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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
111285  Diploma in Electrical Engineering 
ORIGINATOR
University of South Africa 
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
Reregistered  EXCO 0821/24  2019-08-19  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing professional engineering technician. This qualification provides:
  • Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to make a contribution to the economy and national development.
  • The educational base required for registration as a candidate and/or a professional engineering technician with Engineering Council of South Africa (ECSA) (Refer to qualification rules).

    The qualification reflects the new standard for engineering technicians as required by the Engineering Council of South Africa (referred to as the ECSA hereafter) based on the new Higher Education Qualifications Framework (HEQF) (ECSA document E-02-PN; February 2015: Qualification Standard for Diploma in Engineering: NQF Level 6). This qualification was endorsed by constituents from industry via advisory committee meetings for mechanical engineering.

    The qualification is part of a group of new qualifications in Engineering focused on de-colonialisation and curriculum transformation. The new qualifications will increase of the institutional reputation; will attract more international students, especially from Africa, leading to an improved international scholarly output. Professional Engineering Technicians apply established and newly developed engineering technology to solve well-defined problems and develop components, systems, services and processes.

    The qualification will be the only one that is offered by an open and distance learning institute. As such, it will be accessible to students countrywide, and is more likely to be taken up by employed students who would not be able to attend full-time courses offered by residential institutions.

    This qualification plans to address the current engineering skill shortage allowing workers in the field to upgrade their qualifications via self-study, facility not available through contact universities.

    This qualification is designed to meet the educational requirement towards registration as a Candidate or Professional Engineering Technician with the Engineering Council of South Africa.

    Rationale:
    The institution currently has a limited vocational educational choice for the learners with the National Diploma, Bachelor of Technology (BTech) and Master of Technology (MTech). These qualifications will be phased out and replaced by the new HEQSF aligned qualifications. The institution wants to expand the educational choices to all new learners including artisans, supervisors, inspectors and entrepreneurs in the country, to provide opportunities at one of the lowest level qualifications in the different disciplines of engineering, offering access towards Technicians, Technologists, Engineers and Researchers. Progression (form one level to another) is implied, while allowing transfer between institutions (according to ECSA requirements and the HEQSF, of Jan 2013).

    The institution plans to address the current shortage of engineering skills in the country, with this entry qualification that workers in the field can take via self-study, not available through any other institution. The qualification and further in-service experience will provide students with a pathway towards qualifying as registered Engineering Technicians.

    The qualification is consonant with the institution's mission, forms part of institutional planning and resource allocation, meets national requirements, the needs of students and other stakeholders, and is intellectually credible. It is designed coherently, and articulates well with other relevant qualifications, where possible.

    As the main distance education institution in South Africa, the qualification will be part of a group of new qualification in engineering that will increase the institutional reputation will attract more international students, especially from Africa, leading to an improved international scholarly output. This qualification provides aspiring electrical engineering technicians with knowledge to operate and improve electrical engineering processes in an efficient, safe and profitable way. This qualification provides possible admission to an appropriate Advanced Diploma NQF Level 7 qualification, or equivalent. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institution's Recognition of Prior Learning (RPL) policies are aligned to the national RPL Policy.

    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, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. Evidence of prior learning will be accessed through formally recognised RPL processes to recognise achievement thereof.

    Learners applying for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence 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 Graduate Attributes (Exit Level Outcomes).

    The structure of this qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes in this first stage engineering qualification. The provision that the qualification may be obtained through the RPL 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.

