Advanced Diploma in Civil Engineering

Purpose

In this Advanced Diploma in Civil Engineering the knowledge emphasises the general principles and application or technology transfer. The qualification provides students with a sound knowledge base in Civil Engineering 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. This qualification has a strong professional or career focus and holders of this qualification will be prepared to enter in the Civil Engineering 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 practicing Civil Engineering Technologist or Certificated Engineer.

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

The Professional Civil Engineering Technologists are characterised by

• The ability to provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
• The ability to work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks
• Having a specialised understanding of civil engineering sciences underlying a deep knowledge of specific civil engineering technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Rationale

The qualification is aligned to the Engineering Council of South Africa (ECSA) Standard E-05-PT.

The different categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are:

• Professional Engineer.
• Professional Engineering Technologist.
• Professional Engineering Technician.
• Professional Certificated Engineer.

Students completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in the ECSA E-05-PT standard.

This qualification provides for

• Preparation for careers in Civil Engineering and areas that potentially benefit from Civil Engineering skills, for achieving technical proficiency and to make a contribution 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. Bachelor of Engineering Technology (Honours), Post Graduate Diploma and BEng qualifications in Civil Engineering and then to proceed to Masters Qualifications in Civil Engineering or related qualifications.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is a process of identifying the knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning.

Recognition of Prior Learning may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes.

Gaining access

If an applicant has considerable work experience, but do not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the institution's RPL policy.

Advanced Standing

An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects. There are guidelines governing the maximum number of subjects for which advanced standing can be granted.

Entry Requirements

The minimum entry requirements to the Advanced Diploma in Civil Engineering are

• Diploma in Civil Engineering, Level 6.

Or

• Diploma in Engineering Technology in Civil Engineering, Level 6.

Or

• Advanced Certificate in Engineering Technology in Civil Engineering, Level 6.

This qualification consists of compulsory at Levels 6 and 7 totalling 140 Credits.

Compulsory Modules at Level 6, totalling 14 Credits

• Engineering Chemistry, 7 Credits.
• Environmental Engineering, 7 Credits.

Compulsory Modules at Level 7, totalling 126 Credits

• Engineering Mathematics, 14 Credits.
• Computer Applications, 7 Credits.
• Public Law, 14 Credits.
• Geotechnical Engineering, 14 Credits.
• Structural Design, 14 Credits.
• Construction Materials and Technology, 7 Credits.
• Hydraulic Engineering and Design, 14 Credits.
• Transportation Engineering and Planning, 14 Credits.
• Water and Wastewater Treatment Technology, 14 Credits.
• Research Methodology and Project, 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 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. Define and conduct investigations and experiments of broadly-defined problems.
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 and the need to act professionally within own limits of competency.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a diverse 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 practice within own limits of competence.

Associated Assessment Criteria for Exit Level Outcome 1

• Define and analyse the problem and identify criteria an acceptable solution.
• Identify relevant information, 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 broadly-defined engineering problems.
• Use theories, principles and laws.
• Perform and model formal analysis on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform and conceptualise the reasoning about 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.
• 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 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 the 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 an 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.
• 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 to achieve the required result.
• Test and assess the 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

• Use appropriate structure, style and language of written and oral communication for the purpose of the communication and the target audience.
• Use appropriate and effective graphics in enhancing the meaning of text.
• Use visual materials to enhance oral communication.
• 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 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.
• Consider personal, social, economic, cultural values and requirements of 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 and support team activities, including at disciplinary boundaries.
• Function as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual and team work.

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 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 by 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 design.
• Limit decision making to area of current competence.

Integrated Assessment

A variety of teaching and learning methods will be used and is a blend of classroom teaching, tutorials and small group teaching, practicals, computer laboratory work, field work, peer learning groups, independent learning (self-study), and independent research. Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the qualification. These ensure that students engage actively with the material in different ways. The methods of delivery have been designed so that students operate at different cognitive levels as they progress through the qualification, with more sophisticated or deeper levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an engineering or science qualification. There will be constructive alignment between the teaching and learning strategy and the assessment strategy to achieve the intended outcomes.

An effective integrated assessment strategy will be used. The qualification will combine formative and summative assessment methodologies. All assessments and moderation will be performed and is subject to the institutional assessment policies, procedures and guidelines.