WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA  

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Abstract

The new University of South Africa (UNISA) was the first comprehensive university in

South Africa that could offer both academic and vocational qualifications. Tuition is offered

by means of open and distance learning. All diplomas and BTech degrees offered by the

School of Engineering at UNISA contain a compulsory period of work integrated learning. A

minimum period of 1 year approved training is required. The student participates in work

integrated learning while in employment at an approved company and monitoring takes place

by means of a logbook, a mentor system and visits to industry by a UNISA academic. In the

School of Engineering we are in the process of re-curriculating our engineering courses to

meet the requirements as set out in the new Higher Education Qualifications Framework

(HEQF) as well as the standards set by the Engineering Council of South Africa (ECSA). The

Engineering Council of South Africa is the accrediting body for all engineering courses in

South Africa.

This paper will address how we got to the proposed new Programme Qualifications Mix

(PQM) for Electrical Engineering, the work integrated learning requirements and how we

monitor and evaluate the work integrated learning.

WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     2  

Introduction

UNISA offers the National Diploma (NDip) and Bachelor of Technology (BTech)

degree in Engineering through open and distance learning according to the same guidelines

(ECSA, 2002, SAPSI 150, 1997 & HEQF 2007) set for any other University of Technology

or Comprehensive University. Work integrated learning forms an essential component,

contributing 33% towards the qualifications and takes place in addition to the required

practicals and projects forming part of theoretical training. In what follows, work integrated

learning in Engineering at UNISA is discussed in view of the requirements as set out by the

statutory bodies (ECSA, 2002).

National Diploma and BTech Degree in Electrical Engineering

To obtain a National Diploma in Electrical Engineering a student must obtain 3

credits. Two of these credits are obtained by passing 20 subjects, each consisting of a

theoretical and practical component, while the third credit is obtained for 1 year’s suitable

work experience, i.e. work integrated learning. The BTech degree requires an additional

credit which comprises 7 subjects, each consisting of a theoretical and practical component,

and an Industrial project which counts 30% towards the degree. Students unable to complete

work integrated learning will not be awarded the qualification, even though they might have

passed all the required academic subjects.

The purpose of the National Diploma and BTech Engineering qualifications is to

develop the necessary knowledge, understanding and skills required for learners’ further

learning towards becoming competent practicing engineering technicians and technologists. It

is intended to subsequently empower candidate engineering technicians and technologists to

demonstrate that they are capable of applying their acquired knowledge, understanding,

skills, attitudes and values in their working environment in South Africa.( ECSA, 2002)
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     3  

Engineering Council of South Africa

ECSA is a statutory body established in terms of the Engineering Profession Act,

2000 (Act No. 46 of 2000).

Apart from administrative provisions, the principal focus of the Act is aimed at

promoting the safety, health and interests of the public in relation to the engineering work and

professional conduct of persons registered with ECSA.

In order to achieve the Act’s main focus, ECSA is empowered to perform a variety of

functions. A function greatly impacting on UNISA’s School of Engineering is their setting

and auditing of academic standards for purposes of registration through a process of

accreditation of engineering programmes at universities and universities of technology. In

terms of Section 13 of the Engineering Profession of South Africa Act (No. 46 of 2000),

( ECSA, 2002) “ECSA must conduct accreditation visits to any educational institution at least

once during its term of Council (four years). ECSA must either conditionally or

unconditionally grant, refuse or withdraw accreditation with regard to all educational

institutions and their educational programmes with regard to engineering. This duty is

performed in consultation with the Council on Higher Education (CHE).”

ECSA carries out accreditation of programmes offered by universities of technology

and comprehensive universities in order (ECSA, 2002):

To establish whether the qualifications awarded from the programmes meet the

educational requirements leading towards registration as Professional Engineering

Technologists, Professional Certificated Engineers, Professional Engineering

Technicians.

To establish whether the diplomates or graduates from the respective programmes

are ready for employment and are equipped to continue learning throughout their

careers.
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     4  

To establish international comparability of the programmes.

To assure the public of the quality of the programmes.

To encourage improvement and innovation in engineering education in response to

national and global needs.

Currently ECSA accredits only the National Diploma: Engineering and B Tech

Degree Engineering qualifications that are offered by universities of technology and

comprehensive universities. All disciplines in UNISA’s School of Engineering have been

fully accredited to offer the National Diploma and BTech degree. The next accreditation visit

will take place in 2012.

