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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Technology: Engineering Technology 
SAQA QUAL ID QUALIFICATION TITLE
49509  Bachelor of Technology: Engineering Technology 
ORIGINATOR
SGB Engineering 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
B Tech  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  Level TBA: Pre-2009 was L7  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2025-12-31  

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 purpose of the qualification is to develop the necessary knowledge, understanding and skills required for learner's further learning towards becoming competent practicing engineering technologists. It is intended to subsequently empower candidate engineering technologists to demonstrate that they are capable of applying their acquired knowledge, understanding, skills, attitudes and values in the work environments in South Africa. It is designed also to add value to the qualifying learner in terms of enrichment of the person, status and recognition.

A person achieving this qualification will be able to:
  • Competently apply an integration of theory, principles, proven techniques, practical experience and appropriate skills to the solution of broadly defined problems in the field of engineering while operating within the relevant standards and codes.
  • Demonstrate well-rounded general engineering knowledge, as well as systematic knowledge, of the main terms, procedures, principles and operations of one of the disciplines of engineering.
  • Gather evidence from primary sources and journals using advanced retrieval skills, and organize, synthesize and present the information professionally in a mode appropriate to the audience.
  • Apply the knowledge gained to new situations, both concrete and abstract, in the workplace/community.
  • Identify, analyse, conduct and manage a project.
  • Make independent decisions/judgments taking into account the relevant technical, economic, social and environmental factors.
  • Work independently, as a member of a team, and as a team leader.
  • Relate engineering activity to health, safety and environment, cultural, and economic sustainability.
  • Meet the requirements for registration with the Engineering Council of South Africa as a Candidate Engineering Technologist.
  • Demonstrate the capacity to explore and exploit educational, entrepreneurial, and career opportunities, and to develop him/herself professionally.
  • Proceed to postgraduate studies, both course-based and research based.

    Rationale

    The Engineering profession contributes to the technological, socio-economic, built environment and environmental infrastructure of the country, facilitating socio-economic growth and sustainability.

    A 480 Credit Qualification in Engineering Technology is designed to meet the needs of the country in respect of engineering competence.

    The target markets include both a traditional branch of engineering, and/or a significant industrial area. The qualification is the starting point of a career path in one of the areas of specialization, but is still generic enough to allow maximum mobility, based on recognition of prior learning, within the industry. Skills, knowledge, values and attitudes reflected in the qualification are building blocks for the development of candidate engineering technologists towards becoming competent engineering technologists.

    The qualification is intended to:
  • Promote the development of engineering knowledge and skills that are required to serve public and private needs.
  • Release the potential of people.
  • Provide opportunities for people to move up the value chain.
  • Provide learners with life-long learning and articulation opportunities in the engineering profession. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    At the entry level, the learner is assumed to be proficient at NQF Level 4, or equivalent, in:
  • Mathematics
  • Physical Science.
  • English and the language of instruction


    Recognition of prior learning

    Providers may make use of recognition of prior learning at intermediate levels but must take full responsibility for assuring that the exit level outcomes are fulfilled. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    NQF level and assigned credits

    Knowledge profile of the graduate

    The content of the programme when analysed by knowledge area shall not fall below the minimum credit values of the total actual credit for the programme specified for each knowledge area in Table 1. Knowledge areas are defined in Appendix A.

    Minimum curriculum content by knowledge area

    Knowledge Area : Credits
    Mathematical Sciences: 40
    Basic Sciences: 20
    Engineering Sciences: 120
    Engineering Design: 50
    Computing and IT: 40
    Complementary Studies: 20 & 50
    Subtotal: 290
    Discretionary to reach at least the minimum total: (190)
    Total: 480

    The discretionary component allows for flexibility in providing for the diverse needs of the different engineering disciplines. It shall be allocated to the six knowledge areas, to form a coherent, balanced programme.

    Core and specialist requirements

    The allocation of credits shall result in a coherent core of mathematics, basic sciences and fundamental engineering sciences that provides a viable platform for further studies and lifelong learning. The coherent core enables development in a traditional discipline or in an emerging field. The coherent core embraces both fundamental and core elements as defined by SAQA.

