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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  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 in Electrical Engineering qualification is to develop competent Engineering Technologists in Electrical Engineering who possess the required knowledge, practical skills, professional competencies, and ethical grounding to contribute meaningfully to engineering practice, industry, and national development.

This qualification provides the educational foundation for professional practice in the electrical engineering field and articulates vertically to appropriate NQF Level 8 qualifications (e.g., Bachelor of Honours Degree in Electrical Engineering or Postgraduate Diploma in Electrical Engineering) in accordance with the Higher Education Qualifications Sub-Framework (HEQSF). On successful completion of this qualification, the learner will demonstrate advanced, integrated knowledge, practical skills, and applied competencies appropriate to this level of higher education.

The learner will possess foundational knowledge in mathematics, natural and engineering sciences, together with applied competence in electrical engineering systems and technologies appropriate to a technologist level. This includes understanding of design principles, standards and regulations, project management, sustainability, and ethical and professional responsibilities within an engineering context.

The learner will be able to have Skills and Applied Competence to:
  • Identify, analyse, and solve broadly defined electrical engineering problems using appropriate engineering methods and tools.
  • Design, develop, and implement electrical engineering solutions and systems that meet specified needs within applicable constraints.
  • Conduct investigations and experiments to solve real-world electrical engineering broadly defined problems, analyse and interpret data, and draw valid conclusions.
  • Apply modern electrical engineering tools, software, and simulation techniques effectively and responsibly.
  • Communicate effectively in oral and written forms with engineering and non-engineering stakeholders.
  • Work independently and collaboratively in multidisciplinary teams.
  • Apply principles of health, safety, sustainability, and risk management in electrical engineering practice.
  • Engage in lifelong learning and professional development in the electrical engineering field.

    The Exit Level Outcomes are directly aligned with the purpose of the qualification, and collectively ensure that graduates:
  • Achieve technological proficiency required for careers in electrical engineering and related sectors.
  • Meet the educational requirements for registration as a Professional Engineering Technologist with ECSA.
  • Are equipped to contribute to industrial development, infrastructure advancement, energy sustainability, and national economic growth.
  • Are prepared for further academic progression to NQF Level 8 and beyond.
  • Demonstrate the ECSA Graduate Attributes required for professional engineering practice.

    Rationale:
    The rapid evolution of Industry 4.0 technologies, digital transformation, renewable energy integration, smart infrastructure development, and increased automation across industries has created a growing demand for professionally competent Electrical Engineering Technologists. South Africa's infrastructure development plans, energy transition strategies, industrial automation needs, and telecommunications expansion require graduates who are capable of applying engineering technology to solve broadly defined, real-world problems.
    There is a recognised shortage of practically oriented engineering professionals who can bridge the gap between engineering theory and industry implementation. Employers increasingly require graduates with strong applied competencies in areas such as power systems, renewable energy, embedded systems, control systems, automation, telecommunications, smart grids, and data-driven systems. This qualification responds directly to national skills priorities, industry demand for mid- to high-level technical expertise, and the need for innovation-driven economic growth.
    Furthermore, the qualification aligns with national development goals to improve industrial productivity, support sustainable energy initiatives, advance digital transformation, and enhance global competitiveness.

    This qualification is designed to produce Professional Engineering Technologists who:
  • Apply established and emerging electrical engineering technologies to solve broadly defined engineering problems.
  • Design, develop, implement, and optimise electrical systems, components, and processes.
  • Support industrial automation, smart systems, renewable energy integration, and advanced manufacturing environments.
  • Apply safety, health, environmental, and regulatory standards in engineering practice.
  • Demonstrate leadership in the application of technology within commercially viable and socially responsible frameworks.

    The curriculum integrates mathematics, physical sciences, and engineering sciences with practical application, laboratory work, project-based learning, and industry-relevant problem-solving. It ensures that graduates possess:
  • Strong analytical and design skills.
  • Competence in modern engineering tools and software.
  • Knowledge of legal, financial, environmental, and ethical considerations.
  • Readiness for workplace integration and professional registration pathways.

    The qualification is structured to ensure alignment with the competency standards expected of Professional Engineering Technologists and supports progression towards professional registration with the relevant statutory body.
    The development and review of this qualification involved consultation with:
  • The Engineering Council of South Africa (ECSA) to ensure alignment with accreditation standards and professional competency requirements for Engineering Technologists.
  • Industry advisory committees comprising representatives from sectors such as energy utilities, telecommunications companies, automation and manufacturing industries, consulting engineering firms, and renewable energy providers.
  • Employer feedback from workplace-based learning partnerships and internship providers.
  • Benchmarking against comparable national and international qualifications in Engineering Technology.

