Diploma in Electrical Engineering

The purpose of the Diploma in Electrical Engineering qualification is to provide learners with a professional and vocationally focused qualification that equips learners with the necessary knowledge and understanding of Electrical Engineering and the related skills required to progress within the Engineering Technician pathway and ultimately become a Professionally registered Engineering Technician with the Engineering Council of South Africa and acceptance as a candidate to write the examinations for Certificated Engineers.

This qualification, once complete, will equip the learner with the following skills, graduate attributes and competencies:

Apply knowledge of mathematics, natural science, and engineering sciences to apply engineering procedures, processes, systems, and methodologies to solve well-defined engineering problems.

Perform procedural design of well-defined components, systems, works, products or processes to meet desired needs typically within applicable standards, codes of practice and legislation.

Conduct investigations of well-defined problems by locating and searching relevant codes and catalogues, and conducting standard tests, experiments, and measurements.

These capabilities are aligned with the Exit Level Outcomes and Graduate Attributes defined by ECSA for Engineering Technicians. The qualification ensures that graduates can demonstrate competence in problem-solving, engineering design, investigation, scientific and engineering knowledge application, and professional communication. It also fosters understanding of engineering practice's social, environmental, and ethical responsibilities.

The ELOs, that are constructively aligned with the purpose and design of this qualification and are developed through the various learning opportunities are, listed below:

• Identify, analyse and solve well-defined electrical engineering problems reaching substantiated conclusions using codified methods of analysis and engineering principles specific to their field of activity.
• Apply knowledge of mathematics, natural science, engineering fundamentals and an electrical engineering specialisation as specified to wide, practical procedures, processes, systems, methodologies and practices to solve well-defined engineering problems.
• Design solutions for well-defined electrical engineering technical problems and assist with designing systems, components or processes to meet specified needs normally within applicable standards, codes of practice and legislation.
• Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements, and apply research methodology in research or an investigation where the student engages with selected knowledge in the research literature of the subdiscipline.
• Use appropriate techniques, resources, and modern electrical engineering tools, including information technology, to solve well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
• Communicate effectively and inclusively on well-defined engineering activities, both orally and in writing, with the engineering community and society at large, by comprehending the work of others, documenting one's own work, and giving and receiving clear instructions.
• Critically analyse how sustainable development impacts society, the economy, sustainability, industrial, health and safety, legal frameworks and the environment, and address issues by defined procedures.
• Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote and distributed settings.
• Engage in independent and lifelong learning through well-developed learning skills.
• Understand and commit to professional ethics and norms of technician practice, including compliance with relevant laws.
• Apply electrical engineering management principles to one's work, as a member and leader in a technical team, and to manage projects.
• Solve engineering problems by understanding workplace practices in a manner consistent with academic learning achieved.

By achieving this qualification, learners will be well-prepared to contribute to the electrical engineering profession and the broader socio-economic development of South Africa.

Rationale

The Electrical Engineering profession contributes, among others, to the country's technological, socio-economic, manufacturing, industrial, and automotive sectors. The expertise, skill, and knowledge of Electrical Engineering Technicians are required by power utilities, industry, manufacturers, local and district municipalities, national government departments, parastatal organisations, and engineering consultancies. This sector provides job opportunities and services include power generation, transmission and distribution, research and design, electronics, communication networks, control systems, manufacturing, automation, testing, commissioning, and maintenance. This qualification falls within a sector with a dire need for skilled professionals. This qualification responds to the need for electrical engineering technicians at both national and global levels.

The Diploma in Electrical Engineering qualification is developed in consultation with industry, through the advisory boards and with the Engineering Council of South Africa (ECSA). The qualification is accredited by the ECSA, and the qualification conforms to the ECSA Qualification Standard for Diplomas in Engineering.

The qualification targets learners who have completed the National Senior Certificate (NSC) with appropriate subjects and learners from vocational and technical schools who want to upgrade to the Electrical Engineering field.

The Diploma in Electrical Engineering provides a structured learning pathway directly leading to Advanced Diplomas and Degrees (NQF Levels 7-10) in electrical engineering and related areas. This progression empowers graduates to achieve continuous academic, professional, and personal growth, and allows for professional development and registration as an Engineering Technologist.

The practice of Electrical Engineering at a professional level involves several roles, recognised in registration categories under the Engineering Profession Act. This qualification provides the educational base that enables graduates to register with the Engineering Council of South Africa as candidates within the Professional Engineering Technician category. The profile of Professional Engineering Technicians is characterised by the ability to apply proven, commonly understood techniques, procedures, practices and codes to solve well-defined problems. They manage and supervise engineering operations, construction and activities. They work independently and responsibly within an allocated area or under guidance. Professional Engineering Technicians must therefore have a working understanding of engineering sciences underlying the techniques used, together with financial, commercial, legal, social and economic, health, safety and environmental methodologies, procedures and best practices.

