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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Mechanical Engineering in Mechatronics 
SAQA QUAL ID QUALIFICATION TITLE
100776  Diploma in Mechanical Engineering in Mechatronics 
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 360)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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
78627  National Diploma: Engineering: Mechanical  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning.

The qualification has a strong professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the labour market. The purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Professional Mechatronic Engineering Technician.

This qualification provides:
  • Preparation for careers in Mechatronic Engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development;
  • The educational base required for registration as a Candidate and/or a Professional Engineering Technician with ECSA;
  • Entry to qualifications at Level 7.

    Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in section I of this document.

    The Mechatronic Engineering qualification will produce qualified learners that will be able to apply knowledge of multi-disciplines such as Mechanical, Electrical, Electronic and Computer Engineering Systems to solve problems. Through modules such as Professional Communication, an awareness of ethics and professional practice will be inculcated in learners, as well as the ability to reliably communicate complex information using the appropriate academic and/or professional conventions. Learners will also be able to demonstrate accountability in respect of working independently or within a group.

    Qualifying learners will contribute positively to the economic growth of the nation and bridge the skills gap. In addition, qualifying learners will derive personal gains in the profession that rewards financially as they discharge their responsibilities in multidisciplinary engineering environments that include printing, packaging, food processing, manufacturing, assembly, automation, automotive and mining industries.

    Rationale:
    Professional Engineering Technicians are characterised by the ability to apply proven, commonly understood techniques procedures, practices and codes to solve well-defined engineering problems. They manage and supervise engineering operations, construction and activities. They work independently and responsibly within an allocated area or under guidance.

    Professional Engineering Technicians must, therefore, have a working understanding of engineering sciences underlying the techniques used, together with financial, commercial, legal, socio-economic, health, safety and environmental methodologies, procedures and best practices. The process of professional development of a Professional Engineering Technician starts with the attainment of a qualification that meets this standard. After graduation a qualification of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technician. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the 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 formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of learners and is handled in accordance with an institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a portfolio of evidence to be presented by the learner to meet institutional requirements. An appeal process is also in place to accommodate queries. RPL may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through RPL.

    Gaining Access:
    If a learner has considerable work experience, but does not meet the entry requirements of this qualification, the learner may 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. If access is granted, the qualification on the lower level is not awarded.

    Advanced Standing:
    A learner might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The learner 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, but not for the entire qualification. There are guidelines governing the maximum number of subjects for which advanced standing can be granted.

    Entry Requirements:
    The minimum requirement for admission to a Diploma is:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate (Vocational) (NC (V)), NQF Level 4 granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 5 and 6 totalling 382 Credits.

    Compulsory Modules, Level 5, 126 Credits:
  • Computer Engineering, 14 Credits.
  • Engineering Drawing 1, 14 Credits.
  • Professional and Technical Communication, 14 Credits.
  • Engineering Mechanics, 14 Credits.
  • Electrical Engineering and Electronics, 14 Credits.
  • Physical Science, 28 Credits.
  • Engineering Mathematics, 21 Credits.
  • Mechanical Engineering Manufacturing, 7 Credits.

    Compulsory Modules, Level 6, 256 Credits:
  • Embedded Systems, 14 Credits.
  • Thermo-Fluids 2, 14 Credits.
  • Strength of Materials, 14 Credits.
  • Mechanics of Machines, 14 Credits.
  • Applied Mathematics, 14 Credits.
  • Industrial Automation, 14 Credits.
  • Control Systems, 14 Credits.
  • Mechanical Engineering Design, 14 Credits.
  • Computer-Aided Manufacturing, 14 Credits.
  • Applied Strength of Materials, 7 Credits.
  • Thermo-Fluids 3, 14 Credits.
  • Mechatronic Design, 14 Credits.
  • Process Control and Industrial Networking, 14 Credits.
  • Global Environmental Studies, 7 Credits.
  • Engineering Management, 7 Credits.
  • Mechatronics Industrial, 7 Credits.
  • Project-Work Place-Based Learning (WPBL), 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to diagnose and solve well-defined engineering problems systematically.
    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 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 professional engineering practice.
    11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associative Assessment Outcome for Exit Level Outcomes 1:
  • Analyse and define the problem and identify the criteria for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills and use it for solving the problem.
  • Consider and formulate various approaches that would lead to workable solutions.
  • Model and analyse solutions.
  • Evaluate solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associative Assessment Outcome for Exit Level Outcomes 2:
  • Demonstrate knowledge of mathematics, statistics, natural science and engineering science at a fundamental level to solve well-defined engineering problems.
  • Use applicable principles and laws.
  • Analyse engineering materials, components, systems or processes.
  • Present concepts and ideas in a logical and methodical manner.
  • Perform reasoning about engineering materials, components, systems or processes.
  • Outline and justify procedures for dealing with uncertain/undefined/ill-defined variables.
  • Perform work within the boundaries of the practice area.

    Associative Assessment Outcome for Exit Level Outcomes 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan the design process and manage to focus on important issues and recognises and deals with constraints.
  • Demonstrate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
  • Evaluate an alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • Communicate the design logic and relevant information in a technical report.
  • Apply procedures to evaluate the selected design and assessed in terms of the impact and benefits.