    Industry stakeholders confirmed the need for graduates with applied technological competence, practical problem-solving ability, and readiness to operate in digitally enabled industrial environments. Their input informed curriculum design, work-integrated learning components, and the inclusion of emerging technologies relevant to Industry 4.0.
    The typical learners include school leavers who meet the minimum entry requirements with strengths in Mathematics and Physical Sciences. Diploma graduates seeking vertical articulation into a professional degree. Working technicians or technical personnel seeking career advancement. Learners seeking progression toward professional registration as Engineering Technologists.

    Graduates of this qualification will typically operate in sectors such as:
  • Power generation, transmission, and distribution
  • Renewable and sustainable energy
  • Telecommunications and networking
  • Automation and robotics
  • Control and instrumentation
  • Embedded and intelligent systems
  • Manufacturing and industrial engineering
  • Smart infrastructure and IoT environments
  • Consulting engineering services

    Occupational roles may include Engineering Technologist, Electrical Design Technologist, Control Systems Technologist, Automation Technologist, Renewable Energy Technologist, Project Technologist, or Systems Integration Technologist.

    The qualification will benefit learners by:
  • Providing a strong foundation in engineering sciences and applied electrical engineering technologies.
  • Developing problem-solving, analytical, design, and project management skills.
  • Enhancing employability in high-demand technology-driven sectors.
  • Preparing graduates for leadership roles in applied engineering environments.
  • Enabling access to postgraduate studies and lifelong learning.
  • Supporting progression toward professional registration.
  • Equipping learners with entrepreneurial capabilities to start technology-based enterprises.
  • Providing competencies aligned with global technological trends and sustainable development principles.

    Graduates will emerge as competent, ethically responsible, and industry-ready professionals capable of contributing meaningfully to economic growth, technological innovation, and sustainable development in South Africa and beyond. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy, which is compliant with the national CHE and NQF policies and is applicable to equivalent qualifications for admission to the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access to, and admission to, qualifications, and to advancement within qualifications. RPL may be applied for access, module exemption (credit), or advanced standing.

    RPL for access:
  • Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.
    RPL for exemption from modules
  • An applicant may apply for RPL to be exempted from modules that form part of the qualification. For an applicant to be exempted from a module, the applicant must provide sufficient evidence, in the form of a portfolio or via appropriate assessment methods, demonstrating that competency has been achieved for learning outcomes equivalent to the module's learning outcomes.

    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 studies with 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 the following compulsory and elective modules at Level 7 totalling 420 Credits.

    Year 1
    Compulsory Modules , NQF Level 5, 140 Credits:
  • Engineering Mathematics 1, 28 Credits.
  • Physics 1, 28 Credits.
  • Electronics 1, 28 Credits.
  • Electrical Engineering 1, 28 Credits.
  • Engineering Skills 1, 28 Credits.

    Year 2
    Compulsory Modules , NQF Level 6, 140 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.
  • Engineering Communication 1, 14 Credits.
  • Engineering Ethics 1, 14 Credits.

    Year 3
    Compulsory Modules , NQF 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. Identify, formulate, analyse, and solve broadly defined Electrical Engineering problems using appropriate mathematical, scientific, and engineering principles.
    2. Apply knowledge of mathematics, natural sciences, and engineering sciences to model and solve electrical engineering problems.
    3. Perform procedural and non-procedural design of components, systems, works, products, or processes to meet desired needs within applicable standards and constraints.
    4. Conduct investigations of broadly defined electrical engineering problems through research, experimentation, data analysis, and interpretation.
    5. Select and apply appropriate techniques, resources, and modern electrical engineering tools, including information technology, while understanding their limitations.
    6. Communicate effectively, both orally and in writing, with engineering peers, clients, and the broader community.
    7. Demonstrate understanding of the impact of electrical engineering solutions on society, the economy, the environment, and sustainability.
    8. Function effectively as an individual, team member, and team leader in multidisciplinary environments.
    9. Engage in self-directed learning and recognise the need for ongoing professional development in the electrical engineering field.
    10. Demonstrate ethical conduct, professional responsibility, and awareness of legal requirements in electrical engineering practice.
    11. Apply project management principles to plan, organise, execute, monitor, and control broadly defined Electrical Engineering projects. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1
  • Apply electrical engineering theory on circuit analysis, electromagnetics, control theory, power systems, digital systems to diagnose and solve broadly defined problems in power, electronics, communications, control and embedded systems.
  • Analyse electrical faults and performance deviations using structured problem-solving techniques.
  • Solve electrical engineering problems in accordance with relevant standards such as wiring codes, SANS standards, grid codes, safety regulations.
  • Work within operational limits of electrical equipment and systems, recognising when specialist consultation or authorisation is required.
  • Interpret technical data sheets, system specifications and equipment manuals to support solution development.

