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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
119089  Bachelor of Engineering Technology Honours in Chemical Engineering 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  SAQA 158/22  2022-04-21  2025-04-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-04-21   2029-04-21  

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 purpose of the Bachelor of Engineering Technology Honours in Chemical Engineering is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Chemical Engineering Technologist or Certified Engineering Technologist.

Professional Chemical Engineering Technologists are characterised by the ability to:
  • Provide leadership in the application of technology in safety, health, engineering, and commercially effective operations and have well-developed interpersonal skills.
  • Work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

    Upon completion of this qualification, qualifying learners will be able to:
  • Apply chemical engineering principles to critically evaluate and solve complex engineering problems.
  • Apply natural science and engineering principles to applied chemical engineering problems and modelling of solutions in the fundamental chemical engineering areas as well as the niche research areas.
  • Perform a major, integrated design of chemical systems and engineering processes, within the constraints of profitability, plant safety and high environmental sensitivity.
  • Apply process technology and investigate chemical engineering related problems and process design to illustrate technical competence and an understanding of the problem.
  • Apply Engineering techniques, including information technology, prediction and modelling in the solution of chemical processes problems.
  • Communicate effectively and fluently in both written and spoken forms, while selecting and using the appropriate level, style and means of communication
  • Understand the importance of and apply broad ethical principles, including responsibility, transparency, and accountability, to Chemical Engineering activities, with particular emphasis on environmental consciousness and public and employee safety and human rights.
  • Work effectively as a member of a team.
  • Use well-developed chemical engineering learning skills to engage in life-long learning to further the personal development of the student.

    The process of professional development in engineering has three principal phases: education, training and experience leading to registration and continuing development during practice.

    At Stage 1, educational requirements are met. During employment, training is completed, and experience is gained to attain the competencies for Stage 2, namely professional competence at the point of registration. Holding a qualification attached to a programme accredited for the category of registration is the normal way of meeting the Stage 1 educational requirements.
    To meet the educational requirements for stage 1, the learner will be equipped with the graduate attributes which are aligned with the Engineering Council of South Africa (ECSA).

    Rationale:
    The qualification is aimed at preparing learners for research-based postgraduate study. The qualification is aligned with the Engineering Council of South Africa guidelines and aims to provide the industry with a qualifying learner having the following attributes:
  • Consolidates and deepens the learner's expertise in a specialised area of chemical engineering and develops research capacity in the methodology and techniques of chemical engineering.
  • Work independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations.
  • Have a broad, fundamental-based appreciation of chemical engineering sciences, with depth in specific areas, together with knowledge of financial, commercial, legal, social and economic, health, safety and environmental matters.

    Chemical engineering is currently listed at number 10 on the 'National Scarce Skills List: Top 100 Occupations in Demand', with engineering technicians currently listed at number six.

    This qualification will allow for flexibility in the career path in chemical engineering both vertically to master's degrees or personal skills growth for practicing engineers and horizontally through personal growth and job advancement within and across the chemical and allied industry sector. Those who attain this qualification will provide companies with skills that include troubleshooting in chemical plants, process plant optimization, process development and process design. 
    		•

    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 which is applicable with regards 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:
  • Advanced Diploma in Chemical Engineering, NQF Level 7.
    Or
  • Bachelor of Engineering Technology in Chemical Engineering, NQF Level 7.
    Or
  • Bachelor of Engineering in Chemical Engineering, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 144 Credits.

    Compulsory Modules,116 Credits:
  • Research Project, 32 Credits.
  • Design Project, 32 Credits.
  • Applied Mathematics, 8 Credits.
  • Process Computation, 7 Credits.
  • Reactor Technology, 14 Credits.
  • Applied Analytical Chemistry, 16 Credits.
  • Project Management, 7 Credits.