Learners achieving the Diploma in Electrical Engineering qualification can apply proven techniques, procedures, practices and codes to solve well-defined problems in Electrical engineering. Qualified learners will be equipped with the relevant engineering skills and achieve technical proficiency to contribute to the national economy's development.

The institution's RPL Policy is aligned with the national policies and criteria set by the Council on Higher Education (CHE) and SAQA. The institution recognises that potential learners may have previous training or experience. RPL can be considered for access or advanced standing within this qualification. RPL may therefore be used to ascertain competence for admission or access to this qualification and for module exemptions for advanced placement.

Learners submitting themselves for RPL into the Diploma in Electrical Engineering will be thoroughly briefed before the assessment. They must submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal exemption against modules, using module ELOs or admission using qualification entry requirements.

Entry Requirements

• National Senior Certificate NQF Level 4 with endorsement.
• An N3 certificate with appropriate subject combinations.
• National Certificate (Vocational) NQF Level 4 with appropriate subject combinations.

This qualification consists of compulsory modules at Level 5 and a combination of compulsory and elective modules at Level 6, totalling 360 Credits.

Compulsory Modules, NQF Level 5, 120 Credits.

• Applied Chemistry I, 14 Credits.
• Computer Skills I, 10 Credits.
• Communication Skills I, 10 Credits.
• Applied Physics I, 14 Credits.
• Engineering Mathematics I, 12 Credits.
• Electronics I, 12 Credits.
• Electrical Engineering I, 12 Credits.
• Digital Systems I, 12 Credits.

Industrial Technology I, 14 Credits.

Engineering Drawing I, 10 Credits.

Compulsory Modules, NQF Level 6, 168 Credits.

• Engineering Mathematics II, 12 Credits.
• Software Design II, 12 Credits.
• Electronics II, 12 Credits.
• Electrical Engineering II, 12 Credits.
• Digital Systems II, 12 Credits.
• Engineering Mathematics III, 12 Credits.
• Digital Systems III, 12 Credits.

Engineering Management III, 14 Credits.

Control Systems III, 12 Credits.

Design Project III, 28 Credits.

Engineering Project Practice III, 30 Credits.

Elective Modules, NQF Level 6 (choose one set of Electives), 36 Credits

Electives 1: Power Engineering stream

• Electrical Engineering III, 12 Credits.
• Electrical Machines II, 12 Credits.
• Power Electronics III, 12 Credits.

Electives 2: Communication Engineering stream

• Electronic Communications II, 12 Credits.
• Electronics III, 12 Credits.
• Network Systems II, 12 Credits.

Elective Modules (choose the one set of electives), 36 Credits

Electives 1: Power Engineering stream

• Electrical Machines III, 12 Credits, NQF Level 6.
• Electrical Protection III, 12 Credits, NQF Level 6.
• Power Systems III, 12 Credits, NQF Level 6.

Electives 2: Communication Engineering stream

• Electronic Communications III, 12 Credits.
• Microwave Communications III, 12 Credits.
• Radio Engineering III, 12 Credits.

The Diploma in Electrical Engineering curriculum is designed to be broad-based to cover the most important specialist areas of the Electrical Engineering environment. The qualification covers two specialised streams, namely Power Engineering and Communication Engineering.

1. Identify, analyse and solve well-defined electrical engineering problems reaching substantiated conclusions using codified methods of analysis and engineering principles specific to their field of activity.
2. Apply knowledge of mathematics, natural science, engineering fundamentals and an electrical engineering specialisation as specified to wide, practical procedures, processes, systems, methodologies and practices to solve well-defined engineering problems.
3. Design solutions for well-defined electrical engineering technical problems and assist with designing systems, components or processes to meet specified needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements, and apply research methodology in research or an investigation where the student engages with selected knowledge in the research literature of the subdiscipline.
5. Use appropriate techniques, resources, and modern electrical engineering tools, including information technology, to solve well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively and inclusively on well-defined engineering activities, both orally and in writing, with the engineering community and society at large, by comprehending the work of others, documenting one's own work, and giving and receiving clear instructions.
7. Critically analyse how sustainable development impacts society, the economy, sustainability, industrial, health and safety, legal frameworks and the environment, and address issues by defined procedures.
8. Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote and distributed settings.
9. Engage in independent and lifelong learning through well-developed learning skills.
10. Understand and commit to professional ethics and norms of technician practice, including compliance with relevant laws.
11. Apply electrical engineering management principles to one's work, as a member and leader in a technical team, and to manage projects.
12. Solve engineering problems by understanding workplace practices in a manner consistent with academic learning achieved.

