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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering in Electrical and Electronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
101433  Bachelor of Engineering in Electrical and Electronic Engineering 
ORIGINATOR
Monash South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  604  Not Applicable  NQF Level 08  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   2034-06-30  

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 is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineer. The purpose of this Bachelor's Degree in Engineering is to enable the learners to develop a thorough grounding in mathematics, natural sciences, engineering sciences, engineering modelling, engineering design. Also the qualification will enable learners to demonstrate their applications in fields of emerging knowledge together with an appreciation for the world and society in which engineering is practiced.

The curriculum is constructed from the experience gained in existing national courses in each subject. The first two years the learners will focus on the principles so that they will be able to establish a mindset to embrace the fundamental formulae and laws that invariably are required to approach any engineering problem or challenge. The qualification will then focus on applying such principles to structured problems so that the learner is able to gain practice and experience with the advantage of being able to measure progress against benchmarks (given solutions). Therefore the learner will be equipped to tackle the real world problems with more certainty and confidence.

The qualification utilises a process of outcomes assessments which are based on eleven defined outcomes that have a strong alignment to the outcomes that apply when the Engineer both commences with engineering practice or Postgraduate experiential training and proceeds to registration as a Professional Engineer.

The qualification combines academic and practical laboratory based activities that are designed to display the principles learnt in a physical environment. The faculty promotes the regular interaction of the students with the academic teaching and research staff as well as with their peers working in groups to encourage skills in interpersonal relationships.


The qualification enables the learners to be exposed to the role of engineering in the real world and to have first-hand experience of engineering, in the form of fundamental science and mathematics, to add to the improvement of the quality of lives in communities. In particular the qualification also enables the learners to interact with various community stakeholders and in the process they will be exposed to many non-engineering aspects such as social, environmental, safety and financial factors. The final year will require the learner to undertake a research work based project to demonstrate the effectiveness of the four year programme. As part of this research work the learner will be required to undertake an investigation in the industry in the area where his/her research work can be applied and they will need to identify the improvement or optimisation opportunities that his/her research can bring to the industry concerned.

Rationale:
The engineering skills shortage has a widespread effect on South Africa. It affects the level of economic productivity and reduces the country's capacity to develop a knowledgeable society. This, in turn, affects the country's functioning in the current globalised business environment and global economy. This qualification provides graduates with the skills, knowledge and insights to reach a deeper understanding of managing the built environment through the application of the principles learnt in the tertiary phase. The international recognition of the degree is accredited by the Washington Accord and this qualification complies with the requirements of the Accord to enable the Engineer to practice and be recognised and valued internationally.

The typical learners in this qualification will be learners who have demonstrated competence in mathematics and science. The learner will have sound analytical skills, creative instincts, and a penchant for the solving of complex engineering problems. Graduates may take jobs with large corporations, with small or mid-size companies and non-profit organisations. Other career options include consulting positions or entrepreneurship. The qualification ensures that the learners acquire a prescribed level of understanding and knowledge of the electrical discipline which is in practice closely associated with the role of the Mechanical Engineer.

On completion of the qualification the graduate will be able to commence a rewarding career in in engineering and related areas that are available to enhance both the profession and the economy of the country. Also at the same time learners will be given an assurance of an expected standard of living and the satisfaction of progressing through a career in both a technical and managerial capacity. Furthermore, the learner will be able to attain the educational requirements needed for the registration as a Professional Engineer with the Engineering Council of South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution adheres to national requirements for the Recognition of Prior Learning (RPL) and has an RPL policy and procedures in place. In this context, the learning institution will allow for an educationally appropriate alternative access to the programme. In so doing, it will recognise the following fundamentals:
  • Formal learning, such as a course offered by a professional body, enterprise, private educational institution, or by any other accredited provider. These may include professional development or on-the job-training. Experience of approximately three to five years working within the industry may be considered in conjunction with the academic record of the candidate based on the institutional policy of Recognition of Prior Learning.

    The institution may grant credit for subjects (modules) passed, with satisfactory grades, at other recognised higher education institutions if:

    The subject is considered to be equivalent in content and standard to those offered by the institution:
  • It is relevant to the planned course/programme of study.
    And
  • The learner must still satisfactorily complete at least half the programme units/modules at the institution in order to be awarded a Degree.

    Entry Requirements:
    The minimum entrance requirements are:
  • Senior Certificate with endorsement and the appropriate subject choices.
    Or
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies and the appropriate subject choices.
    Or
  • National Certificate (Vocational) NC(V) at Level 4, granting access to Bachelor's Degree studies and the appropriate subject choices.
    Or
  • A cognate Higher Certificate, Level 5.
    Or
  • A cognate Advanced Certificate Level 6.
    Or
  • A cognate Diploma in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Levels 5, 6, 7 and 8 and elective modules at Level 8, totalling 604 Credits.

