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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 THAT HAS PASSED THE END DATE: 

Bachelor of Science: Engineering 
SAQA QUAL ID QUALIFICATION TITLE
48694  Bachelor of Science: Engineering 
ORIGINATOR
SGB Engineering 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  560  Level 7  NQF Level 08  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2030-06-30  

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 
The purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineer. The recognised purpose of the bachelors degree in engineering, designated BSc(Eng), accredited as satisfying this standard is to provide graduates with:
  • A thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling, and engineering design together with the abilities to enable applications in fields of emerging knowledge;
  • Preparation for careers in engineering and related areas, for achieving technical leadership and to make a contribution to the economy and national development;
  • The educational requirement towards registration as a Professional Engineer with the Engineering Council of South Africa as well as to allow the graduate to make careers in engineering and related fields;
  • For graduates with an appropriate level of achievement in the programme, the ability to proceed to postgraduate studies in both course-based and research masters programmes.

    Rationale for the Qualification

    Engineering is a discipline and profession that serves the needs of society and the economy. The Bachelors Degree in Engineering is designed to contribute to developing engineering competence. The qualification, with its broad fundamental base, is the starting point of a career path in one of many areas of engineering specialization through structured development and lifelong learning. The broad base allows maximum flexibility and mobility for the holder to adjust to changing needs. Skills, knowledge, values and attitudes reflected in the qualification are building blocks for the development of candidate engineers towards becoming competent engineers to ultimately lead complex engineering activities and solve complex engineering problems. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners embarking in study towards this qualification are assumed to have:
  • Mathematics at a level equivalent to Senior Certificate Higher Grade, C Symbol
  • Physical Science at NQF Level 4 at a level equivalent to Senior Certificate Higher Grade, C Symbol
  • Reading, Speaking and writing in the language of instruction and reading in English.

    Recognition of Prior Learning

    Providers may make use of recognition of prior learning at intermediate levels but must take full responsibility for assessing the exit level outcomes. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Rules of Combination

    The qualification may have a disciplinary or cross-disciplinary qualifier (discipline, branch, option or endorsement) defined in the provider's rules for the degree and reflected on the academic transcript and degree certificate, subject to the following:

    1. The designation must contain the word "Engineering". The qualifier may contain, one or combinations of the following descriptors: Agricultural, Aeronautical, Chemical, Civil, Computer, Electrical, Electro-mechanical Engineering Electronic, Environmental, Industrial, Extractive Metallurgy, Information, Materials, Mechanical, Mechatronics, Metallurgical, Mineral(s) Processing, Physical Metallurgy and Mining. Designations are not restricted to this list.
    2. The qualifier must clearly indicate the nature and purpose of programme.
    3. The fundamental engineering science content must be consistent with the qualifier.
    4. The target market indicated by the qualifier may be a traditional branch of engineering or a substantial industry area;
    5. In the case of a provider offering programmes with different designations but having only minor differences in content or undifferentiated purposes, only one programme should be accredited;
    6. The designation should be comparable with typical programmes within Washington Accord countries;
    7. BSc (Eng) programmes should not address narrow niche markets: formal education for such markets should rather be satisfied by broad undergraduate programmes such as specified in this standard followed by specialized course-based postgraduate programmes. 

    EXIT LEVEL OUTCOMES 
    Exit level outcomes defined below are stated generically and may be assessed in various engineering disciplinary or cross-disciplinary contexts in a provider-based or simulate practice environment. Words shown italicized have specific meaning defined in ECSA Document G-04 [1].

    The competencies defined in the ten exit level outcomes may be demonstrated in a university-based, simulated workplace context. Competencies stated generically may be assessed in various engineering disciplinary or cross-disciplinary contexts.

    Exit level outcome 1: Problem solving
    Learning outcome: Demonstrate competence to identify, assess, formulate and solve convergent and divergent engineering problems creatively and innovatively.

    Exit level outcome 2: Application of scientific and engineering knowledge
    Learning outcome: Demonstrate competence to apply knowledge of mathematics, basic science and engineering sciences from first principles to solve engineering problems.