    Associative Assessment Outcome for Exit Level Outcomes 4:
  • Define the scope of the investigation.
  • Plan Investigations and conduct them within an appropriate discipline.
  • Search available literature and material and evaluate it for suitability to the investigation.
  • Select relevant equipment or software and use it appropriately for the investigation.
  • Analyse and interpret data obtained.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process and outcomes of the investigation in a technical report.

    Associative Assessment Outcome for Exit Level Outcomes 5:
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the method, skill or tool correctly.
  • Test and assess results produced by the method, skill or tool.
  • Select and use relevant computer applications.

    Associative Assessment Outcome for Exit Level Outcomes 6:
  • Write oral communication for the purpose of the communication and the target audience in the structure, style and language that is appropriate.
  • Use graphics appropriate and effective in enhancing the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Provide information in a format that can be used by others involved in the engineering activity.
  • Deliver oral communication with the intended meaning of being apparent.

    Associative Assessment Outcome for Exit Level Outcomes 7:
  • Demonstrate the impact of technology in terms of the benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on occupational and public health and safety.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Consider the methods to minimise/mitigate impacts outlined in 7.2 and 7.3.

    Associative Assessment Outcome for Exit Level Outcomes 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out Individual work effectively, strategically and on time.
  • Make Individual contributions to team activities to support the output of the team as a whole.
  • Demonstrate functioning as a team leader.
  • Organise and manage a project.
  • Communicate effectively to carry out the context of individual and teamwork.

    Association Assessment Outcome for Exit Level Outcomes 9:
  • Identify, plan and manage learning tasks.
  • Identify/recognise and demonstrate the requirement for independent learning.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal instruction.
  • Display awareness for the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Association Assessment Outcome for Exit Level Outcomes 10:
  • Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation and limitations of authority.
  • Describe the ethical implications of engineering decisions in terms of the impact on environment, the business, costs and trustworthiness.
  • Provide ethical judgements in decision making during problem solving and design within acceptable boundaries of current competence.
  • Accept responsibility for consequences stemming from own actions or inaction.
  • Decision making is limited to the area of current competence.

    Association Assessment Outcome for Exit Level Outcomes 11:
  • Describe Orientation to the working environment in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
  • Use labour practices in the workplace and describe them in accordance with relevant legislation.
  • Describe workplace safety in terms of the application of relevant safety, health and environmental legislation.
  • Describe general administration procedures in terms of how they operate and the key purpose.
  • Conduct work activities in a manner suited to the work context.

    Integrated Assessment:
    A variety of Teaching and Learning (T&L) methods will be used and is a blend of classroom teaching, tutorials and small group teaching, practicals, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the qualification. These ensure that learners engage actively with the material in different ways.

    The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with more sophisticated or deeper levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an engineering or science qualification. There will be constructive alignment between the Teaching and Learning strategy and the Assessment strategy to achieve the intended outcomes.

    An effective integrated assessment strategy will be used. The qualification will combine formative and summative assessment methodologies. There will be multiple assessment opportunities for learners demonstrate the exit level outcomes as specified. All assessments and moderation will be performed and is subject to the institutional Assessment Policies, Procedures and Guidelines.

    The development of assessment tasks will form part of a more magnificent iterative process of constructive alignment of the entire qualification. Assessments (both formative and summative) are aligned to Curriculum outcomes and Teaching/Learning activities. The institution's Assessment Policy recommends the distribution, variety, weighting and number of assessment tasks, as well as advises on the design of assessment tasks. In this qualification, learners will be assessed according to the nature of the subjects and knowledge areas covered. WIL (Work Place-Based Learning) will have 60 credits while the other forms of assessments will constitute 308 Credits.

    Role of Work Integrated learning:
    To create opportunities for learners to integrate theory and practice through solving real-world problems.

    Other forms of Work-integrated learning include:
    Work-Directed Theoretical Learning (WDTL): Integrated projects to demonstrate scientific laws and principles in engineering application, site visits and case studies. Learners at this level (usually first years) are provided with "mini" projects that are assessed accordingly.
    Project-Based-Learning (PjBL) and Problem-Based Learning (PBL): Learners are required to apply engineering principles learnt in subjects such as, Computer Engineering, Electrical Engineering and Electronics, Embedded Systems, Mechanical Engineering Design to build prototypes or subsystems. This assessment modality will be more appropriate for second-year learners who will have gained the relevant fundamental theoretical knowledge, and therefore be ready to integrate it with practice.

    Project-based-learning (PjBL):
    This is suitable for third-year semester 1 level to adequately prepare learners for real work environment. Learners are required to demonstrate their abilities through solving industry-related problems and also to perform detailed component designs, in some cases using appropriate software.

    Work-place based learning:
    Learners are placed in industry for 6 months. It is Work Place-Based Integrated Learning. Learners are required to do projects provided by their industrial supervisors who are expected to work together with lecturers and placement officers to ensure that all exit outcome levels are attained and satisfied during the execution of their final projects.
    Thus the assessment of Work Place-Based Learning will be a collaborative effort between institution (Mechanical Engineering Department) and the industry. 
    		•

    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). International comparability of this Engineering Education Technician qualification 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 qualified learners in the International Engineering Alliance's qualified learners Attributes and Professional Competencies. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation:

    Horizontal Articulation:
  • Diploma in Mechanical Engineering, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Mechanical Engineering in Mechatronics, Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Cape Peninsula University of Technology 


    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.