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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
125107  Bachelor of Engineering Technology in Electrical Engineering 
ORIGINATOR
Stadio (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 0836/25  2025-11-13  2028-11-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-11-13   2034-11-13  

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 primary purpose of the Bachelor of Engineering Technology (BEng Tech) in Electrical Engineering is to provide a well-rounded, broad education that equips learners with knowledge and skills to demonstrate initiative and responsibility in an academic or professional context. The qualification is specifically designed to build the necessary knowledge, understanding, abilities, and skills required for further learning towards becoming a competent, practising Professional Engineering Technologist, and it will serve the electrical, electronic, energy, and automation industries in the technical and engineering domain.

The qualification enhances the application specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate NQF level 8 qualification, such as a BEng Tech Honours Degree or a relevant Postgraduate Diploma. The context of the qualification and what it needs to achieve in the national and career context. The qualification is characterised by the fact that it prepares learners for Engineering Technologist positions in industry. This qualification will provide learners with an in-depth knowledge base of electrical engineering for specific career or professional contexts, while also equipping them to undertake more specialised and intensive learning.

The qualification satisfies the academic requirements for registration as a Professional Technologist with the Engineering Council South Africa (ECSA). Learners graduating with a qualification can register as a Candidate Technologist after graduation and then complete the practical/industry component for registration. Learners may also directly work in the industry and apply for professional registration when they have achieved all the industry experience outcomes. The qualification will develop the necessary knowledge, understanding, abilities, and skills required to be a competent practising professional Electrical Engineering Technologist.

In addition, this qualification will provide graduates with:
  • A thorough grounding in Mathematics, Natural Sciences, Engineering Sciences, engineering modelling, engineering design, complementary studies, and the ability to enable application in fields of emerging knowledge, together with an appreciation for the world and society in which broadly engineering, and specifically electrical engineering, will be practised.
  • Preparation for careers in the field of electrical engineering and related areas, for achieving technical competence/leadership, and to contribute to the economy and national development.
  • Understanding of established and newly developed engineering technology to solve broadly defined problems in the field of specialisation, and develop components, systems, services, and processes in the discipline area.
  • Knowledge and skills to work independently and responsibly, applying judgement to decisions arising in the application of technology, and health and safety considerations to problems and associated risks.
  • The educational requirement (stage 1) towards registration as a Professional Engineering Technologist with the ECSA, as well as to allow the graduate to pursue careers in electrical engineering and related fields.

    The qualification will be achieved through the following ECSA Graduate Attributes:
  • Problem solving: Identify, formulate, analyse, and solve broadly defined engineering problems.
  • Application of scientific and engineering knowledge: Apply knowledge of Mathematics, Natural Sciences, and Engineering Sciences to wide practical procedures and practices to solve broadly defined engineering problems.
  • Engineering design: Perform procedural design and synthesis of components, systems, engineering works, products, or processes.
  • Investigations, experiments, and data analysis: Demonstrate competence to design and conduct investigations and experiments.
  • Engineering methods, skills and tools, including information technology: Demonstrate competence to use appropriate engineering methods, skills, and tools, including those based on information technology, for the solution of broadly defined engineering problems, with an awareness of the limitations.
  • Professional and technical communication: Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
  • Sustainability and impact of engineering activity: Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.
  • Individual, team, and multidisciplinary working: Demonstrate competence to work effectively as an individual in teams and in multidisciplinary environments.
  • Independent learning ability: Demonstrate competence to engage in independent learning through well-developed learning skills.
  • Engineering professionalism: Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within one's own limits of competence.
  • Engineering management: Demonstrate knowledge and understanding of engineering management principles and economic decision-making.
  • Workplace practices: Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

    Modules will be based on broadly defined engineering problems from the world of work in the focus area of engineering. The assessment of the proposed curriculum will contribute towards the Learner achieving the intended graduate attributes.

    Rationale:
    In the engineering disciplines, the continuous and rapid development of complex technology necessitates higher levels of conceptual understanding and problem-solving skills. Adaptability to new technologies relies heavily on the ability to apply fundamental conceptual knowledge to address modern engineering challenges.

