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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
123645  Bachelor of Engineering Technology in Electrical Engineering 
ORIGINATOR
Engineering College of Science and Technology (ECST) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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 0729/25  2025-02-04  2028-02-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-02-04   2034-02-04  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Engineering Technology in Electrical Engineering is to provide learners with a sound theoretical base and learning opportunities to develop applied competence in the electrical engineering discipline. Electrical engineers require a thorough understanding of underlying theoretical principles and the ability to work logically, plan effectively and work systematically through potential problems. The qualification will provide learners with the opportunities to apply the theories, principles and knowledge to real-world scenarios and case studies to develop the applied competence required to work as skilled engineering professionals in various occupations and work contexts in which electrical engineering expertise is required. The qualification has a strong professional and career focus so that graduates will be prepared for employment and self-employment in industries in the energy, manufacturing, engineering and related sectors, as well as in other work contexts in the private and public sectors in which electrical engineering skills are required.

The qualification will enable learners to meet the formal education requirements of Engineering Council South Africa (ECSA) for the professional designation of Professional Engineering Technologist and equip them with the knowledge and skills they need to complete the work experience requirement for this designation. The qualification will serve as the foundational higher education degree in the engineering field, from which learners can progress into post-graduate studies in electrical engineering or related engineering specialisations. A significant number of young workers in the electrical, manufacturing, engineering and related sectors operate at elementary and operator levels, so the qualification aims to provide this group with the formal academic qualification for career advancement. The qualification will address the national and sector need for electrical engineers as research has identified this as an occupation in which there is a high demand. The priority and critical skills of electrical engineers will be important for growing the South African economy and improving its international competitiveness, as well as for the building, upgrading and maintenance of the existing infrastructure that is essential for delivering essential services to communities across the country. In particular, the qualification will equip graduates with the theories, knowledge and skills.

Upon completion of the qualification, qualifying learners will be able to:
  • Apply integrated knowledge of the key terms, concepts, facts, principles, rules and theories of mathematics, natural science and engineering sciences to engineering procedures, processes, systems and methodologies to solve broadly defined engineering problems.
  • Evaluate and apply these to engineering materials, components, systems or processes and projects.
  • Evaluate and use a range of methods of enquiry, prediction and modelling as well as appropriate techniques, resources, modern engineering tools and information technology to design and conduct investigations and/or experiments to resolve broadly defined engineering problems.
  • Apply engineering theories and principles to identify, analyse, evaluate, critically reflect on and systematically diagnose and solve complex and broadly defined electrical engineering problems and present evidence-based solutions and theory-driven arguments.
  • Take decisions and act in accordance with ethical principles, values and approaches, to justify the decisions and actions in terms of the norms of professional engineering practice within own limits of competence.
  • Develop appropriate processes for gathering and selecting relevant information and data from codes, databases and literature, independently validating sources of information and analysing and interpreting results to provide valid conclusions.
  • Develop and communicate ideas and opinions effectively both orally and in writing in well-formed arguments in an engineering context, using appropriate academic, professional and occupational discourse.
  • Manage engineering processes to perform procedural and non-procedural designs to solve broadly defined engineering problems considering the context, system, applicable standards, codes of practice and legislation.
  • Identity, evaluate and address own learning needs in a self-directed manner to engage in independent, collaborative and lifelong learning through well-developed learning skills.
  • Demonstrate knowledge and understanding of the sustainability and impact of engineering activity on the society, economy, industrial and physical environment, and the need for judgment, responsibility and accountability for decisions and actions.

    The qualification will support the development of the following graduate attributes, which are aligned with the professional development requirements of ESCA
  • Problem-solving
  • Application of scientific and engineering knowledge
  • Engineering design
  • Investigations, experiments and data analysis
  • Engineering methods, skills and tools, including Information Technology
  • Professional and technical communication
  • Sustainability and impact of engineering activity
  • Individual, team and multidisciplinary working
  • Independent learning ability
  • Engineering professionalism
  • Engineering management.

