SAQA 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 in Electrical Engineering and Computer Engineering 
SAQA QUAL ID QUALIFICATION TITLE
119078  Bachelor of Engineering in Electrical Engineering and Computer Engineering 
ORIGINATOR
University of Zululand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  SAQA 158/22  2022-04-21  2025-04-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-04-21   2032-04-21  

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 primary purpose of the Bachelor of Engineering in Electrical Engineering and Computer Engineering is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineer. This qualification provides a well-rounded, broad education that equips qualifying learners with the knowledge base, theory and methodology of Computer and Electronic Engineering. The qualification will target school leaving learners, artisans, supervisors, inspectors, and entrepreneurs in the country. Furthermore, the qualification will provide opportunities in the different disciplines of engineering, offering access to Technicians, Technologists, Engineers, and Researchers.

The recognised purpose of the qualification is to provide qualifying learners with:
  • A thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling, computer science, computer engineering and engineering design together with the abilities to enable applications in fields of emerging knowledge.
  • Preparation for careers in engineering and related areas, for achieving technical leadership and contributing to the economy and national development.
  • The educational requirement for registration as a professional engineer with the Engineering Council of South Africa (ECSA) as well as to allow the graduate to make careers in engineering and related fields.
  • For graduates with an appropriate level of achievement in the qualification, the ability to proceed to postgraduate studies in both module-based and research master's degrees. This is in line with the general purpose of a bachelor's degree according to the Higher Education Qualifications Sub-Framework; that is to strengthen and deepen the learner's knowledge in a particular discipline or profession.

    On the completion of the qualification, qualifying learners will be able to demonstrate competence in all the Exit Level Outcomes at Level 8 contained in the Engineering Council of South Africa (ECSA) E-02-PE standard for solving well-defined electrical and computer engineering problems.
  • Demonstrate the ability to identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.
  • Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve complex engineering problems.
  • Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
  • Demonstrate competence to design and conduct investigations and experiments.
  • Demonstrate competence to use appropriate engineering methods, skills, and tools, including those based on information technology.
  • Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
  • Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence.
  • Demonstrate knowledge and understanding of engineering management principles and economic decision-making.

    Rationale:
    Engineering is a discipline and profession that serves the needs of society and the economy. The qualification is designed to contribute to developing engineering competence. The qualification, with its broad fundamental base, is the starting point of a career path in one of many areas of engineering specialization through structured development and lifelong learning. The broad base allows maximum flexibility and mobility for the holder to adjust to changing needs. Skills, knowledge, values, and attitudes reflected in the qualification are building blocks for the development of candidate engineers towards becoming competent engineers to ultimately lead complex engineering activities and solve complex engineering problems.

    Electrical and Computer Engineering is an interdisciplinary branch of engineering which combines a fundamental study in electrical engineering with computing. Apart from receiving a thorough grounding in both electrical engineering and computing, the Electrical and Computer Engineering learner gains a foundation of understanding in physical science, advanced engineering mathematics, microcomputer technology and systems engineering design. Electrical and Computer Engineers in the industry generally possess expertise across a broad range of engineering disciplines, and are especially well-suited to a career in networking, control and instrumentation, power systems or telecommunications. Electrical and Computer Engineers may also become involved in diverse fields such as biomedical engineering, machine vision, power electronics and machines, or signal and image processing.

    There is a critical shortage of qualified engineers in South Africa and engineers of all disciplines appear on the South African Government's scarce skills list. Large companies like Eskom, Telkom, Vodacom, and smaller companies all struggle to find qualified Electrical Engineering and Computer Engineering graduates. The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy (NSDSIII). Skilled electrical engineers are required to meet the developmental needs of the country in all manufacturing and electrical engineering production fields.

    The industrial areas around the country have seen substantial growth over the past decades, and it has been devoid of a local institution with an engineering faculty. Similarly, learners who live in these areas have had to travel long distances from home to study at other South African Universities. The establishment of an Engineering Faculty will have a positive impact on the local industry in supplying graduates in engineering to the area. The institution is making a strong case for the proposed qualification since electrical and computer engineering are in demand in the fastest-growing provincial economies, and the qualification will resonate with industry as the main economic activity in the region. The provision of many more qualified engineers in South Africa is a high priority for Government, and strong support for the proposed qualification has been expressed by local manufacturing industries. The qualification will have a huge impact on the local schools and the learners in those schools can look forward to studying engineering at an institution much closer to their homes. It will also be the first full engineering faculty in a historically disadvantaged institution in South Africa offering Bachelor of Engineering degrees.

