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: 

Diploma in Engineering Technology in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
110968  Diploma in Engineering Technology in Mechanical Engineering 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 240)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Not Applicable  NQF Level 06  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   2032-06-30  

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 
Purpose:
The Diploma in Engineering Technology in Mechanical Engineering is primarily industry-oriented. The qualification provides learners with a sound knowledge base in the discipline of mechanical engineering and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. The knowledge emphasises general principles and application of technology transfer. This qualification has a strong professional and career focus, and holders of this qualification are normally prepared to enter the mechanical and allied industries.

After completing the qualification learners will be equipped to apply proven, commonly understood techniques, procedures, practices and codes to solve well-defined engineering problems. They will be able to manage and supervise engineering operations, construction and activities. They will also be able to work independently and responsibly within an allocated area or under guidance. Therefore, learners will have a working understanding of engineering sciences underlying the techniques used, together with financial, commercial, legal, socio-economic, health, safety and environmental methodologies, procedures and best practices.

Rationale:
Mechanical Engineering Technologists are on the list of scarce skills, with Mechanical Engineering Technicians, grouped under Physical and Engineering Science Technicians, as 7th on the list. The process of professional development of a Professional Engineering Technician starts with the attainment of an accredited South African qualification or combination of substantially equivalent qualification (-s) that meets this standard. Learners who complete this qualification will be eligible to register with Engineering Council of South Africa (ECSA) as Mechanical Engineering Technicians after graduation and appropriate supervised training.

Specifically, this qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent Engineering Technician.

Also the Department intends to meet the demand for both mechanical engineering technicians and technologists by replacing the current 280 credit Diploma in Engineering Technology in Mechanical Engineering (Dip (Eng Tech) (Mech Eng)).

This qualification provides for:
  • Preparation for a career in mechanical engineering and areas that potentially benefit from engineering skills, for achieving technological proficiency and contribution to the economy and national development.
  • The educational base required for registration with ECSA as a Professional Engineering Technician.
  • The education base for access to the mining/factory plant certification and marine operations.
  • Articulation into the National Qualifications Framework (NQF) Level 7 Bachelor of Engineering Technology in Mechanical Engineering qualification.
  • Entry to an Advanced Diploma upon successful completion of a work-integrated learning component, or a combination of work-integrated learning and coursework, equivalent to at least 30 Credits but not to exceed 120 Credits. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes.
  • The structure of this makes RPL possible, if the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.
  • Learners who already work in the mechanical or allied engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present themselves for assessment against those of their choice.
  • Evidence of prior learning will be assessed through formal RPL process.
  • Learners submitting for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, granting access to Diploma studies and with appropriate combination of subjects and levels of achievements.
    Or
  • National Certificate Vocational, NQF Level 4, granting access to Diploma studies and with appropriate combination of subjects and levels of achievements.
    Or
  • National Technical Certificate N4 with Mathematics and Mechanotechnics. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 284 Credits.

    Compulsory Modules, Level 5, 164 Credits:
  • Mathematics A, 12 Credits.
  • Physics A, 8 Credits.
  • Physics B, 8 Credits.
  • Cornerstone 101, 12 Credits.
  • Computer Applications, 8 Credits.
  • Mathematics B, 12 Credits.
  • Technical Literacy, 8 Credits.
  • Physics C, 8 Credits.
  • Engineering Skills, 16 Credits.
  • Electronic Engineering A, 12 Credits.
  • Computer-Aided Draughting, 12 Credits.
  • Electrical Engineering A, 12 Credits.
  • Strength of Materials A, 12 Credits.
  • Thermo fluids, 12 Credits.
  • Materials Science, 12 Credits.

