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 Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
122941  Bachelor of Engineering Technology Honours in Electrical Engineering 
ORIGINATOR
Central University of Technology, Free State 
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 0527/24  2024-10-03  2027-10-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-10-03   2031-10-03  

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 Electrical Engineering prepares learners for industry and research. This qualification demands a high level of theoretical engagement and intellectual independence. It also provides preparation for careers in engineering that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development, as well as entry to NQF level 9 qualification.
This qualification will provide learners with a sound knowledge base in the electrical engineering discipline and an understanding of engineering management principles whilst also equipping them to undertake more specialised postgraduate studies and provides inter alia.

Upon completion of this qualification, qualifying learners will be able to:
  • Provide leadership and manage projects in the application of technology in safety, health, engineering, and commercially effective operations and have well-developed interpersonal skills.
  • Work independently and as a member or leader in a multi-disciplinary project.
  • Apply judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
  • Identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.

    Rationale:
    The need for Engineering qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer-to-population ratio of 1:3 100 compared to Germany (1:200) and Japan, Great Britain, and the United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply ten-fold to compete with international economies.

    In addition to this, in a recent publication, ECSA continues to argue that South Africa as a developing country, has too few engineers for the size of its population, e.g. 1: 3 166 compared to other developing countries such as Malaysia (1: 543) and Brazil (1: 227). Hence, South Africa is regarded as 'severely under-engineered' with a critical shortage of competent engineers for the projects currently underway in the country. Consequently, there are many instances of engineering work being conducted by engineers who are not competent to undertake such work. This is particularly problematic in the public sector where all spheres of government are dependent on engineering services to address the vital needs of South African communities.

    Currently, an engineering learner can only register as a Candidate Engineer if he/she has completed the appropriate educational requirements through the completion of a Bachelor's degree offered by traditional Universities. Recent data from the Department of Higher Education and Training showed that the number of learners with Bachelor's degree qualifications is on average, only 2 677 learners per annum, with a significant under-representation of 53% Black learners, with only 2 677 learners graduating per year with a qualification necessary to register as a Candidate Engineer and a population approaching 58 million, it is clear why ECSA is concerned about the ability to improve on the current position of 1: 3 166. In addition, up to 50% of graduate engineers do not practice as engineers pursuing, instead, non-engineering-related careers.

    This qualification will address not only the number of registered Professional Engineers in total but also increase the number of registered professionals from the designated groups. This qualification will provide articulation to learners from engineering disciplines who have obtained a Bachelor of Engineering, (NQF level 7), and allows vertical articulation in the Electrical Engineering discipline (NQF level 9). This qualification is designed for Electrical Engineers and Technologists who are employed as or strive to be employed as supervisors or managers in the engineering environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    RPL for access:
    The primary market for recruiting learners to the qualification will be school leavers with an interest in working in the engineering industry. However, applications from adult learners who have a similar interest in the qualification will also be considered for admission to the programme. Selection of such learners will be conducted on an individual basis in accordance with the Recognition of Prior Learning (RPL) policy of the institution.

    Recognition of Prior Learning (RPL):
    RPL applications for the institution are received by the Centre for Assessments and Graduations. The candidates are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Faculty of Engineering and Information Technology for assessment. The faculty's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes.

    Entry Requirements:
    The minimum admission requirement for this qualification is:
  • Bachelor's Degree in the related field at NQF Level 7.
    Or
  • Advanced Diploma in Electrical Engineering, NQF Level 7.
    Or
  • A relevant qualification in the related field at NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 140 Credits.:

    Compulsory Modules, Level 8, 98 Credits
  • Research Methodology, 14 Credits.
  • Mathematics IV, Level 8, 14 Credits.
  • Engineering management IV, 28 Credits.
  • Project IV, 42 Credits.

    Elective Modules, 42 Credits:
    Choose one of the specialisations below:

    Heavy Current:
  • Electrical Machines Technology IV, 14 Credits.
  • Power Electronics IV, 14 Credits.
  • Power Systems IV, 14 Credits.

    OR

    Light Current:
  • Electronic Communications Systems IV, 14 Credits.
  • Process Control IV, 14 Credits.
  • Signal Processing IV, 14 Credits.

