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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Science 
SAQA QUAL ID QUALIFICATION TITLE
90681  Bachelor of Engineering Science 
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 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  380  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   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 
Purpose:
The purpose of the qualification is to prepare learners to embark on careers within the Digital Art, Animation and Gaming Software Development fields. This is a technological field which is growing quickly in South Africa and abroad and there are few tertiary qualifications in South Africa that meet these specific needs.

The intended outcome of the qualification is to prepare learners to enter into the specialised technology fields of Computer Gaming and Special Effects. The qualification will contribute to this outcome by offering an inter-disciplinary programme that combines Engineering and Fine Arts. The qualification starts with broad-based science and engineering courses that provide a foundation for increasingly specialised digital arts and programming courses in the later years of study. This qualification is intended to produce learners that have specialist scientific knowledge in Engineering Science, specifically in the technical area of Gaming and Animation Software Development.

Rationale:
Digital Technology in general and in the Digital Gaming Industry in particular continues to be a growing industry worldwide. In South Africa, there is currently a high demand for people with a technology background and there is a shortage of skilled people in the area of gaming development. This qualification seeks to address that shortage. The qualification will equip learners to work in a particular technology area. Learners will be specialist practitioners in the technological area of Gaming and Animation Software Development. In general, the qualification will contribute to the development of scarce and high level technical skills in Engineering Science. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the learner would be competent in the language of instruction and the theoretical and practical knowledge and understanding accomplished at NQF Level 4.

Recognition of Prior Learning (RPL):

Students can achieve this qualification in part through Recognition of Prior Learning. The RPL Policy and the Academic Credit and Qualification Completion Policy guide this process.

RPL for formal learning: (Credit recognition):
  • Students may apply for credits or exemptions for subjects already passed in-house or at other recognised institutions.

    RPL for informal and non-formal learning:
  • Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed.

    Access to the Qualification:

    Applicants for the qualification need to be in possession of one of the following qualifications:
  • A Senior Certificate with matriculation exemption.
  • A National Senior Certificate (NSC) granting admission to Bachelor Degree study with a pass in the language of teaching and learning.
  • National Certificate Vocational (NVC), Level 4 granting admission to Bachelor Degree study.
  • An Advanced Certificate, a Diploma or an Advanced Diploma in a cognate discipline.

    Learners who have attained the age of 23 before or during the first year of registration with a Senior Certificate or equivalent with a minimum of 40% in at least four higher or standard grade subjects - including English - at least three of which shall have been passed simultaneously and one of which shall be a recognised higher grade subject, may be granted admission.

    Learners having attained the age of 45 before or during the first year of registration may be granted admission without a Senior Certificate. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules totalling 380 credits:

    Modules at Level 5:
  • Electric Circuits I, 17 Credits.
  • Mathematics I, 33 Credits.
  • Physics I, 33 Credits.
  • Vacation Project, 5 Credits.

    Total credits 88.

    Modules at Level 6:
  • Key Concepts in Art & Technology I, 15 Credits.
  • Key Concepts in Art & Technology II, 15 Credits.
  • Electronics I, 20 Credits.
  • Mathematics II, 34 Credits.
  • Microprocessors, 17 Credits.
  • Software Development I, 12 Credits.
  • Data Structures & Algorithms, 18 Credits.
  • Introduction to Image Creation, 20 Credits.

    Total credits 151.

    Modules at Level 7;
  • Introduction to Image Optimisation, 20 Credits.
  • Digital Art Design Project, 20 Credits.
  • Signals & Systems I, 11 Credits.
  • Electric & Magnetic Systems, 18 Credits.
  • Introduction to World Wide Web as Creative Medium, 18 Credits.
  • Online Worlds and Community Building, 18 Credits.
  • Game Design I, 18 Credits.
  • Game Design II, 18 Credits.

    Total credits 141. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop a comprehensive understanding of physical systems.
    2. Use knowledge of physical systems to appreciate the complexities and ethical considerations in science and technology.
    3. Develop a thorough understanding of engineering science and its wider applicability.
    4. Communicate technical ideas effectively.
    5. Integrate science and engineering and appreciate the principles common to both disciplines.
    6. Comprehend the social and environmental impact of science and engineering in a South African context.

    Critacal Cross-Field Outcomes:
    All the Critacal Cross-Field Outcomes are addressed in this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate an understanding of the basic models and theories that govern physical systems.
  • Demonstrate an understanding of the interaction of systems with each other.

    Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate an understanding of the principles of the latest appropriate technologies.
  • Demonstrate an understanding of the ethical dilemmas associated with new and existing technologies.

    Assessment Criteria for Exit Level Outcome 3:
  • Solve engineering problems and do quantitative analyses.
  • Estimate the magnitude of answers prior to calculating, using sound engineering judgment.
  • Apply engineering sciences to diverse fields.
  • Demonstrate insight into uncertainty in science and its effect on understanding.

    Assessment Criteria for Exit Level Outcome 4:
  • Construct verbal presentations on complex technical subjects.
  • Use effective written communication in research reports and problem solving.

    Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate an understanding of systems theory and its applicability across a range of subjects.
  • Demonstrate understanding of the way in which many engineering processes have analogues in the physical world.

    Assessment Criteria for Exit Level Outcome 6:
  • Compose a useful assessment of the cost-benefit ration of advanced technologies.

    Integrated Assessment:
    Learners are assessed by way of writing examinations, assignments, laboratory work, oral presentations and oral examinations. A number of capstone courses in the specialised technology area in the final year are assessed with a view to integration of subject matter from earlier courses and have both engineering and science content. 
    		•

    INTERNATIONAL COMPARABILITY 
    The primary objectives of the Bologna process were harmonising education structures and promoting mobility, with a more recent emphasis on economic competitiveness. The Bologna process resulted in the EUR-ACE Framework for the Accreditation of Engineering programmes.

    The BEngSc in Digital Art partially fulfils the requirements of a first cycle programme as intended by the EUR-ACE Framework for the Accreditation of Engineering programmes that have the following outcomes:
  • Knowledge and Understanding.
  • Engineering Analysis.
  • Engineering Design.
  • Investigations.
  • Transferable Skills.

    The BEngSci can be compared internationally to first cycle EUR-ACE accredited programmes at the Frankfurt Technical University (Fachhochschule Frankfurt am Main) in Germany, entitled BEng in Electrical Engineering and Information Technology, as well as with several 6-semester programmes at the Cork Institute of Technology in Ireland, including one in Electronic Automation and Robotics and another in Communications Systems.

    Regarding international comparability of a programme that combines courses in Electrical Engineering and Digital Art, a paper published in SIGCSE '09 Proceedings of the 40th ACM technical symposium on Computer Science Education in 2009, entitled "Weighted game developer qualifications for consideration in curriculum development" by Monica McGill, compares the top 10 gaming development programmes in the United States. She identifies five criteria that gaming development programmes should meet, namely education, experience, interpersonal and personal abilities, supporting knowledge and technical skills. The qualification measures up very well to all of these criteria. 
    		•

    ARTICULATION OPTIONS 
  • This qualification articulates horizontally with a Bachelor of Engineering, at NQF Level 7.
  • This qualification articulates vertically with a Bachelor of Engineering Honours, at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    Internal institutional requirements govern how and by whom moderation is performed. Such moderation seeks, inter alia; to ensure that, where appropriate, graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the institution ensures that its activities are moderated by internal and external review quinquennially. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors and moderators must hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years' teaching experience. Assessors, with less than two years' experience, have their assessment work moderated by a peer. 

    NOTES 
    N/A 

    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 submitted for public comment, or 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.