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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering in Electrical and Electronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
109871  Bachelor of Engineering in Electrical and Electronic Engineering 
ORIGINATOR
University of Johannesburg 
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 12 - Physical Planning and Construction  Electrical Infrastructure Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  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   2034-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
73785  Bachelor of Engineering in Electrical and Electronic Engineering  Level 7  NQF Level 08  740  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The aim of the qualification is to develop an engineering intellectual who can identify, assess and formulate the engineering needs of the society at large and research and solve the identified engineering problems creatively and innovatively, by applying scientific, mathematical, engineering, economic and other relevant principles and methods.

Rationale:
The qualification prepares learners for an engineering science, design and project based career through the fundamental understanding, use and appropriate application of engineering methods, skills, tools and information technology. The qualification also provides a platform for lifelong learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning(RPL):
A RPL procedure will also be in place covering the following essentials:
  • Candidates supply at own cost all relevant information and documentation.
  • Candidates will pay a fee determined by the institution and be assessed via RPL.
  • RPL can be done at individual module or on an accumulative level.
  • All RPL applications are handled at a predetermined time in the academic year.
  • RPL applications are referred by the Dean or Deans committee to the relevant departmental chairperson for evaluation and recommendation.
  • RPL candidates may be required to be assessed orally or in written format on module or combined level for access to Degrees and higher Degrees.
  • RPL assessment is typically done by a faculty committee constituted for the purpose.
  • RPL in the faculty of engineering is done within the RPL framework policy of the institution.

    Entry Requirements:
    The minimum entry requirement for this qualification is the:
  • National Senior Certificate National Qualifications Framework(NQF) Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory and elective modules at National Qualifications Framework(NQF) Level 5, 6, 7 and 8 totalling at 587 Credits.
    Compulsory Modules, Level 5, 76 Credits:
  • Mathematics 1 A01, 15 Credits.
  • Chemistry 1 A10, 15 Credits.
  • Introduction to Engineering Design 1 A11, 8 Credits.
  • Physics 1 A01, 15 Credits.
  • Applied Mathematics 1 A10, 15 Credits.
  • Electrical Engineering Methods 1A, 8 Credits.

    Compulsory Modules, Level 6, 220 Credits:
  • Project Communication 1B, 12 Credits.
  • Mathematics 1 B01, 15 Credits.
  • Electrotechnics 1 B21, 12 Credits.
  • Physics 1 B01, 15 Credits.
  • Applied Mathematics 1 B10, 15 Credits.
  • Applied Mathematics 2 B10, 15 Credits.
  • Science of Materials 2 B21, 10 Credits.
  • Mathematics 2 A20, 8 Credits.
  • Engineering Economics and Practice 2 B21, 8 Credits.
  • Thermodynamics 2B, 12 Credits.
  • Modelling 2 A11, 12 Credits.
  • Electrotechnics 2 A11, 12 Credits.
  • Mathematics 2 A10, 8 Credits.
  • Electrical Projects 2A, 8 Credits.
  • Mathematics 2 B20, 8 Credits.
  • Physics 2 A01, 15 Credits.
  • Electrotechnics 2 B21, 12 Credits.
  • Mathematics 2 B10, 8 Credits.
  • Applied Mathematics 2 A10, 15 Credits.

    Compulsory Modules, Level 7, 146 Credits:
  • Power Systems 3A, 8 Credits.
  • Systems Engineering and Design 3 B21, 8 Credits.
  • Electronics 3 B21, 8 Credits.
  • Telecommunications 3 B01, 8 Credits.
  • Signal Processing 3 B01, 8 Credits.
  • Computer Systems 3 B01, 8 Credits.
  • Electromagnetics 3 A11, 8 Credits.
  • Complementary Studies 3 A02, 8 Credits.
  • Complementary Studies 3 A01, 8 Credits.
  • Statistics for Engineers, 8 Credits.
  • Advanced Modelling 3A, 12 Credits.
  • Electrical Engineering Practical 3B, 12 Credits.
  • Control Systems 3 B01, 8 Credits.
  • Signals and Systems 3 A11, 12 Credits.
  • Project Management 3 B21, 14 Credits.
  • Systems Engineering and Design 3A, 8 Credits.