    Exit level outcome 3: Engineering Design
    Learning outcome: Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes.

    Exit level outcome 4: Investigations, experiments and data analysis
    Learning outcome: Demonstrate competence to design and conduct investigations and experiments.

    Exit level outcome 5: Engineering methods, skills and tools, including Information Technology
    Learning outcome: Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology.

    Exit level outcome 6: Professional and technical communication
    Learning outcome: Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.

    Exit level outcome 7: Impact of Engineering activity
    Learning outcome: Demonstrate critical awareness of the impact of engineering activity on the social, industrial and physical environment.

    Exit level outcome 8: Individual, team and multidisciplinary working
    Learning outcome: Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.

    Exit level outcome 9: Independent learning ability
    Learning outcome: Demonstrate competence to engage in independent learning through well-developed learning skills.

    Exit level outcome 10: Engineering Professionalism
    Learning outcome: Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria

    The candidate applies in a number of varied instances, a systematic problem solving method including:
    1. Analyses and defines the problem, identifies the criteria for an acceptable solution;
    2. Identifies necessary information and applicable engineering and other knowledge and skills;
    3. Generates and formulates possible approaches to solution of problem;
    4. Models and analyses possible solution(s);
    5. Evaluates possible solutions and selects best solution;
    6. Formulates and presents the solution in an appropriate form.

    Range Statement: Problems requires identification and analysis. Some cases occur in unfamiliar contexts. Problems are both concrete and abstract and may involve uncertainty. Solutions are based on theory and evidence, together with judgement where necessary.
  • The candidate:

    1. Brings mathematical, numerical analysis and statistical knowledge and methods to bear on engineering problems by using an appropriate mix of:

    a) Formal analysis and modelling of engineering components, systems or processes;
    b) Communicating concepts, ideas and theories with the aid of mathematics;
    c) Reasoning about and conceptualising engineering components, systems or processes using mathematical concepts;
    d) Dealing with uncertainty and risk through the use of probability and statistics.

    2. Uses physical laws and knowledge of the physical world as a foundation for the engineering sciences and the solution of engineering problems by an appropriate mix of:

    a) Formal analysis and modelling of engineering components, systems or processes using principles and knowledge of the basic sciences;
    b) Reasoning about and conceptualising engineering problems, components, systems or processes using principles of the basic sciences.

    3. Uses the techniques, principles and laws of engineering science at a fundamental level and in at least one specialist area to:

    a) Identify and solve open-ended engineering problems;
    b) Identify and pursue engineering applications;
    c) Work across engineering disciplinary boundaries through cross disciplinary literacy and shared fundamental knowledge.
  • Knowledge is coherent and systematically organized, covering the fundamentals of the discipline, with depth in limited specialist area(s), informed by current developments. A coherent and critical understanding of fundamental principles and theories of a discipline is required. Understanding of emerging issues in specialist area(s). Application of knowledge requires recognition of boundaries and limitations of disciplines.

    Note: Problems used for assessment may provide evidence in the application of one, two or all three categories of knowledge listed above.
  • The candidate executes an acceptable design process encompassing the following:

    1. Identifies and formulates the design problem to satisfy user needs, applicable standards, codes of practice and legislation;
    2. Plans and manages the design process: focuses on important issues, recognises and deals with constraints;
    3. Acquires and evaluates the requisite knowledge, information and resources: applies correct principles, evaluates and uses design tools;
    4. Performs design tasks including analysis, quantitative modelling and optimisation;
    5. Evaluates alternatives and preferred solution: exercises judgment, tests implementability and performs techno-economic analyses;
    6. Assesses impacts and benefits of the design: social, legal, health, safety, and environmental;
    7. Communicates the design logic and information.

