SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Computer Systems Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111837	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
Diploma (Min 360)	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	360	Not Applicable	NQF Level 06	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		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 Diploma in Computer Systems Engineering is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent Practicing Engineering Technician Professional pathway.

The following curriculum design principles were used to develop a qualification from the Engineering Council of South Africa (ECSA) Qualification Standard - E-02-P: Qualification Standard for Diploma in Engineering. This qualification standard specifies: the required knowledge areas, the minimum credit distribution required per knowledge area, and the required Exit Level Outcomes (learner attributes) for this qualification. Hence the curriculum design principles used are:

The Exit Level Outcomes guide the curriculum content as well as pedagogical and assessment decisions.

The qualification has a coherent assembly of profession specific and complementary knowledge areas, and meaningful integration of the required skills and values.

At each level (semester/year) there will be "integrative active learning activities". These are intended to develop a range of skills (analytical reasoning, inquiry and research, information literacy, problem-solving, etc) and an integration of different knowledge areas. These learning activities will be practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.

There is an increase in the level of cognitive, affective, and psychomotor complexity from first year to final year to ensure an effective preparation for the real world of professional practice, and lifelong learning.

This qualification will be grounded in learning activities that will facilitate the development of key cognitive and practical skills (Inquiry and analysis, critical and creative thinking, written and oral communication, information literacy, teamwork and problem solving) required of an engineering learner.

The curriculum is designed in such a way as to ensure a progressive and cumulative combination of the key knowledge types in specific subject areas, in such a way as to deepen and extend the preceding knowledge, whilst adding a new element.

The qualification consists of a coherent assembly of knowledge areas. The knowledge areas associated with engineering practice (as specified in the Engineering Qualification Standard E-02-PN) include: mathematics, natural sciences, engineering sciences, design and synthesis, computing and IT, and relevant complementary studies. This assembly of knowledge areas provides a viable platform for further studies and lifelong learning, and enables development in a traditional or in emerging fields.

The qualification consists of:

Underpinning mathematics and science.
Learners' knowledge and understanding of mathematics and science will be of sufficient depth and breadth to underpin their computer systems engineering education, to enable appreciation of its scientific and engineering context, and to support their understanding of future developments. It is expected that this underpinning material will be taught in an engineering context and, where appropriate, computer systems engineering context. This qualification will have the following indicative science and mathematics: Mathematics 115, Mathematics 126, Mathematics 216 and basic natural science which is embedded in some of the engineering fundamental subjects like Electrical Principles 115 and Electronics 115.

Core Computer Systems engineering.
This qualification will include a coherent assembly of fundamental engineering sciences, design and principles and applications, engineering practice and embedded issues of ethics, safety, communication, sustainability, etc. This qualification will have the following indicative content for the core principles and applications of Computer Systems engineering:
> Engineering Sciences: this will broken down into two categories, the general and discipline specific. The general subjects are Network Systems 125, Programming 126 and Databases 215. Programming 216 and Operating Systems 226. The discipline specific subjects are Electronics 115, Electrical Principles 115, Digital Electronics 115, Electronics 126, Digital Electronics 126, Digital Process Control 216, Digital Electronics 216, Computer Architecture and Organization 216, Artificial Intelligence 226, Mobile Robotics 226, Network Systems 226, Digital Process Control 226, Programmable Logic Controllers 226, Logic Design 226, Embedded Systems 316 and Software Engineering 316.
> Engineering Design and Synthesis: In Computer Systems engineering, design and synthesis is the cumulative acquired theoretical and practical skills and dispense to produce a complete functioning systems. It requires application of engineering sciences, with given tasks, and taking into account economic, engineering ethics and good practices. Modules related to design and synthesis will be demonstrated as a mini-project, case studies, Project Construction 175, and Project Design 376.
> Engineering practice: This involve the application of engineering skills to solve well defined engineering problem through acquired skills in the workshop practices and series of practical classes in engineering science and specific disciplined subjects.
> Essential embedded learning: In this case the acquired soft skills with their theoretical engineering science connect the learners with work related experience. These include sustainability aspects; safety, health, environmental and other professional issues including ethics. They will also develop general skills that will be of value in a wide range of entrepreneurial skills. These include development of abilities within problem solving, communication, effective working with others, effective use of IT, report writing, information retrieval, presentational skills, project planning, self-learning, performance improvement, awareness of the benefits of continuing professional development etc.

