SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Power Engineering 
SAQA QUAL ID QUALIFICATION TITLE
120767  Bachelor of Engineering Technology Honours in Power Engineering 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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  EXCO 0815/23  2023-04-18  2026-04-18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-04-18   2030-04-18  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Bachelor of Engineering Technology Honours in Power Engineering is both industries and research-oriented. The qualification consolidates and deepens the graduate's expertise in a specialised area of a particular discipline and develops research capacity in the methodology and techniques of that discipline while equipping them to undertake more specialised and intensive learning. The qualification enhances the application of research and development as well as specialist and contextual knowledge.

The qualification allows learners to work independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations.

Upon completion of this qualification, qualifying learners will be able to:
  • Identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.
  • Apply knowledge of mathematics, natural science, and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
  • Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, and processes of a complex nature.
  • Conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
  • Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex engineering problems.
  • Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
  • Demonstrate knowledge and understanding of the impact of engineering activities on society, economy, industrial and physical environment.
  • Demonstrate knowledge and understanding of engineering management principles.
  • Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
  • Demonstrate knowledge and understanding of engineering management principles and economic decision-making.

    Rationale:
    The production of postgraduate learners is crucial since there is a shortage of highly skilled people in most professions, particularly engineering. The National List of Occupations in High Demand: 2020, A Technical Report for the 2020 Critical Skills List and National Scarce Skills List: Top 100 Occupations in Demand (DHET, 2014, pp. 15-16) places Power Engineers as third on the list of scarce skills. Therefore, the government has come up with an initiative that will meet the need for the scarce skill. The National Development Plan can only meet its targets if the manpower shortage can be addressed by training more Engineers. The Bachelor of Engineering Technology Honours in Power Engineering is intended to address the shortage of Power Engineers.

    Engineering is an activity that encompasses initiatives, services, and solutions to problems that are of importance to society and the economy. These engineering activities are generally undertaken by a range of engineering practitioners namely engineers, technologists, technicians, and artisans. The various levels of practitioners recognised in categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are Professional Engineers, Professional Engineering Technologists, Professional Engineering Technicians, and Professional Certificated Engineers.

    Extensive consultation has taken place with the relevant stakeholders through the Power Engineering Department's Industry Liaison Committee which comprises employers of former learners, staff of other local tertiary institutions and the Engineering Council of South Africa (ECSA), with regard to the intention to offer this qualification, have been presented to the Industry Liaison Committee.

    Learners who complete this program will meet the educational requirements for registration with ECSA as Professional Engineers. Graduates from this qualification are needed in diverse sectors including electrical power generation, transmission and distribution, renewable energy systems, smart grids, electrical installations in buildings, transportation electrification, industry automation and applications. Through a rigorous curriculum with a strong industry focus, graduates will be theoretically grounded and practice-oriented. This will equip them with the necessary technical competence, tools and personal skills that will enable them to continue to develop their understanding, expertise, and professionalism as they progress through their career. Having a solid foundation will also facilitate lifelong learning as they embark on their engineering career. 
    		•

    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 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 Electrical Engineering in Power Engineering, NQF Level 7.
    Or
  • Bachelor of Engineering Technology in Power Engineering, NQF Level 7.
    Or
  • A relevant qualification in the related field, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 7 and 8 totalling 152 Credits.

    Compulsory Modules, Level 7, 8 Credits:
  • Statistics and Probability 4A, 8 Credits.

    Compulsory Modules, Level 8, 112 Credits:
  • Power System Engineering 1, 12 Credits.
  • Electromagnetic Field Theory, 8 Credits.
  • Engineering Design Project, 32 Credits.
  • Engineering Research Project, 36 Credits.
  • Power System Engineering 2, 12 Credits.
  • Innovation Management and Entrepreneurship, 12 Credits.