    Range Statement: A major design problem should be used to provide evidence. The problem would be typical of that which the graduate would participate in a typical employment situation shortly after graduation. The selection of components, systems, engineering works, products or processes to be designed is dependent on the discipline.
  • The candidate executes an acceptable process including but not restricted to:

    1. Plans and conducts investigations and experiments;
    2. Conducts a literature search and critically evaluates material;
    3. Performs necessary analyses;
    4. Selects and uses appropriate equipment or software;
    5. Analyses, interprets and derives information from data;
    6. Draws conclusions based on evidence;
    7. Communicates the purpose, process and outcomes in a technical report.

    Range Statement: The balance of investigation and experiment should be appropriate to the discipline. An investigation or experimental study should be typical of those in which the graduate would participate in an employment situation shortly after graduation.
    Note: An investigation differs from a design in that the objective is to produce knowledge and understanding of a phenomenon and a recommended course of action.
  • The candidate:

    1. Uses method, skill or tool effectively by:

    a) Selecting and assessing the applicability and limitations of the method, skill or tool;
    b) Properly applying the method, skill or tool;
    c) Critically testing and assessing the end-results produced by the method, skill or tool.

    2. Creates computer applications as required by the discipline.

    Range Statement: A range of methods, skills and tools appropriate to the disciplinary designation of the programme including:

    1. Discipline-specific tools, processes or procedures;
    2. Computer packages for computation, modelling, simulation, and information handling;
    3. Computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork;
    4. Basic techniques from economics, business management, and health, safety and environmental protection.
  • The candidate executes effective written communication as evidenced by:

    1. Uses appropriate structure, style and language for purpose and audience;
    2. Uses effective graphical support;
    3. Applies methods of providing information for use by others involved in engineering activity;
    4. Meets the requirements of the target audience.
  • The candidate executes effective oral communication as evidenced by:

    1. Uses appropriate structure, style and language;
    2. Uses appropriate visual materials;
    3. Delivers fluently;
    4. Meets the requirements of the intended audience.

    Range Statement: Material to be communicated is in an academic or simulated professional context. Audiences range from engineering peers, management and lay persons, using appropriate academic or professional discourse. Written reports range from short (300-1000 word plus tables diagrams) to long (10 000 to 15 000 words plus tables, diagrams and appendices), covering material at exit level. Methods of providing information include the conventional methods of the discipline, for example engineering drawings, as well as subject-specific methods.
  • The candidate identifies and deals with an appropriate combination of issues in:

    1. The impact of technology on society;
    2. Occupational and public health and safety;
    3. Impacts on the physical environment;
    4. The personal, social, cultural values and requirements of those affected by engineering activity.

    Range Statement: The combination of social, workplace (industrial) and physical environmental factor must be appropriate to the discipline or other designation of the qualification.
  • The candidate demonstrates effective individual work by performing the following:

    1. Identifies and focuses on objectives;
    2. Works strategically;
    3. Executes tasks effectively;
    4. Delivers completed work on time.
  • The candidate demonstrates effective team work by the following:

    1. Makes individual contribution to team activity;
    2. Performs critical functions;
    3. Enhances work of fellow team members;
    4. Benefits from support of team members;
    5. Communicates effectively with team members;
    6. Delivers completed work on time.
  • The candidate demonstrates multidisciplinary work by the following:

    1. Acquires a working knowledge of co-workers' discipline;
    2. Uses a systems approach;
    3. Communicates across disciplinary boundaries.

    Range Statement: Tasks require co-operation across at least one disciplinary boundary. Disciplines may be other engineering disciplines or be outside engineering.
  • The candidate shows evidence of being an effective independent learner by the following:

    1. Reflects on own learning and determines learning requirements and strategies;
    2. Sources and evaluates information;
    3. Accesses, comprehends and applies knowledge acquired outside formal instruction;
    4. Critically challenges assumptions and embraces new thinking.

    Range Statement: Operate independently in complex, ill-defined contexts requiring personal responsibility and initiative, accurately self-evaluate and take responsibility for learning requirements; be aware of social and ethical implications of applying knowledge in particular contexts.

