SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Electrical Engineering in Power Engineering

SAQA QUAL ID	QUALIFICATION TITLE
112179	Advanced Diploma in Electrical Engineering 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
Advanced Diploma	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 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-09-18	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 serves to provide learners with the advanced knowledge in fundamental engineering. It emphasises electrical engineering principles and application. Also the qualification provides learners with an in-depth knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. Programmes leading to this qualification tend to have a strong vocational, professional or career focus and holders of this qualification are usually prepared to enter a specific niche in the labour market.

The specific purpose of educational programmes designed to meet this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Professional Engineering Technologist. This qualification provides: a) 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; b) the educational base required for registration as a Candidate and/or a Professional Engineering Technologist with Engineering Council of South Africa and c) Possible entry to a Bachelor's qualification.

Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this standard.

Rationale:
The Advanced Diploma in Electrical Engineering in Power Engineering is developed in line with the mission of the institution to offer quality education; lead, challenge, create and explore knowledge; and contribute to national objectives regarding skills development. This qualification supports the improvement of stature and quality of the scientific and technology programmes offered by the institution. As a distance education institution in South Africa the qualification will be part of a group of new Advanced Diploma in Engineering that will increase the institutional reputation will attract more international learners, especially from Africa, leading to an improved international scholarly output. The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy (NSDSIII).

Skilled electrical engineering technologists are required to meet the developmental needs of the country in all manufacturing and electrical engineering production fields. This qualification prepares its learners for professional registration as technologists in the electrical engineering field. Professional Engineering Technologists are characterised by the ability to apply established and newly developed engineering technology to solve broadly- defined problems, develop components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Electrical, Electronics and Communications Engineering is an area of study which prepare learners to apply 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 machine tools, jigs and other manufacturing equipment; stationary power units and appliances; engines; self-propelled vehicles; housings and containers; hydraulic and electric systems for controlling movement; and the integration of computers and remote control with operating systems.

The programme design reflects the new standard for engineering technologists as required by the Engineering Council of South Africa (referred to as the ECSA hereafter) based on the new HEQF (ECSA document E-05-PT 10 May 2012: Qualification Standard for Advanced Diploma in Engineering: NQF 7).

The qualification is consonant with the institution's mission, forms part of institutional planning and resource allocation, meets national requirements, the needs of learners and other stakeholders, and is intellectually credible. It is designed coherently, and articulates well with other relevant qualifications, where possible.

The Advanced Diploma in Electrical Engineering in Power Engineering is developed in line with the mission of the institution to offer quality education; lead, challenge, create and explore knowledge; and contribute to national objectives regarding skills development. This programme design serves the institution's objective to sustain excellence of academic programmes as it is in accordance with the new standard set by the professional body, a result of the new HEQF and aligned to the framework. The Advanced Diploma in Electrical Engineering in Power Engineering supports the improvement of stature and quality of the scientific and technology programmes offered by the institution. Part of a group of Advanced Diploma in engineering that will increase the institutional reputation will attract more international learners, especially from Africa leading to an improved international scholarly output.

This qualification provides aspiring electrical engineering technologists with knowledge to operate and improve electrical engineering processes in an efficient, safe and profitable way. The qualification addresses objectives of the NQF by providing the technologist qualification at NQF Level 7. Professional Engineering Technologists apply established and newly developed engineering technology to solve broadly-defined problems and develop components, systems, services, and processes. They provide leadership in the application of technology, and commercially effective operations. They work independently and responsibly, applying judgement to decisions arising in the application of technology to problems and associated risks.

Professional Engineering Technologists 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.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through RPL processes.

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

National Diploma in Electrical Engineering, NQF Level 6.
Or

Diploma in Engineering Technology in Electrical Engineering, NQF Level 6 (together with the 144 Credit Advanced Certificate in Engineering Practice in Electrical Engineering at NQF Level 6).
Or

A national or international equivalent qualification, NQF Level 6 (in the appropriate field).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 144 Credits.

Compulsory Modules, Level 7, 144 Credits:

Partial Differential Equations, 12 Credits.

Power Engineering Systems, 12 Credits.

Electrical Machines, 12 Credits.

Project Management and Engineering Economics, 12 Credits.

Computer-Aided Design and Simulation I A, 12 Credits.

Industrial Project 1A, 12 Credits.

Circuit Analyses, 12 Credits.

Alternative Energies, 12 Credits.

Power Electronics, 12 Credits.

High Voltage Systems, 12 Credits.

Computer- Aided Design and Simulation I B, 12 Credits.

Industrial Project IB, 12 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 competence.
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:

Define and analyse the problem.

Identify criteria for an acceptable solution.

Identity and use relevant information, engineering knowledge and skills for solving the problem.

Consider and formulate various approaches that would lead to workable solutions.

Modell, evaluate and analyse and select the best solutions.

Formulate and present solution 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.

Use theories, principles and laws.

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

Communicate concepts, ideas and theories.

Perform, conceptualise and reason about engineering materials, components, systems or processes.

Handle uncertainty and risk through the use of probability and statistics.

Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:

Formulated 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, are evaluated and used 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 a preferred solution is selected 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 is communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan, design, and conduct investigations, and experiments within an appropriate discipline.

Evaluate critically the relevant literature, including codes, is searched and material for suitability to the investigation.

Preform analysis necessary to the investigation.

Select, and use equipment or software is appropriate in the investigations.

Derive, analyse, and interpret information from relevant data is.

Draw conclusions from an analysis of all relevant evidence.

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

Associated Assessment Criteria for Exit Level Outcome 5:

Select and asses 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 critically the 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:

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 to 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:

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

Associated Assessment Criteria for Exit Level Outcome 8:

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

Carry out the individual work effectively and on time.

Contribute to team activities that support the output of the team.

Organise and manage a design or research project.

Carry out effective communication in the context of individual or team work.

Perform critical functions in the team and complete work on time.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage learning tasks 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.

Source, organise, and evaluate relevant information.

Comprehend and apply knowledge acquired outside of formal instruction.

Critical challenge assumptions and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe the nature and complexity of ethical dilemmas and the ethical implications of decisions made.

Apply ethical reasoning to evaluate engineering solutions.

Display awareness 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.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem solving and design.

Limit the decision making to the area of current competence.

Integrated Assessment:

Formative Assessment:
Learning and assessment are integrated. Formative assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied. The process is continuous and focuses on small sections of the work.

Summative Assessment:
Examination (both written and oral) or equivalent assessment such as a portfolio of a section or a project is used. Summative assessment examines the learner's ability to manage and integrate a large body of knowledge. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal, and non-formal learning and experience.

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). In the case of engineering technologist education, the equivalence of this whole qualification standard is ensured through the Sydney Accord. The standards are comparable with those for professionally-oriented engineering qualifications in countries having comparable engineering education systems to South Africa.

The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and Professional Competencies. Signatories to the Sydney Accord are organisations responsible for accrediting engineering technician programs in Australia, Canada, Chinese Taipei, Hong Kong, Ireland, New Zealand, Korea, South Africa, the United Kingdom, and the United States. In general, this qualification and its component modules compare well with their international counterparts.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Engineering Technology in Electrical Engineering, NQF Level 7.

Advanced Diploma in Electrical Engineering, NQF Level 7.

Vertical Articulation:

Bachelor of Science in Engineering in Electrical Engineering, 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.

1.	University of South Africa