    Compulsory Modules, Level 6, 120 Credits:
  • Mathematics C, 12 Credits.
  • Mechanics A, 12 Credits.
  • Mechanical Project A, 12 Credits.
  • Engineering Finance, 12 Credits.
  • Thermodynamics, 12 Credits.
  • Strength of Materials B, 12 Credits.
  • Fluid Mechanics, 12 Credits.
  • Mechanical Project B, 12 Credits.
  • Mechanics B, 12 Credits.
  • Computing and Information Technology, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve well-defined engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
    3. Perform procedural design of components, systems, works, products or processes to meet requirements, normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
    5. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing within an engineering context.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member and leader in a technical team and to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Understand and commit to professional ethics, responsibilities and norms of engineering and technical practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define the problem and criteria are identified for an acceptable solution.
  • Identify and use relevant information and engineering knowledge and skills for solving the problem.
  • Consider and formulate various approaches that would lead to workable solutions.
  • Model and analyse solutions.
  • Evaluate solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Bring to bear an appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level on the solution of well-defined engineering problems.
  • Use applicable principles and laws.
  • Analyse engineering materials, components, systems or processes.
  • Present concepts and ideas in a logical manner.
  • Perform reasoning about engineering materials, components, systems or processes.
  • Outline and justify procedures for dealing with uncertain/undefined/ill-defined variables.
  • 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 recognise and deal with constraints.
  • Acquire and evaluate knowledge, information and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
  • Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
  • Communicate the design logic and relevant information in a technical report.
  • Apply procedures to evaluate the selected design and assessed in terms of the impact and benefits.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Define the scope of the investigation.
  • Plan and conduct investigations within an appropriate discipline.
  • Search available literature and evaluate material for suitability to the investigation.
  • Select relevant equipment or software and use appropriately for the investigation.
  • Analyse and interpret data obtained.
  • 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:
  • Apply the method, skill or tool correctly, and assess for applicability and limitations against the required result.
  • Select and use relevant computer applications.
  • Apply the method, skill or tool correctly.
  • Test and assess the results produced by the method, skill or tool.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select the appropriate structure, style and language of written and oral communication for the communication and the target audience.
  • Use graphics appropriately and effectively in enhancing the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Provide information in a format that can be used by others involved in the engineering activity.
  • Deliver oral communication with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate 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, and physical environment.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Consider the methods to minimise/mitigate impacts.

    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.
  • Make individual contributions to team activities and support the output of the team as a whole.
  • Demonstrate functioning as a team leader.
  • Organise and manage a project.
  • Carry out effective communication in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify, plan and manage learning tasks.
  • Identify/recognise and demonstrate the requirement for independent learning.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal instruction.
  • Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation and limitations of authority.
  • Describe the ethical implications of engineering decisions in terms of the impact on environment, the business, costs and trustworthiness.
  • Accept responsibility for consequences stemming from own actions or inaction.
  • Demonstrate that judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
  • Ensure that decision making is limited to area of current competence.

    Integrated Assessment:
    The qualification combines formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various Exit Level Outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies could include tests, assignments, practicals, examinations, projects, portfolios, oral assessments and presentations. Each level of the qualification has an extensive design module which will ensure that multiple outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of engineering qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). International comparability of this engineering technician education qualification is assured through the Dublin Accord. Dublin Accord signatories are: Australia, Canada, Ireland, Republic of Korea, Malaysia, New Zealand, South Africa, and the United Kingdom, the learner attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies.

    For further purposes of comparability, the following three qualifications were reviewed:
  • New Zealand Diploma in Engineering (Level 6) (Mechanical) - Ara Institute of Canterbury.
  • National Diploma in Mechanical Engineering - Harare Polytechnic.
  • Diploma in Technology in Mechanical Engineering - The Kenya Polytechnic University College.

    These qualifications are all two years in length and are broadly comparable to the Diploma in Engineering Technology in Mechanical Engineering, typically containing psychics, mathematics, mechanics, and strength of materials, fluid mechanics, design and thermodynamic courses. 
    		•

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

    Horizontal Articulation:
  • Diploma in Industrial Engineering, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Engineering Technology, NQF Level 7.
  • Bachelor of Engineering Technology in Mechanical Engineering, NQF Level 7. 
    		•

    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. Durban University of Technology 


    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.