    The demand for electrical engineering knowledge and associated engineering skills and attributes requires a broad spectrum of the engineering team, including support staff, technicians, technologists, and engineers. The regional companies identified a shortage of electrical engineering skills in control process automation and in the renewable energy fields. Industry furthermore requires a significant increase in not only the number of engineering support staff, but also an increase in the conceptual understanding of engineering science within the discipline. This is supported by the latest Department of Labour National Scarce Skills Report (2022), in which Electrical Engineering Technician, Electrical Engineering Technologist, Electronics and Energy Engineers are listed as critical skills in South Africa. This qualification will thus address the identified skills shortage.

    The qualifications will produce graduates who will apply contemporary engineering technology to solve problems and to develop components, systems, services, and processes, thereby leading to economic growth. This will focus on the critical evaluation of theoretical input towards practical application in engineering, which will attract learners
    The institution has commenced a strategic initiative to expand its educational programme offerings to prospective learners and employed engineering practitioners by providing pathways to improve their qualifications. Learners who completed the Higher Certificate in Engineering in Renewable Energy or the Higher Certificate in Engineering in Mechatronic Engineering can be admitted based on the institutional admission criteria. to widen access to higher education responsibly.

    The qualification is beneficial to the economy and society as it addresses some of the training needs in the Higher Education and Training Framework for the National Skills Development Strategy (NSDSIII) and the National Development Plan (NDP). Skilled engineering practitioners are required to meet the developmental needs in all manufacturing and industrial production fields. Electrical, automation, and renewable energy industries continue to grow due to the need for additional energy required for economic growth. In addition, innovation is vital to harness the contribution of renewable energy resources. The relevant industry has raised concerns about the lack of skilled personnel suitable for the field in general and in the highly variable quality of electrical plants, platforms, and system designs.

    Typical learners are school leavers interested in electrical engineering and have achieved a Bachelor's pass. The qualification meets the requirements and was granted endorsement by ECSA. The qualification design reflects the new standard for engineering practitioners as required by the ECSA, based on the new HEQSF-aligned ECSA document E - 02 - PT, dated 1 September 2020: Bachelor of Engineering Technology, NQF Level 7.

    The demand for electrical engineering knowledge and associated engineering skills and attributes requires a broad spectrum of the engineering team, including support staff, technicians, technologists, and engineers. This demand has been established through discussions with industry partners, for example: Rockwell Automation (electrical and system automation), Graigcor Industries (electrical and system integration components), Mediclinic (electrical and medical equipment), Eskom (electrical), Maverick Engineering (automation), and HB Systems (industrial automation and electrical systems). These industry partners are active in the electrical, electronic, automation, and systems engineering sectors.

    Due to the rapid growth of renewable generation, the demand for human resources with renewable energy knowledge and skills is surpassing the supply. The companies consulted in this industry not only supported the programme but also provided valuable input into the curriculum process by defining the knowledge, skills, and attributes, and by also adding excellent ideas with respect to the curriculum design and implementation. The qualification is curriculated to serve the electrical, electronic, automation, and energy industries in the technical and engineering domain.

    Electrical engineering is the study of the behaviour of electrical, electronic, digital, and electromechanical systems. Electrical Engineering Technologists are responsible for the design, development, manufacturing, testing, and maintenance of electrical, electronic, and digital infrastructure. This includes, but is not limited to, the various forms of power generation, transmission, and distribution systems, control systems, computer systems, data and voice communication systems, automated robotic systems, and medical technologies.

    Typical occupations may include, but are not limited to:
  • Electrical Technologist
  • Systems Technologist
  • Instrumentation and Control Technologist
  • Test and Design Technologist.

    Graduates may also apply for the above positions, but at the technician level. Some companies also employ graduates in engineering positions. The qualification can provide access to the Honours Degree in Engineering as well as the Postgraduate Diploma in Engineering Technology on successful completion of the required prerequisites. However, upon being admitted to this qualification, the learner has horizontal articulation possibilities within engineering qualifications. The qualification design is such that some of the credits are common to all Bachelor's Degrees, and hence possibilities exist for the learner to horizontally articulate to any Electrical Engineering qualifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
  • Applicants who do not meet the stated admission criteria, but who have relevant work experience/prior learning, may apply for admission under the policy on Recognition of Prior Learning (RPL).
  • The institution admits a maximum of 10% per cohort via RPL.

    The implementation of RPL is context-specific, in terms of discipline, qualification and level. Procedures and forms are available from the School Administration.