    Rationale:
    The need for engineering qualifications in the energy, water, manufacturing and engineering sectors of the economy is confirmed in recent sector-wide research conducted by the Energy and Water Sector for Education and Training Authority (EWSETA). The Sector Skills Plan 2022/2023 placed Electrical Engineering Technologist with Electrical Engineering Technician first in the occupations in which there is a shortage in the sector. The EWSETA research confirmed that there will be an increased need for workers in electrical engineering, water-specific technicians, and related specialists for infrastructure development for the effective implementation of the Economic Reconstruction and Recovery (ERRP).

    Research by the Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA) confirms that electrical engineering skills are also needed in other sectors of the economy. The Sector Skills Plan 2023/2024 includes Electrical Engineering Technologist in its list of Sectoral Priority Occupations, together with Electrical Engineer and Electrical Engineering Technician. The list of the Department of Home Affairs for approving 'critical skills visas' permanent residence permits for foreigners in areas in which South Africa has a skills shortage includes the Electrical Engineering Technologist and Electronics Engineer in the list of 101 occupations. The main objective of the critical skills work visa is to assist the government to realise the achievement of programmes such as the National Development Plan (NDP), Industrial Policy Action Plan and the New Growth Plan, as well as the National Infrastructure Plan and Strategic Infrastructure Projects.

    The qualification will address the need for qualified electrical engineers that have been identified in research by the EWSETA, merSETA and the Department of Higher Education and Training (DHET). These studies have identified occupations in electrical and related engineering fields as 'priority skills', 'occupations in high demand' and 'critical skills' for work visas for engineers sourced from other countries. Stakeholders in the private and public sectors have confirmed these research findings on the important role of electrical and other engineers in implementing sector and national strategies and plans. Furthermore, the importance of electrical engineering skills is confirmed by the difficulties experienced by the South African economy and households with continuous energy blackouts by ESKOM.

    The qualification was developed in consultation with ECSA to ensure that it met industry requirements. ECSA formally endorsed the qualification as meeting the requirements relating to the three-year accredited academic programme for the professional designation of 'Professional Engineering Technologist'. Graduates will need to complete the prescribed one year's work experience before they will be able to apply for the award of the professional designation. The qualification will prepare graduates for the Honours and further post-graduate degrees, which will meet the academic requirements for graduates to work towards the higher professional designations of Professional Engineering Technician, Professional Engineer and Professional Certified Engineer.

    The qualification is mainly intended for young learners entering higher education after completing secondary education, but who don't have work experience. Learners with work experience and/or formal entry-level higher education with an interest in electrical engineering will also benefit from this qualification. The qualification will prepare learners for the following occupations that are needed in the private and public sectors of the South African economy:
  • Electrical Engineering Technologist.
  • Electromechanical Engineering Technologist.
  • Illumination Engineering Technologist.
  • Electrical Engineering Technician.
  • Power Engineering Technologist.
  • Electrical Instrument Technician.
  • Electrical Line Installers and Repairers.
  • Electrical Installation Inspector.
  • Electronics Mechanics and Services.

    The qualification will enable graduates to continue their learning journey to prepare for more senior occupations, for example:
  • Electric Power Generation Engineer.
  • Electrical Design Engineer 4.
  • Electrical Engineer.
  • Electrical Mechanics and Fitters.
  • Electromechanical Engineer.
  • Power Distribution Engineer.
  • Power Systems Engineer
  • Power Transmission Engineer. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    Recognition of Prior Learning (RPL) will be applied in accordance with the national RPL policy of SAQA and the institution's RPL Policy and procedures. The RPL process will include the verification of the knowledge, understanding and skills that learners have acquired through formal and/or informal learning or work experience.

    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 credits:
  • 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.
  • The awarding credits towards the qualification will be to a maximum of 50% of the total credits of 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 the field of Engineering, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 425 credits.

    Compulsory Modules, Level 5, 145 Credits:
  • Engineering Mathematics I, 15 Credits.
  • Engineering Mathematics 2, 15 Credits.
  • Electrical Control Theory and Analysis, 15 Credits.
  • Engineering Dynamics and Mechanics, 15 Credits.
  • Engineering Design and Drawing, 15 Credits.
  • Industrial Experience Research Project: Part A, 10 Credits.
  • Industrial Experience Research Project: Part B, 10 Credits.
  • Engineering Programming, 15 Credits.
  • Fundamentals of Electronics, 15 Credits.
  • Physics and Chemistry for Engineers, 15 Credits.
  • Hands-on Workshop 1: Measurement Science, 5 Credits.

