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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
101197  Diploma in Electrical Engineering 
ORIGINATOR
Walter Sisulu 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
Diploma (Min 360)  Field 12 - Physical Planning and Construction  Electrical Infrastructure Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  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
2027-06-30   2029-06-30  

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 primary purpose of this vocationally-oriented qualification is to provide learners with the necessary knowledge, and understanding of Electrical Engineering and to equip them with skills required to become a registered Engineering Technician with the Engineering Council of South Africa and acceptance as a candidate to write the examinations for Certificated Engineers. A qualified learner will be able to:
  • Apply knowledge of Mathematics, Natural Science and Engineering Sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
  • Perform procedural design of well-defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.

    Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues and conducting standard tests, experiments and measurements.

    Rationale:
    The Electrical Engineering profession contributes, among others to the technological, socio-economic, manufacturing, industrial and automotive sectors of the country. The expertise, skill and knowledge of Electrical Engineering Technician are required by power utilities, industry, manufacturers, local and district municipalities, national government departments, parastatal organisations and engineering consultancies. Job opportunities and services provided by this sector include, among others power generation, transmission and distribution, research and design, electronics, communication networks, control systems, manufacturing, automation, testing, commissioning and maintenance. The sector within which Electrical engineering resides fulfill a critical component within the South African economy.

    The practice of Electrical Engineering at a professional level involves a number of roles, recognised in categories of registration under the Engineering Profession Act. This qualification provides the educational base that enable graduates to register with the Engineering Council of South Africa as candidates within the Professional Engineering Technician category. The profile of Professional Engineering Technicians are characterised by the ability to apply proven, commonly understood techniques procedures, practices and codes to solve well-defined problems. They manage and supervise engineering operations, construction and activities. They work independently and responsibly within an allocated area or under guidance. Professional Engineering Technicians must therefore have a working understanding of engineering sciences underlying the techniques used, together with financial, commercial, legal, social and economic, health, safety and environmental methodologies, procedures and best practices.

    Learners achieving the Diploma in Electrical Engineering qualification have the ability to apply proven techniques, procedures, practices and codes to solve well-defined problems in Electrical engineering. Qualified learners will be equipped with the relevant engineering skills and achieve technical proficiency to enable them to contribute to the development of the national economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL may be used to demonstrate competence for admission to this programme. 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 must not include credits at the exit level.

    The provision that the qualification may be obtained through the recognition of prior learning facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.

    Evidence of prior learning must be assessed through formal RPL processes through recognized methods. Any other evidence of prior learning should be assessed through formal RPL processes to recognise achievement thereof.

    Learners submitting themselves for RPL should 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. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Exit Level Outcomes (ELOs).

    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 engineering industry who believe they possess competencies to enable them to meet some or all of the ELOs listed in the qualification will be able to present themselves for assessment against those of their choice.

    Entry Requirements:
    National Senior Certificate:
  • Minimum statutory NSC requirements for diploma entry must be met.
  • NSC achievement rating of at least 3 (40-49%) for English at a Home Language or First Additional Language level NSC Achievement rating of at least 3 (40-49%) for Mathematics (not Mathematics Literacy) NSC achievement rating of at least 3 (40-49%) for Physical Sciences.

    Senior Certificate Requirement:
  • An E-symbol for English (2nd language) on the Higher Grade. In addition, an E-symbol on the Higher Grade or a D-symbol on the Standard Grade for Mathematics and Physical Science.

    National Certificate Requirement:
  • An N3 certificate with C-symbols for at least four subjects including Mathematics and Engineering Science or a D-symbol at N4 level as well as the language requirements as specified for the Senior Certificate.

    National Certificate (Vocational) Level 4:
    Requirements as defined in Government Gazette 32743 dated 26th November 2009 with specific requirements as set out below:
  • Must meet NC(V) level 4 statutory requirements.
  • Must obtain 50% in the three fundamental subjects which in the case of this programme are required to be:
  • English, as it is the university's language of learning and teaching (LOTL).
  • Mathematics (not Mathematics Literacy).
  • Life Orientation.

