Bachelor of Engineering Technology in Electrical Engineering

Purpose

This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts while equipping them to undertake more specialised and intensive learning. Qualifications leading to this qualification tend to have a strong professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the labour market.

Specifically, the purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising engineering technologist or certificated engineer.

For certificated engineers, this provides the education base for achieving proficiency in mining/factory plant and marine operations and occupational health and safety.

Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes for the qualification.

Professional Engineering Technologists are characterised by the ability to apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes.

They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.

They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Professional Engineering Technologists have a specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

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 1:3100 compared to Germany (1:200) and Japan, Great Britain and 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.

The Bachelor of Engineering Technology in Electrical Engineering [B Eng. Tech (Electrical)] is specifically designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Professional Engineering Technologist, Technician or Certificated Engineer.

This qualification meets the requirements of the Higher Education Qualification Sub-Framework (HEQSF) for a 3 year Bachelor's Degree. It is primarily industry-oriented and will develop and transfer electrical engineering knowledge as a foundation for wealth creation and economic sustainability.

This qualification provides

• Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development.
• The educational base required for registration as a Professional Engineering Technologist and/or Certificated Engineer with ECSA.
• Entry to Level 8 qualifications e.g. Honours, Postgraduate Diploma and Bachelor of Engineering (B Eng). qualifications and then to proceed to the Master's qualifications.

It is institution's policy to facilitate access to public higher education, especially for persons who were previously disadvantaged in terms of access to public higher education, by recognising the prior learning achievements of individuals, irrespective of how these were acquired. In upholding this commitment, the institution's intention with this Policy is not to accredit prior learning achievements, but rather to provide learners with due recognition in determining access.

It is the institution's policy that aspirant learners wishing to gain access through RPL must present themselves for consideration, along with all credible evidence of learning achievements. The institution is only responsible for encouraging and supporting such applications.

The institution also aims to ensure that the RPL process and outcome, as an assessment procedure, is guided by the salient aspects of quality assurance, with the following prerequisites being critical in maintaining acceptable procedures:

• The assessment of prior learning is only possible through comparison with the formulated learning outcomes of each qualification and module as prescribed by the curriculum.
• A credible and transparent assessment process, which is inherently fair to all learners, is essential.
• Supporting the institutional principle of "student access with success" remains a priority.

Entry Requirements

The minimum entry requirements for Bachelor's studies are

• Senior Certificate with endorsement.

Or

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies with Achievement rating of at least (50-59%) for English; (60-69%) for Mathematics and (50-59%) for Physical Sciences.

Or

• National Certificate (Vocational) (NC (V)) at Level 4 granting access to bachelor's degree studies with 60% in English, Mathematics, Physical Sciences, Life Orientation; and 60% in any 2 of the other compulsory subjects.

Or

• Higher Certificate with 60% average.

Or

• Diploma in Electrical Engineering with 60% average.

This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 420 Credits.

Compulsory Modules at Level 5: 126 Credits

• Digital Literacy I, 14 Credits.
• Academic Literacy and Communication, 14 Credits.
• Engineering Mathematics I, 14 Credits.
• Engineering Physics I, 14 Credits.
• Digital Electronics I, 14 Credits.
• Engineering Programming I, 14 Credits.
• Electrical Technology II, 14 Credits.
• Electronics II, 14 Credits.
• Digital Technology II, 14 Credits.

Compulsory Modules at Level 6: 140 Credits

• Engineering Mathematics II, 14 Credits.
• Engineering Programming II, 14 Credits.
• Electrical Technology II, 14 Credits.
• Electronics III, 14 Credits.
• Digital Technology III, 14 Credits.
• Network II, 14 Credits.
• Electrical Machines Technology II, 14 Credits.
• Mathematical Applications III, 14 Credits.
• Communication Technology II, 14 Credits.
• Technology Management III, 14 Credits.

Compulsory Module at Level 7: 112 Credits

• Engineering Mathematics III, 14 Credits.
• Power Electronics III, 14 Credits.
• Process Control III, 14 Credits.
• Energy Management III, 14 Credits.
• Energy Technologies III, 14 Credits.
• Project III, 42 Credits.

Elective Modules at Level 7, 42 credits select one from each of the specialisations below)

Specialisation: Power

• Electrical Protection III, 14 Credits.
• Electrical Machines III, 14 Credits.
• Power Systems III, 14 Credits.

Specialisation: Electronic

• Networks II, 14 Credits.
• Communications Technology III, 14 Credits.
• Electronic Communication, 14 Credits.

Specialisation: Computer

• Networks II, 14 Credits.
• Engineering Programming III, 14 Credits.
• Networks III, 14 Credits.

1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to define and applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering 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 affected parties.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member and leader in a team and to manage projects.
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 technology practice.

Associated Assessment Criteria for Exit Level Outcome 1

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

Associated Assessment Criteria for Exit Level Outcome 2

• Bring to bear an appropriate mix of knowledge of mathematics, statistics, numerical analysis, natural science and engineering science at a fundamental level and in a specialised area on the solution of well-defined 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 through the use of probability and statistics.
• 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 recognise and deal with constraints.
• Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
• Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
• Communicate the design logic and relevant information in a technical report.
• Apply procedures to evaluate the selected design and assess in terms of the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4

• Define the scope of the investigation.
• Plan and conduct investigations within an appropriate discipline.
• Search available literature and evaluate material for suitability to the investigation.
• Select and appropriately use relevant equipment or software for the investigation.
• Analyse and interpret the data obtained.
• Draw conclusions from an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical 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.
• Test and assess results produced by the method, skill or tool.
• Select and use relevant computer applications.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
• Use graphics that are appropriate and effective in enhancing the meaning of the text.
• Use visual materials that enhance oral communications.
• Provide information in a format that can be used by others involved in the engineering activity.
• Deliver oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate the impact of technology in terms of the benefits and limitations to society.
• Analyse the engineering activity in terms of the impact on occupational and public health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.

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.
• Individual contributions made to team activities support the output of the team as a whole.
• Demonstrate the ability to function as a team leader.
• Organise and manage a project.
• Carry out effective communication in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, plan and manage learning tasks.
• Identify, recognise and demonstrate the requirement for independent learning.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation and limitations of authority.
• Describe the ethical implications of engineering decisions in terms of the impact on the environment, the business, costs and trustworthiness.
• Provide judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
• Accept responsibility for consequences stemming from own actions or inaction.
• Limit decision making to the area of current competence.

Integrated Assessment

Assessment is guided and governed by the institutional Student Assessment Manual (SAM) and the following assessment model is implemented. The following Assessment module will be implemented in the semester modules.

In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of learners to analyse, design, develop and implement software solutions.