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 in Electrical and Electronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
122515  Bachelor of Engineering Technology in Electrical and Electronic Engineering 
ORIGINATOR
Academic Institute of Excellence (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0525/24  2024-07-11  2027-07-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-07-11   2033-07-11  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Engineering Technology in Electrical and Electronic Engineering is to prepare learners for a career in the electrical and electronic engineering field. Graduates will be able to competently apply an integration of theory, principles, techniques, practical experience, and appropriate skills to broadly defined problems in the field of engineering while operating within the relevant standards and codes. They will be able to demonstrate a comprehensive general engineering knowledge, as well as systematic knowledge, of the main terms, procedures and principles of the engineering discipline; gather evidence from the relevant sources using advanced retrieval skills, organize and synthesize and present the information professionally in a more appropriate to the audience; and, demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context.

The qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising electrical and electronic engineer. The qualification is in line with the exit level outcomes which focus on the skills required from a future professional technologist.

Obtaining this qualification will enable learners to acquire the knowledge, skills, and values to:
  • Prepare for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to contribute to the economy and national development.
  • Cover sufficient ground in all electrical and electronic engineering aspects, allowing for direct access to NQF level 8 studies in a range of engineering specialisations.
  • Encourage life-long learning by setting achievable milestones.

    Learners completing this qualification will demonstrate competence in all eleven graduate attributes contained in the Engineering Council of South Africa (ECSA) Generic document E-02-PT rev.4, 01 of September 2020. The qualification is industry-orientated and designed to integrate well into the industry at existing levels. The qualification focuses on technology and software skills as a tool.

    The purpose of the qualification is to lay a foundation in the broad principles and practices of electrical and electronic engineering. Learners will be introduced to creative and visual thinking, design thinking and the design process, analysis, and visual communication approaches in engineering design to prepare them for professional practice.

    Critical thinking, problem-solving, and creative / design thinking are fostered throughout various projects. The qualification will equip learners with an integrated set of conceptual and applied abilities that prepare them to think in a flexible, problem-solving manner outside of the confines of a single field of engineering.

    At the end of this qualification, learners could either enter the industry as a qualified engineer (potential professional technologist) or continue with his/her tertiary education at NQF level 8. The focus is two-fold, to provide the learner with an introduction to theoretical modules while honing their technical skills and knowledge. This provides efficiency in qualification delivery and encourages learners to register for further studies.

    Rationale:
    The design of the qualification reflects the new standard for engineering practitioners based on the Higher Education Qualifications Framework (HEQSF), 2013 and is aligned to ECSA document E - 02 - PT, September 2020. This qualification was endorsed by constituents from the industry via intensive consultations and advisory committee meetings.

    The qualification will increase the institutional reputation and will attract more local and international learners, leading to an improved international scholarly output. Graduates will apply established and newly developed engineering technology to solve broadly defined problems and develop components, systems, services, and processes. The qualification will instil the ability to question and critically evaluate answers obtained from theoretical and computer analysis work, which is lacking in most graduates.

    The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the National Skills Development Strategy (NSDS III). Skilled engineering practitioners are required to meet the developmental needs of the country in all drafting and design fields as indicated in the National List of Occupations in High Demand: 2024. The qualification is expected to be viable as the enrolment for the current qualifications showed a significant number of learners, an average of 100 enrolments per year for the last two years and projected to increase by about 10 %.

    As a new private institution, the qualification will expand the educational choices to all new learners and Artisans, Supervisors, and Inspectors in the engineering field in the country, providing access towards Entrepreneurs, Technicians, Technologists, Engineers and Researchers, progression while allowing transfer between institutions (working according to ECSA requirements and Review of HEQSF, of January 2013). This qualification will address the current engineering skill shortage allowing workers in the field to upgrade their qualifications via contact or distance studies. Great emphasis is put on self-study as the learners are expected to take responsibility for their studies.