    Compulsory Modules at Level 5: 156 Credits:
  • Basic mathematical concepts, 12 Credits.
  • Advanced mathematical concepts, 12 Credits.
  • Basic concepts in physics, 12 Credits.
  • Basics of electrical and optical Physics, 12 Credits.
  • Mechanics: The interaction of forces, 12 Credits.
  • Engineering design graphics, 16 Credits.
  • Chemistry of engineering materials, 12 Credits.
  • Chemical reactions in engineering, 12 Credits.
  • Innovation and creative thinking, 8 Credits.
  • Multidisciplinary applied community projects, 16 Credits.
  • Programming in Java, 8 Credits.
  • Basic accounting and analysis, 12 Credits.
  • Financial accounting, 12 Credits.

    Compulsory Modules at Level 6: 152 Credits:
  • Differential and integral calculus, 12 Credits.
  • Advanced differential and integral calculus, 12 Credits.
  • Strength of materials under simple loading conditions, 12 Credits.
  • Fundamental principles in machine dynamics, 12 Credits.
  • Mechanics of fluid flow systems, 8 Credits.
  • Thermodynamics properties of fluids, 8 Credits.
  • Electromagnetic theory, 8 Credits.
  • Electrical engineering fundamentals, 16 Credits.
  • Basic analogue electronics, 12 Credits.
  • Digital electronics, 8 Credits.
  • Financial management for engineers, 12 Credits.
  • Economic decision making for sustainability, 12 Credits.
  • Sociological perspectives of development, 12 Credits.
  • C++ for engineers, 8 Credits.

    Compulsory Modules at Level 7: 152 Credits:
  • Numerical methods, 12 Credits.
  • Statistical methods, 8 Credits.
  • Advanced analogue electronics, 12 Credits.
  • Power electronics, 8 Credits.
  • Signals and systems, 8 Credits.
  • Telecommunication systems, 12 Credits.
  • Digital systems, 12 Credits.
  • Signal processing, 12 Credits.
  • Embedded systems, 12 Credits.
  • Instrumentation and measurement, 12 Credits.
  • Design project, 12 Credits.
  • Power systems, 12 Credits.
  • Communication for development, 12 Credits.
  • Software engineering principles and practice, 8 Credits.

    Compulsory Modules at Level 8: 120 Credits:
  • Control systems and automation, 12 Credits.
  • Power generation and renewable energy systems, 16 Credits.
  • Entrepreneurship for engineering, 12 Credits.
  • Project management, 8 Credits.
  • Design project, 36 Credits.
  • Research project, 36 Credits.

    Elective modules at Level 8: 24 Credits (Choose three):
  • Advanced power systems (EL Elective), 8 Credits.
  • Electrical machines (EL Elective), 8 Credits.
  • High voltage engineering (EL Elective), 8 Credits.
  • Image processing (EC Elective), 8 Credits.
  • Data communications (EC Elective), 8 Credits.
  • Computer networks (EC Elective), 8 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve complex engineering problems.
    3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes.
    4. Demonstrate competence to design and conduct investigations and experiments.
    5. Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on Information Technology.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
    8. Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.
    9. Demonstrate competence to engage in independent learning through well-developed learning skills.
    10. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence.
    11. Demonstrate knowledge and understanding of engineering management principles and economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate in-depth fundamental and specialised engineering knowledge through application in solving a complex engineering problem within the field of study.
  • Present the solution as a physical or simulation implementation based on suitable mathematical analysis and step-by-step synthesis.
  • Demonstrate creativity, innovation and good engineering decision-making ability based on principles especially in cases where no practice-precedent is available.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Solve complex engineering problems through the application of mathematics and the principles of natural and engineering sciences.
  • Apply models, numerical analysis, statistics and computer programs as needed to present the solution.
  • Demonstrate the use of specialist engineering science knowledge which includes cutting-edge and currently researched concepts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Design an engineering project by synthesising various sub-systems down to the component level.
  • Apply procedural and non-procedural design and synthesis steps based on solution feasibility.
  • Verify that the solutions meet the requirements through demonstration or simulation.
  • Present a complete document summarising the design.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct experiments appropriate to the discipline.
  • Design and conduct engineering discipline-specific investigations aimed at producing knowledge and understanding of a phenomenon.
  • Research discipline-related engineering issues by documenting pertinent information from a literature study or through applying research methodology.
  • Write a report on a proposed investigation, the findings of the analysed data and the recommended course of action.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate knowledge of and ability to effectively apply a range of methods and tools applicable to specific engineering tasks.
  • Apply the most effective Information Technology tools through use of programming languages, use of computer aided design packages (for design, modelling, computation or simulation) and use of computer networks.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Communicate academic and professional material to a range of audiences, including engineering peers, management and lay persons.
  • Write formal professional reports which include tables, diagrams, engineering drawings, and technical descriptions appropriate to the field of study.
  • Present orally on findings of investigations and analyses, and design synthesis using appropriate audio-visual tools.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate an awareness of the impact of engineering solutions on the social, industrial and physical environment.
  • Identify and elaborate on the issues of health, safety and environmental protection; risk assessment and management in relation to engineering activity.
  • Demonstrate application of methods leading to reduced economic, social, cultural, and environmental impact and leading to sustainable solutions.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Perform engineering work across or beyond engineering disciplinary boundaries.
  • Work effectively both individually and as a team member.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate the ability to self-learn required content to solve engineering problems or complete analysis or synthesis work.
  • Apply the most effective means of independent learning to fit the time constraints of the task.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate professionalism in decision-making, bearing cognisance of own ability and competence.
  • Show awareness of applying the code of professional ethics in engineering work and interaction with others.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Apply basic economic, business management, and project management principles to engineering related projects.
  • Manage projects within field of work as well as in multidisciplinary environments.