    Elective 1 Modules, 14 Credits (Select one module from the following):
  • Advanced Separations Processes, 14 Credits.
  • Process Dynamics,14 Credits.
    AND
    Elective 2 Module 14 Credits (Select one module from the following):
  • Hydrometallurgy, 14 Credits.
  • Minerals Processing, 14 Credits.
  • Applied Bioprocessing and Bioengineering,1 4 Credits.
  • Advanced Wastewater Treatment, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply chemical engineering principles to critically evaluate and solve complex engineering problems.
    2. Apply natural science and engineering principles to applied chemical engineering problems and modelling of solutions in the fundamental chemical engineering areas as well as the niche research areas.
    3. Perform a major, integrated design of chemical systems and engineering processes, within the constraints of profitability, plant safety and high environmental sensitivity.
    4. Apply process technology and investigate chemical engineering related problems and process design to illustrate technical competence and an understanding of the problem.
    5. Apply Engineering techniques, including information technology, prediction and modelling in the solution of chemical processes problems.
    6. Communicate effectively and fluently in both written and spoken forms, while selecting and using the appropriate level, style and means of communication
    7. Understand the importance of and apply broad ethical principles, including responsibility, transparency, and accountability, to Chemical Engineering activities, with particular emphasis on environmental consciousness and public and employee safety and human rights.
    8. Work effectively as a member of a team.
    9. Use well-developed chemical engineering learning skills to engage in life-long learning to further the personal development of the student.
    10. Apply ethical principles to chemical engineering design and engineering practise.
    11. Demonstrating the ability to manage a project. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define criteria, whether concrete or abstract, to determine an acceptable solution to a problem.
  • Model, analyse and evaluate all solutions, select and present the best solution in the appropriate form based on theory, evidence and judgement where necessary.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply fundamental and specialist knowledge by bringing mathematical, numerical analysis and statistical knowledge and methods to bear to evaluate complex engineering problems.
  • Describe uncertainty and risk through the use of probability and statistics.
  • Work across engineering disciplinary boundaries by considering shared fundamental engineering knowledge.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy industry needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process, focusing on important issues and recognize and deal with relevant constraints.
  • Acquire and critically evaluate the required knowledge, information and resources, and apply the correct principles and design tools to provide a workable, implementable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system, or process.
  • Evaluate all solutions: evaluate alternative solutions and select and implement a preferred solution based on techno-economic analysis and industry needs.
  • Assess the impact and benefits of the design: social, legal, health, safety and environmental.
  • Communicate the design logic and relevant information.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments involving the following performances:
  • Evaluate available relevant literature and material for suitability to the investigation.
  • Conduct investigations and experiments using the appropriate equipment.
  • Draw conclusions from the analyses of all available data, drawing together an understanding of the literature, and a critical evaluation of the data.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Formulate assignments and learning activities to develop the following skills in an integrated manner:
  • Select and assess discipline specific methods, skills and tools for applicability and limitations recognised against the required result.
  • Use of computer packages for computation, modelling, simulation, and information handling.
  • Access, process, manage and store use of computers and networks information.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Incorporate Ethics and Environmental Management with respect to the impact of engineering activity on society and the environment.
  • Consider the need to bring into engineering analysis and design the impact of technology on health, safety, and environmental protection of society; the personal, social, cultural values and requirements of those affected by engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the principles of planning, organising, leading and controlling, and demonstrate the ability to manage a project.
  • Identify and focus individual objectives in conducting work tasks.
  • Perform and complete critical functions in the team on time.
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Source, organise and evaluate relevant information across disciplinary boundaries.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Source, organise and evaluate relevant information, often drawing from research literature.
  • Challenge assumptions critically and embrace new thinking.
  • Carry out individual work effectively, strategically and on time.
  • Demonstrate contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Function 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:
  • Analyse and define criteria for an acceptable solution to a problem.
  • 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.

    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 competence through keeping abreast of up-to-date tools and techniques available in the workplace.
  • Understand and embrace the system of continuing professional development as an ongoing process.
  • Accept responsibility for consequences stemming from its actions.
  • Justify made judgements in decision making during problem-solving and design.
  • Ensure decision making is limited to the area of current competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Explain principles of economics, business management; project management to manage projects in multi-disciplinary environments.
  • Apply principles of economics, business management; project management to one's work

    INTEGRATED ASSESSMENT
    Integrated assessment forms part of continuous assessment and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices promote constructive alignment of the curriculum, learner-centred learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable, and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    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. Integrated Assessment will judge the quality of the observable performance, and also 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.

    A constructive alignment approach will be adopted with alignment between learning outcomes, teaching-learning activities, and assessment tasks. A variety of teaching and learning methods will be used in an integrated manner consisting of classroom teaching, tutorials and small group teaching, practicals, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. Integrated assessments take the form of a variety of both summative and formative assessment methods.

