Bachelor of Engineering Technology Honours in Electrical Engineering

Purpose

The purpose of the Bachelor of Engineering Technology Honours in Electrical Engineering is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising engineering technologist, as stated by the Engineering Council of South Africa (ECSA) position paper regarding the 'Implementation of Engineering Qualifications under the HEQSF". The qualification specifically provides qualifying learners with the following:

• Preparation for careers in Engineering and areas that potentially benefit from Engineering skills for achieving technological proficiency and contribute to the economy and national development;
• An appropriate level of achievement, the ability to enter an NQF Level 9 Masters qualifications in the field of Electrical Engineering.

The modules in this qualification are designed as to progress from a relevant NQF Level 7 qualification such as the Bachelor of Engineering Technology in Electrical Engineering. This qualification is also designed to enhance the application of research and further develop the specialist and contextual knowledge of the learner in the field of Electrical Engineering. The modules within this qualification are designed to address all the graduate attributes as stated in the ECSA qualification standard (E-09-PT) for a Bachelor of Engineering Technology Honours.

The qualification includes three elective options, which are as follows

Option 1: Telecommunication Systems

The world has witnessed a tremendous growth in telecommunication networks that has been driven by greater demand for capacity and quality of service in telecommunication networks. This is leading to the evolution of standards to meet the increase in demand for capacity and quality of service. Telecommunication systems include wired and wireless networks that provide the capabilities of systems to communication between users as well as between themselves. The Telecommunication Systems specialisation will provide a learner with the background in the principles of digital communication theory, and understanding of the principles of fixed networks, and the principles of wireless networks.

Option 2: Control Systems

The rate of advancement of today's technologies has witnessed the adoption of advanced computational systems being adopted in various sectors of society. This has led to the adoption of intelligent systems that are driving a revolution in the industrial section. The Control Systems specialisation will provide a learner with the background in the fundamental principles in Control Systems theory, an understanding of computational intelligence, and an understanding of robotic systems.

Option 3: Power and Energy Systems

With the growth in demand for energy in today's economies and with the depletion of resources, greater challenges are being faced in today's power and energy systems that require improved efficiency in the management of power networks and the utilisation of energy resources. The Power and Energy Systems specialisation will provide a learner with the background of the conversion of electric power from one form to another, the principles of energy efficiency and demand-side management, and the principles of power and distribution generation.

Rationale

The South African technology sector is currently experiencing unprecedented economic growth. As a result, the associated demand for human resources has exacerbated the "skill shortage" particularly in scarce skills categories such as the Engineering professions. The domain of Electrical Engineering seeks to address both Industrial as well as Practical problems by applying various disciplines of Electrical Engineering and to further reinforce the link between the domains of Electrical Engineering, society, and industry. Thus, the discipline pushes the boundaries of Electrical Engineering theory by applying various theoretical and modelling approaches to complex industrial challenges. To solve the grand societal and industrial challenges, there is a need to develop human resources that poses a high level of skills.

Unfortunately, the country currently faces a shortage of skills, which contributes negatively to economic growth and the ability to push the country to new frontiers. The introduction of this new qualification seeks to contribute to addressing this shortage. Further, the ratio of Engineers to Technologists to Technicians has been approximated to 1:0.4:1 (Quantec 2007). However, ECSA and the Engineering Association of South Africa have proposed a ratio of 1 Engineer to 1 Technologist to 4 Technicians to 16 Artisans for the South African context.

As highlighted by the DHET's 2016 list of scarce skills, the top three scarce skills in South Africa is in the domains of Electrical, Civil and Mechanical Engineering. Thus, there is a clear and definite need to train and develop engineers and professionals engineering skills that would be relevant across the range of South African industries.

Research niche areas have been identified that seek to focus research resources and provides a critical mass of people around central themes that provide a platform for the full spectrum of Research and Innovation. The research activities are conducted in collaboration with various centres (The French South African Institute of Technology (F'SATI), the Centre for Energy and Electric Power (CEEP), and the Technology Station in Electronics (TSE)). The research activities are centred around three research themes:

• Telecommunications and Signal Processing;
• Control, Image Processing and Machine Intelligence;
• Energy and Industrial Power Systems.

The research activities are further supported by a Department of Science and Technology/National Research Foundation (DST/NRF) SARChI Chair (Enabled Environments and Assistive Living) and various Industrial Projects (Telkom Centre of Excellence, CSIR, ESKOM, AFD). The qualification would thus further contribute to the identified research niche area fields currently focused on.