    Considering that both academic and work-based learning are essential components of the engineering education of technicians, technologists, and engineers, ECSA adopts a two-stage model for the development of engineering practitioners eligible for professional registration. The formal qualification is stage 1, while the industry training is stage 2. Stage 1 occurs at the institution resulting in an academic qualification confirming that a learner has achieved the required academic learning outcomes. Stage 2 occurs at the workplace with support from an experienced mentor and ensures that the candidate has attained the required professional competency.

    In many higher education qualifications, the face-to-face campus environment is now accompanied by hybrid learning (a combination of contact and distance modes of provisioning). These qualifications must be considered as an all-encompassing learning environment to promote access to those who otherwise would not be able to continue their higher education studies.

    Distance provisioning facilitates an approach to education that accommodates geographically dispersed learners by providing resources, materials, support, and services using various tools to support learning at a distance. This allows for broadening educational access and the creation of flexible learning opportunities. This educational method accommodates geographically scattered learners by providing resources, materials, support, and services via a variety of tools to facilitate remote learning. This opens educational opportunities for more people and allows for more flexibility in learning. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL 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.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4, with endorsement.
    Or
  • Higher Certificate in Electrical Engineering NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Levels, 5, 6 and 7 totalling 434 Credits.

    Compulsory Modules, Level 5, 140 Credits:
  • Mathematics for Engineers IA, 14 Credits
  • Physics for Engineers IA, 14 Credits.
  • Chemistry for Engineers IA, NQF 5, 14 Credits
  • Communication for Engineering Professionals IA, 7 Credits
  • Engineering Computing IA, 7 Credits
  • Engineering Drawing IA, 14 Credits
  • Mathematics for Engineers IB, 14 Credits
  • Physics for Engineers IB, 14 Credits.
  • Materials Science for Engineers IB, 14 Credits
  • Workshop Practice IB, 7 Credits
  • Engineering Computing IB, 7 Credits
  • Community Project 1B, NQF 5, 14 Credits

    Compulsory Modules, Level 6, 154 Credits:
  • Mathematics for Engineers IIA, 14 Credits.
  • Statistics and Probability IIA, 7 Credits:
  • Environmental Engineering IIA,14 Credits.
  • Thermo-Fluids IIA, 14 Credits
  • Signal and System Modelling IIA, 7 Credits:
  • Electrical Engineering Fundamentals IIA, 14 Credits
  • Embedded Control IIA, 7 Credits
  • Numerical Methods IIB, 7 Credits:
  • Data Analytics IIB, 7 Credits:
  • Financial Management for Engineers IIB, 7 Credits
  • Engineering Computing IIB, 7 Credits.
  • Analog and Digital Circuits IIB, 14 Credits.
  • Communication and Networks IIB, 14 Credits:
  • Power Electronics IIB, 7 Credits.
  • Electrical Machines IIB, 14 Credits.