    60% for three of the following compulsory vocational modules (in any combination):
  • Electrical Principles and Practice.
  • Electrical Workmanship.
  • Electronic Control and Digital Electronics.
  • Electrical Systems and Construction.
  • Electro-technology. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 5 and Level 6 totalling 360 Credits.

    Compulsory Modules at Level 5, 120 Credits:
  • Applied Chemistry I, 14 Credits.
  • Engineering Drawing I, 10 Credits.
  • Computer Skills I, 10 Credits.
  • Communication Skills I, 10 Credits.
  • Applied Physics I, 14 Credits.
  • Engineering Mathematics I, 12 Credits.
  • Electronics I, 12 Credits.
  • Electrical Engineering I, 12 Credits.
  • Digital Systems I, 12 Credits.
  • Industrial Technology I, 14 Credits.

    Compulsory Modules at Level 6, 168 Credits:
  • Engineering Mathematics II, 12 Credits.
  • Software Design II, 12 Credits.
  • Electronics II, 12 Credits.
  • Electrical Engineering II, 12 Credits.
  • Digital Systems II, 12 Credits.
  • Engineering Mathematics III, 12 Credits.
  • Engineering Management III, 14 Credits.
  • Digital Systems III, 12 Credits.
  • Design Principles II, 16 Credits.
  • Control Systems III, 12 Credits.
  • Design Project III, 12 Credits.
  • Engineering Project Practice III, 30 Credits.

    Elective Modules at Level 6, 72 Credits (choose one Elective):
    Elective 1: Power Engineering stream:
  • Electrical Engineering III, 12 Credits.
  • Electrical Machines II, 12 Credits.
  • Power Electronics III, 12 Credits.
  • Electrical Machines III, 12 Credits.
  • Electrical Protection III, 12 Credits.
  • Power Systems III, 12 Credits.

    Elective 2: Communication Engineering stream:
  • Electronic Communications II, 12 Credits.
  • Electronics III, 12 Credits.
  • Network Systems II, 12 Credits.
  • Electronic Communications III, 12 Credits.
  • Microwave Communications III, 12 Credits.
  • Radio Engineering III, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve well-defined engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
    3. Perform procedural design of components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
    5. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness 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 defined procedures.
    8. 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 and to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Understand and commit to professional ethics, responsibilities and norms of engineering technical practice.
    11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified and used for solving the problem.
  • Various approaches are considered and formulated that would lead to workable solutions.
  • Solutions are modelled and analysed.
  • 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 Outcomes 2:
  • An appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level is brought to bear on the solution of well-defined engineering problems.
  • Applicable principles and laws are used.
  • Engineering materials, components, systems or processes are analysed.
  • Concepts and ideas are presented in a logical and methodical manner.
  • Reasoning about engineering materials, components, systems or processes is performed.
  • Procedures for dealing with uncertain/undefined/ill defined variables are outlined and justified.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcomes 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 that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • The design logic and relevant information is communicated in a technical report.
  • Procedures are applied to evaluate the selected design and assessed in terms of the impact and benefits.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • The scope of the investigation is defined.
  • Investigations are planned and conducted within an appropriate discipline.
  • Available literature is searched and material is evaluated for suitability to the investigation.
  • Relevant equipment or software is selected and appropriately used for the investigation.
  • Data obtained is analysed and interpreted.
  • 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 Outcomes 5:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly.
  • Results produced by the method, skill or tool are tested and assessed.
  • Relevant computer applications are selected and used.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • The structure, style and language of written and oral communication is appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of the text.
  • Visual materials used enhance oral communications.
  • Information is provided in a format that can be used by others involved in the engineering activity.
  • Oral communication is delivered with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcomes 7:
  • The impact of technology is demonstrated 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.
  • The methods to minimise/mitigate impacts outlined in 2 and 3 above re considered.

