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: 

Higher Certificate in Engineering in Mechatronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
125630  Higher Certificate in Engineering in Mechatronic Engineering 
ORIGINATOR
Academic Institute of Excellence (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

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 Higher Certificate in Engineering in Mechatronic Engineering is to prepare learners for a career in the mechatronic engineering field. A qualifying learner will be able to competently apply an integration of theory, principles, techniques, practical experience, and appropriate skills to well-defined engineering problems while operating within the relevant standards and codes. They will be able to demonstrate a general engineering knowledge, as well as systematic knowledge, of the main terms, procedures and principles of the engineering discipline; gather evidence from the relevant sources using available retrieval skills, organize and synthesize and present the information professionally in a more appropriate to the audience; and, demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context.

The qualification will help learners build the knowledge, understanding, skills, and abilities needed for further learning towards becoming a competent practitioner in mechatronic engineering support occupations.

The purpose of the qualification aligns with the exit-level outcomes, which focus on the skills required of a future support occupation technician.

Obtaining this qualification will enable a qualifying learner to acquire the knowledge, skills and values to:
  • Prepare for careers in engineering and other fields that benefit from engineering skills, to achieve technical proficiency and the competence to contribute to the economy and national development.
  • Cover sufficient ground in all mechatronic engineering aspects, allowing for direct access to NQF level 6 studies in a range of engineering specialisations.
  • Encourage life-long learning by setting achievable milestones.

    Learners completing this qualification will demonstrate competence in all twelve (12) qualifying learner attributes contained in the ECSA generic document E-07-SC rev.4, 01 of September 2020. The qualification is geared towards an industry-oriented mechatronic engineering qualification and is designed to integrate well into the industry at existing levels. The qualifications focus on technology and software skills as a tool.

    This qualification will lay a foundation in the broad principles and practices of special engineering categories. Learners will be introduced to creative and visual thinking, design thinking and the design process, as well as analysis and visual communication approaches in engineering design, to prepare them for professional practice.

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

    At the end of this one-year qualification, the learner could either enter the industry as a qualified special category engineering practitioner or continue with his/her tertiary education at NQF level 6. The focus is two-fold: to provide the learner with an introduction to theoretical modules while honing their technical skills and knowledge. This improved the efficiency of qualification delivery and encouraged learners to register for further studies.

    Rationale:
    Generally, in industry, there is a shortage of engineering-qualified learners, specifically in mechatronic engineering, power-generating engineers, a newer branch of electrical engineering. The qualification design reflects the new standard for engineering practitioners as required by the Engineering Council of South Africa (hereafter referred to as the ECSA), based on the new HEQF-aligned ECSA document E-07-SC; REVISION No. 4: 01 September 2020; Qualification Standard for the Higher Certificate in Engineering: NQF Level 5. This qualification was endorsed by industry constituents through intensive consultations and advisory committee meetings.

    The minimum 120-credit Higher Certificate in Engineering in Mechatronic Engineering is part of a group of new engineering qualifications that will enhance institutional reputation, attract more local and international learners, and lead to improved international scholarly output. The Higher Certificate in Engineering in Mechatronic Engineering will qualify learners to apply established and newly developed engineering technologies to solve specific, well-defined problems and to develop components, systems, services, and processes. An emphasis of the developed qualification is to instil the ability to question and critically evaluate answers obtained from theoretical and computer-based analysis, which seems to be lacking in most qualifying learners.

    The first competence described at the NQF level 5 is the ability of the learner to demonstrate an informed understanding of the core areas of one or more fields, disciplines or practices, and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice. This qualification is an entry-level higher education qualification. The qualification is part of the technology stream with an industry-oriented focus. However, the qualification also provides learners with basic introductory knowledge, cognitive and conceptual tools, and practical techniques for higher education studies in their chosen field. It emphasises selected general principles together with more specific procedures and their application. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in a particular field or occupation and can apply such knowledge and competence in an occupation or role in the workplace. The Higher Certificate typically includes a simulated work experience or work-integrated learning (WIL) component. For this qualification, the WIL component comprises seven integrated projects.

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

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

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

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

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

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4, without endorsement.
    Or
  • An N3 Certificate with Mathematics and Engineering Science as subjects.
    Or
  • An N4 Certificate with Mathematics and Engineering Science as subjects.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises the following compulsory modules at Level 5 of the National Qualifications Framework, totalling 147 credits.