    The qualification is approved by the Engineering Council of South Africa (ECSA) as fulfilling all the academic requirements for registration as a professional engineer. In terms of the Engineering Profession Act (Act No 46 of 2000), ECSA has stipulated a minimum period of three years of approved practical training and experience under the guidance of a Professional Engineer before a candidate may register as a Professional Engineer. This period may be shortened by up to one year in recognition of successful postgraduate degree work. Qualified graduates with this qualification may be admitted as a member without further examination to The South African Institute of Electrical Engineers (SAIEE). Upon qualifying, learners are prepared to register with Engineering Council South Africa as Professional Engineers (Pr. Eng.). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.
    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.
    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to bachelor's studies with a pass of at least 65% (level 5) in Mathematics, a pass of at least 50% (level 4) in English Home Language or 50% in English first additional language, a pass of at least 60% (level 5) in Physical Science.
    or
  • Senior Certificate, NQF Level 4 with endorsement with a pass of at least 65% in Higher Grade Mathematics, a pass of at least 50% in English Home Language or 50% in English first additional language and a pass of at least 60% in Higher Grade Physical Science.
    or
  • National Certificate Vocational (NCV), Level 4, granting access to bachelor's studies with a pass of at least 65% (level 5) in Mathematics, a pass of at least 50% (level 4) in English Home Language or 50% in English first additional language and a pass of at least 60% (level 5) in Physical Science.
    Or
  • Higher Certificate in Electrical Engineering, NQF Level 5.
    Or
  • Higher Certificate in Computer Engineering, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6, 7 and 8 totalling 576 Credits.

    Compulsory Modules, Level 5,144 Credits:
  • Calculus 1 for Engineers, 16 Credits.
  • General Physics A for Engineers, 16 Credits.
  • General Chemistry for Engineers, 16 Credits.
  • Introductory Computing for Engineers, 16 Credits.
  • Engineering Drawing, 8 Credits.
  • Calculus II for Engineers, 16 Credits.
  • General Physics B for Engineers, 16 Credits.
  • Introduction to Engineering, 16 Credits.
  • Engineering Mechanics, 16 Credits.
  • Introduction to Engineering Design, 8 Credits.

    Compulsory Modules, Level 6,144 Credits:
  • Advanced Calculus for Engineers, 16 Credits.
  • Embedded Systems I, 16 Credits.
  • Signals and Systems I, 16 Credits.
  • Analogue Electronic Design, 16 Credits.
  • Professional Communications, 8 Credits.
  • Linear Algebra and Differential Equations for Engineers, 16 Credits.
  • Electromagnetism for Engineers, 16 Credits.
  • Introduction to Power Engineering, 16 Credits.
  • Introduction to Programming for Engineers, 16 Credits.
  • Project Management, 8 Credits.

    Compulsory Modules, Level 7,144 Credits:
  • Computer Science II for Computer Engineers, 16 Credits.
  • Electronic Devices and Circuits, 16 Credits.
  • Embedded Systems II, 12 Credits.
  • Signals and Systems II, 16 Credits.
  • Statistics for Engineers, 12 Credits.
  • Control Engineering, 16 Credits.
  • Power Systems, 16 Credits.
  • Communications and Networks, 16 Credits.
  • Culture and Society in Africa, 16 Credits.
  • Electrical Engineering and Computer Engineering Design and research methods, 8 Credits.

    Compulsory Modules, Level 8,128 Credits:
  • Computer Science III for Computer Engineers, 16 Credits.
  • Engineering Systems Design, 16 Credits.
  • Engineering Professionalism, 8 Credits.
  • Telecommunications, 16 Credits.
  • Professional Communication Studies, 8 Credits.
  • New Venture Planning and Management, 8 Credits.
  • Industrial Ecology, 8 Credits.
  • Final Year Research Project, 40 Credits.
  • Maritime Law, 8 Credits.