    Compulsory Modules, Level 6, 150 Credits:
  • Mechanics of Machines, 15 Credits.
  • Engineering Mathematics 3, 15 Credits.
  • Transformers and Switchgear, 15 Credits.
  • Rotating Electrical Motors, 15 Credits.
  • Project Planning, Management and Cost: Part A, 10 Credits.
  • Project Planning, Management and Cost: Part B, 10 Credits.
  • Power Generation, Transmission and Distribution, 15 Credits.
  • Electrical Safety, Earthing and Lighting Protection, 15 Credits.
  • Power Electronics and Variable Speed Drives, 15 Credits.
  • Power Quality and Energy Efficiency, 15 Credits.
  • Hands-on Workshop 2: Power and Control, 5 Credits.
  • Hands-on Workshop 3: Transmission and Protection, 5 Credits.

    Compulsory Modules, Level 7, 130 Credits:
  • Power System Protection, 15 Credits.
  • Electrical Utilisation Engineering, 15 Credits.
  • Power Generation, 15 Credits.
  • Electrical Control Circuits and PLC Programming, 15 Credits.
  • Technology, Sustainability and Society: Part A, 5 Credits.
  • Technology, Sustainability and Society: Part B, 5 Credits.
  • Data Communication for Power System Monitoring, 15 Credits.
  • Final Year Project (Electrical Engineering), 40 Credits.
  • Hands-on Workshop 4: Industrial Design (BEE), 5 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to apply integrated knowledge of the key terms, concepts, facts, principles, rules and theories of mathematics, natural science and engineering sciences to engineering procedures, processes, systems and methodologies to solve broadly defined engineering problems.
    2. Demonstrate knowledge and understanding of the engineering field, principles and practices and the ability to evaluate and apply these to engineering materials, components, systems or processes and projects.
    3. Demonstrate the ability to evaluate and use a range of methods of enquiry, prediction and modelling as well as appropriate techniques, resources, modern engineering tools, and information technology, to design and conduct investigations and/or experiments to resolve broadly- defined engineering problems. 4. Apply engineering theories and principles to identify, analyse, evaluate, critically reflect on and systematically diagnose and solve complex and broadly defined electrical engineering problems and present evidence-based solutions and theory-driven arguments.
    5. Demonstrate the ability to make decisions and act in accordance with ethical principles, values and approaches, and to justify the decisions and actions in terms of the norms of professional engineering practice within own limits of competence.
    6. Demonstrate the ability to develop appropriate processes for gathering and selecting relevant information and data from codes, databases and literature, independently validating sources of information and analysing and interpreting results to provide valid conclusions.
    7. Develop and communicate ideas and opinions effectively both orally and in writing in well-formed arguments in an engineering context, using appropriate academic, professional and occupational discourse.
    8. Demonstrate the ability to manage engineering processes to perform procedural and nonprocedural designs to solve broadly defined engineering problems considering the context, system, applicable standards, codes of practice and legislation.
    9. Demonstrate the ability to identify, evaluate and address learning needs in a self-directed manner to engage in independent, collaborative and lifelong learning through well-developed learning skills.
    10. Demonstrate knowledge and understanding of the sustainability and impact of engineering activity on the society, economy, industrial and physical environment, and the need for judgment, responsibility and accountability for decisions and actions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply key terms, concepts, facts, principles, rules and theories of engineering in solving broadly defined engineering problems.
  • Apply an appropriate mix of key concepts, principles, rules and theories of mathematics, numerical analysis, statistics, natural science and engineering fundamentals in an integrated way in developing appropriate solutions to broadly defined engineering problems.
  • Apply detailed knowledge of electrical engineering and from other engineering areas of specialisation and related disciplines in developing solutions to broadly defined electrical engineering problems.
  • Identify relevant knowledge of engineering procedures, processes, and systems and use methodologies to understand and analyse broadly defined engineering problems and formulate a workable solution.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify, research and critically evaluate different sources of information in the engineering field, principles and practices suitable for electrical engineering materials, components, machines, systems or processes and projects.
  • Apply key concepts, principles, rules and theories of mathematics, numerical analysis, statistics, natural science and engineering fundamentals acquired from different sources and evaluate for relevance to electrical engineering.
  • Analyse engineering theories, principles, laws and relevant information selected from different sources in performing formal analysis and modelling of electrical engineering materials, components, machines, systems or processes.
  • Apply appropriate information, techniques, resources and modern engineering tools in analysis, quantitative modelling and the optimisation of a product, system and/or process subject to relevant limitations, restrictions, premises, assumptions and constraints.
  • Evaluate appropriate engineering methods, skills and tools, including those based on information technology and apply them in developing appropriate solutions to broadly defined engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan investigations of and experiments on broadly defined electrical engineering problems through locating, searching and selecting relevant information and data from codes of practice, standards, databases and literature.
  • Evaluate and select a range of methods of enquiry, prediction and modelling techniques, resources and tools for suitability for planned investigations and experiments.
  • Evaluate Information technology and specialised software for appropriateness used in the recording, analysis and interpretation of data during investigations and experiments relating to electrical engineering.
  • Design and conduct investigations and experiments to resolve broadly defined engineering problems or to introduce change in current practice in electrical engineering, with due regard to uncertainty and risk.
  • Apply the appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering fundamentals in an integrated way to the methods and procedures used during investigations and experiments relating to electrical engineering.
  • Analyse and interpret information and data gathered during investigations and experiments and draw conclusions based on all available evidence.
  • Record the purpose, process, outcomes, key findings and conclusions of the investigation and experiments in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and formulate a complex, broadly defined electrical engineering problem to satisfy user needs and address applicable standards, codes of practice and legislation.
  • Apply the principles of planning, organising, leading and control, as well as project management in the establishment and management of the individual and team contributions to the engineering design for solving the identified problem.
