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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering in Electrical and Electronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
102620  Bachelor of Engineering in Electrical and Electronic Engineering 
ORIGINATOR
Stellenbosch University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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  592  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 
To prepare students for a career as professional engineer in the private or public sectors or as academics.

To provide students with a thorough grounding in mathematics and the engineering sciences which will enable them to apply engineering modelling and design to fields of energing knowledge and proceed with post graduate studies.

To address South Africa's urgent need for professionals who can provide the technical leadership to develop the country's infrastructure and its industry to become and remain globally competitive. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Senior Certificate with Matriculation Exemption or equivalent university admission qualification

Additional requirements:

Mathematics (HG) C, Physical Science (HG) D and C aggregate in the matriculation examination. 

RECOGNISE PREVIOUS LEARNING? 
N 

EXIT LEVEL OUTCOMES 
GENERIC / CRITICAL CROSS FIELD OUTCOMES:

The BEng graduate is:

1. Competent to identify, assess, formulate and solve convergent and divergent engineering problems creatively and innovatively from first principles of mathematics and the engineering sciences.

2. Competent to work effectively as an individual, in teams and in multidisciplinary environments showing leadership and performing critical functions.

3. Competent to prioritise tasks and manage own time effectively.

4. Competent to acquire and evaluate the requisite knowledge, information and resources, apply correct principles, evaluate and use design tools.

5. Competent to communicate effectively, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and graphical support.

6. Aware of and understands the requirements to maintain continued competence and to keep abreast of up-to-date tools and techniques through life long learning.

7. Competent t exercise judgement commensurate with knowledge and experience required to operate as a professional engineer.

8. Competent to apply scientific and technological knowledge critically and responsibly.

9. Competent to view the world holistically and understand it as a set of related systems.


GENERAL OUTCOMES

The BEng graduate is:

1. Familiar with the theories, understands and is competent to apply knowledge of mathematics, basic science and engineering sciences from first principles to solve engineering problems, involving the following performances:

A. Bring mathematical and numerical analysis and statistical knowledge and methods to bear on engineering problems by using an appropriate mix of:
  • Formal analysis and modelling of engineering components, systems or processes.
  • Communicating concepts, ideas and theories with the aid of mathematics.
  • Reasoning about and conceptualising engineering components, systems or processes using mathematical concepts.
  • Dealing with uncertainty and risk through the use or probability and statistics.

    B. Use physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of engineering problems by an appropriate mix of:
  • Formal analysis and modelling of engineering components, systems or processes using principles and knowledge of the basic sciences.
  • Reasoning about and conceptualising engineering problems, components, systems or processes using principles of the basic sciences.

    C. Use the techniques, principles and laws of engineering science at a fundamental level and in at least one specialist are to:
  • Identify an solve open ended engineering problems
  • Identify and pursue engineering applications
  • Work across engineering disciplinary boundaries through cross disciplinary literacy and shared knowledge


    2. Competent to perform creative, procedural and non-procedural design and synthesis of components, systems, works, products or processes, involving the performances:
  • Identify and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation
  • Plan and manage the design process: focus on important issues, recognise and deal with constraints
  • Perform design tasks including analysis, quantitative modelling and optimisation
  • Evaluate alternative and preferred solution exercise judgement, test implementability and perform techno-economic analyses
  • Assess impacts and benefits of the design: social, legal, health, safety, and environmental
  • Communicate the design logic and information

    3. Competent to do investigations, experiments and data analysis, involving the following performances:
  • Apply research method
  • Plan and conduct investigations and experiments using appropriate equipment.
  • Analyse, interpret and derive information from data

    4. Competent to use engineering methods, skills and information technology, involving the following performances:

    a) Use appropriate engineering methods, skills and tools an assess the results they yield

    b) Use computer packages for computation, modelling, simulation and information handling, involving:
  • Assessment of the applicability and limitations of the package.
  • Proper application and operation of the package
  • Critical testing and assessment of the end results produced by the package

    c) Use computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork
    d) Create computer applications as required by the discipline
    e) Bring basic techniques and knowledge to bear on engineering practice from economics, business environmental protection

