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 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: Or Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
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: |
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:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: 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: Vertical Articulation: |
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 |
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. |