  • Gather information, data and resources, disseminate to team members and analyse for relevance and appropriateness to the solution of the problem.
  • Perform design tasks, including analysis, quantitative modelling and optimisation of the product, system or process, subject to the relevant premises, assumptions, constraints and restrictions.
  • Analyse and critically evaluate possible approaches and solutions that would lead to a workable solution and select the best solution for the broadly defined electrical engineering problem.
  • Create procedural and non-procedural designs in which components, systems, engineering works, products or processes are synthesised in accordance with applicable standards, codes of practice and legislation.
  • Present evidence-based solutions and theory-driven arguments in the report on the design of the solution to the engineering problem.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Describe the need to act professionally and ethically and to exercise sound judgement in actions and decision-making with reference to the ethical and professional values, codes of practice and approaches relevant to electrical engineering.
  • Examine the nature and complexity of the ethical dilemmas in decision-making and design with reference to the ethical and professional values, codes of practice and approaches relevant to electrical engineering.
  • Make sound professional and ethical judgements in decisions during problem solving and design which are limited to the area of current competence.
  • Justify judgements made on electrical engineering problems in terms of the ethical values, approaches and norms of professional practice.
  • Apply ethical reasoning to evaluate solutions to electrical engineering challenges.
  • Analyse electrical engineering activities in terms of the sustainability and impact on occupational and public health and safety and the social, economic, industrial and physical environments of those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Develop a structured process for locating, sourcing, evaluating and using information, knowledge, skills, equipment and software that are relevant to solving broadly defined engineering problems.
  • Locate and evaluate information and data from available literature, knowledge, resources, databases and codes and independently validate for relevance in designing workable solutions to broadly defined engineering problems.
  • Apply appropriate key concepts, principles, rules and theories of mathematics, numerical analysis, statistics, natural science and engineering fundamentals in an integrated way in investigating potential solutions to broadly defined engineering problems.
  • Analyse information and data in relation to the purpose and desired outcomes of the investigation of broadly defined engineering problems.
  • Analyse results obtained from the selected information and data to provide valid, evidence-based and theory-driven conclusions that are recorded in a technical report on the solution to a broadly defined engineering problem.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Effectively apply appropriate structure, style and language of written and oral communication for the purpose of communicating with the target audience and in line with professional and ethical engineering practices.
  • Use the correct terms, concepts, facts, principles, rules and theories in the communication of well-informed, evidence-based and theory-driven arguments.
  • Correctly use graphics, visual materials and technology tools to enhance the meaning of the information and data communicated orally and in written format.
  • Deliver fluent oral communication supported by effective visual technology tools to communicate information, data and points of view on electrical engineering-related topics.
  • Include well-informed arguments in oral presentations and written technical reports, as well as evidence-based and theory-driven conclusions derived from the investigation of relevant information and valid data.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Formulate a broadly defined engineering problem and analyse the design problem to satisfy user needs, with consideration of applicable standards, codes of practice and legislation, as well as potential risks and constraints in the specific context.
  • Plan the design process to perform procedural and nonprocedural design and synthesise components, systems, works, products or processes and to deal with risks, constraints and unforeseen factors in the broader system.
  • Apply engineering management principles and economic decision-making through proper business management tools to ensure the economic viability of the design.
  • Acquire and evaluate relevant knowledge, information, data and resources to apply appropriate principles and design tools to provide a workable solution to the broadly defined engineering problem.
  • Design and perform tasks, including analysis, quantitative modelling and optimisation of the product, system or process subject to the applicable standards, codes of practice and legislation, and relevant assumptions, constraints and restrictions in the broader system.
  • Evaluate alternative designs in terms of their social, economic, legal, health, and safety, assess the environmental impact and benefits, and select a preferred solution based on a techno-economic analysis and evidence-based judgment.
  • Communicate the design logic and the components, systems, works, products or processes of the selected design in a technical report that includes the impact of the solution on the social, economic and environmental context.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify and address learning needs through independent and self-directed learning activities that suit personal learning styles and preferences.
  • Autonomously and ethically, individually and collaboratively manage learning tasks in learning groups.
  • Critically challenge learning undertaken and assumptions, explore and evaluate new perspectives to inform new thinking.
  • Appropriately organise, evaluate and integrate relevant information sourced independently outside of formal instruction into other learning with understanding and insight.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the importance of engineering management principles and professional and ethical practices with reference to accepting responsibility and accountability for the impact of decisions and engineering activities on the social, economic, industrial and physical environments.
  • Apply engineering management principles and economic decision-making in designing solutions to electrical engineering problems that are ethical, economically viable, sustainable and do not impact negatively on the social, industrial and physical environments or create a risk to the public.
  • Appropriately apply engineering management principles in making sound professional and ethical judgements on solutions to a broadly defined engineering problem.
  • Analyse and evaluate electrical engineering activities in terms of sustainability and the impact on occupational and public health and safety and the social, economic, industrial and physical environments of those who are affected by the engineering activity.
  • Act professionally and ethically, exercise judgment and take responsibility for consequences stemming from own and others' actions within own limits of competence.
  • Assess the impact of technology used in electrical engineering projects in terms of the benefits and potential negative impact on society and the environment.

