SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Electrical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
117962	Advanced Diploma in Electrical Engineering
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2020-12-04	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 Advanced Diploma in Electrical Engineering is designed to provide access to further education in Higher Education and to provide learners with the knowledge and practical skills that can be applied as a professional technologist in the workplace.

The 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 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 professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the labour market.

Specifically, the purpose is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising engineering technologist or certificated engineer.

This qualification provides:

Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development;

The educational base required for registration as a Professional Engineering Technologist and/or Certificated Engineer with ECSA. (refer to qualification rules).

Entry to NQF Level 8 qualifications e.g. Honours, Postgraduate Diploma and Bachelor of Engineering qualifications and then to proceed to Master's Degrees.

For certificated engineers, this provides the education base for achieving proficiency in mining/factory plant and marine operations and occupational health and safety.

Qualifying learners will be able to:

Apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes.

Provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.

Work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Demonstrate specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Rationale:
There is a growing need for supplying our communities with affordable, environmentally responsible power. Electricity provides the energy for many things, from heating and lighting to transportation, manufacturing and communications. Engineering plays a vital role in the survival of the South African and international economies.

Because South Africa is facing a critical shortage of trained competent electrical technologists, the qualification is part of the approved institutions' Programme and Qualification Mix (PQM) and complies with the requirements of an Advanced Diploma in Engineering qualification registered on the Higher Education Qualifications Sub-framework (HEQSF) with SAQA. This qualification meets the generic standard for an engineering technologist to solve broadly-defined electrical engineering problems. The qualification's goals and outcomes are compatible with the general and specific goals of engineering education. This qualification is in keeping with the scope of practice of an electrical engineering technologist, as defined by the Engineering Council of South African (ECSA).

The fundamental focus of the qualification is to train electrical engineering technologists that work in various occupations to address the advanced technical workforce needs of the country. The core of the qualification is the integration of theory and practice (practical skills and attributes) spread over one year to ensure a balanced, highly skilled technologist in the electrical engineering environment.

The qualification consists of ten modules (9 compulsory and 1 elective). The teaching and learning strategies are divided into theoretical work, practical work (which includes experiments), projects, tutorial and workshop practice (industrial project) to develop the necessary knowledge, understanding, abilities and skills required to become a competent engineering technologist that can solve broadly-defined problems.

To meet the stakeholder's needs the qualification prepares the learner for careers in electrical engineering and fields of specialisation for example Clinical Engineering, Embedded Systems, Electronic Application, Power Systems, Process Instrumentation and Telecommunication. Skills include engineering skills and technological proficiency to contribute to the economy and national development. The educational base required for registration as a Professional Engineering Technologist with ECSA requires a competent learner who will be able to demonstrate the set learning outcomes (graduate attributes) within a broadly-defined engineering environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's policy on RPL applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes. Credits may be achieved through RPL.

Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments.

The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant programme team to decide which method (or combination of methods of assessment) would be most appropriate.

Learners who have prior knowledge and skills gained through informal, non-formal or experiential learning can get access through RPL for advanced admission. This is an application for admission where the learner does not meet the stated admission requirements but wishes to be admitted to an advanced qualification based on RPL. As part of a rigorous assessment process, the learner would need to furnish evidence of exceptional experience, depth and scope before his/her application would be considered.

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

Diploma in Electrical Engineering, NQF Level 6.
Or

National Diploma: Engineering: Electrical, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 140 Credits.

Compulsory Modules, 126 Credits:

Mathematics, 14 Credits.

Engineering Management, 14 Credits.

Man-Machine Interface, 7 Credits.

Electromagnetic Fields and Waves, 7 Credits.

Control Systems, 14 Credits.

Industrial Project, 28 Credits.

Embedded Systems, 14 Credits.

Signal Processing, 14 Credits.

Conversion Systems, 14 Credits.

Elective Modules, Level 7, 14 Credits (Choose/Select one module):

Clinical Engineering, 14 Credits.

Electronic Application, 14 Credits.

Electronic Communication, 14 Credits.

Industrial Automation, 14 Credits.

Power Electronics, 14 Credits.

Power Systems, 14 Credits.

Probability and Statistics, 14 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 defined and 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. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, databases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
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.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member and leader in a 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 technology practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

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

Identify relevant information and engineering knowledge and skills for solving the problem.