Computing and Information Technologies:
This aspect of the discipline underpins focuses on the skills gained from computer training acquire during the learners programme such as programming, word-processing, spreadsheet, simulation tools and other discipline based software.

Complementary Studies:
This covers those disciplines outside of engineering sciences, basic sciences and me mathematics which are relevant to the practice of engineering. This will include the practice and contents such as the impact of technology on society, effective communication; and studies in humanities or social sciences that broadens the learner's perspective in the understanding of the world.

Work Integrated Learning (WIL):
The WIL component of the qualification will be conducted in the third year (Level 6) with a minimum duration of 600 hours. The credit value allocated to the WIL component is 60 Credits and continuously assessed by the qualified professional engineer and academic staff members. The adopted standard is based on the Engineering Council of South Africa (ECSA) document E-02-PN under subsection 6.1.

The institution offers the Diploma qualification to learners with no technical background and prepare them for work of life. This qualification further exposes learners to state-of-the-art miniaturised 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 will complete practical experiences and projects, giving them the chance to delve into real-world scenarios in the field of Computer Systems Engineering as a registered learner technician with ECSA. In addition to design-based and experiential industrial training component requirement, learner's will complete modules such as: Programming, Electronics, Electrical Principles, Digital Electronics, Network Systems, Project Construction, Programming, Databases, Digital Process Control, Computer Architecture and Organisation, Operating System, Programmable Logic Controllers, Logic Design, Embedded Systems, Probability and Statistics, Software Engineering and in their second year second semester they choose two out of the 3 following electives Artificial Intelligence, Mobile Robotics, Network Systems.

Rationale:
As gazette in Government Gazette No 37678 on May 2014, the National Scarce Skills list confirmed the shortage of engineers of various categories in the country. This shortage of engineer of different sets will definitely slow down the National Development Plan in term of man power shortage. To address this, there is an urgent need to train more and competent technicians and engineers.

Computer is a revolutionary device behind many of today's emerging new technologies in Africa and around the world with the inclusion of application in wireless communications, interactive multimedia, and high-speed computer networks. Computer systems technician must have knowledge of both hardware and software with respect to design, build and use complex information processing systems for a wide range of applications.

The design of this qualification is influenced by and large by the reference body of knowledge provided by the Association for Computing Machinery (ACM) and the Institute of Electrical and Electronics Engineers (IEEE) Computer Society Curricula series in Computer Engineering. The qualification is therefore aligned to international best practices and with the new trend and relevant modules that will give the learners a competitive advantage with the newest technology in the industry. The department's Advisory board consisting of staff representatives from industry and government bodies have been the vehicle by which we have gauged the relevance of this qualification. Apart from the approval of the industrial partners, ECSA also endorsed the qualification.

Learners will be qualified for careers in consumer electronics, telecommunications, Networking, System integration industries, consulting firms, Biomedical industries, government or the electronic gaming industry. They can also find opportunities in the information technology division of a variety of businesses.

This qualification will provide:
1. Preparation for a career in Computer Systems engineering and alike areas that potentially benefit from engineering skills, for achieving technician proficiency and to make a contribution to the economy and national development.
2. The educational base required for registration as a Professional Engineering Technician with ECSA.
3. The qualification is tailored for achieving proficiency in systems integration and interfacing, coupling, repair, and upgrade, design, fabrication, construction, installation, calibration, maintenance and modification of Computer related devices and systems.
4. This qualification equips learners with the necessary knowledge and skills to pursue a career in Computer Systems Engineering. The qualification is driven to achieve prescribed ECSA Outcomes for an Engineering Diploma qualification.

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 formal policies and procedures.

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 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 listed in the qualification will be able to present themselves for assessment.