    A programme shall contain specialist engineering discipline specific learning outcomes at the exit level. Discipline specific learning may lead to core (compulsory) or elective credits.

    In the Complementary Studies area, the programme is expected to contain a balance of material. 

    EXIT LEVEL OUTCOMES 
    1: Problem Solving
    Apply engineering principles to systematically diagnose and solve broadly defined engineering problems.

    Range: Problems are Stage 1 broadly-defined engineering problems having some or all of the following characteristics:
  • Problems require identification and analysis, may be ill-posed and have a degree of uncertainty.
  • Problems may be unfamiliar, but are capable of interpretation for solution by technologies in practice area.
  • Approach solution using structured analysis techniques in well-accepted and innovative ways.
  • Information is complex and possibly incomplete, requires validation and supplementation and compilation into information base.
  • Solutions may be partially outside standards and codes, may require judgement, may operate outside standards and codes with justification.
  • Involves a variety of factors which may impose conflicting constraints.

    2: Application of Scientific and Engineering Knowledge
    Demonstrate the application of mathematical, science and engineering knowledge in an engineering environment.

    Range: Knowledge is characterized by some or all of the following:
  • Coherent range of fundamental principles in mathematics, basic science and engineering science underlying a sub-discipline or recognised practice area.
  • Coherent range of fundamental principles in engineering science and technology underlying an engineering sub-discipline or recognised practice area.
  • Systematic body of knowledge in specialist area or recognised practice area.
  • Professional communication, social impact, environmental impact, cost analysis, quality procedures.
  • Use of engineering technology, supported by established models, physical principles and mathematics to aid solving technological problems.

    3: Engineering Design
    Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs within applicable standards, codes of practice and legislation.

    Range: Design problems conform to the definition of Stage 1 broadly-defined engineering problems given with ELO 1

    4: Communication
    Communicate technical, supervisory and general management information effectively, both orally and in writing, using appropriate language and terminology, structure, style and graphical support.

    Range: Communicate professional work to peers, other disciplines, client and stakeholder audiences, selecting appropriate modes of communication

    5: Engineering Management
    Apply engineering management principles and concepts to engineering activities.

    6: Project Development
    Identify, analyse, conduct and manage a project.

    Range: Investigation and/or research and development

    7: Application of Complementary Knowledge
    Demonstrate a critical awareness of the impact of engineering activity on the social, industrial and physical environment, and of the need to act professionally within own limits of competence.

    Range: The combination of social, workplace (industrial) and physical environmental factors must be appropriate to the discipline or other designation of the qualification. Evidence may include case studies typical of engineering practice situations in which the graduate is likely to participate.

    Critical Cross-Field Outcomes and Equivalent Exit Level Outcome
  • Identifying and solving problems in which responses display that responsible decisions using critical thinking have been made. Exit Level Outcomes 1, 2, 3, 6, 7
  • Working effectively with others as a member of a team, group, organisation and community. Exit Level Outcomes 2, 3, 4, 6, 7
  • Organising and managing oneself and one's activities responsibly and effectively. Exit Level Outcomes 3, 5, 6, 7
  • Collecting, analysing, organising and critically evaluating information. Exit Level Outcomes 1, 2, 3, 4, 6
  • Communicating effectively using visual, mathematical and/or language skills. Exit Level Outcomes 1, 2, 3, 4, 6, 7
  • Using science and technology effectively and critically, showing responsibility toward the environment and health of others.Exit Level Outcomes 1, 2, 3, 5, 6, 7
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem contexts do not exist in isolation. Exit Level Outcomes 1, 2, 3, 6, 7
  • Contributing to the full personal development of each learner and the social and economic development of society at large, by making it an underlying intention of the programme of learning to make an individual aware of:
    Reflecting on and exploring a variety of strategies to learn more effectively. Exit Level Outcomes 2, 7
    Participating as responsible citizens in the life of local, national and global communities. Exit Level Outcomes 2, 3, 7
    Being culturally and aesthetically sensitive across a range of contexts. Exit Level Outcomes 3, 4, 5, 7
    Exploring education and career opportunities. Exit Level Outcomes 5, 7
    Developing entrepreneurial opportunities. Exit Level Outcomes 5, 7 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Competency and Range and Assessment Criteria

