Advanced Diploma in Electrical Engineering in Telecommunications

Purpose

The Advanced Diploma in Electrical Engineering in Power Engineering serves to provide learners with advanced knowledge in fundamental engineering. It emphasises electrical engineering principles and application. Also, the qualification provides learners with an in-depth knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to specific career or professional contexts while equipping them to undertake more specialised and intensive learning. Programmes leading to this qualification tend to have a strong vocational, professional or career focus and holders of this qualification are usually prepared to enter a specific niche in the labour market.

The specific purpose of this qualification is to build the necessary knowledge, understanding, abilities, and skills required for further learning towards becoming a competent practising Professional Engineering Technologist. This qualification provides:

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to contribute to the economy and national development;
• The educational base required for registration as a Candidate or a Professional Engineering Technologist with Engineering Council of South Africa and;
• Possible entry to a Bachelor's qualification.

Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this standard.

Rationale

The qualification is developed in line with the mission of the institution to offer quality education; lead, challenge, create and explore knowledge; and contribute to national objectives regarding skills development. This qualification supports the improvement of stature and quality of the scientific and technology qualifications offered by the institution. The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy (NSDS).

Skilled electrical engineering technologists are required to meet the developmental needs of the country in all manufacturing and electrical engineering production fields. This qualification prepares its learners for professional registration as technologists in the electrical engineering field. Professional Engineering Technologists are characterised by the ability to apply established and newly developed engineering technology to solve broadly-defined problems, design components, systems, services, and processes. They provide leadership in the application of technology in safety, health, engineering, and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Electrical, Electronics and Communications Engineering is an area of study which prepare learners to apply mathematical and scientific principles to the design, development and operational evaluation of physical systems used in manufacturing and end-product systems used for specific uses, including machine tools, jigs and other manufacturing equipment; stationary power units and appliances; engines; self-propelled vehicles; housings and containers; hydraulic and electric systems for controlling movement; and the integration of computers and remote control with operating systems.

The qualification design reflects the new standard for engineering technologists as required by the Engineering Council of South Africa (referred to as the ECSA hereafter) based on the new HEQF (ECSA document E-05-PT 10 May 2012: Qualification Standard for Advanced Diploma in Engineering: NQF 7).

The qualification is consonant with the institution's mission, forms part of institutional planning and resource allocation, meets national requirements, the needs of learners and other stakeholders, and is intellectually credible. It is designed coherently and articulates well with other relevant qualifications, where possible.

The Advanced Diploma in Electrical Engineering in Power Engineering is developed in line with the mission of the institution to offer quality education; lead, challenge, create and explore knowledge; and contribute to national objectives regarding skills development. This qualification design serves the institution's aim to sustain the excellence of academic qualifications as it is by the new standard set by the professional body, a result of the new HEQF and aligned to the framework. The Advanced Diploma in Electrical Engineering in Telecommunications supports the improvement of stature and quality of the scientific and technology qualifications offered by the institution. Part of a group of Advanced Diploma in engineering that will increase the institutional reputation will attract more international learners, especially from Africa leading to an improved worldwide scholarly output.

This qualification provides aspiring electrical engineering technologists with the knowledge to operate and improve electrical engineering processes in an efficient, safe, and profitable way. The qualification addresses objectives of the NQF by providing the technologist qualification at NQF Level 7. Professional Engineering Technologists apply established and newly developed engineering technology to solve broadly-defined problems and design components, systems, services, and processes. They provide leadership in the application of technology and commercially effective operations. They work independently and responsibly, applying judgement to decisions arising in the application of technology to problems and associated risks.

Professional Engineering Technologists must, therefore, have a specialised understanding of the engineering science that underpins specific technologies together with financial, commercial, legal, social and economic, health, safety, and environmental matters.

Recognition of prior learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through RPL processes.

Entry Requirements

The minimum entry requirement for this qualification is

• National Diploma in Electrical Engineering, NQF Level 6.

Or

• Diploma in Engineering Technology in Electrical Engineering, NQF Level 6 (together with the 144 Credit Advanced Certificate in Engineering Practice in Electrical Engineering at NQF Level 6).

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 144 Credits.

Compulsory Modules, Level 7, 144 Credits

• Partial Differential Equations, 12 Credits.
• High-Frequency Electronics, 12 Credits.
• Electronic Communication Technology, 12 Credits.
• Project Management and Engineering Economics, 12 Credits.
• Computer-Aided Design and Simulation I A, 12 Credits.
• Industrial Project IB, 12 Credits.
• Electrical and Magnetism, 12 Credits.
• Numerical Methods, 12 Credits.
• Digital Signal Processing, 12 Credits.
• Opto-Electronics, 12 Credits.
• Computer-Aided Design and Simulation I B, 12 Credits.
• Industrial Project IB, 12 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 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 competence.
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

• Define and analyse the problem.
• Identify the criteria for an acceptable solution.
• Identity and use relevant information, engineering knowledge, and skills for solving the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Modell, evaluate and analyse, and select the best solutions.
• Formulate and present a solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of broadly-defined engineering problems.
• Use theories, principles, and laws.
• Perform formal analysis and modelling on engineering materials, components, systems, or processes.
• Communicate concepts, ideas, and theories.
• Perform, conceptualise, and reason about engineering materials, components, systems, or processes.
• Handle uncertainty and risk through the use of probability and statistics.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulated the design problem to satisfy user needs, applicable standards, codes of practice, and legislation.
• Plan and manage the design process to focus on essential issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools and use to provide a workable solution.
• Perform the 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 a preferred solution is selected based on techno-economic analysis and judgement.
• Assess the selected design in terms of 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, design, and conduct investigations and experiments within an appropriate discipline.
• Evaluate the relevant literature, including codes searched and material for suitability to the investigation.
• Preform analysis necessary to the investigation.
• Select and use equipment or software is appropriate in the investigations.
• Derive, analyse, and interpret information from relevant data is.
• Conclude an analysis of all relevant evidence.
• Record the purpose, process, and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Select and asses 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 critically 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

• The structure, style, and language of written and oral communication are appropriate for the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of the text.
• Visual materials used to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Oral communication is delivered fluently with the intended meaning being apparent.
• Written communications meet the requirement of the intended audience.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify and deal with 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.
• Take into consideration the personal, social, economic, cultural values, and requirements of those who are affected by the engineering activity are.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading, and controlling.
• Carry out the individual work effectively and on time.
• Contribute to team activities that support the output of the team.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.
• Perform critical functions in the team and complete work on time.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Learning undertaken is reflected on individual learning requirements and strategies are determined to suit personal learning style and preferences.
• Source, organise, and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Critical challenge assumptions and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas and the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Display awareness the need to maintain continued competence through 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 the decision making to the area of current competence.

Integrated Assessment

Formative Assessment

The institution integrates learning and assessment. Formative assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied. The process is continuous and focuses on small sections of the work.

Summative Assessment

Use examination (both written and oral) or equivalent assessment such as the portfolio of a section or a project. The summative assessment examines the learner's ability to manage and integrate a large body of knowledge. Assessors should assess and give credit for the evidence of learning acquired through formal, informal, and non-formal learning and experience.