    Compulsory Modules, Level 7, 140 Credits:
  • Optical Systems IIIA, 7 Credits.
  • Advanced Analog and Digital Circuits IIIA, 7 Credits.
  • Machine Learning Applications IIIA, 7 Credits.
  • Digital Signal Processing IIIA, 7 Credits.
  • Simulation and Control IIIA, 7 Credits.
  • Power Systems Fundamentals IIIA, 7 Credits.
  • Project Management and Professional Practice IIIB, 14 Credits.
  • Advanced Power Systems IIIB, 7 Credits.
  • Network Security IIIB, 7 Credits.
  • Renewable Energy Systems IIIB, 14 Credits.
  • Electrical and Electronic Capstone Project IIIA, 28 Credits.
  • Electrical and Electronic Capstone Project IIIB, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify, formulate, analyse, and solve broadly-defined engineering problems.
    2. Demonstrate the ability to apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve broadly-defined engineering problems.
    3. Demonstrate the ability to perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
    4. Demonstrate competence to design and conduct investigations and experiments.
    5. Demonstrate competence to use appropriate engineering methods, skills, and tools, including those based on information technology.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.
    8. Demonstrate competence to work effectively as an individual, in teams and multidisciplinary environments.
    9. Demonstrate 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 own limits of competence.
    11. Demonstrate knowledge and understanding of engineering management principles and economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify, analyse, and explain broadly-defined engineering problems.
  • 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 an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist area and recommend the solution of broadly defined engineering problems.
  • Apply theories, principles, and laws.
  • Perform formal analysis and modelling on engineering materials, components, systems, or processes.
  • Communicate concepts, ideas, and theories.
  • Perform reasoning about and conceptualising engineering materials, components, systems, or processes.
  • Handle uncertainty and risk.
  • 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 recognise deals 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 alternatives for implementation and select a preferred solution based on techno-economic analysis and judgment.
  • 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 the available literature, and critically evaluate for suitability to the investigation.
  • Perform analysis necessary to the investigation.
  • Select and use equipment or software appropriate in the investigations.
  • Analyse, interpret and derive information from available data.
  • Draw conclusions from an analysis of all available evidence.
  • Investigate and record the purposes, process, and outcomes of the in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill, or tool for applicability and limitations against the required result.
  • Correctly apply the method, skill, or tool to achieve the required result.
  • Produce results by the method, test and assess skill or tool against required results.
  • 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.
  • Apply graphics appropriate and effective in enhancing the meaning of text.
  • Use visual materials to enhance oral communications.
  • Apply 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 the benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on occupational and public health and safety.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Consider personal, social, economic, and cultural values and requirements 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 effectively, strategically and on time individual work.
  • Contribute to team activities, including at disciplinary boundaries and support the output of the team.
  • Function as a team leader.
  • Organise and manage a design or research project.
  • Carry out effective communication in the context of individual and teamwork.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect on own learning undertaken and develop strategies to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Apply knowledge acquired outside of formal instruction.
  • Critically challenge assumptions and embrace new thinking.

    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.
  • Apply the system of continuing professional development as an ongoing process.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements and decisions during problem-solving and design.
  • Limit decision-making to the area of current competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Plan set objectives and review achievements.
  • Organize, identify, and organize tasks.
  • Lead, set examples, communicate, and motivate.
  • Control and monitor own performance and check against standards.

    INTEGRATED ASSESSMENT
    The qualification aligns fully with the institutional assessment strategy in terms of types of assessments, moderation procedures, marking or symbol allocation and grading of assessments.

    Integrated assessment has the following aims:
  • It assesses whether learners can integrate an applied competence the ability to perform important activities, foundational competence to understand the theoretical basis for these actions), and reflexive competence to reflect on and make changes to activities.
  • It assesses the extent to which learners can perform activities associated with ELOs.
  • It measures the extent to which learners have integrated the roles and the knowledge and skills delivered through the different modules that form part of the qualification.

    The purpose of assessment methods is to apply knowledge, skills, values and attitudes through appropriate assignments, projects, and portfolio reviews. Feedback maximises the learner's opportunity for development and ensures fair and reliable assessment of their abilities. Assessments will include opportunities to give learners timeous, meaningful, and constructive feedback. In the assessment strategy, competence is demonstrated through a variety of options such as reports, problem-solving tasks, project-based learning, formative assessment, and summative assessments.

    Learners are offered the opportunity to demonstrate knowledge and skills through applied and reflexive exercises and a project-based approach to enhance competence. In addition, capstone project work is part of the learning programme which provides an opportunity for learners to integrate knowledge gained in the learning programme industry conditions and requirements, demonstrating applied competencies. Depending on the credits allocated for each module and the nature of the module there are different assessment approaches.

    Formative assessments:
    Formative assessment refers to the assessment that takes place during the learning and teaching process. Formative assessment is often used as a diagnostic tool as it provides information to make real-time improvements in teaching methods, learning support materials and activities. Formative assessments are always completed before summative assessments. The formative assessments are added to the learner's portfolio of evidence to show progress throughout the year. Where this is the case a suitable approach to address these gaps will be developed.