    1.1 Identify and define the problem.
    1.1.1 A broadly-defined engineering problem/desired outcome is identified.
    1.1.2 The factors/variables influencing the problem are identified.
    1.1.3 Criteria against which a solution can be measured are identified.
    1.1.4 A clear description of the problem and its effects on the whole system is provided.
    1.1.5 The relevant assumptions, premises and constraints are identified and recorded

    1.2 Gather information relating to the problem.
    1.2.1 Information relating to the problem is gathered.
    1.2.2 Appropriate data collection methods are applied.
    1.2.3 Statistical methods are applied to information sampling.
    1.2.4 Facts and evidence are distinguished from assumptions and inferences.
    1.2.5 Related systems and sub-systems are identified.

    1.3 Analyse the information relating to the problem.
    1.3.1 Available information is assessed for accuracy and relevance.
    1.3.2 Appropriate systems analysis tools are chosen.
    1.3.3 Mathematics, basic science, engineering science and practical experience are applied as required.
    1.3.4 Sound engineering judgement is applied in the process.
    1.3.5 Relevant information is presented in a methodical and logical format comprehensible to peers/co-workers and team leaders.

    1.4 Evaluate and select appropriate methodologies for the problem solution.
    1.4.1 Appropriate solution methodologies are evaluated.
    1.4.2 Appropriate systemic tools and techniques are identified to remedy the problem.
    1.4.3 The preferred solution methodology is stated and justified.
    1.4.4 The solution methodology takes workplace safety into account.

    1.5 Synthesize potential solutions to the problem.
    1.5.1 Sound engineering judgement is applied within the system.
    1.5.2 Fundamental engineering principles are applied when necessary.
    1.5.3 Mathematics, basic science, engineering science, systems engineering and practical experience are applied as required.
    1.5.4 Appropriate assistance is obtained when required.
    1.5.5 Potential/relevant solutions are proposed.

    1.6 Evaluate and select the preferred solution.
    1.6.1 The potential solutions are tested for technical, economic and operational feasibility.
    1.6.2 The impact of the potential solution on other systems, sub-systems and processes is determined.
    1.6.3 The preferred solution is articulated in a logical and methodical manner.Range: Oral, written
    1.6.4 The system is tested to ensure that the problem has been solved.
    1.6.5 The preferred solution appropriately addresses the premises, assumptions, constraints and desired outcomes.

    2.1 Demonstrate competence to use and integrate appropriate mathematical, basic science and engineering principles to solve engineering problems.
    2.1.1 The correct approach to solving the problem is chosen and justified using given criteria.
    2.1.2 The problem is described using appropriate mathematical, basic science and engineering principles.
    2.1.3 The solution to the engineering problem is demonstrated.
    2.1.4 The solution is validated against the desired outcome.
    2.1.5 The preferred solution appropriately addresses the premises, assumptions, constraints and desired outcomes.

    2.2 Demonstrate competence to use and apply appropriate measuring instruments and techniques to solve engineering problems.
    2.2.1. Appropriate measuring instruments are chosen and justified.
    2.2.2. Calibration of the measuring instrument is validated.
    2.2.3. Valid measuring techniques are correctly applied.
    2.2.4. The observations are correctly recorded, analysed and evaluated.
    2.2.5. The preferred solution appropriately addresses the premises, assumptions, constraints and desired outcomes.

    2.3 Describe and perform the operation and maintenance of resources / processes / systems.
    2.3.1. The operation of equipment and components / products / processes / systems is described and explained, both practically and theoretically.
    2.3.2. Equipment is successfully operated against specified requirements.
    Range: Performed independently and under supervision
    2.3.3. An appropriate maintenance strategy is chosen and performed.

    2.4 Plan, implement, report and improve on engineering processes.
    2.4.1. A problem associated with a typical engineering process is identified and possible improvements suggested.
    2.4.2. Modifications to components / products / processes / systems are identified, planned, and performed in line with appropriate engineering strategies.
    2.4.3. The candidate makes a significant contribution both as an individual, and as a member of a team.
    2.4.4. Continuous improvements to the system / process are applied.

