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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering in Mechatronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
119883  Bachelor of Engineering in Mechatronic 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  EXCO 1011/22  2022-10-04  2025-10-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-10-04   2032-10-04  

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 in Mechatronic Engineering is to build the necessary knowledge, understanding, abilities and skills required to solve related problems whilst preparing them to register as Professional Technologists with the Engineering Council of South Africa (ECSA).

The purpose of the qualification is to provide graduates with:
  • A thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling, computer science, computer engineering and engineering design, and the ability 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 towards registration as a professional engineer with the Engineering Council of South Africa as well as to allow the graduate to make careers in engineering and related fields.
  • The ability to proceed to postgraduate studies in both course-based and research Master's degrees.

    On completion of the qualification, qualified learners will be able to:
  • Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
  • Apply knowledge of Mathematics, Basic Science and Engineering Sciences to wide practical procedures and practices to solve broadly-defined engineering problems.
  • Perform procedural design of broadly defined components or processes to meet desired needs within applicable standards, codes of practice and legislation. Conduct tests, experiments, and measurements of broadly defined problems by applying relevant codes and catalogues.
  • Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
  • Communicate effectively, both orally and in writing, with engineering audiences.
  • Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
  • Demonstrate knowledge and understanding of Engineering Management principles and apply these to one's own work, as a member and leader in a technical team.
  • Engage in independent and life-long learning through broadly developed learning skills.
  • Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice.

    The Mechatronic Engineering qualification will produce qualified learners that will be able to apply knowledge of multi-disciplines such as Mechanical, Electrical, Electronic and Computer Engineering Systems to solve problems.

    Rationale:
    Engineering is a discipline and profession that serves the needs of society and the economy. The Bachelor's Degree in Engineering 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.

    The institution is in the heart of one of the fastest growing provincial economies, and the qualification will be in demand and resonate with industry as the main economic activity in the region. Engineering is a discipline and profession that serves the needs of society and the economy. The qualification contributes to meeting this need by developing engineering competence. The provision of many more qualified engineers in South Africa is a high priority for Government, and strong support for the qualification has been expressed by local manufacturing industries.

    The industrial area around Richards Bay has witnessed substantial growth over the past decades and it has been devoid of a local university with an engineering faculty. Similarly, all learners who live in the area have had to travel long distances from home to study at other South African Universities. The establishment of an Engineering Faculty will have a very positive impact on the local industry in supplying graduates in engineering to the area. It will have a huge impact on the local schools and learners in those schools who can look forward to studying engineering at a university much closer to their homes. It will also be the first full engineering faculty in an historically disadvantaged university in South Africa to offer Bachelor of Engineering degrees.

    South Africa's future competitiveness depends on the capacity of human resources in the manufacturing sector to master advanced technology domains, innovate and meet the precise needs of customers. These economic sectors employ engineers, technologists, and technicians. The companies in the industrial area around Richards Bay will provide employment for the graduates who live in the area and bursaries for the learners studying Mechatronic Engineering in the new faculty. Mechatronics plays a predominant role in automation. The availability of suitably qualified human resources is of cardinal importance to ensure high levels of productivity and reliability of systems, such as control systems, robotic applications in manufacturing, material supplies, etc. The industry at large witnesses the rapidly rising demand for knowledge and skills in this field especially in the integration of computer-based control, data acquisition and monitoring as applied to automated processes. This qualification has a strong professional or career focus and holders of this qualification are prepared to enter in the Mechatronics labour market.

    Professional Mechatronic Engineering Technologists are characterised by the ability to apply established and newly developed Mechatronic engineering technology to solve broadly defined problems and develop components, systems, services, and processes. Professional Mechatronic Engineering Technologists are characterised by:
  • The ability to provide leadership in the application of technology in safety, health, engineering, and commercially effective operations and well-developed interpersonal skills.
  • The ability to work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
  • Having a specialised understanding of Mechatronic Engineering Sciences underlying a deep knowledge of specific Mechatronic technologies together with financial, commercial, legal, social, and economic, health, safety, and environmental matters.