    Associated Assessment Criteria for Exit Level Outcome 2
  • Apply mathematical techniques such as calculus, differential equations, linear algebra and statistics to model electrical circuits, signals, control systems and power networks.
  • Apply principles of physics such as electromagnetism, energy conversion, wave propagation) to electrical engineering applications.
  • Analyse electrical systems using established engineering methods such as nodal/mesh analysis, Laplace transforms, state-space, transfer functions, Fourier analysis, and power flow analysis.
  • Use simulation and modelling tools to validate electrical engineering analytical solutions.
  • Integrate engineering science knowledge in solving practical electrical engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 3
  • Complete a structured electrical engineering design project such as power distribution system, control system, communication subsystem, embedded system or renewable energy installation.
  • Select and specify electrical components such as transformers, motors, protection devices, converters, controllers, sensors in compliance with relevant standards and codes.
  • Produce electrical schematics, wiring diagrams, PCB layouts or system block diagrams.
  • Incorporate health, safety, environmental, economic and regulatory considerations into the design.
  • Evaluate design alternatives and justify selected solutions based on technical and economic criteria.

    Associated Assessment Criteria for Exit Level Outcome 4
  • Design and conduct laboratory experiments involving electrical circuits, machines, control systems and communication systems.
  • Use appropriate electrical measurement instruments such as oscilloscopes, multimeters, power analysers, spectrum analysers, data acquisition systems.
  • Collect, analyse and interpret experimental data.
  • Compare experimental results with theoretical predictions and simulations.
  • Prepare technical laboratory or investigative reports in accordance with engineering conventions.

    Associated Assessment Criteria for Exit Level Outcome 5
  • Use discipline-specific software tools MATLAB, Simulink, RSCAD, Multisim, Proteus, AutoCAD Electrical, ETAP and similar packages.
  • Develop and test software for embedded systems or control applications.
  • Use simulation tools for power systems, signal processing and communication systems.
  • Apply information and communication technologies for data analysis, system modelling and documentation.
  • Demonstrate awareness of limitations, assumptions and risks associated with engineering tools and digital technologies.

    Associated Assessment Criteria for Exit Level Outcome 6
  • Produce technical reports short and extended related to electrical engineering analysis, design or investigations.
  • Prepare electrical drawings, circuit diagrams, layout drawings and technical documentation according to accepted standards.
  • Present design and project outcomes orally using appropriate technical terminology.
  • Communicate effectively with engineering peers, technicians, clients and regulatory authorities.
  • Compile project documentation such as specifications and test reports.

    Associated Assessment Criteria for Exit Level Outcome 7
  • Evaluate the societal, environmental and economic impact of electrical engineering projects such as power installations, renewable energy systems and communication networks.
  • Apply safety standards and environmental regulations in electrical system implementation.
  • Conduct basic risk assessments related to electrical hazards such as electric shock, arc flash, overload, electromagnetic interference.
  • Consider energy efficiency, sustainability and carbon reduction in design solutions.
  • Identify stakeholder requirements in community, industrial and commercial electrical projects.

    Associated Assessment Criteria for Exit Level Outcome 8
  • Plan and manage electrical engineering projects, including scheduling, budgeting and risk management.
  • Apply project management tools such as Gantt charts, work breakdown structures.
  • Allocate resources such as materials, equipment and personnel effectively.
  • Supervise installation, testing and commissioning activities.
  • Demonstrate leadership and teamwork within multidisciplinary project environments.

    Associated Assessment Criteria for Exit Level Outcome 9
  • Access and interpret technical standards, manufacturer manuals and professional guidelines.
  • Independently learn and apply emerging technologies such as smart grids, IoT devices, automation systems and renewable energy technologies.
  • Reflect on their own learning and professional development needs.
  • Adapt to unfamiliar electrical engineering problems using structured self-learning strategies.

