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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99534  Higher Certificate in Mechanical 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 qualification is primarily vocational or occupational in nature. The qualification serves to provide learners with the introductory knowledge, cognitive and conceptual tools and practical skills for further higher education studies in Mechanical Engineering. The learner will gain knowledge of general principles and application. This qualification signifies that the learner has attained a level of knowledge and competence in in Mechanical Engineering and is capable of applying such knowledge and competence in an occupation or role in the workplace.

Upon qualifying a learner will be able to:
  • Apply engineering principles to systematically diagnose and solve specifically-defined engineering problems.
  • Apply knowledge of Mathematics, Natural Science and Engineering Sciences to wide practical procedures and practices to solve specifically-defined engineering problems.
  • Use established techniques, resources, and modern engineering tools including Information Technology for the solution of specifically-defined engineering problems, with an awareness of the limitations.
  • Perform procedural design of narrowly-defined components or processes to meet desired needs within applicable standards, codes of practice and legislation.
  • Conduct tests, experiments and measurements of narrowly-defined engineering problems by applying relevant codes and manufacturer guidelines.
  • Communicate effectively, both orally and in writing within an engineering context.
  • Demonstrate knowledge and understanding of the impact of engineering activity on society and the environment.
  • Demonstrate knowledge and understanding of basic engineering management principles.
  • Engage in independent and life-long learning.
  • Understand and commit to professional ethics, responsibilities and norms of engineering technical practice.

    Rationale:
    Work done by practitioners in Support Occupations is characterised by their ability to apply proven, commonly understood detailed techniques procedures, practices and codes to solve specifically-defined engineering problems. They manage and supervise specific engineering operations, construction and activities. They work independently and responsibly within a specified allocated area or under supervision.

    The competence of a Registered Engineering Specified Category Practitioner at the level required for specific independent practice, that is, on qualifying for registration, is generally developed in two stages. First, a Higher Certificate meeting this standard provides the educational foundation enhanced by work-integrated learning. Second, competence must be further developed through further learning and experience, typically for four or more years.

    Thus completion of this Higher Certificate will enable learners to meet the minimum entry requirement for admission to an Advanced Certificate which is designed to support further learning to satisfy the requirements for a specific Registered Engineering Specified Category Practitioner with the Engineering Council of South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification enables Recognition of Prior Learning. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner will be thoroughly briefed on the mechanism to be used and support and guidance will be provided. Care will also be taken to ensure 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.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning may allow:
  • Granting of module exemption for modules in the qualification, and
  • Obtaining of this Qualification in part.

    Entry Requirements:
    The minimum entrance requirements are:
  • 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 consists of compulsory modules at Level 5 totalling 140 Credits.

    Compulsory Modules:
  • Communication Skills, 8 Credits.
  • Computer Skills, 10 Credits.
  • Life Skills, 2 Credits.
  • Information Literacy, 1 Credit.
  • Technical Mathematics, 21 Credits.
  • Engineering Physics, 14 Credits.
  • Engineering Graphics, 14 Credits.
  • Electrical Technology, 14 Credits.
  • Workshop Practice Mechanical, 14 Credits.
  • Mechanics, 14 Credits.
  • Manufacturing and Tooling, 14 Credits.
  • Mechatronics, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve specifically-defined engineering problems.
    2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to wide practical procedures and practices to solve specifically-defined engineering problems.
    3. Use established techniques, resources, and modern engineering tools including information technology for the solution of specifically-defined engineering problems, with an awareness of the limitations.
    4. Perform procedural design of narrowly-defined components or processes to meet desired needs within applicable standards, codes of practice and legislation.
    5. Conduct tests, experiments and measurements of narrowly-defined engineering problems by applying relevant codes and manufacturer guidelines.
    6. Communicate effectively, both orally and in writing within an engineering context.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on society and the environment.
    8. Demonstrate knowledge and understanding of basic engineering management principles.
    9. Engage in independent and life-long learning.
    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:
  • The problem is defined and the criterion for an acceptable solution is identified.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Various approaches are considered and formulated that would lead to workable solutions.
  • Solutions are identified in terms of strengths and weaknesses for the overall solution.
  • Solutions are prioritised in order of suitability.
  • The preferred solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of Mathematics, Natural and Engineering Science at a fundamental level and in a specialised area is brought to bear on the solution of narrowly-defined engineering problems.
  • Applicable principles and laws are applied.
  • Appropriate engineering materials, components or processes are selected.
  • Concepts and ideas are communicated effectively.
  • Reasoning about engineering materials, components, systems or processes is performed.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The appropriate method, skill or tool is selected and applied to achieve the required result.
  • Results produced by the method, skill or tool are verified against requirements.
  • Computer applications are selected and used as required.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • The design process is planned and managed to focus on important issues and recognises and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Design tasks are performed that include component testing to relevant premises, assumptions and constraints.
  • Alternatives are evaluated for implementation and a preferred solution is selected on an elementary, technical and cost basis.
  • The design logic and relevant information is communicated in a report.
  • Occupational health and safety and environmentally related risks are identified and appropriate measures considered.