    Qualifying learners will contribute positively to the economic growth of the nation and bridge the skills gap. In addition, qualifying learners will derive personal gains in the profession that rewards them financially as they discharge their responsibilities in multidisciplinary engineering environments that include printing, packaging, food processing, manufacturing, assembly, automation, automotive and mining industries.
    This qualification is aligned with the Engineering Council of South Africa (ECSA) Standard E-05-PT. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution has an approved Recognition of Prior Learning (RPL) policy which is 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 advanced standing 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 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:
  • National Senior Certificate, NQF Level 4
    Or
  • National Certificate (Vocational), NQF Level 4.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Mechatronic Engineering, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory 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.
  • Calculus II for Engineers, 16 Credits.
  • General Physics A for Engineers, 16 Credits.
  • General Physics B for Engineers, 16 Credits.
  • General Chemistry for Engineers, 16 Credits.
  • Introductory Computing, 16 Credits.
  • Engineering Drawing, 8 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.
  • Mechanics of Solids I, 12 Credits.
  • Signals and Systems I, 16 Credits.
  • Analogue Electronic Design, 16 Credits.
  • Materials Science in Engineering, 12 Credits.
  • Linear Algebra and Differential Equations for Engineering, 16 Credits.
  • Thermofluids I, 12 Credits.
  • Introduction to Power Engineering, 16 Credits.
  • Dynamics I, 16 Credits.
  • Mechanical Engineering Machine Element Design I, 12 Credits.

    Compulsory Modules, Level 7, 144 Credits:
  • Mechanics of Solids II, 12 Credits.
  • Energy Conversion, 16 Credits.
  • Mechanical Engineering Machine Element Design II, 8 Credits.
  • Statistics for Engineers, 12 Credits.
  • Digital Electronics, 12 Credits.
  • Measurements and Microprocessors, 8 Credits.
  • Dynamics II, 16 Credits.
  • Control Engineering, 16 Credits.
  • Professional Communication Studies, 8 Credits.
  • Culture and Society in Africa, 16 Credits.
  • Thermofluids II, 12 Credits.
  • Project Management, 8 Credits.

    Compulsory Modules, Level 8, 144 Credits:
  • Mechanical Vibrations, 12 Credits.
  • Product Design, 12 Credits.
  • Engineering Professionalism, 8 Credits.
  • Industrial Ecology, 8 Credits.
  • Power Electronics and Machines, 16 Credits.
  • Process Control and Instrumentation, 16 Credits.
  • System Design, 12 Credits.
  • New Venture Planning and Management, 12 Credits.
  • Maritime Law, 8 Credits.
  • Final Year Research Project, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify, formulate, analyse, and solve complex engineering problems.
    2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering specialty to solve complex engineering problems.
    3. Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
    4. Conduct investigations of well-defined problems by locating and searching relevant codes and catalogues, and conducting standard tests, investigations, experiments, and measurements.
    5. Demonstrate competence to use appropriate engineering methods, skills, and tools, including those based on information technology.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate knowledge and understanding of the impact of Mechatronic Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.
    9. Demonstrate competence to engage in independent learning through well-developed learning skills.
    10. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within your own limits of competence.
    11. Demonstrate knowledge and understanding of engineering management principles and of economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and apply a standard mathematical function to solve 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 concepts and theories of the Mechatronic Engineering discipline.
  • Apply probability rules to answer basic questions that arise in uncertain Mechatronic Engineering situations.
  • Apply the power of linear system theory (particularly Fourier analysis) for designing and analysing mechatronic systems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop a systematic understanding of the engineering approach to Mechatronic Engineering based on the natural sciences.
  • Develop an equivalent circuit model for electromechanical devices and circuits using conceptually based mathematics.
  • Set up the models and analyze the electromechanical circuits using Simulation Program with Integrated Circuit Emphasis (SPICE) and other associated software.
  • Develop a systematic formulation of a Mechatronic module based on natural science and engineering fundamentals.
  • Apply knowledge of Mathematics using formalism oriented toward Engineering for analysis and modelling.
  • Apply fundamental knowledge of Natural Sciences as relevant to both a sub-discipline and a recognised practice area.
  • Use Mathematics, Natural Sciences and Engineering Sciences, supported by established models to aid in solving broadly-defined engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Clearly communicate ideas using sketches and models.
  • 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.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Define the scope of the investigation in the field of Mechatronic Engineering.
  • Plan Investigations and conduct them within the field of Mechatronic Engineering.
  • Search available literature and material and evaluate it for suitability for the investigation.
  • Select relevant equipment or software and use it appropriately for the investigation.
  • Analyse and interpret data obtained.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process, and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Clearly communicat ideas using sketches and models including CAD.
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the problem-solving and algorithm development method, skill, or tool correctly.
  • Test and assess results produced by the method, skill, or tool.
  • Identify and use computers, networks, and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate structure, style, and language of written and oral communication for the purpose of the communication and consider the target audience.
  • Apply visual materials and graphics as part of reports (graphs, pies, Gantt charts etc) to enhance oral communication.
  • Examine and apply accepted methods for providing information to others involved in the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the impact of technology in terms of its benefits and limitations to society.
  • Analyse the impact of engineering activity on the created physical environment, occupational, and public health, and safety.
  • Promote personal, social, economic, and cultural values and requirements for those who are affected by the engineering activity.
  • Highlight and identify in project management, awareness of the role of engineering in society.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, and leading, and controlling.
  • Carry out individual work effectively, strategically and on time.
  • Make individual contributions to team activities to support the output of the team.
  • Demonstrate the ability to work as a team leader in a multi-disciplinary environment.
  • Organise and manage a project.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Translate the system's user requirements into technical specifications.
  • Identify multiple approaches to solve specific problems in the project and select one approach based on the constraints of the project, and sub-system requirements to optimize the performance metrics of the system.
  • Conduct a professional engineering design project by applying the knowledge in practice.
  • Identify areas of development as the requirement for independent learning.
  • Source, organize, and evaluate relevant information.
  • Comprehend and apply the knowledge acquired outside of formal instruction.
  • Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Discuss the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
  • Embrace the system of continuing professional development as an on-going process.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements in decision-making during problem-solving and design.
  • Limit decision-making to an area of current competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Analyse and explain models, principles, theories, techniques, and methodologies in the chosen field.
  • Apply basic techniques from economics, and business management; project management to one's own work, as a member and leader in a team, and manage projects and in multidisciplinary environments.