    INTEGRATED ASSESSMENT
    Learners will be assessed continuously through formative and summative assessments to assess the achievement of the Exit Level Outcomes of the qualification and the module outcomes.

    Formative assessments:
    Formative assessments will be conducted continuously throughout the teaching-learning process through the following assessment methods.
  • Knowledge tests in the form of quizzes completed on Moodle.
  • Presentations on projects.
  • Summaries of webinars.
  • Practical workshop exercises.
  • Group assignments in which the individual written components are marked.

    Summative assessment:
    Each module of the qualification will be assessed in a summative assessment to assess learners against the module learning outcomes and the Exit Level Outcomes of the qualification. Summative assessments will be in the form of individual written assignments, practical simulation exercises, project reports and examinations. Each module will be assessed in an examination or an integrated report, except the workshops that are assessed through practical exercises. Examinations will be written at the end of each semester and will cover the modules completed during that period except those modules that are assessed through an individual written assignment as the final assessment.

    The summative assessments, of the Final Year Project (Electrical Engineering) and Parts A and B of the other modules listed above, will assess the learners' ability to demonstrate applied competence in applying theories and principles and key concepts in electrical engineering work contexts. Summative assessment tasks will be designed to assess critical thinking, and the ability to understand, analyse and synthesise information and concepts. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international comparability of engineering qualifications is ensured through the Washington, Sydney and Dublin Accords, all being part of the International Engineering Alliance (IEA). The signatories to these accords include Australia, Canada, Europe, Hong Kong, Japan, Korea, Malaysia, New Zealand, the United Kingdom the USA and South Africa, through the Engineering Council of South Africa (ECSA) as a signatory to the Accords. The signatories are committed to the development and recognition of good practice in engineering education and agree to substantial equivalence in tertiary engineering qualifications that allow for mutual recognition by all countries that are signatories to the accords. In the case of a Bachelor in Engineering in Electrical Engineering, the equivalence to international engineering degrees is ensured through the Sydney Accord that specifies the educational foundation and minimum standard of competence that a Professional Engineering Technologist should demonstrate. The Exit Level Outcomes in the Bachelor in Engineering in Electrical Engineering are aligned with the knowledge profile and graduate attribute profile of the Sydney Accord.