    Compulsory Modules, Level 5, 147 Credits:
  • Engineering Mathematics, 14 Credits.
  • Engineering Physics, 14 Credits.
  • Communication, 7 Credits.
  • Computing 1 (Matlab, Excel, database), 7 Credits.
  • Electrical Engineering Graphics, 7 Credits.
  • Mechano - technology, 28 Credits.
  • Electro - technology, 28 Credits.
  • Mechatronic Systems, 14 Credits.
  • Fundamentals of Manufacturing Technology, 14 Credits.
  • Mechatronic Engineering Project, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve specifically defined engineering problems.
    2. Apply knowledge of mathematics, natural sciences and engineering sciences to wide practical procedures and practices to solve specifically defined engineering problems.
    3. Perform procedural design and synthesis of components, systems, engineering works, products or processes.
    4. Demonstrate competence to design and conduct investigations and experiments.
    5. Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology, for the solution of specifically defined engineering problems, with an awareness of the limitations.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
    8. Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.
    9. Demonstrate competence to engage in independent learning through well-developed learning skills.
    10. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within one's own limits of competence.
    11. Demonstrate knowledge and understanding of engineering management principles and economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the problem and the criterion for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills for solving the problem.
  • Consider and formulate various approaches to yield workable solutions.
  • Identify solutions in terms of their strengths and weaknesses.
  • Prioritise solutions in order of suitability.
  • Formulate and present the preferred solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Show an appropriate mix of knowledge of mathematics, natural and engineering science at a fundamental level and in a specialised area to bear on the solution of specifically defined engineering problems.
  • Apply applicable principles and laws.
  • Select appropriate engineering materials, components or processes.
  • Communicate concepts and ideas effectively.
  • Perform reasoning about engineering materials, components, systems or processes.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process to focus on important issues and recognises and deal with constraints.
  • Acquire and evaluate knowledge, information and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include component testing against relevant premises, assumptions, and constraints.
  • Evaluate alternatives for implementation, and a preferred solution is selected based on elementary, technical, and cost criteria.
  • The design logic and relevant information are communicated in a report.
  • Identify occupational health and safety and environmentally related risks and consider appropriate measures.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct tests, experiments and measurements within the appropriate discipline.
  • Identify and select available literature for suitability to the task.
  • Use equipment in accordance with the original equipment manufacturer's specifications.
  • Information is interpreted and derived from available data.
  • Draw conclusions from an evaluation of all available evidence.
  • Record the purposes, processes 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 method, skill or tool to achieve the required result.
  • Verify results produced by the method, skill or tool against requirements.
  • Select and use computer applications as required.

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

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Select the engineering activity in terms of the impact on public health and safety.
  • Select the engineering activity in terms of the impact on occupational health and safety.
  • Select the engineering activity in terms of the impact on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out individual work effectively and on time.
  • Make individual contributions to team activities to support the team's overall output.

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

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Know and understand the ethical implications of the impact of engineering decisions.
  • Accept responsibility for consequences stemming from one's own actions or failure to act.
  • Limit decision-making to the area of current competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Set objectives and review achievement.
  • Identify and organise tasks and recognise responsibilities.
  • Set example, communicate, motivate.
  • Monitor own performance and check against standards.

    INTEGRATED ASSESSMENT
    The qualification fully aligns with the institutional assessment strategy in terms of assessment types, moderation procedures, marking/symbol allocation, and assessment grading. The institution's assessment strategy is both formative and summative.

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

    Formative Assessments:
    The formative assessment is designed to:
  • Support the teaching and learning process.
  • Give early indications of what and how effectively learners are learning.
  • Diagnose the learner's strengths and weaknesses / to help the school recognise learners are struggling and address problems immediately.
  • Provides feedback on the learner's progress.
  • Determines whether learners can do a summative assessment.

    Formative assessment is applied through:
  • Assignments.
  • Projects.
  • Presentations.
  • Portfolios.
  • Activities.
  • Observations.
  • Group activities.

    Some modules' formative assessments work as integrated projects that assess multiple topics.

    Integrated assessment has the following aims:
  • It measures applied competence. In other words, it assesses whether learners can integrate applied competence (the ability to perform important activities), foundational competence (understanding the theoretical basis for these actions), and reflexive competence (reflecting on and changing activities).
  • It assesses the extent to which learners can perform activities associated with electrical and electronic engineering competently and effectively.
  • It measures the extent to which learners have integrated the roles, and the knowledge and skills delivered through the different modules that form part of the qualification.

    Summative assessments:
    Establishes what a learner has achieved at the end of each project, module and qualification of study. Module marks and the aggregate are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability. Summative assessments are assessments "of learning" and may include a variety of assessment methods. The purpose is to evaluate the learner's achievement of the outcomes by establishing evidence of learning. Except for modules assessed continuously, each module has one summative assessment opportunity, excluding supplementary and special assessment opportunities.

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

    The summative assessment mark is calculated based on the examination mark, portfolio of work or project presentations. Therefore, formative assessment opportunities, with comprehensive feedback to support improvement, can help learners' complete summative assessment tasks.

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

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar international qualifications from India and United Kingdom.

    Country 1: India
    Institution name: National Institute of Technology Tiruchirappalli (NIT)
    Qualification name: Diploma in Mechatronics and Robotics Engineering (Level 5)
    Level: Level 5

    Purpose:
    The purpose of the qualification is to meet the needs of the Fourth Industrial Revolution. The qualification is industry-specific and is taught, assessed, and verified by local and international industry experts. The qualification is career-specific and aims to ensure that NIT learners are as Vibrant, Skilled, Competent, and Work-prepared Entrepreneurial Technicians, Technologists, and Professionals to handle and confront the changing and demanding job roles within the Engineering industry.

