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: 

Advanced Diploma in Computer Systems Engineering 
SAQA QUAL ID QUALIFICATION TITLE
111747  Advanced 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
Advanced 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 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   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 Advanced Diploma in Computer Systems Engineering is primarily an industry-oriented qualification. The qualification provides learners with a sound knowledge base in the field of Computer Systems Engineering. The qualification is designed to empower learners to be able to apply their knowledge and skills to a particular career or to professional contexts, while equipping them to undertake more specialised and intensive learning.

This qualification will enable learners to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineering technologist or certificated engineer.

The curriculum design for the Advanced Diploma in Computer Systems Engineering is aligned with the Engineering Council of South Africa's (ECSA) Exit Level Outcomes (ELO) contained in the ECSA standard and all learners of the qualification will be competent in all Exit Level Outcomes. Computer systems engineers are often tasked to research, design, develop, and test computer systems and components such as processors, circuit boards, memory devices, networks, and routers. In addition to that Computer Systems Engineers will discover new directions in computer related fields, which generate rapid advances in computer technology.

Rationale:
The problem of skills shortage in South Africa poses a significant limitation on the country's short and long-term economic growth potential. Several organs of government, such as Media Information and Communications Technology (MICT) Skills Education Training Authorities (SETA), the Career Junction Index (CJI) report and the media have confirmed that there is a high demand for engineers and information technology experts in South Africa. Computers Systems Engineering being the hybrid of engineering and Information and Communications Technology (ICT) makes this area of specialisation in engineering, most lucrative discipline to research and build several levels of human capacity.

The rationale behind this qualification is to develop Professional Engineering Technologist learners with attributes often characterised by the ability to apply established and newly develop engineering technology to solve broadly- defined problems, develop components, systems, services and processes. In addition, the qualification addresses the skill gaps in the country and train learners to be adequately prepared to provide answers to the 21st Century industrial needs. The design of the qualification received endorsements from the Engineering Council of South Africa (ECSA) and the advisory board committee of the department of Computer Systems Engineering.

The Advanced Diploma in Computer Systems Engineering is primarily an industrial-oriented qualification with engineering design capability, entrepreneurial and project management skills being envisioned. The qualification is designed in such a way to encapsulate the broad areas of information technology with engineering strength. The qualification is able to empower learners in the specialised areas such as computer network technologist, communication analyst, systems and computer systems integrator, process and automation technologist, core network enterprise expert, software engineer and ICT customer support officer.

The qualification is at the NQF Level 7 and will enable learners to articulate to the NQF Level 8 qualifications such as the Postgraduate Diploma in Computer Systems Engineering.

Qualifications leading to this qualification tend to have a strong professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the Computer Systems Engineering, system integration, digital electronics and other allied industries.

Thus the 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 required for registration as a Professional Engineering Technologist and/or Certificated Engineer with ECSA;
  • Entry to NQF Level 8 qualifications e.g. Honours, Postgraduate Diploma and Bachelor of Engineering qualifications and then to proceed to Masters Qualifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) may be used by learners to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes.
  • The structure of this qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.
  • Learners who already work in the Computer Engineering, Electronics and allied engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present themselves for assessment against those of their choice.
  • Evidence of prior learning will be assessed through formal RPL process of the University.
  • Learners submitting applications for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma/National Diploma in Computer Systems Engineering, NQF Level 6.
    Or
  • National Diploma/National in Engineering: Intelligent Industrial Systems, NQF Level 6.
    Or
  • National Diploma/National in Engineering: Electronics, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 6 and 7 totalling 140 Credits.

    Compulsory Modules, NQF Level 6, 15 Credits:
  • Computational Mathematics 401, 15 Credits.

    Compulsory Modules NQF level 7, 95 Credits:
  • Engineering Project Design 401& 402, 30 Credits;
  • Engineering Ethics and Practices 401, 10 Credits;
  • Engineering Project Management 402, 10 Credits;
  • Artificial Intelligent Systems 401, 15 Credits;
  • Embedded Systems Design 402, 15 Credits;
  • Digital Signal Processing 402, 15 Credits.

    Elective Modules NQF level 7, 30 Credits (Choose two):
  • Intelligent Industrial Systems 402, 15 Credits;
  • Computer Architecture and Organisation 401, 15 Credits;
  • Intelligent Electro-Mechanical Systems 402, 15 Credits;
  • Computer Emerging Technologies 402, 15 Credits;
  • Systems Resources Management 401, 15 Credits;
  • Computer Networks 402, 15 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 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. Define and conduct investigations and experiments of broadly-defined problems.
    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 and the need to act professionally within own limits of competency.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a diverse team and 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 practice within own limits of competence. 

    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 and used for solving the problem.
  • Various approaches are considered and formulated that would lead to workable solutions.
  • Solutions are modelled and analysed.
  • 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.
  • Uncertainty and risk is handled through the use of probability and statistics.
  • 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 are evaluated and used 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, designed and conducted within an appropriate discipline.
  • Relevant literature including codes 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 from relevant data is derived, analysed and interpreted.
  • Conclusions are drawn from an analysis of all relevant 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 selected and 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 critically 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.
  • Written communications meet the requirement of the intended audience.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is identified and dealt with 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 of those who are affected by the engineering activity are taken into consideration.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively and on time.
  • Contributions to team activities that support the output of the team.
  • A design or research project is organised and managed.
  • Effective communication is carried out in the context of individual or team work.
  • Critical functions in the team are performed and work is completed on time.

    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 individual 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 are described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Awareness is displayed of the need to maintain continued competence 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 the area of current competence.

    Integrated Assessment:
    The university will ensure an effective integrated assessment strategy is used. Clearly identified components of assessment will address summative and formative assessments of the Exit Level Outcomes. Evidence will be derived from a major work or multiple instances of limited scale work. 
    		•

    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 qualification is compared with other international institutions or universities with the same qualifications: which are Chisholm Institute, Kangan Institute, South West Institute Technical and Further Education (TAFE) and Royal Melbourne Institute of Technology (RMIT) University. The Advanced Diploma in Computer Systems Engineering is compared with its counterparts in curriculum and content designs and based on the same operational and implementation frameworks with a clear guidance with the Engineering Council of South Africa (ECSA) set standard. 

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

    Horizontal Articulation:
  • Bachelor of Engineering Technology in Electronic Engineering, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Science Honours: Electronics, 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.
     
    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.