Re-Curriculation

As the HEQF document has only recently been promulgated (HEQF 2007) not many

engineering faculties/colleges at HEI’s have considered the implications thereof as it only

becomes evident once attempting to unpack the curricula

Higher Certificate (HC) This qualification will primarily be vocational or industry

orientated providing basic introductory knowledge for further studies with the emphasis on

general principles and applications. Typically, the Higher Certificate includes a WIL

component. Completion of the Higher Certificate meets the minimum entry requirement

(EDU 2005) to an appropriate Advanced Certificate (AC). Credits accumulated may also be

presented for admission to a cognate Diploma only (HEQF 2007).

Discussion: As the qualification is vocational or industry oriented part of the 10

modules will need to be workshop based. This will imply that the WIL components will in

turn need to be structured into 12 credit modules and approved by SAQA. Currently WIL is

not accredited by SAQA. This aspect alone poses a huge challenge on HEI’s. Although

progression to the Diploma is permissible, the minimum admission requirement may be

problematic as institutions may allow scholars to register for this qualification having a rating
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     5  

lower than 3. The HEQF document indicates that a Higher Certificate may be presented for

admission to the second year level of a Diploma. However, an interim measure prohibits

such progression in that only 50% of a completed qualification may be transferred to another

qualification, provided that no more than 50% of the credits required for the other

qualification are credits that have been used for a completed qualification (HEQF 2007).

Diploma The Diploma could be professional, vocational or industry orientated and

will be characterised by the curriculum. This qualification is to develop graduates with

focused knowledge who can demonstrate the necessary skills as required of a technician.

Accreditation of the programme is conducted by the Engineering Council of South Africa

(ECSA). The curriculum for the Diploma is designed in conjunction with Vocational and

Industry developed programmes and will include WIL components. The completion of a

Diploma meets the minimum entry requirement for admission to an Advanced Diploma or to

a Bachelor’s Degree. Accumulated credits may be presented for admission into a cognate

Bachelor’s Degree. No qualification may be awarded for early exit from the Diploma

programme (HEQF 2007).

Discussion: Somewhat confusing is that the minimum admission requirement for a

BEng Tech degree is either a Diploma or a NSC having a rating of 4. The question is, does

the candidate meet the minimum requirement for a BEng Tech degree because initially the

candidate with a rating of 3 only qualifies for entry to a Diploma. Although the Diploma is a

360 credit qualification it is not equivalent to a 3 year qualification, hence it is felt that

students would be undertaking the same work as for a BEng Tech degree but will not be

receiving the same recognition. The same interim measure as indicated for the Higher

Certificate applies to the qualification.

BEng Tech 3 year Degree The purpose of this qualification would provide graduates

with a well-rounded broad education. It will equip them with a knowledge base, theory and
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     6  

methodology, enabling them to demonstrate initiative and responsibility in an academic or

professional career. Principles and theory are emphasised for entry into the labour market,

professional training or post-graduate studies. Accreditation of the programme is conducted

by the Engineering Council of South Africa (ECSA). Progression to the BEng Tech (Hons.)

degree or Post-Graduate Diploma is possible after completion of this degree. No qualification

may be awarded for early exit from the BEng Tech programme (HEQF 2007).

Discussion: The minimum requirement for the current Diploma is 50% which is now

the minimum requirement for the BEng Tech degree. What is clear from the HEQF

document is that HEI’s must not set students up for failure, yet the entry requirement for both

the Diploma and the BEng Tech degree in the new dispensation will in fact be lower than

what was previously required.

Proposed new Electrical Engineering Qualifications

It should be pointed out that Science and Mathematics of school leavers have over the

past two decades not been up to standard and hence HEI’s developed bridging type courses to

assist students to acquire a better understanding of these two subjects. It is anticipated that

the standard of these two subjects under the new NSC would not be improved and hence, not

to set students up for failure the proposed route would be the Higher and Advanced

Certificate and the 3 year BSc degree programmes with progression to the BEng Tech Hons,

M Eng Tech and PhD.

The intention is to route all students through the Higher Certificate course of which

the curricula will consist of Access Mathematics, English, Science, and some basic

engineering and WIL modules. For engineering a good science and mathematical foundation

is paramount and it is felt that this cannot be achieved within 8 modules (max. 96 credits) as

stipulated under the BEng Tech degree because certain proficiencies at first year level are

recommended by ECSA. This curriculum will also not form part of the first year BEng Tech
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     7  

degree course. Admission to the Higher Certificate will be a rating of 4, i.e. 50% or better

and not the recommended rating 3. After completion of this course students can progress to

the Advanced Certificate if their average pass mark is between 50 and 55 %, or the BEng

Tech degree if their average pass mark is above 55 %, for the HC. Students progressing to

the Advanced Certificate will study a curriculum that will ensure a 50 % credit transfer (5

modules at NQF level 6) when or if they wish to pursue the BEng Tech Degree qualification.