    Compulsory Modules, Level 8, 145 Credits:
  • Control Systems 4 A11, 8 Credits.
  • Legal Applications in Engineering Practice 4 B21, 7 Credits.
  • High Speed Electronics 4 A01, 8 Credits.
  • Project Investigation (electrical and Electronic) 4 A11, 21 Credits.
  • Power Electronics 4 A01, 8 Credits.
  • Signal Processing 4 A 01, 8 Credits.
  • Telecommunications 4 A01, 8 Credits.
  • Computer Systems 4 A11, 8 Credits.
  • Project Investigation (Electrical and Electronic 4 B21, 21 Credits.
  • Optical Systems 4B, 12 Credits.
  • Electrical Machines 4 B02, 8 Credits.
  • Power Systems 4 B21, 8 Credits.
  • Electromagnetics 4B01, 8 Credits.
  • Electrical Engineering Practical 4A, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The learner should be able to:
    1. Identify, formulate, analyse and solve complex electrical and electronic engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and electrical and electronic engineering to solve complex engineering problem.
    3.Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes.
    4. Demonstrate competence to design and conduct investigations and experiments.
    5. Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology.
    6. Demonstrate competence to communicate effectively both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate critical awareness of the impact of engineering activity on the social, industrial and physical environment.
    8. Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.
    9. Demonstrate competence to engage in independent learning through well-developed learning skills.
    10. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be assessed in an integrated manner across Exit Level Outcomes:
  • Identify, assess, formulate, interpret, analyse and solved engineering problems effectively and innovatively by applying knowledge of Mathematics, basic science and engineering sciences from first principles.
  • Plan and manage small engineering projects so that an underlying fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering practice are demonstrated.
  • Participation as a member of a research team, group, organisation, and community or in multi-disciplinary projects results in leadership and the performance of critical functions.
  • Organise and manage activities responsibly, effectively, professionally and ethically, responsibility is taken within his/her own limits of competence and judgment is exercised in commensuration with knowledge and expertise.
  • Plan and conduct advanced investigations, research and/or experiments effectively by applying appropriate theories and methodologies and suitable data analysis and interpretation are performed.
  • Communicate effectively both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and graphical support.
  • Use and assessed appropriate engineering methods, skills, tools, technology and information technology effectively in engineering practice and an understanding and a willingness to accept responsibility for the impact that engineering activities have on society and the environment.
  • Perform procedural and non-procedural design and synthesis of components, systems, works, products of processes as a set of related systems and their social, legal, health, safety and environmental impacts and benefits field assessed.
  • Demonstrate various learning strategies and skills employed to master module outcomes required in fundamental Mathematics, engineering sciences, engineering design research and aspects of management in preparation to engage in lifelong learning to keep abreast of knowledge and skills required in the engineering field.
  • Practice responsible citizenship in terms of the local, national and global communities by acting professionally and ethically.
  • Show where applicable across a range of social context, the cultural and aesthetic sensitivity are in the execution of engineering activities.
  • Explored where applicable, education and Career opportunities are.
  • Organise and develop entrepreneurial opportunities through engineering problem solving, technical research and managerial skills.

    Integrated Assessment:
    The qualification is coherently aligned in that all teaching, learning and assessment activities are linked to module and qualification outcomes. Assessment methods are varied and includes summative and formative assessment to enhance applied competence from learners and facilitate authentic assessment and learning. Assessment will not only be used to determine whether outcomes were achieved, but also to generate data for grading and provide feedback in order to improve the curriculum. For all the assessment purposes to be achieved, tests, examinations, written and oral reports, laboratory demonstrations will be used. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the Bachelor of Engineering (with Honors) offered at Massey University in New Zealand. The qualification offered at Massey University is similar to the qualification offered by the University of Johannesburg in terms of the outcomes, entrance criteria and duration of study. The qualification differs in relation to summative assessment opportunities, practical work and the weighting of research.

    The University of Auckland in New Zealand offers a Bachelor of Engineering (with Honors) qualification which is similar to the qualification offered by the University of Johannesburg in relation to the purpose of the qualification, entrance criteria, duration of study and credit weighting.

    It must be noted that the Engineering Council of South Africa (ECSA) has responsibility for the professional accreditation of Engineering qualifications and is also a signatory of the Washington Accord. The signatories are committed to development and recognition of good practice in engineering education. The Washington Accord is specifically focused on academic qualifications which deal with the practice of engineering at the professional level.

    The Accord acknowledges that accreditation of engineering academic qualifications is a key foundation for the practice of engineering at the professional level in each of the countries or territories covered by the Accord. The Accord outlines the mutual recognition, between the participating professional bodies, of accredited engineering degree qualifications. It also establishes and benchmarks the standard for professional engineering education across those bodies. Currently there are twenty signatories that make up the Washington Accord including Australia, New Zealand, the USA and United Kingdom. (International Engineering Alliance: www.ieagreements.org). 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation options:
    Vertical Articulation:
  • Master of Engineering in Electrical and Electronic Engineering, Level 9.

    Horizontal Articulation:
  • Bachelor of Technology in Electrical Engineering, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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.