    3.1 Identify and analyse specific project objectives, and plan and formulate the criteria for an acceptable design solution.
    3.1.1 The problem / design is contextualised, and the implications of the design are described.
    3.1.2 The candidate's role within the multidisciplinary / team project is identified and outlined, including his/her relationship / line function to the team leader / supervisor.
    3.1.3 The scope of the project / design is identified and defined.
    3.1.4 Internal and external factors influencing the design including codes of practice and legislation are identified and recorded.
    3.1.5 A strategy and critical path to solve the problem is formulated.
    3.1.6 The relevant assumptions, premises and constraints are identified and recorded.

    3.2 Access, acquire and evaluate the relevant knowledge, information and resources.
    3.2.1 Available information (knowledge and data) is assessed for accuracy and completeness.
    3.2.2 New information that is required is identified.
    3.2.3 Relevant sources of information are identified (library, internet, scientific data banks, etc).
    3.2.4 Relevant data and information are collected, collated, analysed and synthesized.
    3.2.5 New information / missing data is generated by applying appropriate procedures such as experimental, computational or deductive reasoning.
    3.2.6 Relevant information is presented in a logical and methodical manner.

    3.3 Generate and analyse alternative solutions by applying appropriate engineering knowledge.
    3.3.1 Standard and non-procedural methodologies / correlations are used to generate solutions.
    3.3.2 Any non-procedural methods are synthesised and justified using scientific reasoning.
    3.3.3 Solutions are analysed and evaluated to test their validity, feasibility and their potential integration into larger system/s.

    3.4 Select the optimal solution based on technical, operational and economic criteria, and evaluate the impacts and benefits of the proposed design.
    3.4.1 Solutions are evaluated using defined criteria and ranked according to appropriateness and preferability.
    Range: Costs, benefits, advantages, limitations.
    3.4.2 The selection of the preferred solution relative to other solutions is justified.
    3.4.3 The preferred solution is further evaluated in terms of economic, social and environmental impacts.
    3.4.4 The preferred solution / design is optimised with the aid of computational / simulation tools.
    3.4.5 A sensitivity analysis of the preferred solution is undertaken.
    3.4.6 The preferred solution appropriately addresses the premises, assumptions, constraints and desired outcomes.

    3.5 Implement the solution.
    3.5.1 An implementation strategy and plan is devised.
    3.5.2 The responsibilities of team members are recognised / delegated and documented for the successful implementation of the solution.
    3.5.3 The implemented solution is evaluated against the initial design criteria specifications.

    3.6 Communicate the design logic and information in the appropriate format.
    3.6.1 The design is presented in an acceptable technical report format.
    3.6.2 The content is selected and arranged in a logical manner and graphics are integrated appropriately.
    3.6.3 Correlations / methodologies used are clearly stated, justified and referenced.
    3.6.4 All assumptions are stated and justified.
    3.6.5 Technical and professional vocabulary is used throughout the report.

    4.1 Generate and assemble appropriate data and information, using available resources.
    4.1.1 An appropriate search methodology is used to gather data and information.
    4.1.2 Data and information is clustered into logical themes/sub-themes.
    4.1.3 Sources of information are listed, identifying the various concepts/ideas obtained from each source.
    4.1.4 Reference lists are compiled and displayed according to a standard convention.

    4.2 Interpret technical data.
    Range: Technical books, Management manuals, Periodicals, Data packs, Technical, Research and Management reports
    4.2.1 Technical, supervisory and general management data and categories are created and selected to organise information pertaining to the documents.
    4.2.2 Information is appropriately transferred from one form into another.
    4.2.3 A computer is effectively used to process, produce and present data.
    4.2.4 Valid conclusions are drawn from technical, supervisory and general management data.

    4.3 Apply graphical techniques to present information effectively.
    Range: Line graphs, histograms, pie charts, bar charts, line graphs, polar plots and 3D graphs.
    4.3.1 Data/information that could best be displayed graphically is identified.
    4.3.2 Graphical tools within the selected software package(s) are used to produce an effective graphical presentation of the data.