Also, on completion of the AC students can apply to the ECSA for technician in training

status.

The Diploma will not be considered because of the 360 credit requirement which is

the same as that for the BEngTech 3 year degree, yet is not considered equivalent to a 3 year

qualification which is rather unfair. Students will only be considered for technician status by

ECSA after completion of this qualification, the same as those that have completed an

Advanced Certificate which is a 2 year qualification.

Initially the BEng Tech 3 year degree is the preferred option as mentioned on a

number of previous occasions. This will allow Unisa to assist students that have either

dropped out of residential institutions or for those who have found permanent employment

and who wishes to complete their studies. The intention here is to set a curriculum similar to

that offered by the Universities of Technology (UoT) so that all engineering students would

be catered for. As a result of the limited first year modules, no student will be allowed to

register for the BEng Tech 3 year degree without having completed a Higher Certificate, i.e.

the pre-requisite for admission to the BEng Tech 3 year degree will be the HC. This should

provide an engineering student with the necessary foundation that ensures successful

completion of the qualification.

Discussion: The intention is to develop WIL into 12 credit modules for inclusion into

the main curricula. This will be a major challenge requiring much deliberation with service
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     8  

providers in developing these modules for approval by SAQA. The general opinion is that

the WIL component under the old Diploma was paramount to the successful acquisition of

employment by students and hence should be retained in the curriculum even if in different

form. This will ensure that HEI’s need not have the burden of having to place students in

industry (HEQF 2007). as the WIL components will be in the form of modules.

Electrical Discipline WIL Requirements

To fulfil the requirements for the award of the National Diploma: Electrical

Engineering, a student must have completed a minimum period of twelve months (Unisa

2011 & Unisa 2012)’ work integrated learning in addition to the theoretical subjects required.

Work integrated learning therefore comprises 33% of the qualification.

The work integrated learning must take place under the guidance of a qualified

supervisor (or mentor) according to syllabus guidelines (see annexure A) which students and

mentors receive with registration.

On completion of the student’s work integrated learning period, the employer must

certify that they have completed such learning successfully. Should the employer feel that the

student does not meet the minimum requirements for the National Diploma and their

performance is still not up to standard, the period of work integrated learning can be

extended.

The implication for the student is that they must be employed at some time in the

course of their studies by an employer who can offer the relevant and necessary work

integrated learning. If students are not able to complete the work integrated learning, they

will not be awarded the National Diploma, even though they might have passed all the

required academic subjects.

WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     9  

Fortunately there are a few options available to students that are unable to get a permanent

employment to do their work integrated learning, namely:

There are accredited institutions (not educational) that offer work integrated learning

training at a subsidised cost. Most of these institutions also have hostel and meal

facilities available,

Several companies offer bursaries for work integrated learning at their training centers

and on completion offer the best candidates permanent employment.

Assessment

In response to the requirements of ECSA and the UNISA procedural manual (Unisa

2011) on experiential learning we introduced a system were students’ document their work

experience as a portfolio. Williams (2002) defines a portfolio as “A portfolio is a purposeful

collection of a students work that exhibits the students efforts, progress, or achievement in

given areas.” The use of portfolios can promote learning and provide outcomes assessment

data without over burdening staff or students (Heinricher et al.,2002).A student’s final

documentation includes a logbook, a mentor report and documentation of visits to industry by

a UNISA academic.

Experiental learning recording: logbooks. Logbooks are used by the student to

record all learning they received during the respective learning periods. The employer must

certify in the logbook that all learning aspects have been completed. On completion of each

learning aspect the student’s progress must be evaluated by the mentor. The evaluation must

be discussed with the student and signed by both the student and the mentor. It is the

student’s responsibility to ensure that the logbook is kept up to date and signed by the

employer. The logbook serves as documented proof of learning received/progress made and

should always be available to UNISA staff during their monitoring visits. On the successful

completion of the student’s learning periods, the student must submit their logbook, together
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     10  

with a covering letter from their employer attesting that the student has completed all the

practical requirements satisfactorily and is competent in the field covered by the specific

diploma. These must be submitted to the Electrical Engineering Work Integrated Learning

Co-ordinator.

