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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Computer Engineering 
SAQA QUAL ID QUALIFICATION TITLE
112902  Bachelor of Engineering Technology in Computer Engineering 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  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 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-11-22  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 this qualification is to build the necessary knowledge, understanding, abilities, and skills required for further learning towards becoming a competent practising engineering technologist or certificated engineer. Based on the ECSA standard, this qualification aims for preparation of learners for careers in engineering and areas that potentially benefit from engineering skills. The qualification will provide learners with the technological proficiency and contribute to the economy and national development. As Certificated engineers, the qualification provides the education base for achieving proficiency in mining/factory plant and marine operations and occupational health and safety.

Engineering learner completing this qualification will demonstrate competence in all the Graduate Attributes contained in this standard:
  • Problem Solving.
  • Application of Scientific and Engineering Knowledge.
  • Engineering Design.
  • Investigations, experiments and data analysis.
  • Engineering methods, skills, tools, and Information Technology.
  • Professional and Technical Communication.
  • Sustainability and Impact of Engineering Activity.
  • Individual, Team and Multidisciplinary Working.
  • Independent Learning.
  • Engineering Professionalism.

    Rationale:
    This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline. Also, the ability to apply their knowledge and skills to a particular career or professional contexts while equipping them to undertake more specialised and intensive learning.

    The qualification tend to have a strong professional or career focus, and holders of this qualification usually will enter a specific niche in the labour market. The qualification provides for the educational base required for registration as a Professional Engineering Technologist and Certificated Engineer with ECSA. (refer to qualification rules). The qualification gives entry to NQF Level 8 qualifications, Bachelor of Engineering Technology Honours Degree, Postgraduate Diploma and four-year professional Bachelor of Engineering Degree and then to proceed to a Master's Degree at NQF Level 9.

    Professional Engineering Technologists have a specialised understanding of engineering sciences underlying an in-depth knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

    The institution consulted the following relevant stakeholders:
  • The Electrical Engineering (EE) Forum.
  • The Department's Industry Advisory Board and
  • A comprehensive local industry survey to establish the relevance and demand for this qualification.

    The subject framework and specific subject contents are in line with industry requirements as well as ECSA requirements for professional registration. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning is a process of identifying the knowledge and skills of a learner against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of experience and expertise obtained through informal, non-formal and formal training. There are two possible routes: access or advanced standing.

    Gaining access:
    If a learner has considerable work experience, but do not meet the entry requirements of this qualification, the learner may want to apply for entry into this qualification through RPL. The process is "access" to the qualification. The institution evaluates the RPL application against the entry requirements of this qualification according to the Institutional RPL policy.

    Advanced Standing:
    An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects, but not for the entire qualification. There are guidelines governing the maximum number of subjects for which advanced standing can be granted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Bachelor studies.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Bachelor studies.
    Or
  • Cognate National Diploma, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory, elective modules at Levels 5, 6 and 7 totalling 420 Credits.

    Compulsory Modules Level 5 at NQF Level 168 Credits:
  • Engineering Mathematics 1, 28 Credits.
  • Physics 1, 28 Credits.
  • Electronics 1, 28 Credits.
  • Electrical Engineering Principles, 14 Credits.
  • Computer Architecture 1, 14 Credits.
  • Software Design 1, 28 Credits.
  • Engineering Communication 1, 14 Credits.
  • Engineering Ethics 1, 14 Credits.

    Compulsory Modules at NQF Level 6, 112 Credits:
  • Engineering Mathematics 2, 14 Credits.
  • Software Design 2, 14 Credits.
  • Computer Graphics 2, 14 Credits.
  • Signal Processing 2, 14 Credits.
  • Digital Systems 2, 28 Credits.
  • Operating Systems 2, 28 Credits.

