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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
94627  Bachelor of Engineering Technology in Electrical 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
National First Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  441  Not Applicable  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 
Purpose:
The purpose of the Bachelor of Engineering Technology (Electrical Engineering) is to develop, build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Electrical Engineering Technologist. Specifically, the qualification provides learners with:
  • Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Engineering Technologist with ECSA.
  • The potential to enter NQF Level 8 (Honours) qualifications and then proceed to a Master's Degree.
  • The education base for achieving proficiency in electrical engineering and attainment of related certification.

    Furthermore the qualifying learner will be able to:
  • Have an understanding and be able to interpret current and future scientific and technological development and to acquire the following life skills such as identifying and solving problems, working in groups and communicating effectively as is needed for Electrical Engineering.
  • Create simple computer algorithms and programs through sequence, selection and iteration.
  • Integrate control systems theory, sensors and devices into a practical process of automation.
  • Broaden the l perspective on the nature and role of ethics in the engineering profession.
  • Develop the skill in combinational and sequential logic.
  • Design and construct various electronic circuits like power supplies, protection circuits and amplifiers.
  • Calculate solutions to electrical engineering problems by means of applying fundamental theory. Work safely with electricity by applying safety precautions.
  • Investigate and evaluate different means of non-destructive testing of components and circuits.
  • Derive and prepare various solutions to electrical engineering problems by means of applying fundamental and advanced theory.
  • Understand physics and the theory of transformers, induction motors and synchronous machines.

    Rationale:
    The phasing out of the National Diploma and Baccalaureus Technologiae prompted the Department of Electrical Engineering to replace the two qualifications in Electrical Engineering with the Engineering Council of South Africa (ECSA) standard for a three-year professional Bachelor's Degree, called the Bachelor of Engineering Technology BEngTech. The new (BEngTech) is a step towards the alignment of all the technology based engineering qualifications offered by the Faculty of Engineering and the Built Environment with the new requirements of the professional body for the training of engineering technologists.

    The curriculum is continuously being scrutinised by the industries and ECSA to ensure conformance with the required standard. The curriculum for the proposed new Degree is based on the ECSA standard. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to Faculty's qualifications to promote life-long learning.

    The purpose of the University of Johannesburg's RPL Policy (please refer to uploaded document) that directs the Faculty's RPL procedure, is to recognise prior learning, in order to provide access into the qualification, grant advanced placement in qualifications, and credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

    Persons with industrial experience will be accepted to the qualification with conditions whereby adequate preparation for academic engineering modules is provided in accordance with the University of Johannesburg RPL Policy and Faculty procedures.
    Consideration will be given to people with related experience. Those will be interviewed and a portfolio (applicable to people with no formal education) will be viewed.

    Entry Requirements:
    To be able to gain access to the BEngTech (Industrial Engineering) Degree applicants should be in possession of a:
  • National Senior Certificate (NSC) with admission for Degree purposes.
    Or
  • National Vocational Certificate (NCV) (Level 4)
    Or
  • A Level 5 or Level 6 Diploma in Engineering for entry into the Degree with the possibility of transfer of credits, for cognate previous studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises 36 compulsory modules at NQF Levels 5, 6 and 7 totalling 441 Credits.

    Modules at NQF Level 5:
  • Mathematics, NQF Level 5, 14 Credits.
  • Physics, NQF Level 5, 14 Credits.
  • Electro Technology, NQF Level 5, 14 Credits.
  • Electronic Circuits, NQF Level 5, 14 Credits.
  • Workshop Technology, NQF Level 5, 7 Credits.
  • Algorithms/Programming, NQF Level 5, 14 Credits.
  • Digital Technology, NQF Level 5, 14 Credits.
  • Chemistry, NQF Level 5, 14 Credits.
    Total Modules at NQF Level 5, 105

    Modules at NQF Level 6:
  • Physics, NQF Level 6, 14 Credits.
  • Electro Technology, NQF Level 6, 14 Credits.
  • Electro Circuits, NQF Level 6, 14 Credits.
  • Workshop Technology, NQF Level 6, 7 Credits.
  • Algorithms/Programming, NQF Level 6, 7 Credits.
  • Mathematics, NQF Level 6, 14 Credits.
  • Wave and Signal Technology, NQF Level 6, 14 Credits.
  • Digital Technology, NQF Level 6, 14 Credits.
  • Software Engineering, NQF Level 6, 14 Credits.
  • Complementary Studies, NQF Level 6, 14 Credits.
    Total Credits at NQF Level 6, 126