    RPL for exemption:
    In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal or non-formal learning will be assessed for relevance towards possible module exemption.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), 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
  • Occupational Certificate: Electrician, NQF Level 4
    Or
  • Senior Certificate (SC), NQF Level 4 with endorsement
    Or
  • Higher Certificate in Electrical Engineering, NQF Level 5.
    Or
  • Higher Certificate in Engineering in Electrical Engineering, NQF Level 5.
    Or
  • Higher Certificate in Engineering in Renewable Energy Engineering, NQF Level 5.
    Or
  • Higher Certificate in Renewable Energy Engineering, NQF Level 5.
    Or
  • Higher Certificate in Renewable Energy Technologies, NQF Level 5.
    Or
  • Occupational Certificate: Mechatronics Technician, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6, and 7, totalling 420 credits.

    Compulsory Modules, NQF Level 5, 140 Credits:
  • Engineering Professional Skills, 20 Credits.
  • Engineering Mathematics I, 20 Credits.
  • Engineering Physics I, 10 Credits.
  • Electromechanical Technology I, 20 Credits.
  • Engineering Programming I, 10 Credits.
  • Engineering Mathematics II, 20 Credits.
  • Digital Electronics I, 20 Credits.
  • Electrical Technology II, 20 Credits.

    Compulsory Modules, NQF Level 6, 140 Credits:
  • Engineering Programming II, 10 Credits.
  • Engineering Mathematics III, 20 Credits.
  • Digital Systems II, 20 Credits.
  • Industrial Electronics II, 20 Credits.
  • Machine Learning Applications II, 10 Credits.
  • Networks II, 20 Credits.
  • Communication Technology II, 20 Credits.
  • Renewable Energy Technologies II, 20 Credits.

    Compulsory Modules, NQF Level 7, 140 Credits:
  • Design Project III A, 20 Credits.
  • Control Systems III, 20 Credits.
  • Electrical Machines III, 20 Credits.
  • Research and Technology Management III, 10 Credits.
  • Design Project III B, 20 Credits.
  • Energy Management III, 10 Credits.
  • Industrial Process Automation III, 20 Credits.
  • Power Management and Protection Technology III, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly defined electrical engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to a wide range of practical procedures and electrical problems.
    3. Perform procedural design of broadly defined electrical engineering components or processes to meet desired needs within applicable standards, codes of practice, and legislation.
    4. Conduct tests, experiments, and measurements of broadly defined electrical engineering problems by applying relevant codes and manufacturers' standards.
    5. Apply appropriate established techniques, resources, and modern engineering tools, including information technology, for the solution of broadly defined electrical engineering problems, with an awareness of the limitations.
    6. Communicate effectively, both orally and in writing, within an engineering context.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on society and the environment.
    8. Apply basic engineering management principles.
    9. Demonstrate competence to engage in independent and life-long learning.
    10. Apply the ethics and norms of electrical engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the electrical-related problem and identify the criterion for an acceptable solution.
  • Identify relevant information and electrical engineering knowledge and skills for solving the problem
  • Consider and formulate various electrical approaches that would lead to workable solutions.
  • Prioritise the electrical solutions in order of suitability.
  • Formulate and present the preferred electrical solution in an appropriate form