    Elective Modules, Level 8, 32 Credits (Select four modules)
  • Electrical Protection Engineering, 8 Credits.
  • Electrical Machines and Drives, 8 Credits.
  • Renewable Energy Technology, 8 Credits.
  • Automation, 8 Credits.
  • PV and Energy Storage Systems, 8 Credits.
  • DC Distribution Systems, 8 Credits.
  • High Voltage Engineering, 8 Credits.
  • Control Systems, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural science, and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
    3. Demonstrate competence to perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
    4. Demonstrate competence to conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
    5. Apply appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex engineering problems.
    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 engineering activities on society, economy, industrial and physical environment.
    8. Demonstrate knowledge and understanding of engineering management principles.
    9. Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
    10. Demonstrate knowledge and understanding of engineering management principles and economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse, define and identify the problem and criteria for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills for solving the problem.
  • Generate and formulate possible approaches that would lead to a workable solution for the problem.
  • Model and analyse possible solutions.
  • Evaluate possible solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply science, and engineering science at a fundamental level and in a specialist area to bear on the solution of complex engineering problems.
  • Use theories, principles, and laws.
  • Perform formal analysis and modelling on engineering materials, components, systems, or processes.
  • Communicate concepts, ideas, and theories.
  • Perform, conceptualize, and justify the use of engineering materials, components, systems, or processes.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process to focus on important issues and recognize and deal with constraints.
  • Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling, and optimisation of the product, system, or process subject to the relevant premises, assumptions, constraints, and restrictions.
  • Evaluate and select alternatives for implementation and a preferred solution based on techno-economic analysis and judgement.
  • Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • Communicate the design logic and relevant information in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments within an appropriate discipline.
  • Search and evaluate available literature and material for suitability to the investigation.
  • Perform analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate in the investigations.
  • Analyse, interpret and derive information from available data.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purposes, processes, and outcomes of the investigation in a technical report or research project report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill, or tool for applicability and limitations against the required result.
  • Apply the method, skill, or tool correctly to achieve the required result.
  • Create, select, and use computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply the structure, style, and language of written and oral communication for the communication and the target audience.
  • Use appropriate and effective graphics in enhancing the meaning of the text.
  • Use visual materials to enhance oral communication.
  • Use accepted methods for providing information to others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

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

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading, and controlling.
  • Carry out individual work effectively, strategically and on time.
  • Contribute to team activities, including at disciplinary boundaries, and support the output of the team as a whole.
  • 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:
  • Describe the nature and complexity of ethical dilemmas.
  • Describe the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.
  • Accept responsibility for consequences stemming from own actions.
  • Make and justify judgements in decision-making during problem-solving and design.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Explain basic principles of economics, business management, and project management.
  • Apply basic principles of economics, business management, and project management to own work. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of engineering education qualifications is ensured through the Washington, Sydney, and Dublin Accords, all being members of the International Engineering Alliance (IEA). The standards of the proposed qualification are comparable with the Washington Accord Graduate Attributes. Washington Accord signatories are Australia, Canada, Chinese Taipei, Hong Kong China, India, Ireland, Japan, the Republic of Korea, Malaysia, Russia, New Zealand, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, and the United States of America.

    The graduate attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies.

    Three University were chosen, based on their ranking by various metrics. The institutions chosen were Conestoga College in Canada, Makerere University in Uganda, and University Tun Hussein Onn Malaysia. These three University all offered a four-year degree with Honours.

    Country: Canada
    Institution: Conestoga College
    Qualification Title: Bachelor of Engineering in Power Systems Engineering
    Duration: 4 years full time
    Admission requirements
  • Ontario Secondary School Diploma (OSSD), or equivalent, or 19 years of age or older.
  • A minimum of six (6) Grade 12 courses with a minimum cumulative average of 65%, including five (5) required U-level courses and one (1) additional U or M-level course (Higher averages are often required for admission due to competition for available spaces in the program).

    Purpose/Rationale:
    The Bachelor of Engineering in Power Systems Engineering (PSE) provides a study of electrical power engineering, trans-disciplinary engineering of renewable energy generation, and smart-grid and energy conservation technologies. The program provides a solid foundation in mathematics, science, and engineering theory, and gradually builds practical and engineering design skills as well as a full spectrum of employability skills through its project-based learning approach and paid cooperative education.