    Compulsory Module at NQF Level 7, 140 Credits:
  • Electronic Communications 3, 28 Credits.
  • Embedded Systems 3, 28 Credits.
  • Database Systems 3, 28 Credits.
  • Network Systems 3, 28 Credits.
  • Industrial Computing Design Project 3, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply mathematical modelling and analysis to computer engineering problem solving and design.
    2. Apply fundamental physics and computer engineering principles to the analysis and design of computer engineering systems using current and emerging computer engineering technologies in areas such as computer systems architecture, modern operating systems, multicore and high-performance processors, mobile computing, software design, machine learning, embedded systems, network systems, database systems and electronic communications.
    3. Analyse and design computer engineering systems using the appropriate equipment and software. Applying modern software and hardware design theory and techniques as well as fundamental analogue and digital electronics principles.
    4. Competently apply digital and information technology, programming and software applications to computer engineering data collection and investigations using standard and safe experimental methods and procedures.
    5. Communicate engineering information effectively both verbally and in writing, using the formal modalities of reports and presentations while making effective use of engineering standards, specification. The structure, style and language of communication in reports and presentations are adapted to be appropriate in the case of either a technical/expert or non-technical/non-expert audience.
    6. Understand the importance of and apply broad ethical principles, including responsibility, transparency and accountability, to computer engineering activities, with particular emphasis on environmental consciousness and public and employee safety and human rights.
    7. Integrate mathematics, physics, computer engineering, engineering communication and engineering ethics knowledge and skills in managing and executing a broadly-defined computer engineering design project. The learner will demonstrate independent learning as well as sufficient teamwork and communication across disciplinary, language and cultural boundaries. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Investigate a range of mathematical models.
  • Evaluate the goodness of fit to various standard and broadly-defined computer engineering problems.
  • Apply analytical, numerical and statistical methods to solve a range of computer engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an appropriate mix of physics and computer engineering theory in the analysis and design of computer engineering systems, components or software.
  • Identify and quantify uncertainty and risk in computer engineering analysis and design.
  • Evaluate a selection of current and emerging computer engineering technologies for specific applications.
  • Identify and highlight a preferred solution by appropriate technical, economic and environmental criteria and the boundaries and importance of acceptable practice and standards.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply relevant analogue and digital electronic principles to computer engineering system analysis and design with emphasis critical technical issues and constraints.
  • Apply programming and software and hardware design theory and techniques to the optimisation of computer engineering systems and processes.

    Associated Assessment Criteria for Exit Level outcome 4:
  • Select and use digital information technology equipment for the collection of data of the computer engineering systems.
  • Investigate safe methods and procedures.
  • Analyse and interpret information derived from collected data and draw a conclusion.
  • Present the objective of the investigation, methods, results and conclusions in a technical report formally.
  • Apply computer engineering safety standards and codes of practice in investigations and experimentation.

    Associated Assessment Criteria for Exit Level outcome 5:
  • Adapt the structure, style and language of communication in reports and presentations to be appropriate in the case of either a technical/expert or non-technical/non-expert audience.
  • Use an appropriate and effective blend of graphical, textual and numerical computer engineering information presentation in order to achieve a clear communication objective and conclusion.
  • Understand and communicate computer engineering standards, codes of practice and relevant legislation using the formal modalities of reports and presentations, codes of practice and relevant legislation.

    Associated Assessment Criteria for Exit Level outcome 6:
  • Apply ethical reasoning to decisions taken in computer engineering.
  • Evaluate the ethical implications of alternatives with particular reference to environmental impact as well as public and employee safety.
  • Understand and apply the boundaries of competence and professional responsibility, transparency and accountability to computer engineering activities and decisions.

    Associated Assessment Criteria for Exit Level outcome 7:
  • Source, integrate and apply relevant mathematics, physics and computer engineering information is to solving a broadly-defined computer engineering design problem.
  • Manage and integrate independent, and teamwork is to effectively to execute a broadly-defined computer engineering design project across disciplinary, language and cultural boundaries.
  • Apply written and verbal communication of relevant computer engineering information through the formal modalities of reports and presentations to the management, execution and documentation of a broadly-defined computer engineering design project.

    Integrated Assessment:
    Formative assessment aims at enhancing learners learning and provides them with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management. The formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification, a variety of tasks such as problem-solving individual and group assignments and projects, case studies, portfolio development, class discussions, lab reports, quizzes, field trip reports and poster design.

    Summative assessment will take place at the end of a section of work/quarter or semester and aims at assessing learners' attainment against the learning outcomes of the qualification and subject. Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments consist of a variety of formal assessment tasks relevant to the field of study, including written tests, self-study assignment and project reports and practical laboratory work assessments.

    Integrated assessment cuts across several subjects/modules of a qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the exit level in a capstone design project.

    Learners will be assessed holistically using project reports, a portfolio of evidence and an oral presentation related to the achievement of the exit level outcomes and the relevance to the needs and requirements of the industry. 
    		•

    INTERNATIONAL COMPARABILITY 
    National and international comparability studies were conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions.

    The institution conducted the international comparability study in terms of institutional requirements and guidelines which include the following:
  • Determining the scope of the exercise;
  • The selection of a variety of reputable HE institutions internationally;
  • The selection of comparable qualifications and aspects from these qualifications; analysis;
  • Evaluation of programme design of the selected qualifications; and
  • Conclusions and recommendations for curriculum renewal at the institution.

    The institution ensured the international comparability of the engineering education qualifications through the members of the International Engineering Alliance (IEA):
  • Washington Accords,
  • Sydney Accords, and
  • Dublin Accords.
    The institution adopted the Dublin standards in designing this engineering technician education qualification. There is evidence of alignment of Exit Level Outcomes and level descriptors defined in this qualification with 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:
  • Bachelor of Engineering Technology in Electrical Engineering, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Technology Honours, 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. Cape Peninsula University of Technology 


    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.