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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: 

Higher Certificate in Engineering in Renewable Energy Engineering 
SAQA QUAL ID QUALIFICATION TITLE
122731  Higher Certificate in Engineering in Renewable Energy Engineering 
ORIGINATOR
Stadio (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0526/24  2024-08-22  2027-08-22 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-08-22   2031-08-22  

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 primary purpose of the Higher Certificate in Engineering in Renewable Energy Engineering is to develop focused knowledge, understanding abilities and skills as well as experience in a work-related context. Qualifying learners and practitioners in support occupations such as technical assistants will be able to apply and understand detailed techniques procedures, practices, and codes to solve specifically defined engineering problems in the respective fields. Learners will be able to manage and supervise specific engineering operations, and activities. They will be able to work independently and responsibly within a specified allocated area or under supervision.

According to the Engineering Council of South Africa (ECSA) E-07-SC revision 4 standard, the purpose of this qualification is to equip the learner with knowledge, theory, skills, and methodology of one or more engineering disciplines as a foundation for further training and experience towards becoming a competent engineering specified category practitioner. This foundation is achieved through a thorough grounding in mathematics and natural sciences specific to the field, engineering sciences, engineering design and the ability to apply specific established methods. Engineering knowledge is complemented by methods of understanding the impacts of engineering solutions on people and the environment. Furthermore, the qualification intends to develop the competency of the learner with the application of Occupational Health and Safety in the laboratory and the site environment. Upon completion of this qualification, a learner will have a basic and broad level of competence and skills to solve specifically defined engineering problems in his or her workplace.

The content of this qualification will enable the successful candidate to practice as a technical assistant in vocational occupations. Learners will be able to apply practical experience and skills gained in the qualification under minimal supervision. The qualification also forms the educational base required for learners to further their studies in their chosen field of study to become future technicians and/or technologists. Specifically, the purpose of this qualification is to provide knowledge, understanding abilities and skills required to further learning towards becoming a competent practising engineering technical assistant.

The qualification purpose will be achieved through the following Engineering Council of South Africa (ECSA) Graduate Attributes:
  • Identify, formulate, analyse, and solve specifically defined engineering problems.
  • Apply knowledge of mathematics, natural sciences and engineering sciences to wide practical procedures and practices to solve specifically defined engineering problems.
  • Perform procedural design and synthesis of components, systems, engineering works, products, or processes.
  • Demonstrate competence in designing and conducting investigations and experiments.
  • Demonstrate competence in using appropriate engineering methods, skills, and tools, including those based on information technology for the solution of specifically defined engineering problems, with an awareness of the limitations.
  • Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
  • Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.

    Rationale:
    This qualification aims to serve the renewable energy-related industry in the occupational support domain and to also provide access to artisan training through the non-contracted route. Due to the rapid growth of automated systems, the demand for human resources with renewable energy technology knowledge and skills is outstripping the supply. The demand for renewable energy technology knowledge and associated engineering skills and attributes covers the broad spectrum of the engineering team, including support staff, technicians, technologists, and engineers. This demand has been established by discussions with industry stakeholders in the renewable energy sector of the Western Cape.

    Stakeholders such as engineering contractors, consultants, ECSA and the South African Institutes of Engineers were addressed through the qualification design. This qualification is an entry-level higher education qualification, and it meets the minimum standard specified by ECSA in the document E-07-SC_Rev4 dated 1 September 2020 (Qualification Standard for the Higher Certificate in Engineering: NQF level 5). These standards state that the Higher Certificate qualification should be primarily vocational/occupational in nature. This qualification will provide learners with the basic introductory knowledge, cognitive and conceptual tools, and practical skills for further higher education studies in their chosen field of study.

    This qualification provides preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and contributing to the economy and national development.
    It also provides the educational base that may be required for future registration in a specified category at National Qualification Framework (NQF) Level 5 with ECSA.

