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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
117980	Bachelor of Engineering Technology Honours in Mechanical Engineering
ORIGINATOR
Central University of Technology, Free State
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 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 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 demands a high level of theoretical engagement and intellectual independence and 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 Bachelor of Engineering Technology Honours in Mechanical Engineering will provide learners with a sound knowledge base in the Mechanical Engineering discipline and an understanding of engineering management principles whilst also equipping them to undertake more specialised Postgraduate studies and provides inter alia:

Preparation for research careers in Mechanical Engineering itself and areas that potentially benefit from engineering skills and to contribute to the economy and national development;

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

Work independently and as a member or leader in a multi-disciplinary project, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Rationale:
The need for engineering qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer to population ratio of 1:3100 compared to Germany (1:200) and Japan, Great Britain and United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply 10 fold to compete with international economies.

The qualification enhances the application of research and development as well as specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate Master Degree. The Master's Degree qualification is usually in the area of specialisation of the Bachelor Honours Degree.

The institution will be one of the leading institutions to support the hands of government by offering an engineering learning qualification to assist the government in meeting their targets as a result of having 20 years of experience in offering Bachelor of Technology: Engineering: Mechanical Degree.

This qualification will provide crucial skills and add value to existing industries such as the automotive, mining and power station industries, as well as new business enterprises that are currently preparing themselves for the participation in various renewable energy (Wind and Solar) projects. These projects will require highly skilled Technicians, Technologists and Engineers for several years to come. The qualification will also provide qualified learners that can assist in the vision of the National Development Plan for skill development. This qualification will provide learners with skills in the needed engineering fields as stipulated in the National Development Plan under education, skills and innovation. It will also contribute towards building capacity for regional development within the Free State.

The qualification will significantly contribute to the delivery of the future human resource needs of a developing South Africa. Long recognised for its partnerships with industry and other institutions of higher learning both nationally and internationally, it continues to maintain a reputation for research, co-operative education and community outreach. The institution's infrastructure and geographic location position itself perfectly for a service to, not only the Province but also for the national engineering demands of South Africa.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The primary market for recruiting learners to the qualification will be school leavers with an interest in working in the engineering industry. However, applications from adult learners who have a similar interest in the qualification will also be considered for admission to the qualification. Selection of such learners will be conducted on an individual basis following the Recognition of Prior Learning (RPL) policy of the institution.

Learners are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence (PoE), reflecting on extensive work learning. Once the RPL application is considered as being complete, the portfolio will be sent for assessment. The PoE is assessed against the relevant learning outcomes.

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?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 8 totalling 144 Credits.

Compulsory Modules, Level 8, 144 Credits:

Materials Science, 16 Credits.

Design for Manufacture, 16 Credits.

Maintenance Engineering, 16 Credits.

Systems Engineering, 8 Credits.

Stress Analysis, 16 Credits.

Advanced Manufacturing, 16 Credits.

Energy Systems Design and Analysis, 16 Credits.

Engineering Management, 8 Credits.

Research Project, 32 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. 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 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. Demonstrate knowledge and understanding of engineering management principles.
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 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 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.

Integrated Assessment:
In an integrated assessment, the approach will be implemented through the two assessment models. Appropriate and diverse assessment methods will be used to assess the ability of learners to analyse, design, develop and implement software solutions.

In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of learners to analyse, design, develop and implement software solutions.

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). The Sydney accord specifically is an international agreement between bodies responsible for accrediting engineering technology academic qualifications.

The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies (See www.ieagreements.org) of well-defined engineering problems in societal and environmental contexts.

This qualification was compared with qualifications in Mechanical Engineering offered at various international universities and polytechnics.

Bachelor of Engineering (Honours) in Mechanical Engineering, The University of Auckland, New Zealand:

It is a four-year qualification, comprising a blend of theoretical and practical work which ensures that the graduate is career-ready upon graduation. The BEng (Hons) is split into four Parts. In Part I the learner is exposed to nine available specialisations and the learner studies a broad base of engineering and professional fundamentals. Parts II, III and IV are customised according to the learners' chosen specialisation.

Along with specialisation modules, the learner also studies a common core of mathematical modelling, technical communication, and professional development. Learners will also pursue elective modules to explore the topics that interest them.

The first three years are similar in content to this qualification which consists of core courses on Engineering Fundamentals, Mathematics, Mechanics, Mechanics of Machines, Materials, Fluid Mechanics and Thermodynamics.

The fourth-year is similar to the B Eng Tech Hons in Mechanical Engineering to be offered at the South African institution. Their fourth year consists of one compulsory module, one specialisation module, four elective modules and a research project. This compares to the South African qualification which offers eight-semester modules and a one-year research project.

Bachelor of Engineering (Honours) (Mechanical Engineering), Victoria University, Melbourne, Australia:

This qualification focuses on modelling and simulation of components, machines, processes and systems. It is a four-year qualification. The first three years are similar in content to this qualification which consists of core courses on Engineering Fundamentals, Mathematics, Mechanics, Mechanics of Machines, Materials, Fluid Mechanics and Thermodynamics.

The fourth-year is similar to the South African qualification. Their fourth year consists of six-semester modules and a one-year research project. This compares to the South African qualification which offers eight-semester modules and a one-year research project.

Bachelor of Engineering (Honours) in Mechanical Engineering, L-Universit� ta' Malta, Malta:

The qualification is structured to provide learners with various elements of knowledge, skills, experience, intellectual abilities, and understanding of engineering science and mathematical theoretical background; engineering analysis methods and tools; design and development of engineering products, components, processes or systems; economic, social, legal and environmental constraints; and engineering practice. Hence the first three years are similar in content to the South African qualification which consists of core modules on Engineering Fundamentals, Mathematics, Mechanics, Mechanics of Machines, Materials, Fluid Mechanics and Thermodynamics.

The fourth year of the module is similar to the South African qualification both in duration broad content. Their fourth year consists of compulsory and elective modules and a one-year research project. This compares to the South African qualification which offers eight-semester modules and a one-year Engineering Project compared to this qualification which has a one-year compulsory research project.

The Bachelor of Engineering (Honours) in Mechanical Engineering offered at the Hong Kong Polytechnic University:

This qualification provides learners with a broad and solid foundation in areas including Physics, Mathematics, Computing, Engineering Sciences, Design and Manufacture. The qualification aims to cultivate professional mechanical engineers who can apply cutting-edge technologies to solve multi-disciplinary engineering problems for various engineering /business sectors.

The qualification provides for four clusters of specialisation, namely Aerospace Engineering, Robotics and Autonomous Systems, Environmental and Energy Systems, and Mechanics and Materials. The South African qualification will not offer electives or specialisation fields. The modules are however chosen to prepare a learner for a career in the industry as well as to prepare the learner for further research-based postgraduate studies.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Engineering Technology Honours in Industrial Engineering, NQF Level 8.

Postgraduate Diploma in Mechanical Engineering, NQF Level 8.

Vertical Articulation:

Master of Engineering in Mechanical Engineering, NQF Level 9.

Master of Philosophy 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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