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss an appropriate mix of knowledge of mathematics, natural and engineering science at a fundamental level, and in the electrical specialised area on the solution of broadly defined engineering problems.
  • Apply applicable principles and laws.
  • Select appropriate electrical-related engineering materials, components or processes.
  • Communicate effectively. electrical concepts and ideas.
  • Discuss the reasons for electrical engineering materials, components, systems, or processes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the basic electrical design problem to satisfy user needs, applicable standards, codes of practice, and legislation.
  • Plan and manage the basic electrical design process, which focuses on important issues and recognises and deals with constraints.
  • Acquire and evaluate electrical knowledge, information, and resources to apply appropriate electrical principles and design tools to provide a workable solution.
  • Perform basic electrical design tasks that include component testing to relevant premises, assumptions, and constraints.
  • Evaluate electrical engineering alternatives for implementation and select a preferred solution based on an elementary, technical, and cost basis.
  • Communicate the basic electrical design logic and relevant information in a report.
  • Identify occupational health and safety and environmentally related risks, and appropriate measures.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct tests, experiments, and measurements within the Electrical discipline.
  • Identify and select available electrical engineering literature for suitability to the task.
  • Use electrical equipment in accordance with the original equipment manufacturer's specifications.
  • Interpret electrical information derived from available data.
  • Draw basic conclusions from an evaluation of all available evidence.
  • Record the purposes, process and outcomes of the task in a report
  • Identify occupational health and safety and environmentally related risks, and appropriate measures taken.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select and apply the appropriate electrical methods, skills, or tools to achieve the required result
  • Verify the results produced by the methods, skills, or tools against electrical requirements
  • Select and use the Computer applications as required.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Observe the structure, style, and language of written and oral electrical-related communication and use appropriate language for the communication and the target audience.
  • Use appropriate and effective electrical-related graphics to enhance the meaning of text.
  • Use visual materials to enhance oral communications.
  • Provide electrical information in a format that can be used by others involved in the engineering activity.
  • Deliver Electrical-related oral communication with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assess the impact of electrical engineering activity on public health and safety
  • Assess the impact of electrical engineering activity on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading, and controlling in the electrical engineering domain.
  • Carry out electrical-related individual work effectively and on time.
  • Make individual contributions to the electrical team activities and support the output of the team.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify, plan, and manage electrical and related learning tasks.
  • Undertake independent learning in the electrical field: comprehend and apply knowledge acquired outside of formal instruction.
  • Display awareness to maintain continued competence through keeping abreast of up-to-date electrical tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Discuss the ethical implications of the impact of electrical engineering decisions.
  • Accept responsibility for consequences stemming from one's own actions or failure to act
  • Make a decision limited to the area of current electrical competence.

    INTEGRATED ASSESSMENT
    The institutional assessment model uses formal and non-formal, formative and summative assessment tasks to assess learners' progress and their achievements on the modules in a programme. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied as assessment for learning and primarily to provide feedback to the Learner and to enhance teaching. The results of formal assessment tasks are recorded towards the achievement of success in the module. Modules in the BEngTech (Electrical Engineering) may use a final summative approach or a continuous assessment approach.

    The qualification will use several different assessment methods in the different assessment approaches as mentioned above. The engineering programme offers the opportunity for assessment of theoretical knowledge, practical abilities, and graduate attributes that the learner needs to be competent in. The assessment methods range from written tests/tasks/assignments, practical experiments, teamwork components, skills validation exercises, and project-oriented assessments. The evidence of the assessment of the graduate attributes for each learner needs to be available as required by the professional body (ECSA).

    Assessment Policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks and their allotted weightings. The assessment strategy is contained in the Assessment Guideline document, which is made available to Learners on the first day of the semester/year.

    As previously stated, the assessment strategy will either employ a continuous assessment strategy or a final summative approach. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks, with a 10% allocation to participation. Where a final summative approach is used, the final mark on a module comprises a semester/year mark (SYM), as well as a final summative assessment mark (FIS). The SYM is made up of a combination of different assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed by a presentation. In cases where continuous assessment is used, the FIS is replaced by a series of formative and summative assessments that take place throughout the semester/year.

    Depending on the nature of the subject matter, a range of assessment methods are applied at formative and summative assessment approaches to facilitate authentic assessment. For panel discussions, presentations, and project work, experts from industry are often invited to provide input into the formal assessment results, along with the examiners. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is one of the founding members and signatory of all three (3) International Accords, regulating the engineering education world-wide, namely Dublin Accord for the Diploma type qualifications at NQF level 6 (technician level), Sydney Accord for the Bachelor of Engineering Technology type qualifications at NQF level 7 (technologist level) and the Washington accord for the Bachelor of Engineering type qualifications at the NQF level 8 (engineer level).

    The BEngTech (Electrical Engineering) falls under the Sydney Accord. Eleven (11) member countries are signatories to the Sydney accord, including South Africa, Australia, Canada, Chinese Taipei, Hong Kong China, Ireland, Korea, the United Kingdom, the United States, Malaysia, and New Zealand.

    The comparison process during the qualification development ensured international comparability with other signatory programmes.

