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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering in Mechatronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
110933  Bachelor of Engineering in Mechatronic Engineering 
ORIGINATOR
North West University 
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(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  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-08  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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to provide learners with a well-rounded, broad education that equips them with the knowledge base, theory and methodology of mechatronics in the field of engineering. The qualification especially emphasises general principles and theory in conjunction with procedural knowledge in order to gain a thorough grounding in the knowledge, theory, principles and skills as a professional mechatronic engineer and the ability to apply these to the career context. The qualification furthermore aims to provide learners with a qualification ideally suited to the automation requirements of an increasingly automated world. The qualification has a strong focus on automation, which sees application in fields as diverse as automotive assembly plants, industrialisation of agriculture, manufacturing sectors, and processing plants.

Rationale:
As part of the ongoing drive to increase the number of professional engineers, the institution has identified Mechatronic Engineering as an engineering qualification that is in high demand. The ongoing enquiry into the availability of the qualification at institution confirms that the qualification will serve the purpose of the National Development Plan. Although the Mechatronics qualification at the institution will have a focus on industrial automation it should be kept in mind that nearly any industry from small scale enterprises to multinationals can benefit from the automation of processes to increase efficiency and productivity.

The qualification increases access to mechatronic qualifications offered in South Africa. Learners will find employment in the wider industrial automation and control sector, and have a specific focus on agro-processing thereby providing a key advantage in terms of beneficiation of agricultural crops in the maize belt of South Africa.

Upon graduation learners will be required to obtain the relevant industry experience before registering as a professional engineer. The qualification will be of direct benefit to the learner in terms of skills and knowledge gained, allowing the learner to function as a key member of society and the economy. Society as a whole will benefit from technological systems and services that are developed and maintained by highly skilled engineers. The provision of services and the automation of infrastructure would lead to an improved South Africa from a service delivery perspective. The need to grow the economy can be contributed towards the beneficiation of agricultural products at the origin, thereby providing the producer with an increased yield (economic and otherwise), increasing the number of jobs provided by beneficiation activities, and reducing wastage of valuable (in most cases) produce.

With this qualification, learners will be able to register at the Engineering Council of South Africa as Candidate Engineer that will lead towards registration as a Professional Engineer. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners that completed at least one year of Bachelor of Science studies with a proven success record and positive results in the Engineering test, may enrol in the qualification. Recognition will be given to modules passed that form part of the qualification, or are similar to outcomes of other modules in the qualification. Learners will be required to progress as per normal thereafter. The same applies for learners entering the institution from other tertiary institutions. The Recognition of Prior Learning will be provided for granting credits.

Entry Requirements:
The minimum entry requirements for this qualification are:
  • National Senior Certificate, granting access to Bachelor's studies.
    Or
  • National Certificate Vocational, NQF Level 4, granting access to Bachelor's studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) totalling 620 Credits.

    Compulsory Modules, NQF Level 5 148 Credits:
  • Introduction to Digital Systems, 12 Credits.
  • Mechanics, Oscillations and Waves, 12 Credits.
  • Engineering Graphics I, 8 Credits.
  • Programming for Engineers, 12 Credits.
  • Introductory Analysis, 12 Credits.
  • Professional Practice I, 12 Credits
  • Introduction to Microcontrollers, 12 Credits.
  • Electricity, Magnetism, Optics, 12 Credits.
  • Materials Science 1, 12 Credits.
  • Statistics and Modelling, 12 Credits.
  • Introductory Analysis II, 12 Credits.
  • Professional Practice I, 12 Credits.
  • Electrotechnique I, 8 Credits.

    Compulsory Modules, NQF Level 6, 164 Credits:
  • Electrotechnique II, 8 Credits.
  • Dynamics I, 8 Credits.
  • Algorithms and Optimisations, 8 Credits.
  • Electricity and Magnetism, 8 Credits.
  • Differential equations, 8 Credits.
  • Analysis III, 8 Credits.
  • Linear Algebra I, 8 Credits.
  • Understanding the technological world, 12 Credits.
  • Professional Practice II, 12 Credits.
  • Signal Theory, 12 Credits.
  • Electronics I, 16 Credits.
  • Embedded Systems, 12 Credits.
  • Numerical Analysis, 8 Credits.
  • Engineering Analysis, 8 Credits.
  • Applied Linear Algebra, 8 Credits.
  • Professional Practice II, 12 Credits.
  • Workshop Practice, 8 Credits.

