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. |
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: 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: Or Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification consists of the following compulsory modules at NQF Level 8 totalling 144 Credits.
Compulsory Modules, Level 8, 144 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:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: 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-Università 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: Vertical Articulation: |
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. |