Advanced Diploma in Mechanical Engineering

Purpose

The primary purpose of this industry-oriented diploma emphasises general principles and application or technology transfer within the field of Mechanical Engineering. The qualification provides learners with a sound knowledge base in a particular field or discipline of Mechanical 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. The qualification leading to this qualification have a strong professional or career focus and holders of this qualification are prepared to enter a specific niche in the labour market. The purpose of this educational qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Mechanical Engineering Technologist.

This qualification provides

• Preparation for careers in Mechanical Engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.

The educational base required for registration as a Professional Engineering Technologist with the Engineering Council of South Africa.

Rationale

The Mechanical Engineering profession contributes, among others to the technological, socio-economic, manufacturing, industrial and automotive sectors of the country. The expertise, skill and knowledge of Mechanical Engineering Technicians are required by industry, manufacturers, local and district municipalities, national government departments, parastatal organisations and engineering consultancies. Job opportunities and services provided by this sector include research and design, construction, manufacturing, testing, commissioning and maintenance of products, equipment and systems. The sector within which Mechanical engineering resides fulfill a critical component within the South African economy.

The practice of Mechanical Engineering at a professional level involves a number of roles, recognised in categories of registration under the Engineering Profession Act. This qualification provides the educational base that enable graduates to register with the Engineering Council of South Africa as learners within the Professional Engineering Technologist category. The profile of Professional Engineering Technologist is characterised by the ability to apply established and newly developed engineering technology to solve broadly-defined problems, develop 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 judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks. Professional Engineering Technologists have a specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Learners achieving the Advanced Diploma in Mechanical Engineering have the ability to apply techniques, procedures, practices and codes to solve broadly-defined problems in a particular field of Mechanical Engineering. Qualified learners will be equipped with the relevant engineering skills and achieve technical proficiency to enable them to contribute to the development of the national economy.

Recognition of Prior Learning (RPL)

Recognition of prior learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL must not exceed 50% of the total credits and must not include credits at the exit level.

Evidence of prior learning must be assessed through formal RPL processes through recognized methods. Any other evidence of prior learning should be assessed through formal RPL processes to recognize achievement thereof.

Entry Requirements

The minimum entry requirement is

" A National Diploma: Engineering: Mechanical (S-stream).

Or

" A National Higher Diploma: Mechanical Engineering (T4) with the appropriate courses at this level for the field of specialisation the learner wishes to pursue.

Or

" A National Diploma: Mechanical Engineering (T3) with at least two (2) of the following S4-level courses: Applied Strength of Materials III, Steam Plant III, Hydraulic Machines III, Mathematics III.

Or

" A National Diploma in Mechanical Engineering. Level 6.

The qualification comprises compulsory and electives module at Level 7, totalling 140 Credits.

Compulsory Module at Level 7, 28 Credits

• Industrial Project IV, 28 Credits.

Electives Modules at Level 7, 112 Credits

Elective 1 (a minimum of four modules must be selected from this group)

• Fluid Mechanics IV, 14 Credits.
• Strength of Materials IV, 14 Credits.
• Thermodynamics IV, 14 Credit.
• Manufacturing Management IV, 14 Credits.
• Engineering Mathematics IV, 14 Credits.

Elective 2 (a minimum of four modules must be selected from this group)

