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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Materials Engineering in Polymer Technology 
SAQA QUAL ID QUALIFICATION TITLE
111166  Bachelor of Engineering Technology in Materials Engineering in Polymer Technology 
ORIGINATOR
Tshwane University of Technology (TUT) 
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  2019-08-23  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 Materials Engineering in Polymer Technology is to provide learners with advanced knowledge and practical techniques in engineering that can be applied as polymer engineering technologist in the workplace. Specifically the purpose of this educational qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Polymer Engineering Technologist. The acquired knowledge will give an understanding in the design and manufacture of many products in the plastics industry.

This qualification provides:
  • Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.
  • The educational base that may be required for registration in a Specified Category with Engineering Council of South Africa (ECSA).
  • Entry to National Qualifications Framework (NQF) Level 8 qualifications such as the Honours in Engineering in Materials Engineering in Polymer Technology qualification.

    Rationale:
    South Africa is currently experiencing an unprecedented economic growth. Thus the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like engineering professions. We live in an era where materials technology is continuously being developed and skills levels are rising in addressing some of the world's most pressing problems related to aerospace, medical, automotive and packaging applications. There are factors such as shortage of skills, lack of advanced manufacturing practices, lack of development and limited export focus which limit the growth and the prosperity of the plastic sector. The ratio of engineers to technologists to technicians is currently approximately 1: 0.4:1 (Quantec 2007) yet the ECSA and the Engineering Association of South Africa have proposed a ratio of 1 engineer to 1 technologist to 4 technicians to 16 artisans for the South African context. The Accelerated and Shared Growth Initiative for SA (AsgiSA) was launched to identify constraints in the economy and to propose interventions to increase the capacity for growth. Resolving the shortage of suitably skilled labour in South Africa was identified as one of the priority interventions necessary to achieve the growth envisaged through AsgiSA. This gave rise to the Joint Initiative on Priority Skills Acquisition (JIPSA). JIPSA set to identify short to medium term solutions in addressing the skills shortage. The rationale for this qualification arises from some three key recommendations of JIPSA. These are:
  • Accelerating the provision of priority skills to meet AsgiSA's objectives.
  • Promoting greater relevance and responsiveness in the education and training system and strengthen the employability of qualifying learners.
  • Identifying blockages and obstacles within the system of education and training that stand in the way.

    The needs of the stakeholder such as Plastics converters, Sasol Polymers, ECSA, Plastics Institute of South Africa (PISA) were addressed through the qualification design. It also meets the minimum standard specified by ECSA in the document E-07-PN_Rev1 dated 10 May 2012. The process of development of a Professional Materials Engineering in Polymer Technologist starts with the attainment of this qualification that meets the relevant ECSA standard. The content of this qualification will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Materials Engineering in Polymer technologist who will make a contribution to the SA economy and development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. The qualification may be achieved in part through Recognition of Prior Learning processes. Credits may be achieved through RPL and must not include credits at the exit level.

    Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments, unless otherwise recommended.

    The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (National Qualifications Framework (NQF) Level 4), with an endorsement of a Bachelor Degree, with Mathematics and Physical Sciences.
    Or
  • Senior Certificate, NQF Level 4 with Mathematics and Physical Science.
    Or
  • National Certificate Vocational, NQF Level 4 with Mathematics, Physical sciences or Applied Engineering Technology.
    Or
  • National Accredited Technical Education Diploma (NATED) 191: N3 (NQF-Level 4) and N4/N5/N6 (NQF Level 5) with Mathematics and Engineering Science. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 5: 140 Credits:
  • Information Literacy, 1 Credit.
  • Communication Skills, 6 Credits.
  • Computer Literacy, 5 Credits.
  • Life Skills, 2 Credits.
  • Engineering Mathematics I, 28 Credits.
  • General Physics, 14 Credits.
  • Mechanics, 28 Credits.
  • Strength of Materials I, 14 Credits.
  • Organic Chemistry, 14 Credits.
  • Plastics Technology, 28 Credits.

    Compulsory Modules, Level 6: 154 Credits:
  • Engineering Mathematics II, 14 Credits.
  • Probability and Statistics, 14 Credits.
  • Thermo-fluids, 28 Credits.
  • Plastics Material Science I, 14 Credits.
  • Polymer Chemistry, 14 Credits.
  • Plastics part and Tools Design, 28 Credits.
  • Scientific Computing, 14 Credits.
  • Plastics Conversion I, 28 Credits.