    The formative assessment is designed to:
  • Support the teaching and learning process.
  • Give early indications of what and how effectively learners are learning.
  • Diagnose the learner's strengths and weaknesses / to help the school recognize where learners are struggling and address problems immediately.
  • Provide feedback on the learner's progress.
  • Determine whether learners are capable of doing a summative assessment.

    Some module's formative assessments work as integrated projects that assess multiple modules. Formative assessment is applied through:
  • Assignments.
  • Projects.
  • Presentations.
  • Portfolios.
  • Activities.
  • Observations.
  • Group activities.

    Continuous assessment:
    Continuous assessment makes use of integrated assessments that require learners to demonstrate knowledge integration and application across a program. This kind of assessment mimics the real-world practice/industry and is therefore vital to future employability. Learning and assessment are integrated throughout the qualification. Continuous feedback is integral to this process. The feedback from the Portfolio pre-assessment is intended to guide learners in terms of improving their work before final submission and does not constitute the summative assessment.

    In the assessment strategy, competence is demonstrated through the successful completion of various assessment tasks. An Integrated Assessment strategy is applied, whereby learning and assessment are integrated throughout the qualification. The exit level outcomes of the programme are assessed in several ways. Both summative and formative assessment methods are employed in measuring learner performance. Learners are offered the opportunity to demonstrate knowledge and skills through reflexive exercises and various other assessment tasks to enhance competence. These methods are used to assess whether the specified outcomes have been achieved. A variety of assessment instruments will be used that will be suitable and appropriate to the work context of the learner. This combination of assessment forms affords learners the opportunity to monitor their progress on a regular basis and address problems as they occur.

    Continuous assessments ensure that learners are regularly measured against the specific outcomes and assessment criteria of the qualification. Continuous assessment is an alternative to the traditional assessment model as it includes detailed feedback for improvement. The rationale for continuous assessment is to ensure that learners work consistently. In continuous assessment, there are still opportunities for learners to rework and resubmit a task, with the learner using feedback for improvement, and before the calculation of the final mark.

    Summative assessments.
    Summative assessments are assessments "of learning" and may include a variety of assessment methods. The purpose is to evaluate the learner's achievement of the outcomes by establishing evidence of learning. Apart from the modules assessed continuously, there is one summative assessment opportunity per module, excluding supplementary and special assessment opportunities:

    Summative assessment is applied through:
  • Venue based examination,
  • Portfolios,
  • Project presentations.

    The summative assessment mark is calculated based on the examination mark, portfolio of work or project presentations. Therefore, formative assessment opportunities, with comprehensive feedback for improvement, can be used to assist learners in completing summative assessment tasks. The summative assessment constitutes 70 % towards the final mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is one of the founding members and signatories of all three (3) international accords, regulating engineering education worldwide, namely the Dublin Accord for the diploma type qualifications at NQF level 6, the Sydney Accord for the Bachelor of Technology type qualifications at NQF level 7 and Bachelor of Science type qualifications at the NQF level 8.
    The examples presented are from countries that are signatories of the Sydney Accord (Bachelor of Technology level qualifications).

    Although the name and duration of the qualification offered in different countries may differ, the common denominators are the competencies defined by Graduate Attributes and knowledge fields, according to ECSA generic document E-02-PT; revision 4; 01 September 2020. Membership in the international accords guarantees the equivalency of the qualifications at the same complexity level, as all these qualifications are overseen and approved by the country's professional body.

    A common trend of the Sydney Accord qualifications outside South Africa is a core group of modules grounded in mathematics and science and very flexible module choices to direct the learner in a particular engineering field that he/she desires.

    The qualifications listed below are designed to be substantially equivalent to the Sydney Accord.