    Formative assessments:
    Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. Formative assessment methods include:
  • Written and oral examinations.
  • Problem-solving assignments.
  • Tutorials.
  • Projects.
  • Case studies.
  • Presentations.
  • Class tests.

    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 level of competence achieved, regarding level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes. Summative assessments include the following:
  • Tests.
  • Examinations
  • Independent research. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification forms part of a suite of qualifications that leads to professional registration with the Engineering Council of South Africa (ECSA). This qualification is designed to meet ECSA qualification standard for the Honours Degree and, since this Bachelor of Engineering Technology Honours qualification has been endorsed and will be accredited by the Engineering Council of South Africa (ECSA), implies that this qualification is deemed to be substantially equivalent to qualifications from signatory countries of the Washington and Sydney Accords. All are members of the International Engineering Alliance (IEA). There are approximately 30 signatory countries.

    The graduate attributes and level descriptors defined in this qualification are aligned with the following International Engineering Alliance's Graduate Attributes and Professional Competencies.
  • Demonstrated competence in university-level mathematics, natural sciences, engineering fundamentals, and specialized engineering knowledge appropriate to the program.
  • Ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems to reach substantiated conclusions
  • Ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data and synthesis of information to reach valid conclusions.
  • Ability to design solutions for complex, open-ended engineering problems and to design systems, components or processes that meet specified needs with appropriate attention to health and safety risks, applicable standards, and economic, environmental, cultural, and societal considerations.
  • Ability to create, select, apply, adapt, and extend appropriate techniques, resources, and modern engineering tools to a range of engineering activities, from simple to complex, with an understanding of the associated limitations.
  • Ability to work effectively as a member and leader in teams, preferably in a multi-disciplinary setting.
  • Ability to communicate complex engineering concepts within the profession and with society at large. Such ability includes reading, writing, speaking, and listening, and the ability to comprehend and write effective reports and design documentation, and to give and effectively respond to clear instructions.
  • An understanding of the roles and responsibilities of the professional engineer in society, especially the primary role of protection of the public and the public interest.
  • Ability to analyze social and environmental aspects of engineering activities. Such ability includes an understanding of the interactions that engineering has with the economic, social, health, safety, legal, and cultural aspects of society, the uncertainties in the prediction of such interactions, and the concepts of sustainable design and development and environmental stewardship.
  • Ability to apply professional ethics, accountability, and equity.
  • Ability to appropriately incorporate economics and business practices including project, risk, and change management into the practice of engineering and to understand their limitations.
  • Ability to identify and address their own educational needs in a changing world in ways sufficient to maintain their competence and to allow them to contribute to the advancement of knowledge Content Instructional Level.

    Country: Ireland
    Institution: University of Limerick
    Qualification Title: Graduate Diploma in Chemical Engineering
    Duration: One year
    Entrance requirements:
  • Applicants should normally have a primary degree (Level 8 - National Qualifications Authority of Ireland) with a minimum result of a 2H2 (Second class honours, grade 2) in a relevant branch of science or engineering (e.g. Chemistry, Industrial Chemistry or Biochemistry, Physics, Biotechnology, Environmental, Food or Materials Science, Mechanical, Environmental or Food Engineering).

    Qualification structure:
    The qualification consists of the following compulsory modules:
  • Principles of Chemical Engineering.
  • Fluid Mechanics and Heat Transfer.
  • Chemical Reaction Engineering.
  • Mass Transfer Separations.
  • Advanced Engineering Maths.
  • Fluid Process Control.
  • Batch Processing Engineering.
  • Plant and Process Management.
  • Advanced Transport Processes.
  • Chemical Engineering Design Methods.
  • Chemical Engineering Design Project.

    Similarities:
  • The duration of both the University of Limerick and the South African (SA) qualifications are one year of full-time study.
  • Both qualifications have 120 credits.
  • The entry requirements of both qualifications are similar in that the three years bachelor's degree is a requirement.
  • Both qualifications articulate vertically into master's degree.

    Differences:
    The naming of the University of Limerick qualification is different from the SA qualification, the title of the University of Limerick is Postgraduate Diploma while the title for the SA qualification is the Honour's degree.

