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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Mechanical Engineering in Renewable Energy 
SAQA QUAL ID QUALIFICATION TITLE
101562  Advanced Diploma in Mechanical Engineering in Renewable Energy 
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
Advanced Diploma  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  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   2031-06-30  

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
78696  Bachelor of Technology: Engineering: Mechanical  Level 7  Level TBA: Pre-2009 was L7  480  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to provide learners with a sound knowledge base in mechanical engineering discipline and to enable them to apply their knowledge and skills to particular careers or professional contexts, while equipping them with skills to undertake more specialised and intensive learning. Qualified learners will be equipped with knowledge and skills that will enable them to be prepared to enter the mechanical engineering and renewable energy labour market.

The aim of this qualification is to develop knowledge and skills in the renewable energy sector especially wind, solar and biofuel. It will enable learners to apply mathematical and scientific principles to the design, development and operational evaluation of wind, solar and biofuel energy systems-at utility, commercial and domestic scale. They will be equipped with skills that will enable them to provide solutions in a wide variety of mechanical engineering problems. It will also provide learners with the introductory knowledge, cognitive and conceptual tools and practical skills for further higher education in mechanical engineering and renewable energy disciplines.

This qualification is also aimed at developing knowledge and skills in the renewable energy sector especially wind, solar and biofuel. It will enable learners to apply mathematical and scientific principles to the design, development and operational evaluation of wind, solar and biofuel energy systems-at utility, commercial and domestic scale. They will also be equipped to provide solutions in a wide variety of mechanical engineering problems.

Learners will be provided with sound theoretical knowledge, applied engineering competencies, analytical skills, as well as management and supervisory skills. This qualification will develop critical thinking and interpersonal skills, enabling learners to solve industry-related problems and work independently and as members of a team.

Rationale:
The Advanced Diploma in Mechanical Engineering in Renewable Energy is designed to provide learners with integrated knowledge of mechanical engineering in renewable energy and equip them with skills that will enable them to solve problems relating to renewable energy. This qualification also replaces the Bachelor of Technology in Mechanical Engineering. The aim of this qualification is to provide a rapidly expanding South African industry with higher level mechanical engineering skills of the Engineering Council of South Africa (ECSA) accredited Technologist, coupled with specialised knowledge of renewable energy technology. It has been reported that, South Africa's energy sector is moving rapidly from a model of state-owned monopolistic provision of fossil-fuel generated electricity towards a model that includes more distributed and independent power generated from renewable energy. Two main factors are accelerating this move:
  • Global scientific consensus that fossil fuel combustion exacerbates climate change, and the political, economic and technical dynamics that have resulted from this.
  • The urgent need to expand electrical power generation capacity in South Africa.

    This qualification provides:
  • Preparation for careers in mechanical engineering and renewable energy and areas that potentially benefit from mechanical 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 Professional Engineering Technologist and/or Certificated Engineer with ECSA.
  • Entry to level 8 programmes e.g. Bachelor of Engineering Technology (Honours), Postgraduate Diploma and BEng Programmes in Mechanical Engineering and then to proceed to Masters Programmes in Mechanical Engineering or related programmes.

    The Advanced Diploma in Mechanical Engineering together with the Advanced Diploma in Mechanical Engineering in Renewable Energy will effectively replace the current ECSA-accredited Bachelor of Technology in Mechanical Engineering. The Advanced Diploma in Mechanical Engineering in Renewable Energy is accredited by ECSA so that Mechanical Engineering Technologists can be developed with a specialisation in renewable energy.

    This initial and ongoing input of stakeholder engagement has been ongoing since 2013 to ensure a relevant curriculum that will meet the needs of the renewable energy industry, thereby contributing to the growth of renewable energy in South Africa and the South African economy.
    The stakeholders included Mechanical Engineering Advisory Board as well as The South African Renewable Energy Technology Centre (SARETEC) Advisory Board meetings, focused industry meetings and student surveys. Stakeholders include students, industry, Engineering Council of South Africa (ECSA), the South African Energy Development Institute (SANEDI), the National Skills Fund (NSF), and academics working in the field of renewable energy.

    The Mechanical Engineering Advisory Board identified project management, project design and environmental awareness as being important educational content for an Advanced Diploma in Mechanical Engineering. All three of these content areas are contained in the proposed Advanced Diploma in Mechanical Engineering in Renewable Energy. This qualification has been curriculated according to the latest The Higher Education Qualifications Framework (HEQF) and ECSA requirements and incorporates the latest renewable energy industry requirements. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    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/or formal learning. RPL provides an opportunity to identify the learning and they have it assessed and formally acknowledged.

    RPL may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes.

    Gaining access:
    If an applicant has considerable work experience, but does not meet the entry requirements of this qualification, the applicant may want to 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 Institution's RPL policy.

    Advanced Standing:
    An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant 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. Applicants will be required to complete the programme qualification at the institution as a registered student learner and complete the outstanding subjects with the Institution in order to be awarded the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A 360 Credit Diploma in Mechanical Engineering (or related field)
    Or
  • A 240 Credit Diploma in Engineering Technology in Mechanical Engineering
    Or
  • Advanced Certificate in Engineering Technology in Mechanical Engineering or related field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Modules:
  • Engineering Design Project 4, 28 Credits.
  • Heat Transfer 4, 14 Credits.
  • Research Methodology 4, 14 Credits.
  • Fluid Mechanics 4, 14 Credits.
  • Engineering Mathematics 4, 14 Credits.
  • Wind Energy Technology 4, 14 Credits.
  • Solar Energy Technology 4, 14 Credits.
  • Biofuel Technology 4, 14 Credits.
  • Project Management 4, 7 Credits.
  • Strength of Materials 4, 7 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 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. Define and conduct investigations and experiments of broadly-defined problems.
    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 and the need to act professionally within own limits of competency.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a diverse 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 practice within own limits of competence. 

