Advanced Diploma in Computer Systems Engineering

Purpose

This qualification is primarily industry oriented. The knowledge gained emphasises general principles and their application or technology transfer. This qualification provides learners with a sound knowledge base in Computer Systems Engineering and the ability to apply their knowledge and skills to a particular career or professional context, while equipping them to undertake more specialised and intensive learning. The qualification have a strong professional or career focus, and qualified learners are generally prepared to enter a specific niche in the field of Computer Engineering.

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

• Preparation for careers in Computer Systems Engineering and areas that potentially benefit from Computer Systems Engineering skills, for achieving technical 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 NQF Level 8 programmes, e.g. Honours, Postgraduate Diploma and B Eng Qualifications and then to proceed to Masters qualifications.

Rationale

The current Bachelor of Technology (BTech) Computer Systems qualification will be phased out; therefore the new Advanced Diplomas (NQF Level 7) are imperative for progression and articulation purposes. This qualification is aligned with the requirements of the Higher Education Qualifications Sub-Framework document, respectively. To cope with the changing needs, markets and the latest technology, this qualification focuses on equipping learners with a sound knowledge base in the field of Computer Systems Engineering and the ability to apply knowledge and skills of this field to a particular career or profession. This qualification prepares a learner to become a Computer Systems Engineering Technologist and is designed against the ECSA standard for a Professional Engineering Technologist. Learners will be able to apply the engineering principles of Computer Engineering and gain experience in design and the application of the different technologies addressed in the Computer Engineering fields.

These advanced skills will prepare learners for a position in the field of Computer Systems Engineering in various industries in South Africa. Through benchmarking with national and international higher education institutions as well as consultation with relevant stakeholders, it has become clear that a research component should be included in the qualification to prepare learners for further studies. Learners with an Advanced Diploma in a relevant discipline will be able to articulate into the Postgraduate Diploma (NQF Level 8), after that Masters (NQF Level 9) and eventually a Doctorate (NQF Level 10). Benchmarking has been carried out at a global level and is recognised through ECSA accords with other participating countries.

This qualification compares favourably with international qualifications. Inputs were received from the advisory committee/board and other stakeholders in the discipline, therefore meeting the needs of the industry. Qualifying learners will have an advantage in the discipline of Computer Engineering as the skills offered by this qualification are sought after in related and relevant disciplines.

The need for the qualification has been affirmed through advisory board structures and the current learner cohort demand for an advanced qualification to aid their promotion. ECSA has approved the qualification as an appropriate qualification leading to registration as a Professional Engineering Technologist.

The existing Diploma in Computer Systems Engineering will form the normal entry to the Advanced Diploma. This qualification will provide further entry to NQF Level 8 qualifications e.g. Postgraduate Diploma and then to proceed to Masters Qualifications.

This qualification has been designed to meet the ECSA standard for an Advanced Diploma in Engineering as defined in the ECSA Engineering Standard E-05-PT Rev3 of 24 March 2016. This qualification has also been accredited by ECSA as meeting the standard E-05-PT Rev3 24 March 2016.

Recognition of Prior Learning (RPL)

To determine the relevance of other undergraduate qualifications, the learner has the opportunity to apply for RPL.

• Learners may apply for RPL against a module, or part/full qualification.
• An exemption form is completed for the RPL of modules or qualification.
• Credits are awarded for relevant, approved prior learning (RPL).
• The learner prepares evidence of work (portfolio of evidence) and/or any other relevant proof of evidence (practical work, assignments and or assessments).
• Evidence submitted by the learner is assessed by the assessor. However, additional evidence may be requested.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Computer Systems Engineering, NQF Level 6 or equivalent.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 145 Credits.

Compulsory Modules, Level 7: 65 Credits

• Advanced Engineering Mathematics, 15 Credits.
• Engineering Management, 10 Credits.
• Engineering Research Methods, 15 Credits.
• Computer Engineering Project, 25 Credits.

