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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
101903  Bachelor of Engineering Technology in Electrical 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:
This Degree is designed to develop the necessary knowledge, understanding, abilities and skills required to become a competent Engineering Technologist who can solve broadly-defined problems.

The particular engineering learner completing this qualification in electrical 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.
  • Apply 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.

    Rationale:
    The mission of the Department of Electrical Engineering complies with the mission of the institution which is to contribute innovatively to the social-economic development of South Africa by providing career-focused qualifications producing well rounded graduates, answering to:
  • The Engineering Council of South Africa (ECSA).
  • Related electrical engineering needs of the community.
  • The changing environment and the labour market.

    The qualification's goals and objectives are compatible with the general and specific objectives of engineering education, and are in keeping with the scope of practice of an electrical engineering technologist, as defined by the Engineering Council of South African (ECSA).

    The Bachelor of Engineering Technology in Electrical Engineering, offered at this institution, is a qualification designed to meet the NQF Level 7 competencies and ECSA professional requirements for an Engineering Technologist. The qualification is part of the approved institution's Programme and Qualification Mix (PQM). These standards were published for public comments in Government Gazette no 35131 on 9 March 2012. The fundamental focus of the Degree is to train electrical engineering technologists that can be functionally applied 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) spread over the duration of three years to ensure a balanced, highly skilled technologist in the electrical engineering environment.

    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 ECSA.
  • Entry to qualifications such as the Honours, Masters and Doctoral studies.

    Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this standard. The Bachelor of Engineering Technology in Electrical Engineering qualification includes a fundamental commitment to the preparation of its learners as engineering technologists in the various fields of electrical engineering so that it will meet the generic standard for an engineering technologist. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institutional policy on Recognition of Prior Learning applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes.

    Assessment for RPL must be done in compliance with the institutional 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 must 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 must be conducted by academic staff (subject matter experts) who have appropriate RPL knowledge and/or experience. As required by the policy on assessment and moderation, all exit level assessments must be moderated by an external moderator. (Please refer to policy on assessment and moderation).

    Entry Requirements:
  • Senior Certificate with endorsement and with appropriate subjects and appropriate levels of achievement.
    Or
  • National Senior Certificate granting access to Bachelor's Degree studies and with appropriate subjects and appropriate levels of achievement.
    Or
  • National Certificate (Vocational), Level 4, granting access to Bachelor's Degree studies and with appropriate subjects and appropriate levels of achievement.
    Or
  • National N Diploma (NATED 191: N6 with a Trade Certificate) and with appropriate levels of achievement for all subjects completed for N4/N5/N6 certificates at Level 5.
    Or
  • Higher Certificate in Electrical Engineering, Level 5.
    Or
  • Advanced Certificate in Electrical Engineering, Level 6.
    Or
  • Diploma in Engineering Technology in Electrical Technology, Level 6.
    Or
  • National Diploma: Engineering: Electrical, Level 6.
    Or
  • Diploma in Electrical Engineering, Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 420 Credits.

    Compulsory Modules at Level 5: 140 Credits:
  • Fundamental Skills Communication, 6 Credits.
  • Fundamental Skills Computer Literacy, 5 Credits.
  • Fundamental Skills Engineering Graphics, 14 Credits.
  • Fundamental Skills Information Literacy, 1 Credit.
  • Fundamental Skills Life Skills, 2 Credits.
  • Engineering Mathematics 1 General Engineering Mathematics, 5 Credits.
  • Engineering Mathematics 1 Linear Algebra, 5 Credits.
  • Engineering Mathematics 1 Calculus, 18 Credits.
  • Science for Engineers Chemistry, 8 Credits.
  • Science for Engineers Mechanics, 10 Credits.
  • Science for Engineers Physics, 10 Credits.
  • Electrical Circuits, 28 Credits.
  • Electronic Circuits, 28 Credits.

    Compulsory Modules at Level 6: 140 Credits:
  • Engineering Software Design, 28 Credits.
  • Embedded Systems, 28 Credits.
  • Conversion Systems, 14 Credits.
  • Telecommunication Networks, 14 Credits.
  • Automation, 14 Credits.
  • Green Energy Systems, 14 Credits.
  • Engineering Mathematics 2, 14 Credits.
  • Probability and Statistics, 14 Credits.

    Compulsory Modules at Level 7: 140:
  • Engineering Practice, 14 Credits.
  • Advanced Embedded Systems, 14 Credits.
  • Signal Processing, 28 Credits.
  • Control Systems, 28 Credits.
  • Power Systems, 28 Credits.
  • Advanced Conversion Systems, 28 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 identify criteria 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 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.
  • 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 solution 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 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.
  • 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:
  • Use appropriate structure, style and language of written and oral communication appropriately for the purpose of the communication and the target audience.
  • Use graphics appropriately and effectively 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.

