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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Power Engineering

SAQA QUAL ID	QUALIFICATION TITLE
112036	Bachelor of Engineering Technology Honours in Power Engineering
ORIGINATOR
University of South Africa
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	2019-09-09	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:
A Bachelor of Engineering Technology Honours in Power Engineering (BEng Tech Hons (Power)) will enable learners to apply competently an integration of theory, principles, techniques, research methodology, practical experience and appropriate skills to complex electrical/power engineering problems in the field of engineering while operating within the relevant standards and codes. Learners will be able to demonstrate a comprehensive general engineering knowledge, as well as systematic knowledge, of the terms, procedures and principles of the engineering discipline. Learners will also be able to gather evidence from the relevant sources using retrieval skills, organise and synthesise information to be used for research and technology improvement and present the information professionally in a mode appropriate to the audience. They will also be able to demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context.

Learners completing this qualification will demonstrate competence in all the learner attributes contained in the Engineering Council of South Africa's (ECSA) standard. Therefore, the characteristics of profile of the learner is as follows:

Be able to consolidate and deepen the expertise in a specialised area of a particular discipline and develop research capacity in the methodology and techniques of that discipline;

Work independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations; and;

Have a broad, fundamentals-based appreciation of engineering sciences, with depth in specific areas, together with knowledge of financial, commercial, legal, social and economic, health, safety and environmental matters.

The specific purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineer. Thus the BEng Tech Hons (Power) qualification prepares individuals to apply complex mathematical and scientific principles to the design, development and operational evaluation of physical systems used in manufacturing and end-product systems used for specific uses, including the design of electrical systems and processes and the integration of computers and remote control with complex operating systems.

The BEng Tech Hons (Power) learners will be able to apply established and newly developed engineering technology to solve complex electrical/power engineering problems and develop components, systems, services and processes. They will also be able to provide leadership in the application of technology and commercially effective operations. They will be able to work independently and responsibly, applying judgement to decisions arising in the application of technology to problems and associated risks.

Rationale:
The Bachelor of Engineering Technology Honours, as defined by the Qualification Standard of ECSA for the Bachelor of Engineering Technology Honours, NQF Level 8, is a postgraduate specialisation qualification, characterised by the fact that it prepares learners for research-based postgraduate study. This qualification serves to consolidate and deepen the learner's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification demands a high level of theoretical engagement and intellectual independence.

The Bachelor of Engineering Technology Honours in Power Engineering (BEng Tech Hons (Power)) enhances 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 qualification. The Master's qualification is usually in the area of specialisation of the Bachelor of Engineering Technology Honours qualification.

The rationale of this qualification is to prepare learners for a career in all Electrical Engineering fields as professional practitioners and researchers. The undergraduate Electrical Engineering Technology stream comprises two qualifications namely:

360-Credit Diploma in Engineering in Electrical Engineering,

Advanced Diploma in Electrical Engineering (Process Control or Power Engineering or Telecommunications).

The BEng Tech Hons (Power) qualification is part of a group of engineering technology qualifications, which prepares the technology stream learners to be able to register with ECSA as Professional Engineers (Pr. Eng.). BEng Tech Hons (Power) learners must therefore have a specialised understanding of the engineering science that underpins specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

The National Diploma, B Tech and M-Tech will be phased out and replaced by the new HEQSF qualifications.

The institution plans to address the current skill shortage of Engineering skills in the country, especially in this discipline, with this BEng Tech Honours, that Technologists in the field can take via self-study. Thus the BEng Tech Hons (Power) qualification will provide learners with a pathway towards further post-graduate studies at Master's level (M-Eng.) followed by a PhD.

This qualification provides:

Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to make a contribution to the economy and national development.

Part of the educational base required for registration as a Professional Engineer with ECSA.

Entry to a Master's qualification.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) policies are aligned to the national RPL Policy. Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. All admission through RPL must be in accordance with the institution's RPL Policy.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification.

Evidence of prior learning must be accessed through formally recognised RPL processes to recognise achievement thereof.

Learners submitting for RPL will be thoroughly 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. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Graduate Attributes (Exit Level Outcomes).

The structure of this qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes in this engineering qualification. The provision that the qualification may be obtained through the RPL facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.
Learners who already work in the engineering industry and who believe they possess competencies that will enable them to meet some, or all of the Graduate Attributes listed in the qualification, will be able to present themselves for assessment against those of their choice.

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

Advanced Diploma in Electrical Engineering in Process and Control or Telecommunications or Power Engineering, NQF Level 7.
Or

Bachelor of Engineering -Technology in Electronic Engineering Technology, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 144 Credits:

Advanced Engineering Mathematics, 12 Credits;

Energy Systems, 12 Credits;

Power Electronics A, 12 Credits;

Software Engineering, 12 Credits;

Research Planning and Research Analyses, 12 Credits;

Research Project 1A, 12 Credits;

Advanced Transmission Technology, 12 Credits;

Power Electronics B, 12 Credits;

Advanced Protection Technology, 12 Credits;

Opto-Electronics, 12 Credits;

Robotics, 12 Credits;

Research Project 1B, 12 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. 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. 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. 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. 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:

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 pro-cesses 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.

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 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 on-going 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:
Due to the specific research components of this qualification namely:

Research Planning and research analysis;

Research Project 1A and;

Research project 1B.
There are two types of integrated assessments for this qualifications:

Formative assessment: learning and assessment are integrated. This form of assessment includes assignments and project progress reports totalling 40 % of the final mark.

Summative assessment: Examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. Summative assessment examines the learner's ability to manage and integrate a large body of knowledge. (60 % of the final mark).

For the research modules each learner will be allocated an academic supervisor.

The supervision of the data collection, analysis and interpretation will be done on a one-on- one basis.

The rest of the modules in this qualification have two assessment components as follows:

Formative assessment: learning and assessment are integrated. This form of assessment includes assignments based on the learning material, progress reports for practical's conducted and competencies applied. The process is continuous and focuses on small sections of the work. (20% of the final mark).

Summative assessment: examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. Summative assessment examines the learner's ability to manage and integrate a large body of knowledge (80% of the final mark).

INTERNATIONAL COMPARABILITY

Qualifications accredited by ECSA are international comparable according to international Accords that are in place. International compatibility of the whole qualification is ensured through the Washington Accord. The standards are comparable with those for professionally oriented Bachelor's Degrees in engineering in countries having comparable engineering education systems to South Africa.

Comparability is in terms of the Exit Level Outcomes and Level Descriptors defined in this qualification which are aligned with the attributes of a Washington Accord professional engineering learner in the International Engineering Alliance's Graduate Attributes and Professional Competencies.

The present qualification and its component modules compare well with their international counterparts.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Engineering in Electro-Mechanical Engineering, NQF Level 8.

Vertical Articulation:

Master of Engineering in Electrical 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.

1.	University of South Africa