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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Industrial Engineering 
SAQA QUAL ID QUALIFICATION TITLE
112692  Diploma in Industrial 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
Diploma (Min 360)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
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  2019-10-30  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 purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising professional engineering technician. This qualification provides preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to contribute to the economy and national development. Constituents from industry endorsed the qualification via advisory committee meetings for Industrial Engineering. The qualification will increase the institutional reputation; and attract more international learners, especially from Africa, leading to an improved global scholarly output.

As an acknowledged distance education institution, the institution wants to expand the educational choices to all new engineering learners and artisans, supervisors and inspectors in the country. The qualification will provide access towards entrepreneurs, technicians, technologists, engineers and researchers. This qualification will address the current engineering skill shortage by allowing workers in the field to upgrade their qualifications via self-study. The institution designed the qualification to meet the educational requirement towards registration as a Learner or Professional Engineering Technician with the Engineering Council of South Africa.

Rationale:
The institution currently has a limited engineering vocational educational choice for the learners. The institution intends to expand the educational choices to all new learners, including artisans, supervisors, inspectors and entrepreneurs in the country and to provide opportunities at lower level qualifications in the different disciplines of engineering, offering access towards technicians, technologists, engineers and researchers. Learners can progress (from one level to another), while allowing transfer between institutions.
The institution plans to address the current shortage of engineering skills in the country, with the qualification, that workers in the field can take via self-study, not available through any other institution. The Diploma in Industrial Engineering, in conjunction with in-service experience, will provide learners with a pathway towards qualifying as registered Engineering Technicians. The qualification complies with the Engineering Council of South Africa's recommended minimum knowledge areas.

The qualification prepares individuals 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 industrial engineering products. The integration of computers and remote control with operating systems are a necessity of modern engineering. The process of further professional development of a Learner or Professional Engineering Technician starts with the attainment of a qualification that meets this standard. After graduation, a qualification of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technician.

The qualification will be part of a group of new Diplomas in Engineering that will increase the institutional reputation and will attract more international learners, especially from Africa, leading to an improved global scholarly output.

This qualification provides aspiring industrial engineering technicians with the knowledge to operate and improve industrial engineering processes in an efficient, safe and profitable way. Professional engineering technicians apply new engineering technology to solve well-defined problems and design components, systems, services and processes.

Professional Engineering Technicians 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):
Qualifying learners may achieve this qualification in part through the Recognition of Prior Learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. All admission through RPL must be per the institution RPL Policy:
  • Recognition of Prior Learning (RPL) may be used to demonstrate competence for access to this qualification.
  • Evidence of prior learning must be accessed through formally recognised RPL processes to recognise achievement thereof.
  • Learners submitting themselves for RPL should be thoroughly briefed before the assessment and will be required to submit a Portfolio of Evidence in the prescribed format 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 Qualifying Learner Attributes.
  • 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 who believe they possess competencies which will enable them to meet some or all of the Qualifying Learner 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:
  • National Senior Certificate, NQF Level 4 with Mathematics, English, Physical Science and either an Engineering and Technology or a Computer subject.
    Or
  • Senior Certificate, NQF Level 4 with Mathematics, Physical Science and English.
    Or
  • N3 certificate with Mathematics, Engineering Science and English.
    Or
  • N4 certificate with Mathematics and Engineering Science.
    Or
  • National Certificate (Vocational), NQF Level 4 with Mathematics and Engineering Science.
    Or
  • Higher Certificate in a related field, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 96 Credits:
  • Introduction to English Skills, 12 Credits.
  • Ethical Information and Communication Technologies for Development Solutions, 12 Credits.
  • Mathematics I, 12 Credits.
  • Engineering Drawings and Graphics, 12 Credits.
  • Manufacturing Technology 1, 12 Credits.
  • Engineering Mechanics 1, 12 Credits.
  • Electrical Engineering I, 12 Credits.
  • Fundamentals of Engineering Work-Study, 12 Credits.

    Compulsory Modules, Level 6, 192 Credits:
  • Mathematics II, 12 Credits.
  • Manufacturing Technology 2, 12 Credits.
  • Engineering Production Technology 1, 12 Credits.
  • Industrial Engineering Statistics, 12 Credits.
  • Solid Mechanics 1, 12 Credits.
  • Advanced Engineering Work-Study, 12 Credits.
  • Facilities Planning and Material Handling, 12 Credits.
  • Engineering Management 1, 12 Credits.
  • Industrial Accounting, 12 Credits.
  • Engineering Production Technology 2, 12 Credits.
  • Engineering Quality Planning and Management, 12 Credits.
  • Engineering Costing, 12 Credits.
  • Advanced Manufacturing, 12 Credits.
  • Mechanical Engineering Design, 12 Credits.
  • Operations Research, 12 Credits.
  • Industrial Engineering Simulation 1, 12 Credits.

