Advanced Occupational Certificate: Mechanical Engineering Designer

Purpose

The purpose of this qualification is to prepare a learner to operate as a Mechanical Designer.

Learners graduating from this qualification would acquire necessary competencies to function in mechanical engineering industry as technicians, eligible to perform a variety of tasks including but not limited designers of equipment and systems.

A Mechanical Designer designs, revise and modify mechanical engineering components, equipment and systems designs in accordance with relevant standards and codes to reduce and resolve production and related operational deficiencies.

A qualified learner will be able to

• Produce design drawings of mechanical engineering components, equipment, and systems.
• Revise and modify mechanical engineering components, equipment, and systems.

Rationale

The need for the development of this qualification was identified during the development of an Occupational Diploma: Mechanical Engineering Technician (Automation). As a derived qualification from this occupational diploma, this advanced occupation certificate aims to address an industry need of qualified and skilled individuals to assume critical roles of solving mechanical engineering and related problems by designing suitable, effective, and efficient mechanical equipment and systems, compliant to industry and regulatory requirements.

There are several mechanical engineering NQF level 6 qualifications registered on the NQF under the HEQSF, which address broader competencies of mechanical engineering as a field. There are also several related registered occupational qualifications at lower NQF levels addressing specific occupations within the field of mechanical engineering.

This advanced occupational certificate provides unique and specific competencies in mechanical engineering related to designing mechanical equipment and systems.

This qualification will benefit the society by equipping individuals with specialised competencies related to the identification and solving of mechanical engineering problems, this will potentially assist small businesses and entrepreneurs in mechanical engineering to maximise their gains by locally qualified and skilled mechanical designers.

As more people qualify from this qualification, the industry will gain the services of qualified and skilled mechanical designers, with the potential of making operational equipment and systems more effective and efficient. This will in turn reduce operational costs and contribute to the growth of mechanical engineering industry and related sectors, which will lead to more revenue contribution, safety in industrial operations and compliance to industry and regulatory requirements.

Typical learners are school matriculates, TVET & CET NQF level 4 graduates including those who are practicing in this occupation without formal education.

Collaboration with relevant stakeholders

Different stakeholders both from public and private sector were consulted during the development of this qualification.

List typical occupations in which the qualifying learner will operate (if relevant)

Successful learners may operate in various job opportunities in the mechanical engineering space. Typical areas where these competencies reside includes but not limited to manufacturing, automotive, mining and health services.

Recognition of Prior Learning (RPL)

RPL for Access

Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

RPL for exemption from modules

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for credits

Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for access to the External Integrated Summative Assessment (EISA)

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF level 5 qualification in mechanical or mechatronics engineering.

This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules

Knowledge Modules

• 311501-001-00-KM-03, Project Management, NQF Level 5, 3 Credits.
• 311501-001-00-KM-04, Digital Tools, NQF Level 5, 7 Credits.
• 311501-001-00-KM-05, Resource and Procurement Management, NQF Level 5, 3 Credits.
• 311501-001-00-KM-06, Research, NQF Level 6, 2 Credits.
• 311501-001-00-KM-07, Engineering Management, NQF Level 6, 6 Credits.
• 311501-001-00-KM-08, Design Principles of Mechanical Systems, NQF Level 6, 20 Credits.
• 311501-001-00-KM-10, Engineering Mathematics II, NQF Level 5, 9 Credits.
• 311501-001-00-KM-11, Engineering Mathematics III, NQF Level 6, 12 Credits.
• 311501-001-00-KM-12, Engineering and Manufacturing Systems, NQF Level 5, 6 Credits.
• 311501-001-00-KM-20, Strength of Materials and Structures I, NQF Level 5, 20 Credits.
• 311501-001-00-KM-21, Strength of Materials II, NQF Level 6, 20 Credits.
• 311501-001-00-KM-24, Computer Aided Drafting, NQF Level 4, 10 Credits.

Total number of credits for Knowledge Modules: 118

Practical Skill Modules

• 311501-001-00-PM-01, Engineering Management, NQF Level 6, 5 Credits.
• 311501-001-00-PM-02, Engineering Manufacturing, NQF Level 5, 20 Credits.

Total number of credits for Practical Skill Modules: 25

Work Experience Modules

• 311501-001-00-WM-01, Technology, Equipment, or Processes in an Industrial Environment, NQF Level 6.

40 Credits.

• 311501-001-00-WM-04, Designing Mechanical Equipment, NQF Level 6, 4 Credits.

Total number of credits for Work Experience Modules: 44

1. Apply relevant design principles and procedures to produce drawings of mechanical components, equipment and systems which are compliant to regulatory standards.
2. Apply relevant design principles and procedures to revise and modify mechanical components, equipment, and systems drawings to comply to regulatory standards.
3. Apply relevant processes, procedures, and techniques to solve problems related to mechanical components, equipment and systems designs.
4. Apply relevant tools, methodologies and principles to gather information to solve problems related to mechanical components, equipment and systems designs.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Apply relevant design principles and procedures to produce drawings of mechanical components, equipment and systems which are compliant to regulatory standards.

• Gather information on design needs and purpose.
• Identy, select and use appropriate digital and hand tools.
• Identify, analyse and apply relevant codes and standards.
• Compile Drawings.
• Provide drawings specifications.
• Complete relevant documentation.
• Provide design costing specifications.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Apply relevant design principles and procedures to revise and modify mechanical components, equipment, and systems drawings to comply to regulatory standards.

• Relevant codes and standards are identified, analysed, and applied.
• Design principles are understood.
• Design/drawing problems are identified and assessed.
• Gather information on design needs and purpose.
• Review and modify existing designs and drawings.
• Provide reviewed and modified design specifications.
• Provide design costing specifications.

Associated Assessment Criteria for Exit Level Outcome 3

ELO 3: Apply relevant processes, procedures, and techniques to solve problems related to mechanical components, equipment and systems designs.

• Identify and analyse design flaws or deficiencies.
• Prescribe appropriate corrective measures.
• Conceptualise design solution.
• Review design and or drawing specifications.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4: Apply relevant tools, methodologies and principles to gather information to solve problems related to mechanical components, equipment and systems designs.

• Perform information gathering, sorting and analysis.
• Identify and analyse design flaws or deficiencies.
• Communicate recommendation(s) to solve design problem(s).

Integrated Assessment

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

Integrated Formative Assessment

Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

Integrated Summative Assessment

An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification or skills programme.

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment (EISA)

The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating:

The attainment of all modules for the Knowledge, Practical and Work Experience modules

OR

The attainment of all modules for the Knowledge and Application Components.