    Associated Assessment Criteria for Exit Level Outcomes 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Individual contributions made to team activities support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A project is organised and managed.
  • Effective communication carried out in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcomes 9:
  • Learning tasks are identified, planned and managed.
  • The requirement for independent learning is identified/recognised and demonstrated.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcomes 10:
  • The nature and complexity of ethical dilemmas is described in terms of required practices, legislation and limitations of authority.
  • The ethical implications of engineering decisions are described in terms of the impact on environment, the business, costs and trustworthiness.
  • Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
  • Responsibility is accepted for consequences stemming from own actions or inaction.
  • Decision making is limited to area of current competence.

    Associated Assessment Criteria for Exit Level Outcomes 11:
  • Orientation to the working environment is described in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
  • Labour practices used in the workplace are described in accordance with relevant legislation.
  • Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.
  • General administration procedures are described in terms of how they operate and the key purpose.
  • Work activities are conducted in a manner suited to the work context.
  • The range of work activities include assisting, contributing, observing and applying at least four of the specific practices below:
    > Engineering processes, skills and tools, including measurement.
    > Investigations, experiments and data analysis.
    > Problem solving techniques.
    > Application of scientific and engineering knowledge.
    > Engineering planning and design.
    > Professional and technical communication.
    > Individual and teamwork.
    Or
    > The impact of engineering activity on health, safety and the environment.
  • Knowledge and understanding gained from the work-integrated learning period is reported.

    Integrated Assessment:
    The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve the Exit Level Outcomes of the qualification as per the rules specified. Applicable Critical Cross-Field Outcomes must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

    Certain Exit Level Outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tools are used to assess the foundational, reflective and practical competencies within the assessment rules of the institution.

    A detailed portfolio of evidence is required of the practical, foundational and reflective competencies of the learner. Assessors and moderators conduct integrated assessment by making use of a range of formative and summative methods. Where required Assessors may assess and give credit for the evidence of learning that has already been acquired (RPL) through any form of learning. Exit level outcomes and assessment criteria associated with this qualification must be used to assess Critical Cross-Field Outcomes.

    The methods, tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques may be used to provide a context appropriate to the assessment.

    Formative Assessment:
    Assessment criteria for formative assessment will typically take place during training and serves to guide the learner towards full competence and is described in this qualification. Formative assessment takes place during the process of learning and assessors can use a range of appropriate assessment methods and tools or in any agreed-upon method of assessment of the knowledge required to perform the various competencies in a holistic manner. To be allowed access to the final qualifying assessment, a learner must show that he/she has reached a level of overall integrated competence.

    Summative Assessment:
    For the learner to be certified competent against the qualification, he/she must prove overall competence through the integration of the competencies expressed in this qualification.

    Workplace Assessment:
    Workplaces can be used for assessment purposes.

    Methods of Assessment:
    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria:
  • Portfolio of Evidence.
  • Written tests.
  • Practical tests.
  • Oral assessment methods.
  • In-situ (on-the-job) observations.
  • Simulation.
  • Structured classroom discussions and oral tests.
  • On-the-job Observations.
  • Role-play and/or Simulations.
  • Knowledge tests, exams, case studies, projects, logbooks, workbooks.
  • Verbal report backs (presentations).
  • Portfolios of Evidence (RPL).
  • Working in teams (360 degrees evaluations).
  • Scenario sketching Incident reports.

    These methods will be selected carefully based on the purpose of the assessment. For example, the written method will be used to assess knowledge and on-the-job demonstration for practical competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this engineering education qualification is ensured through the Dublin Accords, of members ECSA is a signatory through the International Engineering Alliance (IEA) forum. In the case of engineering technician education, the equivalence of this whole qualification standard is ensured through the Dublin Accord. The standards are comparable with those for professionally-oriented engineering qualifications in countries having comparable engineering education systems to South Africa. 

    ARTICULATION OPTIONS 
    This qualification allows for vertical and horizontal articulation.
    Horizontal Articulation:
  • Diploma in Electronics, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Electrical Engineering, Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Walter Sisulu 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.