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 Honours in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
108876  Bachelor of Engineering Technology Honours in Mechanical Engineering 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-02-13  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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Engineering Technology Honours in Mechanical Engineering is to develop learners for both industry and research, such that they are able to deepen their expertise in Mechanical Engineering and develop their research capacity in the methodology and techniques of the discipline.

Rationale:
This qualification lies within the Engineering sector and is considered to be a scarce skill. Given this, the qualification has been designed to directly meet the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learners, but society at large. The qualification meets the specific needs of the sector by providing in the growing demand for skilled professionals in the metallurgical Engineering domain.

As a result of the qualification's alignment to the Engineering Council of South Africa (ECSA) Honours Standard, E-09-PT-Rev2 learners will be offered a qualification of a high standard and will therefore be adequately qualified to pursue employment in this scarce skills sector. This qualification is intended to locally produce quality graduates with the advanced technical knowledge in the field that satisfy the national demand for highly qualified mechanical engineering professionals. The thread of qualification design consequently contributes towards bringing the National Development Plan into fruition.

In addition to this, there also exists a demand by holders of technology-related qualifications to obtain a postgraduate qualification that enhances their professional and technical knowledge and grants them access towards pursuing a Master's Degree in Engineering. As the institution has been the first institution to implement the new ECSA endorsed Bachelor of Engineering Technology qualifications in South Africa, This qualification provides for articulation within the institution and other intuitions that will be implementing the undergraduate qualification in the near future. This pioneering Postgraduate qualification has therefore been designed to target the recent graduates of the Undergraduate Bachelor of Engineering Technology Degree, who would be interested in academic advancement through Postgraduate studies.

The main stakeholders of this qualification are the public and private sectors of the mechanical engineering industry. Typically, these sectors require higher levels of advanced technical and analytical capabilities. This qualification was designed to develop well-rounded, academically equipped, adept and mature graduates with the technical leadership skills and strong capabilities that are expediently responsive to modern societal needs of the Mechanical Engineering industry. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL will be applied in line with institution's policies and guidelines. RPL is accepted as an integral part of education and academic practice. It is acknowledged that all learning has value and the Institution will therefore endeavour to assess prior learning and award credit where relevant.

The RPL policy will be applied as follows for purposes of this qualification:
  • Through RPL a learner may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the Institution.
  • Recognition takes place in terms of requirements and procedures applied by the Institution.
  • RPL in the case of a learner not complying with the formal entry requirements is:
    > Conducted after payment of the prescribed fees in accordance with the policy and guidelines of the Institution.
    > Based on other forms of formal, informal and non-formal learning and experience.
    > Considered only where prior learning corresponds to the required National Qualifications Framework (NQF)-Level.
    > Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the qualification.
    > Considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel.
    > Finally decided upon by the Dean's Committee.

    Entry Requirements:
    The minimum entry requirements:
  • An appropriate Level 7 qualification in Mechanical Engineering. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 8, totalling 140 Credits.
  • Research Methodology, 14 Credits.
  • Engineering Mathematics and Computing, 14 Credits.
  • Energy Physics, 14 Credits.
  • Solid Mechanics, 14 Credits.
  • Engineering Management, 14 Credits.
  • Thermofluids, 14 Credits.
  • Engineering and Society, 14 Credits.
  • Research Project, 42 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models to solve complex engineering problems.
    3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
    4. Conduct investigations of complex engineering problems.
    5. Use appropriate techniques, resources, and modern engineering tools, for the solution of complex engineering problems.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Explain the impact of engineering activities society, economy, industrial and physical environment.
    8. Apply engineering management principles in the field of specialisation.
    9. Engage in independent studies and life-long learning.
    10. Apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Relevant problems are analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Possible approaches are generated and formulated that would lead to a workable solution for the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of complex engineering problems.
  • Engineering theories, principles and laws are used.
  • Normal analysis and modelling is performed on engineering materials, components, systems or processes.
  • Engineering concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
  • Engineering Uncertainty and risk is handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • The design process is planned and managed to focus on important issues and recognises and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The design logic and relevant information is communicated in a technical report.

    Associated Assessment Criteria Exit Level Outcome 4:
  • Investigations and experiments are planned and conducted within an appropriate discipline.
  • Available literature is searched and material is critically evaluated for suitability to the investigation.
  • Analysis is performed as necessary to the investigation.
  • Equipment or software is selected and used as appropriate in the investigations.
  • Information is analysed, interpreted and derived from available data.
  • Conclusions are drawn from an analysis of all available evidence.
  • The purpose, process and outcomes of the investigation are recorded in a technical report or research report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly to achieve the required result.
  • Results produced by the method, skill or tool are tested and assessed against required results.
  • Computer applications are created, selected and used as required by the discipline including information technology, prediction and modelling, with an understanding of the limitations, restrictions, premises, assumptions and constraints.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of text.
  • Visual materials used enhance oral communications.
  • Accepted methods are used for providing information to others involved in the engineering activity.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is explained in terms of the benefits and limitations to society.
  • The engineering activity is analysed in terms of the impact on public and occupational health and safety.
  • The engineering activity is analysed in terms of the impact on the physical environment.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A design or research project is organised and managed.
  • Effective communication is carried out in the context of individual or team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are managed autonomously and ethically, individually and in learning groups.
  • Learning undertaken is reflected on and own learning requirements and strategies are determined.
  • To suit personal learning style and preferences.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Assumptions are challenged critically and new thinking is embraced.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The nature and complexity of ethical dilemmas is described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
  • The system of continuing professional development is understood and embraced as an ongoing process.
  • Responsibility is accepted for consequences stemming from own actions.
  • Judgements are made in decision making during problem solving and design are justified.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    The assessment process is governed by the Academic Regulations of the Institution. There will be at least one assessment opportunity before the final summative assessment for each module.

    Formative Assessment: the modules consist of different forms of formative assessments consisting of project reports, case studies, assignments etc., which will be implemented in each module, depending on the nature of the module. For example, feedback on assignments is returned to the learners within reasonable time, project presentations are scheduled in order for the instructor to provide comments, etc. These progress assessments are done solely by the module instructor. However, the final examination will require the involvement of a suitable external course examiner, who will be requested to approve the module examination paper and mark grading provided by the course instructor. No experiential learning is involved in the qualification.

    Summative Assessment: For the modules, each intermediate or progress assessment will be awarded a mark, which will be combined with the final examination mark based on pre-determined weightings for the module. A pass is awarded for a weighted overall mark of no less than 50% and a distinction for a calculated mark of at least 75%. For the Research Report component, two assessors will be required, one of whom will be an internal assessor (a full-time academic staff of the institution) and the other, an external assessor. The assessors are appointed by the Faculty on the basis of their scholarship and expertise. The recommendations of the external assessor are received at the Faculty and transmitted to the learners' supervisor for further consideration comments, corrections or improvements. 
    		•

    INTERNATIONAL COMPARABILITY 
    As per the Engineering Council of South Africa (ECSA) Honours Standard: International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA).

    The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. 

    ARTICULATION OPTIONS 
    The qualification offers the following horizontal and vertical articulation opportunities.

    Horizontal Articulation:
  • Cognate Bachelor of Engineering Honours, Level 8.

    Vertical Articulation:
  • Master of Engineering in Mechanical Engineering, Level 9. 
    		•

    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.
     
    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.