    Associated assessment criteria for Exit Level Outcome 5:
  • Tests, experiments and measurements are conducted within an appropriate discipline.
  • Available literature is identified and selected for suitability to the task.
  • Equipment is used in accordance with original equipment manufacture's specifications.
  • Information is interpreted and derived from available data.
  • Conclusions are drawn from an evaluation of all available evidence.
  • The purpose, process and outcomes of the task are recorded in a report.
  • Occupational health and safety and environmentally related risks are identified and appropriate measures are taken.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Appropriate structure, style and language of written and oral communication are used for the purpose of the communication and the target audience.
  • Appropriate and effective graphics are used in enhancing the meaning of text.
  • Visual materials are used to enhance oral communications.
  • Information is provided in a format that can be used by others involved in the engineering activity.
  • Oral communication is delivered with the intended meaning being apparent.

    Associate assessment criteria for Exit Level Outcome 7:
  • An engineering activity is considered in terms of the impact on the public health and safety.
  • An engineering activity is considered in terms of the impact on the occupational health and safety.
  • An engineering activity is considered in terms of the impact on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained and applied.
  • Individual work is carried out effectively and on time.
  • Individual contributions made to team activities support the output of the team as a whole.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are identified, planned and managed.
  • Independent learning is undertaken: knowledge acquired outside of formal instruction is comprehended and applied.
  • Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The ethical implications and the impact of engineering decisions are known and understood.
  • Responsibility is accepted for consequences stemming from own actions or failure to act.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. Assessment practices will be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

    Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.

    Assessment of fundamental will be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods will be used in assessment and tools and activities will be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term `Integrated Assessment`, implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment will be in the following forms:
  • Simulations.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Face to face contact with learners. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of Engineering Education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). In the case of Engineering Technician education, the equivalence of this whole qualification standard together with the Advanced Certificate in Engineering is ensured through the Dublin Accord.

    The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Dublin Accord technician graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies.

    Conclusion:
    This qualification is internationally comparable as it is designed in line with the requirements of international accords and standards in engineering. 

    ARTICULATION OPTIONS 
    This qualification articulates specifically with the following qualifications offered by the Tshwane University of Technology.

    Horizontal Articulation:
  • Higher Certificate in Electrical Engineering, Level 5 (ID: 97909).

    Vertical Articulation:
  • National Diploma in Engineering: Mechanical, Level 6 (ID: 72577).

    This qualification also offers systemic articulation opportunities with qualifications offered by other institutions provided the learner meets the minimum entry requirements.

    Horizontal Articulation:
  • Advanced Technical Diploma in Applied Mechanical Engineering Manufacturing, Level 5.

    Vertical Articulation:
  • Bachelor of Engineering Technology in Mechanical Engineering, Level 7. 
    		•

    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.