    ASSOCIATED ASSESSMENT CRITERIA
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and apply a standard mathematical function to solve 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 concepts and theories of the Mechatronic Engineering discipline.
  • Apply probability rules to answer basic questions that arise in uncertain Mechatronic Engineering situations.
  • Apply the power of linear system theory (particularly Fourier analysis) for designing and analysing mechatronic systems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop a systematic understanding of the engineering approach to Mechatronic Engineering based on the natural sciences.
  • Develop an equivalent circuit model for electromechanical devices and circuits using conceptually based mathematics.
  • Set up the models and analyze the electromechanical circuits using Simulation Program with Integrated Circuit Emphasis (SPICE) and other associated software.
  • Develop a systematic formulation of a Mechatronic module based on natural science and engineering fundamentals.
  • Apply knowledge of Mathematics using formalism oriented toward Engineering for analysis and modelling.
  • Apply fundamental knowledge of Natural Sciences as relevant to both a sub-discipline and recognised practice area.
  • Use Mathematics, Natural Sciences and Engineering Sciences, supported by established models to aid in solving broadly-defined engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Clearly communicate ideas using sketches and models.
  • 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.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Define the scope of the investigation in the field of Mechatronic Engineering.
  • Plan Investigations and conduct them within the field of Mechatronic Engineering.
  • Search available literature and material and evaluate it for suitability for the investigation.
  • Select relevant equipment or software and use it appropriately for the investigation.
  • Analyse and interpret data obtained.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process, and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Clearly communicat ideas using sketches and models including CAD.
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the problem-solving and algorithm development method, skill, or tool correctly.
  • Test and assess results produced by the method, skill, or tool.
  • Identify and use computers, networks, and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate structure, style, and language of written and oral communication for the purpose of the communication and consider the target audience.
  • Apply visual materials and graphics as part of reports (graphs, pies, Gantt charts etc) to enhance oral communications.
  • Examine and apply accepted methods for providing information to others involved in the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the impact of technology in terms of its benefits and limitations to society.
  • Analyse the impact of engineering activity on the created physical environment, occupational, and public health, and safety.
  • Promote personal, social, economic, and cultural values and requirements for those who are affected by the engineering activity.
  • Highlight and identify in project management, awareness of the role of engineering in society.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, and leading, and controlling.
  • Carry out individual work effectively, strategically and on time.
  • Make individual contributions to team activities to support the output of the team.
  • Demonstrate the ability to work as a team leader in a multi-disciplinary environment.
  • Organise and manage a project.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Translate the system's user requirementsinto technical specifications.
  • Identify multiple approaches to solve specific problems in the project and select one approach based on the constraints of the project, and sub-system requirements to optimize the performance metrics of the system.
  • Conduct a professional engineering design project applying the knowledge in practice.
  • Identify areas of development as the requirement for independent learning.
  • Source, organize, and evaluate relevant information.
  • Comprehend and apply the knowledge acquired outside of formal instruction.
  • Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Discuss the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
  • Embrace the system of continuing professional development as an on-going process.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements in decision-making during problem-solving and design.
  • Limit decision-making to an area of current competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Analyse and explain models, principles, theories, techniques, and methodologies in the chosen field.
  • Apply basic techniques from economics, and business management; project management to one's own work, as a member and leader in a team, and manage projects and in multidisciplinary environments.

