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. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED QUALIFICATION: |
Bachelor of Engineering Technology in Industrial Engineering |
SAQA QUAL ID | QUALIFICATION TITLE | |||
101698 | Bachelor of Engineering Technology in Industrial 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 | ||
National First Degree | 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 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 | 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 does not replace any other qualification and is not replaced by any other qualification. |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this qualification. The learner completing this qualification in Industrial engineering will be competent and able to demonstrate the following learning outcomes: Learners will therefore have a detailed understanding of engineering sciences supporting the specific techniques used, together with limited financial, commercial, legal, and social economic, health, safety and environmental methodologies and specific best practices. Rationale: The fundamental focus of the Bachelor of Engineering Technology in Industrial Engineering is to train Engineering Technologists in various occupations to address the advance technical workforce needs of the country. The core of the qualification is the integration of theory and practice (practical skills and attributes) over the duration of three years to ensure a balanced, highly skilled technologist in the industrial engineering environment. The duration of the Bachelor of Engineering Technology in Industrial Engineering qualification is over three years. This qualification provides: The qualification will enable learners to contribute innovatively to the social-economic development of South Africa by engaging in a career-focused qualification. Therefore this qualification will produce well rounded graduates, to: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
The policy on RPL will be applied and may be used by learners to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes. Assessment for RPL will be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments, unless otherwise recommended by RESSS and approved by Senate. The methods of prior learning assessment will be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate. Assessments will be conducted by academic staff (subject matter experts) that has appropriate RPL knowledge and/or experience. As required by the policy on assessment and moderation, all exit level Assessments will be moderated by an external moderator. Entry Requirements: Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification consists of the compulsory and elective modules at Levels 5, 6 and 7 totalling 420 Credits.
Compulsory Modules at Level 5:140 Credits: Compulsory Modules at Level 6: 140 Credits: Compulsory Modules at Level 7:126 Credits: Elective Modules at Level 7: 14 Credits (Choose one Module): |
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 complex 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, with an understanding of their 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 society and the environment. 8. Demonstrate knowledge and understanding of engineering management principles. 9. Engage in independent and life-long learning. 10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mechanical engineering practice. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Integrated Assessment: Teaching methods are aimed at problem solving and application of skills and knowledge through project orientated learning. Learners will be exposed to lecture room environments as well as in laboratories where knowledge and skills are applied in a real-world context. The Faculty of Engineering and the Built Environment (FEBE) adopts an approach of learner-centred blended learning. E-learning is also strongly encouraged and learning software such as Blackboard (is used extensively to enhance learning and communicate with learners. |
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). In the case of engineering technologist education, the equivalence of this whole 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 first year Dublin Accord Alliance's Graduate Attributes and Professional Competencies. |
ARTICULATION OPTIONS |
This qualification offers vertical systemic articulation possibilities with qualifications offered at other institutions provided the learner meets the minimum admission requirements.
Horizontal Articulation: Vertical Articulation: |
MODERATION OPTIONS |
N/A |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
N/A |
NOTES |
N/A |
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. | 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. |