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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Electronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99514  Bachelor of Engineering Technology in Electronic 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  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:
This qualification is primarily industry oriented. The learners will acquire knowledge with specific emphasis on general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in the discipline of Electronic Engineering and the ability to apply their knowledge and skills in particular career or professional contexts, while equipping them to undertake more specialised and intensive learning.

Specifically the purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Engineering Technologist in the discipline of Electronic Engineering.

The purpose of this qualification is to enable learners to:
  • Apply established and newly developed Engineering Technology to solve broadly- defined problems, develop components, systems, services and processes.
  • Execute leadership roles in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
  • Work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
  • Develop specialised understanding of Engineering Sciences.
  • Aacquire in-depth knowledge of specific technologies, as well as an understanding of financial, commercial, legal, social and economic, health, safety and environmental matters.

    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 practitioners are recognised into 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 Electronic Engineering Technologist with knowledge and attributes to work in a wide spectrum of industries including the electronic, communication, power, manufacturing, computer, instrumentation and controls industries.

    This qualification will also:
  • Prepare learners for careers in engineering and enable learners to apply their skills in areas of the economy which in turn will benefit the national development of the country.
  • Enable learners to continue with their studies. 
    		•

    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 qualification. 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 qualification makes RPL possible, if the student 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 electronic or allied engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes (ELOs) 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 the formal Institution's 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:
    The minimum entry requirement for this qualification is:
  • A Senior Certificate with endorsement.
    Or
  • National Senior Certificate granting admission to Bachelor's Degree studies.
    Or
  • National Certificate Vocational, Level 4 granting admission to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Levels 5, 6 and 7 totalling 424 Credits.

    Compulsory Modules:
    NQF Level 5, 100 Credits:
  • Engineering Mathematics 1A, 12 Credits.
  • Engineering Physics 1A, 12 Credits.
  • Electronic Measurements, 8 Credits.
  • Cornerstone 101, 12 Credits.
  • Technical Literacy, 8 Credits.
  • Engineering Mathematics 1B, 12 Credits.
  • Analogue Electronics 1A, 12 Credits.
  • Digital Electronics 1A, 12 Credits.
  • Electrical Principles 1, 12 Credits.

    NQF Level 6, 184 Credits:
  • Electrical Principles 2, 12 Credits.
  • Engineering Mathematics 2A, 12 Credits.
  • Computer Programming 2, 12 Credits.
  • Computer Programming 3, 8 Credits
  • Analogue Electronics 1B, 12 Credits.
  • Digital Electronics 1B, 12 Credits.
  • Fundamentals of Instrumentation 2, 12 Credits.
  • Fundamentals of Communications 2, 12 Credits.
  • Electronic Circuit Design 2, 12 Credits.
  • Microsystems Design 2, 12 Credits.
  • Electronic Circuit Design 3, 12 Credits
  • Microsystems Design 3, 12 Credits.
  • Fundamentals of Control Systems 2, 12 Credits.
  • Fundamentals of Networks 2, 12 Credits.
  • Computer and IT, 8 Credits.
  • Engineering Physics 1B, 12 Credits.

    NQF Level 7, 68 Credits:
  • Engineering Mathematics 2B, 12 Credits.
  • Principles of Management, 8 Credits.
  • Project Management, 8 Credits.
  • Digital Signal Processing 3, 16 Credits.
  • Electronic Design Project 3, 24 Credits.

    Elective Modules (Select Three):
    NQF Level 7:
  • Embedded Systems 3, 24 Credits.
  • Control Systems 3, 24 Credits.
  • Process Control Systems 3, 24 Credits.
  • Communications and Networks 3, 24 Credits.
  • RF Engineering 3, 24 Credits.
  • Process Instrumentation 3, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Systematically diagnose and solve broadly defined complex Civil Engineering problems by applying engineering principles.
    2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to defined and applied engineering procedures, processes, systems and methodologies to solve broadly-defined complex civil 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 in Civil Engineering
    4. Conduct investigations into broadly-defined complex problems; locate, search and select relevant data from codes, databases and literature; design and conduct experiments; and analyse and interpret 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 complex Civil 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 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 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 Civil 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 are performed.
  • Uncertainty and risk are handled.
  • 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 recognise and deal 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 are planned and conducted within an appropriate discipline.
  • 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.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Methods, skills or tools are assessed for applicability and limitations against the required result.
  • The chosen 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 used 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.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Assessment Associated 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 are described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • The system of continuing professional development is understood and embraced as an on-going process.
  • Responsibility is accepted for consequences stemming 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:
    This qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learners 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, practicals, 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 Engineering Alliance:
    The International Engineering Alliance is established to ensure comparability and mobility in the engineering profession. It is structured in three (3) Accords, the Washington, the Sydney and the Dublin. These are three multi-lateral agreements between groups of jurisdictional agencies responsible for accreditation or recognition of tertiary-level engineering qualifications within their jurisdictions have chosen to work collectively to assist the mobility of engineering practitioners (i.e. professional Engineers, Engineering Technologists and Engineering Technicians) holding suitable qualifications. The signatories are committed to development and recognition of good practice in engineering education and are intended to assist growing globalisation of mutual recognition of engineering qualifications. The Sydney Accord is an agreement for the mutual recognition of engineering programmes that provide the educational foundation for professional Engineering Technologists. Comparability of the standard achieved in accredited programmes is audited via a six-yearly Sydney Accord review of the Engineering Council of South Africa, the South African signatory to the accord.

    Conclusion:
    This qualification is in line with international standards set in the International Engineering Alliance agreements. It is ensured that a learner is assessed and enabled to compete as a professional Engineer while upholding principles of good practice prescribed and obtains registration with a respective professional body. 

    ARTICULATION OPTIONS 
    This qualification does not offer specific articulation opportunities with qualifications offered by the Durban University of Technology.

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements.

    Horizontal Articulation:
  • Bachelor of Engineering Science, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering in Electronic Engineering, Level 8.
  • Bachelor of Engineering in Electrical and Electronic Engineering, 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. 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.