SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
117920	Bachelor of Engineering in Mechanical Engineering
ORIGINATOR
University of Zululand
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-11-20	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2034-06-30

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 Bachelor of Engineering in Mechanical Engineering qualification prepares learners for careers in Mechanical Engineering. The purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising engineer. The recognised purpose of the qualification is to provide learners with:

A thorough grounding in Mathematics, Basic Sciences, Engineering Sciences, Engineering Modelling, Computer Science, Computer Engineering and Engineering Design together with the abilities to enable applications in fields of emerging knowledge;

Preparation for careers in engineering and related areas, for achieving technical leadership and to contribute to the economy and national development;
This is in line with the general purpose of a bachelor's degree according to the HEQSF; that is to strengthen and deepen the learner's knowledge in a particular discipline or profession.

Rationale:
Engineering is a discipline and profession that serves the needs of society and the economy. The qualification is designed to contribute to developing engineering competence. The qualification, with its broad fundamental base, is the starting point of a career path in one of many areas of engineering specialisation through structured development and lifelong learning. The broad base allows maximum flexibility and mobility for the holder to adjust to changing needs.

Skills, knowledge, values and attitudes reflected in the qualification are building blocks for the development of Candidate Engineers towards becoming competent Engineers to ultimately lead complex engineering activities and solve complex engineering problems.

The qualification will be in demand and will resonate with industry as the main economic activity in the region. Apart from that, the provision of many more qualified engineers in South Africa is a high priority for Government, and strong support for the qualification has been expressed by local manufacturing industries.
The industrial area around the Region has seen very substantial growth over the past decades and it has been devoid of a local university with an engineering faculty. Similarly, all of the learners who live in the area have had to travel long distances from home to study at other South African Universities. The establishment of an Engineering Faculty will have a very positive impact on the local industry in supplying learners in engineering to the area. It will have a huge impact on the local schools and the learners in those schools who can look forward to studying engineering at an institution much closer to their homes. It will also be the first full engineering faculty in a historically disadvantaged university in South Africa offering Bachelor of Engineering Degrees.

The qualification fulfils the educational requirement towards registration as a professional engineer with the Engineering Council of South Africa as well as allowing learners to make careers in engineering and related fields. Also, learners with an appropriate level of achievement in the qualification will be to proceed to postgraduate studies in both course-based and research Master's qualifications.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's RPL Policy is followed. The evaluation of prior learning is an academic task and, like other forms of assessment, will be done by academic experts in engineering, drawing on adult education experts as needed.

The institution follows its RPL policy to grant credits offered in any of the Engineering degrees and any informal learning to gain entry to this qualification.

A learner may be evaluated for admission to the qualification based on an alternative qualification, examination or experience (prior learning and/or experience) as follows:

Learners who have a completed engineering technology qualification offered by a University of Technology and a minimum of 5 years relevant working experience can submit an application and portfolio that includes letters of recommendation, case studies and documents relating to past learning experiences to be evaluated by the Faculty, and must demonstrate a minimum of NQF 4 mathematical, natural science and NQF 5 engineering fundamentals. The process can include an assessment, interview, demonstration, simulation and a written or oral exam.

The admissions office will direct the learner to the faculty.

The qualification coordinator will consult with adult education specialists.

The application will be assessed by a committee in line with the above requirements.

The outcome of the RPL process, including a written report by the committee detailing the basis on which the recommendation is made, will be forwarded Dean of the faculty, who will finalise the decision.

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

National Senior Certificate, NQF Level 4 granting access to Bachelor studies with Mathematics and Physical Sciences.
Or

Senior Certificate, NQF Level 4 with endorsement and passed Mathematics and Physical Science.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Levels 5, 6, 7 and 8 totalling 576 Credits.

Compulsory Modules, Level 5, 188 Credits:

Calculus 1 for Engineers, 16 Credits.

Classical Mechanics and Properties of Matter, 16 Credits.

General Chemistry for Engineers, 16 Credits.

Introductory Computing, 16 Credits.

Engineering Drawing, 8 Credits.

Calculus II for Engineers, 16 Credits.

Nuclear Physics, Electromagnetism and Modern Physics, 16 Credits.

Introduction to Engineering, 16 Credits.

Engineering Mechanics, 16 Credits.

Introduction to Engineering Design, 8 Credits.

Dynamics I, 16 Credits.

Statistics for Engineers, 12 Credits.

Culture and Society in Africa, 16 Credits.

Compulsory Modules, Level 6, 136 Credits:

Advanced Calculus for Engineers, 16 Credits.

Mechanics of Solids I, 12 Credits.

Signals and Systems I, 16 Credits.

Analogue Electronic Design, 16 Credits.

