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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
111015  Bachelor of Engineering Technology in Electrical Engineering 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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   2033-06-30  

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:
In keeping with Section 3 of the Qualification Standard E-02-PT REV 3 (published on 24 March 2016) by Engineering Council of South Africa (ECSA) for the Bachelor of Engineering Technology, the purpose of this qualification is to build the necessary knowledge, understanding, abilities, and skills required for further learning towards becoming a competent practicing engineering technologist or certificated engineer.

Based on the ECSA standard, this qualification is aimed at:
  • Preparing learners for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • Providing the educational base required for registration as a Professional Engineering Technologist and/or Certificated Engineer with ECSA.
  • Providing entry to NQF Level 8 qualifications e.g. Honours, Postgraduate Diploma and Bachelor of Engineering (BEng) qualifications and then to proceed to Masters Qualifications.
  • Providing the educational base for achieving proficiency in mining/factory plant and marine operations and occupational health and safety to be certified as an engineer.

    Qualifying learners will demonstrate competence in all the Graduate Attributes contained in this ECSA standard, as specified below:
  • Problem Solving.
  • Application of Scientific and Engineering Knowledge.
  • Engineering Design.
  • Investigations, experiments and data analysis.
  • Engineering methods, skills, tools, including Information Technology.
  • Professional and Technical Communication.
  • Sustainability and Impact of Engineering Activity.
  • Individual, Team and Multidisciplinary Working.
  • Independent Learning.
  • Engineering Professionalism.

    Rationale:
    This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline 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. Qualifications leading to this qualification tend to have a strong professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the labour market.

    Professional Engineering Technologists are characterised by the ability to apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks. Professional Engineering Technologists have a specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

    Relevant stakeholders have been consulted, including the Electrical Engineering (EE) Forum, the institution's Industry Advisory Board and a comprehensive local industry survey to establish the relevance and demand for this qualification. The subject framework and specific subject contents are in line with industry requirements as well as ECSA requirements for professional registration. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of learners and is handled in accordance with an institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, Level 4 granting access to Bachelor's studies with Mathematics and Physical Sciences.
    Or
  • National Certificate (Vocational), Level 4 granting access to Bachelor's studieswith Mathematics and Physical Sciences.
    Or
  • National Diploma: Engineering, NQF Level 6.
    Or
  • Diploma: Engineering, Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 420 Credits.

    Compulsory Modules at Level 5, 168 Credits:
  • Engineering Mathematics 1, 28 Credits.
  • Physics 1, 28 Credits.
  • Electronics 1, 28 Credits.
  • Electrical Engineering 1, 28 Credits.
  • Engineering Skills 1, 28 Credits.
  • Engineering Communication 1, 14 Credits.
  • Engineering Ethics 1, 14 Credits.

    Compulsory Modules at Level 6, 112 Credits:
  • Engineering Mathematics 2, 14 Credits.
  • Software Engineering 2, 28 Credits.
  • Power Electronics 2, 14 Credits.
  • Signal Processing 2, 14 Credits.
  • Digital Systems 2, 28 Credits.
  • Data Networks 2, 14 Credits.

    Compulsory Modules at Level 7, 140 Credits:
  • Electronic Communications 3, 28 Credits.
  • Electrical Machines 3, 28 Credits.
  • Power Systems 3, 28 Credits.
  • Control Systems 3, 28 Credits.
  • Industrial Design Project 3, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply mathematical modelling and analysis to electrical engineering problem solving and design.
    2. Apply fundamental physics and electrical engineering principles to the analysis and design of electrical engineering systems using current and emerging electrical engineering technologies in areas such as power generation, renewable energy, power distribution and protection systems, modern electrical machines, industrial process control and electronic communications.
    3. Analyse and design electrical engineering systems using standard devices and circuits and applying modern analogue and digital electronics theory and techniques as well as associated programming and software applications.
    4. Competently apply digital and information technology, programming and software applications to electrical engineering data collection and investigations using standard and safe experimental methods and procedures.
    5. Communicate engineering information effectively both verbally and in writing, using the formal modalities of reports and presentations while making effective use of engineering standards, specifications, codes of practice and relevant legislation.
    6. Understand the importance of and apply broad ethical principles, including responsibility, transparency and accountability, to electrical engineering activities, with particular emphasis on environmental consciousness and public and employee safety and human rights.
    7. Integrate mathematics, physics, electrical engineering, engineering communication and engineering ethics knowledge and skills in managing and executing a broadly-defined electrical engineering design project. The student will demonstrate independent learning as well as effective team work and communication across disciplinary, language and cultural boundaries. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Investigate and evaluate a range of mathematical models for goodness of fit to various standard and broadly-defined electrical engineering problems.
  • Apply analytical, numerical and/or statistical methods to solving a range of electrical engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an appropriate mix of physics and electrical engineering theory in the analysis and design of electrical engineering systems, components or processes.
  • Identify and quantify uncertainty and risk in electrical engineering analysis and design and the boundaries and highlight the importance of acceptable practice and safety standards.
  • Evaluate a selection of current and emerging electrical engineering technologies for specific applications and identify a preferred solution by appropriate technical, economic and environmental criteria.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply relevant analogue and digital electronic theory to electrical engineering system analysis and design with emphasis on important technical issues and constraints.
  • Apply programming and/or software applications to perform quantitative analysis and optimisation of electrical engineering systems and processes.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Select and use digital and/or information technology equipment for electrical engineering system data collection and investigation with emphasis on safe methods and procedures.
  • Analyse and interpret information derived from collected data and draw conclusions. Formally and clearly present objective of the investigation, methods, results and conclusions in a technical report.
  • Apply electrical engineering safety standards and codes of practice are applied in investigations and experimentation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Adapt the structure, style and language of communication in reports and presentations to be appropriate in the case of either a technical/expert or non-technical/non-expert audience.
  • Use an appropriate and effective blend of graphical, textual and numerical electrical engineering information presentation such that a clear communication objective and conclusion is achieved.
  • Understand and clearly communicate electrical engineering standards, codes of practice and relevant legislation using the formal modalities of reports and presentations.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply ethical reasoning to decisions taken in electrical engineering and evaluate the ethical implications of alternatives with particular reference to environmental impact as well as public and employee safety.
  • Understand the boundaries of competence and apply professional responsibility, transparency and accountability to electrical engineering activities and decisions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Source, integrate and apply relevant mathematics, physics and electrical engineering information to solving a broadly-defined electrical engineering design problem.
  • Manage and integrate independent and team work to effectively execute a broadly-defined electrical engineering design project across disciplinary, language and cultural boundaries.
  • Effectively apply written and verbal communication of relevant electrical engineering information through the formal modalities of reports and presentations to the management, execution and documentation of a broadly-defined electrical engineering design project.

    Integrated Assessment:
    Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative Assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, lab reports, quizzes, field trip reports and poster design.

    Summative Assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes and subject. Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments consist of a variety of formal assessment tasks relevant to the field of study, including written tests, self-study assignment and project reports and practical laboratory work assessments.

    Integrated Assessment cuts across a number of subjects/modules of the qualification and is aimed at the holistic development of learns and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the exit level in a capstone design project and learners will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the achievement. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability studies were conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international comparability study was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the exercise; the selection of a variety of reputable Higher Education (HE) institutions internationally, the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

    In terms of this qualification, the international benchmarking exercise revealed that the international comparability of engineering education 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.

    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 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Electrical Engineering, National Qualifications Framework (NQF) Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Technology Honours in Electrical Engineering, NQF Level 8. 
    		•

    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. Cape Peninsula 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.