    The qualification will be a Canadian Engineering Accreditation Board (CEAB)-accredited engineering program, allowing learners to start on the path to becoming professional engineers. It is a unique project-based co-op program that allows learners to apply the high level of the theory they learn to interesting, real-world projects. It is geared toward motivated individuals looking for challenging careers in the dynamic and fast-paced world of electrical power engineering, trans-disciplinary engineering of renewable energy generation, and smart-grid and energy conservation technologies.

    As a Project-Based Learning (PBL) program, projects form the main and dominant component of the PSE curriculum. The material studied is determined by the demands of a series of projects each with a different focus. As learners progress, they will gradually develop and build on the theoretical knowledge and practical skills required to succeed and advance in power systems generation, transmission, and distribution.

    Graduates will fill a variety of positions in the workplace. These include but are not limited to, the engineering and managerial functions in power generation, transmission and distribution including renewable energy, power systems design and installation for industrial and commercial facilities, manufacturing companies as well as electrical equipment and vehicle power systems design and development.

    Graduate attributes ensure that a graduating engineering learner is technically prepared with the knowledge and skills required to work as a professional engineer. They also ensure that graduates are prepared for the professional responsibilities required of an engineer and that they are employable. Learners in Bachelor of Engineering programs are regularly required to demonstrate these attributes in the series of projects they complete each semester.

    Program outcomes are developed with the expectations and requirements of external regulatory/accrediting bodies and consultation with Program Advisory Committees (PACs) and related industry experts. These outcomes are coordinated and articulated in a manner designed to result in the achievement of sets of specified learning attributes.

    Exit Level Outcomes:
  • Solve engineering problems related to electric power systems by applying advanced principles of mathematics, natural sciences, and engineering.
  • Identify, formulate, analyze, and solve complex engineering problems in electric power systems to reach substantiated conclusions.
  • Develop specifications based on determined requirements for electric power systems.
  • Investigate power system problems using appropriate methods that include research, practical experimentation, simulations, engineering analysis and information synthesis to reach valid conclusions.
  • Evaluate, verify, and validate electric power engineering systems against specifications and requirements.
  • Design new solutions in the field of power systems engineering using appropriate engineering design methods and processes, considering health and safety risks, applicable standards, and economic, environmental, cultural, and societal aspects, to meet stakeholder requirements.
  • Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development, and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.
  • Work independently and in diverse teams using leadership, interpersonal, group dynamics and conflict resolution skills to provide flexible and adaptable solutions.
  • Communicate complex engineering and non-technical concepts using a variety of communication techniques that include oral presentations, technical reports, design documentation and instructions.
  • Interpret professional, ethical, and legal codes of practice for professional engineers to comply with industrial, labour, and environmental legislation, and to protect the public and public interest.
  • Apply stewardship of society, environment, law, and health and safety effectively to engineering design and process development activities.
  • Apply professional ethics, accountability, and equity to maintain fairness and demonstrate values and respect diversity across global settings and societal contexts.
  • Effectively incorporate economics and business practices including project, resource, risk and change management into the practice of engineering research and development.
  • Identify and address professional development needs independently, maintain technical and professional currency and competence, and contribute to the advancement of knowledge.

    Qualification Structure:
    The qualification consists of the fourth-year compulsory modules which are comparable to the South African (SA) qualification.
  • Engineering Project V compares with Engineering Research Project.
  • Power and Industrial Electronics.
  • Power Systems Analysis compares with Power System Engineering.
  • Probability and Statistics compares with Statistics and Probability.
  • Thermodynamics.
  • Data Communications and Computer Networks.
  • Renewable Energy compares with Renewable Energy Technology.
  • Law, Ethics and Professional Practice.

    Similarities:
  • The Conestoga College (CC) and the South African qualifications (SA) are designed to meet the demand for engineers in the rapidly evolving electrical power sector.
  • Both qualifications develop the same graduate attributes as outlined in the exit-level outcomes.
  • The CC qualification is Canadian Engineering Accreditation Board (CEAB)-accredited and the SA qualification is approved by the ECSA.
  • Both qualifications share similar compulsory modules.

    Differences:
  • The CC qualification takes four-year full time to complete whereas the SA qualification takes one year of full-time study.
  • The CC qualification requires applicants who completed the secondary school qualification while the SA qualification requires applicants who completed the undergraduate degree in the related field.