    The candidate exhibits professionalism by the following:

    1. Being aware of requirements to maintain continued competence and to keep abreast of up-to-date tools and techniques;
    2. Displays understanding of the system of professional development.
    3. Accepts responsibility for own actions;
    4. Displays judgment in decision making during problem solving and design;
    5. Limits decision making to area of current competence;
    6. Reason about and make judgment on ethical aspects in case study context;
    7. Discerns boundaries of competence in problem solving and design.

    Range Statement: Evidence includes case studies typical of engineering practice situations in which the graduate is likely to participate.
    Note on Associated Assessment Criteria
    Overlap exists between performances specified for different outcomes. The same evidence may be used toward assessing competence under different outcomes.

    Integrated Assessment

    Providers of programmes shall in the quality assurance process demonstrate that an effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the exit level outcomes. Evidence should be derived from major work or multiple instances of limited scale work. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of the whole qualification standard is ensured through the Washington Accord. The standards are comparable with those for professionally oriented bachelors degrees in engineering in countries having comparable engineering education systems to South Africa:

    Australia, Canada, Hong Kong China, Ireland, New Zealand, United Kingdom, United States of America. Comparability is audited on a six-yearly cycle by a visiting Washington Accord team. 

    ARTICULATION OPTIONS 
    The exit level outcomes ensure that a graduate of a programme meeting these standards would meet requirements for entry to a number of programmes including:

    1. A Learnership programme directed at becoming registered as a Professional Engineer or meeting other industry requirements;
    2. Formal specialist study toward the Graduate Diploma in Engineering;
    3. A postgraduate Bachelor of Laws (LLB) programme;
    4. Specialist coursework masters programmes, for example MEng;
    5. Research masters programmes leading to the MSc(Eng), with or without coursework components;
    6. With appropriate work experience, the Master of Business Administration. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Providers of programmes shall in the quality assurance process demonstrate that an effective moderation process exists to ensure that the assessment system is consistent and fair.

    The Higher Education Quality Committee to the Higher Education providers responsible for programmes delegates registration of assessors. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    Acceptable titles: Bachelor of Science in Engineering, Bachelor of Engineering, Baccalareus Ingeneriae .
    Abbreviations: BSc (Eng), BScEng, BEng, BIng.

    The qualification may have a disciplinary or cross-disciplinary qualifier (discipline, branch, option or endorsement) defined in the provider's rules for the degree and reflected on the academic transcript and degree certificate, subject to the following:
  • The designation must contain the word "Engineering". The qualifier may contain, one or combinations of the following descriptors: Agricultural, Aeronautical, Chemical, Civil, Computer, Electrical, Electro-mechanical Engineering Electronic, Environmental, Industrial, Extractive Metallurgy, Information, Materials, Mechanical, Mechatronics, Metallurgical, Mineral(s) Processing, Physical Metallurgy and Mining. Designations are not restricted to this list.
  • The qualifier must clearly indicate the nature and purpose of programme.
  • The fundamental engineering science content must be consistent with the qualifier.
  • The target market indicated by the qualifier may be a traditional branch of engineering or a substantial industry area;
  • In the case of a provider offering programmes with different designations but having only minor differences in content or undifferentiated purposes, only one programme should be accredited;
  • The designation should be comparable with typical programmes within Washington Accord countries;
  • BSc (Eng) /BIng programmes should not address narrow niche markets: formal education for such markets should rather be satisfied by broad undergraduate programmes such as specified in this standard followed by specialized course-based postgraduate programmes. 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    14004  Bachelor of Science in Engineering  University of Witwatersrand  Level 7  NQF Level 08  600     CHE  HEQSF 
    2937  Bachelor of Science: Engineering  University of Durban Westville  Level 6  Level TBA: Pre-2009 was L6  512  2009-06-30  CHE  HEQSF 
    13976  Bachelor of Science: Engineering: Materials Engineering  University of Cape Town  Level 7  Level N/A: Pre-2009 was L7  560  2018-12-31  CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    14004  Bachelor of Science in Engineering  University of Witwatersrand  
    13976  Bachelor of Science: Engineering: Materials Engineering  University of Cape Town  


    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.