    Compulsory Modules, Level 7, 72 Credits:
  • Mathematics 3, 12 Credits.
  • Work-directed Industry based Industrial Engineering Project, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to diagnose and solve well-defined engineering problems systematically.
    2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
    3. Perform procedural design of components, systems, works, products or processes to meet requirements, usually within applicable standards, codes of practice and legislation.
    4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
    5. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined 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.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, 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 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 practice.
    11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify the problem and define the criteria for an acceptable solution.
  • Identify and use relevant information and engineering knowledge and skills for solving the problem.
  • Consider various approaches and formulate that would lead to workable solutions.
  • Model and analyse solutions.
  • Evaluate solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Bring to bear an appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level on the solution of well-defined engineering problems.
  • Use applicable principles and laws.
  • Analyse engineering materials, components, systems or processes.
  • Present concepts and ideas logically and systematically.
  • Perform reasons about engineering materials, components, systems or methods.
  • Outline procedures for dealing with uncertain/undefined/ill-defined variables and justified.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process to focus on essential issues and recognises and deals with constraints.
  • Display knowledge, information and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
  • Evaluate alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • Communicate the design logic and relevant information in a technical report.
  • Apply procedures to evaluate the chosen design and assessed in terms of the impact and benefits.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Define the scope of the investigation.
  • Plan investigations and conduct within an appropriate discipline.
  • Search available literature and evaluate material for suitability to the research.
  • Relevant equipment or software is selected and appropriately used for the study.
  • Analyse and interpret the data obtained.
  • Conclude an analysis of all available evidence.
  • Record the purpose, process and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the technique and apparatus.
  • Test and asses the results produced by the method and equipment.
  • Select and use relevant computer applications.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure, style and language of written and oral communication are appropriate for the discussion and the target audience.
  • Use appropriate and effective graphics in enhancing the meaning of the text.
  • Use visual materials to improve oral communications.
  • Provide information in a format that can be used by others involved in the engineering activity.
  • Deliver verbal communication with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate the impact of technology in terms of the benefits and limitations of society.
  • Analyse the engineering activity in terms of the effects on occupational and public health and safety.
  • Investigate the engineering activity in terms of the impact on the physical environment.
  • Consider the methods to minimise/mitigate impacts outlined in 7.2 and 7.3.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out Individual work effectively, strategically and on time.
  • Make individual contributions to team activities support the output of the team as a whole.
  • Demonstrate the functioning as a team leader.
  • Manage and organise project.
  • Carry out effective communication in the context of individual and teamwork.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify, plan and manage learning tasks.
  • Identify and demonstrate the requirement for independent learning.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply the knowledge acquired outside of formal instruction.
  • Be aware of the need to maintain competence and to keep abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation and limitations of authority.
  • Describe the ethical implications of engineering decisions in terms of the impact on the environment, the business, costs and trustworthiness.
  • Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
  • Accept responsibility for consequences stemming from their actions or inaction.
  • Make decision making limited to the area of current ability.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Describe the labour practices used in the workplace under relevant legislation.
  • Describe workplace safety in terms of the application of appropriate safety, health and environmental law.
  • Describe general administration procedures in terms of how they operate and the analytical purpose.
  • Conduct work activities in a manner suited to the work context.
  • Display knowledge and understanding from the work-integrated learning period and report in a prescribed format, using appropriate language and style.

    Integrated Assessment:
    Formative Assessment:
  • This form of evaluation includes assignments based on the learning material, progress reports for practical's conducted and competencies applied.

    Summative assessment:
  • Examination (both written and oral), a portfolio of a section or a Project. 
    		•

    INTERNATIONAL COMPARABILITY 
    Qualifications accredited by ECSA have international comparability according to the international accords that are in place. The standards are comparable with those for professionally-oriented Degrees in engineering, in countries having similar engineering education systems to South Africa. International comparability of engineering education qualifications is through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). International comparability of this engineering technician education qualification is through the Dublin Accord.

    The qualifying learner attributes and level descriptors defined in this qualification align with the characteristics of a Dublin Accord technician qualifying learner in the International Engineering Alliance's Graduate Attributes and Professional Competencies (See www.ieagreements.org). 

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

    Horizontal Articulation:
  • Diploma in Mechanical Engineering, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Industrial Engineering, Level 7.
  • Advanced Diploma in Mechanical Engineering, Level 7.
  • Bachelor of Engineering Technology in Industrial or Chemical Engineering, 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.
     
    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.