    Compulsory Modules, NQF Level 7, 156 Credits:
  • Dynamics Systems Modelling, 8 Credits.
  • Electronics II, 16 Credits.
  • Network Fundamentals, 16 Credits.
  • Object-Oriented Software Development, 16 Credits.
  • Statistics for Engineers, 16 Credits.
  • Strength of materials, 12 Credits.
  • Control Theory I, 16 Credits.
  • Principles of measurement, 12 Credits.
  • Embedded operating systems, 16 Credits.
  • Mechatronic Engineering Design, 16 Credits.
  • Science, Technology and Society, 12 Credits.

    Compulsory Modules, NQF Level 8, 152 Credits:
  • Power Electronics, 16 Credits.
  • Automation, 16 Credits.
  • Control Theory II, 16 Credits.
  • Databases and web-programming, 16 Credits.
  • Final Year project, 14 Credits.
  • Engineering Management, 6 Credits.
  • Machine Design, 12 Credits.
  • Machine Dynamics, 16 Credits.
  • Data Analytics, 12 Credits.
  • Engineering Management, 6 Credits.
  • Final Year Project, 14 Credits.
  • Vacation work, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve complex engineering problems related to mechatronics.
    2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering specialty to solve complex engineering problems.
    3. Effectively apply engineering design principles within the context of mechatronics.
    4. Analyse, select and effectively apply scientific methods of investigations, experiments, and data analysis and address complex or abstract problems within the field of mechatronic engineering.
    5. Effectively select, implement and critically judge the application of engineering methods, skills, and tools (including Information Technology).
    6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large in order to demonstrate professional and technical communication.
    7. Demonstrate critical awareness of the sustainability and 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 of competence in order to display engineering professionalism.
    11. Demonstrate knowledge and understanding of engineering management principles and economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define the problem and identify the criteria for an acceptable solution.
  • Identify necessary information and applicable engineering and other knowledge and skills.
  • Generate and formulate possible approaches to the solution of a problem.
  • Model and analyse possible solution(s).
  • 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:
  • Display knowledge of mathematics, natural sciences and engineering sciences.
  • Demonstrate a systematic, theory-based understanding of the natural sciences applicable to the discipline.
  • Understand conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline.
  • Demonstrate a systematic, theory-based formulation of engineering fundamentals required in the engineering discipline.
  • Understand engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Execute an acceptable design process encompassing the following:
    > Identify and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
    > Plan and manage the design process: focusses on important issues, recognises and deals with constraints.
    > Acquire and evaluate the requisite knowledge, information and resources: apply correct principles, evaluate and use design tools.
    > Perform design tasks including analysis, quantitative modelling and optimisation.
    > Evaluate alternatives and preferred solution: exercises judgment, tests implementation and perform techno-economic analyses.
    > Assess the impacts and benefits of the design: social, legal, health, safety, and environmental.
    > Communicate the design logic and information.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Execute an acceptable process including but not restricted to:
    > Plan and conduct investigations and experiments.
    > Conduct a literature search and critically evaluate material.
    > Perform the necessary analyses.
    > Select and use appropriate equipment or software.
    > Analyse, interpret and derive information from data.
    > Draw conclusions based on evidence.
    > Communicate the purpose, process and outcomes in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use method, skill or tool effectively by selecting and assessing the applicability and limitations of the method, skill or tool.
  • Apply the method, skill or tool.
  • Critically test and assess the end-results produced by the method, skill or tool.
  • Create computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate structure, style and language for purpose and audience.
  • Use effective graphical support.
  • Apply methods of providing information for use by others involved in engineering activity.
  • Meet the requirements of the target audience.
  • Use appropriate structure, style and language.
  • Use appropriate visual materials.
  • Deliver fluently.
  • Meet the requirements of the intended audience.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify and deal with an appropriate combination of issues in:
    > The impact of technology on society;
    > Occupational and public health and safety;
    > Impacts on the physical environment;
    > The personal, social, cultural values and requirements of those affected by engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Identify and focus on objectives.
  • Work strategically.
  • Execute tasks effectively.
  • Deliver completed work on time.
  • Make an individual contribution to team activity;
  • Performs critical functions;
  • Enhance the work of fellow team members;
  • Benefit from the support of team members;
  • Communicate effectively with team members;
  • Deliver completed work on time;
  • Acquire a working knowledge of co-workers discipline;
  • Use a systems approach;
  • Communicate across disciplinary boundaries.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Reflect on own learning and determines learning requirements and strategies.
  • Source and evaluate information.
  • Access, comprehend and apply the knowledge acquired outside formal instruction.
  • Critically challenge assumptions and embraces new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate an awareness of requirements to maintain continued competence and to keep abreast of up-to-date tools and techniques;
  • Display an understanding of the system of professional development;
  • Accepts responsibility for own actions;
  • Display judgment in decision making during problem solving and design;
  • Limit decision making to the area of current competence;
  • Reason about and make a judgment on ethical aspects in the case study context.
  • Discern boundaries of competence in problem solving and design.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Exhibits evidence of managerial skills and knowledge.
  • Apply the principles of project management to a project.
  • Perform economic calculation on monetary value and make sound decisions from it.
  • Perform work as an individual, team member and team leader in engineering and multidisciplinary environments.

