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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
111235  Bachelor of Engineering Technology Honours in Electrical 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 qualification prepares learners for research, industry and Postgraduate studies. This qualification serves to consolidate and deepen the learner's expertise in electrical engineering and to develop research capacity in the methodology and techniques of electrical engineering.

Rationale:
The qualification will enhance the application of research and development as well as specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate Master's Degree. In Electrical Engineering disciplines. The continuous and rapid development of complex technology necessitates higher levels of conceptual understanding required for the complex problem solving skills needed. Adaptability to new technologies, furthermore, relies heavily on the understanding of and the ability to apply fundamental conceptual knowledge.

Currently the application of engineering knowledge and skills from various engineering disciplines and information technology serves a modern integrated engineering environment with real time remote Supervisory Control and Data Acquisition of all engineering systems. These include amongst others the following:
  • Smart Grids for Base Power and Renewables (Generation/Transmission/Distribution/Utilisation of Energy).
  • Smart manufacturing.
  • e-Mobility and trusted autonomy in autonomous vehicles.
  • Manufacturing Execution Systems (MES) and modern logistic services.

    Installed renewable energy capacity has grown significantly and engineers are required in the field. 
    		•

    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) will be applied where relevant. Both admission status and module credits may be granted through the RPL process.

    RPL decisions are 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 at an equivalent level may be considered for admission through RPL.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Engineering Technology in Electrical Engineering, Level 7.
    Or
  • Bachelor of Technology, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at Level 8 totalling 140 Credits:
  • Applied Mathematics, 10 Credits.
  • Modelling and Simulation, 12 Credits.
  • Energy Systems, 14 Credits.
  • Electrical Power Systems, 12 Credits.
  • Advanced Control and Measurement, 12 Credits.
  • Advanced Power Electronics and Drives, 12 Credits.
  • Engineering Economics, 10 Credits.
  • Electrical Engineering Research, 30 Credits.
  • Electrical Engineering Design, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve complex electrical engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural science and electrical engineering sciences to the conceptualisation of electrical engineering models and to solve complex electrical engineering problems.
    3. Perform creative, procedural and non-procedural design and synthesis of components, systems, electrical engineering works, products or processes of a complex nature.
    4. Conduct investigations of complex electrical engineering problems including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
    5. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    6. Demonstrate knowledge and understanding of the impact of electrical engineering activities on society, economy, industrial and physical environment.
    7. Demonstrate knowledge and understanding of electrical engineering management principles.
    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 Electrical 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.
  • 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.
  • 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 and derived from available data.
  • 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 project report.
  • Engagement with research literature and use of research methods is performed.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • 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 6:
  • 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 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 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:
    Knowledge outcomes will be assessed principally through class tests which require learners to demonstrate competence to apply knowledge of fundamental principles to solve complex electrical engineering electrical problems, their use and application.

    Outcomes demonstrating insight and understanding will be assessed principally through assignments which require learners to conceptualise, 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 complex 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. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, with all signatories 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 are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies.

    The following international qualifications were identified to be similar to this qualification.

    The Bachelor of Engineering (Honours) in Electrical Engineering is offered at the Hong Kong Polytechnic University. This qualification is a major electrical engineering qualification in Hong Kong that provides education in the field of electrical power and energy. The curriculum is designed to provide learners with electrical engineering fundamentals, advanced and specialist topics, and non-technical subjects such as economics and management. Engineering practice is an integrated component of the curriculum. Learning is supplemented by a variety of laboratory, training and project activities. Learners also develop good presentation and problem-solving skills through mini-projects and final-year projects. Learners are required to take the Work-Integrated Education (WIE) component, which may be in the form of summer training or industrial attachment. The qualification has been granted provisional accreditation by the Hong Kong Institution of Engineers (HKIE). Learners will have numerous employment opportunities in engineering planning and design, manufacturing, installation, maintenance and servicing, engineering sales and research. This qualification provides in-depth coverage of electrical engineering according to an outcome-based education philosophy. The qualification aims to produce engineers who are able to practise their professions in the broad area of electrical engineering which includes, but is not limited to, electrical power systems, energy conversion and utilisation, transportation systems, environmental protection, control, computer and fibre-optic applications. The learner will gain a broad-based education and adequate specialist knowledge to undertake high-level work in design, planning, supervision and manufacturing. The qualification thus places emphasis on the mastery of fundamental principles and application of the latest engineering technology. Of equal importance is the training of leadership, entrepreneurship, and communication skills.

    In Ireland the Bachelor of Engineering (Honours) Electrical Engineering is offered at the Waterford Institute of Technology. The primary aim of the BEng (Hons) in Electrical Engineering is to produce learners who possess a thorough knowledge of scientific principles and engineering practice and an appreciation of the work and business environment in which the professional engineer must work. The qualification's core content has a strong emphasis on nurturing an ability to foster analytical thinking and reasoning. A six month placement helps learner to be able to be placed in a context for some of the material already gained and will provide a stimulus in the final year of learning.

    Learning Outcomes:
  • Professionally apply systematic engineering methods to design optimised and sustainable solutions to complex, multi-disciplinary real-world engineering problems.
  • Formulate and evaluate solutions to engineering problems by selecting and applying theoretical principles and methods from the underpinning physical, mathematical and information sciences.
  • Proficiently apply advanced technical knowledge and appropriate tools in at least one field of engineering specialisation.
  • Identify and critically evaluate current developments and emerging trends within at least one field of engineering specialisation.
  • Understand the contextual factors that influence professional engineering practice, and identify the potential societal, ethical, and environmental impact of engineering activities.
  • Communicate effectively with colleagues, other engineering professionals and the broader community employing a range of communication media and tools.
  • Engage in independent research and investigation through the application of research-based knowledge and research methods, including searching, analysing and evaluating information sources within and beyond their engineering discipline.
  • Engage effectively in critical reflection and independent learning to continue practicing at the forefront of the discipline.
  • Work effectively and proactively within cross-cultural, multi-disciplinary teams, demonstrating autonomy, ethical conduct, well-developed judgement, adaptability and responsibility to achieve engineering outcomes at a high standard. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Postgraduate Diploma in Electrical Engineering, Level 8.

    Vertical Articulation:
  • Master of Engineering Technology in Electrical Engineering, Level 9.
  • Master of Electrical Engineering, 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.
     
    NONE 


    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.