SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Industrial Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111227	Bachelor of Engineering Technology Honours in Industrial Engineering
ORIGINATOR
Nelson Mandela University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-08-16	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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 Honours in Industrial Engineering is a Postgraduate qualification, characterised by the fact that it prepares learners for research and to be able to work in the industry. This qualification serves to consolidate and deepen the learner's expertise in industrial engineering and to develop research capacity in the methodology and techniques of industrial engineering.

Rationale:
Industrial engineering practitioners optimise how organisations deliver products and services by applying and integrating human factors, mathematical modelling and engineering problem-solving concepts to create more productive, competitive and safer workplaces. The knowledge and skills of the industrial engineering fraternity apply broadly across many sectors of society, including manufacturing, finance, transportation, health care, communications, energy, construction, entertainment, and government.

The continuous and rapid development of complex technology necessitates levels of conceptual understanding required by the complex problem solving skills needed. Adaptability to new technologies furthermore relies heavily on the understanding and the ability to apply fundamental conceptual knowledge. The advent of the 4th Industrial revolution, requires high levels of Systems Integration, not only in terms of infrastructure and Human Resources but also in terms of the "Big Data" which can be generated, converted into information and shared across the world-wide web. The aforementioned via the Internet of Things (IoT) in turn provides for high level interpretation and remote control/management opportunities.

The Bachelor of Industrial Engineering Technology Honours Degree thus will not only enhance the application of research and development to meet the minimum entry requirement for admission to a cognate Master of Engineering Degree, it also provides specialist and contextual knowledge to ensure competitive global production of products and delivery of services in a highly integrated and automated environment. Investigative and research skills will be developed in the integrative Industrial Research and Design project module culminating in both a Research report and a complex problem solving design.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The University Policy on Recognition of Prior Learning (RPL) will be applied where relevant. Both admission status and module credits may be granted through the RPL process.

RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews conducted by a panel of academic and external experts. All RPL decisions will be tabled at the Faculty Management Committee meeting for scrutiny and approval.

Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning may be considered for RPL. The Faculty policy, derived from the institutional RPL policy, requires that each applicant be assessed on an individual basis. The applicant will approach the Head of Department (HOD) regarding the RPL policy and process. The HOD will explain the RPL assessment process, the specific assessment criteria and the type and format of evidence(s) required. Applicants who qualify to pursue this option will complete the standard application form upon which the HOD will nominate an assessor to be approved by the Faculty Management Committee (FMC).

Applicants must provide a portfolio containing sufficient evidence of written material, produced independently. This material must meet with the following academic criteria at NQF Level 7 or NQF Level 8 in the case of module credits. The material must:

Indicate adequate knowledge and comprehension of the fundamental principles of Civil Engineering.

Demonstrate the ability to gather and collate multiple sources of information and competing perspectives to support a theoretical understanding of relevant issues.

Involve the application of discipline-based knowledge to the analysis of practical and/or conceptual problems.

Assessment of the learner's application will involve the following steps:

The learner must submit a portfolio containing evidence of all of the above.

The internal assessor, will assess the learner's portfolio and the outcome of the RPL process, including written reports by the assessor and a recommendation will be submitted to the HOD.

The final decision regarding the RPL status of the applicant will be presented to the FMC. The FMC secretary will communicate the FMC decision to the Faculty Officer, who in turn will communicate the outcome to the applicant.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Engineering Technology in Industrial Engineering, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 8 totalling 142 Credits.

This qualification consists of compulsory modules at NQF Level 8 totalling 142 Credits:

Systems Engineering, 14 Credits.

Advanced Manufacturing Technology, 14 Credits.

Engineering Quality and Reliability, 14 Credits.

Industrial Engineering Research, 30 Credits.

Engineering Systems Performance, 14 Credits.

Applied Systems Engineering, 14 Credits.

Supply Chain Engineering, 14 Credits.