    4.4 Generate, construct and assemble technical documents.
    Range: Technical specifications and project reports
    4.4.1 An appropriate type of workplace document for the purpose is chosen and justified against selected criteria.
    4.4.2 The structure, style and language are appropriate to the document type.
    4.4.3 Tables, figures and other graphical techniques are appropriately integrated.
    4.4.4 Task- and readership-appropriate style, register and vocabulary are assessed against given criteria.

    4.5 Communicate interactively with individuals and with members of a group.
    Range: Meetings
    4.5.1 Ideas are presented clearly and logically.
    4.5.2 Ideas from other individuals are encouraged.
    4.5.3 Listening skills are demonstrated
    4.5.4 Effective and confident participation in discussions is demonstrated.
    4.5.5 A comprehensive report on the outcome of discussions, including the views of all participants is presented orally and/or in writing.

    4.6 Generate, construct, assemble and deliver a technical presentation
    Range: A multi-disciplinary audience. Project overviews and reports, end-results, conclusions and recommendations.
    4.6.1 The needs and knowledge of a simulated audience are identified and information is pitched at the appropriate level.
    4.6.2 An appropriate presentation format is chosen according to the occasion.
    4.6.3 Presentation slides and handout documentation is produced using effective layouts and formats.
    4.6.4 A variety of effective verbal presentation techniques are used with confidence.
    4.6.5 The verbal presentation is integrated with the visual aids / electronic media to communicate the information effectively.

    5.1 Apply entrepreneurial principles to engineering activities.
    Range: product, service or process.
    5.1.1 Criteria for a successful entrepreneur in a specialised field are identified.
    5.1.2 A prototype / innovation / systems improvement is conceptualised.
    Range: technical and economic feasibility.
    5.1.3 Various components of a business plan are identified and presented.
    5.1.4 The effects of the prototype / innovation / systems improvement are assessed.
    Range: social or environmental.
    5.1.5 The relevant assumptions, premises and constraints are identified and recorded.

    5.2 Practice engineering management principles.
    Range: General engineering operations and at least two of the following: Quality assurance maintenance, procurement, operation, safety, environment, human resources.
    5.2.1 Principles are described and applied to a project, process or operation.
    5.2.2 Performance measures/benchmarks are identified.
    5.2.3 A performance monitoring plan is developed.
    5.2.4 Projects, processes and/or operations are monitored and controlled.
    5.2.5 An action plan is devised (when deviations from the norm occur).

    5.3 Formulate and evaluate a project / process plan.
    5.3.1 Project management fundamentals are described and applied.
    5.3.2 Constraints relating to the project are identified.
    5.3.3 Project resources are identified.
    5.3.4 A project plan is formulated and documented.
    5.3.5 Productivity issues relating to the project / process are considered.

    6.1 Formulate a project.
    6.1.1 The project is identified and described.
    6.1.2 The purpose, importance and significance of the study is presented.
    6.1.3 The specific tasks in the study are identified.
    6.1.4 The resource requirements are estimated.
    6.1.5 A time framework for the study is provided.
    6.1.6 The relevant assumptions, premises and constraints are identified and recorded.

    6.2 Describe and justify the theoretical framework and methodology to address the project.
    6.2.1 Relevant sources of information on the project brief are surveyed.
    6.2.2 Related systems and sub-systems are identified.
    6.2.3 Key questions / problems / issues are identified.
    6.2.4 The relevant theoretical framework is described, justified and applied.
    6.2.5 The relevant methodology to address the project brief is described and justified.
    6.2.6 A project proposal is presented.

    6.3 Conduct and manage the project.
    6.3.1 The project investigation / development is conducted in accordance with industry practice.
    6.3.2 Appropriate data collection methods are applied.
    6.3.3 Statistical methods are applied to information sampling
    6.3.4 Observations made are consistently and accurately recorded.
    6.3.5 The project process is successfully managed.