    Elective Modules, Level 8,16 Credits (Select One module from the following):
  • Power Systems Engineering, 16 Credits.
  • Process Control and Instrumentation, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to use a range of specialised skills to identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve complex engineering problems.
    3. Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
    4. Demonstrate the ability to critically review information gathering, synthesis of data, evaluation and manage processes in specialised contexts to develop creative responses to problems and issues as well as develop competence to design and conduct investigations and experiments.
    5. Demonstrate competence to use appropriate engineering methods, skills, and tools, including those based on information technology and the understanding of the theories, research methodologies, methods, and techniques relevant to the field, discipline, or practice; and an understanding of how to apply such knowledge in a particular context.
    6. Demonstrate the ability to present and communicate academic, professional, or occupational ideas and texts effectively both orally and in writing, with engineering audiences and the community at large offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.
    7. Demonstrate critical awareness of the impact of engineering activity on the social, industrial, and physical environment.
    8. Demonstrate competence to work effectively as an individual, in teams and multidisciplinary environments.
    9. Demonstrate the ability to apply, in a self-critical manner, learning strategies that effectively address own professional and ongoing learning needs and the professional and ongoing learning needs of others and engage in independent learning through well-developed learning skills.
    10. Demonstrate critical awareness of the need to act professionally and ethically and exercise judgment and take responsibility within own limits of competence.
    11. Demonstrate the ability to take full responsibility for own work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify a standard mathematical function and solve using the fundamental theorem of calculus.
  • Communicate mathematical ideas in appropriate ways, using mathematical symbols and a logical structure, with diagrams if necessary.
  • Examine and apply the concepts and theories of the Electrical Engineering and Computer Engineering disciplines.
  • Use probability rules to answer basic questions that arise in uncertain Electrical Engineering and Computer Engineering situations.
  • Appreciate and apply the power of linear system theory, particularly Fourier analysis for designing and analysing electronic and computer systems.
  • Design the signal processing section of a wireless communication system using analytic models to meet specified performance criteria.
  • Formulate the given control problem, apply system identification, design an appropriate controller, implement it in hardware, and evaluate performance.
  • Apply the theoretical framework to conceptualise the physical unit, classify systems and signals, envisage targeted experimentation, and utilise the plant data.
  • Propose, evaluate different control strategies, convert theoretical solutions to physical implementation and apply design tools to make technical decisions and communicate the design.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop a systematic understanding of the engineering approach to electrical engineering and computer engineering based on the natural sciences.
  • Develop equivalent circuit models for electronic devices and circuits using conceptually based mathematics, set up the models and analyze the electronic circuits using Software Process Improvement and Capability Determination (SPICE).
  • Develop a systematic formulation of a communication network topology, layered architecture and protocols based on natural science and engineering fundamentals.
  • Apply the theoretical knowledge of Mathematics, Natural Science and Engineering Science to analyse and design the Radio Frequency (RF) section of a wireless communication system to meet specified performance criteria.
  • Provide a formal mathematical model structure for the dynamics to quantify the nonlinear component and apply system identification to determine its parameters.
  • Analyse and apply mathematical, numerical, and statistical knowledge and methods to engineering problems by analysing and modelling engineering components, systems, or processes.
  • Communicate mathematical concepts, ideas, and theories and explain conceptualising engineering components and systems or processes.
  • Analyse and apply the physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of engineering problems to deal with uncertainty and risk using probability and statistics.
  • Examine the modelling of engineering components, systems or processes using principles and knowledge of the basic sciences.
  • Explore and apply the techniques, policies, and laws of engineering science at a fundamental level and in one specialist area.
  • Identify and solve open-ended engineering problems to pursue engineering applications.
  • Work across engineering disciplinary boundaries through cross-disciplinary literacy and shared fundamental knowledge.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Communicate ideas clearly using sketches and models including computer-aided design (CAD).
  • Describe the system using modelling tools such as the use of case diagrams, sequence diagrams and activity diagrams.
  • Document the system development process in a clear written report for engineering audiences and the community at large.
  • Designing a complex system that involves idea generation (non-procedural design rules), individual work, and resorting to a design knowledge base as an individual.
  • Undertake in groups an embodiment design that contains features of the individual assignment but with increased complexity and additional requirements of procedural design, identification of constraints, and resolution of possible conflicts.
  • Identify and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the engineering design process, focus on essential issues, recognise, and deal with constraints.
  • Evaluate the requisite knowledge, information, and resources and apply correct principles to design tools.
  • Perform design tasks including analysis, quantitative modelling, and optimisation.
  • Evaluate alternatives and preferred solutions, exercise judgment, test implementation and perform techno-economic analyses.
  • Assess the impacts and benefits of the engineering design on the social, legal, health, safety, and environment.
  • Undertake or propose electrical and computer engineering designs, procedures and/or processes that integrate first-principal solutions or code approaches and utilise materials within the context of a maximum economy and due regard for the environment.
  • Assist in planning, managing, construction, operation and maintenance of electrical and computer engineering systems or processes with due regard for the health and safety of personnel, and within the constraints of a budget.
  • Exercise leadership and managerial skills in the wider engineering and business environment to enhance productivity and effectiveness.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Familiarise and use the elementary laboratory instrumentation and test equipment and develop skills in their practical use.
  • Apply the links between the theory and its application to practical problems in the field of Electrical Engineering and Computer Engineering.
  • Apply research methodology is to an investigation where the student engages with selected knowledge
  • Investigate knowledge and understanding of a design project and a recommended course of action
  • Plan and conduct investigations and experiments in multidisciplinary environments.
  • Select and use appropriate equipment or software.
  • Conduct a literature search and critically evaluate material in the research literature of the Electrical Engineering and Computer Engineering discipline.
  • Collect, organise, analyse, critically, evaluate, rework and synthesise information.
  • Communicate the purpose, process and outcomes in a technical report.
  • Perform necessary analysis and draw conclusions based on evidence.
  • Interrogate multiple sources of knowledge in an area of specialisation and evaluate knowledge and
    processes of knowledge production.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use and apply method, skill, or tool effectively and basic techniques from economics, business management; health, safety, and environmental protection appropriate to the discipline; risk assessment and management; and project management.
  • Select and assess the applicability and limitations of the method, skill, or tool.
  • Test and assess the end results produced by the method, skill, or tool critically.
  • Create computer applications as required by the discipline.
  • Identify the necessary programmes of action to facilitate the electrical and computer engineering or managerial process and put them effectively in place.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Access, manipulate the process, and provide and use spatially referenced data for the solution of electrical and computer engineering problems.
  • Examine and use the appropriate structure, style and language for purpose and audience to communicate the design logic and information.
  • Use effective graphical support and relevant visual materials to meet the requirements of the target audience.
  • Apply methods of providing information for use by others involved in engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify and deal with an appropriate combination of engineering issues in occupational and public health and safety.
  • Discuss the personal, social, and cultural values and requirements of those affected by engineering activity.
  • Describe the impact of engineering activities on the environment and society.
  • Discuss the inter-relation of the various members of the engineering team, and the impact of construction processes on the final product.
  • Operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the system.
  • Produce output that demonstrates clearly own contribution and the benefits of interaction with others in solving complex problems.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Draw on the knowledge and insights of civil engineering, architecture, and management, planning, professionals from the city council and historians to debate the challenges and broaden the scope of the projects.
  • Identify and focus on objectives to deliver completed work on time.
  • Work strategically and execute tasks effectively.
  • Apply a systems approach to perform critical functions and make an individual contribution to team activity.
  • Communicate effectively with team members across disciplinary boundaries.
  • Acquire a working knowledge of co-workers' discipline to enhance the workflow of team members.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Access and assimilate information through various means such as reading, attending lectures, workshops and seminars and the electronic media.
  • Reflect on learning and determine learning requirements and strategies.
  • Access, evaluate and apply the knowledge acquired outside formal instruction.
  • Interrogate multiple sources of knowledge in an area of specialisation and evaluate knowledge and
    processes of knowledge production.
  • Apply basic electrical and computer engineering sciences to exercise innovative and independent thinking that provides solutions.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Discuss the requirements to maintain competence and to keep abreast of up-to-date tools and techniques.
  • Display an understanding of the system of professional development.
  • Apply ethics in the workplace with a reasonable appreciation of the law.
  • Evaluate different ethical value systems and make judgments on ethical aspects used in the electrical computer engineering context.
  • Discern boundaries of proficiency in problem-solving and design.
  • Challenge assumptions and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Provide solutions that are technically, economically, environmentally, or managerially viable and benefit society in a way that improves the quality of life or industrial competitiveness.
  • Display judgment in decision making during problem-solving and design.
  • Limit decision making to an area of current competence.
  • Produce a written project report (thesis) that appropriately describes engineering, the problem, the methodology to solve the problem, and the best solution to the problem.

