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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99582  Bachelor of Engineering Technology in Mechanical Engineering 
ORIGINATOR
Nelson Mandela University 
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  420  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 Bachelor of Engineering Technology (BEngTech) in Mechanical Engineering is specifically designed to build the necessary knowledge, understanding, abilities and skills required towards becoming a competent practising Mechanical Engineering Technologist in line with the Sydney International Accord or a Technician as per the Dublin International Accord.

Upon completion, the qualifying learner will be able to:
  • Apply Mechanical Engineering principles, innovative skills, advanced problem solving techniques and managerial skills to broadly-defined problems in the field of Mechanical Engineering by operating within relevant standards and codes.
  • Apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes.
  • Provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
  • Work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
  • Apply 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.

    Rationale:
    In engineering disciplines, the continuous and rapid development of complex technology demands that practitioners have high levels of conceptual understanding which can be applied to problem solving related to complex, well-defined engineering problems Adaptability to new technologies furthermore relies heavily on the ability to apply fundamental conceptual knowledge to address modern engineering challenges and to ensure sustainable development.

    The need for Engineering qualifications in South Africa has been documented by various sources. 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 team requirement for South Africa needs to multiply 10 fold to compete with international economies.

    Mechanical Engineering involves the conceptualisation, planning, designing, testing and manufacturing/directing manufacturing of a wide variety of components or devices. These devices include machines and systems that are required for energy conservation or renewable energy, processing of materials, transportation, handling of materials, communication, conservation of the environment and medical applications.

    The qualification will provide crucial skills and add value to the existing automotive and related businesses, as well as new business enterprises that are preparing for participation in the Coega Industrial Development Zone (IDZ).

    The many new developments planned for the Eastern Cape include Fuel and Manganese refineries, Marine Engineering, a new Nuclear Power Station at Thyspunt and various renewable energy (Wind and Solar) projects in the Eastern and Northern Cape. These projects will require highly skilled Technicians, Technologists and Engineers. Effective engineering work takes place in teams. These engineering teams are combinations of a variety of disciplines - that is Civil, Electrical, Mechanical and Industrial.

    Qualified learners will be equipped with relevant engineering skills and will achieve technical proficiency that will enable them to contribute to the economy and national development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL will be applied in line with Institution's RPL policy.

    Qualifications will be evaluated for substantial equivalence against the Exit Level Outcomes. Part qualifications will be evaluated against module outcomes and contents. RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews.
    RPL may be used to grant the learner:
  • Access to the qualification should the minimum entry requirements not be met, and/or.
  • Exemptions from modules.

    Entry Requirements:
    To gain access to this qualification, an applicant is required to have a:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelor's Degree admission.
    Or
  • National Certificate Vocational (NCV) at Level 4 passed with Bachelor's Degree admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of 28 compulsory modules at NQF Levels 5, 6 and 7, each worth 14 Credits with the exception of the Capstone Project.

    Modules at NQF Level 5, 126 Credits:
  • Engineering Drawing 101.
  • Professional Communication Language 101.
  • Professional Communication Computers 101.
  • Engineering Skills 102.
  • Mathematics 101.
  • Physics 101.
  • Mathematics 102.
  • Physics 102.
  • Engineering Programming Industrial 102.

    Modules at NQF Level 6, 154 Credits:
  • Engineering Materials 102.
  • Mathematics 201.
  • Strength of Materials 201.
  • Mathematics 201.
  • Manufacturing Processes 201.
  • Fluid Mechanics 201.
  • Thermodynamics 202.
  • Strength of Materials 202.
  • Dynamics and Controls 202.
  • Mechanical Design 202.
  • Fluid Mechanics 202.

    Modules at NQF Level 7, 140 Credits:
  • Thermodynamics 301.
  • Strength of Materials 301.
  • Research and Project Management 301.
  • Mechanical Design 301.
  • Hydraulic Machines 301.
  • Corporate Citizenship for Engineering 302.
  • Applied Strength of Materials 302.
  • Capstone Project 302, 42 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply Mechanical Engineering principles to systematically diagnose and solve broadly-defined engineering problems.
    2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to defined and applied Mechanical Engineering procedures, processes, systems and methodologies to solve broadly-defined Electrical engineering problems.
    3. Perform procedural and non-procedural design of broadly defined Mechanical Engineering 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 Mechanical Engineering 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 Mechanical Engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing, with Mechanical Engineering audiences and the affected parties.
    7. Demonstrate knowledge and understanding of the impact of Mechanical Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of Mechanical 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 Mechanical Engineering technology practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A 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 that would lead to a workable solution for the problem are generated and formulated.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • A 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 demonstrated to solve a broadly-defined engineering problem.
  • 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 of engineering materials, components, systems or processes are performed.
  • Uncertainty and risks are managed.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • A 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 judgment.
  • A selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The design logic and relevant information is 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:
  • A method, skill or tool is assessed for applicability and limitations against the required result.
  • A 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 appropriate structure, style and language of written and oral communication are applied for the purpose of the communication and the target audience.
  • Graphics are used appropriately and effectively to enhance the meaning of text.
  • Visual materials used enhance oral communications.
  • Accepted communication methods are used for providing information to others involved in the engineering activity.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is identified and dealt with in terms of the benefits and limitations to society.
  • An 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 of those who are affected by the engineering activity are taken into consideration.

    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.
  • 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 individual 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 understood 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 learning process.
  • Responsibility is accepted for consequences resulting from own actions.
  • Judgments are made of decision making during problem solving and design.

    Integrative Assessment:
    The Capstone Project Mechanical 302 module, with comprehensively detailed criteria, will provide the opportunity for comprehensive integrative assessment covering the complete spectrum of the learning achieved. Both formative and summative assessment processes, throughout the duration of Capstone Project Mechanical 302, will provide an opportunity for the learners to validate that they are able to integrate concepts, ideas and actions across the qualification to achieve the required competence in order to meet the purpose of the qualification. The assessment tools will critically evaluate the candidate's knowledge, critical thinking, and evaluation prowess as well as communication and presentation skills.

    Formative assessment includes but is not limited to:
  • Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.
  • Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.
  • Class tests with direct formative feedback via memoranda and discussions.
  • Computer based simulations.
  • Computer based interactive feedback.

    Summative assessment includes but is not limited to:
  • Closed and/or open book tests including scoring and feedback.
  • Individual projects and assignments including feedback via assessment rubrics and scoring.
  • Group projects and assignments including scoring via assessment rubrics and feedback.
  • Individual Presentations including feedback via assessment rubrics, lecturer and peer scoring.
  • Closed or open book examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    International Engineering Alliance:
    The International Engineering Alliance is established to advance benchmarking 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 who 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 standard of this qualification is ensured through the Sydney 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 Engineering Technologist and to be able to obtain registration with a respective professional body. 

    ARTICULATION OPTIONS 
    This qualification does not offer specific articulation opportunities with qualifications offered by the Nelson Mandela Metropolitan University:

    However, 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 Technology, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Technology in Mechanical Engineering Honours, Level 8.
  • Postgraduate Diploma in 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. Nelson Mandela University 


    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.