SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Mechatronic Engineering

SAQA QUAL ID	QUALIFICATION TITLE
117967	Bachelor of Engineering Technology Honours in Mechatronic 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
Honours Degree	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 08	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 Bachelor of Engineering Technology Honours in Mechatronic Engineering is a Postgraduate qualification, characterised by the fact that it prepares learners for industry and research. This qualification typically follows a Bachelor's Degree, Advanced Diploma or relevant NQF Level 7 qualification and serves to consolidate and deepen the student's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification was designed to address complex engineering problems. This qualification demands a high level of theoretical engagement and intellectual independence. The Bachelor of Engineering Technology Honours in Mechatronic Engineering may form part of a combination of qualifications to meet the educational requirements for registration in the category candidate 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; and

Entry to an NQF Level 9 Masters qualification in the field of Mechatronic Engineering.

The qualification is designed to prepare learners for studies in the three respective fields of Modern and Industrial Control systems, Mobile Robotics and the Digitalising of Processes and Systems. Learners will have a solid foundation to enter the industry as a highly-skilled control specialist, a robotic system developer and be able to optimise processes in a digital environment. Being exposed to several mathematical and programming environments, this learner will have an extensive capability in modelling, controlling, designing and programming of modern systems. Qualified learners will have the necessary knowledge, understanding and skills in the field of mechatronic modern and industrial control systems and be able to model, operate, diagnose and control industry objects and equipment. Their knowledgebase will include the ability to understand and model the behaviour of industrial systems, which they might encounter in the industry, the underlying principles behind today's modern industrial objects, including the modern techniques of control and modelling.

The modules within this qualification were designed to address all the Graduate Attributes as stated in the ECSA qualification standard (E-09-PT) for a Bachelor of Engineering Technology Honours.

This qualification is developed taking into consideration the required knowledge areas as specified by ECSA. This qualification includes fundamental modules that are essential to the engineering profession as well as core modules that will enable the student to specialise in mechatronic engineering. Core mechatronic engineering modules also makes provision for the practical application of learning using practical work in a laboratory environment. Also included in this qualification are elective professional development modules that will contribute to complementary knowledge areas. An essential part of this qualification is a research project in the field of mechatronic engineering that will integrate all learning. This project will provide learners to the opportunity to develop their problem-solving skills to solve complex mechatronic engineering problems.

Rationale:
The qualification is an advanced level specialised qualification that prepares learners for research-based postgraduate study. This qualification is designed to consolidate and deepen the student's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. This qualification demands a high level of theoretical engagement and intellectual independence.

South Africa is currently experiencing an unprecedented population growth, which entails a greater demand for Mechanical and Mechatronics infrastructure resources. Thus, the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like engineering professions. Currently, we are living in an era where the demand for mechatronic engineering is greater than ever before. Various studies have shown that there is a direct correlation between positive economic growth and sufficient manufacturing infrastructure. This demands Mechatronic Engineers design and constructs infrastructure for manufacturing that are more robust, longer-lasting and low maintenance. This is just one small aspect of a wide array of Mechatronic Engineering related problems that need to be addressed by well-equipped professionals daily.

This qualification is endorsed by the Engineering Council of South Africa (ECSA) indicating the need for this qualification. The qualification also meets the requirements of the ECSA qualification standard for a Bachelor of Engineering Technology Honours, NQF Level 8, document number E-09-PT.

The qualification meets the requirements of the ECSA qualification standard for a Bachelor of Engineering Technology Honours, NQF Level 8, document number E-09-PT as attached to additional documents. This qualification does not lead to professional registration with ECSA; however, it may form part of a combination of qualifications to meet the educational requirements for registration in the category of candidate engineer. Successful completion may provide admission to the Master's qualification.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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

Assessment for RPL must be done in compliance with the institutional policies related to assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended and approved.

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 qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

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

Bachelor of Engineering Technology in Mechatronic Engineering, NQF Level 7.
Or

Bachelor of Technology: Mechatronic Engineering, NQF Level 7.
Or

Advanced Diploma in Mechatronic Engineering, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 6 and 8 totalling 140 Credits.

Compulsory Modules, Level 8, 135 Credits:

Research Project: Mechatronics Engineering, 30 Credits.

Research Methodology, 10 Credits.

Optimisation Theory, 15 Credits.

System Dynamics, 15 Credits.

Data Analysis, 10 Credits.

Sustainable Management, 10 Credits.

Introduction to Robotics, 15 Credits.

