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 THAT HAS PASSED THE END DATE:

Bachelor of Engineering Science: Information Technology and Computer Systems

SAQA QUAL ID	QUALIFICATION TITLE
13988	Bachelor of Engineering Science: Information Technology and Computer Systems
ORIGINATOR
Stellenbosch University
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 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	600	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		EXCO 0417/23	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2024-12-31

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

The first purpose of the degree is to prepare students for a professional career as an engineering scientist in the private, public or academic sphere in the broad field of information technology and computer systems.

The second purpose is to provide students with a thorough grounding in mathematics, computer science and the engineering sciences which will enable them to apply mathematical and engineering modelling and computer programming to solve problems in information technology and computer systems.

The third purpose is to address South Africa`s urgent need for professionals who can provide the technical leadership to develop the information technology industry to become and remain globally competitive.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Senior Certificate with Matriculation Exemption or equivalent university admission qualification.

Additional requirements:

Mathematics (HG) C, Physical Science (HG) D and C aggregate in the matriculation examination.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

GENERIC / CRITICAL CROSS FIELD OUTCOMES

1. Competent to identity, assess, formulate and solve convergent and divergent information technology problems creatively and innovatively.

2. Competent to work effectively as an individual, in teams and in multidisciplinary environments showing leadership and performing critical functions

3. Competent to prioritise tasks and manage own time effectively

4. Competent to communicate effectively, both orally and in writing, with technical audiences and the community at large, using appropriate structure, style and graphical support.

5. Aware of and understands the requirements to maintain continued competence and to keep abreast of up-to-date tools and techniques.

6. Competent to exercise judgement commensurate with knowledge and experience.

7. Competent to apply scientific and technological knowledge critically and responsibly.

8. Competent to view the world holistically and understand it as a set of related systems

GENERAL OUTCOMES

The BEngSci graduate is:

A. Familiar with the theory, understands and is competent to apply knowledge of mathematics, applied science, computer science and engineering science from first principles to solve information technology and computer system problems, involving the following performances.

a. Bring mathematical, numerical analysis and statistical knowledge and methods to bear on information technology and computer system problems by using an appropriate mix of:

i. Formal analysis and modelling of information technology and computer system components, systems or processes.

ii. Communicating concepts, ideas and theories with the aid of mathematics

iii. Reasoning about and conceptualising information technology and computer system components, systems or processes using mathematical concepts

iv. Dealing with uncertainty and risk through the use of probability and statistics.

b. Use physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of information technology and computer system problems by an appropriate mix of:

i. Formal analysis and modelling of information technology and computer system components, systems or processes using principles and knowledge of the applied sciences

ii. Reasoning about and conceptualising engineering problems, components, systems or processes using principles of the applied sciences.

c. Use the techniques, principles and laws of engineering science at a fundamental level and in at least one specialist area to:

i. Identify and solve open-information technology and computer system problems

ii. Identify and pursue information technology and computer system applications

d. Use the techniques, principles and laws of computer science at a fundamental level and in at least one specialist are to:

i. Identify and solve open-information technology and computer system problems

ii. Identify and pursue information technology and computer system applications

B. Competent to perform creative, procedural and non-procedural design and synthesis of information technology and computer system components, systems, software, products or processes, involving the performances.

a. Identify and formulate the design problem to satisfy user needs

b. Perform design tasks including analysis, quantitative modelling and optimisation

c. Evaluate alternatives and preferred solution: exercise judgement, test implementability and perform techno-economic analysis.

d. Communicate the design logic and information

D. Competent to do investigations, experiments and data analysis, involving the following performances.

a. Apply research methods

b. Plan and conduct investigations and experiments using appropriate equipment

c. Analyse, interpret and derive information from data.

E. Competent to use engineering methods, skills and information technology, involving the following performances:

a. Use appropriate engineering methods, skills ;and tools and assess the results they yield.

b. Use computer packages for computation, modelling, simulation and information handling, involving

i. Assessment of the applicability and limitations of the package

ii. Proper application and operation of the package

iii. Critical testing and assessment of the end-results produced by the package.

c. Use computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

d. Create complex computer applications

F Competent to communicate effectively with professional and general audiences, involving the following performance:

a. Communicate effectively, both orally and in writing, with technical audiences and the community at large, using appropriate structure, style and graphical support.

b. Apply methods of providing information for use by others involved in information technology and computer systems.

G. Critically aware of the impact of information systems on society and the environment, involving the following performances:

a. Demonstrate mastery of the philosophical concepts involved.

b. Demonstrate awareness of the need to bring into engineering analysis and design considerations of:

i. The impact of technology on society.

ii. The personal, social, cultural values and requirements of those affected by engineering activity

F Critically aware of the need to act professionally and ethically and to take responsibility within own limits of competence.

ASSOCIATED ASSESSMENT CRITERIA

1. The generic outcomes result from an integration of the general outcomes

2. The student`s ability to integrate knowledge is demonstrated by various design and thesis projects requiring synthesis of ideas and evaluation of alternatives

1. The assessment used for the BEngSci ensures that the purpose of the qualification is achieved.

2. A range of formative and summative assessment methods, such as simulations, demonstrations of implemented designs, laboratory assignments, written and oral examinations is used.

3. The required range of modalities is used integratively to assess whether the specified outcomes have been achieved.

4. From the assessment of samples generalising to a domain takes place in a judicious and planned way in order to ensure reliability.

5. The assessment used meets the standard and level of achievement for NQF level 7.

6. The criterion used to assess outcomes is largely whether the information and conceptual content of work the student submits for making is accurate and valid and demonstrate the indicated performances adequately.

7. To demonstrate competence in outcome in outcome 6 the student must be able to write logical and coherent reports in which appropriate use is made of graphical presentations using computer software

8. The student must demonstrate adequate integration of knowledge and the ability to pass engineering judgement in the capstone project in the final year.

INTEGRATED ASSESSMENT

The programme is capped by a research and development project comprising an advanced application of mathematical modelling, computer programming an computer hardware implementation, which requires an integration of acquired knowledge. The outcomes are assessed on the basis of practical demonstration of results achieved and a written report, which must clearly show that a thorough scientific process was followed to arrive at results

ARTICULATION OPTIONS

This qualification serves as an entry point to the following qualifications:

PDE
MEngSci
PhD

This qualification provides credits for the related qualifiations:

BSc,
BScHons
BEng

Other articulation possibilities, either generic or specific:

The PDE provides a means of a person in possession of the BEngSci to add outcomes of the BEng to their capabilities.

MODERATION OPTIONS

The University of Stellenbosch has a system of external peer review and evaluation of departments. One of the aspects of the system is an evaluation of the standards an dassessment practices of the department.

The staff member responsible for a given module acts as first examiner for that module.

A second internal examiner is appointed for each module.

External examiners are appointed for all final year modules and for all non-final year modules at the end of a chain of modules.

Examination question papers are set in consultation with the second and external examiners.

Examination scripts are moderated by the second and external examiners.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the University of Stellenbosch will be used in a manner that fits into the quality assurance system of the University

External examiners must in possession of at least an MEng or MSc qualification of alternatively a BEng or HonsBSc qualifiation with applicable industrial and/or academic experience.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.	Stellenbosch University