    INTEGRATED ASSESSMENT
    Integrated Assessment at the level of the qualification provides an opportunity for learners to show that they can integrate concepts, ideas, and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes.

    Learners are assessed through a range of methods, including formal examinations, group and individual assignments, class tests and projects. Assessments are designed to enable learners to demonstrate their critical understanding of the subject matter to which they have been exposed as well as their competence to deal with practice-based problems or issues arising out of that subject matter. In the final year, the learner's overall competence is evaluated through the fourth-year research project.

    Integrated Assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Integrated assessment in this qualification allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. The qualification is designed for assessment to align with the exit level outcomes.

    Formative assessment:
    Formative assessment involves integrated types of assessment, used to inform learners about their progress continuously throughout the whole year.
    Formative assessment includes types such as:
  • Assignments.
  • Projects.
  • Practical work.
  • Informal assessment.
  • Homework.
  • Class tests.
  • Semester tests.
  • Practical reports.
  • Assignments.

    Summative assessment:
    Summative assessment refers to an assessment that will take place at the end of a learning experience. Results are expressed in marks in terms of the level of competence achieved, regarding level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes.
    Summative assessment includes:
  • Formal tests.
  • Research Project.
  • Examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African is a professional engineering degree accredited by the Engineering Council of South Africa. As per all accredited undergraduate Bachelor of Engineering qualifications in South Africa all qualifications are aligned to the best practices and standards of the Washington Accord. Signatories to the Washington Accord are organizations responsible for accrediting engineering qualifications in Australia, Canada, Chinese Taipei, Hong Kong, Ireland, Japan, Korea, Malaysia, New Zealand, Singapore, South Africa, Turkey, the United Kingdom, and the United States of America.

    The curricula, systems, and standards of South African engineering education conform to the general pattern of British Universities like the University of Sheffield and Australian universities like the University Queensland.