    Associated Assessment Criteria for Exit Level Outcome 10
  • Apply ethical principles in scenarios involving electrical safety, regulatory compliance, public protection and environmental responsibility.
  • Interpret and apply relevant electrical legislation and codes of practice.
  • Analyse case studies involving professional responsibility, negligence or safety violations.
  • Demonstrate understanding of professional registration requirements and codes of conduct.
  • Show awareness of contractual and legal obligations in electrical engineering projects.

    Associated Assessment Criteria for Exit Level Outcome 11
  • Develop project plans for electrical engineering projects including timelines, milestones and deliverables.
  • Use project management tools to monitor and control progress.
  • Perform cost estimation for electrical installations, equipment and system implementation.
  • Conduct basic economic analyses on cost-benefit analysis, lifecycle costing, return on investment and to compare alternative electrical engineering solutions.
  • Justify technical decisions based on economic, technical and operational considerations.

    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. This approach ensures that all ELO's are assessed in an integrated manner. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner 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:
    Formative Assessment is aimed at enhancing learners' learning and provides them with an opportunity to reflect critically on their own learning and to improve their own learning, as well as to improve their levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study

    Summative Assessment:
    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 of the qualification and subject(s). Summative assessments are internally and externally moderated in accordance with institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports, and examinations.

    Integrated Assessment cuts across several subjects/modules of a qualification and is aimed at the holistic development of the learner and contributes to the learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence.

    In this qualification, different types of assessments based on various assessment techniques will be used to assess learner performance. Assessment for each credit-bearing component (subject) is achieved by a continuous assessment method and consists of a number and variety of assessment types spread evenly across the learning year (or semester). Formative and summative assessments are conducted in each subject and consist of written class tests, laboratory practical assessments, project work assessments and tutorial work assessments. The combination of these assessment types varies according to the nature, credit value and duration of each subject.

    In most subjects, the Final Integrated Summative Assessment (FISA), which carries a 50% weighting, takes the form of a written assessment under examination conditions. In this assessment, a learner is required to demonstrate an ability to integrate all the knowledge learnt in that subject and to apply this to solving appropriate, broadly defined engineering problems. In subjects that are largely project-based or very practical in nature, the FISA is replaced by more practical (laboratory-based) assessments and project work. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification meets the educational requirements for Engineering Technologist programmes as defined under the Sydney Accord framework.

    The Bachelor of Engineering Technology in Electrical Engineering:
  • Is comparable in purpose, level and duration to Engineering Technologist qualifications in Australia, New Zealand and Canada.
  • Aligns with the IEA Sydney Accord Graduate Attributes.
  • Covers substantially similar disciplinary content.
  • Addresses broadly defined engineering problems consistent with international technologist-level standards.
  • Incorporates applied design, investigation, sustainability, ethics and project management as required internationally.

    This qualification has been compared to internationally recognised standards and comparable qualifications in countries that are signatories to the International Engineering Alliance (IEA), particularly under the Sydney Accord, which governs Engineering Technologist qualifications.

    The comparison considered:
  • IEA Graduate Attributes and Professional Competencies (Sydney Accord standard)
  • Exit Level Outcomes and Associated Assessment Criteria
  • Qualification type and purpose
  • Duration and credit volume
  • Curriculum structure and disciplinary coverage
  • Level descriptors and professional outcomes

    The qualification was compared with:
  • Bachelor of Engineering Technology (Electrical) - Australia (Accredited under Engineers Australia - Sydney Accord)
  • Bachelor of Engineering Technology in Electrical Engineering - New Zealand (Accredited by Engineering New Zealand - Sydney Accord)
  • Bachelor of Engineering Technology (Electrical and Electronic Engineering Technology) - Canada (Accredited under Engineers Canada Technology Accreditation framework)

    Conclusion:
    All qualifications prepare graduates for registration as Engineering Technologists and focus on broadly defined engineering problems, applied engineering design, and implementation. The qualification meets the educational requirements for Engineering Technologist programmes as defined under the Sydney Accord framework. The Graduate Attributes 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 or Mechatronics Engineering, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Technology Honours in Electrical Engineering, NQF Level 8.
  • Postgraduate Diploma in Electrical Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering in Smart Grid Technology, NQF level 8.
  • Postgraduate Diploma in Engineering in Power System Planning and Operations, NQF level 8.

    Diagonal Articulation:
  • Occupational Diploma: Electrical Engineering Technician (Automation), NQF Level 6. 
    		•

    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.