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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Engineering in Energy 
SAQA QUAL ID QUALIFICATION TITLE
109659  Master of Engineering in Energy 
ORIGINATOR
Cape Peninsula 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
Master's Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-05-29  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to educate and train researchers who can contribute to the development of knowledge in Energy Engineering at an advanced level. This qualification is intended to enable qualifying learners to apply integrated technical knowledge, advanced analysis skills and problem solving to a particular specialisation in the field of Energy, through involvement in an applied research project. The qualifying learners will develop the capacity to conduct research and be able to reflect critically on theory and its application. The qualifying learners will be able to deal with complex issues both systematically and creatively, critically appraise research and make sound judgments based on data and available information, and to make conclusions on the findings. Furthermore, the qualifying learner will be able to continue advancing their knowledge and skills within the profession.

Rationale:
For Africa, the transition towards a knowledge economy provides significant opportunities for higher education. Higher education should therefore focus on government-and market-driven demands. Education in engineering in particular will play a key role in building Africa's future technological innovation. This transition, also driven by globalisation, industry and employability, calls for matters such as developing an interdisciplinary approach and the ability to combine theory and practice. As global energy resources come under pressure, engineers are needed that have a broad and expansive awareness of energy related issues such as energy efficiency, energy management, energy policy, energy access, etc. This qualification aims to address the current shortfall in this arena. Energy access and efficiency, is both a prerequisite for reaching the Millennium Development Goal of halving poverty, as well as for reducing carbon emissions in Africa. The outcomes of this qualification will create a platform for innovation in the Energy Access and Efficiency sector and therefore have a positive impact on socio-economic conditions in Africa.

Consultations were made with European Union Edulink consortium Programme on Energy Efficiency in Southern Africa (PEESA) that includes African and German partners. The aims are to: facilitate the installation of advanced curricula at the African partner universities that meet European quality standards for engineering education, develop a methodology for curriculum design and develop and implement a Postgraduate Master's Degree level engineering qualification. This qualification will offer a mix of subject and research options that look at the specific regional energy resources in light of their specific societal needs. This will range from natural to renewable resources with an emphasis on the technologies, processes and standards for efficient energy use and resource management. This includes the conventional energy production sectors (such as oil, gas and coal), as well as renewable sectors (such as solar, wind and biofuels), and will become a platform for human capital development on standards and policy directives of the participating countries' governments and its agencies.

The planned qualification would be a benefit and a necessary addition to the current Postgraduate Degree offerings. The benefits derived from this qualification are directly applicable to the South African economy through the energy sector. The energy sector in South Africa is experiencing a growth phase in many areas such as the boom and rapid expansion in the natural gas industry and the planned expansion of the nuclear energy capability. This qualification demands a high level of theoretical engagement and intellectual independence and will meet the minimum entry requirement for admission to a National Qualifications Framework (NQF) level 10 Doctoral Degree. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning is a process of identifying the knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning. PRL provides an opportunity to identify the learning and the have it assessed and formally acknowledged.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for access to this qualification. This qualification may be achieved in part through recognition of prior learning processes.
Gaining access.

If an applicant has considerable work experience, but do not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy. If access is granted, the qualification on the lower level is not awarded.

Advanced Standing:
An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects, but not for the entire qualification. There are guidelines governing the maximum number of subjects for which advanced standing can be granted.

Entry Requirements:
The minimum requirement for admission into this qualification is:
  • Any Postgraduate Diploma, Bachelor Honours Degree or Professional Bachelor in Engineering qualification registered at NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at Level 9 totalling 180 Credits.

    Compulsory Modules Level 9, 150 Credits:
  • Research Methodology V, 15 Credits.
  • Energy Efficiency in Industry/Residential, 15 Credits.
  • Energy Access in Africa and Developing Countries, 15 Credits.
  • Alternative and Sustainable Energy Technologies, 15 Credits.
  • Dissertation, 90 Credits.