    The list below summarises a list of some regional companies that indicated that there is a critical shortage of skills in the renewable energy field. These industry partners not only supported the qualification but also provided valuable input into the curriculation process by defining, not only the knowledge, skills, and attributes, but also adding excellent ideas with respect to the curriculum.

    Companies consulted:
  • Mainstream Renewable Power - develops, manages construction activities, and delivers projects into commercial operation.
  • Bright House Energy - provides product and service quality standards of work and projects in the field of photovoltaics.
  • Renewable Energy Empowerment Services Company - provides management services to independent power producers.

    Industry furthermore requires a significant increase in not only the number of engineering support staff but also an increase in the conceptual understanding of engineering science within the discipline, which will be achieved by the proposed Higher Certificate.

    Industry requires a significant increase in not only the number of engineering support staff but also an increase in the conceptual understanding of engineering science within. Due to the knowledge profile, curriculum and learning outcomes specified for this qualification, qualifying learners will possess the required underpinning, and, depending on their academic results, can be admitted to higher qualifications.

    In the Western Cape, the renewable energy industry continues to grow due to both the national energy shortages and the excellent available renewable energy resources. Discussions with the renewable energy industry have indicated that there are concerns with respect to the lack of skilled personnel suitable for the field and concerns about the highly variable quality of renewable energy installations and system designs.

    This qualification provides access to the Bachelor of Engineering Technology in Engineering provided the learner has obtained the necessary average mark. The qualification can provide access to the 360 Credit Diplomas in Engineering on successful completion of accredited prerequisites. However, upon being admitted to either Bachelor of Engineering Technology or Diploma in Engineering the learner has horizontal articulation possibilities within engineering qualifications. The qualification design is such that 50% of the credits are common to the other proposed Higher Certificates offered in the institution hence possibilities do exist for the learner to horizontally articulate to any such qualification in the school.

    The South African Energy Sector report of 2021 (The South African Energy Sector report 2021 - ISBN: 978-1-920435-18-9) indicate that the South African energy supply is dominated by coal which made up 65% of the primary energy supply in 2018, followed by crude oil with 18% and renewables with 11%. Natural gas contributed 3% while nuclear contributed 2% to the total primary supply during the same period. It is therefore not unexpected that South Africa is the largest CO2 emitter in Africa with its emission accounting for over 34% of all CO2 emitted in Africa, it is also the largest greenhouse gas emitter in Africa while also being the 14th largest CO2 emitter in the world.

    The rising energy demand has started to overwhelm the existing power-generating plants in South Africa. Also, conventional electricity-generating plants are largely responsible for the high greenhouse gas emissions recorded in the country. In an attempt to mitigate CO2 emissions and provide reliable electricity for its people, South Africa is gradually developing its renewable energy sector. Renewable energy sources as an alternative energy source in South Africa can seriously reduce the over-reliance on coal which is a finite and environmentally unfriendly resource. Furthermore, the development of the renewable energy sector in the country has the potential of creating more job opportunities thus improving the South African economy.

    This qualification aims to produce engineering technicians who are capable of functioning within the modern technological environment and contributing to the socio-economic development of the country. The qualification also intends to produce innovative and visionary learners for tomorrow's technological needs contributing to socio-economic developments of the community.

    The main purpose of this qualification is to position a suitable learner academically with an appropriate mix of relevant knowledge to obtain employment or add value to current employment as an installation and maintenance provider for clients using renewable energy technologies. Through this qualification, the renewable technician is educated and trained to have the necessary knowledge, skills, attitudes, and values to be able to work in the renewable energy field in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access:
    Applicants who do not meet the stated admission criteria, but who have relevant work experience/prior learning may apply for admission under the policy on Recognition of Prior Learning (RPL). The institution admits a maximum of 10% per cohort via RPL.