    Country: New Zealand
    Institution: Auckland University of Technology
    Qualification Title: Bachelor of Engineering Technology Electrical Engineering
    NQF Level: NZQF Level 7
    Credits: 360 Points
    Duration 3 years Full-time,
    Entry Requirements:
    University Entrance or equivalent including:
  • NCEA: 14 credits or more at level 2 or above (including AS91261 and AS91262)
    OR
  • NCEA level 3 in Maths, Stats or Calculus, AND 14 credits or more at NCEA Level 2 or above in Physics
  • CIE: A D grade or better in Mathematics and Physics at AS level
  • IB: Passes (level 4) in both Mathematics and Physics

    Purpose:
    Bachelor of Engineering Technology in Electrical Engineering major prepares learners for careers as an engineering technologist in electrical and electronic engineering.
    Learners will learn to make engineering judgements, solve problems creatively and ethically, and design for sustainability. Learners will develop strong interpersonal and teamwork skills, setting you up well for your future career as an engineering technologist.

    Engineering technologists focus on practical design and applied technology, working across a wide range of engineering disciplines. The Bachelor of Engineering Technology prepares learners for diverse engineering careers. This engineering degree is accredited by Engineering New Zealand. It meets the Sydney Accord and prepares learners for Technical Membership of Engineering New Zealand.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.
    Year One:
  • Introductory Engineering Mathematics comparable to Mathematics for Engineers
  • Programming Concepts and Techniques
  • Collaborative Practices
  • Introduction to Sustainable Engineering Design comparable to Environmental Engineering / Sustainability
  • Engineering Mathematics I comparable to Mathematics for Engineers IA
  • Electrical Engineering Fundamentals
  • Engineering Materials I Materials Science for Engineers IA and IB
  • Digital Devices and Systems

    Year Two:
  • Analogue Devices and Systems
  • Industrial Measurement and Control
  • Engineering Management
  • Electronics Project comparable to Capstone Project and Electro-technology
  • Introduction to Microcontrollers comparable to Automatic Control
  • Embedded Digital Systems
  • Elements of Power Engineering
  • Applications

    Year Three:
  • Renewable Energy Generation, Storage and Utilisation comparable to Environmental Engineering / Sustainability
  • Power Systems Analysis and Design comparable to Machine Design
  • Electrical Machines Theory of machines comparable to Machine design
  • Specialisation Project: Part A comparable to Community Project 1A and Capstone Project
  • Specialisation Project Part B comparable to Community Project IB. and Capstone Project

    Elective Modules: (Choose three from the following):
  • Engineering Maths II comparable to Mathematics for Engineers
  • Instrumentation and Control Systems
  • Power Engineering
  • Sustainable Energy for Renewable Power comparable to Environmental Engineering / Sustainability
  • Embedded System Design
  • Digital Systems Development I
  • Digital Systems Development II

    Similarities:
  • The Auckland University of Technology (AUT) and the South African (SA) qualifications are registered at Level 7.
  • The AUT and SA qualifications are offered over three years of full-time study.
  • Both qualifications require learners who completed the university entrance qualification with a Level 4 pass.
  • Both qualifications will explore electrical power engineering circuits, process control systems and programmable logic displays, and can specialise in building services, power, or control courses. and develop the skills to design, implement, and maintain power and utility systems.
  • Both qualifications are approved by the Sydney Accord.

    Similarities:
  • The AUT qualification consists of a minimum of 360 credits and the SA qualification consists of 434 credits.
  • The AUT qualification consists of compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives.

    Country: Canada
    Institution: St. Clair College
    Qualification Title: Advanced. Diploma in Electrical Engineering Technology
    Duration: 3 years Full time
    Entry Requirements
    Ontario Secondary School Diploma (OSSD) with many courses at the College (C), University (U), University/College (M) or Open (O) level

    Plus:
  • Grade 12 English (C), (U), or (M)
  • Grade 12 Math (C), (U), or (M) (MCT4C is highly recommended)

    Purpose:
    This qualification provides learners with the knowledge to conduct the analysis, design, manufacturing, and maintenance of electrical systems. Learners will develop a solid understanding of core concepts including mechanics, kinematics, thermodynamics, fluid mechanics, electrical and electronic science and energy and their applications to electrical systems and processes.