    INTEGRATED ASSESSMENT
    The qualification is designed for assessment to align to the exit level outcomes. The qualification will combine formative and summative assessment methodologies. There will be multiple assessment opportunities for learners to demonstrate the Exit Level Outcomes. All assessments and moderation will be performed and is subject to the institutional Assessment policies, procedures, and guidelines.

    Formative Assessment.
    Formative assessment forms an integral part of the interactive and blended learning strategy followed by the faculty and is a critical element of teaching and learning. Through formative assessments, lecturers guide learners in their theoretical, experiments, practical work and project during the semester or year in their progress towards achieving the different exit level outcomes.

    Summative Assessment.
    Learners are assessed for each module through a range of methods, including formal examinations, group and individual assignments, class tests and projects. Depending on the course, examination proportions vary from 50% to 70% and coursework proportions range from 30% to 50%. Depending on the module, these are both formative and summative in nature. The coursework subminimum is 30% and the examination sub-minimum is 40%.

    To pass, learners must obtain 50% for each module.
    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.

    An external examiner is appointed for each module. University criteria will be applied for the appointment of examiners and assessment of modules. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Engineering in Mechatronic Engineering 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.
    The curricula, systems, and standards of engineering education at the South African (SA) institution conform to the general pattern of British Universities like the University of Sheffield and Australian universities like the University of Sydney.

    Country: United Kingdom
    Institution: University of Sheffield
    Qualification Title: Bachelor of Engineering in Mechatronics and Robotics
    Duration: Four years full-time
    Credits: 480

    Entry Requirements:
    The A Level entry requirement for this qualification is:
  • AAB, including maths and science.
  • A Levels + additional qualifications ABB, including Maths and a science + B in a relevant EPQ.
  • ABB, including Maths and a science + A in AS or B in A Level Further Maths.
    A*AA equivalent Grade 12 standing/Division IV Standing (Secondary School Diploma) with 85% overall (minimum 80% in 3/5 G 12 subjects) AAB equivalent Grade 12 standing/Division IV Standing (Secondary School Diploma) with 80% overall (minimum 80% in 3/5 G 12 subjects)

    Purpose/Rationale:
    Mechatronics refers to the synergistic integration of mechanical engineering with electronics and intelligent computer control in the design and manufacture of products and processes. Examples of mechatronic systems include robots, computer-controlled aircraft engines, magnetically levitated trains, anti-lock braking systems in cars, and self-driving vehicles. In all these examples, computer software has become an integral part of the product itself.

    The Mechatronic and Robotic Engineering qualification aims to provide the necessary skill set for an engineer to embark on a career in mechatronic systems, with an application focus on robotics. In addition to generic knowledge and skills in systems engineering, the qualification develops advanced knowledge and skills in the areas of measurement and instrumentation, actuation, electronics, mechanics, and dynamics. The qualification is taught in collaboration with the Departments of Mechanical Engineering and Electronic and Electrical Engineering and learners benefit from access to resources (staff and equipment) throughout the qualification from both Departments.

    These qualifications are accredited by the Institution of Engineering and Technology as satisfying part of the academic requirements for Chartered Engineer status. The remaining requirements may be satisfied after graduation by undertaking a qualification of further studies, such as an approved Master of Science.

