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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: |
| Diploma in Engineering in Electrical Engineering |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125299 | Diploma in Engineering in Electrical Engineering | |||
| ORIGINATOR | ||||
| Central University of Technology, Free State | ||||
| 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 06 - Manufacturing, Engineering and Technology | Engineering and Related Design | ||
| 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 | EXCO 0638/26 | 2026-03-10 | 2029-03-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-03-10 | 2035-03-10 | |||
| 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 Diploma in Engineering in Electrical Engineering is an entry-level qualification, and the purpose of this qualification is to build the necessary knowledge, understanding and skills required for a learner's progression towards becoming a competent Professional Engineering Technician. The Qualification will provide learners with a sound knowledge base in a particular field or discipline to enable the application of their knowledge and skills to a particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. Modules in this Qualification have a strong vocational, professional or career focus, which will prepare graduates to enter a specific niche in the labour market with the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing technician. This Qualification will also provide learners with the knowledge and skills to enter an environment which applies information technology in a technical and industrial context in addition to addressing the technical needs of the commercial environment. The modules included in the Qualification maintain a good balance between cognitive and practical skills at a tertiary level. The learner is to develop holistically rather than gaining mere knowledge of theoretical principles. Learners need to have the required technical knowledge, skills, and graduate attributes to successfully contribute to the socio-economic development of communities and the country. Entrepreneurial skills and internationalisation are encouraged continuously, to enable learners to eventually fulfil all the above-mentioned functions, it is also expected from them to confidently demonstrate appropriate analytical and mathematical skills, as well as being able to demonstrate effective communications skills, both verbally and in writing, i.e., compilation of technical reports. Proficiency in English (written and spoken) and knowledge and skill competence in Mathematics and Physical Sciences at NQF Level 4 are assumed to be in place. Their people skills, both as an individual and in a team context, are purposefully developed through the problem-based nature of the assignments and/or design projects they are expected to complete. Upon completion of the qualification, a qualifying learner will be able to: Rationale: Engineering team requirement for South Africa needs to multiply 10-fold to compete with international economies. In addition to this, in a recent publication, ECSA continues to argue that South Africa as a developing country, has too few engineering professionals for the size of its population, e.g., 1: 3 166 compared to other developing counties such as Malaysia (1: 543) and Brazil (1: 227). Hence, South Africa is regarded as >severely under-engineered' with a critical shortage of competent engineers/ technologists/ technicians for the projects currently underway in the country. Given that the National Accredited Technical Education Diploma (NATED-151) National Diploma (N Dip) Qualification will be completely phased out in 2024, the institution already introduced two HEQSF-aligned qualifications in 2018, i.e., a 280-credit Diploma in Engineering Technology (Dip Eng. Tech) and a 420-credit Bachelor of Engineering Technology (B Eng. Tech) degree. However, the overwhelming number of learners still interested in the phased-out N Dip with a WIL component, in conjunction with the absence of articulation opportunities to the phased-out B Tech at NQF Level 7, the need to re-introduce a 360-credit Diploma in Engineering became much more prevalent at CUT. Typically, candidates who matriculated with a Grade 12 National Senior Certificate (NSC) with a score of 27 or higher on the CUT scoring scale, plus a minimum mark of 50% to 59% (Level 4) in both Mathematics and Physical Sciences, will qualify for admission. Applicants in possession of the National Certificate Vocational (NCV) will be selected according to the selection requirements as approved by Senate. Candidates must also adhere to the general admission regulations for candidates who completed the N3, N4, N5 and N6 qualifications at a Technical Vocational Education and Training (TVET) College. The Diploma in Engineering in Electrical Engineering Qualification is an entry-level qualification at NQF exit-level 6 and meets the requirements of the Higher Education Qualification Sub Framework (HEQSF) for a 360-credit Diploma. Upon completion of the 360-credit Diploma, a candidate meets the minimum entry requirement for admission to an Advanced Diploma at NQF Level 7. Upon completion of the latter Advanced Diploma, studies can be pursued in either the Post-Graduate Diploma or B Eng. Tech (Hons) degree Qualifications at NQF Level 8. This Qualification will focus on the development and training of Electrical Engineering Technicians, who are key role players in a wide variety of infrastructure projects which are needed in South Africa to grow the economy and stimulate job creation. Electrical engineering technicians work as part of a team reporting to either Electrical Engineering Technologists or Electrical Engineers to coordinate project components. Based on the above outline of work typically done by Electrical Engineering Technicians, it is quite evident that they form the backbone of infrastructure support, and conduct well-defined tasks. Given that the envisaged Qualification received full endorsement from ECSA as specified in the ECSA Qualification Standard for the Diploma in Engineering in Electrical Engineering (E-02-PN), it is evident that this career-focused Qualification will produce well-rounded graduates, who are attuned to the needs of the South African economy. The design of this envisaged Qualification will address the needs and challenges of South Africa at either a national, provincial, local, or regional level, while also meeting the requirements of the South African Electrical Engineering Industry, i.e., skilled engineering technicians for the planning, design, construction supervision, operation, and maintenance of built environment infrastructure. Therefore, the Qualification is regarded as relevant to the social-economic developmental needs of South Africa. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
All Recognition of Prior Learning (RPL) applications are received by the Assessment and Graduation Unit who implements the Institutional RPL Policy and also ensures the alignment thereof with the CHE (2016) Policies on RPL, Credit Accumulation and Transfer (CAT), and Assessment in higher education, and the National Policy and Criteria (Gazette no. 381) for the Implementation of RPL. A maximum of 10% of the cohort of learners in this Qualification will/could be admitted through an RPL process. All RPL applications need to be accompanied by certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on all work-based learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the faculty for assessment. The faculty's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes. Depending on the outcome, RPL could be considered for either gaining admission and/or achieving module exemption as per the Institutional RPL Policy. Entry Requirements: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at Level 5, and 6 totalling 364 Credits.