    OR

    Computer Engineering
  • Networks IV, Level 8, 14 Credits.
  • Signal Processing IV, 14 Credits.
  • Micro Systems IV, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.
    2. Demonstrate the ability to apply knowledge of mathematics, natural science, and engineering sciences to the conceptualization of engineering models and to solve complex engineering problems.
    3. Demonstrate the ability to perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
    4. 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 information to provide valid conclusions.
    5. Demonstrate the ability to use appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions, and constraints.
    6. Demonstrate the ability 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. Comprehend and apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Analyse problems involved in transmission links.
  • Understand MATLAB/Simulink, Power Systems Toolbox, and PSIM for the simulation of power electronic circuits, including renewable energy sources.
  • Understand project planning principles, planning criteria, regulatory laws and the economic considerations whilst evaluating all the losses in RES.
  • Evaluate electric machine performance parameters and/or design characteristics for tasks in the engineering environment using MATLAB.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Select, apply, and evaluate appropriate numerical methods for complex and open-ended engineering tasks applicable to electrical machines in the industrial environment.
  • Perform fault and protection calculations.
  • Apply protection relays for the protection of the power system and its elements.
  • Perform MATLAB and Simulink models and functions and their interactions with real-world implementations.
  • Perform system modelling with the aid of a homer energy modelling software.
  • Apply basic principles of tele-traffic theory in communication systems.
  • Apply the principles of thermal conduction in the design and specification of cooling systems required for static switches.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Design and analyse an interconnected 3-phase system for the transmission.
  • Formulate the control and optimization problem as well as describe the optimization technics applied in the RES.
  • Design communication links for a specified quality of service.
  • Design gating/firing circuits for the various static switches employed in switching converters.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Analyze the performance of a complex renewable energy system (RES) and execute future sustainable and innovative improvements.
  • Illustrate the concept of DC motor speed control and analyse the use of controlled power rectifiers and DC choppers in drive applications.
  • Illustrate the concept of AC motor speed control and analyse the use of the various AC control methods used for inverter topologies in drive applications.
  • Illustrate the concept and controllability of HVDC and SVAR systems.
  • Design and specify the relevant switch ratings required for all the various converter topologies.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Select, apply, and evaluate appropriate numerical methods for complex and open-ended engineering tasks applicable to electrical machines in the industrial environment.
  • Evaluate electric machine performance parameters and/or design characteristics for tasks in the engineering environment using MATLAB.
  • Simulate/model and design the necessary snubber and protection circuits to limit switching transients.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Compile and write a proposal for the selected project.
  • Compile and write progress reports.
  • Present and do a video presentation of breadboarding /initial results.
  • Present and do a video presentation of the final research project.
  • Do an oral presentation of the final research project.
  • Compile and write the final research report.
  • Write an article on an aspect of the final research project.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Understand the techniques for scheduling and dispatch of generation for economic operation of the power system.
  • Design and analyse an interconnected 3-phase system for the transmission and distribution of power to customers reliably, securely, and economically.
  • Evaluate design options from both the technical and economic viewpoints and apply the appropriate technical standards.

    Associated Assessment Criteria for Exit Level Outcomes 8.
  • Apply project management principles focusing on leadership, creativity, communication, and teamwork.
  • Interrogate human resource management legislation in South Africa (including labour and contracts law).
  • Examine and apply financial management principles relating to budgeting, procurement, expenditure, and financial accounting.
  • Apply process management principles focusing on process modelling, monitoring, and analysis.
  • Engage in marketing management principles and theories, which include the identification of customer's needs, production of services or products to meet those needs, fixing the price, distributing the product, and persuading the customer to purchase the product.
  • Engage with and apply safety management and injury on-duty policies and procedures.

    Associated Assessment Criteria for Exit Level Outcomes 9.
  • Design a blog highlighting the importance of professional ethics using the Internet.
  • Compile a brief written report on ethics and professional development which includes internet links to the blog and LinkedIn profile.
  • Substantiate research ethics and the importance of time management. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution name: University of Tasmania
    Qualification title: Bachelor of Engineering (Specialisation) with Honours (P4D)
    Duration: Four years
    Credits: 425

    Entry requirements:
    Australian year 12 students can apply for this course.

    Purpose/Rationale
    Learners will gain a broad, practical foundation of engineering skills and knowledge, covering physical sciences, mathematics, and engineering science, followed by specific theory and practice in one of the specialized engineering fields.
    Group work, projects, and engineering design competitions provide additional challenges and opportunities to work alongside world-class academics and researchers. The university also encourages learners to seek opportunities for international exchange, and all students undertake 12 weeks of integrated work experience as part of their degree. Engineering involves design and manufacturing, and we ensure you have the skills and experience to excel in both upon graduation.
    Learning Outcomes:
  • Solve complex engineering problems by applying established engineering methods and conceptual knowledge of the natural and physical sciences.
  • Design and evaluate engineering components, systems and/or processes to meet technical, legislative, environmental, and economic requirements.
  • Contribute to the completion of real-world engineering projects by demonstrating the professional qualities required to work as an accredited professional engineer in Australia.