Generate and formulate possible approaches that would lead to a workable solution for the problem.

Model and analyse possible solutions.

Evaluate possible 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, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area 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 reasoning about and conceptualising engineering materials, components, systems or processes.

Handle uncertainty and risk.

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 important issues and recognises and deals with constraints.

Acquire and evaluate knowledge, information and resources to apply appropriate principles and design tools to provide a workable solution.

Perform 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 select a preferred solution based on techno-economic analysis and judgement.

Assess the selected design in terms of social, economic, legal, health, safety, and environmental impact and benefits.

Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan and conduct investigations and experiments within an appropriate discipline.

Search available literature and critically evaluate material for suitability to the investigation.

Perform analysis as necessary to the investigation.

Select and use equipment or software as appropriate in the investigations.

Analyse, interpret and derive information from available data.

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 method, skill or tool correctly to achieve the required result.

Test and assess 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:

Use appropriate structure, style and language of written and oral communication for the communication and the target audience.

Use appropriate and effective graphics in enhancing the meaning of the text.

Use visual materials to enhance oral communications.

Use acceptable methods for providing information to others involved in the engineering activity.

Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

Explain the impact of technology in terms of the benefits and limitations on 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 for those who are affected by the engineering activity.

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.

Contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.

Demonstrate functioning as a team leader is demonstrated.

Organise and manage a design or research project.

Carry out effective communication in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage learning tasks autonomously and ethically, individually and in learning groups.

Reflect learning undertaken on and own learning requirements and determine strategies to suit personal learning style and preferences.

Source, organise and evaluate relevant information.

Comprehend and apply the knowledge acquired outside of formal instruction.

Critically challenge assumptions and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe the nature and complexity of ethical dilemmas.

Describe the ethical implications of decisions made.

Apply ethical reasoning to evaluate engineering solutions.

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.

Integrated Assessment:
The applied methods of assessment will be through examination and continuous assessment in modules that involve projects.
Assessment should be provided through:

Portfolios.

Experiments and practical work.

Projects.

Simulations.

Written assignments.

Written tests.

Case studies and case presentations.

Peer group evaluation.

Face to face contact with learners.

Formative assessments are not prescribed in the institution's policy and are considered to be at the discretion of the individual lecturers. Formative assessment is an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Formative assessment will be used to guide the students during the semester or year in their progress towards achieving the different Exit Level Outcomes.

Summative assessments are guide by the Institution's policy attached and a minimum of four assessments are required for semester-based modules. A minimum of three and a maximum of five opportunities will be given to students to achieve the different Exit Level Outcomes during the period of study. The learner/s, who do not master the Exit Level Outcome, will fail the module regardless of the final mark obtained.

INTERNATIONAL COMPARABILITY

International comparability of engineering education qualifications are ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA).

The graduate attributes and level descriptors defined in the qualification is aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The qualification standard is designed to be substantially equivalent to the Sydney Accord Graduate Attributes The Sydney Accord is an agreement for the mutual recognition of engineering programmes that provide the educational foundation for professional engineering technologists.

Comparability of the standard achieved in accredited programmes is audited via a six-yearly Sydney Accord review of the Engineering Council of South Africa, the South African signatory to the accord. (see www.ieagreements.org).

Conestoga College Institute of Technology and Advanced Learning:
Conestoga College Institute of Technology and Advanced Learning is a public college located in Kitchener, Ontario, Canada that is a leader in polytechnic education and one of Ontario's fastest-growing colleges that offer an Advanced Diploma Electrical Engineering Technology (Optional Co-op). The Conestoga College Institute of Technology and Advanced qualification has been designed to provide learners with both theoretical and practical experience in electrical engineering areas including electric motors, controls, PLCs, generators, transformers, power systems and process control as applied to a variety of industrial processes including machine controls, PID controls, batching operations, remote monitoring and servo systems which is similar to the South African qualification. The Ontario Association of Certified Engineering Technicians and Technologists (OACETT) conditionally recognises Conestoga College Institute of Technology and Advanced qualification as meeting all the academic requirements for certification in the Certified Engineering Technologist (CET) category.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:
Bachelor of Engineering Technology in Electrical Engineering, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Electrical Engineering, NQF Level 8.

Bachelor of Engineering Technology Honours 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.

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