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

Master of Engineering in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
73989  Master of Engineering in Mechanical Engineering 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 8 and above  NQF Level 09  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   2028-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
19590  Master of Engineering: Mechanical Engineering  Level 8 and above  NQF Level 09  240  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The aim of the qualification is to develop an engineering intellectual with advanced abilities in applying fundamental engineering sciences or related interdisciplinary principles to specific problems of society at large. One of the main objectives in this process is to develop an advanced capability to do independent engineering research of inter/interdisciplinary in a fundamental manner. It also enforces an approach to lifelong learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning:
An RPL procedure will also be in place covering the following essentials:
  • RPL can be done on the individual module or on an individual level.
  • All RPL applications are handled at a predetermined time in the academic year.
  • RPL applications are referred by the Dean/Deans committee to the relevant departmental chairperson for evaluation and recommendation.
  • RPL learners may be required to be assessed orally or in written format on the module or combined level for access to Degrees and higher Degrees.
  • RPL assessment is typically done by a faculty committee constituted for that purpose.
  • RPL in the faculty of engineering is done within the RPL-framework policy of the RAU.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Technology Honours in Engineering in Mechanical Engineering, NQF Level 8.
    Or
  • Bachelor of Engineering Honours, Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learner should be able to:
    1. Identify, assess, formulate, interpret, analyse and solve engineering research and development problems creatively and innovatively by applying relevant fundamental knowledge of, i.e. mathematics, basic science and engineering sciences in the chosen field of research.
    2. Plan and manage engineering research projects demonstrating an underlying fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering research/development in the chosen field of research practice.
    3. Work effectively individually or with others as a member of a team, group, organisation, and community or in multidisciplinary environments in the chosen field of research.
    4. Organise and manage him/herself and his/her activities responsibly, effectively, professionally and ethically and take responsibility within his/her limits of competence and to exercise judgment commensurate with knowledge and expertise about the field of research.
    5. Plan and conduct the applicable level of investigations, research and experiments by applying appropriate theories and methodologies and perform data analysis and interpretation.
    6. Communicate effectively, both orally and in writing, with engineering and specifically research audiences and the community at large in so far as they are affected by the research using appropriate structure, style and graphical support.
    7. Use and assess appropriate research methods, skills, tools, technology and information technology effectively and critically in engineering research/development practice and show an understanding and a willingness to accept responsibility for the impact that engineering research/development activities have on society and the environment.
    8. Perform procedural and non-procedural design and synthesis of components, systems, works, products or processes as a set of related systems and assess their social, legal, health, safety and environmental impacts and benefits where applicable in the chosen field of research.
    9. Employ various learning strategies and skills to master outcomes required preparing him/herself to engage in continuous learning to keep abreast of knowledge and skills required in the engineering field.
    10. Participate as a responsible citizen in the life of local, national, and global communities by acting professionally and ethically in the chosen field of research.
    11. Demonstrate where applicable cultural and aesthetic sensitivity across a range of social context in the execution of engineering research and development activities.
    12. Explore where applicable education and career opportunities through engineering problem solving, design, technical research and managerial skills.
    13. Organise and develop entrepreneurial opportunities through engineering, technical research, development and managerial skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner:
  • Identify, formulate, interpret, analyse and complete engineering research effectively creatively and innovatively by applying relevant fundamental knowledge of mathematics, basic science and engineering sciences.
  • Plan and manage engineering research projects so that underlying fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering research/development practice are demonstrated.
  • Participate as a member of a research team, group, organisation, and community or in multidisciplinary research/development projects results in leadership and the performance of critical functions in the chosen field of research.
  • Organise and manage activities responsibly, effectively, professionally and ethically, and responsibility is taken within his/her own limits of competence and judgment is exercised in commensuration with knowledge and expertise pertaining to the field of research.
  • Plan and conduct advanced investigations, research and/or experiments are effectively by applying appropriate theories and methodologies, and suitable data analysis and interpretation at the applicable appropriate level are performed.
  • Carry out communication effectively, both orally and in writing, with research audiences need the community at large in so far as they are affected by the research using appropriate structure, style and graphical support.
  • Write a research dissertation on the chosen field displaying adequate, appropriate literary and technical skills.
  • Use and assess appropriate engineering research methods, skills, tools, technology and information technology effectively and critically in engineering research/development practice, and an understanding and a willingness to accept responsibility for the impact that engineering research/development activities have on society and the environment are shown.
  • Perform procedural and non-procedural design, and synthesis of components, systems, works, products or processes as a set of related systems and their social, legal, health, safety and environmental impacts and benefits are field assessed where applicable in the chosen field of research.
  • Employ applicable learning strategies and skills to master outcomes in preparation to engage in continuous learning to keep abreast of knowledge and skills required in the applicable research field.
  • Practice responsible citizenship in terms of the local, national and global communities by acting and ethically in the application of chosen research.
  • Show cultural and aesthetic sensitivity were applicable across a range of social context in the execution of engineering research/development activities.
  • Explore education and career opportunities in engineering research/development where applicable.
  • Organise relevant entrepreneurial opportunities and developed through engineering, technical research and/or managerial skills acquired in the research.

    Integrated Assessment:
    Formative assessment practices that will be implemented:
  • Learners are continuously assessed via informal tests, tasks, and/or projects (in written or oral mode). They may also be required to do research and/or design projects that are properly documented and presented to co-learners during seminar sessions. Successful presentation of progress on research at six-monthly seminars is required. Regular meetings with supervisors to discuss and evaluate progress.

    Summative assessment practices that will be implemented:
    Learners are exposed to one written or oral examination per topic - towards the end of each semester where applicable. A semester mark of 40% is the minimum admission requirement for examination. The minimum pass requirement is 50% for all exam topics. Learners are also required to submit a written mini or full research dissertation on a chosen engineering research topic. The dissertation is examined and contributes between 25% and 100% of the final mark awarded. An oral examination on the research topic and related fields is required. The mark for the oral contributes 50% towards the final mark for the dissertation. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation:

    Horizontal Articulation:
  • Master of Engineering, NQF Level 9.

    Vertical Articulation:
  • Doctor of Engineering in Mechanical Engineering, NQF Level 10. 
    		•

    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: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg 


    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.