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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
117977  Bachelor of Engineering Technology Honours in Mechanical Engineering 
ORIGINATOR
Durban University of Technology 
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 Degree in Mechanical Engineering is a post-graduate specialisation qualification designed to prepare learners for postgraduate study and work in the industry at the higher cognitive levels. This qualification is designed specifically to follow the Bachelor of Engineering Technology in Industrial Engineering.

The qualification consolidates and deepens the learner's expertise in a specialised area of Mechanical Engineering and develops research capacity in the methodology and techniques of this discipline while equipping them to undertake more specialised and intensive learning. Programmes leading to this qualification allow learners to work independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations. Learners of this qualification would be prepared to enter niche roles in the labour market with the option of further studies at the Masters level.

Engineering learners completing this qualification will demonstrate competence in all the Graduate Attributes (GAs) contained in the E-09-PT standard, and an eleventh designed to cover Engineering Management. This will be comparable to Exit Level Outcome 11 of E-02-PE, which is the only substantive difference between the BSc (Eng) ELO's and the BEngTechHons GAs.

Rationale:
Engineering is an activity that encompasses initiatives, services and the solution of problems that are of importance to society and the economy. These engineering activities are generally undertaken by a range of engineering practitioners namely engineers, technologists, technicians, and artisans. The various levels of practitioners recognised in categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician and Professional Certificated Engineer.

This qualification is intended to provide, in combination with the BEngTech, the educational base for the development of a Professional Industrial Engineer with knowledge and attributes to work in a wide spectrum of industries. The qualification consolidates and deepens the graduate's expertise in a specialised area of Industrial Engineering and develops research capacity in the methodology and techniques of this discipline while equipping them to undertake more specialised and intensive learning.

This qualification aims to further the necessary knowledge, understanding, abilities and skills required towards becoming a competent practising Mechanical 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 Engineer (PrEng) with ECSA.
  • Entry to NQF Level 9 Masters qualifications and the ability to then proceed to Doctoral qualifications.

    The ECSA E-09-PT standard, describing this type of qualification, states that the Honours Degree may form part of a combination of qualifications that meet the educational requirements for registration in the category of candidate engineer. With this in mind, the BEngTech (Mechanical Engineering) and the BEngTechHons (Mechanical Engineering) were structured such that the sum of the credits, allocated to the specified knowledge areas, in both qualifications are equal to, or above, those specified for the professional Bachelor of Science in Engineering (as defined in E-02-PE). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL 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 by RPL for this qualification but it does not include credits at the exit level.

    The structure of this qualification makes RPL possible if the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.

    Learners who already work in the mechanical or allied engineering industry who believe they possess competencies to enable them to meet some or all of the GAs listed in the qualification will be able to present themselves for assessment against those of their choice.

    Evidence of prior learning will be assessed through the formal institution's RPL process.

    Learners submitting themselves for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Engineering Technology in Mechanical Engineering, NQF Level 7.
    Or
  • Bachelor of Technology: Mechanical Engineering, NQF Level 7.
    Or
  • Advanced Diploma in Mechanical Engineering, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 6, 7 and 8 totalling 140 Credits.

    Compulsory Modules, Level 8, 124 Credits:
  • Strength of Materials 4, 16 Credits.
  • Engineering Computational Methods, 16 Credits.
  • Control Systems 4, 16 Credits.
  • Mechanics 4, 16 Credits.
  • Selected Topics in Engineering, 16 Credits.
  • Engineering Design and Research Project, 44 Credits.

    Elective Modules, Levels 6, 7, 8 16 Credits (Select module/s to the total of 16 credits):
  • Programming for Engineers, Level 8, 16 Credits.
  • Thermodynamics 4, Level 8, 16 Credits.
  • Composite Materials, Level 8, 16 Credits.
    Or
  • French for Sciences and Technology 3, Level 6, 8 Credits.
  • French for Sciences and Technology 4, Level 6, 8 Credits.
    Or
  • Mandarin for Sciences and Technology 3, Level 7, 8 Credits.
  • Mandarin for Sciences and Technology 4, Level 7, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve complex Industrial Engineering problems creatively and innovatively.
    2. Application of Scientific and Engineering Knowledge. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualization of engineering models and to solve complex 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. Conduct investigations of complex 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. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex Industrial 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 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.
    11. Demonstrate knowledge and understanding of engineering management principles and economic decision making. 