    RPL for exemption:
    The implementation of RPL is context-specific, in terms of discipline, qualification and level. Procedures and forms are available from the School Administration. In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Senior Certificate (SC) NQF Level 4.
  • National Senior Certificate (NSC), NQF Level 4.
    Or
  • National Senior Certificate - Vocational Level 4 (NCV). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 140 Credits.

    Compulsory Modules, Level 5, 140 Credits:
  • Engineering Professional Skills, 20 Credits.
  • Engineering Mathematics I, 20 Credits.
  • Engineering Physics I, 10 Credits.
  • Electromechanic Technology I, 20 Credits.
  • Solar and Wind Energy Systems, 20 Credits.
  • Storage and Generation, 20 Credits.
  • Renewable Systems Installation Practice, 10 Credits.
  • Renewable Design Project, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to apply renewable energy engineering principles to systematically diagnose and solve narrowly defined renewable energy-related engineering problems.
    2. Demonstrate the ability to apply knowledge of mathematics, natural science and engineering sciences to wide practical procedures and practices to solve narrowly defined renewable energy-related engineering problems.
    3. Perform procedural design of narrowly defined renewable energy components or processes to meet desired needs within applicable standards, codes of practice and legislation.
    4. Conduct tests, experiments, and measurements of narrowly defined renewable energy engineering problems by applying relevant codes and manufacturer guidelines.
    5. Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of narrowly defined renewable energy engineering problems, with an awareness of the limitations.
    6. Communicate effectively, both orally and in writing within a renewable energy engineering context.
    7. Demonstrate the ability to apply knowledge and understanding of basic renewable energy engineering management principles.
    8. Demonstrate competence to engage in independent and life-long learning.
    9. Understand and commit to ethics, responsibilities, and norms of renewable engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the renewable energy-related problem and the criterion for an acceptable solution.
  • Identify relevant information and renewable energy engineering knowledge and skills for solving the problem.
  • Consider and formulate various renewable energy approaches that would lead to workable solutions.
  • Identify solutions in terms of strengths and weaknesses for the overall renewable energy solutions.
  • Prioritize the renewable energy solutions in order of suitability.
  • Formulate and present the preferred renewable energy solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an appropriate mix of knowledge of mathematics, natural and engineering science at a fundamental level and in the renewable energy specialised area.
  • Apply applicable principles and laws.
  • Select appropriate renewable energy-related engineering materials, components, or processes.
  • Effectively communicate renewable energy concepts and ideas.
  • Perform reasoning about renewable energy engineering materials, components, systems, or processes.
  • Perform work within the boundaries of the renewable energy practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the basic renewable energy design problem to satisfy user needs, applicable standards, codes of practice, and legislation.
  • Plan and manage the basic renewable energy design process to focus on important issues and recognize and deal with constraints.
  • Acquire and evaluate renewable energy knowledge, information, and resources to apply appropriate renewable energy principles and design tools to provide a workable solution.
  • Perform basic renewable energy design tasks that include component testing to relevant premises, assumptions, and constraints.
  • Evaluate renewable energy engineering alternatives for implementation and a preferred solution on an elementary, technical, and cost basis.
  • Communicate the basic renewable energy design logic and relevant information in a report.
  • Identify appropriate Occupational Health and Safety, and environmentally related risks measures considered.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct tests, experiments, and measurements within the renewable energy discipline.
  • Identify and select available renewable energy engineering literature for suitability to the task.
  • Use renewable energy equipment in accordance with the original equipment manufacturer's specifications.
  • Interpret and derive renewable energy information from available data.
  • Illustrate basic conclusions from an evaluation of all available evidence.
  • Record the purposes, process, and outcomes of the task in a report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select and apply appropriate renewable energy methods, skills to tools to achieve the required result.
  • Verify results produced by the methods, skills, or tools against renewable energy requirements.
  • Select and use computer applications as required.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate structure, style, and language of written and oral renewable energy-related communication for the purpose of communication and the target audience.
  • Use appropriate and effective renewable energy-related graphics to enhance the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Provide renewable energy information in a format that can be used by others in the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the principles of planning, organizing, leading, and controlling in the renewable energy engineering domain.
  • Carry out renewable energy-related individual work effectively and on time.
  • Use individual contributions made to the renewable energy team activities to support the output of the team.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Identify, plan, and manage renewable energy and related learning tasks.
  • Comprehend and apply independent learning in the renewable energy field.
  • Display awareness of the need to maintain continued competence by keeping abreast of up-to-date renewable energy tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Understand the ethical implications of the impact of renewable energy engineering decisions.
  • Accept responsibility for consequences stemming from own actions or failure to act.
  • Limit decision-making to the area of current renewable energy competence.