    Country: United Kingdom
    Institution: University of Sheffield (US)
    Qualification Title: Bachelor of Science in Electrical Engineering and Computer Science
    Duration: Four years full-time
    Credits: 480

    Similarities:
    The University of Sheffield (US) compares favourably with the South African (SA) qualification in the following aspects.

    Duration:
    Both the US and SA qualifications are offered over four years of full-time study.

    Entry Requirements:
    The US and SA qualifications share similar entry requirements in that both qualifications require high school qualifications. The SA qualification requires the National Senior Certificate/Senior Certificate with good grades in Physics and, English Mathematics

    The entry requirements for the US qualification are as follows:
  • High School Graduation Diploma with 80% overall (minimum 70% in 3/5 core subjects).
    Or
  • A Levels + additional qualifications ABB, including Maths and either Physics, Chemistry or Electronics + B in a relevant Extended Project Qualification (EPQ); ABB, including Maths and either Physics, Chemistry or Electronics + B in AS or A-Level Further Maths.
    Or
  • International Baccalaureate 34, with 6, 5 in Higher Level Maths and either Physics or Chemistry.
    Or
  • Business and Technology Education Council (BTEC) Extended Diploma DDD in Engineering + A in A-Level Maths.
    Or
  • BTEC Diploma DD in Engineering + A in A-Level Maths.
    Or
  • Scottish Highers + 2 Advanced Highers AAABB + AB in Maths and either Physics or Chemistry.
    Or
  • Welsh Baccalaureate + 2 A-Levels B + AA in Maths and either Physics, Chemistry or Electronics.

    Similarities:
    University of Sheffield (US) qualification is comparable to the South African (SA) qualification in the following aspects.

    Duration: Four years
    Both the US and SA qualifications are offered over a period of four years full time.

    Purpose/Rationale:
    The US and SA qualifications both provide a well-rounded, broad education that equips qualifying learners with the knowledge base, theory and methodology of Computer and Electronic Engineering. Electrical and Computer Engineering is an interdisciplinary branch of engineering which combines a fundamental study in electrical engineering with computing.

    Both the US and SA qualifications will enable learners to explore theoretical and practical aspects across the range of electronic and electrical engineering and use computer design tools extensively. Typical graduate job titles include cybersecurity consultant, design engineer, energy engineering consultant, system engineer, electrical engineer, technology analyst, nuclear controls engineer, software engineer and electronics field engineer.

    Qualification Structure:
    Both the SA and US qualification consists of compulsory and elective modules.

    First Year:
    Compulsory Modules, 120 Credits:
  • Digital System Engineering, 20 Credits.
  • Electrical Circuits and Networks, 20 Credits.
  • Electronic Devices and Circuits, 20 Credits.
  • Mathematics (Electrical), 20 Credits.
  • General Skills, 10 Credits.
  • Introduction to Energy, 10 Credits.
  • Programming, 10 Credits.
  • System Design Analysis, 10 Credits.
  • Global Engineering Challenge Week, 0 Credits.

    Second Year:
    Compulsory Modules, 120 Credits:
  • Electrical Energy and Conversion, 30 Credits.
  • Analogue and Digital Electronics, 20 Credits.
  • Communication Electronics, 20 Credits.
  • Design Project, 10 Credits.
  • Engineering Software Design, 10 Credits.
  • Industrial Project, 10 Credits.
  • Managing Engineering Projects and Teams, 10 Credits.
  • Mathematics II (Electrical), 10 Credits.

    Third year:
    Core modules, 120 Credits:
  • Work Integrated Learning, 120 Credits.

    Fourth Year:
    Learners will select one specialisation from the list of streams below.
  • Stream One: Electrical and Electronic Engineering
  • Stream Two: Electrical Engineering
  • Stream Three: Electronic Engineering
  • Stream Four: Electronic and Communications Engineering

    Electrical and Electronic Engineering Compulsory Modules, 70 Credits:
  • Individual Design Project, 40 Credits
  • Feedback Systems Design,10 Credits
  • Finance and Law for Engineers,10 Credits
  • Power Electronics, 10 Credits

    Electrical and Electronic Engineering Elective/Optional Modules Select two modules only, 50 Credits:
  • Electromagnetic Fields and Devices, 20 Credits.
  • Electronics and Devices, 20 Credits.
  • Power Engineering, 20 Credits.

    AND
    Select Modules, 10 (Select one module from the following):
  • Antennas, Radar, and Navigation, 10 Credits.
  • Digital Design, 10 Credits.
  • Electrical Power Systems, 10 Credits.
  • Engineering Electromagnetics, 10 Credits.
  • Integrated Electronics, 10 Credits.
  • Introduction to Digital Signal Processing, 10 Credits.
  • Machine Design, 10 Credits.
  • Mathematics III (Electrical), 10 Credits.
  • Power Engineering Electromagnetics, 10 Credits.
  • Principles of Communications, 10 Credits.
  • Semiconductor Electronics, 10 Credits.
  • Digital Engineering, 10 Credits

    Electrical Engineering Compulsory Modules, 110 Credits:
  • Individual Design Project, 40 Credits.
  • Feedback Systems Design, 10 Credits.
  • Finance and Law for Engineers, 10 Credits.
  • Power Electronics, 10 Credits.
  • Power Engineering, 20 Credits.
  • Electromagnetic Fields and Devices, 20 Credits.

