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: 

Bachelor of Engineering Technology in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
111147  Bachelor of Engineering Technology in Chemical Engineering 
ORIGINATOR
Cape Peninsula 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
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
Reregistered  EXCO 0821/24  2019-09-03  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 Bachelor of Engineering Technology in Chemical Engineering is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in Chemical 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 purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Chemical Engineering Technologist or certificated engineer.

The process of professional development in engineering has three principal phases: education, training and experience leading to registration and continuing development during practice. Phases are separated by important stages. At Stage 1, educational requirements are met. During employment, training is completed and experience is gained to attain the competencies for Stage 2, namely professional competence at the point of registration. Holding a qualification attached to a qualification accredited for the category of registration is the normal way of meeting the Stage 1 educational requirements.

To build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineering technologist or certificated engineer, this qualification provides:
  • Preparation for careers in Chemical Engineering and areas that potentially benefit from Chemical Engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Engineering Technologist and/or Certificated Engineer with Engineering Council of South Africa (ECSA).

    Rationale:
    This qualification is aligned to the Engineering Council of South Africa (ECSA) Standard E-02-PT.
    The different categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are: Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician, and Professional Certificated Engineer. Qualifying learners with this qualification will be able to register as Professional Engineering Technologists.

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

    The qualification will allow for flexibility in the career path in Chemical Engineering through personal growth and job advancement within and across the chemical and allied industry sector. Those who attain this qualification will provide companies with skills that include trouble shooting in chemical plants, process plant optimisation, process development and process design. It is therefore a reasonable assumption that qualifying learners with this qualification would satisfy a niche in the job market for Chemical Engineering Technologists. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institution has a Recognition of Prior Learning (RPL) policy in place. RPL learning is a process of identifying the knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning. PRL provides an opportunity to identify the learning and the have it assessed and formally acknowledged.

    RPL may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through RPL and credits may also be achieved by RPL.

    Gaining access
    If an applicant has considerable work experience, but do not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy. If access is granted, the qualification on the lower level is not awarded.

    Advanced Standing
    An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing".

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, Level 4 granting access to Bachelor's studies.
    Or
  • National Certificate (Vocational), Level 4 granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 434 Credits.

    Compulsory Modules, Level 5, 126 Credits:
  • Engineering Chemistry 1, 28 Credits.
  • Engineering Mathematics 1, 28 Credits.
  • Engineering Physics 1, 14 Credits.
  • Engineering Communication, 14 Credits.
  • Engineering Computer Applications 1, 14 Credits.
  • Environmental Law, 7 Credits.
  • Chemical Engineering Technology 1, 14 Credits.
  • Chemical Process Technology, 7 Credits.

    Compulsory Modules, Level 6, 161 Credits:
  • Transfer Processes, 21 Credits.
  • Chemical Engineering Thermodynamics, 28 Credits.
  • Engineering Mathematics and Statistics 2, 21 Credits.
  • Process Fluid Flow, 14 Credits.
  • Chemical Engineering Technology 2, 14 Credits.
  • Particle Technology, 14 Credits.
  • Process Design Principles1, 14 Credits.
  • Separations Processes 1 - Unit Operations, 14Credits.
  • Chemical Engineering Laboratory 1, 7 Credits.
  • Management and Environmental Law for Chemical Engineering, 7 Credits.
  • Chemical Engineering Laboratory 2, 7 Credits.

    Compulsory Modules, Level 7, 119 Credits:
  • Process Design 2, 35 Credits.
  • Bioprocess and Environmental Engineering, 14 Credits.
  • Chemical Reaction Engineering, 14 Credits.
  • Separations Processes 2 - Multistage Operations, 14 Credits.
  • Engineering Computer Applications 2, 14 Credits.
  • Process Control and Instrumentation, 14 Credits.
  • Research Methodology and Project, 14 Credits.

    Elective Modules, Level 7, 28 Credits (Choose/Select two modules):
  • Minerals Processing, 14 Credits.
  • Environmental Engineering, 14 Credits.
  • Oil and Gas Processing, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply chemical engineering principles to critically evaluate and solve engineering problems.
    2. Apply advanced mathematics and engineering principles to applied chemical engineering problems in the fundamental chemical engineering areas as well as the niche research areas.
    3. Perform an integrated design of chemical systems and engineering processes, within the constraints of profitability, plant safety and high environmental sensitivity.
    4. Apply process technology and investigate chemical engineering related problems and process design to illustrate technical competence.
    5. Apply Engineering techniques, including information technology, prediction and modelling in the solution of chemical processes problems.
    6. Communicate effectively and fluently in both written and spoken forms, while selecting and using the appropriate level, style and means of communication.
    7. Understand the importance of and apply broad ethical principles, including responsibility, transparency and accountability, to Chemical Engineering activities, with particular emphasis on environmental consciousness and public and employee safety and human rights.
    8. Work effectively as a member of a team.
    9. Use well-developed chemical engineering and learning skills to engage in life-long learning to further the personal development.
    10. Apply ethical principles to Chemical Engineering Design. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define criteria for an acceptable solution to a problem.
  • Model, analyse and evaluate all solutions, and select and present the best solution in the appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply fundamental and specialist knowledge by bringing mathematical, numerical analysis and statistical knowledge and methods to bear on engineering problems.
  • Describe uncertainty and risk through the use of probability and statistics.

    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, focusing on important issues and recognise and deal with relevant constraints.
  • Acquire and evaluate the required knowledge, information and resources and apply the correct principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process.
  • Evaluate all solutions: evaluate alternative solutions and select and implement a preferred solution based on the techno-economic analysis.
  • Assess the impact and benefits of the design: social, legal, health, safety and environmental.
  • Communicate the design logic and relevant information.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments involving the following performances.
  • Evaluate available relevant literature and material critically for suitability to the investigation.
  • Conduct investigations and experiments using the appropriate equipment.
  • Draw conclusions from the analyses of all available data.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Formulate assignments and learning activities to develop the following skills in an integrated manner.
  • Select and assess methods, skills and tools for applicability and recognise limitations against the required result.
  • Use computer packages for computation, modelling, simulation and information handling.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Communicate assignments and learning activities effectively, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and language.
  • Provide information in a format that can be used by others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Incorporate ethics and Environmental Management to:
    > The impact of engineering activity on society and the environment.
    > The need to bring into engineering analysis and design considerations of.
    > The impact of technology on society.
    > The personal, social, cultural values and requirements of those affected by engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Identify and focus on individual objectives in conducting work tasks.
  • Perform critical functions in the team, and complete work on time.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Source, organise and evaluate relevant information.
  • Challenge assumptions critically and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas and make ethical decisions.

    Integrated Assessment:
    A variety of Teaching and Learning methods will be used and is a blend of classroom teaching, tutorials and small group teaching, practicals, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the qualification. These ensure that learners engage actively with the material in different ways.

    The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with more sophisticated or deeper levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an engineering or science qualification. There will be constructive alignment between the teaching and learning strategy and the assessment strategy to achieve the intended outcomes.

    An effective integrated assessment strategy will be used. The qualification will combine formative and summative assessment methodologies.

    The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with more sophisticated or deeper levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an engineering or science qualification. There will be constructive alignment between the teaching and learning strategy and the assessment strategy to achieve the intended outcomes.

    An effective integrated assessment strategy will be used. The qualification will combine formative and summative assessment methodologies. 
    		•

    INTERNATIONAL COMPARABILITY 
    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 technologist education qualification is ensured through the Sydney Accord.

    The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation options.
    Horizontal Articulation:
  • Advanced Diploma in Chemical Engineering, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Engineering, 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.