    Learning outcomes:
    Upon completion of the Diploma in Mechatronics and Robotics Engineering (Level 5), graduates will be able to:
  • Collaborate with multi-disciplinary engineering teams, and work with vendors and contractors.
  • Analyse different stages of a project to prepare, plan, manage and evaluate the outcomes of a project, maintaining detailed documentation to track project development and design process.
  • Conduct Mechatronics and Robotics measurements and inspections to determine whether components are fit for purpose, using statistical process control to improve productivity.
  • Evaluate engineering product design ideas, manufacturing processes and other design choices to develop and communicate reasoned design solutions with appropriate justificatio
  • Contribute positively to good practice in the Mechatronics and Robotics Engineering environment through the effective use and combination of the knowledge and skills gained in different parts of the qualification.

    Modules:
  • Calculus for Engineering.
  • Computer Aided Design and Manufacture.
  • Industrial Robot Programming and Technology.
  • Manufacturing Systems and Processes.
  • Internet of Things.
  • Engineering Product Design and Manufacture.
  • Microcontroller Systems.
  • Lean Techniques for Manufacturing Operations.
  • Principles of Electrical and Electronics.
  • Entrepreneurship and Business Development.
  • Applied Statistics for Decision Making.
  • Project Management.
  • Professional Work Etiquettes and Employability.
  • Specialised Industrial-related Project.

    Similarities:
  • Both qualifications integrate mechanical, electrical/electronic, computing, and control systems learning.
  • Both include rigorous scientific grounding essential to engineering.
  • Both focus on developing hands-on competence for engineering workplaces.
  • Both qualifications are Level 5 qualifications that prepare for the Level 6 Diploma.

    Differences:
  • The NIT Diploma curriculum is more specialised and industry-intensive, focusing on robotics, mechatronics, automation, and control technologies from early levels.
  • The SA Higher Certificate curriculum is broader and more foundational, emphasising core engineering sciences required for professional pathways.
  • The SA Higher Certificate includes Communication and structured computing with Matlab, Excel, and databases. While the NIT Diploma does not explicitly list communication modules, it focuses instead on technical and industrial skills.
  • The SA Higher Certificate is aligned with ECSA engineering standards, preparing learners for a career as engineering professionals.
  • The NIT Diploma includes project work across various semesters, including major projects and industrial internships, but structured differently (e.g., Summer Internship II, Major Project).

    Country 2: United Kingdom
    Institution name: University Centre South Essex (UCSE)
    Qualification title: Higher National Certificate in Mechatronics for England Level 4 (HTQ)
    Level: Level 4
    Duration: 2-years part-time
    Entry requirements:
  • Level 3 qualifications or relevant experience.

    Purpose:
    The purpose of this qualification is to equip learners with the skills and knowledge needed to thrive in the evolving landscape of modern technology. From robotics to automation, embark on a journey that prepares you for cutting-edge careers in the intersection of mechanics and electronics.

    Modules:
  • Engineering Design.
  • Engineering Maths.
  • Managing a Professional Engineering Project.
  • Production Engineering for Manufacture.
  • Quality and Process Improvement.
  • Engineering Mechanics and Materials.
  • Analogue and Digital Electronics.
  • Mechatronic Systems in Manufacturing.

    Similarities:
  • Both qualifications integrate mechanical engineering, electronics, computer science, and control engineering to develop smart automated systems.
  • Both qualifications are designed to address automation, robotics, and the fourth industrial revolution technological developments.
  • Both include practical components aimed at applying theoretical knowledge to real-world engineering problems.
  • Both qualifications equip learners to work in automation, robotics, manufacturing, and engineering support roles.
  • Both lead to advanced engineering qualifications UCSE Level 5 or higher technical pathways. The SA Higher Certificate also leads to further engineering studies.

    Differences:
  • The UCSE Higher National Certificate is a Level 4 qualification. While the South African Higher Certificate is an NQF Level 5.
  • The UCSE Higher National Certificate takes 2 years part-time to complete. While the SA Higher Certificate takes 1 year full-time.
  • The UCSE Higher National Certificate requires Level 3 qualifications or relevant experience for entry whereas the SA qualification requires NQF Level 4 for entry. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Higher Certificate in Mechanical Engineering, NQF Level 5.
  • Higher Occupational Certificate: Electrical Equipment Maintenance Specialist, NQF Level 5.

    Vertical Articulation:
  • Diploma in Electrical Engineering, NQF Level 6.
  • Bachelor of Engineering in Electrical and Electronic Engineering, NQF Level 8.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Mechanical Engineering Designer, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Academic Institute of Excellence (Pty) Ltd 


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