    INTEGRATED ASSESSMENT
    The institutional assessment model makes use of formal and non-formal, formative, and summative assessment tasks to assess learners' progress and their achievements on the modules in a qualification.

    Formative assessment:
    Formal assessment gives learners a sufficient opportunity to improve, based on feedback received. Feedback is recognised as an essential component of the learning process.
    The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards achievement of success on the module.

    Summative Assessment
    The assessment strategy will either employ a continuous assessment strategy or a final summative approach. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks, with a 10% allocation to participation. Where a final summative approach is used, the final mark on a module comprises a Semester/year mark (SYM), as well as a final Summative Assessment mark (FIS). The SYM is made up of a combination of different assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed up by a presentation. Modules may make use of a final summative approach, or a continuous assessment approach.

    Depending on the nature of the subject matter, a range of assessment methods are applied at the formative and summative assessment stages to facilitate authentic assessment. For panel discussions, presentations and project work, experts from the industry are often invited to provide input into the formal assessment results, with the institution's examiners. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Namibia
    Institution: National Institute of Technology (NIT)
    Qualification title: Certificate in Electrical and Electronic Engineering (Level 4)
    Entry requirement
  • Twenty-five (25) points in grade 12 (now grade 11) in five (5) subjects with an E.
    Or
  • Better symbol in English (of which English shall be part of the 5 subjects you must have completed).
    Or
  • Accredited equivalent qualification at NQF level 3 with total credit value as required by the NIT policy/regulation.

    Purpose/rational
    The NIT qualifications in Electrical and Electronic Engineering were designed for the industry and are taught, assessed, and verified by local and international industry experts. They are career-specific and are aimed at ensuring that the NIT learners graduate as Vibrant, Skilled, Competent, and Work-prepared Entrepreneurial Technicians, Technologists, and Professionals to handle and confront the changing and demanding job roles within the Engineering industry.

    Qualification structure
    Modules:
  • Engineering Principles, comparable to Engineering Professional Skills.
  • Delivery of Engineering Processes.
  • Engineering Drawing.
  • Principles of Programming.
  • Electrical Machines.
  • Electrical Power Distribution and Transmission.
  • Electronic Printed Circuit Board Design and Manufacture.
  • Applied Business Communication and Technology.
  • Principles of Entrepreneurship.
  • Applied Fundamentals of Statistical Methods.
  • Legal and Ethical Context of Practice.

    Qualification Purpose and Outcomes
    Upon completion of the Certificate in Electronics and Electrical Engineering (Level 4), learners will be able to:
  • Illustrate knowledge and understanding of the appropriate mathematical, scientific, and computational tools that underpin Electronics and Electrical Engineering, to solve analytical, design or theoretical problems in the field of Electronics and Electrical Engineering.
  • Interpret the fundamental knowledge of Engineering calculations, approaches, and technical terminologies.
  • Use of electronic printed circuit boards (PCBs).
  • Outline electronic qualifications and designing of computers.
  • Identify technological, legal, and ethical issues and their impact on the delivery of firm and robust and reliable electrical networks.
  • Illustrate skills in the application of electrical machines, particularly direct current and alternating current drives.
  • Progress to Diploma in Electrical and Electronic Engineering (Level 5) qualification.

