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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Industrial Engineering 
SAQA QUAL ID QUALIFICATION TITLE
97760  Bachelor of Engineering Technology in Industrial 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  427  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 (BEngTech) (Industrial Engineering) is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing industrial 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 Engineering Council of South Africa (ECSA).
  • An appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Master's Degrees.
  • The education base for achieving proficiency in industrial engineering/plant operations and occupational health and safety.

    Rationale:
    The phasing out of the National Diploma and Baccalaureus Technologiae prompted the Department of Mechanical and Industrial Engineering Technology to replace the two qualifications in Industrial engineering with the Engineering Council of South Africa (ECSA) standard for a three-year professional Bachelor's Degree, called the Bachelor of Engineering Technology (B.EngTech).The new B.EngTech 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 scrutinised by industry 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 qualifications, in order to promote life-long learning.

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

    Entry Requirements:
    Minimum entrance requirements are:
  • Senior Certificate with endorsement.
    Or
  • National Senior Certificate (NSC) allowing entry to Bachelor's Degree studies.
    Or
  • National Certificate Vocational (NCV) at NQF Level 4, allowing entry to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 427 Credits.

    Modules at NQF Level 5: 154 Credits:
  • Physics, 14 Credits.
  • Computer Skills, 14 Credits.
  • Electro technology, 14 Credits.
  • Technical Graphics, 14 Credits.
  • Communication Skills, 7 Credits.
  • Mathematics, 28 Credits.
  • Thermofluids, 14 Credits.
  • Mechanical Manufacturing Engineering, 14 Credits.
  • Engineering Work Study, 14 Credits.
  • Statistics, 14 Credits.
  • Communication Skills, 7 Credits.

    Modules at NQF Level 6: 147 Credits:
  • Manufacturing Systems Design, 14 Credits.
  • Production Engineering, 14 Credits.
  • Quality Assurance, 14 Credits.
  • Material Science, 14 Credits.
  • Facility Layout and Materials Handling, 14 Credits.
  • Automation, 14 Credits.
  • Industrial Accounting, 14 Credits.
  • Operational Research, 14 Credits.
  • Information Systems, 14 Credits.
  • Mathematics, 14 Credits.
  • Citizenship, 7 Credits.

    Modules at NQF Level 7: 126 Credits:
  • Quality Management Systems, 14 Credits.
  • Engineering Management, 14 Credits.
  • Project Research, 14 Credits.
  • Production Technology, 14 Credits.
  • Project Engineering, 14 Credits.
  • Final Year Project, 14 Credits.
  • Logistics Engineering, 14 Credits.
  • Entrepreneurship, 14 Credits.
  • System Dynamics, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge of mathematics, natural sciences and engineering sciences to define and applied engineering procedures, processes, systems, and methodologies.
    2. Systematically diagnose and solve broadly defined engineering problems by applying mechanical 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 mechanical 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 mechanical engineering practice.
    8. Demonstrate knowledge and understanding of the impact of mechanical 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 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 or 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.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Learning tasks individually and 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, economic, social, cultural values and requirements are taken to consideration for those who are affected by the engineering activity.

    Integrated Assessment:
    In the department, the learner's progress is monitored by means of continuous assessment (CA) and their performance 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. Formative and summative assessments are in the form class tests, assignments and practical projects. A final summative assessment is done by writing a traditional exam. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

    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.
  • Diagnoses learners' strengths and weaknesses.
  • Assists in the planning of future learning.
  • Is developmental in nature and contributes to the learner's capacity for self-evaluation.
  • It 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 unit/module and/or programme. 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).

    In Canada, Industrial Engineers are accredited by the Canadian Engineering Board. Industrial engineering is seen as an integration of engineering and management. It includes developing and improving products or services, processes, facilities, information systems, work methods, and performance standards, human resources planning, production planning and control, financial and cost systems and distribution.

    Conclusion:
    This qualification is designed to have an international appeal as it complies with international standards and conventions pertaining to industrial engineering as a scientific field. 

    ARTICULATION OPTIONS 
    This qualification articulates horizontally and vertically on the NQF.
    It articulates horizontally with:
  • Bachelor of Engineering Technology in Electrical Engineering, NQF Level 7.

    It articulates vertically with:
  • Bachelor of Science Honours in Engineering and Environmental Geology, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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.