    6.4 Analyse the information gained / results of the project.
    6.4.1 Facts and evidence are distinguished from assumptions and inferences.
    6.4.2 Optimum process conditions are identified through analyses of results in accordance with process requirements
    6.4.3 Errors and redundancies are identified through analyses of the data in accordance with standard statistical methods.

    6.5 Draw conclusions / Make recommendations based on the project.
    6.5.1 Valid conclusions are drawn based on the results of the project.
    6.5.2 Recommendations for process / product optimisation are developed from the results of experiments and trials in accordance with organisation requirements, resources, and constraints.
    6.5.3 Implications of applying recommendations to actual industrial processes / products are identified and described in accordance with process requirements and environmental, economic, and safety factors.

    6.6 Produce a report of the completed work.
    6.6.1 An abstract that clearly states the problem investigated, the methodology and equipment used, the results obtained and the conclusions drawn, is produced.
    6.6.2 A properly referenced literature survey is presented.
    6.6.3 The methodology and equipment used is described
    6.6.4 The data, analysis, results, discussion, and recommendations are presented in accordance to organisational requirements.
    6.6.5 The complete project appropriately address/complies with the premises, constraints, assumptions and desired outcome(-s).

    7.1 Relate engineering activity to environmental, cultural and safety issues.
    7.1.1 A problem in a workplace process is identified and possible improvements applied.
    7.1.2 Pertinent social issues, safety and environmental laws and regulations are identified.
    7.1.3 Criteria are selected for the critical assessment of environmental management techniques and technologies
    7.1.4 Potential hazards and their consequences are identified.
    7.1.5 The potential impact of engineering activity on social and environmental issues is critically evaluated.
    7.1.6 Relevant environmental management and safety principles are applied and justified.
    7.1.7 An environmental assessment of an aspect of the workplace is carried out.
    7.1.8 The relevant assumptions, premises and constraints are identified and recorded.

    7.2 Exhibit awareness of the need for professionalism.
    7.2.1 Reasons for maintaining continued competence and for keeping abreast of up-to-date tools and techniques are listed.
    7.2.2 The system of professional development is described.
    7.2.3 The boundaries of competence in problem solving and design are discerned.
    7.2.4 Decision making is limited to area of current competence.
    7.2.5 Judgment is displayed in decision making during problem solving and design.
    7.2.6 The design or solution of a problem is justified in terms of ethical considerations.
    7.2.7 The learner accepts responsibility for own actions.

    Integrated assessment

    Providers of programmes shall in the quality assurance process demonstrate that an effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the exit level outcomes. Evidence should be derived from major work or multiple instances of limited scale work. 

    INTERNATIONAL COMPARABILITY 
    International comparability of the whole qualification standard is ensured through the Sydney Accord. The standards are comparable with those for qualifications in engineering in countries having comparable engineering education systems to South Africa, namely, Australia, Canada, Ireland, New Zealand and the United Kingdom. Comparability is audited by mutual visits. 

    ARTICULATION OPTIONS 
    The exit level outcomes ensure that a graduate of a programme meeting these standards would meet requirements for entry to a number of programmes including:
  • A learnership programme leading to the qualification required for registration as a Professional Engineering Technologist.
  • A learnership programme leading to the qualification required for registration as a Professional Certificated Engineer/Competent Engineering Practitioner.
  • Formal specialist study towards post-graduate qualifications in Engineering;
  • Specialist coursework masters programmes.
  • Research masters programmes, with or without coursework components.
  • With responsible work experience, the Master of Business Administration. 
    		•

    MODERATION OPTIONS 
    Providers of programmes shall in the quality assurance process demonstrate that an effective moderation process exists to ensure that the assessment system is consistent and fair.

    Registration of assessors is delegated to the Higher Education and Training (HET) providers responsible for programmes. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    Qualifiers:

    The qualification may have a disciplinary or cross-disciplinary qualifier (discipline, branch, option or endorsement) defined in the provider's rules for the technology qualification and reflected on the academic transcript and technology qualification certificate, subject to the following:

    (a) The designation must contain the word "Engineering". The qualifier may contain one or more combinations of the following descriptors: Chemical, Civil, Computer, Electrical, Electro-mechanical, Industrial, Mechanical, Metallurgical and Mining. Designations are not restricted to this list.
    (b) The qualifier must clearly indicate the nature and purpose of programme.
    (c) The fundamental engineering science content must be consistent with the qualifier.
    (d) The target market indicated by the qualifier may be a traditional branch of engineering or a substantial industry area.
    (e) In the case of a provider offering programmes with minor differences in content, only one programme should be accredited .
    (f) The designation should be comparable with typically occurring programmes within Sydney Accord countries.

