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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Computer Systems Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111238	Postgraduate Diploma in Computer Systems Engineering
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
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	2019-08-23	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:
Over the last few decades, advancements in the application of computer systems engineering have reached an impressive level and led to new emerging computer markets. These computer technologies improve not only very common areas of our daily life, but also areas of education, health, production industries, and so on. Thus, recent advancements in computer systems engineering are the base for the future industrial evolution and the smart world. The feasibility of future developments strongly relies on the development of manpower in the field of computer systems engineering who will be able to have their hands in hardware, software and interfacing systems.

The need to develop and train manpower that will be able to advance the field of computer systems engineering become imperative for the country and globally as a whole. At the moment, the country is in shortage of postgraduate learners, especially in the field of engineering. Since the demand for the postgraduate learners in the industries, governmental parastatals and the world at large has grown tremendously, the institution initiated the design the Postgraduate Diploma in Computer Systems Engineering. This qualification is designed to address the highly skilled shortage in the country and the world at large in the emerging digital market, develop the research, innovative skills of the learners, empowering in entrepreneurial and project management capabilities.

The institution offers academic qualification in postgraduate diploma to learners with technical background in preparation for careers in industry and academic research. This qualification further exposes learners to state-of-the-art miniaturized and mobile computer systems and smart device technology, allowing them to acquire the complementary hardware and software knowledge and skills required for understanding and designing such systems. In this qualification, learners typically complete industrial research project, giving them the chance to delve into real-world scenarios in the field of Computer Systems Engineering. In addition to industrial research project-based component requirement, learners complete courses such as: Advanced Artificial Intelligent Systems, Advanced Embedded Systems Design, and Advanced Digital Signal Processing. There is a range of electives that address the industrial needs such as Advanced Intelligent Industrial Systems, Advanced Computer Architecture and Organisation, Advanced Intelligent Electromechanical Systems, Advanced Computer Emerging Technologies and Advanced Computer Networks.

Rationale:
The training of Postgraduate learners is an essential component of the national systems that results in economic and industrial evolution due to the new knowledge production and innovation. Often the qualifying learners of this level of qualification acquired the necessary knowledge and skills that underpin the modern knowledge economy and are able to produce new knowledge. In the globalised world, South Africa is not in the exception, the demand for qualifying learners skills, especially in the field of engineering and Information and Communication Technology where computer systems engineering is classified are in high demand. In recent years, the industries and government parastatals have embarked in recruiting learners with Postgraduate qualifications to be in charge of the key strategic decision-making and most sensitive aspect of the company services. This has led to the high demand of postgraduate qualification, hence leading to its shortage in the country. In the recent initiatives, such as those of the institution and the National Research Foundation (NRF) to accelerate the production of Postgraduate learners in the system to target this reality. In addition, high international demand for South African qualifying learners, together with the continuing brain drain, provides an urgent imperative to increase the production of postgraduate learners in order for the country to remain competitive and to be able to generate knowledge that is responsive to a wide range of societal needs.

The qualification provides learners with a combined understanding of computer hardware and software to develop new computer components or improve existing designs. The qualification prepares qualifying learners for highly valued, lucrative careers in design, development, research and testing of computer hardware and software.

The qualification aims to address two needs, first is to provide a broadly based training in computer systems engineering for learners who wish to augment their analytical skills with the knowledge of computer systems, computer programming, software engineering, data communications and digital electronics. The second aim is to provide a qualification dedicated to computer systems and engineering, that meets the needs of the qualifying learners who wish to further develop their professional, technical and analytical skills in this discipline and leads to further articulation to Master's qualification. This qualification empowers learners to have opportunities to specialise in different areas of disciplines such as healthcare systems, robotics, integrated circuits, network specialist, software specialist, automation engineer and much more.

The composition of the curriculum is developed to address the skills and competency gaps that may not be fulfilled by the advanced diploma qualifying learners of Computer Systems Engineering. The qualification is designed based on the prescription of the Engineering Council of South Africa Standards and procedures systems (Bachelor of Engineering Technology (Honours-NQF Level 8). Learners interested in studying this qualification must be in possession of an Advanced Diploma in Engineering: Computer Systems Engineering, Electronics, or an equivalent qualification.

Learners are often qualified for careers in consumer electronics, telecommunications, Networking, System integration, consulting firms, biomedical industries, government, the electronic gaming industry and software industry. They can also find opportunities in the information technology division of a variety of businesses. Job titles could include: Testing Senior Technologist, Senior Systems Analyst, Hardware Technologist, Information Technology Consultant, Digital Programmer and Research Officer, just to mention a few.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. RPL may also be used to obtain credits for some learning outcomes. Evidence of prior learning will be assessed through the institution's formal policies and procedures.

The structure of this non-unit standard based qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this second stage of engineering qualification.

Learners who already work in computer engineering, electronics and other allied engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes (ELOs) listed in the qualification will be able to present themselves for assessment.

Evidence of prior learning will be assessed through institution's RPL processes and procedures.

Learners submitting themselves for RPL will be briefed prior to the assessment and will be required to submit a portfolio of evidence in the prescribed format to be assessed for formal recognition.