    Course structure:
  • Engineering Design and Communication
  • Engineering Problem Solving and Data Analysis
  • Engineering Statics
  • Engineering Dynamics
  • Engineering Circuits
  • Engineering Materials
  • Engineering Design
  • Engineering Mathematics, comparable to Engineering Mathematics IV
  • Mathematics, comparable to Mathematics IV
  • Honours Project, comparable to Project IV

    Similarities
  • The University of Tasmania (TU) and the South African qualification are both designed in comparison with the 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 SA qualification has a coherent core of mathematics, basic sciences, and fundamental engineering sciences.
  • Similarly, the UT qualification provides learners with a practical foundation of engineering skills and knowledge, covering physical sciences, mathematics, and engineering science.
  • Both qualifications share similar learning outcomes, where they will be able to formulate, analyse and solve complex engineering problems creatively and innovatively.
  • Both qualifications have similar modules such as Engineering Mathematics, Mathematics, and an Honor's Project.

    Differences:
  • The SA qualification is at a postgraduate level and is offered over one year, whereas the UT qualification combines undergraduate and progress to postgraduate level with 425 credits.

    Country: Malta
    Institution name: Università ta' Malta,
    Qualification title: Bachelor of Engineering (Honours) in Electrical and Electronic Engineering
    Duration: Maximum of eight years
    Credits: 240
    MQF Level 6

    Entry requirement:
  • A pass with a mark of 4 (50% or better) in English language in the National Senior Certificate
    Or
    EB National Senior Certificate will be accepted to satisfy the University's English Language Requirements

    Purpose/Rationale
    The degree will provide training to solve engineering-related problems by applying the fundamentals of engineering in a responsible, methodical, and creative manner. Learners are taught how to design and build smarter, and more sustainable technologies, making them more efficient, reliable, and affordable to contribute to society by improving the quality of life especially related to health, comfort and our environment.
    The degree provides an understanding of the fundamental principles of electrical, electronic and control engineering.

    Learning Outcomes:
  • Demonstrate subject knowledge and understanding through standard methods of assessment, namely an end-of-study-unit examination and continuous assessment (as will be demonstrated in a team project and final year project).
  • Explain the concepts, fundamental theories and scientific principles of EEE.
  • Have knowledge of mathematical principles necessary for the application of engineering science.
  • Have practical skills in adopting a systematic approach towards experimental investigation and analysis of results, while also being capable of using computational tools to design, analyse, simulate, test, and build engineering solutions.

    Course structure
    Modules:
  • Electrical Building Technology.
  • Electrical Industrial Technology.
  • Power Electronic Converters and Distributed Generation, comparable to Power Electronics VI.
  • Computational Intelligence.
  • Systems Theory, comparable to Power Systems IV.
  • An Introduction to Biomedical Signal Analysis.
  • Practical Applications in Computer Vision, comparable to Machine Vision IV

    Similarities:
  • The, L-Università ta' Malta (LUM) and the South African qualification (SA) qualification are both designed in comparison with the 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 LUM qualification will provide learners with the mathematical skills required for engineering design and analysis and an understanding of the fundamental principles of electrical, electronic and control engineering.
  • The SA qualification will provide learners with a sound knowledge base in the Electrical engineering discipline and an understanding of engineering management principles.
  • Both qualifications will enable learners to gain practical skills in adopting a systematic approach towards experimental investigation and analysis of results by using computational tools to design, analyse, simulate, test and build engineering solutions.
  • Both qualifications share similar modules such as Power Electronic Converters and Distributed Generation, comparable to Power Electronics VI and Systems Theory, comparable to Power Systems IV.

    Differences:
  • The SA qualification is offered at a postgraduate level whereas the LUM begins as an undergraduate and exits at an honours level.
  • The LUM qualification consists of 240 credits whereas the SA qualification consists of 120 credits. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Engineering in Computer and Electronic Engineering, NQF Level 8.
  • Postgraduate Diploma in Electrical Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Electrical Engineering, NQF Level 9.
  • Master of Engineering in Energy, NQF level 9.
  • Master of Engineering in Electrical and Electronic Engineering, NQF Level 9.

    Diagonal Articulation
  • Further Education and Training Certificate: Electrical Engineering: Electrical Distribution, NQF Level 4. 
    		•

    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. Central University of Technology, Free State 


    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.