    Learners who already work in the engineering industry who believe they possess competencies that will enable them to meet some, or all of the Graduate Attributes listed in the qualification, will be able to apply for assessment against those of their choice.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Diploma studies (Mathematics not Mathematical Literacy, English and Physical Science AND either an Engineering and Technology or Computer subject).
    Or
  • Senior Certificate, NQF Level 4 (with Mathematics, Physical Science and English with at least an E-symbol on the Higher Grade or a D-symbol on the Standard Grade prior to 2008).
  • National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.
  • N4 Certificate, NQF Level 4 (with Mathematics and Engineering Science). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 360 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Ethical Information and Communication Technologies for Development Solutions, 12 Credits.
  • Introduction to English Skills, 12 Credits.
  • Mathematics I, 12 Credits.
  • Electrical Engineering 1, 12 Credits.
  • Electronics 1, 12 Credits.
  • Physics 1, 12 Credits.
  • Engineering Science, 12 Credits.
  • Introduction to Programming, 12 Credits.
  • Digital Systems 1, 12 Credits.
  • Electrical Computer Aided Design (CAD) 2D, 12 Credits.

    Compulsory Modules, Level 6, 210 Credits:
  • Mathematics 2, 12 Credits.
  • Engineering Mechanics, 12 Credits.
  • Electrical Engineering 2, 12 Credits.
  • Electronics 2, 12 Credits.
  • Digital Systems 2, 12 Credits.
  • Electrical Machines 2, 12 Credits.
  • Engineering Graphics for Electrical Design Projects, 12 Credits.
  • Micro-Controller Design Systems, 12 Credits.
  • Electrical Engineering Robotics, 12 Credits.
  • Engineering Management, 12 Credits.
  • Alternative Energy Design Project 3, 12 Credits.
  • Electronics 3, 12 Credits.
  • Industrial Instruments 3, 12 Credits.
  • Design Project 3, 12 Credits.
  • Work-directed Learning: Electrical Engineering (Project based), 60 Credits.

    Compulsory Modules, Level 7, 30 Credits:
  • Mathematics 3, 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 requirements, 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. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
    7. 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.
    8. Engage in independent and life-long learning through well-developed learning skills.
    9. Understand and commit to professional ethics, responsibilities and norms of engineering practice.
    10. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved. 

    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 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 Outcome 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 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 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 Outcome 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 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.
  • 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 Outcome 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 Outcome 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 7.2 and 7.3 are considered.

    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.
  • 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 Outcome 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 Outcome 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 Outcome 11:
  • 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.

    Integrated Assessment:

    Formative Assessment:
    Learning and assessment are integrated. This form of assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied.

    Summative Assessment:
    Examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. 
    		•

    INTERNATIONAL COMPARABILITY 
    Qualifications accredited by Engineering Council of South Africa (ECSA) have international comparability according to the international accords that are in place. The standards are comparable with those for professionally-oriented degrees in engineering, in countries having comparable engineering education systems to South Africa. International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). International comparability of this engineering technician education qualification is ensured through the Dublin Accord.

    The qualifying learner attributes and level descriptors defined in this qualification are aligned with the attributes of a Dublin Accord technician qualifying learner in the International Engineering Alliance's Graduate Attributes and professional Competencies.

    Dublin Accord - Outcome Statements for Engineering Technician Education Base:
    The roles of Engineering Technicians involve the implementation of proven techniques and procedures to the solution of practical problems. They carry a measure of supervisory and technical responsibility and are competent to exercise creative aptitudes and skills within defined fields of technology, initially under the guidance of engineering practitioners with appropriate experience. Engineering Technicians contribute to the design, development, manufacture, commissioning, operation and maintenance of products, equipment, processes and services. They apply safe systems of work.

    A course of education which can be recognised as underpinning a planned career as an Engineering Technician is expected to:
  • Provide a foundation for progression and develop a positive attitude towards lifelong learning, from which the Engineering Technician will be able to develop a detailed understanding of the principles and a mastery of the knowledge and analytical skills required for engineering practice. Motivate students towards the practice of engineering and stimulate their learning.
  • Ensure that science and mathematics are taught within the context of real engineering applications, integrating theory with current industrial practice and design requirements.
  • Develop awareness of the social, legal, economic and political contexts within which engineers and technicians operate.
  • Contribute to the personal and professional development of students in the context of the applications of engineering. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Diploma in Civil Engineering, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Electrical Engineering, NQF Level 7.
  • Bachelor of Engineering Technology, NQF Level 7. 
    		•

    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. University of South Africa 


    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.