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 Power Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99611  Bachelor of Engineering Technology in Power 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  396  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 a learner with a sound knowledge base in Electrical Engineering and enable them to apply their knowledge and skills to a career in Electrical Power Engineering, whilst preparing them to register as a Candidate Professional Technologist, (or Candidate Certificated Engineer) and enabling them undertake more specialised and intensive Postgraduate learning.

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. Apply scientific and engineering knowledge.
  • 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 Power Engineering is designed to provide learners with integrated and detailed knowledge of Power Engineering and equip them with skills to solve problems related. According to the Wikipedia, Power Engineering, also called Power Systems Engineering, is a subfield of Energy Engineering and Electrical Engineering that deals with the generation, transmission, distribution and utilisation of electric power and the electrical devices connected to such systems including generators, motors and transformers. In South Africa, there is a short supply of Engineers in this sector. Therefore, government has come up with an initiative that will meet the need of the scarce skills. The National Development Plan can only meet its targets if the man power shortage can be addressed, and in particular, by training more Engineers.

    This qualification emphasises a strong foundation in Physics and Mathematics, followed by a thorough coverage of basic Electrical, Electronic, and Mechanical Engineering to provide a firm foundation for Electrical Power Engineering. Learners are exposed to electrical power systems, electrical machines, power electronics and mechanical technology. In addition they will study modules of a more general educational nature such as Environmental Engineering, Finance and Management to allow them to graduate with the designated exit level outcomes. This qualification prepares learners for careers such as, sugar mills, refineries, motor vehicle manufacturers. 
    		•

    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 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 mechanical or allied engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in this qualification will be able to present themselves for assessment against those of their choice.
  • Evidence of prior learning will be assessed through 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 Bachelors' Degree studies or equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6 and 7 totalling 396 Credits.

    NQF Level 5, 116 Credits:
  • Engineering Physics 1A, 12 Credits.
  • Engineering Mathematics 1A, 12 Credits.
  • Projects 1, 12 Credits.
  • Cornerstone Module, 12 Credits.
  • Technical Literacy, 8 Credits.
  • Digital Electronics 1, 12 Credits.
  • Engineering Physics 1B, 12 Credits.
  • Electrical Principles 1, 12 Credits.
  • Analogue Electronics, 12 Credits.
  • Engineering Mathematics 1B, 12 Credits.

    NQF Level 6, 156 Credits:
  • Computing and Information Technology (IT), 8 Credits.
  • Mechanics of Machines 1, 12 Credits.
  • Mechanical Technology 1, 12 Credits.
  • Computer Programming 2, 12 Credits.
  • Engineering Mathematics 2A, 12 Credits.
  • Instrumentation and Control 1, 12 Credits.
  • Electrical Principles 2, 12 Credits.
  • Electrical Applications, 8 Credits.
  • Mechanical Technology 2, 12 Credits.
  • Engineering Mathematics 2B, 12 Credits.
  • Electrical Machines 1, 12 Credits.
  • Power Systems 1, 12 Credits.
  • Engineering Drawing and Design, 12 Credits.
  • Renewable Energy Systems, 8 Credits.

    NQF Level 7, 124 Credits:
  • Project Management, 8 Credits.
  • Illumination, 8 Credits.
  • Mechanical Technology 3, 12 Credits.
  • Design Project 1, 12 Credits.
  • Electrical Machines 2, 12 Credits.
  • Power Systems 2, 12 Credits.
  • Power Electronics, 12 Credits.
  • Design Project 2, 12 Credits.
  • Electrical Protection, 12 Credits.
  • Utilization of Electrical Plant, 8 Credits.
  • Environmental Engineering, 8 Credits.
  • Principles of Management, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Systematically diagnose and solve broadly defined 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 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 of broadly-defined 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 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 Power Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of Power 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 Power 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 is 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 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 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:
  • 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.
  • 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 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:
    This qualification 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, practicals, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. Each level of the qualification has an extensive design subjects 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 Agreement 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 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 a 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 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. It only 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 Engineering Technology in Electrical Engineering, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Honours, Level 8.
  • Bachelor of Engineering: Electro-Mechanical Engineering, Level 8.
  • Bachelor of Science in Engineering, 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. 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.