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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Science in Biomedical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
58001  Bachelor of Engineering Science in Biomedical Engineering 
ORIGINATOR
University of Witwatersrand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0733/25  2024-06-30  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 
The Bachelor of Engineering Science in Biomedical Engineering is intended to provide a thorough multidisciplinary education in both life sciences and engineering in such a way that the learner will appreciate the way in which engineering and quantitative sciences are now critical to achieving a thorough understanding and research capacity in the life sciences.

This qualification is intended to produce learners who have the capacity to apply sound scientific and engineering principles to life sciences.

The qualifying learners will be able to:
  • Understand biomedical systems and be appraised with new systems.
  • Come up with ways to improve existing systems.
  • Apply the systems to human patients, addressing healthcare needs of South Africa and of global communities.

    Rationale:
    Biomedical Engineering is a relatively new branch of engineering that involves the use of cutting-edge technologies to help improve human healthcare. They also apply their engineering skills to problems in human biology and are at the forefront of developments in human medicine in the 21st century, enabling the medicial profession to diagnose and treat disease, and repair or replace damaged living tissue.

    This qualification was developed as a result of the need within the biomedical industry for highly skilled personnel. Locally based biomedical companies, of which there is a significant cluster, were involved in its design. It therefore remains highly relevant to the needs of industry while giving students a full training in engineering design principles and their application to human biology in an interdisciplinary environment. Related, relevant subjects that are covered over the course of the degree programme include biomedical instrumentation, tissue engineering and biomechanics.

    The qualification will produce learners who are well suited to continue with formal engineering or physics studies with the capacity to undertake research in Biomedical Engineering, or alternatively, to proceed to the proposed new learner entry medical qualification with sound entry requirements and a thorough scientific grounding.

    Following this qualification, they will typically either complete an electrical engineering qualification, or do a two-year honours qualification in physics or continue with a learner medical qualification. Those completing the electrical engineering qualification will be well placed to work in the field of Biomedical Engineering, but at the same time will be fully qualified electrical engineers with all the career options associated with this discipline. Others may apply to do the honours qualification in Physics with essentially the same options as the engineers.

    Those selected for the learner medical qualification will have an excellent knowledge of the relevant scientific principles required to undertake medical studies, and will have insight into the application of quantitative science to biology. Some learners may wish to use this qualification as a basis for continuing with a life sciences qualification towards higher qualifications, if they can identify a qualification for which this qualification is suited. Those who choose to exit with this qualification are likely to find employment in the medical equipment industry, however this is not the preferred or intended option. Learners who go on to earn full electrical engineering, physics honours or medical qualifications will add tremendous impetus to South Africa's research base, and would be expected to stimulate a fledgling industry in biomedical equipment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Senior Certificate, NQF Level 4 with Exemption.
    Or
  • National Senior Certificate, NQF Level 4 granting access to Bachelor's studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at National Qualifications Framework Level 5, 6 and 7 totalling 445 Credits.

    Compulsory Modules, Level 5, 156 Credits:
  • Introductory Physiology & Environmental Sciences I, 18 Credits.
  • Chemistry I, 36 Credits.
  • Engineering Mathematics IA, 18 Credits.
  • Engineering Mathematics IB, 18 Credits.
  • Introductory Molecular and Cell Biology I, 18 Credits.
  • Engineering Physics IA, 18 Credits.
  • Engineering Physics IB, 18 Credits.
  • Applied Physics I, 12 Credits.

    Compulsory Modules, Level 6, 200 Credits:
  • Biomedical Statistics and Numerical Methods, 6 Credits.
  • Electric and Magnetic Systems, 18 Credits.
  • Software Development I, 16 Credits.
  • Signals and Systems I, 12 Credits.
  • Microprocessors, 15 Credits.
  • Electronics I, 16 Credits.
  • Electric Circuits, 12 Credits.
  • Molecular and Cell Biology, 9 Credits.
  • Mathematics II, 33 Credits.
  • Physics II (Electrical), 15 Credits.
  • Anatomy, 48 Credits.

