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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
101173  Advanced Diploma in Electrical Engineering 
ORIGINATOR
Walter Sisulu University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 12 - Physical Planning and Construction  Electrical Infrastructure Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  140  Not Applicable  NQF Level 07  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 primary purpose of this industry-oriented Diploma emphasises general principles and application or technology transfer within the field of Electrical Engineering. The qualification provides students with a sound knowledge base in a particular field or discipline of Electrical Engineering 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 programme leading to this qualification have a strong professional or career focus and holders of this qualification are prepared to enter a specific niche in the labour market. The purpose of this educational programme is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Electrical Engineering Technologist.

This qualification provides:
  • Preparation for careers in Electrical Engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Engineering Technologist with the Engineering Council of South Africa.

    Rationale:
    The Electrical Engineering profession contributes, among others to the technological, socio-economic, manufacturing, industrial and automotive sectors of the country. The expertise, skill and knowledge of Electrical Engineering Technologists are required by power utilities, industry, manufacturers, local and district municipalities, national government departments, parastatal organisations and engineering consultancies. Job opportunities and services provided by this sector include, among others power generation, transmission and distribution, research and design, electronics, communication networks, control systems, manufacturing, automation, testing, commissioning and maintenance. The sector within which Electrical engineering resides fulfill a critical component within the South African economy.

    The practice of Electrical Engineering at a professional level involves a number of roles, recognised in categories of registration under the Engineering Profession Act. This qualification provides the educational base that enable graduates to register with the Engineering Council of South Africa as candidates within the Professional Engineering Technologist category. The profile of Professional Engineering Technologist are characterised by the ability to apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks. Professional Engineering Technologists have a specialized understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

    Learners achieving the Advanced Diploma in Electrical Engineering qualification have the ability to apply techniques, procedures, practices and codes to solve broadly-defined problems in a particular field of Electrical Engineering. Qualified learners will be equipped with the relevant engineering skills and achieve technical proficiency to enable them to contribute to the development of the national economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this programme. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL must not exceed 50% of the total credits and must not include credits at the exit level.

    The provision that the qualification may be obtained through the Recognition of Prior Learning, facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.

    Evidence of prior learning must be assessed through formal RPL processes through recognized methods. Any other evidence of prior learning should be assessed through formal RPL processes to recognize achievement thereof.

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Exit Level Outcomes (ELOs).

    The structure of this non-unit standard based qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.

    Learners who already work in the engineering industry who believe they possess competencies to enable them to meet some or all of the ELOs listed in the qualification will be able to present themselves for assessment against those of their choice.

    Entry Requirements:
    The minimum requirements for admission into the Advanced Diploma are:
  • A National Diploma in Electrical Engineering (NDip: Elec Eng), with a credit for Mathematics III and an overall programme average of 55%.
    Or
  • A Higher Education Qualifications. Sub-Framework (HEQSF) compliant Diploma in Electrical Engineering, with a credit for Mathematics III and an overall programme average of 55%. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 7 totalling 140 Credits.

    Compulsory Modules at Level 7, 95 Credits:
  • Industrial Design Project IV, 35 Credits.
  • Engineering Management IV, 15 Credits.
  • Engineering Mathematics IV, 15 Credits.
  • Advanced Engineering Physics IV, 15 Credits.
  • System Simulation IV, 15 Credits.

    Electives Modules at Level 7 (choose between Elective 1 or Elective 2):

    Elective 1: Communication Engineering stream (45 Credits in total for group):
  • Electronic Communications Systems IV, 15 Credits.
  • Embedded Systems IV, 15 Credits.
  • Signal Processing IV, 15 Credits.

