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 Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99638  Bachelor of Engineering Technology in Mechanical Engineering 
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 prepare learners to be Professional Engineering Technologists in various fields of Mechanical Engineering. The qualification provides learners with a sound knowledge base in Mechanical Engineering to able to apply their knowledge and skills to a particular career, while equipping them to undertake more specialised and intensive learning.

The purpose of this qualification to develop the necessary knowledge, understanding, abilities and skills required to become a competent Professional Engineering Technologist that can solve broadly-defined problems. The educational foundation has an application-oriented theoretical basis of Natural Sciences and Mathematics to underpin practically-oriented Engineering Science and engineering specialist knowledge, enhanced by some development of Engineering Science fundamentals and engineering specialist knowledge. Therefore the learner will be able to use conceptual knowledge in engineering applications and design.

Rationale:
The Bachelor of Engineering Technology in Mechanical Engineering is designed to meet the Engineering Council of South Africa (ECSA) professional requirements for registration of a Professional Engineering Technologist. The fundamental focus of this qualification is to train Mechanical Engineering, Technologists that can be functionally operational in various occupations to address the technical workforce needs of the country. The core of the qualification is the integration of theory and practice (practical skills and attributes) and it spreads over the duration of three years to produce a balanced, highly skilled Technologist in the Mechanical Engineering, environment.

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 and/or Certificated Engineer with ECSA.
  • Entry to NQF Level 8 qualifications e.g. Honours, Postgraduate Diploma and Bachelor of Engineering.
  • For certificated Engineers, this provides the education base for achieving proficiency in mining/factory plant and marine operations and occupational health and safety. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The policy on Recognition of Prior Learning (RPL) applies and will be used to assess a candidate's competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved through RPL will not exceed 50% of the total credits and will not include credits at the exit level.

    The methods of prior learning assessment will 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 qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

    Entry Requirements:
    The minimum entrance requirements are:
  • Senior Certificate with endorsement.
    Or
  • National Senior Certificate, allowing entry to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Modules at Level 5, 112 Credits:
  • Fundamental Learning Skills, 28 Credits.
  • Engineering Mathematics I, 28 Credits.
  • Manufacturing I, 14 Credits.
  • Strength of Materials I, 14 Credits.
  • Electrical Circuits, 28 Credits.
  • Mechanics, 28 Credits.

    Modules at Level 6, 140 Credits:
  • Scientific Computing, 14 Credits.
  • Design of Machines Project, 28 Credits.
  • Engineering Mathematics II, 14 Credits.
  • Probability and Statistics, 14 Credits.
  • Engineering Materials, 14 Credits.
  • Control of Machines, 14 Credits.
  • Electrical Power Engineering, 14 Credits.

    Modules at Level 7, 168 Credits:
  • Thermodynamics, 28 Credits.
  • Fluid Mechanics, 28 Credits.
  • Strength of Materials II, 28 Credits.
  • Manufacturing II, 14 Credits.
  • Heat Transfer, 14 Credits.
  • Mechanical Design Projects, 28 Credits.
  • Dynamics, 14 Credits.
  • Engineering Practice, 14 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 applied 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. 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 within an engineering context.
    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 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 judgment.
  • 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.

    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 stemming from own actions.
  • Judgments are made in decision making during problem solving and design.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    Teaching methods are aimed at problem solving and application of skills and knowledge through project orientated learning. Formative assessment is an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Formative assessment will be used to guide the learners during the semester or year in their progress towards achieving the different Exit Level Outcomes.

    Summative assessments are guided by the institutional policy and a minimum of four assessments are required for semester based modules and at least six assessments for year modules offered. A minimum of three and a maximum of five opportunities will be given to learners to achieve the different Exit Level Outcomes during the period of study. The learners who do not master the Exit Level Outcome, will fail the module regardless of the final mark obtained. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa, through the Engineering Council of South Africa (ECSA), is a signatory to the following three Dublin, Washington and Sydney Accords, increasing the international comparability of its Engineering programmes. The qualification is designed to be substantially equivalent to the Sydney Accord Graduate Attributes. The Sydney Accord is an agreement for the mutual recognition of engineering qualifications that provide the educational foundation for professional Engineering Technologists.

    According to the Sydney Accord the minimum standard of competence a person must demonstrate that he/she is able to practice competently in his/her practice area to the standard expected of a reasonable Engineering Technologist is as follows:
  • Comprehend and apply the knowledge embodied in widely accepted and applied procedures, processes, systems or methodologies.
  • Comprehend and apply the knowledge embodied procedures, processes, systems or methodologies that are specific to the jurisdiction in which he/she practices.
  • Identify, clarify, and analyse broadly-defined problems.
  • Design or develop solutions to broadly-defined problems.
  • Evaluate the outcomes and impacts of broadly defined activities.
  • Recognise the reasonably foreseeable social, cultural and environmental effects of broadly-defined activities generally, and have regard to the need for sustainability; take responsibility in all these activities to avoid putting the public at risk.
  • Conduct his or her activities ethically.
  • Manage part or all of one or more broadly-defined activities.
  • Communicate clearly with others in the course of his or her activities.
  • Undertake Continuing Professional Development (CPD) activities sufficient to maintain and extend his or her competence.
  • Choose appropriate technologies to deal with broadly defined problems. Exercise sound judgement in the course of his or her broadly-defined activities.
  • Be responsible for making decisions on part or all of one or more broadly defined activities.

    Conclusion:
    This qualification is internationally comparable as it is designed incorporating the graduate attributes outlined in the Sydney Accord. 
    		•

    ARTICULATION OPTIONS 
    This qualification does not have specific articulation but it articulates systemically with other qualifications on the NQF.

    Horizontal Articulation:
  • Higher Diploma in Mechanical Engineering, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Technology Honours 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.