    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:
  • 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 of 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.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Explain the basic principles of economics, business management and project management.
  • Apply basic principles of economics, business management; project management to one's work.

    Integrated Assessment:
    This qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various GAs associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities.

    Some of the assessment methodologies will include tests, assignments, exams, projects, portfolios, oral assessments, presentations and tutorials. Multiple outcomes evaluated in an integrated manner within the dissertation. In terms of the institutional policy, all summative assessments will be subjected to internal moderation. Also, all NQF Level 8 modules will be subjected to external moderation. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Engineering Council of South Africa (ECSA) is a statutory body established in terms of the Engineering Profession Act (EPA), 46 of 2000. ECSA's primary role is the regulation of the engineering profession in terms of this Act. Its core functions are the accreditation of engineering programmes, registration of persons as professionals in specified categories, and the regulation of the practice of registered persons. (https://www.ecsa.co.za/about/SitePages/What%20Is%20ECSA.aspx, Accessed 09 December 2020).

    As a signatory to the Washington, Sidney and Dublin Accords, as well as a member of the International Engineering Alliance, ECSA ensures compliance of all engineering qualifications through a series of standards from which qualifications are developed.

    The BET Honours qualification has been designed using E-09-PT standard as reference. Paragraphs 1 and 2 from Appendix 1 has reference. It is also for this reason that it is mentioned that countries that were signatories to the Washington Accord were not looked into.

    International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). The standards of the proposed BEngTech are comparable with the Washington Accord Graduate Attributes. Washington Accord signatories are: Australia, Canada, Chinese Taipei, Hong Kong China, India, Ireland, Japan, Republic of Korea, Malaysia, Russia, New Zealand, Singapore, South Africa, Sri Lanka, Turkey, United Kingdom, and the United States of America.

    The graduate attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies (See www.ieagreements.org).

    For further purposes of comparability, qualifications from various universities in Africa and elsewhere in the developing world were examined. These institutions were chosen specifically as they represent what we have to offer as an African continent and how the South African qualifications compare. This was done to ensure that our cohort of international learners can achieve comparable qualifications from South Africa that would ensure their employability within the African region. Again, based on experience, the majority of the learners would work on African soil as opposed to European, American or Eastern countries.

    Qualifications from the developed world were not looked at in detail, because by meeting the requirements of the Washington Accord these programmes would all by design share many similarities. Most universities offer a combined four-year professional Honours Degree as opposed to the three years BEngTech and BEngTechHons to be offered at the South African institution.

    Two African and one Indian university were chosen, based on their ranking by various metrics. The universities chosen were the American University in Cairo (Bachelor of Science in Mechanical Engineering), University of Nairobi (Bachelor of Science In Mechanical and Manufacturing Engineering), and the Indian Institute of Technology Delhi (IITD) (Bachelor of Technology in Mechanical engineering). These three universities all offer four-year qualifications that lead directly to a Master's qualification, making these qualifications similar to the honours equivalent degrees offered at the traditional universities in South Africa.

    In the first three years of these qualifications, the general course structure is fixed, with the fourth year consisting of multiple electives, thus enabling specialisation. The first three years of these programmes are broadly comparable to the BEngTech containing typically psychics, mathematics, mechanics, the strength of materials, fluid mechanics, design and thermodynamic courses.

    The final year of these qualifications, analogous to the BEngTechHons, consist of typical engineering subjects, as mentioned previously as well as specialised topics such as composite materials, vibrations and similar. They also featured a capstone design project, except IITD, which formed a large part of the available credits. This approach was also seen at various other universities that were examined outside of the three mentioned. The course structure and content of the proposed BEngTech and BEngTech Honours aligns well with the content of the four-year professional degrees chosen for comparability. 

    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 Mechanical 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.
     
    NONE 


    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.