Advanced Diploma in Marine Engineering

Purpose

The purpose of the qualification is to provide Mechanical Engineering graduates who intend embarking on careers at sea with intensive, focused and applied specialisation in the field of Marine Engineering. It provides the learner with in-depth knowledge and skills required to safely manage, facilitate, and undertake operation and maintenance linked to the shipboard marine engineering systems.

The Exit Level Outcomes of the qualification is

• Develop an understanding of employment law, quality assurance legislation, safety management systems, insurance, and the principles and application of South African and international legislation on modern day shipping operations.
• Apply knowledge and skills for access to specialisation in the practice of marine surveying.
• Develop the marine engineering knowledge and skills required to function as a marine engineer at operational level.
• Apply in-depth knowledge and understanding of the marine diesel engine and its auxiliary systems required to function as a marine engineer at management level.
• Develop the naval architectural techniques in the area of ship stability and ship design required at operational level.
• Apply in-depth knowledge and understanding of the naval architectural techniques in the area of ship stability and ship design required at management level.

In addition, the following graduate attributes will be addressed in the qualification

• Critical and creative thinkers who work independently and collaboratively.
• Knowledgeable practitioners.
• Effective communicators.
• Being culturally, environmentally and socially aware within local and global context.
• Active reflective learners.

Rationale

Societal and economic needs

South Africa has eight commercial ports located along a coastline that stretches approximately 3000 kilometres. The national government is investing billions of Rand in expanding and modernising the infrastructure in the existing ports. Durban is the busiest multi-purpose seaport in Africa and, with the planned dugout port south of the city, will make it one of the leading container terminals in the world. The efficiency of the port will depend on skilled marine engineers to operate and manage tugs and dredgers.

On 19 July 2014, the first laboratory of Operation Phakisa was launched by President Jacob Zuma in Durban. The programme will focus on unlocking the economic potential of South Africa's oceans, which are estimated to have the potential to contribute up to R177 billion to the Gross Domestic Product (GDP) by 2033. There is massive, untapped economic potential related to the oceans in the areas of marine transport, manufacturing, offshore oil and gas exploration, aquaculture, marine protection services and governance. The success of Operation Phakisa is dependent on an educated workforce.

The institution's Department of Maritime Studies will be able to contribute to the area of marine transport. The Department is one of two departments in South Africa that provides education for Navigating Officers and Marine Engineers. In addition, it is the only department in South Africa to offer an undergraduate qualification. With increased awareness of a sea-going career, the global demand for qualified ships' officers and the SAMSA National Cadet programme, it is foreseen that the new qualification will prove to be viable and sustainable.

An analysis of relevant trends, including employment opportunities

National, provincial and local employment needs (statistics on scarce skills where appropriate)

The maritime sector of the economy has been identified as a potential area for eradicating poverty, "promote the creation of decent jobs" and reduce the unemployment rate. It is the objective of the Department of Transport to "develop South Africa into one of the world's top 35 maritime nations". The expansion of the port of Durban has the potential of creating 76 000 permanent jobs in port related industries and reducing the local unemployment by 5 - 7%.

A number of positions ashore require the experience, knowledge and skills of ships' officers. The Advanced Diploma in Marine Engineering will enable learners to make the transition from shipboard working to management positions ashore. These positions include: class, flag and cargo surveyors; technical and SHEQ managers in shipping companies; tug-engineers and dredging services.

The qualification is designed to meet the employment needs of the local shipping industry and the career aspirations of learners.

The Advanced Diploma in Marine Engineering allows holders of Mechanical Engineering Diplomas to specialise in marine engineering and prepares them for a career at sea, as currently there is no academic progression or articulation as the subjects are offered as non-Diploma.

Recognition of Prior Learning (RPL)

The Department's Recognition of Prior Learning process will be aligned to the institution's RPL Policy. The policy will be applicable to all prospective candidates for the Advanced Diploma in Marine Engineering. The purpose of the policy is to:

• Provide a framework for the implementation of RPL procedures within the institution.
• Facilitate access and admission to qualifications within education and training and career paths.
• Accelerate redress of past unfair discrimination in education, training and employment opportunities.
• Promote and facilitate lifelong learning.
• Outline general procedures relating to the processing of RPL applications at the institution.

The structure of this qualification makes RPL possible. The Advanced Diploma in Marine Engineering may be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. Candidates with a valid SAMSA Certificate of Competency or Certificate of Equivalency will be allowed to access the Advanced Diploma as follows:

• A student with a Certificate of Competency at Operational Level will access the Advanced Diploma.
• The appropriate credits would be assigned provided that the candidate is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in the Advanced Diploma in Marine Engineering.

Entry Requirements

The minimum entry requirement is

• A National Diploma in Mechanical Engineering, Level 6.

Or

• A Diploma in Mechanical Engineering, Level 6.

Or

• A comparable qualification.

Learners are required to undergo and pass the SAMSA Eyesight Test and Medical Examination at a SAMSA accredited medical practitioner as per the requirements of the Merchant Shipping (Eyesight and Medical Examination) Regulations. The Department may require applicants to undergo an interview to establish aptitude and interest.

This qualification comprises six compulsory modules at Level 7 totalling 120 Credits.

Compulsory modules

• Marine Engineering Knowledge 1, 24 Credits.
• Naval Architecture 1, 12 Credits.
• Marine Surveying, 24 Credits.
• Marine Engineering Knowledge 2, 24 Credits.
• Legal Knowledge, 20 Credits.
• Naval Architecture 2, 16 Credits.