    The specific aims of the Mechatronic and Robotic Engineering qualification are summarised as follows:
  • To provide access to undergraduate degree courses in Mechatronic and Robotic Engineering for learners with a suitable level of academic ability.
  • To provide a qualification that is accredited by professional institutions and provides part of the necessary education base required for learners to attain the status of Chartered Engineer following appropriate postgraduate training and work experience.
  • To provide a range of alternative modules in the broader area of mechatronic and robotic engineering, in the later years to cover a diversity of learner aspirations, within the constraints imposed by the requirements of course accreditation.
  • To provide teaching that is underpinned by the research attainment and scholarship of the staff.
  • To prepare learners for a professional career in the field of Mechatronics and/or Robotics, including the provision of suitable interpersonal skills.
  • To prepare learners for a professional career in the field of Mechatronics and/or Robotics, including the provision of project management, organisational, financial, and other management skills.
  • To assess learners over a range of generic and subject-specific skills.
  • To provide experience in conducting an individual investigative project.
  • To provide learners with direct experience of working in an engineering company.

    Qualification structure:
    The qualification is modular in structure and in each year learners study modules worth a total of 120 credits.

    First year:
    Compulsory Modules, 120 Credits:
  • Digital and Embedded Systems, 10 Credits.
  • Group Control Project and Professional Skills, 10 Credits.
  • Introduction to Systems Engineering and Software, 20 Credits.
  • Systems Engineering Mathematics I, 20 Credits.
  • Modelling, Analysis and Control 20 Credits.
  • Physical Systems, 20 Credits.
  • Introduction to Electric and Electronic Circuits, 20 Credits.

    Second Year:
    Compulsory Modules, 120 Credits:
  • Control Systems Design and Analysis, 20 Credits.
  • Mechatronics, 20 Credits.
  • Signals, Systems, and Communications, 20 Credits.
  • Systems Engineering and Object-Oriented Programming, 20 Credits.
  • Systems Engineering Mathematics II, 20 Credits.
  • Engineering Statics, 10 Credits.
  • Dynamics I, 10 Credits.

    Third Year:
  • Year in Industry, 120 Credits

    Fourth Year:
    Compulsory Modules, 80 Credits:
  • State-Space Control Design, 10 Credits.
  • Digital Signal Processing, 10 Credits.
  • Individual Project, 30 Credits.
  • Robotics, 10 Credits.
  • Machine Learning, 10 Credits.
  • Finance and Law for Engineers, 10 Credits.

    Optional modules, 40 Credits (Select any four modules from the following options):
  • System Identification, 10 Credits.
  • Intelligent Systems, 10 Credits.
  • Space Systems Engineering, 10
  • Hardware-in-the-Loop and Rapid Control Prototyping, 10 Credits.
  • Biomechatronic, 10 Credits.
  • Dynamics of Aerospace Structures and Machines, 10 Credits.
  • Aircraft Dynamics and Control, 10 Credits.
  • Design of Medical Devices and Implants, 10 Credits.
  • Antennas, Radar, and Navigation, 10 Credits.
  • Manufacturing Systems, 10 Credits.
  • Renewable Energy, 10 Credits.

    Assessment:
    Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods:
  • Written examinations - when a module is assessed by written examination, these are unseen, timed assessments of two hours duration.
  • Coursework/Written assessments - these are written assignments which can contribute in whole or in part towards the assessment of a module. For example, in the case of a laboratory-based module, 100% of the assessment may be via coursework.
  • Oral Presentations and Interviews- Learners conducting the Individual Project are required to meet the second marker after one semester for an interview to discuss progress at an interim stage of the project. Learners are also required to make an oral presentation of their project after submission of the dissertation.
  • Individual Project reports - a formal structured report documenting the project from inception to conclusion and including appropriate references, appendices, and suggestions for further study. Both the supervisor and a second marker independently assess the dissertation.
  • Industrial Placement - professional experience gained during an extended work placement within an engineering environment.