    Integrated Assessment:
    The qualification will make use of both formative and summative assessment in most modules. In modules where project work is the primary focus exceptions are made (as documented here). In the case of a typical engineering module consisting of theoretical and practical parts, the following mechanism is used:

    Formative assessment: A series of tutorial tests or class tests or laboratory sessions are graded with the intent of providing feedback to learners with regards to their mastery of the material under consideration. Typically, these assessments take place in tutorial periods and as such rarely exceed 30 minutes. A formal summative assessment (examination) is used in a (typically) 50:50 ratio with the participation mark to determine the module mark.

    Summative assessment: Semester tests are used to assess the level of competency learners achieved with regards to the application of the subject matter. At least a single semester test much be written (typically in the middle of the semester), although a weighted average of more than one test is also acceptable. Practical tests, are also included there as a form of summative assessment. A combination of summative assessments (at least 3) are required for the generation of the participation mark. A sub-minimum requirement of 50% holds for all practical assessments.

    Practical Assessment: In the case of a module with a practical component, learners are required to successfully complete the practical assignment. Such assignment typically involved practical work (circuit construction, simulation, experimentation, etc.) and a form of reporting on said work. Acceptable forms of reporting are technical reports, laboratory reports, oral presentation or small interviews.

    In modules where project-based assessment is more suitable the above assessment mechanism is adjusted such that:
  • Formative assessment takes the form of small demonstrations, and may include simulations. The aim of the formative assessment is in providing guidance to learners in the completion of the project.
  • Summative assessments take the form of written reports, demonstration, and/or oral presentations. These submissions are graded (where applicable by means of a rubric) in order to ascertain the level of compliance with the intended target objective (be it functionality or otherwise).
  • A combination of summative assessments (at least 3) are required for the generation of the participation mark. Examination takes the form of a demonstration, oral presentation, and a form of written documentation (evidence portfolios, technical reports, etc.). Each of the examination aspects are weighted in order to generate the examination mark. In most cases the participation mark is weighted in a 50:50 ratio to the examination mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    The International Engineering Alliance is established to ensure comparability and mobility in the engineering profession. It is structured in three (3) Accords, the Washington, the Sydney and the Dublin. These are three multi-lateral agreements between groups of jurisdictional agencies responsible for accreditation or recognition of tertiary-level engineering qualifications within their jurisdictions who been have chosen to work collectively to assist the mobility of Engineering Practitioners (i.e. Professional Engineers, Engineering Technologists and Engineering Technicians) holding suitable qualifications. The signatories are committed to development and recognition of good practice in Engineering Education and are intended to assist growing globalisation of mutual recognition of engineering qualifications. The equivalence of this whole qualification standard is ensured through the Sydney Accord.

    This qualification is in line with international standards set in the International Engineering Alliance agreements. It is ensured that a learner is assessed and enabled to compete as a professional engineer while upholding principles of good practice prescribed and obtains registration with a respective professional body. This qualification compares favourably with international undergraduate qualifications such as: the four-year Bachelor of Engineering (Honours) in Mechatronic Engineering from the University of New South Wales in Sydney Australia as well as the undergraduate four-year Master of Engineering in Mechatronic Engineering from the University of Manchester in the United Kingdom. Similar to this Bachelor of Engineering (BEng) (Mechatronic Engineering), both these qualifications are highly specialised towards the automation industry that enable learners to acquire a deeper understanding of the principles supporting the conception, design, construction, maintenance and integration of smart machines and systems. The curricula include approved industrial training, and allow for further postgraduate studies. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Engineering in Mechanical Engineering, NQF Level 8.
  • Bachelor of Science in Mechanical Engineering, NQF Level 8.
  • Postgraduate Diploma in Management, NQF Level 8.
  • Postgraduate Diploma in Business Administration, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Mechanical Engineering, NQF Level 9.
  • Master of Engineering in Mechatronics, NQF Level 9.
  • Master of Business Administration, NQF 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.
     
    1. North West University 


    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.