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

Advanced Diploma in Engineering: Computer Systems Engineering, Electronics, and an equivalent qualification, National Qualifications Framework (NQF) Level 7, 120 Credits.
Or

Bachelor of Technology: Computer Systems, Intelligent Industrial Systems, Electronic or an equivalent qualification or an appropriate Bachelor's Degree, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules, 75 Credits:

Industrial Research Project, 30 Credits.

Advanced Artificial Intelligent Systems, 15 Credits.

Advanced Embedded Systems Design, 15 Credits.

Advanced Digital Signal Processing, 15 Credits.

Elective Modules, 45 Credits (Choose/Select three):

Advanced Intelligent Industrial Systems, 15 Credits.

Advanced Computer Architecture and Organisation, 15 Credits.

Advanced Intelligent Electro-mechanical Systems, 15 Credits.

Advanced Computer Emerging Technologies, 15 Credits.

Advanced Computer Networks, 15 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate competence to identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Demonstrate competence to conduct investigations of complex 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 engineering tools, including information technology, prediction and modelling, for the solution of complex 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 engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of 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 engineering practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and define the problem; and identify the criteria for an acceptable solution.

Identify relevant information and engineering knowledge and skills for solving the problem.

Generate and formulate possible approaches that would lead to a workable solution for the problem.

Model and analyse possible solutions.

Evaluate possible solutions and select the best solution.

Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Bring an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area to bear on the solution of complex engineering problems.

Use theories, principles and laws.

Perform formal analysis and modelling on engineering materials, components, systems or processes.

Communicate concepts, ideas and theories.

Perform reasoning about and conceptualising engineering materials, components, systems or processes.

Handle uncertainty and risk.

Perform work within the boundaries of the practice area.

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 to focus on important issues and recognises and deals with constraints.

Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.

Perform the design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.

Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.

Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.

Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan and conduct investigations and experiments within an appropriate discipline.

Search available literature and evaluate critically material for suitability to the investigation.

Perform an analysis necessary to the investigation.

Select and use equipment or software appropriate in the investigations.

Analyse and interpret information derived from available data.

Draw conclusions from an analysis of all available evidence.

Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5:

Assess the method, skill or tool for applicability and limitations against the required result.

Apply the method, skill or tool correctly to achieve the required result.

Test and assess results produced by the method, skill or tool against required results.

Create, select and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

Use appropriate structure, style and language of written and oral communication for the purpose of the communication and the target audience.

Use appropriate and effective graphics in enhancing the meaning of text.

Use visual materials to enhance oral communications.

Use accepted methods for providing information to others involved in the engineering activity.

Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

Explain the impact of technology in terms of the benefits and limitations to society.

Analyse the engineering activity in terms of the impact on public and occupational health and safety.

Analyse the engineering activity in terms of the impact on the physical environment.

Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8:

Explain the principles of planning, organising, leading and controlling.

Carry out individual work out effectively, strategically and on time.

Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.

Demonstrate functioning as a team leader.

Organise and manage a design or research project.

Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage learning tasks autonomously and ethically, individually and in learning groups.

Reflect on learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.

Source relevant information is sourced, organised and evaluated.

Comprehend and apply knowledge acquired outside of formal instruction.

Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe the nature and complexity of ethical dilemmas.

Describe the ethical implications of decisions made.

Ethical reasoning is applied to evaluate engineering solutions.

Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Understand and embrace the system of continuing professional development as an on-going process.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem solving and design are justified.

Decision-making is limited to area of current competence.

Integrated Assessment:
The Department of Computer Systems Engineering has aligned itself to the institution policy with respect to assessment and complemented with a CSE guide for assessment and moderation. Creating each module to have two (formal) assessments, assignments, projects and class tests (the quantity of the assignments, projects and class tests varies per module). Once a predicate mark has been achieved, the learners will write the one examination (summative assessment). The combination of predicate and examination marks (divided by two), will provide the final mark for the student per module. Some of the subjects are continuous evaluation and that exclude an examination. The procedures employed in administering any assessment as summarized below:

Industrial Research Project is a two semesters' work where the learner must complete an industry project with all the research components included. The specifications of the project are as follows: The student has to submit a written project proposal, which will be evaluated by the assigned supervisors. Once the proposal has been accepted, the learner will follow the guidelines and submit the required documentation on the specified dates from the study guide material. The project has to be a combination of the following fields: hardware, software, networks, web, database design and interface, intelligent based systems or controllers and adoption of emerging software or technologies.

INTERNATIONAL COMPARABILITY

This Qualification was benchmarked against international standards and qualifications. The following standards were extensively consulted:

Engineering Council of South Africa Qualification Standard for Bachelor of Engineering Technology Honours (E-09-PT).

Engineering Council of South Africa Qualification Standard for Postgraduate Diploma in Engineering Technology (E-09-PGDip).

Computer Engineering Curricula 2016 designed by a joint task force on the Computer Engineering Curricular Association for Computing Machinery (ACM) under the Institute of Electrical and Electronics Engineers (IEEE).

The Australian and New Zealand qualifications registered on NZQF and the AQF were considered with special attention on the Griffith University, the University of Southern Queensland, RMIT University and the University of Auckland.

The exit level outcomes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies which is locally managed under the Engineering Council of South Africa (ECSA).

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Information Technology, Level 8.

Vertical Articulation:

Master of Engineering in Computer and Electronic Engineering, Level 9.

Master of Computing in Computer Systems Engineering, Level 9

Master of 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.

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