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 Industrial Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99639  Bachelor of Engineering Technology in Industrial 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  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:
This qualification is application oriented and provides learners with a sound knowledge base in the field of Industrial Engineering and the ability to apply their knowledge and skills within a professional context. The qualification also serves to equip possible learners with the necessary learning skills, in order for them to pursue studies at a higher level. The qualification has a strong professional career focus and graduates from this qualification are prepared to enter the labour market.

The purpose of this qualification is to build the necessary knowledge, skills and attributes required for learners to be able to register with Engineering Council of South Africa (ECSA) as a candidate Engineering Technologist.

Industrial Engineering Technologists are characterized by the ability to apply established and newly developed Engineering Technologies to solve broadly- defined problems, develop components, systems, services and processes. Industrial Engineering Technologists have a specialised understanding of systems that would integrate both human and machine processes.

This qualification provides:
  • Preparation for a career in Industrial Engineering and for achieving a level of technological proficiency in order to make a positive contribution to the economy and national development.
  • The educational base required for registration as a Candidate Engineering Technologist.

    Rationale:
    The rationale of this qualification is to develop the necessary knowledge, understanding and skills required for a learner's further learning towards becoming a competent practicing Industrial Engineering Technologist. It is intended to subsequently empower candidate Industrial Engineering Technologists to demonstrate that they are capable of applying their acquired knowledge, understanding, skills, attitudes and values in the work environment.

    It is designed to add value to the qualifying learners in terms of enrichment of the person, status and recognition. All learners graduating from the qualification equipped with the appropriate work experience would be eligible for registration with the Engineering Council of South Africa as an Engineering Technologist.

    Consultation with industry through the current Advisory Board structure at the department indicated a strong need for a Degree qualified personnel in the field of Industrial Engineering within the local region. Current demands are being met through the sourcing of qualified personnel from other provinces much to the disadvantage of our local population as well as the high costs to industry incurred through re-location expenses. Employee turnover is also high with many attracted personnel seeking to return to their respective provinces for various reasons. 
    		•

    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 applicant is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.

    Applicants who already work in a manufacturing or allied industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present themselves for assessment.

    Evidence of prior learning will be assessed through the formal Durban University of Technology RPL process.

    Applicants 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:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelor's Degree admission.
    Or
  • National Certificate Vocational (NCV) passed with Bachelor's Degree admission.
    Or
  • Diploma in Engineering at NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    NQF Level 5, 140 Credits:
  • Engineering Mathematics 1A, 12 Credits.
  • Engineering Physics 1A, 12, Credits.
  • Engineering Physics 1B, 12, Credits.
  • Cornerstone 101, 12, Credits.
  • Technical Literacy, 8, Credits.
  • Engineering Mathematics 1B, 12, Credits.
  • Electrical Principles 1, 12, Credits.
  • Mechanics of Machines 1, 12, Credits.
  • Financial Accounting for Engineers, 8, Credits.
  • Industrial Design 1, 16, Credits.
  • Engineering Work Systems I, 12, Credits.
  • Production Engineering 1, 12, Credits.

    NQF Level 6, 152 Credits:
  • Manufacturing Engineering 1, 8, Credits.
  • Communication for Engineers, 8, Credits.
  • Computing and IT, 8, Credits.
  • Strengths of Materials 1, 12, Credits.
  • Industrial Drawing and CAD, 16, Credits.
  • Engineering Mathematics 2A, 12, Credits.
  • Statistics 1, 12, Credits.
  • Computer Programming and IT, 8, Credits.
  • Engineering Mathematics 2B, 12 Credits.
  • Management Accounting for Engineers, 8, Credits.
  • Industrial Design 2, 12, Credits.
  • Engineering Work Systems 2, 12, Credits.
  • Production Engineering 2, 12, Credits.
  • Quality Engineering, 12, Credits.

    NQF Level 7, 128 Credits:
  • Design Project Part 1, 12, Credits.
  • Information System Design, 16, Credits.
  • Facilities Planning, 12, Credits.
  • Operations Research, 12, Credits.
  • Project Management, 8, Credits.
  • Design Project Part 1, 12, Credits.
  • Engineering Work Systems 3, 16, Credits.
  • Production Engineering 3, 16, Credits.
  • Simulation Modelling, 16, Credits.
  • Principles of Management, 8, Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined Industrial Engineering problems.
    2. Application of scientific and engineering knowledge - Apply knowledge of Mathematics, Natural Science and Engineering Sciences to define and apply engineering procedures, processes, systems and methodologies to solve broadly-defined Industrial Engineering problems.
    3. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Engineering Technology practice.
    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 Industrial Engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6.Professional and technical communication - Communicate effectively, both orally and in writing, with engineering audiences and the 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. Individual and teamwork - 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. 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. 

    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 relevant to industrial engineering are planned.
  • 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 example engineering drawings, as well as subject-specific methods.
  • 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 1:
  • 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 arising 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:
    The Industrial Engineering qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate achievement of 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. All NQF Level 7 modules will be subjected to external moderation. 
    		•

    INTERNATIONAL COMPARABILITY 
    There are seven international agreements governing mutual recognition of Engineering qualifications and professional competence. In each of these agreements countries/economies who wish to participate may apply for membership, and if accepted become members or signatories to the agreement. In broad principle, each country/economy must meet its own costs, and the body making application must verify that it is the appropriate representative body for that country/economy.

    International comparability of this Engineering Technologist Education qualification is ensured through the Sydney Accord - signed with the Engineering Council of South Africa.

    The Sydney Accord commenced in 2001 and recognises substantial equivalence in the accreditation of qualifications in Engineering Technology, normally of three years duration.

    Current signatories to the Sydney Accord are: Engineering Council UK, Engineers Ireland, Engineering Council of South Africa, Engineers Australia, The Hong Kong Institute of Engineers, Institution of Professional Engineers New Zealand, Accreditation Board for Engineering and Technology and the Canadian Council of Technicians and Technologists.

    Conclusion:
    This qualification is compares well with the above cited international standards .The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies. 

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with the following qualifications offered by Durban University of Technology. They are:

    Horizontal Articulation:
  • Bachelor of Engineering Technology in Civil Engineering, Level 7 (ID 98956).
  • Bachelor of Engineering Technology in Chemical Engineering, Level 7 (ID 98955).

    Vertical Articulation:
  • There are no specific vertical articulation qualification options offered by 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's Degree in Industrial Engineering, Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Honours, 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.