    Country: New Zealand
    Institution: The Ara Institute of Canterbury
    Qualification Title: Bachelor of Engineering Technology (Electrical)
    NQF Level: 7
    Credits: 360
    Duration: Three years full-time

    Entry Requirements:
  • University Entrance: NCEA Level 3 (60 credits at level 3 and 20 credits at level 2 or higher) which must include 14 credits at Level 3 in each of the three approved subjects
    And:
  • 14 credits at Level 3 in each of: Physics, Calculus and one other subject from the list of approved subjects*
    Or
  • New Zealand Certificate in Study and Career Preparation (Level 4) Ara Engineering Pathway or equivalent.

    Purpose:
    The qualification prepares learners for careers in electrical design and development. The qualification is fully accredited by Engineering New Zealand (EngNZ) and is recognised internationally under the Sydney Accord.

    Learners will be in demand with this degree working in sectors such as power distribution, electronic design, computing, computer networking, mechatronics and telecommunications. On graduation, the learner will be eligible to join Eng NZ as a graduate member. After successfully completing a Bachelor of Engineering Technology learners can complement their qualification with an Ara Graduate Diploma.

    Qualification structure:
    The first year develops core engineering skills in computing, mathematics, management and the engineering sciences, plus some discipline-specific topics. Critical thinking, problem-solving and innovation are essential components of the degree. The second and third years continue to deepen their understanding of electrical engineering and engage learners in projects in which they are required to apply their learning. A capstone project is run with close ties to the industry and offers the opportunity to test acquired skills against industry standards in a real-world scenario.

    Level 5:
    Compulsory Modules:
  • Engineering Computing 15 credits
  • Engineering Mechanics 15 credits comparable to Engineering Dynamics and Mechanics
  • Engineering Communication 15 credits
  • Engineering Mathematics 1 15 credits comparable to Engineering Mathematics 1
  • Engineering Design and Drawing 15 credits comparable to Engineering Design and Drawing
  • Electrical Principles 15 credits
  • Electronic Principles 15 credits comparable to Fundamentals of Electronics

    Elective Modules (Select one module):
  • Elements of Power Engineering 15 credits
  • Electrical Machines 15 credits
  • PLC Programming 1 15 credits comparable to Electrical Control Circuits and PLC Programming
  • Electronics 1 15 credits
  • Microcontroller Systems 1 15 credits
  • Electronics Manufacturing 1 15 credits

    Level 6
    Compulsory Modules:
  • PLC Programming 2 15 credits
  • Electronics 2 15 credits
  • Microcontroller Systems 2 15 credits
  • Electronics Manufacturing 2 15 credits
  • Computer Programming 2 15 credits
  • Fluid Mechanics (MECH) 15 credits
  • Mechanics of Machines 15 credits comparable to Mechanics of Machines
  • Protection 15 credits comparable to Power System Protection
  • Power Distribution 15 credits
  • Mathematics 2 15 credits comparable to Engineering Mathematics

    Elective Modules (Select one module):
  • Engineering Management 15 credits
  • Engineering Project 15 credits

    Level 7
    Compulsory Modules:
  • Building Information Modelling 15 credits
  • CAD Visualisation and Presentation 15 credits
  • Embedded Systems 15 credits
  • Project Management 15 credits
  • Risk Management 15 credits
  • Power Systems 15 credits

    Elective Modules (Select two modules):
  • Engineering Development Project A 15 credits comparable to Final Year Project (Electrical Engineering) and Industrial Experience Research Project - Part A
  • Engineering Development Project B 15 credits comparable to Final Year Project (Electrical Engineering) and Industrial Experience Research Project - Part B
  • Professional Engineering Practice 15 credits comparable to Hands-on Workshop and Industrial Experience Research Project - Part A and B

    Similarities:
  • The Ara Institute of Canterbury (AIC) and the South African (SA) qualifications are registered at NZQF/SA NQF Level 7.
  • The AIC and SA qualifications are offered over three years of full-time study.
  • The AIC qualification accepts applicants who completed the University Entrance: NCEA Level 3 similar to the SA National Senior Certificate.
  • The AIC qualification is fully accredited by Engineering New Zealand (EngNZ) and is recognised internationally under the Sydney Accord and the SA qualification is approved by the ECSA and is recognised by the Sydney Accord.