    Electrical Engineering Elective/Optional modules (select one module from the following):
  • Introduction to Digital Signal Processing, 10 Credits.
  • Principles of Communications, 10 Credits.
  • Antennas, Radar, and Navigation, 10 Credits.
  • Integrated Electronics, 10 Credits.
  • Digital Design, 10 Credits.
  • Semiconductor Electronics, 10 Credits.
  • Mathematics III (Electrical), 10 Credits.

    Electronic Engineering stream Compulsory Modules, 110 Credits:
  • Individual Design Project, 40 Credits.
  • Feedback Systems Design, 10 Credits.
  • Finance and Law for Engineers, 10 Credits.
  • Power Electronics, 10 Credits.
  • Digital Engineering, 20 Credits.
  • Electronics and Devices, 20 Credits.

    Electronic Engineering stream Elective Modules (select one module from the following):
  • Machine Design, 10 Credits.
  • Principles of Communications, 10 Credits.
  • Antennas, Radar, and Navigation, 10 Credits.
  • Electrical Power Systems, 10 Credits.
  • Engineering Electromagnetics, 10 Credits.
  • Power Engineering Electromagnetics, 10 Credits.
  • Mathematics III (Electrical), 10 Credits.

    Electronic and Communications Engineering stream Compulsory Modules, 110 Credits:
  • Individual Design Project, 40 Credits.
  • Feedback Systems Design, 10 Credits.
  • Finance and Law for Engineers, 10 Credits.
  • Engineering Electromagnetics, 10 Credits
  • Digital Engineering, 20 Credits.
  • Communication Engineering, 20 Credits.

    Electronic and Communications Engineering stream Elective/Optional modules, 10 Credits (Select one module from the following:
  • Machine Design, 10 Credits.
  • Power Electronics, 10 Credits.
  • Integrated Electronics, 10 Credits.
  • Semiconductor Electronics, 10 Credits.
  • Electrical Power Systems, 10 Credits.
  • Mathematics III (Electrical), 10 Credits.

    Learning and assessment:
    Learning for both qualifications will be delivered through a combination of lectures, practical labs and tutorials as well as an independent study that is supported by problem classes.

    Both the US and SA qualifications will be assessed using a mixture of exams/tests, coursework and practical sessions.

    Differences:
    There are slight differences between the US and SA qualifications in the following ways.

    Credits:
    The US qualification carries a weight of 480 credits while the SA qualification has 576 credits.

    Qualification structure:
    The US qualification offers a wide choice of optional modules - these cover many aspects of electrical and electronic engineering and communications.

    All the first-year learners take part in the faculty's Global Engineering Challenge, working with learners from other engineering disciplines to solve a real-world problem. All second years get to work on a week-long project devised by one of our industry partners. Learners will also get the chance to work with an engineering company through the Sheffield Industrial Project Scheme. The South African qualification does not include Global Engineering Challenge and Work Integrated Learning in the third year.

    At the end of the second year, learners can choose an area to specialise in or continue with the more general electrical and electronic engineering whereas the SA qualification is not designed around the Specialisation. The degree streams that learners can choose from are:
  • Electrical engineering.
  • Electronic and communications engineering.
  • Electrical and electronic engineering.

    Learners will spend the third year working full time for an engineering company. This is a great opportunity to put what they have learnt into context while gaining additional skills and experience to enhance their career prospects.
    Learners will carry out the research project, supervised by an academic in the fourth year.

    The US qualification focuses on the design, fabrication, and use of a wide range of electronics, circuits, devices and power systems. The qualification will take in:
  • Electrical machines and power systems such as wind turbines and the national grid.
  • Electronic devices, circuits, and systems such as lasers, microprocessors, and computers.
  • Communication devices and systems such as radio frequency (RF) antennae and 5G mobile networks.

    Country: Australia
    Institution: University of Queensland
    Qualification Title: Bachelor of Engineering in Electrical and Computer Engineering
    NQF Level: Australian Qualifications Framework (AQF) Qualification Level 08.
    Duration: Four years full time

    Similarities:
    The Queensland University (UQ) qualification is comparable to the South African (SA) qualification in the following way.

    NQF Level:
    Both qualifications are registered at NQF Level 08.

    Duration:
    The duration for both the UQ and SA qualification is four years full time.