    Country: New Zealand
    Institution: University of Auckland (UC)
    Qualification Title: Postgraduate Diploma in Chemical and Material Engineering
    Duration: One year
    Credits: 120-point
    Entry requirements:
  • This qualification gives learners who have completed a three-year engineering degree the opportunity to build on their previous skills, and understand the principles, concepts and ideas that underpin a chosen specialisation.
    Purpose:
    The qualification is aimed at those who aspire to a career in materials processing and production, manufacturing, new materials deployment, and development disciplines either in a technical or management role. It is best suited to those looking to upskill quickly within their field. The qualification is designed to provide a pathway to further study in a master's degree. Qualifying learners will be employed as:
  • Biomedical engineer
  • Energy materials engineer
  • Environmental engineer
  • Manufacturing engineer
  • Materials Development engineer
  • Process engineer

    Qualification structure:
  • The qualification consists of six 15-point, non-project courses from one of the specialisations listed in the Master of Engineering Studies schedule.
  • An additional 30 points can be taken from approved 600 or 700 level courses at the University.

    Similarities:
  • The duration of both the University of Auckland and the South African (SA) qualifications are one year of full-time study.
  • Both qualifications have 120 credits.
  • The entry requirements of both qualifications are similar in that the three years bachelor's degree is a requirement.
  • Both qualifications articulate vertically into master's degree.
  • The University of Auckland qualification consists of key traditional Chemical Engineering topics such as Transfer Processes and Unit Operations, including contemporary and globally important areas such as Sustainable Design and Clean Technology. This is similar to the offering provided in the SA qualification, for example, in terms of Occupational Health and Safety, Energy Systems and Biochemical Engineering.
  • Both the University of Auckland and the South African (SA) qualifications provide learners with a practical and vocational focus that is well recognised by the industry.
  • Learners will cover the application of chemical, physics, and biological sciences and technology, for the design and improvement of industrial processes such as water purification, food production and processing, or developing products such as cosmetics or pharmaceuticals. They will also learn how to make processing industries work more efficiently and minimise their environmental impact by using less energy and producing less waste. Learners will also develop the skills to design and develop ways in which raw materials, such as minerals and oil, are converted into useful products including composites, petrol, plastics and paper.

    Differences:
    The naming of the University of Auckland qualification is different from the SA qualification, the title of the University of Auckland is Postgraduate Diploma while the title for the SA qualification is the Honour's degree.

    Country: Netherlands
    Institution: University of Twente
    Qualification Title: Pre-Masters Qualification in Chemical Engineering
    Duration: One year
    Entry Requirements:
  • It is mandatory to follow a pre-master's first to prepare learners for the Master's degree.
    Qualification structure:
    Learners are taught various scientific research skills and your knowledge in mathematics and statistics is raised to an academic level.
  • Calculus A and B.
  • Programming in Engineering.
  • Catalysis and Reaction Kinetics.
  • Chemical Reactor Engineering.
  • Fluid Dynamics.
  • Heat and Mass Transfer.
  • Numerical methods.

    Similarities:
  • Both the University of Twente and the South African (SA) qualifications are offered over one year period.
  • Both qualifications have the same entry requirements in which the first degree is a mandatory requirement.
  • The content of the University of Twente qualification is similar to the South African (SA) qualifications module.

    Differences:
    The naming of the University of Twente qualification is different from the SA qualification, the title of University of Twente is Pre-Masters Qualification in Chemical Engineering while the title for the SA qualification is the Honour's degree.

    Country: Australia
    Institution: Edith Cowan University (ECU)
    Qualification Title: Bachelor of Engineering (Chemical) Honours
    Duration: Four years
    Entry Requirements:
  • All applicants are required to have Mathematics: Methods Australian Tertiary Admission Rank (ATAR), with equivalents considered, and Chemistry ATAR, with equivalents considered, and Physics ATAR or Engineering Studies ATAR or Mathematics: Specialist ATAR, with equivalents considered.
    All applicants should have Physics ATAR or Engineering Studies ATAR, with equivalents considered, learners without Physics ATAR or Engineering Studies ATAR may need to take a bridging unit in the first year of their studies.
  • All applicants must meet the academic admission requirements for this course. The indicative or guaranteed ATAR is as published (where applicable) or academic admission requirements may be satisfied through completion of one of the following:
  • Australian Qualification Framework (AQF) Diploma or equivalent.
  • Undergraduate Certificate.
  • Successfully completed 0.5 Equivalent full-time study load (EFTSL) of study at bachelor level or higher at an Australian higher education provider (or equivalent).
  • Special Tertiary Admissions Test.
  • University Preparation Course.
  • Indigenous University Orientation Course
    or
  • Aboriginal University Readiness Assessment

    Purpose/Rationale:
    The chemical engineering discipline is principally concerned with the application of knowledge of how materials and chemicals interact or can be converted in some way to a more useful form, as part of a processing, production or refining process. Chemical engineers work in a wide range of domains from mineral processing, mining, and oil and gas to industries associated with clothing, food, packaging, fertilisers, pharmaceuticals and many other manufacturing and biological processes.

