SAQA

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:

Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.

Apply knowledge of mathematics, basic science and engineering sciences to wide practical procedures and practices to solve broadly-defined engineering problems.

Perform procedural design of broadly-defined components or processes to meet desired needs within applicable standards, codes of practice and legislation. Applying of scientific and engineering knowledge.

Conduct tests, experiments and measurements of broadly-defined problems by applying relevant codes and catalogues.

Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of broadly-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.

Communicate effectively, both orally and in writing, with engineering audiences.

Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.

Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a technical team.

Engage in independent and life-long learning through broadly developed learning skills.

Understand and commit to professional ethics, responsibilities and norms of engineering technical practice.

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:

Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.

The educational base that may be required for future registration in a Specified Category at Level 7 with Engineering Council of South Africa (ECSA).

Entry to qualifications such as the Bachelor of Engineering Technology in Industrial Engineering Honours (Level 8), Masters (Level 9) and Doctoral studies (Level 10).

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:

Become a member of the Engineering Council of South Africa (ECSA).

Provide related Industrial engineering needs of the community.

Be part of the changing environment and the labour market.

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:

Senior Certificate with Endorsement.
Or

National Senior Certificate granting access to Bachelor's Degree studies with Mathematics, Physical Sciences and Home or First Additional Language level.

National Certificate (Vocational) granting access to Bachelor's Degree studies with three fundamental subjects and appropriate four vocational subjects.

RECOGNISE PREVIOUS LEARNING?

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:

Fundamental Learning Skills, 14 Credits.

Engineering Graphics, 14 Credits.

Engineering Mathematics I: 28 Credits.

Mechanics, 28 Credits.

Industrial Work Systems, 42 Credits.

Project Engineering, 14 Credits.

Compulsory Modules at Level 6: 140 Credits:

Engineering Mathematics II, 14 Credits.

Probability and Statistics, 14 Credits.

Simulation design, 14 Credits.

Operational Research, 14 Credits.

Scientific Computing, 14 Credits.

Production Engineering, 28 Credits.

Production and Automation, 42 Credits.

Compulsory Modules at Level 7:126 Credits:

System Engineering, 28 Credits.

Industrial Design Projects, 28 Credits.

Quality Engineering and Management Systems, 28 Credits.

Engineering Practice, 14 Credits.

Engineering Business Management, 28 Credits.

Elective Modules at Level 7: 14 Credits (Choose one Module):

Advanced Manufacturing, 14 Credits.

Supply Chain Systems, 14 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 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:

Identify and define the problem and the criterion for an acceptable.

Identify relevant information and engineering knowledge and skills for solving the problem.

Consider and formulate various approaches that would lead to workable solutions.

Identify solutions in terms of strengths and weaknesses for the overall solution.

Prioritise solutions in order of suitability.

Formulate and present the preferred solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Use an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area to bear on the solution of broadly-defined engineering problems.

Apply theories, principles and laws.

Perform appropriate engineering materials, components, systems or processes.

Communicate concepts, ideas and theories.

Perform reasoning about and conceptualising engineering materials, components, systems or processes.

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 select a preferred based on techno-economic analysis and judgement.

Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan and conduct tests, experiments and measurements within an appropriate discipline.

Identify and select available literature for suitability to the task.

Perform an analysis to the investigation.

Use the equipment in accordance with original equipment manufacture's specifications.

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:

Select and apply the appropriate method, skill or tool to achieve the required result.

Produce results by the method, skill or tool are verified against requirements.

Associated Assessment Criteria for Exit Level Outcome 6:

Use appropriate structure, style and language of written and oral communication for the purpose of the communication and the target audience.

Use graphics appropriately and effectively to enhancing the meaning of text.

Use visual materials to enhance oral communications.

Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

Consider the engineering activity in terms of the impact on the public health and safety.

Consider the engineering activity in terms of the impact on the occupational health and safety.

Consider the 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 effectively, strategically and on time.

Demonstrate the ability to contribute to team activities, including at disciplinary boundaries, and support the output of the team as a whole.

Associated Assessment Criteria for Exit Level Outcome 9:

Identify, plan and manage learning tasks.

Undertake independent learning and comprehend and apply knowledge acquired outside of formal instruction.

Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10:

Know and understand the ethical implications of the impact of engineering decisions.

Accept responsibility for the consequences stemming from own actions or failure to act.

Ensure decision making is limited to area of current competence.

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:

A relevant qualification, Level 7

Vertical Articulation:

A Postgraduate Diploma in Engineering, Level 8.

A relevant Bachelor of Engineering Technology in Industrial Engineering Honours at Level 8.

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)