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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
98955  Bachelor of Engineering Technology in Chemical Engineering 
ORIGINATOR
Durban University of Technology 
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  360  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:
This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides students with a sound knowledge base in the discipline of Chemical Engineering and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. This learning programme has a strong professional and career focus and holders of this qualification are normally prepared to enter a specific niche in the chemical and allied industries.

The purpose of the learning programme is to build the necessary knowledge, understanding, abilities and skills required for further learning for practising as an engineering technologist in the discipline of Chemical Engineering. This qualification provides:
  • 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 the Engineering Council of South Africa (ECSA).
  • Entry to NQF Level 8 programmes e.g. Honours, Post Graduate Diploma and Bachelor of Engineering (BEng) Programmes, and then to proceed to Masters Programmes and subsequently Doctoral Programmes.

    Rationale:
    Engineering is an activity that encompasses initiatives, services and the solution of problems that are of importance to society and the economy. These engineering activities are generally undertaken by a range of engineering practitioners namely Engineers, Technologists, Technicians, and Artisans. The various levels of practitioner's recognised in categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are: Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician, and Professional Certificated Engineer.

    This qualification is intended to provide the educational base for the development of a Professional Chemical Engineering Technologist with knowledge and attributes to work in a wide spectrum of industries including the chemical, petrochemical, pulp and paper, mining, water and waste water treatment, energy, food, and pharmaceutical industries.

    The Professional Chemical Engineering Technologists are characterised by:
  • The ability to apply established and newly developed engineering technology to solve broadly - defined problems, develop components, systems, services and processes.
  • They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
  • They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
  • Professional Engineering Technologists have a specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this programme. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL must not exceed 50% of the total Credits and will not include credits at the exit level.
  • The structure of this non-unit standard based qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.
  • Learners who already work in the chemical or allied engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcome's listed in the qualification will be able to present themselves for assessment against those of their choice.
  • Evidence of prior learning will be assessed through formal Durban University of Technology (DUT) RPL process.

    Learners submitting themselves for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition.

    Entry Requirements:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelors' Degree admission.
    Or
  • National Certificate Vocational (NCV) passed with Bachelors' Degree admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of modules at NQF Level 5, 6 and 7 totalling 360 Credits.

    Modules at NQF Level 5:
  • Engineering Mathematics 1A, 12 Credits.
  • Engineering Chemistry 1A, 12 Credits.
  • Cornerstone 101, 12 Credits.
  • Engineering Physics 1A, 12 Credits.
  • Chemical Engineering Fundamentals 1A, 12 Credits.
  • Technical Literacy, 8 Credits.
  • Chemical Engineering Fundamentals 1B, 12 Credits.
  • Engineering Mathematics 1B, 12 Credits.
  • Computer Applications 1A, 12 Credits.
  • Engineering Chemistry 1B, 12 Credits.
  • Chemical Engineering Design 1, 12 Credits.
  • Engineering Physics 1B, 12 Credits.

    Modules at NQF Level 6:
  • Engineering Chemistry 2A, 12 Credits.
  • Process Fluid Flow, 12 Credits.
  • Chemical Engineering Design 2, 24 Credits.
  • Chemical Engineering Laboratory 1, 16 Credits.
  • Process Safety and Occupational Health, 12 Credits.
  • Engineering Mathematics 2A, 12 Credits.
  • Applied Thermodynamics, 12 Credits.
  • Principles of Management, 8 Credits.
  • Transfer Processes, 12 Credits.
  • Applied Statistics, 8 Credits.
  • Computer Applications 2A, 12 Credits.

    Modules at NQF Level 7:
  • Project Management, 8 Credits.
  • Chemical Thermodynamics, 12 Credits.
  • Unit Operations, 12 Credits.
  • Multistage Operations, 12 Credits.
  • Chemical Engineering Design 3, 32 Credits.
  • Process Control, 12 Credits.
  • Environmental Engineering, 12 Credits.
  • Particle Technology, 12 Credits.
  • Reaction Engineering, 12 Credits.
  • Chemical Engineering Laboratory 2, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined Chemical Engineering problems.
    2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to define and apply engineering procedures, processes, systems and methodologies to solve broadly-defined chemical 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, data bases 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. Demonstrate knowledge and understanding of 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 and life-long learning through well-developed learning skills.
    10. 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 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 are handled.
  • Work is performed within the boundaries of the practice area.

    Range Statement:
    > Design problems used in assessment must conform to the definition of broadly-defined engineering problems.
    > A major design project must be used to provide a body of evidence that demonstrates this outcome.
    > The project would be typical of that which the graduate would participate in a typical employment situation shortly after graduation.
    > A major design project should include one or more of the following impacts: social, economic, legal, health, safety, and environmental.

    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 are communicated in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Investigations and experiments relevant to chemical engineering are planned.
  • 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.

    Range Statement:
    > A range of methods, skills and tools appropriate to the program including:
    > Sub-discipline-specific tools, processes or procedures.
    > Computer packages for computation, modelling, simulation, and information handling.
    > Computers and networks and information infra-structures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.
    > Techniques from economics, management, and health, safety and environmental protection.

    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 example engineering drawings, as well as subject-specific methods.
  • 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 arising 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:
    The chemical engineering learning program will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various exit level outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include: tests, assignments, practical, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. Each level of the qualification has an extensive Design Module which will ensure that multiple outcomes and critical cross-field outcomes are evaluated in an integrated manner.

    In terms of the institutional policy all summative assessments will be subjected to internal moderation. In addition, all NQF Level 7 modules will be subjected to external moderation. 
    		•

    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. Current signatories to the Sydney Accord are: Engineering Council UK, Engineers Ireland, Engineering Council of South Africa, Engineers Australia, The Hong Kong Institute of Engineers, Institution of Professional Engineers New Zealand, Accreditation Board for Engineering and Technology and the Canadian Council of Technicians and Technologists.

    This qualification is also aligned to European Federation of Chemical Engineering (EFCE) Recommendations for Chemical Engineering. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.

    Vertical Articulation can occur with the:
  • Cognate Bachelor Honours Degrees or Postgraduate Diplomas at NQF Level 8 e.g. Bachelor Engineering Technology Honours in Chemical Engineering or Postgraduate Diploma in Engineering or Management type qualifications.

    Horizontal Articulation can occur with:
  • This qualification can articulate into the cognate Bachelor of Engineering Degree at NQF Level 8.
  • Learners with cognate diplomas and other science and engineering qualifications may articulate/enter into this qualification. 
    		•

    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. Durban University of Technology 


    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.