The ECSA's qualification standard E-09-PT indicates that the Bachelor Honours Degree is a postgraduate specialisation qualification that is characterised by the fact that it prepares learners for research-based postgraduate study. It further indicates that such qualifications serve to consolidate and deepen the learner's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. It is also indicated that the qualification demands a high level of theoretical engagement and intellectual independence.

The graduate attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The qualification International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA).

Recognition of Prior Learning (RPL)

The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. The qualification may be achieved in part through the recognition of prior learning processes.

Assessment for RPL is done in compliance with the institution's policy on assessment and moderation. Assessment for RPL focusses on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments. The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering Technology in Electrical Engineering, NQF Level 7.

Or

• Bachelor of Technology in Electrical Engineering, NQF Level 7.

Or

• Advanced Diploma in Electrical Engineering, NQF Level 7.

Or

• A related qualification at NQF Level 7.

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 140 Credits.

Compulsory module, Level 8, 90 Credits.

• Research Project: Electrical Engineering, 30 Credits.
• Research Methodology, 10 Credits.
• Optimisation Theory, 15 Credits.
• System Dynamics, 15 Credits.
• Sustainable Management, 10 Credits.
• Data Analysis, 10 Credits.

Select one of the following options (45 Credits)

Option 1: Telecommunication Systems

• Digital Communications, 15 Credits.
• Wireless Communications, 15 Credits.
• Fixed Networks, 15 Credits.

Option 2: Control Systems

• Control Systems, 15 Credits.
• Robotic Systems, 15 Credits.
• Computational Intelligence, 15 Credits.

Option 3: Power and Energy Systems

• Conversion Systems, 15 Credits.
• Power and Distributed Generation, 15 Credits.
• Energy Efficiency and Demand Side Management, 15 Credits.

Elective modules, Level 6, 5 Credits (Select one module)

• International Business Communication, 5 Credits.
• Energy Economics and Policy, 5 Credits.
• Industrial Design, 5 Credits.
• Engineering Education, 5 Credits.
• Intellectual Property, 5 Credits.
• Entrepreneurship, 5 Credits.
• Contracts, 5 Credits.

1. Identify, formulate, analyse and solve complex problems in electrical engineering creatively and innovatively.
2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex problems in electrical engineering.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Conduct investigations of complex problems in electrical engineering including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex problems in electrical engineering, 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 society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of engineering management principles.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify criteria for an acceptable solution.
• Identify relevant information and engineering knowledge and skills for solving the problem.
• Generate and formulate possible approaches that would lead to a workable solution for the problem.
• Model and analyse possible solutions.
• Evaluate possible solutions and select the best solution.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Bring an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area to bear on the solution of complex engineering problems.
• Use theories, principles and laws.
• Perform formal analysis and modelling on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform reasoning about and conceptualising engineering materials, components, systems or processes.
• Handle uncertainty and risk.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process to focus on important issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
• Assess the selected design in terms of social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse, interpret and derive information from available data.
• Conclude an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the method, skill or tool correctly to achieve the required result.
• Test and assess results produced by the method, skill or tool against required results.
• Create, select and use computer applications as required by the discipline

Associated Assessment Criteria for Exit Level Outcome 6

• Apply appropriate structure, style and language of written and oral communication for the communication and the target audience.
• Apply appropriate and effective use of graphics in enhancing the meaning of the text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of the benefits and limitations of society.
• Analyse the engineering activity in terms of the impact on public and occupational health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out individual work effectively, strategically and on time.
• Contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Demonstrate functioning as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an on-going process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem-solving and justify designs.
• Limit decision making to the area of current competence.

Integrated Assessment

In the Bachelor of Engineering Technology Honours in Electrical Engineering, methods of assessment may be applied, namely Continuous Assessment or examination termination.

This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module.

Some modules are assessed employing an examination termination mode, which implies that a final examination will be written in that module. In these modules, assessment opportunities provided during the semester/year will contribute to the accumulation of a predicate mark. The predicate mark and examination mark will in turn each contribute 50% towards the final mark obtained for the module.

Formative and Summative Assessment

Formative Assessments are not prescribed in the institution's policy and are considered to be at the discretion of the individual lecturers. Formative assessment is used to support the learner developmentally and to provide feedback to all involved in the learning process about how teaching and learning can be improved.

Summative Assessments take place at the end of the learning experience and are mainly used for promotion of the learners. In this qualification, summative assessments are completed in a written format and assess learning against specific graduate attributes/Exit Level Outcomes. This will be done to ensure that learners meet the outcomes stated for this qualification.