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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Engineering Technology in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
98820  Diploma in Engineering Technology in Electrical Engineering 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 240)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Not Applicable  NQF Level 06  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   2032-06-30  

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 this qualification is to equip a learner with a sound knowledge base and skills required to meet engineering challenges. A qualified learner will be able to:
  • Apply engineering principles to systematically diagnose and solve broadly-defined Electrical Engineering problems.
  • Apply knowledge of mathematics, natural science and engineering sciences to define and apply engineering procedures, processes, systems and methodologies to solve broadly-defined Electrical Engineering problems.
  • Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
  • Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, databases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
  • Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
  • Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
  • Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
  • Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering technology practice.

    Rationale:
    The Diploma in Engineering Technology in Electrical Engineering is designed to provide learners with a sound knowledge base and skill in the electrical engineering discipline and the ability to apply that knowledge, skills and values required to meet engineering challenges. This qualification is primarily vocational and industry oriented, characterised by the knowledge emphasis, general principles and application and technology transfer. This qualification is aimed at equipping learners with a sound knowledge base in the specialised engineering field and prepares them for further learning towards becoming a competent practising Professional Engineering Technician. This qualification is made up of a curriculum that prepares a learner to enter a specific niche in the labour market. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer to population ratio of 1:3100 compared to Germany (1:200) and Japan, Great Britain and United States of America (1:310). This implies that the engineering professionals for South Africa need to multiply 10 fold to compete with international economies. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    A functional system for RPL is in place at the institution and is contained in the Student Assessment Manual (SAM). The SAM specifies the RPL procedure as follows:
  • To the policy facilitates access to public higher education, especially for persons who were previously disadvantaged in terms of access to public higher education, by recognising the prior learning achievements of individuals, irrespective of how these were acquired. In upholding this commitment, the institution's intention with this Policy is not to accredit prior learning achievements, but rather to provide learners with due recognition in determining access.
  • Responsibilities.

    Thus aspirant learners wishing to gain access to qualifications through RPL must present themselves to the institution for consideration, along with all credible evidence of learning achievements. The institution is only responsible for encouraging and supporting such applications.
    The institution also aims to ensure that the RPL process and outcome, as an assessment procedure, is guided by the salient aspects of quality assurance, with the following prerequisites being critical in maintaining acceptable procedures:
  • The assessment of prior learning is only possible through comparison with the clearly formulated learning outcomes of each qualification and module as prescribed by the curriculum.
  • A credible and transparent assessment process, which is inherently fair to all students, is essential.
  • Supporting the institutional principle of "student access with success" remains a priority.

    The institution also aims to collaborate with other institutions in the region, in terms of administering and facilitating access to Public Higher Education.

    RPL takes place in accordance with the policy. Prospective learners can apply either for recognition of a specific qualification or "advanced standing" towards a subsequent qualification. Applications are channelled through the Examination section which in turn notifies the Faculty Dean. The procedure to regulate the recognition of prior learning includes interviews conducted with applicants by the Faculty RPL Committee and/or a designated committee consisting of experts from the particular field. The applicant should hand in comprehensive material and the necessary documentation as a "portfolio of evidence".

    RPL applications for the institution are received by the Centre for Assessments and Graduations. The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Department of Information technology for assessment. The Department's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes.

    Entry Requirements:
    The minimum requirement for admission to the Diploma in Engineering Technology in Electrical Engineering is:
  • Senior Certificate (SC).
    Or
  • National Senior Certificate (NSC).
    Or
  • National Certificate Vocational (NCV); or Equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 5 and 6 totalling 280 Credits.

    Compulsory Modules, NQF Level 5, 140 Credits:
  • Digital Literacy I, 14 Credits.
  • Academic Literacy and Communication Studies I, 14 Credits.
  • Mathematics I, 14 Credits.
  • Electrical Engineering I, 14 Credits.
  • Electronic Fundamentals I, 14 Credits.
  • Programming I, 14 Credits.
  • Electrical Engineering II, 14 Credits.
  • Mathematics II, 14 Credits.
  • Electronic Application II, 14 Credits.
  • Digital Systems II, 14 Credits.

