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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
100953  Diploma in Electrical 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
Diploma (Min 360)  Field 12 - Physical Planning and Construction  Electrical Infrastructure Construction 
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

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 the qualification includes a fundamental commitment to the preparation of its students as engineering technicians in the various fields of electrical engineering. The qualification is primarily vocational, or industry oriented and will meet the generic standard for an engineering technician that will be able to solve well-defined problems in an electrical engineering field of studies. The qualification outcomes are in line with the exit level outcomes as defined by the Engineering Council of South Africa(ECSA). Furthermore, this qualification is designed to meet the necessary knowledge, understanding, abilities and skills that is required for further learning towards becoming a competent practicing Professional Engineering Technician. This diploma is designed to develop the necessary knowledge, understanding, abilities and skills required to become a competent engineering technician that can solve well define problems.

Rationale:
The Engineering profession contributes to the technological, socioeconomic, built environment and environmental infrastructure of the country, facilitating socio-economic growth and sustainability. The target markets include both a traditional branch of engineering, and/or a significant industrial area. The qualification is the starting point of a career path in one of the areas of specialisation, but is still generic enough to allow maximum mobility, based on recognition of prior learning, within the industry. Skills, Knowledge, values and attitudes reflected in the qualification are building blocks for the development of candidate engineering technicians towards becoming competent engineering technicians. The qualification is intended to:
  • Promote the development of engineering knowledge and skills required to serve public and private needs.
  • Release the potential of people.
  • Provide opportunities for people to move up the value chain.
  • Provide learners with life-long learning and articulation opportunities in the engineering profession. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    As per institutional policy, Credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL).

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate National Qualifications Framework(NQF) Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5 and 6 totalling 360 Credits.
    Compulsory Modules 1 Level 5, 168 Credits:
  • Digital System 1 ,12 credits
  • Electrical Engineering 1, 12 Credits.
  • Computer Skills, 5 Credits.
  • Engineering Graphics, 12 Credits.
  • Communication for Academic Purposes, 5 Credits.
  • Mechanics, 12 Credits.
  • Software Design, 12 credits.
  • Mathematics, 12 Credits.
  • Electronics 2, 12 Credits.
  • Life Skills I, 2 Credits.
  • Electronics 1, 12 Credits.
  • Digital System 2, 12 Credits.
  • Workshop Practice, 12 Credits.
  • Mathematics 2, 12 Credits.
  • Projects, 12 Credits.
  • Electrical Engineering 2, 12 Credits.
  • Electrical Engineering 3, 12 Credits.

    Elective Modules 2, Level 5, 12 Credits:
  • Process Instrumentation 1, 12 Credits.

    Compulsory Modules 2, Level 6 ,156 Credits:
  • Power Electronics, 12 Credits.
  • Engineering Management, 12 Credits.
  • Automation ,12 Credits.
  • Electrical Machines, 12 Credits.
  • Control Systems, 12 Credits.
  • WIL in Electrical Engineering, 60 Credits.
  • Design Projects, 12 Credits.
  • Electrical Engineering 3, 12 Credits.
  • Renewable Energy, 12 Credits.

    Elective Modules 3, Level 6, 24 Credits:
    (Choose One):
  • Logic Design, 24 Credits.
  • Process Instrumentation 2, 24 Credits.
  • Clinical Engineering 2, 24 Credits.
  • Electronic Communication 2, 24 Credits.
  • Electronic Application, 24 Credits.
  • Electrical Protection 3, 24 Credits.

    or
    (Choose Two):
  • Electronic Communication, 12 Credits.
  • Electronics 3, 12 Credits.
  • Electrical Distribution, 12 Credits.
  • Digital Systems 3, 12 Credits.
  • Clinical Engineering 1, 12 Credits.
  • Process Instrumentation 1, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve well defined.
    1. Engineering problems.
    2. Demonstrate the application of mathematical, science and engineering knowledge in an engineering environment.
    3. Perform procedural design of well-defined components, systems, works, products or processes to meet desired needs within applicable standards, codes of practice and legislation.
    4. Communicate technical, supervisory and general management information effectively, both orally and in writing, using appropriate language and terminology, structure, style and graphical support.
    5. Apply self-management principles and concepts relating to the development of projects and/or operations within an engineering environment.
    6. Demonstrate a critical awareness of the impact of engineering activity on the social, industrial and physical environment, and of the need to act professionally within own limits of competence. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and define the problem. Gather information relating to the problem.
  • Analyse the information relating to the problem.
  • Evaluate and select appropriate methodologies for the problem solution.
  • Synthesise potential solutions to the problem.
  • Evaluate and select the preferred solution.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate competence to use and integrate appropriate mathematical, basic science and engineering principles to solve engineering problems.
  • Demonstrate competence to use and apply appropriate measuring instruments and techniques to solve engineering problems.
  • Describe and perform the operation and maintenance of resources/processes/systems.
  • Plan, implement, report and improve on engineering processes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify and analyse specific project objectives, and plan and formulate the criteria for an acceptable design solution.
  • Access, acquire and evaluate the relevant knowledge, information and Resources.
  • Generate and analyse alternative solutions by applying appropriate engineering knowledge.
  • Select the optimal (preferred) solution based on technical, operational and economic criteria, and evaluate the impacts and benefits of the proposed design.
  • Implement the solution and communicate the design logic and information in the appropriate format.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Generate and assemble appropriate data and information, using available resources.
  • Interpret technical data.
  • Apply graphical techniques to present the information effectively.
  • Generate, construct and assemble technical documents.
  • Communicate interactively with individuals and with peers.
  • Generate, construct, assemble and deliver a technical presentation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply entrepreneurial principles to product/service/process development or operations and practice self-management principles.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Relate engineering activity to environmental, cultural and safety issues.
  • Exhibit awareness of the need for professionalism.

    Integrated Assessment:
    Providers of programmes shall in the quality assurance process demonstrate that an effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the exit level outcomes. Evidence should be derived from major work or multiple instances of limited scale work. The exit level outcomes ensure that a graduate of a programme meeting these standards would meet requirements for entry to a number of programmes. In order for all the assessment purposes to be achieved, Assignments, class tests, semester tests, practical work and projects (Non-examination Terminating Mode). Mentoring, Portfolio (Monthly feedback reports and a final report) will form part of assessment methods. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of the whole qualification standard is ensured through the Dublin Accord. The standards are comparable with those for qualifications in engineering in countries having comparable engineering education systems to South Africa, namely, Canada, Ireland and the United Kingdom. Comparability is audited by mutual visits. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Diploma in Mechanical Engineering, Level 6.

    Vertical Articulation:
  • Bachelor of Engineering in Electrical Engineering, 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. 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.