    Entry Requirements:
    Similar to the SA qualification, the UQ qualification requires the following entry requirements:
  • Queensland Year 12 (or equivalent) General English subject); Mathematical Methods; and one of Chemistry or Physics. Year 12 is the same as Grade 12 for the SA qualification which culminates in the National Senior Certificate with good grades in Physical Science, Mathematics and English.

    Purpose/Rationale:
    Both UQ and SA qualifications provide a well-rounded, broad education that equips qualifying learners with the knowledge base, theory and methodology of Computer and Electronic Engineering. Electrical engineering and computer engineering are some of the fastest-growing career fields around the world. Career paths in electrical or computer engineering provide opportunities to work with teams of engineers and make a huge difference in the lives of people worldwide. The devices and tech market are rapidly expanding for professionals who have a strong understanding of both hardware and software. Qualified graduates from both qualifications can pursue careers such as:
  • Associate embedded software engineer.
  • Electrical design engineer.
  • Fire protection engineer.
  • Fire protection code consultant.
  • Hardware engineer.
  • Implementation engineer.
  • Network engineer.
  • Process engineer.
  • User experience designer and developer.

    Qualification structure:
    The first year of both UQ and SA qualifications offer similar modules in mathematics, including linear algebra, differential equations, and complex numbers. Physics, an introduction to electrical circuits, and an introduction to programming are offered in both degrees. The only notable difference in the first year is that the SA qualification offers a semester module in Chemistry, in the interest of offering a common first year for all engineering degrees, which is essential for Chemical Engineering learners. Queensland University makes up the credits by offering an introduction to software engineering. However, the degree content and module content on a year-by-year basis is similar.

    Second-year and third years contain more mathematics and offer the introduction of embedded systems design, signals and systems, electronics, communications, and power systems. Further modules are offered in computer systems with the Queensland qualification offering more of a bias towards software engineering. There are far more choices offered through optional and elective modules in the third year and the fourth year in the Queensland qualification. The SA qualification has a fixed three years of core modules with only limited choice in the final year. Both UQ and SA qualifications offer a research project in the fourth year. The research projects for UQ qualification count 25% of the final year credits and 28% of the SA credits. A wide range of additional options is offered in the final year. All the core modules offered in the SA qualification final year are also offered by Queensland University as electives plus a large group of additional electives.

    Differences:
    A comparison of the credit points from the Queensland University to South African qualification credit points shows that the Queensland degree requires 60 credit points and the South African credit points defined by ECSA require a minimum of 560 credits with a ratio of almost 10 to 1. The SA qualification requires a minimum of 576 credits.

    Country: United States of America
    Institution: National University (NU)
    Qualification Title: Bachelor of Science in Electrical and Computer Engineering
    Duration: Five years

    Similarities:
    The National University (NU) compares favourably to the South African (SA) qualification in the following aspects.

    Purpose/Rationale:
    The NU and the SA qualifications both prepare learners for a cutting-edge profession in inventing, designing, developing, manufacturing, and marketing new devices, like smart homes, cell phones, artificial intelligence, robotics, and more. Career paths in electrical or computer engineering provide opportunities to work with teams of engineers and make a huge difference in the lives of people worldwide. Throughout the electrical and computer engineering qualification, learners will study the design and development of both digital hardware systems and the software that enables that hardware and how both users and other hardware interact with those systems. Because clean computer engineering is at the heart of how hardware and software work together, a central focus will be on embedded systems that rely on both, such as cell phones, digital audio players, digital video recorders, alarm systems, x-ray machines, and laser surgical tools.

    The NU and SA qualifications are both designed to establish analytical thinking and design skills in both electrical engineering and computer engineering. The curriculum of both qualifications focuses on the theories, principles, and practices of traditional electrical engineering and mathematics and applies them to the design of computers and computer-based devices. Learners study hardware, software, communication, and the interaction between them.

    On completion of both the NU and SA qualifications qualifying learners will be able to:
  • Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
  • Apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
  • Communicate effectively with a range of audiences.
  • Recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
  • Function effectively on a team whose members provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
  • Develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to conclude.
  • Acquire and apply new knowledge as needed, using appropriate learning strategies.

    Both qualifications cover both hardware and software to prepare learners for an innovative professional in inventing, designing, developing, manufacturing, and marketing new devices, like smart homes, cell phones, artificial intelligence, robotics, and more. Upon graduation, learners are well prepared to begin either a professional career or are prepared for a larger breadth of job opportunities than a traditional electrical engineering qualification.

    Qualification structure:
    Both the NU and SA qualification consist of both compulsory and elective modules. Both qualifications cover a wide range of topics from traditional electrical engineering courses, such as Circuit Analysis, Microelectronics, Linear Systems and Signals, and Digital Signal Processing, to computer engineering courses like Programming, Object-Oriented Design, Discrete Structure and Logic, Digital Logic Design, Computer Architecture, Computer Communication Networks, Embedded Systems, Very-large-scale integration (VLSI) Design, and more.