Mentors. The student must identify a suitable mentor at their workplace. A

curriculum vitae of the proposed mentor is submitted to UNISA for approval. It is preferable

to use ECSA registered mentors (not always possible). Once the mentor is approved the

student can commence with compiling the required documentation. The guidelines for

employers and mentors are documented in: “Work Integrated Learning, Policies, Procedures

and Guidelines.” This document is supplied to mentors, employers and any other interested

parties.

Visits to students. A UNISA representative will visit the student and his/her mentor at

least once per work integrated learning subject.

Conclusion

The only way to ensure that Unisa’s Engineering programmes are relevant, keep abreast with

modern technology, meet local and international standards and fall within the universities

strategic plans, require that our department work closely with industry, accrediting bodies and

other stakeholders. The best way to ensure that we meet these goals is to form partnerships

with industry. This enables us to improve our courses, overcome the challenges of open and

distance learning and thereby ensure that the theoretical and practical skills learned are in line

with the needs of industry. This results in a win win situation as the academic institution

builds up a reputation of having quality courses, industry gets to expose their products to

students who will in future make use of their product and lastly students can feel well

prepared for joining the workforce.

WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     11  

References

Engineering Council of South Africa (2002) Policy for the accreditation of Technology

Programmes in Engineering.

General Policy for Technikon Instructional Programmes, Report 150 (97/01), January 1997.

ISBN: 0-7970-3395-5.

Heinricher, A.C., Miller, L. S.,Scharachterle, l.,Kildahl, N.K., Bluemel, V., & Crawford.,V.

(2002). Undergraduate Learning Portfolios for Institutional Assessment. Journal of

Engineering Education, 91(2), 249 - 253.

Kilfoil, W.R. 2008. Determining Workload in relation to Credits and Notional Hours.

Internal Report, Unisa, pp1 – 5. kilfowr@unisa.ac.za.

Minimum Admission requirements for Higher Certificate, Diploma and Bachelor’s Degree,

programmes requiring a National Senior certificate, Section 74 of the Higher

Education Act, Pretoria, August 2005. http://www.education.gov.za.

The Higher Education Qualifications Framework, Staatskoerant, No.: 30353, October 2007.

General Policy for Technikon Instructional Programmes, Report 150 (97/01), January

1997. ISBN: 0-7970-3395-5.

Unisa. 2005. 2015 Strategic plan: An agenda for transformation. Available at:

http:/staff.unisa.ac.za/cmsys/staff/docs/unisa_2015_strategicplan_nov_fanal.pdf.

Accessed on 20 January 2012.

Unisa Procedural Manual on Experential Learning. (2011) Pretoria. University of

South Africa.

Unisa Tutorial Letter. 2012. EPR0102011. Pretoria. University of South Africa.

Unisa Study Guide 2012. EPR101E. Pretoria. University of South Africa.

WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     12  

Williams, J.M. (2002). The Engineering Portfolio: Communication, Reflection and Student

Learning Outcomes Assessment. International Journal of Engineering Education,

18(2), 119 -207.

WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     13  

Annexure A

WORK INTEGRATED LEARNING 1

Topics from which the student and their mentor/training manager, in consultation with the
UNISA representative, can draw up a training programme to make up the required 24 weeks
of work integrated learning in the applicable field of study are listed in the following table:

ITEM ITEM TIME

NUM. DESCRIPTION PERIOD
*1 ORIENTATION 1 WEEK

*2 SAFETY / FIRST AID SKILLS Certificate

*3 BASIC HAND SKILLS AND 3 WEEKS

COMPUTER LITERACY

*4 GENERAL ADMINISTRATION 1 WEEK

*5 REPORT WRITING 1 WEEK
*6 ELECTRICAL COMPONENTS / 4 WEEKS
ELECTRONIC COMPONENTS /
WIRING OF CIRCUITS
*7 CIRCUIT DIAGRAMS AND 3 WEEKS
APPLICABLE DRAWINGS

*8 MEASURING INSTRUMENTS 3 WEEKS

9 POWER SOURCES 3 WEEKS

10 PROGRAMMABLE DEVICES 3 WEEKS

11 MEASURING INSTRUMENTS AND 3 WEEKS
ANALYSERS
12 ASSEMBLY AND PREPARATION OF 3 WEEKS
COMPUTER COMPONENTS
13 NETWORK ADMINISTRATION 3 WEEKS
14 APPLICATION PROGRAMMING 3 WEEKS
15 BASIC COMMUNICATION 3 WEEKS
(MODEMS, X.25 PADS)
16 POWER SUPPLIES 2 WEEKS

17 FLOW MEASUREMENT 1 WEEK

18 PRESSURE MEASUREMENT 1 WEEK
19 LEVEL MEASUREMENT 1 WEEK
20 TEMPERATURE MEASUREMENT 1 WEEK
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     14  

21 CONTROL SYSTEMS 2 WEEKS

22 WIRING AND SOLDERING OF 2 WEEKS
ELEMENTARY CIRCUITS
23 MANUFACTURING OF PC BOARDS 2 WEEKS
24 WIRING ARRANGEMENTS AND 3 WEEKS
CABLE BINDING
* Items 1-8 are common to all fields of specialisation and must be completed by all trainee
students. The training programme is not limited to these topics.