    Country: Canada
    Institution: Durham College
    Qualification Title: Advanced Diploma in Electronics Engineering- Equivalent to the Bachelor of Engineering Technology in Electrical Engineering degree
    Duration: 3 years
    Requirements:
  • Ontario Secondary School Diploma (OSSD) or Mature Learner Status
    And
  • Grade 12 English (C or U)
  • Grade 12 Mathematics (C, M, or U)

    Purpose:
    The qualification is broad-based and covers the traditional areas of electrical engineering, i.e., electronics, digital systems, computer hardware and software, programming and networking, power systems, industrial control, and communication systems. The qualification is underpinned by traditional mathematical and natural sciences, leading to engineering sciences and design and synthesis. The purpose of the DC qualification is to prepare graduates for technical careers in the telecommunications and electronics industries by providing in-depth, hands-on knowledge and skills in designing, testing, and troubleshooting electronic systems and components.

    Qualification structure:
    Modules:
  • Electrical Techniques is comparable to Electrical Technology
  • Electromechanical Engineering Technology is comparable to Electromechanical Technology.
  • Heating, Ventilation, and Air Conditioning Techniques.
  • Introduction to CAD.
  • Communications for Success is comparable to Communication Technology.
  • Computer Applications and Simulation.
  • Electricity I.
  • Mathematics for Technology I is comparable to Engineering Mathematics
  • Physical Science Cad for Electronics I is comparable to Engineering Physics
  • Digital Circuits I
  • Electronic Circuits I
  • Career Mapping Comm
  • Electricity II
  • Mathematics For Technology II
  • Digital Circuits II
  • Electronic Circuits II
  • Computers And Networking
  • Industrial Controls
  • Environmental Protection and Global is comparable to Renewable Energy Technologies and Power Management, and Protection Technology.
  • Digital Circuits III
  • Electronic Circuits III is comparable to Industrial Electronics.
  • Industrial Controls II is comparable to Control Systems.
  • Integrated Automation I Cont
  • C Programming for Technology
  • Law and Ethics
  • Cad For Electronics II
  • Circuit Analysis
  • Instrumentation and Control I
  • Signals And Systems
  • Calculus
  • Microprocessors I
  • Instrumentation and Control II
  • Embedded Systems
  • Field Placement
  • Statistical Methods in Quality Control
  • Telecommunications II
  • Technical Project is comparable to Design Project

    Similarities:
  • Durham College (DC) and the South African (SA) qualifications are offered in three years full-time.
  • Both qualifications require applicants who have completed the Grade 12 qualification or equivalent.
  • DC and SA qualifications will equip learners with the practical and theoretical expertise needed for roles such as electronics technicians, focusing on real-world application and industry-relevant skills for problem-solving in these sectors.
  • Both qualifications consist of compulsory modules.

    Conclusion
    Although some module names are different from SA qualification, the qualifications compare well with each other in terms of the scope and depth in developing a competent Engineering Technologist.

    Country: United States of America
    Institution: Indiana State University
    Qualification Title: Bachelor of Science in Electrical Engineering Technology
    Credits: US 80 credit points
    Duration: 4 years Full Time
    Entry Requirements:
  • Applicants for admission must submit official transcripts from all high school and post-secondary institutions at which coursework has been attempted and/or credentials have been earned.

    Purpose:
    The qualification is broad based and covers the traditional areas of electrical engineering, i.e. electronics, digital systems, computer hardware and software, programming and network, power systems, industrial control, and communication systems. A few of the field areas this qualification opens learners to are computers, controls/automation, robotics, instrumentation, and communications. The qualification is underpinned by the traditional mathematical and natural sciences, leading to engineering sciences and design and synthesis. Learners will become knowledgeable in electronics theory, design, and understand practices in digital and Analog circuits and systems. A few of the field areas this program opens learners to are computers, controls/automation, robotics, instrumentation, and communications. .