    Similarities:
  • The University of Sheffield (UoS) and the South African (SA) qualifications are offered over a period of four years full time study
  • Both qualifications require applicants who completed the secondary school qualifications with a pass in Maths and Physics.
  • Both UoS and SA qualifications develop advanced knowledge and skills in the areas of measurement and instrumentation, actuation, electronics, mechanics, and dynamics.
  • The assessment strategy for UoS and SA qualification is underpinned by integrated assessment strategies which are reflective and continuous and include formative and summative assessment methods.
  • Both qualifications articulate vertically to master's degree in Mechatronics and related field
  • The UoS qualification is required for learners to attain the status of Chartered Engineer and accredited by the Institution of Engineering and Technology (IET), the Institute of Measurement and Control and the Engineering Council United Kingdom, similar to the SA qualification which prepares learners to register as Professional Technologists with the Engineering Council of South Africa (ECSA).
  • The UoS and SA qualification share the following related modules but differ in the allocation of credits.
  • > Final Year Research Project, 40 Credits
  • > Individual Project, 30 Credits.
  • > Maritime Law, 8 Credits.
  • > Finance and Law for Engineers, 10 Credits.
  • > Machine Learning, 10 Credits.
  • > Mechanical Engineering Machine Element Design II, 8 Credits.
  • > Dynamics I and II, 16 Credits
  • > Dynamics I, 10 Credits.
  • > Group Control Project and Professional Skills, 10 Credits.
  • > Engineering Professionalism, 8 Credits

    Differences:
  • The UoS qualification carries a weighting of 480 credits whereas the SA qualification carries a weighting of 576 credits.
  • The UoS qualification consists of both compulsory and elective modules while the SA qualification consists of compulsory modules and no elective modules.
  • The UoS qualification consists of the compulsory work integrated learning while the SA qualification does not include a work integrated learning.

    Country: Australia
    Institution: Western Sydney University
    Qualification Title: Bachelor of Engineering Honours in Robotics and Mechatronics
    Duration: Four years full time
    NQF Level: Australian Quality Frameworks (AQF) Level: 8
    Credits: 320 credit points

    Entry Requirements:
    Recommended studies:
  • Year 12 with Physics and HSC Mathematics Extension 1 or HSC Mathematics Extension 2.
    Assumed knowledge required:
  • Two subjects of science, two subjects of English and Mathematics (not General Mathematics) at Band 5 or higher.

    Purpose:
    The Bachelor of Engineering (Honours) is a four year full-time undergraduate engineering program. The qualification is designed to meet Engineers Australia professional accreditation requirements - Competency Stage 1 Professional Engineers, and Australian Quality Frameworks (AQF) Level 8.

    This major provides the skills necessary for the design of smart machines of all types: cruise control in automobiles, pilotless spacecraft, automated factories and medical telerobotic. The major, accompanied by an extensive and integrated hands-on laboratory program, is essentially concerned with the design of intelligent mechanical systems and automation, and includes the study of robotics, computer control, automated manufacturing, microprocessor applications and machine design. Graduates in the major acquire the combined skills of mechanical and computer/electrical engineering that are needed in leading-edge industries such as aerospace systems, the car industry, automation and robotic applications, biomedical engineering, laser systems, and building materials manufacture.

    The purpose of the Mechatronics Engineering qualification is to successfully prepare graduates with knowledge across engineering disciplines for professional careers in mechatronics, controls, robotics, automation, and other engineering fields, that provide solutions to technical challenges and address societal needs.

    Graduates of this qualification 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 together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
  • Develop and conduct appropriate experimentation, analyse, and interpret data and use engineering judgment to draw conclusions; and
  • Acquire and apply new knowledge as needed, using appropriate learning strategies.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules. Learners have opportunities to choose a discipline area by selecting a major in Advanced Manufacturing, Civil, Construction, Electrical, Materials, Mechanical, Robotics and Mechatronics, and Sustainability Engineering. In addition, learners can specialise by selecting one minor that will complement their chosen discipline. Meanwhile free elective subjects help learners broaden their learning by developing knowledge and skills from other disciplines and professional fields for future. Learners will complete all eight common fundamental subjects in the first year and then one of two subjects. Electrical Fundamentals and Engineering Materials will be counted as a free elective subject when they choose the Testamur Major at the end of the first year.

    Compulsory Modules:
  • Engineering Physics, 10 Credits.
  • Introduction to Engineering Practice, 10 Credits.

    Elective Modules (Select one of the following):
  • Mathematics for Engineers Preliminary, 10 Credits.
  • Mathematics for Engineers 1, 10 Credits.

    Elective Modules (Select one of the following):
    Learners wishing to select Civil, Construction, Electrical, Mechanical, Robotics and Mechatronics or Advanced Manufacturing major choose
  • Engineering Computing, 10 Credits.
    Learners wishing to select Materials Engineering major choose
  • Materials Engineering Fundamentals, 10 Credits.
    Learners wishing to select Sustainability Engineering major choose
  • Sustainable Engineering Fundamentals, 10 Credits.
  • Fundamentals of Mechanics, 10 Credits.