    Integrated Assessment:
    The qualification is based on an integrated system of assessment, where learners are assessed on an ongoing basis throughout the qualification. Both formative and summative assessment methods are used. The components of the final mark are determined separately for each module.

    In terms of providing feedback to learners, this is completed separately for each module and contains detailed feedback. Included with the feedback report, learners are informed of both positive and negative aspects of their formative and summative assessments. This is done in such a way as to enable learners to learn from their first attempts, and to be able to improve on their performance in subsequent assessments. To affect this, the feedback provided is detailed and addresses the outcomes of the specific module in question. Each module makes reference to the outcomes and the respective assessment criteria that are to be demonstrated and are specific to that module.

    The following assessment tools are used to meet the requirements of integrated assessment.
  • Portfolios.
  • Simulations.
  • Workplace assessments and practical workbooks.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Competency evaluations of clinical skills.
  • Face to face contact with learners.
  • Quality assurance by use of external moderators. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of the qualification standard, as developed by the Engineering Council of South Africa, is ensured through the Washington Accord, an agreement for the mutual recognition of professionally-oriented bachelor degrees in engineering. The attributes of the graduate is comparable with those that are prescribed by the Washington Accord Graduate Attributes.

    The premise for international comparability of the three educational Accords of the International Engineering Alliance makes provision for mutual recognition of graduates of accredited programmes from Signatory countries. This mutual recognition is based on the principle of substantial equivalence rather than exact correspondence of content and exit level outcomes of accredited programmes offered by signatory jurisdictions. The purpose of the attributes is to provide a guideline mechanism to assess the outcomes in order to ascertain the graduate's potential to practice in any of the three categories of registration; namely engineer, technologist or technician.

    The MSA BEng in Electrical and Electronic Engineering programme requires the graduate to demonstrate the following attributes, as outlined in the Graduate Attributes and Professional Competencies. The Washington Accord graduate attributes listed below are equivalent to ECSA exit level outcomes 1 through 11.
  • Application of Engineering Knowledge - Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialisation to the solution of complex engineering problems.
  • Problem Analysis - Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences.
  • Design/ development of solutions - Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.
  • Investigation and experimentation - Conduct investigations of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.
  • Modern Tool Usage - Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an understanding of the limitations.
  • Level of knowledge and responsibility - Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems.
  • Environment and Sustainability - Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems in societal and environmental contexts.
  • Ethics - Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice.
  • Individual and Team work - Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.
  • Communication - Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
  • Project Management and Finance - Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
  • Lifelong learning - Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

    Conclusion
    This qualification compares very well with the international qualifications as outlined in the international accords. The attributes of the graduates of this qualifications is comparable with those that are prescribed by the Washington Accord Graduate. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers horizontal and vertical specific articulation opportunities with qualifications offered by the Monash South Africa.

    Horizontal articulation:
  • Bachelor of Computer and Information Sciences, Level 8.
  • Bachelor of Laws, Level 8.
  • Postgraduate Diploma in Corporate Governance, Level 8.
  • Postgraduate Diploma in Water Management, Level 8.

    Vertical Articulation:
  • Master of Business Administration, Level 9.
  • M Phil in Computer and Information Science, Level 9.
  • M Phil in Integrated Water Management, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    The accreditation of this qualification was transferred from Monash SA to the Independent Institute of Education (IIE) in November 2018. 

    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. The Independent Institute of Education (Pty) Ltd 


    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.