    Differences:
  • The AIC qualification has 360 credits whereas the SA qualification has 425 credits.
  • The AIC qualification consists of compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives.

    Country: United Kingdom
    Institution: Demontfort University
    Qualification Title: Bachelor of Engineering (Honours) in Electrical and Electronic Engineering
    Duration: Three years full-time
    Entry requirements:
  • 112 UCAS points from at least two A-levels or equivalent, including one of the following subjects: Mathematics or Physics at grade C or Engineering or Physics BTEC National Diploma/ Extended Diploma
    Plus
  • Five GCSEs at grade C or above, including English and Mathematics or equivalent.

    Purpose:
    Electrical and Electronic Engineering prepares learners for a career in this dynamic field. This qualification is designed to meet industry demands, it provides an in-depth understanding of specialist areas such as Electronic Circuits and Systems, Embedded Application Design and Interfacing, and Electrical Transmission and Distribution.

    Electrical and electronic engineering links into many industries, with many graduates pursuing careers in electronic product design, radio frequency design and mobile communications, signal processing, control and power electronics, electronic control systems, telecommunications, and military and aeronautical electronics. Increasingly, employers need graduates with a range of transferable skills combined with the ability to work competently in electronics and use the tools of electronic engineering. Accredited by the Institution of Engineering and Technology (IET), this qualification puts learners at the forefront of specialist areas of electrical and electronic engineering and will help them master a skillset that meets industry needs.

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

    Year 1
    Compulsory Modules:
  • General Engineering Tools and Principles 1
  • General Engineering Tools and Principles 2
  • Electronic Circuits and Devices
  • Electronic Circuits and Systems

    Year 2
    Compulsory Modules:
  • Electromagnetics and Communications
  • Dynamics, Instrumentation and Control
  • Embedded Application Design and Interfacing
  • Design and Project Management

    Year 3
    Compulsory Modules:
  • Advanced Digital Design
  • Electrical Transmission and Distribution (Communication Networks for JIT learners)

    Elective Modules (Choose one)
  • Advanced Embedded Systems and IoT with Individual Project
  • Mobile Communication 1 with Individual Project
  • Fundamentals of Power Electronics with Individual Project
  • Renewable Energy Electronic Devices 1 with Individual Project
    and
    Elective Modules (Choose one module)
  • Model-Based System Integration with Individual Project
  • Mobile Communication 2 with Individual Project
  • Advanced Power Electronics and Applications with Individual Project
  • Renewable Energy Electronic Devices 2 with Individual Project

    Similarities:
  • The Demontfort University (DU) and the South African (SA) qualifications are offered over three years of full-time study.
  • The DU qualification accepts applicants who completed the GCSE similar to the SA National Senior Certificate.
  • Both qualifications are designed in close consultation with industry with a strong foundation in electrical and electronic engineering to address the increasing demand for qualified engineers.
  • Both qualifications prepare graduates to work at national and multinational companies in careers in electronic product design, radio frequency design and mobile communications, signal processing, control and power electronics, electronic control systems, telecommunications, and military and aeronautical electronics.

    Difference:
  • The DU qualification consists of compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives.

    Conclusion:
    The SA qualification is comparable to the international benchmarking standards of the Sydney Accord for bachelor's degrees. There are some similarities in all the qualifications in the duration, credits, entry requirements, purpose and content. 
    		•

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

    Vertical Articulation:
  • Bachelor of Engineering Technology Honours in Electrical Engineering, NQF Level 8
  • Postgraduate Diploma in Electrical Engineering, NQF Level 8
  • Postgraduate Diploma in Engineering in Electrical Engineering, 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.
     
    NONE 


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