    Definition of Knowledge Areas

    Basic Sciences
    Physics (including mechanics), chemistry, earth sciences and the biological sciences which focus on understanding the physical world, as applicable in each engineering disciplinary context.

    Complementary Studies
    Those disciplines outside of engineering sciences, basic sciences and mathematics which:
  • Are essential to the practice of engineering, including engineering economics, the impact of technology on society and effective communication; and
  • Broaden the student's perspective in the humanities and social sciences in order to understand the world in which engineering is practised.

    Computing and Information Technologies
    The use of computers, networking and software to support engineering activity, and as an engineering activity in itself, as appropriate to the discipline.

    Engineering Design and Synthesis
    The creative, iterative and often open-ended process of conceiving and developing components, systems and processes. Design requires the integration of engineering, basic and mathematical sciences, working under constraints, taking into account economic, health and safety, social and environmental factors, codes of practice and applicable laws.

    Engineering Sciences
    These are rooted in the mathematical and physical sciences, and where applicable, in other basic sciences, but extend knowledge and develop models and methods in order to lead to engineering applications and solve engineering problems.

    Mathematical Sciences
    This is an umbrella term embracing the techniques of mathematics, numerical analysis and statistics cast in an appropriate mathematical formalism.

    Calculation of SAQA Credits and Allocation to Knowledge Area

    The method of calculation assumes that certain activities are scheduled on a regular weekly basis while others can only be quantified as a total activity over the duration of a course or module. This calculation makes the following assumptions:

    1. Classroom or other scheduled contact activity generates notional hours of the student's own time for each hour of scheduled contact. The total is given by a multiplier (see third column of table below) applied to the contact time.

    2. One week of full time activity accounts for assessments in a semester.

    3. Assigned work generates only the notional hours judged to be necessary for completion of the work and is not multiplied.

    Define for each course or module identified in the rules for the technology qualification:
    Type of Activity - Time Unit in hours - Contact time multiplier
    L = number of lectures per week - Tl = duration of a lecture period - Mt = total work per lecture period
    T = number of tutorial per week - Tt = duration of a tutorial period - Mt = total work per tutorial period
    P = total practical periods - Tp = duration of an institution-based practical period - Mp = total work per practical period
    X = total other contact periods - Tx = duration of other period - Mx = total work per other period
    A = total assignment non-contact hours - Ta = 1 hour
    D = total no of days of workplace-based learning - Td = duration of work-based learning per day - Md=total workplace-based learning per period.
    W = number of weeks the course lasts (actual + 2 week per semester for assessment, if applicable to the course or module)

    The credit for the course is calculated using the formula:

    C = {W(LTl Ml + TTt Mt) + PTp Mp + XTx Mx + ATa + DTdMd}/10

    The resulting credit for a course or value may be divided between more than one knowledge area. In allocating the credit for a course to multiple knowledge areas, only new knowledge or skills in a particular area may be counted. Knowledge and skills developed in other courses and used in the course in question shall not be counted. Such knowledge is classified by the nature of the area in which it is applied. In summary, no knowledge is counted more than once as being new.

    MD may differ for different activities e.g. the factor for work-based learning component in which the learner develops skills which integrate theoretical knowledge with actual practice in a working environment will differ from the factor for a related assignment and project work which enhances learner understanding of the work environment and/or new learning.

    All learning that is assigned credits must satisfy the following criteria:
  • The competencies to be achieved and contributions to knowledge areas are clearly defined and documented.
  • The learning is quality assured by the provider.
  • A student's performance is assessed against defined outcomes.
  • Evidence of the assessment process is presented in the accreditation evaluation. 
    		•

    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 


    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.