Associated Assessment Criteria for Exit Level Outcome 1

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

Associated Assessment Criteria for Exit Level Outcome 2

• Bring an appropriate mix of mathematics, statistics, natural science and engineering science knowledge at a fundamental level to bear in solving well-defined engineering problems.
• Use applicable principles and laws.
• Analyse engineering materials, components, systems or processes.
• Present concepts and ideas logically and methodically.
• Reason about engineering materials, components, systems or processes.
• Outline and justify procedures for dealing with uncertain/undefined/ill-defined variables.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Plan and manage the design process that recognises important issues 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 that include analysis and optimisation of the product, system or process, subject to relevant premises, assumptions and constraints.
• Evaluate alternatives for implementation.
• Select a preferred solution based on techno-economic analysis and judgment.
• Present the design logic and relevant information in a technical report.
• Apply and assess procedures to evaluate the selected design regarding the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4

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

Associated Assessment Criteria for Exit Level Outcome 6

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

Associated Assessment Criteria for Exit Level Outcome 7

• Identify and analyse the impact of technology in terms of the benefits and limitations to society.
• Analyse engineering activity in terms of the impact on occupational, public health and safety.
• Analyse engineering activity in terms of the impact on the physical environment.
• Consider the methods to minimise/mitigate impacts on occupational, public health, safety, and 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.
• Support the team's output by making individual contributions and supporting team activities.
• Function as a team leader.
• Organise and manage a project.
• Carry out effective communication in the context of individual and teamwork.

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.
• Apply comprehended 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 regarding the impact on the environment, the business, costs and trustworthiness.
• Ensure that decision-making judgements 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.

Associated Assessment Criteria for Exit Level Outcome 11

• Develop competencies and valuable knowledge in Project Management, Conditions of Contract, Standard Specifications, and Preparation of Specifications.
• Develop competencies and valuable knowledge in Negotiation Skills, Engineering Finance, and Risk Analysis.
• Develop competencies and valuable knowledge in Occupational Health and Safety, Quality Systems and Environmental Impacts.

Associated Assessment Criteria for Exit Level Outcome 12

• Describe orientation to the working environment regarding company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
• Describe labour practices used in the workplace by relevant legislation.
• Describe workplace safety by applying relevant safety, health and environmental legislation.
• Describe general administration procedures in terms of how they operate and their key purpose.
• Conduct work activities in a manner suited to the workplace context.
• Report knowledge and understanding gained from the work-integrated learning period in a prescribed format, using appropriate language and style.

Integrated Assessment

Assessments are designed to ensure that ELOs are assessed in an integrated manner by evaluating knowledge, competencies, and skills from an academic perspective and the applied competencies (practical, foundational, and reflexive competencies) required by this qualification.

Applicable Critical Cross-Field Outcomes must be assessed using any combination of practical, foundational, and reflexive competencies assessment methods and tools to determine the whole person's development and integration of applied knowledge and skills.

Certain Exit Level Outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tools are used to determine the foundational, reflective and practical competencies within the assessment rules of the institution.

A detailed portfolio of evidence of the learner's practical, foundational and reflective competencies is required. Assessors and moderators conduct integrated assessments using various formative and summative methods. Where needed, Assessors may assess and give credit for the evidence of learning that has already been acquired (RPL) through any form of learning. Exit Level Outcomes and Assessment Criteria Associated with this qualification must be used to assess Critical Cross-Field Outcomes.

The methods, tools, and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays, and other similar techniques may be used to provide a context appropriate to the assessment.

Formative Assessment

Assessment criteria for formative assessment will typically take place during training and serve to guide the learner towards complete competence and are described in this qualification. Formative assessment takes place during the learning process, and assessors can use a range of appropriate assessment methods and tools, or any agreed-upon method, to evaluate the knowledge required to perform the various competencies holistically. To be allowed access to the final qualifying assessment, a learner must show that they have reached a level of overall integrated competence.

Summative Assessment

For the learner to be certified competent against the qualification, they must prove overall competence by integrating the competencies expressed in this qualification.

Methods of Assessment

The following methods of assessment have been identified as the preferred measurement and evaluation of learner competence in the assessment criteria:

Written tests.

Practical tests.

Oral assessment methods.

Simulation.

Structured classroom discussions and oral tests.

On-the-job Observations.

Role-play and/or simulations.

Knowledge tests, exams, case studies, projects, logbooks, and workbooks.

Verbal report backs (presentations).

Working in teams (360-degree evaluations).

These methods will be selected carefully based on the purpose of the assessment. For example, the written method will assess knowledge and on-the-job demonstration for practical competence.