    Select one of the following:
  • Mathematics for Engineers 1, 10 Credits.
  • Mathematics for Engineers 2, 10 Credits.

    Select one of the following:
    Electrical Fundamentals
    One elective chosen from the Civil, Construction or Mechanical major.
    Select one of the following
  • Introduction to Materials Engineering, 10 Credits.
    One elective chosen from the Advanced Manufacturing, Electrical, Robotics and Mechatronics or Sustainability major.

    Year Two - Year Four:
    Learners must then select one of the following majors.
    Learners may transfer to Bachelor of Engineering Science at the end of Year 2 of study.
    Engineering Majors:
  • Advanced Manufacturing, Testamur Major.
  • Civil, Testamur Major.
  • Construction, Testamur Major.
  • Electrical, Testamur Major.
  • Materials Engineering, Testamur Major.
  • Mechanical, Testamur Major.
  • Robotics and Mechatronics, Testamur Major.
  • Sustainability Engineering, Testamur Major.

    Similarities:
  • The Western Sydney University (WSU) and the South African (SA) qualifications are offered over a period of four years full time study.
  • Both the WSU and SA qualifications are registered at Level 8 of the NQF/AQF.
  • The WSU qualification is designed to meet Engineers Australia professional accreditation requirements, Competency Stage 1 Professional Engineers, similar to SA qualification which prepares learners to register as Professional Technologists with the Engineering Council of South Africa (ECSA).
  • Both qualifications develop the same graduate attributes.
  • Both qualifications have a common first year for the whole engineering faculty with all learners registering for the same first year and selecting the specific engineering discipline from the second year.
  • The content and structure for the first two years for both qualifications are fixed and have similar content. > The workload for both qualifications is the same at 72 credits per semester and 288 credits over two years.
  • The second year and third year of both the WSU and SA qualifications introduce the basics of; Mechanics of Materials, Dynamics, Thermofluids, Microprocessors, Digital Electronics and Machine Element Design.
  • Both the WSU and SA qualifications have the same Mechatronic Engineering core components in years three and four. These compulsory modules include Advanced Dynamics, Mechanical and Machine Design, Power Electronics, Electrical Machines, Control and Instrumentation and a substantial design project and research project.

    Differences:
  • The WSU qualification carries a weighting of 320 credit points whereas the SA qualification carries a weighting of 576 credits.
  • The WSU qualification consists of both compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives.
  • The WSU qualification has predominantly 18 credit modules whereas the SA qualification has predominantly 16 credit and 8 credit modules. However, the content and module content on a year-by-year basis are clearly very similar but the WSU qualification is having more emphasis towards Robotics.
  • The WSU qualification offers additional core modules in Robotics which is not included in the SA qualification.
  • The WSU qualification offers a wide choice of electives where learners can select two electives from a wide range of topics including Robotics, Microcontrollers, Kinetics, Computational fluid Design, Sustainable Design and Modern Construction Projects.
  • Learners may exit the WSU qualification on completion of 240 credit points with a Bachelor of Engineering Science whereas the SA qualification has no early exit.

    Country: United States of America
    Institution: Kent State University
    Qualification Title: Bachelor of Science in Mechatronics Engineering
    Duration: Four years Full time
    Credits: 122 Credit Hours

    Entry Requirements:
    Admission into the Mechatronics Engineering major requires:
  • A minimum 3.0 high school GPA.
  • A minimum 24 ACT composite score (minimum 24 ACT sub-scores in both English and mathematics).
    or
  • A minimum 1160 SAT composite score (mathematics, critical reasoning, and writing).
  • All international learners must provide proof of English language proficiency (unless they meet specific exceptions) by earning a minimum 525 TOEFL score (71 on the Internet-based version), minimum 75 MELAB score, minimum 6.0 IELTS score, minimum 48 PTE score or minimum 100 DET score; or by completing the ESL level 112 Intensive Program.

    Purpose/Rationale:
    The Bachelor of Science degree in Mechatronics Engineering integrates mechanical, electrical, computer and controls. Mechatronics engineering revolves around the design, construction and operation of automated systems, robots, and intelligent products, which result from the integration of software and hardware. Using automated systems is becoming more popular for operating equipment or machinery on manufacturing lines, boilers, and aircraft to reduce labour costs, increase precision and accuracy and provide quality and safety for workers. Mechatronic devices can be found in agriculture, hospitals, buildings, homes, automobiles, manufacturing plants, the toy and entertainment industry and in aids for the elderly and disabled.