Compulsory Modules, Level 5: 140 Credits: Compulsory Modules, Level 6: 224 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Analyse and define the engineering problem, identify criteria for an acceptable solution and relevant information and engineering knowledge and skills for solving the problem.
2. Apply an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist area on the solution of well-defined engineering problems. 3. Perform procedural design and synthesis of components, systems, engineering works, products, or processes and formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation. 4. Demonstrate competence to conduct investigations of well-defined problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions. 5. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large. 6. Work effectively as an individual, in teams and in multidisciplinary environments. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Apply appropriate structure, style and language of written and oral communication for the communication and the target audience. Associated Assessment Criteria for Exit Level Outcome 6: INTEGRATED ASSESSEMENT The envisaged learning Qualification has appropriate procedures for internal assessment and moderation, external moderation, and the monitoring of learner progress. A secure and reliable recording system of assessment results is also available. Assessment is used to generate data for grading, selecting, and predicting, and to provide feedback. It is normal practice in the Department of Electrical, Electronics and Computer Systems Engineering for learners to receive feedback at the next contact session or within one week after submitting an assignment or writing a test. There are no strict policies and regulations governing the number of tests and assignments that must be given per academic semester, but a minimum of two marks must be recorded on the ITS (or iEnabler) each semester. Assessment methods can include tests, class participation activities, presentations, independent projects, simulations, and formal examinations. Marks for all theoretical subjects are calculated as follows: (i) all tests, assignments and projects constitute 50% of the course mark, and (ii) the examination mark also constitutes 50%. A progress mark is given each quarter which constitutes a particular percentage of the final course mark. Each progress mark is uploaded onto the ITS-system so that the progress of each learner can be monitored. It is the responsibility of the lecturer in charge of the subject to keep a backup of all marks given for every assignment/project. Assessment is guided and governed by the institutional Learner Assessment Manual. The Department adopts a peer-review system for formative and summative assessment. Formative Assessment: Refers to assessment that takes place during the process of learning and teaching, which: Each module consists of different forms of formative assessments, i.e. The Examination Mark (EM) is the mark that a learner obtains during the three (3)-hour and/or four (4)-hour formative assessments at the end of each semester. A learner must obtain a minimum course mark (CM) of 40% to be allowed to write the Main Assessment. It is a further requirement that the learner should obtain at least 50% on average for CM3 (Average of Practicals/Assignments/Projects) to be able to qualify for the Main Assessment. To qualify for the Re-Assessment, a learner must obtain a Final Mark (FM) between 45% and 49%. A learner has successfully completed a subject if he/she has achieved 50% or more for the FM of the subject and will be awarded the allocated credits for that subject. However, in all the subjects where ECSA GAs are assessed and based on CM3, the sub-minimum of 50% also applies and the consequence of unsatisfactory performance in any GA (after second submission opportunity), is the failure of the subject, and the subject needs to be repeated. Summative Assessment: As highlighted above, the exit-level subjects are used to assess the ECSA ELOs/GAs as detailed in Sections D (8 > 10). Two (2) assessors (1 internal and 1 external) are appointed based on their scholarship and expertise. The recommendations of the external assessor are received at the Department and transmitted to the subject lecturer(s) for further consideration: comments, corrections, or improvements. The external moderators ensure that the ELO/GA assessment, together with the normal assessment process, are all fulfilled. In addition to the University pass requirements as per the Assessment Rules and Regulations, a learner must comply with the ELO/GA requirement and achieve competency in the relevant ELOs/GAs in order to be able to pass the subject concerned. Since the assessment of all ELOs/GAs is based on or linked to Course Mark 3 (CM3) as highlighted above, a learner would by default fail the subject as well, since â0¥50% for CM3 is required to be admitted to the Main Assessment. Moderation is regulated by the Institutional Learner Assessment Manual. Summative assessment question papers and internally marked scripts will be subjected to external moderation for all subjects. All external moderators are identified in the Qualification, approved by the Faculty Board, and then appointed by the Assessments and Graduation Unit (AGU). |
| INTERNATIONAL COMPARABILITY |
| International comparability of engineering education qualifications is ensured through the Washington, Sydney, and Dublin Accords, all being members of the International Engineering Alliance (IEA).
The Dublin Accord is an international agreement between bodies specifically responsible for the accreditation of academic engineering technology qualifications for technicians. The ELOs/GAs and level descriptors as defined in the envisaged 3-year Diploma in Engineering (Electrical Eng.) at 364 credits are aligned with the IEA Graduate Attributes and Professional Competencies for Qualifications of a similar duration (3-year) and total credits (360). Subsequently, learner mobility and recognition of prior learning/studies within these Qualifications accredited under the EIA (Dublin) Accord, will be possible, while adhering to all the required good practices at an international level. Hence, given that this envisaged Qualification is endorsed by ECSA and meeting all the requirements of the ECSA Qualification Standard (E-02-PN), it automatically entails that the Qualification is equivalent to any other international Qualification endorsed and accepted by the EIA. Thus, essentially no detailed comparisons are required to demonstrate the international comparability. Furthermore, given that the same Qualification Standard applies to all the international academic Qualification signatories of the Dublin Accord under the EIA, the admission requirements, knowledge areas, ELOs/GAs, credits, assessments, duration, and/or articulation pathways will be similar; hence, ensuring the above-mentioned learner mobility and/or possible module recognitions. The following 10 countries are signatories of the Dublin Accord under EIA: |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| 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. | Central University of Technology, Free State |
| 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. |