    Compulsory Modules, NQF Level 6, 140 Credits:
  • Network Systems II, 14 Credits.
  • Mathematics III, 14 Credits.
  • Electronic Applications III, 14 Credits.
  • Digital Systems III, 14 Credits.
  • Electrical Machines II, 14 Credits.
  • Industrial Electronics III, 14 Credits.
  • Energy Systems III, 14 Credits.
  • Electronic Communication III, 14 Credits
  • Control Systems III, 14 Credits.
  • Design Project III, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined Electrical Engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to define applied engineering procedures, processes, systems and methodologies to solve broadly-defined Electrical Engineering problems.
    3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, databases and literature, designing and conducting experiments, analysing and interpreting 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 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 knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of 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 and used for solving the problem.
  • Various approaches are considered and formulated that would lead to workable solutions.
  • Solutions are modelled and analysed.
  • 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, statistics, numerical analysis, natural science and engineering science at a fundamental level and in a specialised area is brought to bear on the solution of well-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 is performed about and conceptualising engineering materials, components, systems or processes.
  • Uncertainty and risk are handled through the use of probability and statistics.
  • 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 that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • The design logic and relevant information is communicated in a technical report.
  • Procedures are applied to evaluate the selected design and assessed in terms of the impact and benefits.

    Associated Assessment Criteria for Associated Assessment Criteria 4:
  • The scope of the investigation is defined.
  • Investigations are planned and conducted within an appropriate discipline.
  • Available literature is searched and material is evaluated for suitability to the investigation.
  • Relevant equipment or software is selected and appropriately used for the investigation.
  • Data obtained is analysed and interpreted.
  • 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 Associated Assessment Criteria 5:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly.
  • Results produced by the method, skill or tool are tested and assessed.
  • Relevant computer applications are selected and used.

    Associated Assessment Criteria for Associated Assessment Criteria 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 the text.
  • Visual materials used enhance oral communications.
  • Information is provided in a format that can be used by others involved in the engineering activity.
  • Oral communication is delivered with the intended meaning being apparent.

    Associated Assessment Criteria for Associated Assessment Criteria 7:
  • The impact of technology is demonstrated 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.

    Associated Assessment Criteria for Associated Assessment Criteria 8:
  • The nature and complexity of ethical dilemmas is described in terms of required practices, legislation and limitations of authority.
  • The ethical implications of engineering decisions are described in terms of the impact on environment, the business, costs and trustworthiness.
  • Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
  • Responsibility is accepted for consequences stemming from own actions or inaction.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    Assessment is guided and governed by the institutional Student Assessment Manual (SAM). Integrated assessment approach will be implemented through the two assessment models above. Appropriate and diverse assessment methods will be used to assess the ability of students to analyze, design, develop and implement software solutions.

    In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of learners to analyse, design, develop and implement software solutions.

    Work Integrated Learning (WIL) forms part on the assessment procedures by:
  • Negotiating suitable placement positions for learners with companies and institutions.
  • Providing industry information and preparing learners for the world of work through information sessions.
  • Assisting with the development of methods and processes for monitoring and assessing student performance.
  • Setting up and maintaining databases for potential learners placement positions. 
    		•

    INTERNATIONAL COMPARABILITY 
    Saskatchewan University:
    The Saskatchewan University in Canada offers a Diploma in Electrical Engineering Technology. This qualification prepares learners to become electrical engineering technologists as it is used to ladder into an engineering degree. It equips learners with problem solving skills and an eye for detail. It also promises good job prospects and excellent mobility. Studies include lab work and projects provide a hands-on focus to learning. Knowledge and skills are more focused on:
  • Electrical system design.
  • Lighting design.
  • Electrical power generation.
  • Relaying and protection.
  • Electrical systems and transmission design.
  • Electrical machines.
  • Industrial control systems.
  • Instrumentation.

    National University of Singapore:
    The National University of Singapore in Singapore offers a Diploma in Electrical and Electronic Engineering. This qualification can propel learners engineering careers in an array of industries ranging from microelectronics, aerospace, biomedical to energy management and many more, and can also become successful entrepreneurs in the industry. Some career options include:
  • Electronics Engineer.
  • Electrical Engineer.
  • Computer Engineer.
  • Aircraft Maintenance Engineer.
  • Quality Control Engineer.

    Conclusion:
    This qualification compares favourably with the two qualifications from Canada and Singapore. All qualifications prepare learners for a degree qualification at a higher level with possibilities of being registered with a relevant professional body. Learners are also equipped with relevant skills such as problem solving and they are taken through hands-on experience for practical learning purposes. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides possibilities of articulation both horizontally and vertically.

    Horizontal Articulation:
  • Diploma in Electrical Engineering, at NQF Level 6.

    Vertical Articulation:
  • Bachelor of Engineering Technology in Electrical Engineering, at NQF Level 7. 
    		•

    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. Central University of Technology, Free State 


    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.