Elective modules, 80 Credits

Group A (Choose at least two: 40 Credits)

• Hardware Design, 20 Credits.
• Electronics, 20 Credits.
• Software Engineering, 20 Credits.
• Systems Engineering, 20 Credits.
• Specialised Networking, 20 Credits.
• Wireless Data Communications, 20 Credits.

Group B (Choose at least one: 20 Credits)

• New Technology Programming, 20 Credits.
• Computer Network Security, 20 Credits.
• Operating Systems, 20 Credits.
• Database Administration, 20 Credits.
• Database Programming, 20 Credits.
• Internet Applications, 20 Credits.
• Artificial Intelligence, 20 Credits.
• Expert Systems, 20 Credits.

The remaining 20 credits may be selected from Group A or B depending on the area of specialisation.

1. Apply engineering principles to diagnose and solve broadly-defined engineering problems systematically.
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 usually 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 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

• Integrate engineering knowledge, principles and advanced skills
• identify, analyze, diagnose, plan and implement creative solutions to solve broadly-defined engineering problems

Associated Assessment Criteria for Exit Level Outcome 2

• Utilise integrated knowledge, principles and practice to systematically diagnose, interpret and solve broadly-defined engineering problems through appropriate application.

Associated Assessment Criteria for Exit Level Outcome 3

• Design a project according to standards, codes of practice and legislation utilizing a selection of components, systems, engineering works, products or processes relevant to engineering, to provide a body of evidence typical to an employment situation

Associated Assessment Criteria for Exit Level Outcome 4

• Engage with broadly defined problems relevant within an employment situation of which the objective is to produce knowledge and understanding of a phenomenon within specific fields of specialization through investigation and experimentation appropriate to the discipline.

Associated Assessment Criteria for Exit Level Outcome 5

• Integrate, utilize and apply Sub-discipline-specific tools, processes or procedures and appropriate techniques, resources, problem solving skills and modern diagnostic tools.

Associated Assessment Criteria for Exit Level Outcome 6

• Effectively, skilfully and ethically communicate information, both verbally and in writing within the network context range from engineering peers, related engineering personnel and lay persons.

Associated Assessment Criteria for Exit Level Outcome 7

• Act professionally by integrating acquired knowledge of technological practice situations and engineering activities impacting social, economic, workplace (industrial) and physical environmental factors generally within a wider engineering system.

Associated Assessment Criteria for Exit Level Outcome 8

• Manage an engineering project (discipline specific) by incorporating and applying acquired leadership and managerial specific knowledge skills and principles to function within or lead a diverse team.

Associated Assessment Criteria for Exit Level Outcome 9

• Utilize well-developed learning skills to engage in an independent and life-long learning in the learning context which is broadly-defined, varying and sometimes unfamiliar and information drawn from the technological literature.

Associated Assessment Criteria for Exit Level Outcome 10

• Demonstrate an understanding and capability to apply professional ethics, responsibilities and norms of practice within this sub-discipline as part of, or a system within complex engineering systems.

Integrated Assessment

(Summative, Formative and or WIL)

Assessment of modules in the Advanced Diploma in Engineering in Computer Systems will be following the assessment policy of the institution. The assessment criteria are informed by the required outcome and must be completed. The lecturer will use Formative and Summative Assessments.

Formative Assessments could be either formal or informal. Assessment strategies are intended to develop the learner' competence in this qualification. Informal assessments typically include discussions, quizzes, feedback sessions, and peer assessments, among others. Formal assessments include class tests, presentations, assignments, practical work and simulation.

Summative Assessments will typically include, but are not limited to, semester tests, examinations, portfolios or a proposal with regards to the engineering project. Following the institution's assessment policy, learners are allowed a second examination opportunity, regardless of their results in the main examination (1st opportunity). All assessments are at the appropriate NQF Level (in this case, NQF 7). The institution use external moderators to verify the standard of the chosen assessment.