    Qualification structure:
    Modules:
  • Introduction to Electronics and Computer Technology
  • D.C. Circuits and Design
  • Freshman Writing I
  • Calculus I
  • Foundational Studies: Communication
  • A.C. Circuits and Design
  • Freshman Writing II
  • Technical Graphics with CAD
  • General Chemistry I
  • General Chemistry I Laboratory
  • Foundational Studies: Health
  • Circuit Analysis I
  • Digital Computer Logic
  • Computer Design Technology or Principles of Structured Design
  • Foundational Studies: History
  • Foundational Studies: Fine & Performing Arts
  • Circuit Analysis II
  • Discrete Transistor Theory and Circuit Design
  • Digital Computer Circuits
  • Foundational Studies: Literary Studies
  • Foundational Studies: Quantitative Literacy
  • Analog Integrated Precision Circuits
  • Microcontroller Hardware and Software
  • General Physics I
  • General Physics I Laboratory
  • Foundational Studies: GPCD
  • Foundational Studies: Junior Composition
  • Fluid Power Technology
  • Fluid Power Technology Laboratory
  • Industrial Electronic Pulse Circuits
  • Introduction to Robotics and Automation
  • Foundational Studies: Ethics and Social Responsibility
  • Foundational Studies: Social and Behavioural Studies
  • Senior Seminar
  • Senior Project 1: Project Management
  • Industrial Electronic Current Control Systems
  • Foundational Studies:
  • Circuit Analysis by Calculus
  • Senior Project 2: Capstone
  • Programmable Logic Controllers and Control Systems

    Similarities:
  • Indiana State University (ISU) and the South African (SA) qualifications require applicants who have completed a secondary/high school qualification or equivalent.
  • The ISU qualification is accredited by the Association of Technology, Management, and Applied Engineering, and the SA qualification is approved by the Engineering Council of South Africa.
  • Both qualifications require the application of both scientific and engineering knowledge and methods, combined with technical skills, in support of engineering activities.

    Differences:
  • The ISU qualification takes four years full-time to complete, whereas the SA qualification takes three years full-time study.
  • The SA qualification consists of 420 credits, while the ISU qualification consists of 80 credits.
  • The ISU qualification consists of compulsory and elective modules, whereas the SA qualification consists of compulsory modules and no electives.

    Comparison: Since the Degree at Indiana State University is a 4-year qualification, the number of complementary study credits reduces the engineering content to 3 years. If part of the complementary studies is considered, the qualification from Indiana State University is substantially equivalent to the Bachelor of Engineering Technology Degrees offered in South Africa. Although some module names are different to the proposed qualification, the programmes compare well with each other in terms of the scope and depth in developing a competent Engineering Technologist.

    Conclusion:
    Most of the Universities of Technology offer the Bachelor of Engineering Technology in Electrical Engineering or the Advanced Diploma in Electrical Engineering. From an international perspective, the SA qualification aligns very well with these qualifications. The SA qualification was designed to allow seamless articulation to the Bachelor of Engineering Technology Honours or the Postgraduate Diploma in Engineering Technology at NQF Level 8. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Electrical Engineering, NQF level 7
  • Advanced Diploma in Electrical Engineering in Power Engineering, NQF level
  • Advanced Diploma in Electrical Engineering in Telecommunications, NQF level 7
  • Advanced Occupational Diploma: Renewable Energy Technologist, NQF Level 7.
  • Bachelor of Engineering Technology in Electronic Engineering, NQF level 7
  • Bachelor of Engineering Technology in Mechatronic Engineering, NQF level 7
  • Bachelor of Engineering Technology in Industrial Engineering, NQF level 7

    There are currently no articulation possibilities for this qualification between subframeworks. To articulate to the Advanced Occupational Diploma: Renewable Energy Technologist, NQF Level 7, learners will require the following entry requirement:

    An NQF Level 6 qualification in Power Generation or Electrical Engineering or Electronics Engineering or Mechanical Engineering.
    Or
    An Occupational Certificate at NQF Level 6 or Advanced Occupational Certificate in relevant engineering fields.

    Vertical Articulation:
  • Bachelor of Engineering Honours in Computer Engineering, NQF Level 8.
  • Bachelor of Engineering in Computer and Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering in Electrical and Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering in Electrical Engineering, NQF Level 8.
  • Bachelor of Engineering in Electrical Engineering and Computer Engineering, NQF Level 8.
  • Bachelor of Science in Engineering in Electrical Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Computer Engineering, NQF Level 8.
  • 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:
  • Occupational Diploma: Electrical Engineering Technician (Automation), NQF Level 6.
  • Specialised Occupational Diploma: Energy Advisor (Compressed Air System), NQF Level 8.
  • Specialised Occupational Diploma: Energy Advisor (Energy Management System), NQF Level 8.
  • Specialised Occupational Diploma: Energy Advisor (Fan System Optimisation), NQF Level 8.
  • Specialised Occupational Diploma: Energy Advisor (Heating, Ventilating and Air Conditioning (HVAC) System Optimisation), NQF Level 8. 
    		•

    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. Stadio (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.