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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
94629  Bachelor of Engineering Technology in Chemical 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  455  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 in Chemical Engineering [B. Eng. Tech (Chemical Engineering)] is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing chemical engineering technologist. Specifically, the qualification provides learners with:
  • The educational base required for registration as a Professional Technologist with ECSA.
  • For learners with an appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Master's Degrees.

    The qualifying learners will be able to:
  • Apply knowledge of mathematics, natural science, and engineering sciences.
  • Systematically diagnose and solve broadly defined chemical engineering problems.
  • Use appropriate techniques, resources, and modern engineering tools.
  • Communicate effectively both orally and in writing with engineering audiences.
  • Demonstrate knowledge and understanding of chemical engineering management principles.
  • Engage in independent and life-long learning through well-developed learning skills.
  • Comprehend and apply ethical principles and commit to professional ethics.
  • Understand the impact of chemical engineering on the society, economy, industrial and physical environment.

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

    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 the Faculty's qualifications, in order to promote life-long learning.

    The purpose of the University of Johannesburg's RPL Policy is to direct the faculty's RPL procedure, and to recognise prior learning, in order to provide access into qualifications and to grant advanced placement in qualifications to award credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

    People with industrial experience will be accepted to the qualification on conditions that adequate preparation for academic engineering modules has been undertaken. In line with the University RPL policy the Department will follow the procedure below in assessing the suitability of learners:
  • The learner is to be supplied with a list of outcomes for each of the modules.
  • The learner will then be required to set up a portfolio of evidence to show that they are competent in the outcomes.
  • Based on the portfolio, some or all of the following may be decided:
    > Additional assessments may be set up.
    > The learner may be required to partake in summative assessment(s), either those for learners or a special assessment of the same scope and standard.
    > The learner may be interviewed.
  • The lecturer or the Head of Department (HOD) will then assess the evidence collected.
  • The HOD may be assisted by lecturers of various modules to assess evidence for a program.

    Entry Requirements:
    Learners must have the following in place in order to be considered for admission:
  • National Senior Certificate (NSC) allowing entry in to Bachelor's Degree studies.
    Or
  • Senior Certificate (SC) with endorsement.
    Or
  • National Certificate Vocational (NCV) allowing entry in to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of 33 modules at NQF Levels 5, 6 and 7 totalling 455 credits:

    NQF Level 5 modules (9 modules totalling 112 credits):
  • Mathematics, 14 Credits.
  • Chemistry, 14 Credits.
  • Computer Applications, 14 Credits.
  • Physics, 14 Credits.
  • Chemical Process Technology, 14 Credits.
  • Citizenship, 14 Credits.
  • Communication, 7 Credits.
  • Engineering Drawing, 7 Credits.
  • Chemical Engineering Fundamentals, 14 Credits.
    Total credits at NQF Level 5 is 112.

    NQF Level 6 modules (16 modules totalling 210 credits):
  • Mathematics, 14 Credits.
  • Chemistry, 14 Credits.
  • Chemical Process Technology, 14 Credits.
  • Process Fluid Flow, 14 Credits.
  • Chemicals Engineering Fundamentals, 14 Credits.
  • Mathematics, 14 Credits.
  • Chemical Engineering Laboratory, 7 Credits.
  • Transfer Process, 14 Credits.
  • Chemical Thermodynamics, 14 Credits.
  • Process Control, 14 Credits.
  • Unit Operations, 14 Credits.
  • Process Design, 14 Credits.
  • Applied Thermodynamics, 14 Credits.
  • Chemical Engineering Laboratory, 7 Credits.
  • Environmental Engineering, 14 Credits.
  • Innovation and Entrepreneurial Skills, 14 Credits.
    Total credits at NQF Level 6 is 210.

    NQF Level 7 modules (8 modules totalling 133 credits):
  • Engineering Management, 14 Credits.
  • Process Design, 28 Credits.
  • Particle Technology, 14 Credits.
  • Introduction to Reactor Design, 14 Credits.
  • Multistage Operations, 14 Credits.
  • Chemical Engineering Laboratory, 7 Credits.
  • Process Control, 14 Credits.
  • Investigative Project, 28 Credits.
    Total credits at NQF Level 7 is 133. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge of mathematics, natural science, and engineering sciences to defined and apply engineering procedures, processes, systems and methodologies.
    2. Systematically diagnose and solve broadly defined chemical engineering problems by applying chemical engineering principles.
    3. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
    4. Communicate effectively both orally and in writing with engineering audiences and affected parties.
    5. Demonstrate knowledge and understanding of chemical engineering management principles and apply these to one' work.
    6. Engage in independent and life-long learning through well-developed learning skills.
    7. Comprehend and apply ethical principles and be committed to professional ethics, responsibilities and norms of chemical engineering technological practice.
    8. Demonstrate knowledge and understanding of the impact of chemical engineering on the society, economy, industrial and physical environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
  • Formal analysis and modelling of engineering materials, components, systems or processes is performed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Possible approaches that would lead to a workable solution for a problem are generated and formulated.
  • Possible solutions are evaluated and the best solution is selected.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The method, skill or tool is assessed for applicability and limitations against the required results.
  • The method, skill or tool is applied correctly to achieve the required results.
  • Computer applications are created, selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
  • Graphics that are appropriate and effective in enhancing the meaning of text are used.
  • Oral communication with the intended meaning being apparent is fluently delivered.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.

    Associate Assessment Criteria for Exit Level Outcome 6:
  • Learning tasks are managed autonomously and ethically either individually or in a small group.
  • Learning is undertaken and own leaning requirements and strategies are reflected upon.
  • Knowledge acquired outside of formal instruction is comprehended and applied.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The nature and complexity of ethical dilemmas is described.
  • Ethical reasoning to evaluate engineering solutions is applied.
  • Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The impact of technology in terms of the limitations and benefits to the society is explained.
  • The engineering activity in terms of the impact on occupational and public health and safety is explained.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Integrated Assessment:
    Formative assessment refers to assessment that takes place during the process of learning and teaching.

    In the department, formative assessments are implemented through tutorial sessions, learner quizzes and additional tutorial sessions conducted on uLink.

    Summative assessments are conducted for the purpose of making a judgment on the learners' level of competence in relation to the outcomes of a qualification. The results of these formative assessments (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark. 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 in the International Engineering Alliance's Graduate Attributes and Professional Competencies (See www.ieagreements.org).

    From the academic point of view further comparability studies were carried out on some of the world's leading chemical engineering qualifications. University of Loughborough in the United Kingdom offers a Bachelor of Engineering Degree in Chemical Engineering. The qualification has a widely endorsed reputation of producing world class chemical engineers. Modules and topics covered in the qualification resemble the ones covered in this qualification. In Canada, the University of Waterloo offers a Bachelor of Applied Science Degree in Chemical Engineering. The qualification has similar curriculum focus and content as this qualification in terms of the curriculum.

    Conclusion:
    The international comparability of this qualification shows the extent to which the principle of quality is taken seriously. There is no doubt that this qualification will fast secure local embracing and international recognition and acceptability. The two qualifications cited above to a large extent mirror the academic rigour of this qualification. 

    ARTICULATION OPTIONS 
    This qualification is designed recognising of the fact that it must further the NQF's objective of promoting life-long learning. For that to be achieved, the qualification must be able articulate across and within sub-frameworks.

    This qualification articulates horizontally:
    Bachelor of Science in Engineering at NQF Level 7.

    Vertically:
    Bachelor of Science Honours: Chemical 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.