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

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area on the solution of broadly-defined engineering problems.
  • Use theories, principles and laws.
  • Perform formal analysis and modelling 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 through the use of probability and statistics.
  • 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 are evaluated and used 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 and select 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, design and conduct investigations and experiments within an appropriate discipline.
  • Search relevant literature including codes and is critically evaluate material for suitability to the investigation.
  • Perform analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate in the investigations.
  • Derive, analyse and interpret information from relevant data.
  • Draw conclusions from an analysis of all relevant evidence.
  • Record the purpose, process and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select and 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.
  • Critically 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:
  • Use the appropriate the structure, style and language of written and oral communication for the purpose of the communication and the target audience.
  • Use graphics appropriate and effective in enhancing the meaning of text.
  • Use visual materials to enhance oral communications.
  • Use accepted methods for providing information to others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.
  • Written communications meet the requirement of the intended audience.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify and deal with 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 personal, social, economic, cultural values and requirements of those who are affected by the engineering activity are taken into consideration.
  • Consider engineering activity in terms of the impact on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out individual work effectively and on time.
  • Contribute to team activities that support the output of the team.
  • Organise and manage a design or research project is Carry out effective communication in the context of individual or team work.
  • Perform critical functions in the team and complete work on time.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect on learning undertaken and individual learning determine requirements and strategies determined to suit personal learning style and preferences.
  • Source, organize and evaluate relevant information, organized.
  • 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.
  • Display awareness of the need to 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 the area of current competence.

    Integrated Assessment:
    A variety of Teaching and Learning (T and L) methods will be used and will include a blend of class room teaching, tutorials and small group teaching, practicals, computer laboratory work, field work, 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 T and L strategy and the assessment strategy to achieve the intended exit level 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 to demonstrate the exit level outcomes as specified in Section 8 of this document. All assessment and moderation procedures will conform to the Institution's Policy Procedures and Rules for Assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is in accordance with the Sydney Accord of the International Engineering Alliance (IEA). The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord Technologist Graduate in the IEA's document Graduate Attributes and Professional Competencies.

    Australia, Chisholm Institute of Technical and Further Education (TAFE) offers the Advanced Diploma of Engineering Technology (Renewable Energy) (National Course Code: UEE60911) at Berwick Technical Education Centre (TEC). This course claims to:
  • Provide an in-depth understanding of renewable energy technologies.
  • Provide the skills needed to advance (a trainee's) career in the field.
  • Prepare (the trainee) for solar industry accreditation and grid-connect stand-alone power systems (SAPS) endorsement with the Australian Clean Energy Council.

    The content of the qualification covers renewable energy technologies; project management; planning, design, installation, testing and maintenance of renewable energy systems and equipment; effective management techniques; and workplace safety. It involves a combination of theory and practice and can be completed part time over five years or full time over two years. This nationally recognized qualification is intended to lead to employment in roles such as renewable energy manager, advisor, consultant or salesperson. This qualification is also offered at the Western Sydney Institute of TAFE and the qualification provides guaranteed entry into Bachelor of Engineering or Bachelor of Engineering Science (1 to 1.5 years credit) at the University of Western Sydney.

    Canada, Mohawk College, Cambrian College, St Lawrence College offer a three-year Advanced Diploma in Energy Systems Engineering Technology at their Schools of Engineering Technology. This qualification introduces a multi- disciplinary approach that focuses on the generation, capture, storage, and distribution of clean and renewable energy and their integration with conventional systems." It is intended to provide "skilled technologists that integrate conventional and renewable energy sources to create efficient energy solutions." The qualification content includes clean energy sources including wind, bioenergy, hydropower, solar/photovoltaic, solar thermal, geothermal and hybrid electric technologies. Strategies for conservation and management of clean energy supported by micro grids and distributed energy systems.

    Trainees are expected to gain integrated skill sets that will position them well for a variety of employment opportunities tied to various energy systems. Graduates are eligible to register as associate members of the Ontario Association of Certified Engineering Technicians and Technologists (OACETT) and Degree transfer/Degree completion opportunities (within three years) are available.

    Germany has been a leader in renewable energy technology development and implementation in Europe. Land space is a limiting factor for large-scale wind and solar generation in Germany and focus has turned to offshore wind generation and successful integration of rooftop solar-thermal energy and rooftop solar-photovoltaic generation. In Germany, a direct "Advanced Diploma" comparison is not possible. However, considering that the Advanced Diploma is the third year of study at a South African University of Technology, and the "Fachhochschule" is an approximate German equivalent institution, some comparison can be made. The Fachhochschule Technikum Wien offers a three-year Bachelor of Science in Urban Renewable Energy. Content includes education in three main topics: Renewable energy technologies, Large-scale systems and Building energy design. Students learn to develop integrated systems for renewable energy supply. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers articulation options with the following qualifications offered by other institutions and this institution, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Advanced Diploma in Mechanical Engineering, Level 7.
  • Bachelor of Engineering Technology in Mechanical Engineering Level 7.

    Vertical Articulation:
  • On completion of this qualification vertical articulation can occur with a cognate level 8 qualification such as:
  • Bachelor of Engineering Technology (Honours) in Mechanical Engineering, Level 8.
  • Postgraduate Diploma in Mechanical 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. 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.