Materials Science in Engineering, 12 Credits.

Linear Algebra and Differential Equations for Engineering, 16 Credits.

Thermofluids I, 12 Credits.

Introduction to Power Engineering, 16 Credits.

Mechanical Engineering Machine Element Design I, 12 Credits.

Project Management, 8 Credits.

Compulsory Modules, Level 7, 108 Credits:

Mechanics of Solids II, 12 Credits.

Thermofluids II, 20 Credits.

Mechanical Engineering Machine Element Design II, 8 Credits.

Experimental Methods, 12 Credits.

Materials Under Stress, 8 Credits.

Dynamics II, 16 Credits.

Thermofluids III, 12 Credits.

Professional Communication Studies, 8 Credits.

Mechanical Engineering Machine Element Design III, 12 Credits.

Compulsory Modules, Level 8, 144 Credits:

Mechanical Vibrations, 12 Credits.

Product Design, 12 Credits.

Engineering Professionalism, 8 Credits.

Industrial Ecology, 8 Credits.

Finite Element Analysis, 12 Credits.

Fundamentals of Control Systems, 12 Credits.

Manufacturing and Nanotechnology, 8 Credits.

System Design, 12 Credits.

New Venture Planning and Management, 12 Credits.

Maritime Law, 8 Credits.

Final Year Research Project, 40 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve complex engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes.
4. Analyse, select and effectively apply scientific methods of investigations, experiments, and data analysis and address complex or abstract problems within the field of Mechanical Engineering.
5. Use appropriate engineering methods, skills and tools, including those based on information technology.
6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate a critical awareness of the impact of engineering activity on the social, industrial and physical environment.
8. Work effectively as an individual, in teams and multidisciplinary environments.
9. Engage in independent learning through well-developed learning skills.
10. Demonstrate a critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence.
11. Demonstrate knowledge and understanding of engineering management principles and economic decision making.

ASSOCIATED ASSESSMENT CRITERIA

Assessment Associated Criteria for Exit Level Outcome 1:

Analyse and define the problem and identify the criteria for an acceptable solution.

Identify necessary information and applicable engineering and other knowledge and skills.

Generate and formulate possible approaches to the solution of a problem.

Model and analyse possible solution(s).

Evaluate possible solutions and select the best solution.

Formulate and present the solution in an appropriate form.

Assessment Associated Criteria for Exit Level Outcome 2:

Show competence in the application of mathematics and scientific/engineering knowledge and skills to solve engineering problems relevant to the Dynamics II syllabus.

Work individually to complete and submit a statistics assignment, testing their knowledge and understanding of statistical variation applied to a design problem.

Submit an Excel spreadsheet with their analysis/results and a mini report detailing their findings and explaining their results.

Assessment Associated Criteria for Exit Level Outcome 3:

Conduct the design of a technical device or a subsystem of such a device, applying established engineering design techniques.

Plan and conduct investigations and experiments.

Conduct a literature search and critically evaluate material.

Perform the necessary analyses.

Select and use appropriate equipment or software.

Analyse, interpret and derive information from data.

Draw conclusions based on evidence.

Communicate the purpose, process and outcomes in a technical report.

Assessment Associated Criteria for Exit Level Outcome 4:

Analyse data collected, from strain-gauges positioned on steel samples with various loading configurations.

Submit a well-written practical report.

Determine what an appropriate choice of equipment would be to respond to the question on the scenario assess the test.

Assessment Associated Criteria for Exit Level Outcome 5:

Use electro-mechanical modelling, control loop design and computer simulation.

Demonstrate competence in project management.

Assessment Associated Criteria for Exit Level Outcome 6:

Produce an assembly drawing and/or parts drawings of the device that they are designing.

Communicate the technical details of the device to allow its fabrication.

Assessment Associated Criteria for Exit Level Outcome 7:

Assess the impact of technology on society through a report submission.

Assess through the submission of a risk assessment form the critical awareness of the impact of engineering activity on occupational and public health and safety.

Investigate the aspects and impacts of an operation such as a gold mine, an oil refinery, a paper mill or a coal-fired power station.

Assessment Associated Criteria for Exit Level Outcome 8:

Demonstrate on the WBS and Gantt diagram the captured entire team's planning.

Provide project planning to the chief designer on time.

Demonstrate the integrated entire team's submitted design contributions.

Provide evidence design file that a significant contribution to the completion of the team's design was made.

Acknowledge the many disciplines that contribute to the debate around problems and solutions. Assessment of the project and papers will be made accordingly.

Demonstrate competence to work effectively as an individual by identifying and focusing on objectives, and work strategically, execute tasks effectively and deliver completed work on time.

Provide a solid model to the chief designer on time.

