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: 

Bachelor of Engineering Technology in Mining Engineering 
SAQA QUAL ID QUALIFICATION TITLE
94698  Bachelor of Engineering Technology in Mining 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  Fabrication and Extraction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  424  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 (Mining Engineering) is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising mining engineering technologist. Specifically, the qualification provides the learner 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.
  • For graduates with an appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Masters' Degrees.
  • For certificated engineers, the education base for achieving proficiency in mining engineering/plant operations and occupational health and safety.

    Rationale:
    The phasing out of the National Diploma and Bachelor of Technology prompted the Department of Mining and Mine Surveying to replace the two qualifications in mining engineering with the ECSA standard for a three-year professional Bachelors' 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 with the new requirements of the professional body for the training of engineering technologists.

    The curriculum for the proposed Degree is based on that of the National Diploma and Bachelor of Technology as it has served multiple accreditation exercises and has indeed served the industry well over many decades. The curriculum is continuously scrutinised by industry and ECSA to ensure conformance with the required standard. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Learners may provide evidence of prior learning for which they may receive credit towards the qualification. This evidence can be presented as portfolios or other forms of appropriate evidence which may include, verified accounts of previous relevant work done and performance records and which evidence is in accordance with the requirements of ECSA.

    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 qualifications and the RPL policy of the university to promote life-long learning.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 31 modules at NQF Levels 5, 6 and 7 totalling 424 credits.

    NQF Level 5 modules (7 modules totalling 84 credits):
  • Communication, 14 Credits.
  • Mechanical Drawing, 7 Credits.
  • Citizenship, 14 Credits.
  • Chemistry, 7 Credits.
  • Environmental Management, 14 Credits.
  • Computer Applications CAD, 14 Credits.
  • Mathematics, 14 Credits.
    Total number of credits at NQF Level 5 is 84.

    NQF Level 6 modules (17 modules totalling 200 credits):
  • Statistics, 14 Credits.
  • Physics, 28 Credits.
  • Measurement Mathematics, 14 Credits.
  • Workshop Practice, 4 Credits.
  • Mining Coal, 7 Credits.
  • Mining Metal, 7 Credits.
  • Mining Surface, 7 Credits.
  • Surveying, 14 Credits.
  • Mine Engineering, 14 Credits.
  • Geology, 14 Credits.
  • Mineral Beneficiation, 7 Credits.
  • Mine Equipment, 14 Credits.
  • Engineering Management, 14 Credits.
  • Mining Economics Valuations, 14 Credits.
  • Structural Geology, 14 Credits.
  • Rock Mechanics, 7 Credits.
  • Ventilation, 7 Credits.
    Total Number of credits at NQF Level 6 is 200.

    NQF Level 7 modules (7 modules totalling 140 Credits):
  • Rock Mechanics, 14 Credits.
  • Occupational Hygiene, 7 Credits.
  • Mining, 14 Credits.
  • Engineering Management, 7 Credits.
  • Mine Planning and Design, 14 Credits.
  • Mining Legislation, 14 Credits.
  • Special study project, 70 Credits.
    Total number of credits at NQF Level 7 is 140. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge of mathematics, natural science, and engineering sciences to defined and applied engineering procedures, processes, systems and methodologies.
    2. Systematically diagnose and solve broadly mining engineering problems by applying 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 mining engineering management principles and apply these to one's own work.
    6. Engage in independent and life-long learning through well-developed learning skills.
    7. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mining engineers.
    8. Demonstrate a knowledge and understanding of the impact of mining engineering activity 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 for an acceptable solution are identified.
  • 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 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 the 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.
  • A design or research project is organised and managed.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Learning tasks individually or in a small group are managed autonomously and ethically.
  • Learning undertaken and own learning 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:
    Learner's progress is monitored by means of continuous assessment (CA) and their performance is assessed at various formative points in the learning programme. In the case of CA, rules are in place regarding eligibility for supplementary assessments should learners not pass one of the summative 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 Internal and external moderation/examination.

    Formative assessment refers to assessment that takes place during the process of learning and teaching. Formative assessment:
  • Supports the teaching and learning process.
  • Provides feedback to the learner on his/her progress.
  • Diagnosis of the learner's strengths and weaknesses.
  • Assists in the planning of future learning.
  • Is developmental in nature and contributes to the learner's capacity for self-evaluation.
  • Helps to make decisions on the readiness of the learner to do a summative assessment.

    Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module or 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, are contained in the Academic Regulations. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this engineering technologist education qualification has been conducted between the Bluefield State College in West Virgina in the United States and Curtin University in Australia. This comparison was conducted to ensure that this qualification compares with the standards of international universities to ensure the possibility of articulation from the South African qualification to qualifications offered internationally.

    Bluefield State College:
    Bluefield State College in West Virgina in the United States offers the bachelor's degree in mining engineering technology. The Mining Engineering Technology program publishes the following program educational objectives as broad statements describing expected accomplishments of its graduates during the first few years after graduation.
    Program Outcomes:
  • Students demonstrate an appropriate mastery of the knowledge, techniques, skills, and modern tools of mining engineering.
  • Students identify, analyse, and solve technical problems.
  • Students communicate by written, oral, and graphical means.
  • Students team with others to solve problems and present solutions.
  • Students conduct standardised field testing in the mining environment and apply results.
  • Students clearly understand professional and ethical responsibilities.
  • Students understand diversity, societal, and global issues relating to solutions to problems in mining.
  • Students recognise the need for and the ability to engage in lifelong learning.
  • Students perform analysis and design in the production of mining plans and operations.
  • Students apply basic technical concepts to the solution of mining problems involving ventilation, roof control, conveying systems, drainage systems, and mapping systems.
  • Students perform economic analyses and cost estimates related to operations and maintenance of a mining system.
  • Students use project management skills and people management skills to operate a mine efficiently.
  • Students maintain an understanding of labor-management relationships in a mining environment.

    At Curtin University in Australia the Bachelor of Engineering (Mining Engineering) is a 360 credit qualification. Mining engineers plan and manage operations to exploit minerals from underground or open-pit mines, safely and efficiently. They design and direct mining operations and infrastructure including:
  • Drilling.
  • Blasting.
  • Loading and hauling.
  • Tunnel creation and maintenance.
  • Access road planning and maintenance.
  • Water and power supplies.

    In this qualification, the learner will study engineering as well as basic science subjects. As they progress, increasing emphasis will be placed on mining science and technology, which involves the study of soil and rock mechanics, explosive and rock breakage, materials transport, mining methods, mine planning, project evaluation and the environment.

    A graduate of this course will be able to:
  • Apply scientific, engineering and technological principle to mine development projects.
  • Think critically and creatively to generate innovative solutions and apply logical and rational processes to analyse mine feasibility studies.
  • Access, evaluate and synthesise mine planning and design information from multiple sources.
  • Communicate in ways appropriate to the discipline of mining engineering, using the written word and oral presentations.
  • Apply information technologies and mining software tools to conduct mine feasibility studies.
  • Demonstrate responsibility and self-learning skills by applying critical reflection and being proactive.
  • Describe mining in the global environment and apply best practice standards in mining methods and technologies.
  • Demonstrate respect for cultural diversity in professional life.
  • Work in accordance with professional standards and demonstrate responsibility towards the broader community; work in teams.

    Conclusion:
    From the above evidence it is clear that the qualification being offered by the University of Johannesburg compares favourably with the qualifications being offered at the international institutions. There are similarities between the qualifications in terms of the learning outcomes. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation:
    The new qualification 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: Industrial Electronics at NQF Level 7.

    The qualifying learner may progress vertically to:
  • 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.