WORK INTEGRATED LEARNING 2

All topics for the second part of work integrated learning, from which at least five mentioned
in each field of specialisation need to be covered to make up a total of 24 weeks, are listed
below:

COMPUTER SYSTEMS

ITEM ITEM
NUM. DESCRIPTION
1 ADVANCED COMMUNICATION SYSTEMS

2 REQUIREMENTS, ANALYSIS AND DESIGN OF

NETWORK SYSTEMS

3 PROJECT MANAGEMENT, INSTALLATION,

COMMISSIONING AND TESTING OF COMPUTER –
SYSTEM

4 TROUBLE SHOOTING AND MAINTENANCE OF

COMPUTER NETWORK SYSTEMS

5 COMPUTER AIDED ENGINEERING AND COMPUTER

APPLICATIONS

6 QUALITY CONTROL (ISO 9000)

7 ANY PROJECT IN AGREEMENT WITH UNISA.

CLINICAL ENGINEERING

ITEM ITEM
NUM. DESCRIPTION
1 OHS ACT

2 HOSPITAL EQUIPMENT
WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     15  

3 HARMONIC SCALPELS, PH MONITORING,

LAPARASCOPIC SURGERY, ETC.

4 TROUBLE SHOOTING AND MAINTENANCE OF

CLINICAL HOSPITAL EQUIPMENT

5 VARIOUS SECTIONS IN A HOSPITAL: THEATER,

INTENSIVE CARE, MECHANICAL WORKSHOP, ETC.

6 RECEIVE LECTURES BY SPECIALISTS

7 ANY PROJECT IN AGREEMENT WITH UNISA.

ELECTRONICS AND ELECTRONIC COMMUNICATION

ITEM ITEM
NUM. DESCRIPTION
1
COMMUNICATION SYSTEMS
2 INDUSTRIAL ELECTRONICS AND INSTRUMENTATION

3 DESIGN OF ANALOGUE AND / OR DIGITAL SYSTEMS

4 INSTALLATION, COMMISSIONING AND TESTING OF

NEW ANALOGUE /DIGITAL SYSTEMS

5 FAULT-FINDING AND MAINTENANCE OF DIGITAL

AND ANALOGUE SYSTEMS

6 COMPUTER-AIDED ENGINEERING AND COMPUTER

APPLICATIONS

7 QUALITY CONTROL

8 ANY PROJECT IN AGREEMENT WITH UNISA.

POWER ENGINEERING
ITEM ITEM
NUM. DESCRIPTION
1 POWER CABLES

2 OVERHEAD LINES

3 POWER TRANSFORMERS

4 AC MACHINES

5 DC MACHINES

6 RECTIFICATION AND CONVERSION

WORK INTEGRATED LEARNING IN ELECTRICAL ENGINEERING AT UNISA     16  

7 PROTECTION SYSTEMS

8 SWITCHGEAR

9 INSTALLATION AND COMMISSIONING OF

EQUIPMENT

10 DRAWING AND DESIGN OF CIRCUITS AND SYSTEMS

11 ANY PROJECT IN AGREEMENT WITH UNISA.

PROCESS INSTRUMENTATION

ITEM ITEM
NUM. DESCRIPTION
1
COMMUNICATION SYSTEMS
2 INDUSTRIAL ELECTRONICS AND INSTRUMENTATION

3 DESIGN OF ANALOGUE AND / OR DIGITAL SYSTEMS

4 INSTALLATION, COMMISSIONING AND TESTING OF

NEW ANALOGUE /DIGITAL SYSTEMS

5 FAULT-FINDING AND MAINTENANCE OF DIGITAL AND

ANALOGUE SYSTEMS

6 COMPUTER-AIDED ENGINEERING AND COMPUTER

APPLICATIONS

7 QUALITY CONTROL

8 ANY PROJECT IN AGREEMENT WITH UNISA.