Industrial Design Project, 28 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve complex Industrial Engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and Industrial engineering sciences to the conceptualisation of Industrial engineering models and to solve complex Industrial engineering problems.
3. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, Industrial engineering works, products or processes of a complex nature.
4. Demonstrate competence to conduct investigations of complex Industrial engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
5. Demonstrate competence to use appropriate techniques, resources, and modern Industrial engineering tools, including information technology, prediction and modelling, for the solution of complex Industrial engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Demonstrate competence to communicate effectively, both orally and in writing, with Industrial engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of Industrial engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of Industrial engineering management principles.
9. Demonstrate competence to 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 Industrial engineering 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 complex engineering problems.

Theories, principles and laws are used.

Concepts, ideas and theories are communicated.

Formal analysis and modelling is performed on engineering materials, components, systems or processes.

Reasoning about and conceptualising engineering materials, components, systems or processes is performed.

Uncertainty and risk is handled.

Work is performed within the boundaries of the practice area.

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 recognises 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 optimisation 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 judgement.

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.

Conclusions are drawn from an analysis of all available evidence.

The purpose, process and outcomes of the investigation are recorded in a technical report or research and design project report.

Associated Assessment Criteria for Exit Level Outcome 5:

The method, skill or tool is assessed 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 communications.

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 public and occupational 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, organising, 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 organised and managed.

Effective communication is carried out in the context of individual or team work.

Associated Assessment Criteria for Exit Level Outcome 8:

Learning tasks are managed autonomously, 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 The ethical implications of decisions made are 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 tools and techniques available in the workplace.

The system of continuing professional development is understood and embraced as an ongoing process.

Responsibility is accepted for consequences stemming from own actions.

Judgements are made in decision making during problem solving and design are justified.

Decision making is limited to area of current competence.

Integrated Assessment:
Assessment will include formative and summative written and verbal assessments including the documentation of projects and assignments appropriate to an Honours Degree.

The assessment will include:
Class tests: Knowledge outcomes as per the module outcome criteria specified for the various modules will be assessed principally through class tests, which will require learners to demonstrate their ability to analytically apply studied knowledge.

Assignments: Outcomes demonstrating insight and in depth understanding will be assessed principally through assignments which require learners to discuss, evaluate or extrapolate and apply concepts and techniques of particular aspects of theory by discussing or demonstrating its application to the solution of a practical problem. Attitudinal outcomes will be assessed through learner participation in project work and group assignments, which will require them to plan and work collaboratively.

Project work and group assignments:
Design Project work and complex group assignments will assess the ability to integrate knowledge and competencies gained in various modules to successfully complete investigations and designs in an all-encompassing way and thereby ensuring that all Exit Level Outcomes are met.

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). The Exit Level Outcomes (Graduate Attributes as per Engineering Council of South Africa (ECSA) Standards) and level descriptors defined in this qualification as per section I above are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The respective signatory countries are documented in the various Accords.

The qualification design is furthermore aligned in terms of the prescribed knowledge profile and assessment criteria as per ECSA standard documented as documented in section I above.

At the University of Derby in the United Kingdom in the United Kingdom, Manufacturing and Product Eng (Hons). B.Eng is offered. In the final stage of the qualification, learners will specialise in modules such as lean engineering, advanced materials, manufacturing strategy and systems, as well as ethical and environmental considerations in engineering.

Learners will also take an individual project module to extend their research and development skills and to give them real experience of solving an engineering problem in industry. This is an excellent way for prospective employers to assess the skills. With accreditation from professional bodies, this Manufacturing and Production Engineering (Hons) qualification from University of Derby equips learners for success as an Incorporated Engineer progressing a career in manufacturing systems, lean engineering or advanced materials.

At the Saint Ambrose University in the United States of America, the Industrial Production Engineering degree, BSc is offered. The qualification is concerned with designing, evaluating, and improving systems. At St. Ambrose, the emphasis is on how humans fit into those systems to ensure safe and productive work. Courses include industrial design, materials science, engineering dynamics, work systems design, ergonomics, system integration, and operations planning, scheduling and control.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Postgraduate Diploma in Engineering , NQF Level 8.

Bachelor of Engineering Technology Honours, NQF Level 8.

Vertical Articulation:

Master of Engineering, NQF Level 9.

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.

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