    Electrical and Electronic Engineering Technologists use the core principles as well as specialized knowledge in the field to design and analyse control systems for applications such as motor vehicles, aircraft, heating and cooling systems, manufacturing plants, industrial machinery, and automated systems. Learners in this program fare exceptionally well at provincial and national skills competitions in electrical engineering.
    Graduates find excellent opportunities in product design and development, testing and analysis, technical sales, and junior management positions in the electrical and electronics, energy, manufacturing, controls, and alternative energy industries.
  • Mathematics I comparable to Mathematics for Engineers
  • Introduction to Computer-Aided Design comparable to Engineering Drawing.
  • Introductory Fluid Power T comparable to Thermo-Fluids.
  • Direct Current (DC) Fundamentals.
  • Introduction to Software Platforms for Technicians.
  • Physics comparable to Physics for Engineers.
  • Fundamentals.
  • Codes, Wiring and Industrial Safety.
  • Digital Fundamentals.
  • Introductory Programmable Controllers.
  • Industrial Motor Control.
  • Electrical Rotating Machines comparable to Mechanics of Machines and Theory of Machines.
  • Instrumentation and Process Control.
  • Technical Communication in Electrical Industry, Communication for Engineering Professionals.
  • Industrial Electronics.
  • Transformer Theory.
  • Capstone Project comparable to Capstone Project.
  • Industrial Networking.
  • Programmable Controllers.

    Elective Modules: (Choose Four Elective Courses)

    Country: Australia
    Institution: University of Queensland
    Qualification Title: Bachelor of Engineering (Honours)
    Duration: 4 years
    Entry Requirements:
  • Queensland. Year 12 (or equivalent) General English subject (Units 3 and 4, C); Mathematical Methods (Units 3 and 4, C); and one of Chemistry or Physics (Units 3 and 4, C).
  • Studying Specialist Mathematics (Units 3 and 4, C) and both Chemistry and Physics is recommended.

    Purpose:
    This qualification provides learners with fundamental mathematical and science knowledge, followed by engineering science knowledge and methods to conduct the analysis, synthesis, and critical review of electrical and electronic systems. Learners will develop a solid understanding of core engineering concepts that covers mechanical and electrical engineering science including thermodynamics, fluid mechanics, alternating current (AC) and DC circuit analysis, electrical machines, signals and systems, computer networks and design methodologies. Graduates engage in a myriad of work engagements in engineering and associated fraternities.

    With much of the coursework being hands-on, learners will be highly regarded with specialist technical skills. This flexible qualification will open opportunities with companies across the globe. Electrical engineers work in exciting roles in major internet, communications, and power generation organisations. Many graduates establish their own companies early in their careers or work overseas. Depending on the chosen major, career paths can lead to roles in the telecommunications industry, computer industry, mining and transport sector, or in power generation and transmission industries.

    Qualification structure:
    The qualification consists of 36 units comprising:
  • 32 units of Electrical Engineering Compulsory Courses
  • 4 units from Electrical Engineering Research Courses

    Similarities:
  • The University of Queensland (UQ) and the South African (SA) qualifications require Year 12 or equivalent qualifications.
  • Both qualifications will equip learners to design and manage equipment and investigate embedded systems that contribute to almost every sector of society. These systems include smartphones, electrical power and renewable energy, medical imaging for healthcare, electrical appliances for homes, scientific instruments for laboratories, lasers for high-speed communication and satellite systems for remote sensing.

    Differences:
  • The UQ qualification is offered over four years of full-time study whereas the SA qualification is offered over three years of full-time study.
  • The UQ qualification consists of compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Electrical Engineering in Power Engineering, NQF Level 7.
  • Advanced Diploma in Engineering Technology in Civil Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Electronic Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Civil Engineering, NQF Leve 7.
  • Bachelor of Engineering Technology in Computer Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Electrical Engineering, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Technology Honours in Civil Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Electrical Engineering, NQF Level 8.
  • Bachelor of Engineering in Electrical and Electronic Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering Management, NQF Level 8.
  • Postgraduate Diploma in Engineering Science, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. Academic Institute of Excellence (Pty) Ltd 


    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.