    Modules at NQF Level 7:
  • Mathematics, NQF Level 7, 14 Credits.
  • Mechatronics and Control, NQF Level 7, 14 Credits.
  • Digital Technology, NQF Level 7, 14 Credits.
  • Networks, NQF Level 7, 14 Credits.
  • Project, NQF Level 7, 7 Credits.
  • Machines, NQF Level 7, 14 Credits.
  • Power Technology, NQF Level 7, 14 Credits.
  • Automation, NQF Level 7, 7 Credits.
  • Process Automation, NQF Level 7, 7 Credits.
  • Wave and Signal Technology, NQF Level 7, 14 Credits.
  • Project Management, NQF Level 7, 7 Credits.
  • Project, NQF Level 7, 7 Credits.
  • Complementary Studies, NQF Level 7, 7 Credits.
  • Technology Management, NQF Level 7, 14 Credits.
  • Power Technology, NQF Level 7, 14 Credits.
  • Control Systems Engineering, NQF Level 7, 14 Credits.
  • Project, NQF Level 7, 28 Credits.
    Total Credits at NQF Level 7, 210 
    		•

    EXIT LEVEL OUTCOMES 
    1. Systematically diagnose and solve broadly defined electrical engineering problems by applying engineering principles.
    2. Apply knowledge of mathematics, natural science and engineering sciences to defined and applied engineering procedures, processes, systems and methodologies to solve broadly-defined electrical engineering problems.
    3. Perform procedural and nonprocedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation in electrical engineering.
    4. Conduct investigations of broadly-defined problems; locate, search and select relevant data from codes, data bases and literature, design and conduct experiments, analyse and interpret results to provide valid conclusions.
    5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined electrical engineering problems with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
    7. Demonstrate a knowledge and understanding of the impact of electrical engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of electrical engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
    9. Engage in independent learning and lifelong learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of electrical engineering technology practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Possible approaches are generated and formulated that would lead to a workable solution for the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of broadly-defined engineering problems.
  • Theories, principles and laws are used.
  • Formal analysis and modelling is performed on engineering materials, components, systems or processes.
  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
  • Uncertainty and risk is handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • The design process is planned and managed to focus on important issues and recognises and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The design logic and relevant information is communicated in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Investigations and experiments are planned and conducted within an appropriate discipline.
  • Available literature is searched and material is critically evaluated for suitability to the investigation.
  • Analysis is performed as necessary to the investigation.
  • Equipment or software is selected and used as appropriate in the investigations.
  • Information is analysed, interpreted and derived from available data.
  • Conclusions are drawn from an analysis of all available evidence.
  • The purpose, process and outcomes of the investigation are recorded in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly to achieve the required result.
  • Results produced by the method, skill or tool are tested and assessed against required results.
  • Computer applications are created, selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of text.
  • Visual materials used enhance oral communications.
  • Accepted methods are used for providing information to others involved in the engineering activity.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is explained in terms of the benefits and limitations to society.
  • The engineering activity is analysed in terms of the impact on occupational and public health and safety.
  • The engineering activity is analysed in terms of the impact on the physical environment.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A design or research project is organised and managed.
  • Effective communication is carried out in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are managed autonomously and ethically, individually and in learning groups.
  • Learning undertaken is reflected on and own learning requirements and strategies are determined to suit personal learning style and preferences.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Assumptions are challenged critically and new thinking is embraced.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The nature and complexity of ethical dilemmas is described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
  • The system of continuing professional development is understood and embraced as an on-going process.
  • Responsibility is accepted for consequences stemming from own actions.
  • Judgements are made in decision making during problem solving and design.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    Student progress is monitored and their performance assessed at various formative points in the learning programme. Should students not pass one of the summative assessments, rules are in place regarding eligibility for supplementary assessments. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

    Summative assessments are conducted for the purpose of making a judgment about the level of competence of students in relation to the exit level outcomes of a qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required is contained in the Academic Regulations. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this engineering technologist education qualification is ensured through the Sydney Accord. The exit level outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies (See www.ieagreements.org), as South Africa is part of the Sydney Accord Agreement.

    There are six international agreements governing mutual recognition of engineering qualifications and professional competence. These accrediting bodies for engineering qualifications have developed outcomes-based criteria for evaluating programmes. Similarly, a number of engineering regulatory bodies have developed competency-based standards for registration and of graduate attributes and professional competency profiles for three professional tracks: engineer, engineering technologist and engineering technician. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
    The new programme is designed with some modules common to those of the other engineering disciplines. This would allow students to move horizontally.
  • Such qualifications would be:
  • Bachelor of Engineering Science at NQF Level 7.
  • Advanced Diploma in Industrial Electronics at NQF Level 7.

    Vertical Articulation:
    The proposal for the approval of the three year Professional Bachelor's Degree in Engineering Technology (BEngTech) is part of the process of the implementation of the new programmes within the Department. Once the application for the BEngTech is approved, the Department intends to apply for permission to offer a Bachelor Honours degree in Electrical Engineering.

    Students who obtain the proposed qualification will be able to move into manufacturing operations, production or service sectors and undertake ECSA candidacy phase that will allow them to practice as registered Professional Technologists.
    In addition, the graduate may progress to Honours, Master's and Doctoral qualifications at University of Johannesburg or other institutions, thereby making higher level contributions to the economy and society.

    Such qualifications would be:
  • Bachelor of Engineering Honours at NQF Level 8.
  • Bachelor of Engineering in Electro-Mechanical Engineering at NQF 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 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 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.