Modern and Industrial Control, 15 Credits.

Digital Enterprise, 15 Credits.

Elective Modules, Level 6, 5 Credits (Select one module):

International Business Communication, 5 Credits.

Energy Economics and Policy, 5 Credits.

Industrial Design, 5 Credits.

Engineering Education, 5 Credits.

Intellectual Property, 5 Credits.

Entrepreneurship, 5 Credits.

Contracts, 5 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve complex Mechatronics Engineering problems creatively and innovatively.
2. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex Mechatronic engineering problems.
3. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Demonstrate competence to conduct investigations of complex Mechatronic engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
5. Demonstrate competence to use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex Mechatronic engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of engineering activities society, economy, industrial and physical environment.
8. Display knowledge and understanding of engineering management principles.
9. Demonstrate competence to 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.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and define the problem and identify the 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 the solution and present it in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply an appropriate mix of knowledge of Mathematics, Numerical Analysis, Statistics, Natural Science and Engineering Science at a fundamental level and in a specialist, area to bring solutions to complex 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 is formulated to satisfy user needs, applicable standards, codes of practice and legislation.

Plan and manage the design process is planned and managed to focus on important issues and recognises and deals with constraints.

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

Perform design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.

Evaluate alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.

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

Communicate the design logic and relevant information is communicated 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 evaluate material for suitability to the investigation.

Perform analysis as necessary to the investigation.

Select and use equipment or software appropriately 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 or research project 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:

Ensure that the structure, style and language of written and oral communication are appropriate for the communication and the target audience.

Use appropriate graphics to effectively enhance the meaning of the text.

Use visual materials to enhance oral communications.

Use accepted 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 public and occupational health and safety.

Analyse the engineering activity in terms of the impact on the physical environment.

Take personal, social, economic, cultural values and requirements into consideration 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.

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

Demonstrate functioning as a team leader.

Organise and manage a design or research project.

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

Associated Assessment Criteria for Exit Level Outcome 9:

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

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

sourced, organised and evaluated relevant information is.

Comprehend and apply the knowledge acquired outside of formal instruction.

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 the system of continuing professional development and embrace it as an on-going process.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem-solving and justify the design.

Limit decision making to the area of current competence.

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. Each of the modules includes summative assessments whilst included in this qualification is a research project that will integrate learning from this qualification to culminate in a research report. The combination of these assessments is designed to ensure the stated Graduate Attributes are achieved in an integrated manner.

In the case of continuous assessments, there should be no less than four assessment opportunities as determined by the institution's policy for assessment. Each of the assessment opportunities contribute to the final mark according to a predetermined weight. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module.

Some modules are assessed using an examination termination mode, which implies that a final examination will be written in that module. In these modules assessment opportunities provided during the semester/year will contribute to the accumulation of a predicate mark. The predicate mark and examination mark will in turn each contribute towards the final mark obtained for the module.

A design project is included in this qualification to enable learners to apply their problem-solving skills in a real-world context and serves to integrate learning across all modules. The theoretical modules done during the year give learners knowledge of specific topics but knowhow comes through practical application. A module titled Research Project is included in this qualification to integrate research and real-world problem-solving skills.

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). International comparability of this engineering technologist education qualification is ensured through the Sydney Accord.

The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist qualified learner in the International Engineering Alliance's Graduate Attributes and Professional Competencies.

Under the Sydney Accord, there are only a few countries and universities offering similar qualification with both core and fundamental modules aligned. Examples include:

University of Queensland (Bachelor of Engineering (Honours) Major Mechatronic Engineering).

University of Sydney (Bachelor of Engineering Honours (Mechatronic Engineering)).

Auckland University of Technology (Bachelor of Engineering (Honours) in Mechatronics Engineering).

University of Wollongong Australia (Bachelor of Engineering (Honours) - Mechatronic Engineering).

Curtin University (Mechatronic Engineering Honours and Computer Science Double Degree Major (BEng Hons/BSc)).

University of Liverpool (Mechatronics and Robotic Systems BEng (Hons)).

Swinburne University of Technology (Bachelor of Engineering (Honours) (Robotics and Mechatronics)).

University of Newcastle (Bachelor of Mechatronics Engineering (Honours)).

All these institutions have similar core modules in Mechatronics Engineering and upon completion leads to possible articulation to higher qualification or registration as Technologist upon acquiring a certain level of work experience.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Engineering, Level 8.

Vertical Articulation:

Master of Engineering in Mechatronics Engineering, 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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