Evidence of prior learning will be assessed through the RPL processes and procedures.

Learners submitting 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:

A National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.
Or

National Senior Certificate, NQF Level 4 granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

Compulsory Modules NQF Level 5, 100 Credits:

Programming 115, 10 Credits.

Mathematics 115, 10 Credits.

Electronics 115, 10 Credits.

Electrical Principles 115, 10 Credits.

Digital Electronics 115, 10 Credits.

Communication Science 165, 10 Credits.

Network Systems 125, 10 Credits.

Project Construction 175, 10 Credits.

Databases 215, 10 Credits.

Project Design 365, 10 Credits.

Compulsory Modules NQF Level 6, 240 Credits:

Programming 126, 10 credits.

Mathematics 126, 10 Credits.

Electronics 126, 10 Credits.

Digital Electronics 126, 10 Credits.

Digital Process Control 216, 10 Credits.

Mathematics 216, 10 Credits.

Programming 216, 10 Credits.

Digital Electronics 216, 10 Credits.

Computer Architecture & Organisation 216, 10 Credits.

Digital Process Control 226, 10 Credits.

Operating Systems 226, 10 Credits.

Programmable Logic Controllers 226, 10 Credits.

Logic Design 226, 10 Credits.

Embedded Systems 316, 10 Credits.

Probability & Statistics 316, 10 Credits.

Software Engineering 316, 10 Credits).

Work Integrated Learning 376, 60 Credits.

Project Design 376, 20 Credits.

Elective Modules NQF Level 6, 20 Credits (Choose two):

Artificial Intelligence 226, 10 Credits.

Mobile Robotics 226, 10 Credits.

Network Systems 226, 10 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to systematically diagnose and solve well-defined computer systems engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied Engineering procedures, processes, systems and methodologies to solve well-defined computer systems engineering problems.
3. Perform procedural design of components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, schematics and data books, conducting standard tests, experiments and measurements.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology for the solution of well-defined computer systems engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing within an engineering context and with varying audiences.
7. Demonstrate knowledge and understanding of the impact of computer systems engineering activity on the society, health and safety, economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a technical team and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of engineering technical practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Solve engineering problems by assignments such as engineering case studies, laboratory experimentation and engineering design projects.

Associated Assessment Criteria for Exit Level Outcome 2:

Bring mathematical, numerical analysis and statistical knowledge and methods to bear on engineering problems by using an appropriate mix of:
> Formal analysis and modelling of engineering components, systems or processes;
> Communicating concepts, ideas and theories with the aid of mathematics;
> Reasoning about and conceptualising engineering components, systems or processes using mathematical concepts;
> Dealing with uncertainty and risk through the use of probability and statistics.

Use physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of engineering problems by an appropriate mix of:
> Formal analysis and modelling of engineering components, systems or processes using principles and knowledge of the basic sciences;
> Reasoning about and conceptualising engineering problems, components, systems or processes using principles of the basic sciences.

Use the techniques, principles and laws of engineering science at a fundamental level and in at least one specialist area to:
> Identify and solve open-ended engineering problems;
> Identify and pursue engineering applications;
> Work across engineering disciplinary boundaries through cross disciplinary literacy and shared fundamental knowledge.

Associated Assessment Criteria for Exit Level Outcome 3:

Identify and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.

Plan and manage the design process: focus on important issues, recognise and deal with constraints.

Acquire and evaluate the requisite knowledge, information and resources: apply correct principles, evaluate and use design tools.

Perform design tasks including analysis, quantitative modelling and optimisation.

Evaluate alternatives and preferred solution: exercise judgement, test implementability and perform techno-economic analyses.

Assess the impacts and benefits of the design: social, legal, health, safety, and environmental.

Communicate the design logic and information.

Plan and manage the design process to focus on important issues and recognises and deals with constraints.

Associated Assessment Criteria for Exit Level Outcome 4:

Apply research methods.

Plan and conduct investigations and experiments using appropriate equipment.

Analyse, interpret and derive information from data.

