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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 Mechanical Engineering |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125317 | Diploma in Engineering in Mechanical 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 Mechanical Engineering, is an entry level qualification, with the purpose of preparing learners for industry while equipping them to undertake more specialised and intensive learning within the engineering field. The qualification provides the necessary knowledge, understanding and skills required for a learner's progression towards becoming a competent Professional Engineering Technician. 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, and the qualification is also designed to add value to the qualifying learner in terms of personal enrichment, through the problem-based nature of the assignments and/or design projects they are expected to complete. This qualification provides preparation for careers within engineering and areas that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development, as well as entry to a NQF level 7 Bachelor's or Advanced Diploma qualifications in Engineering. Mechanical Engineering learners completing this qualification will demonstrate competence in all the Graduate Attributes as stated in Section 8 of this document. Upon completion of the qualification, a qualifying learner will be: Based on all the above, as well as the need for diploma with practical experience, the introduction of the 360-credit Diploma with an integrated WIL-component, based on simulated work or placement in industry, will aid towards increasing the number of registered professional engineering technicians in industry. Rationale: The need for Engineering Qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer to population ratio of 1:3 100 compared to Germany (1:200) and Japan, Great Britain, and the United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply 10-fold to compete with international economies. In addition to this, ECSA continues to argue that South Africa as a developing country, has too few engineers 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 for the projects currently underway in the country. Consequently, there are many instances of engineering work being carried out by engineers who are not competent to undertake such work. This is particularly problematic in the public sector where all spheres of government are dependent on engineering services to address the vital needs for South African communities. 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 Mathematics, Physical Sciences and English, 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. Learning pathway where the qualification resides. The qualification will focus on the development and training of Mechanical Engineering Technicians. It is primarily vocational and industry oriented, characterised by the knowledge emphasis, general principles and application or technology transfer. 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. Therefore, the Diploma in Engineering in Mechanical Engineering qualification will provide crucial skills and add value to existing industries as well as new business enterprises, to grow the economy and stimulate job creation. Mechanical Engineering Technicians may be employed in both the private and public sector. The engineering technician when performing the aforementioned work must apply professional engineering judgment to all work done in the management of operations. This would include but would not be limited to the ability to assess design work against the following criteria: Given that the envisaged qualification received full endorsement from ECSA as specified in the ECSA Qualification Standard for the Diploma in Engineering in Mechanical 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. This qualification will provide graduates with skills in the needed engineering fields as stipulated in the National Development plan (NDP) under education, skills, and innovation. It will also contribute towards building capacity for regional development within the Free State, and provide the educational base required for registration as a Candidate and/or Professional Engineering Technician with the Engineering Council of South Africa (ECSA). This qualification will also provide graduates an opportunity to continue their learning pathways to higher level qualifications such as Advanced diplomas or Bachelor Degrees in Mechanical Engineering. |
| 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 366 Credits.
Compulsory Modules, Level 5: 112 Credits: Compulsory Modules, Level 6: 230 Credits: Elective Modules, Level 6 (Choose one module): 24 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Identify, formulate, analyse, and solve well-defined problems creatively and innovatively.
2. apply knowledge of mathematics, natural science, and engineering sciences to the conceptualisation of engineering models and to solve well-defined problems. 3. Demonstrate competence to perform creative, procedural, and non-procedural design and synthesis of well-defined components, systems, engineering works, or processes. 4. 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. Apply appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of well-defined problems, with an understanding of the limitations, restrictions, premises, assumptions, and constraints. 6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large. 7. Demonstrate knowledge and understanding of the impact of engineering activities on society, economy, industrial and physical environment. 8. 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: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: 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. Assessment methods can include: Marks for theoretical modules are calculated as follows: all tests, assignments and projects constitute 50% of the course mark and the examination mark constitutes 50%. Practical modules are handled as continuous evaluation modules. 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 module to keep a backup of all marks given for every project. The Department adopts a peer review system for formative and summative assessment. The facilitator of the various courses/modules is the person charged with the responsibility of compiling assessment rubrics and assessment question papers for the course/module. For summative assessment question papers of the various offerings conform without exception to all the best assessment practices required by the Unit for Academic Development in its guidelines to academic staff. Particular attention is given to eliminating ambiguities, correct targeting of the language competencies of learners, and correct language usage within the context of the language policy of the institution. 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. Summative Assessment: Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a unit, module and/or qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a failure. The minimum number of summative opportunities required is specified in the Academic Regulations. The department uses various integrated assessment strategies, depending on the focus of the module. Apart from class tests and the traditional examination where appropriate, learners are continuously assessed through assignments, research projects, practical work, work-based projects, case studies etc. |
| 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 Sydney accord specifically is an international agreement between bodies responsible for accrediting engineering technology academic qualifications. The ELOs and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The following 10 countries are signatories of the Dublin Accord under EIA.
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. |