    The qualification provides a sound basis in mechanics, mathematics, and the principles of engineering design in the first two years of study, along with core areas of engineering science including chemistry and materials science, fluid mechanics, process systems and thermodynamics. In the final two years of study, a range of more specialist chemical engineering topics is covered including process design, operations, and control, to prepare learners to enter their chosen profession with relevant knowledge and skills.

    The first year of this qualification includes a set of eight units that are common across all engineering honours degrees. This allows learners the opportunity to develop a better understanding of the various engineering disciplines on offer and the flexibility, if desired, to switch to another engineering discipline/course without penalty after the first year of study.

    Exit Level Outcomes:
    Similar to the South African (SA) qualification, upon the completion of the qualification, learners will be able to:
  • Demonstrate advanced knowledge of the underpinning natural and physical sciences and in depth understanding of specialist bodies of knowledge within the chemical engineering discipline.
  • Think critically and apply established engineering methods and research skills to complex chemical engineering problem solving.
  • Apply systematic engineering synthesis and design processes to conduct and manage engineering projects, with some intellectual independence.
  • Demonstrate conceptual understanding of the mathematics, numerical analysis, statistics and computer and information sciences which underpin the chemical engineering discipline and fluently apply engineering techniques, tools, and resources.
  • Demonstrate clear and coherent oral and written communication in professional and lay domains.
  • Demonstrate a global outlook and knowledge of contextual factors impacting the engineering discipline, including respect for cultural diversity and indigenous cultural competence.
  • Demonstrate effective team membership and team leadership to implement engineering projects according to relevant standards of ethical conduct, sustainable practice, and professional accountability.
  • Demonstrate responsibility for own learning, professional judgement and an understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice.

    Chemical engineers work in a wide range of domains from mineral processing, mining, and oil and gas, through to industries associated with clothing, food, packaging, fertilizers, pharmaceuticals and many other manufacturing and biological processes. In Western Australia, many chemical engineers find career opportunities in the extensive mining, mineral processing, and oil and gas industries that dominate the industrial profile of the state. Chemical engineers play a central role in both the production, refining and downstream processing in these important resource-based industries.
    The qualification allows prepares learners for the following career paths:
  • Chemical Engineer.
  • Process Engineer.
  • Design Engineer.
  • Plant Engineer.
  • Petrochemical Engineer.

    Qualification structure:
    The qualification consists of 31 Core units, one Elective unit and a Practicum unit.

    Year One, Semester One:
  • Introduction to Engineering, 15 Credits.
  • Materials and Manufacturing 1, 15 Credits.
  • Engineering Drawing and Computer-Aided Design,15 Credits.
  • Mathematics 1, 15 Credits.

    Year One, Semester Two
  • Engineering Mechanics, 15 Credits.
  • Introduction to Energy and Resource Engineering, 15 Credits.
  • Electrical Engineering 1B, 15 Credits.
  • Mathematics 2, 15 Credits.

    Year Two, Semester One:
  • General Chemistry, 15 Credits.
  • Engineering Systems, 15 Credits.
  • Fluid Mechanics, 15 Credits.
  • Process Engineering Fundamentals, 15 Credits.

    Year Two, Semester Two:
  • Chemistry: Structure and Reactions, 15 Credits.
  • Thermodynamics, 15 Credits.
  • Process Systems Analysis, 15 Credits.
  • Signals and Systems, 15 Credits.

    Year Three, Semester One:
  • Organic Chemistry, 15 Credits.
  • Engineering Innovation and Ethics, 15 Credits.
  • Heat and Mass Transfer, 15 Credits.
  • Control Systems, 15 Credits.

    Year Three, Semester Two:
  • Chemical Thermodynamics, 15 Credits.
  • Reaction Engineering, 15 Credits.
  • Industrial Control, 15 Credits.