    Electrical engineering focuses on the study, design, and application of equipment, devices, and systems that use electricity, electronics, and electromagnetism. The curriculum usually encompasses a broad spectrum of specialities, including circuits, microelectronics, communication systems, computer hardware, control, signal processing, electromagnetics, robotics, power and energy, optics, nanotechnology, and more. An electrical engineer works with anything from electrical circuits in electronic devices to electrical installation in buildings or power plants.

    Computer engineering focuses more on computer hardware and software, and embedded systems. A computer engineer usually is involved in many hardware and software aspects of computing, from the design of individual microcontrollers, microprocessors, personal computers, and supercomputers to circuit design.

    Compulsory Modules:
  • College Algebra and Trigonometry.
  • Introductory Physics.
  • Physics Lab for Engineering.
  • Calculus for Computer. Science I.
  • Calculus for Computer. Science II.
  • Applied Probability and Statistics.
  • Intro to Programming Concepts.
  • Programming in C++.
  • Object-Oriented Design.
  • Linear Algebra and Matrix Computer.
  • Advanced Engineering Mathematics.
  • Calculus-Based Physics I.
  • Calculus-based Physics II.
  • Discrete Structures and Logic.
  • Circuit Analysis.
  • Circuit Analysis Laboratory.
  • Digital Logic Design.
  • Digital Logic Design Laboratory.
  • Computer Architecture .
  • Computer Ethics.
  • Computer Communication Networks.
  • Embedded Systems.
  • Embedded Systems Laboratory.
  • Linear Systems and Signals.
  • Linear Systems and Signals Laboratory.
  • Microelectronics.
  • Microelectronics Laboratory.
  • Digital Signal Processing.
  • VLSI Design.
  • Capstone Design Project I.
  • Capstone Design Project II.
  • Capstone Design Project III.

    Differences:
    To receive a NU qualification, learners must complete at least 180 quarter units to earn a minimum of 70.5 units of the University General Education requirements; 76.5 quarter units must be completed at the upper-division level, and 45, including the senior project courses, must be taken in residence at National University whereas the SA qualification requires 576 credits to complete.

    Country: New Zealand
    Institution: Massey University (MU)
    Qualification Title: Bachelor of Engineering with Honours in Electronics and Computer Engineering
    NQF Level: New Zealand Qualifications Framework (NZQF) level 8
    Duration: 4 year(s) full-time
    Credits: 480 credits

    Similarities:
    The Massey University (MU) compares favourably with the South African (SA) qualification in the following ways.

    NQF Level and Credits:
    Both the MU and the South African (SA) qualifications are registered at NQF Level 8 and have 480 credits

    Duration:
    Both the MU and SA qualifications are offered over the period of four years of full-time study.

    Purpose/Rationale:
    Studying for both the MU and SA qualifications will help learners play a key role in the design and manufacture of the technology that is a key part of our world as well as assists learners become excellent electronic and computer engineer. Learners will be multi-disciplinary, have excellent practical skills and be able to design, develop and manage both software and hardware projects. Learners will be capable of working in a team environment to solve problems from the device level to networks, communication systems and embedded systems. learners will gain a broad range of skills and practice as well as strong analytical and critical thinking skills.

    Electronic systems sense what is happening in the world around us, and computer systems process this data to extract information, or to control some activity. Virtually every aspect of our lives involves electronic and computer technology. Electronic systems sense what is happening in the world around, and computer systems process this data to extract information, or to control some activity. Tablet computers, smartphones and internet banking are commonplace today - the obvious examples of electronics and computers in modern-day life. However, most electronics and computer systems are hidden in appliances from toasters to washing machines to refrigerators; in cars; in traffic systems; in heating systems. These are just a few examples of how electronics and computers have integrated and become pervasive in modern-day life, ensuring the continued relevance of this area of engineering. The distinctive feature of the engineering course at Massey is that much of our teaching is based in the laboratory where you get real hands-on practice. There is also a strong emphasis on embedding computing and electronics technologies in everyday consumer products and the importance of the user interface.

    As an electronics and computer engineering graduate, learners will be as much at home designing an electronic or embedded hardware system as working on a large-scale distributed software application. There are well-defined career structures within computing and electronics, leading to senior specialist positions and a variety of management positions including project leader, programming manager, systems manager, or more general management.
    Examples include:
  • Electronic engineering sectors.
  • Systems management/programmer/analyst.
  • All software sectors.
  • Information technology sectors from research and development to service. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Engineering Honours, NQF Level 8.
  • Bachelor of Engineering in Electrical and Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Electrical Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Computer and Electronic Engineering, NQF Level 9.
  • Master of Engineering in Electrical Engineering, NQF Level 9.
  • Master of Philosophy in Electrical and Electronic 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.
     
    1. Work Skills Resources CC 


    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.