Assessment Associated Criteria for Exit Level Outcome 9:

Reflect own learning and determines learning requirements and strategies.

Source and evaluate information.

Access, comprehend and apply the knowledge acquired outside formal instruction.

Critically challenge assumptions and embraces new thinking.

Assessment Associated Criteria for Exit Level Outcome 10:

Explore the viability of streamlining part of an automobile production line, in calculating the potential cost savings.

Demonstrate knowledge of issues of quality, operations and maintenance as well as occupational health and safety.

Assessment Associated Criteria for Exit Level Outcome 11:

Demonstrate competence in project management using tools such as Microsoft Project.

Show competence in understanding financial statements, cash flow, income and expenditure and balance sheets.

Integrated Assessment.
Modules in this qualification are assessed using a range of methods and include formative and summative assessments. The teaching strategies used in this qualification also require an integrated assessment approach making use of case studies and problem-solving. Assignments, tests, presentations and other assessment methods will be used to assess the learners.

Learners are informed specifically where and how this learning objective will be assessed. Furthermore, learners are told exactly what will constitute satisfactory performance of this learning objective (and hence satisfactory performance - or part thereof - of a qualification-level ELO). Finally, learners are informed of the consequences of their performance if the learning objective is not met. Because each of the ELO-related learning objectives must be met to graduate, wherever possible, a process is described where a second (and even a third) opportunity is made available for satisfactory performance in the learning objective to be demonstrated. The ECSA ELO requirements of courses will be included in the Faculty Handbook entries for all Electrical Engineering courses.

The BEng Final Year Research Project, counting 28% of the final year, provides a major capstone assessment of a learner's performance as a future engineer, and hence of the overall outcome of the qualification. These Final Year Research Projects mimic appropriately scaled engineering projects in the diverse range of industries that young engineering learners are likely to find themselves in. All learners undertake the Final Year Research Project and the examination process is rigorous.

INTERNATIONAL COMPARABILITY

The qualification is accredited by the Engineering Council of South Africa. As per all accredited undergraduate Bachelor of Engineering qualifications in South Africa, and comparable to the SGB for that qualification, all qualifications are aligned to the best practices and standards of the Washington Accord. Signatories to the Washington Accord are organizations responsible for accrediting engineering programs in Australia, Canada, Chinese Taipei, Hong Kong, Ireland, Japan, Korea, Malaysia, New Zealand, Singapore, South Africa, Turkey, the United Kingdom, and the United States.

The qualification will be audited on a 6-year cycle. Thus, the qualification design and the continued qualification assurance (QA) take place against the world best practice in design and qualification assurance.

The curricula, systems and standards of engineering education at the South African institution conform to the general pattern of the British Universities like the University of Sheffield and the Australian universities like the University of Sydney.

The curriculum for the Bachelor of Engineering in Mechanical Engineering from the University of Western Sydney in Australia is discussed below (as an example) and compared with the curriculum structure and content to be offered by this qualification.
For ease of comparison, the credit points have been converted from Australian currency to South African currency. The Australian degree requires 320 credit points and they are converted to South African credit points by multiplying the 320 x 1.8 = 576 credits.

Module structure and content:
Both qualifications have a common first year for the whole faculty with all learners registering for the same first year and selecting the specific engineering discipline from the second year. The Western Sydney qualification has predominantly 18 credit modules whereas the South African qualification has predominantly 16 credit and 8 credit modules. However, the qualification content and module content on a year by year basis is very similar.

The content and structure for the first 2 years for both qualifications are fixed and have similar content. The workload for the 2 qualifications is the same at 72 credits per semester and 288 credits over 2 years.

The second year of both the Western Sydney University Mechanical Engineering Degree this qualification introduces the basics of; Mechanics of Materials, Dynamics, Thermofluids and Machine Element Design.

There are far more choices offered through optional and elective modules in the third year and the fourth year in the Western Sydney degree. This qualification has a fixed 4 year of core modules with no choice throughout the degree. However, both the Western Sydney and the South African qualification have the same Mechanical Engineering core components in years 3 and 4.

These core modules include:
Advanced Dynamics, Mechanical and Machine Design, Thermofluids and a substantial design project and research project. The University of Western Sydney offers a wide choice of electives where learners can select 2 electives from a wide range of topics including; Robotics, Microcontrollers, Kinetics, Computational fluid Design, Sustainable Design and Modern Construction Projects. The South African qualification offers additional modules in topics in the third year including; Materials under stress, Finite Element Analysis, Mechanical Vibrations and Manufacturing and Nanotechnology.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Science in Industrial Engineering, NQF Level 8.

Postgraduate Diploma in Engineering, NQF Level 8.

Vertical Articulation:

Master in Mechanical 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.

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