    Elective Unit, 15 Credits.
  • Learners who receive a WAM of 70 per cent or above at the end of their third year of study will be invited to complete a graded Honours degree by taking the two Honours Thesis units in place of the standard project units in their fourth year.
    Learners below this cut-off, or who decline the offer to undertake the Honours Thesis, will graduate with an ungraded Honours degree.

    Year Four, Semester One:
  • Engineering Practicum, 15 Credits.
  • Environmental and Process Risk Management, 15 Credits.
  • Minerals and Solids Processing, 15 Credits.
  • Unit Operations and Process Design Fundamentals, 15 Credits.
  • Project Development, 15 Credits.
    Or
  • Engineering Honours Thesis 1, 15 Credits.
    Learners undertaking the graded Honours pathway should enrol into Engineering Honours Thesis 1 in place of Project Development.

    Year Four, Semester Two:
  • Engineering Management, 15 Credits.
  • Engineering Process Design, 15 Credits.
  • Process Control, 15 Credits.
  • Engineering Project, 15 Credits.
    Or
  • Engineering Honours Thesis 2, 15 Credits.
    Note: Learners undertaking the graded Honours pathway should enroll into Engineering Honours Thesis 2 in place of Engineering Project.

    Recommended Electives:
  • Instrumentation and Measurement, 15 Credits.
  • Principles of Industrial Maintenance, 15 Credits.
  • Hydrostatics, 15 Credits.
  • Microprocessor Systems, 15 Credits.
  • Data Communications and Computer Networks, 15 Credits.
  • Mechanical Design and Development, 15 Credits.
  • Advanced Materials and Manufacturing Systems, 15 Credits.
  • Multivariate Calculus, 15 Credits.
  • Forensic and Analytical Chemistry, 15 Credits.
  • Programming Fundamentals, 15 Credits.

    Similarities:
  • Both the Edith Cowan University (ECU) and the SA qualifications consist of compulsory and elective modules.
  • Both qualifications share similar purpose in that they both focus on the development of knowledge and skills relevant to professional engineering practice and along with a sound theoretical base, includes strong elements of practical problem solving, teamwork and project development. As a result, graduates will gain strong analytical skills, and can lead complex projects as well as having multiple technical and transferable skill competencies.
  • Both qualifications share the same exit level outcomes because they are all aligned to International Engineering Alliance's Graduate Attributes and Professional Competencies.
  • The content of both qualifications is the same, since developed against a similar professional body standard, contains similar modules which cover content in Advanced Reaction Engineering, Advanced Environmental Engineering and Engineering Management.
    Both qualifications focus on a wide array of specialised areas of study:
  • Minerals processing.
  • Pharmaceutical engineering.
  • Renewable energy.
  • Both the Edith Cowan University (ECU) and the South African qualification qualifications quite specifically cater to the needs of Africa, as a developing continent. Area such as pharmaceutical engineering is therefore not explicitly explored. The focus centers on the immediate chemical engineering needs of the country and the acquisition of skills relevant to the current and future growth and development of the sector.
  • Both qualifications offer the opportunity for further learning in the chemical engineering domain.
  • The Australian qualification explores process control, synthesis and design, process economics, risk management and safety, and research studies for general chemical processes. Such aspects are similar to the South African qualification with emphasis on an Honours research project module that is run throughout the year.

    Differences:
  • The duration of the Edith Cowan University (ECU) is four years while the South African qualification takes one-year full time to complete.
  • The entry requirements for ECU qualification are the Year 12 certificate with Mathematics and Physical Sciences while the admission requirement for the SA qualification is the undergraduate Degree.

    Conclusion:
    The comparison analysis revealed that the standards are comparable with those for professionally oriented Bachelor's Degrees in engineering in countries having comparable engineering education systems to South Africa. It can be concluded that the South African qualification compares very well with international qualifications in the field. 
    		•

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

    Horizontal Articulation:
  • Postgraduate Diploma in Chemical Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering in Chemical Engineering, NQF Level 8.
  • Bachelor of Engineering in Chemical Engineering, NQF Level 8.
  • Bachelor of Engineering in Mechanical Engineering, NQF Level 8.
  • Bachelor of Science in Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Mechanical Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Mining Engineering, NQF Level 8.
  • Bachelor of Engineering Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Chemical Engineering, NQF Level 9.
  • Master of Engineering in Chemical Engineering, NQF Level 9.
  • Master of Engineering in Mechanical Engineering, NQF Level 9
  • Master of Science in 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.
     
    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.