    Elective Modules Level 9, 30 Credits (Choose 2):
  • Generation, Transmission and Distribution of Energy (ElecEng), 15 Credits.
  • Energy Auditing (ElecEng), 15 Credits.
  • Energy Modelling (ElecEng), 15 Credits.
  • Process Energy Analysis and Integration (ChemEng), 15 Credits.
  • Bio-Energy Technology (ChemEng), 15 Credits.
  • Fossil Fuels and Waste to Energy Technologies (ChemEng), 15 Credits.
  • Sustainable Building Services and Energy Efficiency (Construction Management), 15 Credits.
  • Green Building Economics and Valuation (Construction Management), 15 Credits.
  • Wind Energy - Advanced (MechEng), 15 Credits.
  • Solar Thermal Systems (MechEng), 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Use a wide range of specialist skills to identify, conceptualise, design and implement methods of enquiry to solve complex and challenging engineering problems creatively and innovatively with an understanding of the consequences of any solutions or insights generated within a specialised context.
    2. Apply specialist knowledge of mathematics, natural science and engineering sciences to solve complex engineering problems, conceptualise models and enable engagement with and critique of current and emerging research and practices.
    3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes, demonstrate the ability to propose interventions at an appropriate level within a system based on an understanding of interdependent relations and address intended and unintended consequences of interventions.
    4. Conduct research, execute detailed technical investigations, implement strategies for the processing and management of information, including the review of current advances in the field, to produce new insights and solve complex engineering problems.
    5. Develop, select and apply appropriate and creative techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Ability to use the resources of academic, professional and occupational discourses to communicate and defend substantial ideas that are products of research, investigation or development in an area of specialisation; and a range of advanced and specialised skills and discourses appropriate to the field, discipline or practice, to communicate to a range of audiences with different levels of knowledge or expertise.
    7. Demonstrate critical awareness of sustainability and the impact of engineering activity on the social, industrial and physical environment.
    8. Work effectively as an individual, in teams and in multidisciplinary environments.
    9. Ability to develop own learning strategies to sustain independent learning and academic and professional development, including effective interaction within the learning or professional group as a means of enhancing learning.
    10. Demonstrate critical awareness of the need to act professionally and ethically, to exercise judgment and take responsibility within own limits of competence and where appropriate to account for leading and initiating processes and implementing systems, ensuring good resource and governance practices. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Apply system design, modelling and simulation skills to conceptualise and implement complex engineering problems.
  • Use multi-criteria decision method to select an optimal solution from a solution space.
  • Demonstrate the task based structure of a complex problem solving activity such as designing a hierarchical organisation of subtasks.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Apply mathematical modelling to different energy resources to size and develop energy system components.
  • Demonstrate the ability to identify the methods used for problem solving, which some can be domain-specific, or more generic in character, or may involve traditional computational techniques.
  • Apply fundamental and specialist knowledge by bringing mathematical, numerical analysis, statistical knowledge and methods to bear on engineering problems.
  • Use techniques, principles and laws of engineering science in specialist areas.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Apply cross-disciplinary theoretical analysis and design to real life problem solving related to optimal operation and control of energy systems.
  • Assess the ability to approach the design problem of energy system components, operation and control, as a systematic process that needs identifying tasks, sub-tasks, and design methods.
  • Demonstrate the ability to follow the required sequence to prove the validity of the design, which is mainly to propose, verify, critique, and modify.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Investigate information from a wide range of information sources to critically assess technical problems.
  • Assess technical observations and deductions from information sources in order to provide insight for further study and analysis.
  • Compose and synthesise appropriate solutions to energy engineering problems that display ability for critical thinking.
  • Discuss technical advances in the energy engineering with substantive findings and methodical contributions.
  • Construct technical arguments to display awareness of the practical challenges posed in energy engineering.

    Associated Assessment Criteria for Exit Level Outcomes 5
  • Use computer packages for computation, modelling, simulation, and information handling for specific design problems related to different aspects of energy engineering.
  • Apply prediction techniques for energy generation systems such as wind, and photovoltaic, etc.
  • Address different design constraints related to different attributes of energy engineering such as economic constraints, management constraints, and health, safety and environmental protection constraints.
  • Define the objective functions for the optimal design while addressing the defined systems' constraints.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Identify a range of relevant and reputable sources of information including books, journal articles, conference proceedings and other relevant printed and relevant electronic material to inform the research topic.
  • Analyse and critically appraise the information obtained from these relevant and reputable sources in order to extract key concepts and aspects to be considered in preparing a literature review on the research topic.
  • Synthesise the key concepts and aspects into a coherently structured literature review of acceptable length and word count using good academic writing skills to inform and support the research design and methodology relevant to the research topic.

    Associated Assessment Criteria for Exit Level Outcomes 7:
  • Investigate and assess different energy supply options, including renewable energy systems, related to environmental impacts, including the potential to reduce, fragment, or degrade habitat for wildlife, fish, and plants.
  • Assess socio-economic and cultural impacts on different human activities related to energising urban and rural communities.
  • Address impact minimisation, siting, and permitting issues are among the energy industry's highest priorities.
  • Assess the awareness of ethical and professional responsibilities of energy engineers to public safety and community welfare.

    Associated Assessment Criteria for Exit Level Outcomes 8:
  • Assess the ability and competency of students to perform multidisciplinary tasks to solve complex problems.
  • Assess the ability to co-operate with others across different disciplinary boundaries.
  • Assess the ability to co-operate with engineering disciplines with different fundamental bases to achieve successful design and implementation of energy projects.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Assess the ability and competency of students to define different energy problems, with multidisciplinary learning approach.
  • Demonstrate the ability to think independently of the required tools to be used in the design process and implementation.
  • Assess the ability to design the solution framework based on different theoretical studies.
  • Demonstrate the ability to hold personal responsibility and initiative, accurately self-evaluate and take responsibility for learning and implementation requirements related to different tasks of a project.

    Associated Assessment Criteria for Exit Level Outcomes 10:
  • Report about managerial requirements for energy projects, to address different financial and technical sides.
  • Comparative analysis of successful and failed energy management projects, to reflect professional leadership role, and the recommendations should be given by students to ensure proper governance.
  • About case studies of typical engineering practices of energy engineering projects.
  • Investigate different social and ethical implications of applying knowledge in particular contexts.

