the Dublin Accord.

    Conclusion:
    This qualification is in line with international standards set in the International Engineering Alliance agreements. It is ensured that a learner is assessed and enabled to work in the Engineering profession while upholding prescribed principles of good practice. 

    ARTICULATION OPTIONS 
    This qualification has specific vertical articulation opportunities with the National Diploma: Engineering: Industrial, Level 6 (ID 72576) offered by the Tshwane University of Technology

    This qualification allows possibilities for systemic horizontal and vertical articulation with qualifications offered by other institutions, provided the learner meets the minimum entry requirements. They are:

    Horizontal Articulation:
  • Certificate in Engineering Management, Level 5.
  • National Certificate in N4 Engineering Studies, Level 5.

    Vertical Articulation:
  • Diploma in Industrial Engineering, Level 6.
    . Diploma in Engineering Technology, Level 6. 
    		•

    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.
     
    1. Tshwane University of Technology (TUT) 


    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.