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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Science in Biomedical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
58001  Bachelor of Engineering Science in Biomedical Engineering 
ORIGINATOR
University of Witwatersrand 
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 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Rationale:
This qualification is intended to provide a thorough multidisciplinary education in both life sciences and engineering in such a way that the learner will appreciate the way in which engineering and quantitative sciences are now critical to achieving a thorough understanding and research capacity in the life sciences. The qualification will produce learners who are well suited to continue with formal engineering or physics studies with the capacity to undertake research in Biomedical Engineering, or alternatively, to proceed to the proposed new learner entry medical qualification with sound entry requirements and a thorough scientific grounding.

Purpose:
This qualification is intended to produce learners who have the capacity to apply sound scientific and engineering principles to life sciences. Following this qualification, they will typically either complete an electrical engineering qualification, or do a two-year honours qualification in physics or continue with a learner medical qualification. Those completing the electrical engineering qualification will be well placed to work in the field of Biomedical Engineering, but at the same time will be fully qualified electrical engineers with all the career options associated with this discipline. Others may apply to do the honours qualification in Physics with essentially the same options as the engineers. Those selected for the learner medical qualification will have an excellent knowledge of the relevant scientific principles required to undertake medical studies, and will have insight into the application of quantitative science to biology. Some learners may wish to use this qualification as a basis for continuing with a life sciences qualification towards higher qualifications, if they can identify a qualification for which this qualification is suited. Those who choose to exit with this qualification are likely to find employment in the medical equipment industry, however this is not the preferred or intended option. Learners who go on to earn full electrical engineering, physics honours or medical qualifications will add tremendous impetus to South Africa's research base, and would be expected to stimulate a fledgling industry in biomedical equipment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners who fall outside of the normal admissions process who can demonstrate to the satisfaction of the institution that they have a qualification, experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Learners who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum by including preliminary qualifications prior to admission to the qualification or parallel qualification after admission.

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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    390 credits over three years of full time study.
    Minimum credits required at specific levels or maximum credits when these exceed the minima specified.

    Fundamental:
  • Level 5, 140 Credits.

    Core:
  • Level 6, 250 Credits.

    Elective:
  • No Credits.
    Total Credits: 390. 
    		•

    EXIT LEVEL OUTCOMES 
    1. The learner will have developed a comprehensive understanding of living systems.
    2. The learner will be able to use basic knowledge of living systems to appreciate the complexities and ethical considerations in medical research.
    3. The learner will have developed a thorough understanding of engineering science and its wide applicability.
    4. The learner will develop the skill to communicate technical ideas effectively.
    5. The learner will develop the skill to make rapid quantitative estimates.
    6. The learner is able to integrate life sciences and engineering sciences and to appreciate the principles common to both disciplines.
    7. The learner is able to appreciate the social implications of health and engineering in the context of South Africa's socio-economic environment.
    8. The learner works well in a multi-disciplinary team environment and to appreciate the value of diversity in skills.
    9. The learner understands the importance of clear communication with peers and colleagues, as well as the requirement to assume responsibility and managing uncertainty.
    10. Is experienced in deriving knowledge from a wide range of learning environments.
    11. Learner understands the effect of her/his discipline on other areas of society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1.
  • Will understand the genetic and molecular basis of life.
  • Will understand the interaction of living systems with each other.

    Associated Assessment Criteria for Exit Level Outcome 2.

    Understand the principles of the latest technologies including cloning, cell biology and cancer treatment.
    Will understand and appreciate the ethical dilemmas associated with new technologies.

    Associated Assessment Criteria for Exit Level Outcome 3.
  • Ability to solve engineering problems and perform quantitative analysis.
  • Gain insight into uncertainty in science and its effect on understanding.
  • Ability to apply engineering sciences to diverse fields such as biology and medicine.

    Associated Assessment Criteria for Exit Level Outcome 4.
  • Will be able to do verbal presentations on complex technical subjects will be required to present written communications including research reports and problem solving.
  • Uses sound engineering judgement and learns to estimate the magnitude of answers prior to calculating.

    Associated Assessment Criteria for Exit Level Outcome 6.
  • Appreciates systems theory and its applicability across a range of subjects.
  • Appreciates the way in which many engineering processes have analogues in the living world.

    Associated Assessment Criteria for Exit Level Outcome 7.
  • Understands the critical importance of budgetary constraints on health care delivery.
  • Is able to make a useful assessment of the cost-benefit ratio of advanced technologies.

    Associated Assessment Criteria for Exit Level Outcome 8.
  • Demonstrates an ability to work in a team environment with engineers, physicists, chemists, doctors and other professionals.

    Associated Assessment Criteria for Exit Level Outcome 9.
  • Demonstrate an awareness of how poor or vague communication can lead to undesirable or tragic outcomes.
  • Demonstrates an understanding of the importance of making decisions and taking responsibility.
  • Demonstrates an awareness of the requirement to sometimes make rapid decisions in the absence of complete information in an attempt to optimise the probability of a favourable outcome.

    Associated Assessment Criteria for Exit Level Outcome 10.
  • Demonstrates and ability to learn from a wide range of teaching and study environments such as: seminars and presentations, small group study, independent study and formal lectures.

    Associated Assessment Criteria for Exit Level Outcome 11.
  • Appreciates the beneficial effect of good health care on social and environmental well being.

    Integrated Assessment:
    Learners are assessed by way of written examinations, assignments, oral presentations and oral examinations. A number of capstone courses such as medical imaging and medical transport phenomena in final year are assessed with a view to integration of subject matter from earlier courses and have both engineering and life sciences content. 
    		•

    INTERNATIONAL COMPARABILITY 
    N/A 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Science, Level 7.
  • Bachelor of Science in Biomedicine, Level 7.

    Vertical articulation:
  • Bachelor of Science Honours in Physics, Level 8. 
    		•

    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 2009; 2012; 2015. 

    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 Witwatersrand 


    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.