1. Develop an understanding of employment law, quality assurance legislation, safety management systems, insurance, and the principles and application of South African and international legislation on modern day shipping operations.
2. Apply knowledge and skills for access to specialisation in the practice of marine surveying.
3. Develop marine engineering knowledge and skills required to function as a marine engineer at operational level.
4. Apply in-depth knowledge and understanding of the marine diesel engine and its auxiliary systems as required to function as a marine engineer at a management level.
5. Develop naval architectural techniques in the area of ship stability and ship design as required at an operational level.
6. Apply in-depth knowledge and understanding of naval architectural techniques in the area of ship stability and ship design as required at a management level.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe legal and guidance regulations to different areas of operations and safe working practices on board ships.
• Apply management theory as it applies to both operational and management levels.
• Apply employment law, quality assurance legislation, and insurance and safety management systems to shipboard operations.
• Analyse international requirements to ensure safety of ship, life, cargo and the protection of the marine environment.
• Apply the principles of South African and international legislation as it relates to modern day shipping.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply marine surveying concepts to modern day shipping.
• Explain the relationship between the marine surveyor and the client.
• Evaluate the laws and regulations relating to marine surveying.
• Analyse the role of the marine surveyor in incident and accident investigation.
• Evaluate various survey regimes within the context of modern day shipping.

Associated Assessment Criteria for Exit Level Outcome 3

• Use correct vocabulary and terminology to accurately describe marine propulsion, auxiliary and electrical systems.
• Differentiate between the characteristics of positive displacement pumps and rotary dynamic pumps to determine their application in the engine room.
• Identify major components of the steering quadrant and the electro-hydraulic steering gear required to bring about movement of the rudder.
• Explain messages transmitted from the bridge to the steering gear to control the position of the ship's rudder.
• Compare the operating characteristics of smoke-tube and water-tube boilers, including the types of steam generated.
• Discuss the design of steam turbines and reciprocating engines necessary to fully utilise the energy of steam, including reduction gearing.
• Name the necessary ancillary systems to support boiler operation.
• Describe the cycle of operations for both 2-stroke and 4-stroke cycle internal combustion engines.
• Explain the need for scavenge assistance for the efficient operation of 2-stroke cycle diesel engines.

Associated Assessment Criteria for Exit Level Outcome 4

• Appraise onboard fire-fighting systems.
• Categorise and draw various components that transmit power through the shaft.
• Compare various steering components as found on a modern vessel.
• Categorise and compare shipboard pumping equipment and cargo handling systems.
• Examine water usage conditioned for shipboard use.
• Analyse sewage treatment, handling and processing on board ship.
• Explain how lubricants are used in a power plant.
• Develop understanding of the various types of fuels needed to support internal engine combustion.
• Assess various methods used to treat bilge water.
• Explain how heated surfaces are insulated.

Associated Assessment Criteria for Exit Level Outcome 5

• Discuss the significant features of a ship's structure in a range of ship types.
• Explain the fundamental concepts of ship stresses.
• Apply the principles of hydrostatics to load-line calculations.
• Apply the principles of statical stability to interpret GZ curves used.
• Use the concepts of transverse stability to list calculations.
• Apply the principles of longitudinal stability to draught and trim calculations.

Associated Assessment Criteria for Exit Level Outcome 6

• Analyse the structural requirements and features of a vessel.
• Analyse maintenance requirements, methods and procedures.
• Explain dry-dock preparations and surveys of hull, fittings and equipment.
• Apply theories affecting stability and trim, and perform stability calculations.
• Perform calculations concerning stability at large angles of heel.
• Use stability and stress diagrams.
• Use Hydrostatic Tables and curves to solve stability and stress problems.

Integrated Assessment

Integrated assessment will combine a number of different elements and require learners to bring together different sets of outcomes of learning into a demonstration of applied competence. Integrated assessment will be emphasised in the Advanced Diploma in Marine Engineering because they link to the notion of applied competence which is a central concern of the National Qualifications Framework. Applied competence will be achieved by combining practical competence through the use of simulation, foundational competence and reflective competence via the compilation of reports, a portfolio of evidence and/or journals.

Integrated assessment will

• Assess a number of outcomes together using written classroom tests, case study reports and/or assignments.
• Assess a number of modules together by using written classroom tests, case study reports and/or assignments.
• Use a number of assessment methods and instruments for an outcome/s.
• Acquire evidence from sources, such as portfolios, logbooks and/or journals.

Assessment practices will be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged in any way so that an integrated approach to assessment is incorporated in the qualification. The following strategies will be employed to ensure validity of the assessment:

• Clarify learning outcomes and their links to specific assessment criteria within an overall assessment strategy.
• Ensure methods selected are "fit for purpose".
• Use a range of assessment methods to ensure that all learning outcomes are assessed.
• Establish good links between assessment, learning and personal development, by allowing learners some element of choice while encouraging self-assessment and reflection.

Reliability of the assessments will be achieved through

• Establishing clear, common and manageable assessment criteria.
• Using internal moderators who meet during and after the assessment to compare results.
• Using several assessment methods.
• Evaluating the assessment criteria for effectiveness and relevance.

Integrated assessment will support integrated learning. It will develop and measure the learners' abilities to not only understand the underpinning theory but also be able to apply it in authentic contexts and reflect on what they are doing and why.