• Turbo Machines IV, 14 Credits.
• Stress Analysis IV, 14 Credits.
• Refrigeration and Air Conditioning IV, 14 Credit.
• Environmental Engineering IV, 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 defined and 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. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
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.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a 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 technology practice.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Relevant information and engineering knowledge and skills are identified for solving the problem.
• Possible approaches are generated and formulated that would lead to a workable solution for the problem.
• Possible solutions are modelled and analysed.
• Possible solutions are evaluated and the best solution is selected.
• The solution is formulated and presented 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.
• Theories, principles and laws are used.
• Formal analysis and modelling is performed on engineering materials, components, systems or processes.
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
• Uncertainty and risk is handled.
• Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• The design process is planned and managed to focus on important issues and recognises and deals with constraints.
• Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
• Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions. are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
• The design logic and relevant information is communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigations and experiments are planned and conducted within an appropriate discipline.
• Available literature is searched and material is critically evaluated for suitability to the investigation.
• Analysis is performed as necessary to the investigation.
• Equipment or software is selected and used as appropriate in the investigations.
• Information is analysed, interpreted and derived from available data.
• Conclusions are drawn from an analysis of all available evidence.
• The purpose, process and outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• The method, skill or tool is assessed for applicability and limitations against the required result.
• The method, skill or tool is applied correctly to achieve the required result.
• Results produced by the method, skill or tool are tested and assessed against required results.
• Computer applications are created, selected and used 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 purpose of the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials used enhance oral communications.
• Accepted methods are used for providing information to others involved in the engineering activity.
• Oral communication is delivered fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• The impact of technology is explained in terms of the benefits and limitations to society.
• The engineering activity is analysed in terms of the impact on occupational and public health and safety.
• The engineering activity is analysed in terms of the impact on the physical environment.
• Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Functioning as a team leader is demonstrated.
• A design or research project is organised and managed.
• Effective communication is carried out in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9

• Learning tasks are managed autonomously and ethically, individually and in learning groups.
• Learning undertaken is reflected on and own learning requirements and strategies are determined to suit personal learning style and preferences.
• Relevant information is sourced, organised and evaluated
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Assumptions are challenged critically and new thinking is embraced.

Associated Assessment Criteria for Exit Level Outcome 10

• The nature and complexity of ethical dilemmas is described.
• The ethical implications of decisions made are described.
• Ethical reasoning is applied to evaluate engineering solutions.
• Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
• The system of continuing professional development is understood and embraced as an on-going process.
• Responsibility is accepted for consequences stemming from own actions.
• Judgements are made in decision making during problem solving and design.
• Decision making is limited to area of current competence.

Integrated Assessment

The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve the Exit Level Outcomes of the qualification as per the rules specified. Applicable Critical Cross-Field Outcomes must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

Certain Exit Level Outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tools are used to assess the foundational, reflective and practical competencies within the assessment rules of the institution.

A detailed portfolio of evidence is required of the practical, foundational and reflective competencies of the learner. Assessors and moderators conduct integrated assessment by making use of a range of formative and summative methods. Where required Assessors may assess and give credit for the evidence of learning that has already been acquired (RPL) through any form of learning. Exit Level Outcomes and Assessment Criteria Associated with this qualification must be used to assess Critical Cross-Field Outcomes.

The methods, tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques may be used to provide a context appropriate to the assessment.

Formative Assessment

Assessment criteria for formative assessment will typically take place during training and serves to guide the learner towards full competence and is described in this qualification. Formative assessment takes place during the process of learning and assessors can use a range of appropriate assessment methods and tools or in any agreed-upon method of assessment of the knowledge required to perform the various competencies in a holistic manner. To be allowed access to the final qualifying assessment, a learner must show that he/she has reached a level of overall integrated competence.

Summative Assessment

For the learner to be certified competent against the qualification, he/she must prove overall competence through the integration of the competencies expressed in this qualification.

Workplace Assessment

Workplaces can be used for assessment purposes.

Methods of Assessment

The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria:

• Portfolio of Evidence.
• Written tests.
• Practical tests.
• Oral assessment methods.
• In-situ (on-the-job) observations.
• Simulation.
• Structured classroom discussions and oral tests.
• On-the-job Observations.
• Role-play and/or Simulations.
• Knowledge tests, exams, case studies, projects, logbooks, workbooks.
• Verbal report backs (presentations).
• Portfolios of Evidence (RPL).
• Working in teams (360 degrees evaluations).
• Scenario sketching Incident reports.

These methods will be selected carefully based on the purpose of the assessment. For example, the written method will be used to assess knowledge and on-the-job demonstration for practical competence.