    Graduates of this qualification 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 together 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 draw conclusions
  • Acquire and apply new knowledge as needed, using appropriate learning strategies

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Compulsory Modules:
    Semester One:
  • Materials and Processes, 3 Credits.
  • Analytic Geometry and Calculus I (KMCR), 5 Credits.
  • Destination Kent State: First Year Experience, 1 Credit.
  • Kent Core Requirement, 3 Credits.
  • Kent Core Requirement, 3 Credits.

    Semester Two:
  • Introduction to Engineering 3 Credits.
  • Introduction to Engineering Analysis Using MATLAB, 2 Credits.
  • Introduction to Engineering Analysis Using MATLAB LAB, 1 Credit.
  • Analytic Geometry and Calculus II, 5 Credits.
  • General University Physics I (KBS) (KLAB), 5 Credits.

    Semester Three:
  • Computer Aided Engineering Graphics, 3 Credits.
  • Professional Development in Engineering,1 Credit.
  • Statics, 3 Credits.
  • Mathematical Methods in the Physical Sciences I, 4 Credits.
  • General University Physics II (KBS) (KLAB), 5 Credits.

    Semester Four:
  • Advanced Computer-Aided Design, 3 Credits.
  • Dynamics, 3 Credits.
  • Programming for Engineers I, 3 Credits.
  • Mathematical Methods in the Physical Sciences II, 4 Credits.
  • Kent Core Requirement, 3 Credits.

    Semester Five:
  • Introduction to Human Communication (KADL), 3 Credits.
  • Signals and Circuits, 3 Credits.
  • Signals and Circuits Laboratory, 1 Credit.
  • Strength of Materials for Engineers, 3 Credits.
  • Kent Core Requirement, 3 Credits.
  • Kent Core Requirement, 3 Credits.

    Semester Six:
  • Programmable Logic Controllers, 3 Credits.
  • Control Systems, 3 Credits.
  • Metallurgy and Materials Science, 3 Credits.
  • Electronic Devices, 3 Credits.
  • Electronic Devices Laboratory, 1 Credit.

    Semester Seven:
  • Hydraulics/Pneumatics, 3 Credits.
  • Digital Design for Computer Engineering, 3 Credits.
  • Mechatronics, 3 Credits.
  • Kent Core Requirement, 3 Credits.
  • Kent Core Requirement, 3 Credits.

    Semester Eight:
  • Mechatronics Capstone (ELR), 3 Credits.
  • Electrical Machinery , 3 Credits.
  • Computer-Aided Machine Design, 3 Credits.
  • Systems Engineering, 3 Credits.
  • Kent Core Requirement, 3 Credits.
    Minimum Total Credit Hours: 122

    Similarities:
  • The Kent State University (KSU) and the South African (SA) qualifications are offered over four years full-time study.
  • The purpose of the KSU and SA is to successfully prepare graduates with knowledge across engineering disciplines for professional careers in mechatronics, controls, robotics, automation, and other engineering fields, that provide solutions to technical challenges and address societal needs.
  • Both the KSU and SA qualifications develop same graduate attributes.
  • The KSU and SA qualifications require applicants who hold high school qualification with Maths and Physics for the entry requirements.
  • The KSU and SA qualifications consists of the following compulsory modules.
  • > Introduction to Engineering.
  • > General University Physics.
  • > Calculus 1 for Professional Development in Engineering.
  • > Statistics for Engineers.
  • > General Physics for Engineers.
  • > Power Electronics and Machines.
  • > Dynamics.
  • > Advanced Calculus for Engineers.
  • > Professional Communication Studies.
  • > Engineering Drawing.
  • > Engineering Mechanics.
  • > Introduction to Engineering Design.

    Differences:
  • The KSU qualification carries a weighting of 122 credit hours while the SA qualification carries a weighting of 576 credits.

    Conclusion:
    This qualification is in line with international standards set in the International Engineering Alliance agreements. It is ensured that a learner is assessed and enabled to compete as a professional Engineering Technologist while upholding principles of good practice prescribed and obtaining registration with the respective professional body. 
    		•

    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 Mechanical Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering Management, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Mechatronics, NQF Level 9.
  • Master of 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 


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