    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.
  • Take personal, social, economic, cultural values and requirements 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.
  • Demonstrate the ability to contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Demonstrate functioning 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 determine own learning requirements and strategies to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal.
  • 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:
    Teaching methods are aimed at problem solving and application of skills and knowledge through project orientated learning. Lectures are offered in a lecture room environment 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) adopted an approach of learner centred blended learning. E-learning is also strongly encouraged and learning software such as Blackboard (myTUTor) is used extensively to enhance learning and communicate with students.

    Analysing the Exit Level Outcome's, the teaching methods required to assess the different ELO's can be:

    Project Orientated Learning (POL):
    Due to the nature of projects, POL is the best method to assess the different Exit Level Outcome's (ELO's) of the qualification where an artefact is the objective. Projects are a fundamental requirement for success in engineering disciplines where Problem Orientated Learning can be used to apply knowledge and skills to solve real world problems. The theoretical modules done during the year give learners knowledge of specific topics but know-how comes through practical application. The purpose is to enable learners to apply their theoretical knowledge in practical applications where they will plan, design, build, simulate and test real world projects. In the module 'Projects' learners will work in small groups where they will learn to work as a team where they will perform different tasks individually. During lecturing time, the purpose of the lecturer will be to facilitate and mentor the process and progress of team work. Formal time is allocated to the project in the laboratory where students will work on their project. Teamwork and professional ethics will guide their conduct in different situations which include project assessments. The level of difficulty will increase from a basic project to a final project where the Exit Level Outcomes will be assessed to ensure that learners have mastered the concepts.

    Engineering Attribute Development:
    A blended learning and teaching approach is followed and consists of the following three types of teaching and learning activities:

    Lecturer controlled:
  • Learners are randomly put in teams for each problem/project where they will be guided to work in teams.
  • Formal written instructions at the beginning of the problem/project will form the basis of the problem/project and will be assessed accordingly.
  • Teamwork and professional ethics will guide the learners conduct in different situations which include teamwork and problem/project assessment.
  • Lecturers will advise learners during interactive sessions where learners will be given the opportunity to apply their theoretical knowledge in the problem/project where they will plan, design, build, simulate and test the different aspects of the project.
  • Interactive presentations will be given to learners during the problem/project to present the different aspects of their project.
  • Assessment will be done at the end of the problem/ project where the Exit Level Outcomes will be assessed and feedback thereof will be given to learners indicating their progress.
  • In the case of a project: The final project will be an all-inclusive assessment where the Exit Level Outcomes of the qualification will be assessed to ensure that the learner has mastered the required basic concepts.

    Peer Controlled:
  • Group work and co-operative learning techniques are used specifically during practical sessions.
  • Peer teaching and peer evaluation are also utilised during these sessions.
  • Group work is used specifically during tutorial sessions where time is made available for students to practise certain fundamental concepts.
  • Learners work through practical experiments to practice fundamental concepts.
  • Peer evaluation is also utilised during the feedback session of the assignment.
  • Learners discuss in groups problems relating to basic concepts and techniques in-class.

    Self-Controlled:
  • Learners need to prepare for the theory to enable them to engage in class discussions.
  • Learners are also provided with exercises to complete before the next lecture.
  • Self-study of some theoretical concepts and information in textbooks or material provided to learners.
  • Learners work through online interactive tutorials and do online self-tests to practice various skills.
  • Submission of electronic computer assessments based on specific aspects of the module
  • Learners are required to complete course work in each module

    In this Bachelors of Technology in Electrical Engineering the applied methods of assessment will be through examination and continuous in Modules that involves projects.

    Assessment should be provided through:
  • Portfolios.
  • Experiments and practical work.
  • Projects.
  • Simulations.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Face to face contact with learners.

    Formative assessments are not prescribed in the institutional policy and are considered to be at the discretion of the individual lecturers. Formative assessment is an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Formative assessment will be used to guide the learners during the semester or year in their progress towards achieving the different Exit Level Outcomes.

    Summative assessments are guided by the institutional policy and a minimum of four assessments are required for semester based modules and at least six assessments for year modules offered. A minimum of three and a maximum of five opportunities will be given to learners to achieve the different Exit Level Outcomes during the period of study. The learner/s, who do not master the Exit Level Outcome, will fail the module regardless of the final mark obtained. 
    		•

    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 relevence 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 technician graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies. 

    ARTICULATION OPTIONS 
    This qualification enables articulation opportunities with the following:

    Horizontal Articulation:
  • Advanced Diploma in Engineering, Level 7.
  • An approved Bachelor of Engineering Technology qualification at Level 7.

    Vertical Articulation:
  • An approved Bachelor of Engineering Technology, Level 8.
  • An approved Postgraduate Diploma, 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) 


    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.