SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Mechatronics 
SAQA QUAL ID QUALIFICATION TITLE
99604  Bachelor of Engineering Technology in Mechatronics 
ORIGINATOR
Tshwane University of Technology (TUT) 
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 purpose of this qualification is to provide learners with knowledge of Mechatronic Engineering and equip them with skills that will enable them to solve related problems whilst preparing them to register as Professional Technologists.

A qualified learner will be able to:
  • Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
  • Apply knowledge of Mathematics, Basic Science and Engineering Sciences to wide practical procedures and practices to solve broadly -defined engineering problems.
  • Perform procedural design of broadly-defined components or processes to meet desired needs within applicable standards, codes of practice and legislation. Conduct tests, experiments and measurements of broadly-defined problems by applying relevant codes and catalogues.
  • Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of broadly-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
  • Communicate effectively, both orally and in writing, with engineering audiences.
  • Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
  • Demonstrate knowledge and understanding of Engineering Management principles and apply these to one's own work, as a member and leader in a technical team.
  • Engage in independent and life-long learning through broadly developed learning skills.
  • Understand and commit to professional ethics, responsibilities and norms of engineering technical practice.

    Rationale:
    The Bachelor of Engineering Technology in Mechatronics Engineering is designed to provide learners with integrated and detailed knowledge in Mechatronic Engineering. This qualification equips learners with necessary skills in Mechatronic Engineering to enable them to solve broadly defined problems. It also prepares them to register as Engineering Technologists with the Engineering Council of South Africa (ECSA). This qualification prepares learners for careers in, Process Industry, Robotics, Manufacturing and Machine design. Learners also benefit from engineering skills and are able to gain technological proficiency and also be able to contribute to the economy and the development of the nation.

    This qualification aims to train potential Mechatronics Engineering Technologists who are able to address the advance technical workforce needs of the country. This qualification integrates theory and practice (practical skills and attributes) to ensure a balanced, highly skilled Technologist in the Mechatronics Engineering environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institution's policy on Recognition of Prior Learning (RPL) applies and 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 through RPL must not exceed 50% of the total credits and must not include credits at the exit level. Assessment for RPL must be done in compliance with the Institution's policy on assessment and moderation.

    Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices.

    The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant programme team to decide which method (or combination of methods of assessment) would be most appropriate.

    Assessments must be conducted by academic staff (subject matter experts) who have appropriate RPL knowledge and/or experience. As required by the policy on assessment and moderation, all exit level assessments must be moderated by an external moderator. (Please refer to policy on assessment and moderation).

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A Senior Certificate with endorsement.
    Or
  • National Senior Certificate (NSC) granting admission to Bachelor's Degree studies or equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6 and 7 totalling 420 Credits.

    NQF Level 5, 140 Credits:
  • Communication, 6 Credits.
  • Engineering Graphics, 14 Credits.
  • Computer Literacy, 5 Credits.
  • Life skills, 2 Credits.
  • Information Literacy, 1 Credit.
  • Mechanics, 28 Credits.
  • Engineering Mathematics I, 28 Credits.
  • Electrical Circuits, 28 Credits.
  • Electronic Circuits, 28 Credits.

    NQF Level 6, 140 Credits:
  • Engineering Mathematics II, 14 Credits.
  • Probability and Statistics, 14 Credits.
  • Design of Machines, 14 Credits.
  • Machines and Drives, 14 Credits.
  • Strength of Materials, 14 Credits.
  • Linear System Modelling, 14 Credits.
  • Embedded Systems, 28 Credits.
  • Engineering Software Design, 28 Credits.

    NQF Level 7, 140 Credits:
  • Engineering Practice, 14 Credits.
  • Industrial Data Communication, 14 Credits.
  • Thermalflow, 28 Credits.
  • Control Systems, 28 Credits.
  • Process Automation, 28 Credits.
  • Mechatronics Design Project, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined 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 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. Use appropriate techniques, resources, and modern engineering tools, including Information Technology, prediction and modelling, for the solution of broadly-defined Civil Engineering problems with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    5. Communicate effectively, both orally and in writing, with engineering audiences and affected parties.
    6. Demonstrate knowledge and understanding of the impact of Mechatronic Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    7. Demonstrate knowledge and understanding of Civil Engineering Management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
    8. Engage in independent and life-long learning through well-developed learning skills.
    9. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Mechatronic 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:
  • Knowledge of Mathematics is applied using formalism oriented toward Engineering for analysis and modelling.
  • Fundamental knowledge of Natural Sciences as relevant to both a sub-discipline and recognised practice area is demonstrated.
  • Mathematics, Natural Sciences and Engineering Sciences, supported by established models are used to aid solving broadly-defined engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A major design project is used to provide a body of evidence that demonstrates this outcome.
  • Project that is typical to that which graduate/qualified learner would participate in a typical employment situation shortly after graduation is undertaken.
  • Components, systems, engineering works, products or processes to be designed dependent on the sub-discipline are selected.
  • One or more of the following impacts: social, economic, legal, health, safety, and environmental are included in a major design project.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • 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 5:
  • Appropriate structure, style and language of written and oral communication are used for the purpose of the communication and the target audience is considered.
  • Appropriate and effective graphics are used in enhancing the meaning of text.
  • Visual materials are used to 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 6:
  • The impact of technology is explained in terms of its 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 7:
  • 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 8:
  • 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 9:
  • 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 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:
    Formative assessment forms an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Through formative assessments lecturers guide learners in their theoretical, experiments, practical work and project during the semester or year in their progress towards achieving the different exit level outcomes.

    Examples of how formative assessment is applied:
  • Tutorials and internet assignments.
  • Small group practical exercise and demonstrations.
  • Learners will assess each other's work piece according to an assessment rubric.
  • Multiple questionnaire and rubrics.
  • Construct a practical work piece or project as per template.
  • Practical test on various applications.

    Summative assessments are guided by the institution's policy attached and a minimum of four assessments are required for semester based modules and at least six assessments for year modules offered. The various Engineering Council of South Africa (ECSA) Exit Level Outcomes, as indicated per module descriptor, will be assessed for competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    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 who been 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 equivalence of this whole qualification standard 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 while upholding principles of good practice prescribed and obtains registration with a respective professional body. 

    ARTICULATION OPTIONS 
    This qualification only offers horizontal specific articulation opportunity with a qualification offered by the Tshwane University of Technology.

    Horizontal Articulation:
  • Bachelor of Technology in Engineering: Mechanical, Level 7 (ID 72395).

    The qualification also 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.
  • Bachelor of Computer and Information Sciences in Network Engineering, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Honours, Level 8.
  • Bachelor of Engineering in Mechanical 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. Tshwane University of Technology (TUT) 


    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.