    Compulsory Modules, Level 7, 89 Credits:
  • Biomedical Transport Phenomena, 6 Credits.
  • Biomedical Measurement, Instrumentation and Imaging, 14 Credits.
  • Signals and Systems IIA, 12 Credits.
  • Biomedical Signals, Systems and Control, 9 Credits.
  • Physiology and Chemical Biochemistry I, 48 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop a comprehensive understanding of living systems.
    2. Use basic knowledge of living systems to appreciate the complexities and ethical considerations in medical research.
    3. Develop a thorough understanding of engineering science and its wide applicability.
    4. Communicate technical ideas effectively.
    5. Make rapid quantitative estimates.
    6. Integrate life sciences and engineering sciences and to appreciate the principles common to both disciplines.
    7. Appreciate the social implications of health and engineering in the context of South Africa's socio-economic environment.
    8. Work in a multi-disciplinary team environment and to appreciate the value of diversity in skills.
    9. Communicate with peers and colleagues, as well as the requirement to assume responsibility and manage uncertainty.
    10. Derive knowledge from a wide range of learning environments.
    11. Demonstrate knowledge of the effect of her/his discipline on other areas of society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1.
  • Demonstrate understanding of the genetic and molecular basis of life.
  • Show understanding of the interaction of living systems with each other.

    Associated Assessment Criteria for Exit Level Outcome 2.
  • Assess the principles of the latest technologies including cloning, cell biology and cancer treatment.
  • Evaluate the ethical dilemmas associated with new technologies.

    Associated Assessment Criteria for Exit Level Outcome 3.
  • Solve engineering problems and perform quantitative analysis.
  • Gain insight into uncertainty in science and its effect on understanding.
  • Apply engineering sciences to diverse fields such as biology and medicine.

    Associated Assessment Criteria for Exit Level Outcome 4.
  • Do verbal presentations on complex technical subjects will be required to present written communications including research reports and problem solving.
  • Use sound engineering judgement and learns to estimate the magnitude of answers prior to calculating.

    Associated Assessment Criteria for Exit Level Outcome 6.
  • Assess systems theory and its applicability across a range of subjects.
  • Evaluate the way in which many engineering processes have analogues in the living world.

    Associated Assessment Criteria for Exit Level Outcome 7.
  • Demonstrate knowledge of the critical importance of budgetary constraints on health care delivery.
  • Make a useful assessment of the cost-benefit ratio of advanced technologies.

    Associated Assessment Criteria for Exit Level Outcome 8.
  • Work in a team environment with engineers, physicists, chemists, doctors and other professionals.

    Associated Assessment Criteria for Exit Level Outcome 9.
  • Demonstrate an awareness of how poor or vague communication can lead to undesirable or tragic outcomes.
  • Apply decision-making skills and take responsibility for it.
  • Make rapid decisions in the absence of complete information in an attempt to optimise the probability of a favourable outcome.

    Associated Assessment Criteria for Exit Level Outcome 10.
  • Learn from a wide range of teaching and study environments such as seminars and presentations, small group study, independent study and formal lectures.

    Associated Assessment Criteria for Exit Level Outcome 11.
  • Manage the beneficial effect of good health care on social and environmental well being.

    INTEGRATED ASSESSMENT:
    Learners are assessed by way of written examinations, assignments, oral presentations and oral examinations. A number of capstone courses such as medical imaging and medical transport phenomena in final year are assessed with a view to integration of subject matter from earlier courses and have both engineering and life sciences content.

    In order to promote, monitor and measure learner learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered.

    Country: Australia
    Institution: Flinders University
    Qualification: Bachelor of Engineering Science (Biomedical Engineering)

    Relevant websites for this programme are shown below:
    https://handbook.flinders.edu.au/courses/current/BENGSCFP
    https://www.flinders.edu.au/study/courses/bachelor-engineering-science?source=ecs-dom-study
    https://students.flinders.edu.au/my-course/course-rules-2021/undergrad/bengsc/bengsc-biomed

    Similarities:
  • Also a 3-year degree.
  • Also a basic bachelor's degree that does not itself allow for professional engineering registration but provides a pathway to transitioning to the 4-year professional engineering degree.
  • The first year is mainly basic sciences, the second year is more specific to engineering disciplines and the third year includes the capstone courses such as the main project.

    Differences:
    Flinders University provides a wide diversity of Bachelor of Engineering Science degrees in addition to Biomedical Engineering, e.g. Mechanical Engineering. Also, within the Biomedical Engineering degree, there is a wider choice of subjects than we offer at Wits. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Science, NQF Level 7.
  • Bachelor of Science in Biomedicine, NQF Level 7.

    Vertical articulation:
  • Bachelor of Science Honours in Physics, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    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 Witwatersrand 


    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.