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 in Mining Engineering

SAQA QUAL ID	QUALIFICATION TITLE
5135	Bachelor of Engineering in Mining Engineering
ORIGINATOR
University of Pretoria
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(Min 480)	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	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1141/23	2021-07-01	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2030-06-30

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 provision of a graduate-level whole qualification which engenders understanding, creativity, life-long learning and applied competence in the broad field of engineering. Engineering is the profession in which a knowledge of mathematical and natural sciences gained by study, experience and practice is applied with judgement to develop ways to utilise, economically, the materials and forces of nature for the benefit of mankind.

The provision of specific knowledge and applied competence in mining engineering in the context of the specific needs of the South African minerals industry. Mining engineers are engaged in the design, development, management and research related to mineral resource engineering. They must also be competent in the management of people and in the processes required for the production of minerals.

The contents of the qualification must satisfy the academic requirements for registration as a Professional Engineer, as laid down by the Accreditation Standards of the Engineering Council of South Africa (ECSA), which also endeavours to meet internationally accepted engineering accreditation standards.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Entry Requirements:
The minimum entry requirement for this qualification is:

Senior Certificate, NQF Level 4, with endorsement.
Or

National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.
Or

National Certificate Vocational, NQF Level 4 granting access to Bachelor's studies.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Solve Engineering problems by identifying, assessing, formulating and solving convergent and divergent engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, basic science and engineering science from first principles to solve engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, works, products or processes.
4. Investigation, experimentation and data analysis.
5. Use engineering methods, skills, tools and information technology.
6. Communicate effectively in professional and in general terms.
7. Understand and appreciate the impact of engineering activity on society and the environment.
8. Work effectively as an individual, in teams and in multidisciplinary environments showing leadership and performing critical functions.
9. Engage in lifelong learning through well-developed learning skills and to understand the need to maintain continued competence and to keep abreast of up-to-date tools and techniques.
10. Act professionally and ethically and to take responsibility within his/her own limits of competence and is competent to exercise judgment commensurate with his/her knowledge and experience.

ASSOCIATED ASSESSMENT CRITERIA

1. Solving of engineering problems by assignments such as engineering case studies, laboratory experimentation and engineering design projects.

2. Application of fundamental and specialist knowledge, involving the following performances:

Bring mathematical, numerical analysis and statistical knowledge and methods to bear on engineering problems by using an appropriate mix of:
- Formal analysis and modelling of engineering components, systems or processes;
- Communicating concepts, ideas and theories with the aid of mathematics;
- Reasoning about and conceptualising engineering components, systems or processes using mathematical concepts;
- Dealing with uncertainty and risk through the use of probability and statistics

Use physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of engineering problems by an appropriate mix of:
- Formal analysis and modelling of engineering components, systems or processes using principles and knowledge of the basic sciences;
- Reasoning about and conceptualising engineering problems, components, systems or processes using principles of the basic sciences.

Use the techniques, principles and laws of engineering science at a fundamental level and in at least one specialist area to:
- Identify and solve open-ended engineering problems;
- Identify and pursue engineering applications;
- Work across engineering disciplinary boundaries through cross disciplinary literacy and shared fundamental knowledge.

3. Development of design and synthesis skills by means of design projects, involving the following performances:

Identify and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation;

Plan and manage the design process: focus on important issues, recognise and deal with constraints;

Acquire and evaluate the requisite knowledge, information and resources: apply correct principles, evaluate and use design tools;

Perform design tasks including analysis, quantitative modelling and optimisation;

Evaluate alternatives and preferred solution: exercise judgement, test implementability and perform techno-economic analyses;

Assess impacts and benefits of the design: social, legal, health, safety, and environmental

Communicate the design logic and information.

4. Integrated development of these skills by means of laboratory exercises and the final year thesis project, involving the following performances:

Apply research methods.

Plan and conduct investigations and experiments using appropriate equipment.

Analyse, interpret and derive information from data.

5. Assignments and learning activities throughout the qualification are so formulated to also develop the following skills in an integrated manner:

Use of appropriate engineering methods, skills and tools and assessment of the results they yield.

Use of computer packages for computation, modelling, simulation, and information handling, involving:
- Assessment of the applicability and limitations of the package;
- Proper application and operation of the package
- Critical testing and assessment of the end-results produced by the package.

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

Creation of computer applications as required by the discipline.

To bring basic techniques and knowledge to bear on engineering practice from economics, business management, and health, safety and environmental protection.

6. Assignments and learning activities throughout the qualification are so formulated to also develop the following skills in an integrated manner:

Effective communication, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and graphical support;

Application of methods of providing information for use by others involved in engineering activity.
A Communication Skills module is also incorporated in the qualification.

7. Modules such as Ethics and Environmental Management are incorporated in the qualification in order to sensitise the learner in respect to:

The impact of engineering activity on society and the environment.

The need to bring into engineering analysis and design considerations of:
- The impact of technology on society;
- The personal, social, cultural values and requirements of those affected by eng. activity.

8. Individual and group responsibility is emphasised throughout the qualification by engaging the learners in co-operative learning activities. Multidisciplinary skills are developed by the incorporation of modules related to life skills, management and economics into the programme.

9. The teaching philosophy and learning activities throughout the qualification are aimed at the development of thinking skills like the understanding of concepts, scientific logic and innovation, rather than memorising, which create an attitude and ability of inquisitiveness and lifelong learning.

10. An Ethics and Engineering Practice module is incorporated in the qualificationi n which ethical and professional attitudes are developed.

Integrated Assessment:
Work-place assessments.
Written examinations.
Oral examinations.
Other:
Assignments, Tutorials, Presentations, Laboratory and Field Reports, Poster Sessions.
Thesis- and Design Project Report, Self-Assessment, Peer Assessment.
Formative assessment is performed during the course and at the conclusion of each module. The final mark is compiled from a "semester mark" and an "examination mark". The semester mark is a combination of marks acquired from continuous assessment tasks, such as assignments, tutorials, presentations, laboratory reports, peer assessments and written tests.

Summative assessment is performed in the final year of study and is based on "capstone" project work assigned to the learner (a thesis project and a design project). The nature of these projects is such that integration of a large variety of skills acquired by the learner during the course of the qualification, is required for the execution of the project. Assessment is performed by a combination of a poster presented at a poster session, a presentation to an audience of peers and experts, a written report in publication format, and an oral examination.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:
>Bachelor of Engineering in Metallurgical Engineering, NQF Level 8.

Vertical Articulation:

Master of Science: Environmental and Engineering Geology, NQF Level 9.

MODERATION OPTIONS

N/A

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 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.	University of Pretoria