    Assessment Methods
    The NIT programs are assessed using a combination of:
  • Informal Assessments.
  • Formal Assessments.

    Informal assessments are conducted by lecturers on each covered component of the unit outcome to weigh knowledge created by his/her learners so that necessary teaching practice adjustments can be made as appropriate.

    Formal Assessments are further classified into two parts:
  • Formal Continuous Assessments which comprise of:
    Major Test
  • An Integrated Action Project
    Formal Final Assessments which comprise of:
  • Major Examination.
  • Unit Assignments.

    Qualification progression:
    Diploma in Electronics and Electrical Engineering (Level 5)

    Similarities:
  • National Institute of Technology (NIT) and South African (SA) qualifications require learners who completed grade 12/National Senior Certificate.
  • Both NIT and SA qualifications progress to Diploma.
  • Both NIT and SA qualifications assess learners through a formal and informal assessment which includes, formal Assignments, tests, and examinations.
  • NIT and SA qualifications share similar modules which is Engineering Principles, both qualifications offer compulsory modules.

    Difference:
  • The National Institute of Technology (NIT) is at Level 4, while the SA qualification is at NQF Level 5.

    Country: Australia
    Institution: Technical and Further Education (TFE) NSW
    Qualification title: Undergraduate Certificate in Renewable Energy Engineering.
    Duration: One year part-time

    Entry requirements:
    You must demonstrate that you have achieved one of the following:
  • An NSW Higher School Certificate (HSC) or its equivalent.
    Or
  • A Certificate IV in Tertiary Preparation or its equivalent.
    Or
  • A completed Certificate IV or higher vocational qualification.

    Qualification structure
    Modules
  • Foundation Studies in Renewable Energy and Sustainability.
  • Principles of Electrical Engineering.
  • Grid Connected Photovoltaic Power Systems, comparable to Solar and Wind Energy Systems.
  • Energy Storage Systems, comparable to Storage and Generation.

    Qualification outcomes:
  • Practically apply your knowledge and skills in renewable energy engineering in a variety of renewable energy technology contexts.
  • Identify, analyse, and develop renewable energy solutions for clients.
  • Operate within legal and regulatory frameworks and follow industry standards to meet compliance requirements and ensure public health and safety.

    Qualification progression:
    Diploma of Renewable Energy Engineering.

    Similarities:
  • Technical and Further Education (TFE) and South African SA qualifications require learners who completed a Higher School Certificate/ higher vocational qualification.
  • TFE and SA qualifications share similar modules such as Grid Connected Photovoltaic Power Systems and Energy Storage Systems.
  • Both TFE and SA qualification progress to a Diploma of Renewable Energy Engineering.
  • Both TFE and SA qualifications share similar learning outcomes, in which a learner will be able to demonstrate the ability to apply knowledge and skills in renewable energy engineering.

    Difference
  • The Technical and Further Education (TFE) qualification is offered for one year part-time, while the South African (SA) qualification is offered for one year full-time. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Higher Certificate in Electrical Engineering, NQF Level 5.
  • Higher Certificate in Mathematics for Engineering, NQF Level 5.
  • Higher Certificate in Mechanical Engineering, NQF Level 5.
  • Higher Certificate in Mechatronic Engineering, NQF Level 5.

    Vertical Articulation:
  • Diploma in Engineering Technology in Electrical Engineering, NQF Level 6.
  • Diploma in Engineering Technology in Mechanical Engineering, NQF Level 6.
  • Diploma in Engineering Technology in Electrical Engineering, NQF Level 6.
  • Diploma in Engineering Technology in Mechanical Engineering, NQF level 6.
  • Bachelor of Engineering Technology in Electronic Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Mechanical Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Power Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Mechanical Engineering, NQF Level 7.

    Diagonal Articulation
    No diagonal articulation options are available. 
    		•

    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.
     
    NONE 


    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.