    Elective 2: Power Engineering stream (45 Credits in total for group):
  • Electrical Machines and Drives IV, 15 Credits.
  • Power Systems IV, 15 Credits.
  • Electrical Protection IV, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to defined and applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
    3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
    5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering technology practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define the problem and the criteria is identified for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills for solving the problem.
  • Generate and formulate possible approaches that would lead to a workable solution for the problem.
  • Model and analyse possible solutions.
  • Evaluate possible solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Bring to bear a solution an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area of broadly-defined engineering problems.
  • Utilise theories, principles and laws.
  • Perform formal analysis and modelling is performed on engineering materials, components, systems or processes.
  • Communicate concepts, ideas and theories.
  • Perform reasoning about and conceptualising engineering materials, components, systems or processes.
  • Handle uncertainty and risk.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process to focus on important issues and recognises and deals with constraints.
  • Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Evaluate alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • Communicate the design logic and relevant information in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments within an appropriate discipline.
  • Search available literature and material is critically evaluated for suitability to the investigation.
  • Perform analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate in the investigations.
  • Analyse, interpret and derive information from available data.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the method, skill or tool correctly to achieve the required result.
  • Test and assess results produced by the method, skill or tool against required results.
  • Create, select and use computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate appropriate structure, style and language of written and oral communication for the purpose of the communication and the target audience.
  • Utilise graphics appropriate and effective in enhancing the meaning of text.
  • Utilise visual materials to enhance oral communications.
  • Utilise accepted methods for providing information to others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain 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.
  • Ensure that personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out individual work effectively, strategically and on time.
  • Ensure contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Demonstrate the functionality as a team leader.
  • Organise and manage a design or research project.
  • Carry out effective communication in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect on learning undertaken and own learning requirements and strategies are determined to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal instruction.
  • Challenge assumptions critically and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Describe the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
  • Understand and embrace the system of continuing professional development as an on-going process.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements in decision making during problem solving and design.
  • Limit decision making to area of current competence.

    Integrated Assessment:
    The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve the Exit Level Outcomes of the qualification as per the rules specified. Applicable Critical Cross-Field Outcomes must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

    Certain Exit Level Outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tools are used to assess the foundational, reflective and practical competencies within the assessment rules of the institution.

    A detailed portfolio of evidence is required of the practical, foundational and reflective competencies of the learner. Assessors and moderators conduct integrated assessment by making use of a range of formative and summative methods. Where required Assessors may assess and give credit for the evidence of learning that has already been acquired (RPL) through any form of learning. Exit level Outcomes and assessment criteria associated with this qualification must be used to assess Critical Cross-Field Outcomes.

    The methods, tools and activities must be appropriate to the context in which the learner is working. 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 may be used to provide a context appropriate to the assessment.

    Formative Assessment:
    Assessment criteria for formative assessment will typically take place during training and serves to guide the learner towards full competence and is described in this qualification. Formative assessment takes place during the process of learning and assessors can use a range of appropriate assessment methods and tools or in any agreed-upon method of assessment of the knowledge required to perform the various competencies in a holistic manner. To be allowed access to the final qualifying assessment, a learner must show that he/she has reached a level of overall integrated competence.

    Summative Assessment:
    For the learner to be certified competent against the qualification, he/she must prove overall competence through the integration of the competencies expressed in this qualification.

    Workplace Assessment:
    Workplaces can be used for assessment purposes.

    Methods of Assessment:
    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria:
  • Portfolio of Evidence.
  • Written tests.
  • Practical tests.
  • Oral assessment methods.
  • In-situ (on-the-job) observations.
  • Simulation.
  • Structured classroom discussions and oral tests.
  • On-the-job Observations.
  • Role-play and/or Simulations.
  • Knowledge tests, exams, case studies, projects, logbooks, workbooks.
  • Verbal report backs (presentations).
  • Portfolios of Evidence (RPL).
  • Working in teams (360 degrees evaluations).
  • Scenario sketching Incident reports.

    These methods will be selected carefully based on the purpose of the assessment. For example, the written method will be used to assess knowledge and on-the-job demonstration for practical competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this engineering education qualification is ensured through the Sydney Accord, of members Engineering Council of South Africa (ECSA) is a signatory through the International Engineering Alliance (IEA) forum. In the case of engineering technologist education, the equivalence of this whole qualification standard is ensured through the Sydney Accord. The standards are comparable with those for professionally-oriented engineering qualifications in countries having comparable engineering education systems to South Africa. 

    ARTICULATION OPTIONS 
    This qualification allows for horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Engineering Technology (BEng Tech in Electrical Engineering), Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Electrical Engineering, Level 8.
    Or
  • Bachelor of Engineering Technology Honours (BEng Tech Hons) in Electrical Engineering, Level 8. 
    		•

    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. Walter Sisulu University 


    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.