    Integrated Assessment:
    All modules in the Department will be evaluated on a continuous assessment basis. Formative Assessment consists of various kinds of individual and group assignments, presentations, case studies, role plays and simulations, research essays provided for feedback and mentoring. Summative Assessment is by formal examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Masters of Engineering in Energy (M.Eng. Energy) is a broad interdisciplinary Degree in energy engineering and its related fields providing learners an opportunity to complete both coursework and a mini-dissertation. It offers students core modules in renewable energy concepts, energy access and energy efficiency. In addition, electives are offered in diverse topics such as energy auditing, energy modelling, fossil fuel technology, bio energy, solar thermal energy, wind, green and sustainable buildings.

    The international qualifications surveyed include:

    Country: Germany.
    Institution: Energy Engineering and Management at Karlsruhe Institute of Technology (KIT), HECTOR School of Engineering and Management, Executive Energy Engineering and Management (EEM) Master Program.
    Qualification: Master of Science (M.Sc.) in Energy Engineering and Management.
    The modules of this qualification provide insight into the newest research topics in Energy Engineering and Management. and convey current and state-of-the-art methodology necessary to master the scope of innovative technologies.
    This qualification, like the Master of Engineering (M.Eng.) Energy offers both coursework and dissertation and similar technical modules but also offers modules in management and finance.

    Country: Greece.
    Institution: International Hellenic University, School of Science and Technology.
    Qualification: Master of Science (M.Sc) in Energy Systems.
    This qualification offers interdisciplinary knowledge in a variety of areas, and students can tailor the qualification to their needs by focusing on the following one of two Streams: Energy Management (financial, managerial, legal aspects of modern energy systems and an overview of current fossil and renewable energy technologies), and Renewable Energy (state of the art renewable energy technology with an overview of managerial/financial aspects of energy systems).

    This qualification offers very similar modules to M.Eng. Energy both as core modules and elective options and offers both coursework and dissertation.

    Country: Denmark:
    Institution: School of Engineering and Science, Aalborg University.
    Qualification: Master of Science (M.Sc) in Energy Engineering.

    This qualification gives a possibility to obtain advanced skills within areas of efficient use of energy, renewables, control engineering and energy distribution technology. It offers specialisations at one of two campuses; namely specialisations of Master's qualification in Energy Engineering is offered in Aalborg or in a Master's qualification in Sustainable Energy Engineering in Esbjerg.
    This qualification offers very similar modules to M.Eng. Energy but includes modules on energy systems, combustion technology and control engineering. But this qualification offers only modules with no dissertation or Masters project.

    Country: Australia.
    Institution: Melbourne School of Engineering, the University of Melbourne.
    Qualification: Master of Energy Systems.
    The qualification aims to meet the educational needs of students ultimately seeking to work as energy specialists in government and industry, the latter including technical and business consulting and accounting/audit. Graduates will bridge the gap between technical and non-technical roles and will have an understanding of renewable and non-renewable energy as well as relevant business, policy and management.

    The qualification offers very similar technical modules to M.Eng. Energy but includes electives in energy policy and regulation as well as management and finance. It also offers the choice of either modules only or option of an Energy Systems Project as an elective.

    Country: United Kingdom.
    Institution: School of Computing, Engineering and Physical Sciences, University of Central Lancashire.
    Qualification: M.Sc Renewable Energy Engineering.
    This qualification is an advanced M.Sc course in the area of renewable energy engineering, with an emphasis on the design, analysis and implementation of renewable energy project. The qualification is designed to help develop critical understanding that can be applied to assist the wide range of renewable energy industries.
    The qualification offers very similar modules to M.Eng. Energy and includes a Masters project.

    Country: United States of America.
    Institution: University of Illinois at Chicago, College of Engineering.
    Qualification: Master of Energy Engineering.
    The Master of Energy Engineering is designed for engineers in Architectural/Engineering firms, Energy Utilities, Utility Marketing firms, Engine, Power, HVAC and Refrigeration Equipment Manufacturers.
    The qualification offers similar modules to M.Eng. Energy but includes Heating, Ventilating, and Air Conditioning (HVAC), Nuclear Power Generation, Internal Combustion Engines and Air Pollution Engineering. Offers only modules with no dissertation or Masters project.

    Countries: Germany and Tunisia.
    Institution: University of Kassel, Germany, Faculty of Engineering and University of Monastir, Energy Engineering Department, National Engineering School of Monastir.
    Qualification: Master of Science (M.Sc) program Renewable Energy and Energy Efficiency.
    This is a dual degree that focuses on technical and managerial knowledge in the renewable energy and energy efficiency (RE&EE) sector and with intercultural competencies.
    The qualification offers similar modules to M.Eng. Energy and includes modules in thermodynamics and engineering basics. Includes modules on Intercultural Competencies such as German-Arab relations and intercultural communication. Includes a dissertation. 

    ARTICULATION OPTIONS 
    This qualification allows for vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Business Administration, Level 9.

    Vertical articulation:
  • Doctor of Engineering, Level 10. 
    		•

    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. Cape Peninsula 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.