    Country: Uganda
    Institution: Makerere University
    Qualification Title: Bachelor of Science in Electrical Engineering
    Duration: 4 years

    Entry Requirements:
  • Admission into the first year is through any of the three avenues, the Direct Entry Scheme, the Mature Age Scheme, and the Diploma Holders Scheme.

    The Direct Entry Scheme
    An applicant must have obtained two advanced-level passes, one in Mathematics and one in Physics, at the same sitting of the Uganda Advanced Certificate of Education or its equivalent. For purposes of computing entry points, the advanced-level subjects shall carry the following weights:

    Weight 3: Mathematics, Physics as Essential subjects.
    Weight 2: Chemistry, Economics, Technical Drawing, Applied Mathematics or Pure Mathematics as Relevant subjects.
    Weight 1: General Paper as Desirable subject.
    Weight 0.5: Any other subject. as other subjects.

    The Mature Age Entry Scheme
    Admission may also be via the Mature Age Entry Scheme, after the passing of two special mature-age University Examinations, one in aptitude and the other in specialised knowledge.

    Diploma Holders Entry Scheme
    Holders of the Uganda National Examinations Board Ordinary Technical Diploma or its equivalent can be admitted to the programme. Applicants should have obtained a Credit Class diploma and passed building construction and drawing with at least a Credit Pass in Mathematics.

    Purpose:
    The primary focus of this programme is to produce entrepreneurship-oriented graduates who can prop up new companies, out of the prototypes that they will have developed at the undergraduate level. This demands that the final year projects should benchmark world-class standards, capable of leading to Electrical Engineering incubations.

    The educational objectives of this qualification are to:
  • Produce graduates who can practice electrical engineering to serve Uganda and the regional industries, government agencies, or national and international industries.
  • Produce graduates with the necessary background and technical skills to work professionally in one or more of the following areas: Power systems generation, transmission and distribution, industrial electronics, renewable energy solutions, system integration, and electronic design automation.
  • Prepare graduates for personal and professional success with awareness and commitment to their ethical and social responsibilities, both as individuals and in team environments.
  • Prepare graduates who can enter and succeed in an advanced degree program in a field such as engineering, science, or business.

    Qualification structure:
    The qualification consists of the following compulsory and elective fourth-year modules that are similar to the SA qualification.
  • Electrical Engineering Project compares with Engineering Research Project.
  • Microprocessor-Based Systems.
  • Power System Protection and Coordination compares with Power System Engineering and Electrical Protection Engineering.
  • Electrical Installation Design compares with Engineering Design Project.
  • Engineering Project Management (elective) compares with Engineering Design Project.
  • Digital Signal Processing.
  • Optical Communications (elective).
  • Television and Video Engineering (elective).
  • Business Management (elective) compares with Innovation Management and Entrepreneurship.
  • High Voltage Engineering compares with High Voltage Engineering.
  • Vlsic Design and Fabrication.
  • Power Economics and Management.
  • Advanced Topics in Electronic Engineering (elective).
  • Advanced Topics in Power Engineering (elective).
  • Satellite Communications (elective).
  • Radio Frequency and Microwave Engineering.
  • Broadband and Advanced Communications (elective).

    Similarities:
  • The Makerere University (MU) and the South African (SA) qualifications share the same educational objectives.
  • Both qualifications consist of both compulsory and elective modules.

    Differences:
  • The Mu qualification takes four years of full-time study whereas the SA qualification is offered over one year of full-time study.
  • The MU qualification requires a secondary school qualification while the SA qualification requires applicants who hold an undergraduate degree in the related field.

    Country: Malaysia
    Institution: University Tun Hussein Onn Malaysia (UTHM)
    Qualification Title: Bachelor of Electrical Engineering Technology (Electrical Power) with Honours
    Duration: Four years full time
    Entry Requirements:
    Sijil Tinggi Persekolahan Malaysia (STPM)
    Pass Matriculation with at least grade C (NGMP 2.00) in the followings:
    3) Mathematics AND Physics
    Or
    2) Mathematics AND Chemistry/Biology (with at least grade C in Physics for SPM)
    Matriculation (Science/Engineering/Technical)
    Pass the Diploma with the following:
    3) CPA/PNGK 2.50
    Or
    2) CPA/PNGK 2.30 with at least 2 years of working experience
    Or
    3) Pass Diploma Kemahiran Malaysia (DKM)/ Diploma Lanjutan Kemahiran Malaysia (DLKM) in Electrical or
    Electronic Engineering/Technology from Institusi Latihan Awam (ILA) with a minimum of CPA/PNGK of 3.00/ Grade
    B/ >80% marks.