Associated Assessment Criteria for Exit Level Outcome 5:

Use of appropriate engineering methods, skills and tools and assessment of the results they yield.

Use of computer packages for computation, modelling, simulation, and information handling, involving:
> Assessment of the applicability and limitations of the package;
> Proper application and operation of the package;
> Critical testing and assessment of the end-results produced by the package.

Use of computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

Create computer applications as required by the discipline.

Bring techniques and knowledge to bear on engineering practice from economics, business management, and health, safety and environmental protection.

Associated Assessment Criteria for Exit Level Outcome 6:

Demonstrate effective communication, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and graphical support;

Apply methods of providing information for use by others involved in engineering activity.

Associated Assessment Criteria for Exit Level Outcome 7:

Identify and deal with the impact of technology in terms of the benefits and limitations to society.

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

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

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

Associated Assessment Criteria for Exit Level Outcome 8:

Understand the impact of engineering activity on society and the environment.

Bring into engineering analysis and design considerations of:
> The impact of technology on society;
> The personal, social, cultural values and requirements of those affected by engineering activity.

Associated Assessment Criteria for Exit Level Outcome 9:

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

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

Source, organise and evaluate relevant information.

Comprehend and apply the 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.

Display an awareness of the need to 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.

Integrated Assessment:
Computer Systems Engineering will combine well established assessment methods such as summative, formative and diagnostic evaluations in order to allow learners to be tested on the various Exit Level Outcomes linked to their qualification. Some assessment format will be test, examinations, assignment, projects, and practical, case studies, visual and oral presentation and tutorial evaluations. Each assessment adopted, will follow the Bloom taxonomy characteristic with respect to complexity of each level of study.

As a part of institutional policy, all the exit level subjects will be subjected to the internal quality assurance and external moderation while other summative assessments in non-exit level subjects will be subjected to internal moderation.

INTERNATIONAL COMPARABILITY

The qualification meets the requirements for registration with the Engineering Council of South Africa as a learner Engineering Technician. The alignment with the Institute of Electrical and Electronics Engineers (IEEE)/Association for Computing Machinery (ACM) Computer Engineering syllabus is attempted. The first accredited computer engineering degree in the United States was establish in Case Western Reserve University in 1971. As of October 2004, there was 170 ABET-accredited computer engineering qualification in the US. Computer Engineering is now an established field being taught world -wide as is reported in the IEEE/ACM Computer Engineering syllabus.

As mentioned, the qualification is aligned to the Engineering Council of South Africa (ECSA) prescriptions. The ECSA is the platform or link of international comparability in South Africa. ECSA who is a member of the Washington, Sydney and Dublin Accords is a sole accreditation body for engineering education in South Africa.

The following curriculum design principles were used to develop a qualification from the Engineering Council of South Africa (ECSA) Qualification Standard - E-02-P: Qualification Standard for Diploma in Engineering. This qualification standard specifies: the required knowledge areas, the minimum credit distribution required per knowledge area, and the required Exit Level Outcomes (learner attributes) for this qualification. Hence the curriculum design principles used are:

The Exit Level Outcomes guide the curriculum content as well as pedagogical and assessment decisions.

The qualification has a coherent assembly of profession specific and complementary knowledge areas, and meaningful integration of the required skills and values.

Learners will have multiple opportunities throughout the qualification to explore, develop and be assessed of the various competencies from level of novice to the desired level of competence as the learner progresses in the qualification.
There is an increase in the level of cognitive, affective, and psychomotor complexity from first year to final year to ensure an effective preparation for the real world of professional practice, and lifelong learning.

The qualification consists of a coherent assembly of knowledge areas. The knowledge areas associated with engineering practice (as specified in the Engineering Qualification Standard E-02-PN) include: mathematics, natural sciences, engineering sciences, design and synthesis, computing and IT, and relevant complementary studies. This assembly of knowledge areas provides a viable platform for further studies and lifelong learning and enables development in a traditional or in emerging fields.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Diploma: Electronics Technician, NQF Level 6.

Vertical Articulation:

Advanced Diploma: Industrial Electronics, NQF Level 7.

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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