    Compulsory Modules, Level 7,126 Credits:
  • Engineering Practice, 14 Credits.
  • Strength of Materials II, 28 Credits.
  • Plastics Material Science II, 28 Credits.
  • Plastics Conversion II, 28 Credits.
  • Plastics Design Project, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to define and applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
    3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of broadly defined problems through locating, searching and selecting relevant data from codes, databases and literature, designing and conducting Experiments, analysing and interpreting results to provide valid conclusions.
    5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a team to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering technology practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Possible approaches are generated and formulated that would lead to a workable solution for the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of broadly-defined engineering problems.
  • Theories, principles and laws are used.
  • Formal analysis and modelling is performed on engineering materials, components, systems or processes.
  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes is performed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • The design process is planned and managed to focus on important issues and recognizes and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Design tasks are performed including analysis, quantitative modelling and optimization of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgment.
  • The selected design is assessed in terms of the social, economic, legal, health, safety and environmental impact and benefits.
  • The design logic and relevant information is communicated in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Investigations and experiments are planned and conducted within an appropriate discipline.
  • Available literature is searched and material is critically evaluated for suitability to the investigation.
  • Analysis is performed as necessary to the investigation.
  • Equipment or software is selected and used as appropriate in the investigations.
  • Information is analysed, interpreted and derived from available data.
  • Conclusions are drawn form an analysis of all available evidence.
  • The purpose, process and outcomes of the investigation are recorded in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The method, skill or tool is assed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly to achieve the required result.
  • Results produced by the method skill or tool are tested and assessed against required results.
  • Computer applications are created selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of text.
  • Visual materials used enhance oral communication.
  • Accepted methods are used for providing information to others involved in the engineering activity.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is explained in terms of the benefits and limitations to society.
  • The engineering activity is analysed in terms of the impact on occupational and public health and safety.
  • The engineering activity is analysed in terms of the impact on the physical environment.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organizing, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Contributions to team activities including at disciplinary boundaries, support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A design or research project is organized and managed.
  • Effective communication is carried out in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are managed autonomously and ethically, individually and in learning groups.
  • Learning undertaken is reflected on and own learning requirements and strategies are determined to suit personal learning style and preferences.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Assumptions are challenged critically and new thinking is embraced.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The nature and complexity of ethical dilemmas is described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
  • The system of continuing professional development is understood and embraced as an on-going process.
  • Responsibility is accepted for consequences stemming from own actions.
  • Judgements are made in decision making during problem solving and design.
  • Decision making is limited to are of current competence.

    Integrated Assessment:
    In the Bachelor of Engineering Technology in Materials Engineering in Polymer Technology two methods of assessment will be applied, namely continuous Assessment and examinations. In the case of continuous assessments, there will be no less than 4 assessment opportunities for semester modules and 6 for year modules. Each of the assessment opportunities contribute to the final mark according to a predetermined weight where a single assessment opportunity may not contribute to more than 40% of the final mark. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Engineering Technology in Material Engineering in Polymer Technology qualification offered at the institution is an internationally comparable qualification as ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). In the case of engineering technologist education, the equivalence of this whole qualification is ensured through the Dublin Accord.

    The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a first year Dublin Accord technician graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies (See www.ieagreements.org).

    The Dublin accord technologist graduate attributes are:
  • Engineering Knowledge: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialisation.
  • Problem Analysis - Identify and analyse well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity.
  • Design/development of solutions: Design solutions for well-defined technical problems and assist with the design of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.
  • Investigation: Conduct investigations of well-defined problems; locate and search relevant codes and catalogues, conduct standard tests and measurements.
  • Modern Tool Usage: Apply appropriate techniques, resources, and modern engineering and IT tools to well-defined engineering problems, with an awareness of the limitations.
  • The Engineer and Society: Demonstrate knowledge of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering technician practice and solutions to well defined engineering problems.
  • Environment and Sustainability: Understand and evaluate the sustainability and impact of engineering technician work in the solution of well defined engineering problems in societal and environmental contexts.
  • Ethics: Understand and commit to professional ethics and responsibilities and norms of technician practice.
  • Individual and Team work: Function effectively as an individual, and as a member in diverse technical teams.
  • Communication: Communicate effectively on well-defined engineering activities with the engineering community and with society at large, by being able to comprehend the work of others, document their own work, and give and receive clear instructions.
  • Project Management and Finance: Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a technical team and to manage projects in multidisciplinary environments.
  • Lifelong learning: Recognise the need for, and have the ability to engage in independent updating in the context of specialised technical knowledge. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Engineering, NQF Level 7.

    Vertical Articulation:
    Bachelor of Engineering Honours, 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. Tshwane University of Technology (TUT) 


    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.