    Purpose:
    The Bachelor of Electrical Engineering Technology in Electrical Power aims to produce professional engineering technologists with technical knowledge and skills in the field of the electrical engineering industry, especially electrical power to enable them to select, review, refine and implement effective solutions. The rapid growth of industrial technology in Malaysia and globally had created a huge demand for electrical power engineers, managers, technologists, instrument and safety engineers, researchers, and academia.

    The qualification offers the learners engineering knowledge and skills in applied electrical engineering. This programme provides a progression point from undergraduate courses in electrical engineering and further development for suitably qualified individuals in the field of Electrical Power Engineering. Most of the technical courses have extensive practical work conducted in various laboratories where learners engage in the "hands-on" application of theory.

    The qualification prepares graduates who are capable to:
  • Practice with fundamental and current knowledge in Electrical Engineering Technology in line with industrial development specializing in electrical power.
  • Engage in activities related to Electrical Engineering Technology with technical competency and kept abreast with current technological development specializing in electrical power.
  • Participate in activities for continuous self-development and societal betterment grounded with ethical and professional standards.

    Graduates are in demand in various fields such as:
  • Manufacturing: as an engineering technologist in production, quality control, maintenance, etc.
  • Research: as a researcher in Industrial automation, Telecommunication and computer and Electrical power
  • Education: as a lecturer, instructor, and trainer.
  • Consultant: as designer and quality control officer.
  • Management: as a supervisor and technical manager in manufacturing.
  • Marketing: as a sales manager in Industrial automation, Telecommunication and computer, and Electrical power.

    The qualification will provide learners with a broad knowledge and in-depth understanding of the following:
  • Electrical power system (transmission, distribution, and protection) compares with Power System Engineering.
  • Renewable energy system compares with Renewable Energy Technology.
  • Electric drive technology compares with Electrical Machines and Drives.
  • Power electronic converters technology compares with Electrical Protection Engineering and Power System Engineering.
  • Supervisory control and data acquisition (SCADA) system.

    Similarities:
  • The University Tun Hussein Onn Malaysia (UTHM) and the South African (SA) qualifications will prepare graduates with the knowledge, problem-solving skills, and experiences in the field to enter their respective careers in any electrical power industry.
  • Both qualifications are intended to meet the growing demand for electrical power engineers in the energy and process industries where graduates will be involved in the study of electrical power systems such as the generation, distribution, regulation, and conversion of electrical power.
  • Both qualifications develop the same graduate attributes.
  • Both qualifications share similar compulsory modules.

    Differences:
    The UTHM qualification takes four years of full-time study whereas the SA qualification is offered over one year of full-time study.
  • The UTHM qualification requires a secondary school qualification while the SA qualification requires applicants who hold an undergraduate degree in the related field.

    Conclusion:
    The final year of these qualifications, analogous to the South African qualification, consists of typical engineering modules, as well as specialised topics such as electrical protection, high voltage engineering, power system transients and similar. They also featured a capstone design project, which formed a large part of the available credits. This approach was also seen at various other institutions that were examined outside of the three mentioned. The structure and content of the proposed qualification align well with the content of the chosen international qualifications for comparability. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Engineering in Electro-Mechanical Engineering, NQF Level 8.
  • Postgraduate Diploma in Electrical Engineering, NQF Level 8.
  • Postgraduate Diploma in Power Plant Engineering, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Electrical Engineering, NQF Level 9.
  • Master in Engineering in Electrical Engineering in Smart Grid, NQF Level 9.
  • Master of Engineering in Energy Efficiency, NQF Level 9.
  • Master of Engineering in Energy, 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.
     
    1. Durban University of Technology 


    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.