    5. Competent to communicate effectively with professional and general audiences, involving the following performances:
  • Communicate effectively, both orally and in writing, with engineering audiences an the community at large, using appropriate structure, style and graphical support
  • Apply methods of providing information for use by others involved in engineering activity

    6. Critically aware of the impact of engineering activity on society and the environment, involving the following performances:

    a) Demonstrate mastery of the philosophical concepts involved

    b) Demonstrated awareness of the need to bring into engineering analysis and design considerations:
  • The impact of technology on society
  • The personal, social, cultural values and requirements of those affected by engineering activity

    7. Critically aware of the need to act professionally and ethically and to take responsibility within own limits of competence 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1. The student's ability to integrate knowledge is demonstrated by various design and research projects requiring inter alia synthesis of ideas and evaluation of alternatives
    2. To demonstrate competence in outcome B, students must demonstrate the ability to work in teams to perform experiments and/or design projects


    1. The assessment used for the BEng ensures that the purpose of the qualification is achieved.

    2. A range of formative and summative assessment methods, such as simulations, demonstration of implemented designs, laboratory assignments, written and oral examinations is used.

    3. The required range of modalities is used integratively to assess whether the specified outcomes have been achieved.

    4. From the assessment of samples generalising to a domain takes place in a judicious and planned way in order to ensure reliability.

    5. The assessment used meets the standard and level of achievement for NQF level 7.

    6. The criterion used to assess most outcomes is largely whether the information and conceptual content of work the student submits for marking is accurate and valid and demonstrate the indicated performances adequately

    7. To demonstrate competence in outcome F the student must be able to write logical and coherent reports in which appropriate use is made of graphical presentations using computer software.

    8. The student must demonstrate adequate integration of knowledge and the ability to pass engineering judgement in the capstone project in the final year.


    INTEGRATED ASSESSMENT

    The programme is capped by an engineering project, which requires an integration of acquired knowledge.
    The outcomes are assessed on the basis of practical demonstrations of results achieved, a written report and an oral presentation, which must clearly show that a thorough scientific process was followed to arrive at results. 

    ARTICULATION OPTIONS 
    This qualification serves as an entry point to the related qualifications:

    PDE
    MEng
    MScEng
    PhD

    The following qualification provides credits for the related qualification.

    BTech
    BSc
    BEngSci


    Other articulation possibilities, either generic or specific:

    Students in possession of a BTech qualification may gain entry to the second or third year of the BEng by passing examinations in certain prescribed modules. The student may be credited for certain passed BTech modules.

    The PDE provides a means for a BEng graduate in another branch of engineering to add the specific outcomes of the BEng in the branch Industrial Engineering to their qualifications 

    MODERATION OPTIONS 
  • The University of Stellenbosch has a system of external peer review and evaluation of departments. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.
  • The staff member responsible for a given module acts as first examiner for that module
  • A second internal examiner is appointed for each module.
  • External examiners are appointed for all final year modules and for all non-final year modules at the end of a chain of modules.
  • Examination question papers are set in consultation with the second and external examiners.
  • Examination scripts are moderated by the second and external examiners.
  • The programme is accredited by ECSA in a five-year cycle. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The academic staff of the University of Stellenbosch will be used in a manner that fits into the quality assurance system of the University.

    External examiners must be in possession of at least an MEng qualification or alternatively a BEng qualification with applicable industrial or academic experiences.

    The programme is accredited by the Engineering Council of South Africa (ECSA) in a five year cycle by teams of at least three and not more than four programme evaluators led by a Team leader. Programme evaluators must be:

    . registered professionals with at least 3 years post registration experience

    . undergo training as assessors

    . undertake retraining in the event of a major change in policy or practice. 

    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.
     
    NONE 


    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.