Bachelor of Engineering Technology Honours in Mining Engineering

Purpose

The purpose of the Bachelor of Engineering Technology Honours in Mining Engineering is to develop learners for both industry and research, such that they can deepen their expertise in Mining Engineering and to develop their research capacity in the methodology and techniques of the discipline.

Rationale

The Bachelor of Engineering Technology Honours in Mining Engineering lies within the engineering sector and is a scarce skill. Given this, the qualification aims to meet the needs of the sector, contribute ultimately towards the National Development Plan, benefiting not only the learners but society at large. It meets the specific needs of the sector by meeting and providing for the growing demand for skilled professionals in the mining engineering domain.

As a result of the qualification's alignment to the Engineering Council of South Africa (ECSA) Honours Standard, E-09-PT-Rev2, learners will be offered a qualification of a high standard and would, therefore, be adequately qualified to pursue employment in this scarce skills sector. There is a need in the industry for Mining Engineering professionals to address challenges with adequate training that will address the current challenges of today. This qualification will remedy this shortage and locally produce quality qualified learners with advanced technical knowledge in the field that satisfies the national demand for highly qualified mining engineering professionals. Therefore, the design of the curriculum is such that the thread of the qualification design successfully contributes towards bringing the National Development Plan into fruition. The African continent has an abundance of mineral resources. South Africa is at the forefront of mining research dealing with the complex issues of deep-level mining and unique resource management issues.

In addition to this, there also exists a demand by holders of technology-related qualifications to obtain a Postgraduate qualification that enhances their professional and technical knowledge and grants them access towards pursuing a Master's qualification in engineering. As the institution has been the first institution to implement the new ECSA endorsed Bachelor of Engineering Technology qualifications in South Africa, the Bachelor of Engineering Technology Honours in Mining Engineering qualification provides for articulation within the institution and from other intuitions that will be implementing the undergraduate qualification soon. This pioneering Postgraduate qualification target the recently qualified learners of the undergraduate Bachelor of Engineering Technology Degree, who would be interested in academic advancement through Postgraduate studies.

The Bachelor of Engineering Technology Honours in Mining Engineering will also allow the prospective learner to develop additional knowledge areas in specialist subjects that will enable a qualified learner to specialise in mine planning, ventilation, geotechnical engineering, metalliferous and coal mining. The phasing out of the Chamber of Mines qualifications for Rock Engineers and Mine Environmental Specialists have left these two professions with no suitable qualification or articulation route towards the Certificates of Competency required by the mining industry. This qualification will address the current shortage of Rock Engineers (Geotechnical practitioners) and Mine Environmental specialists.

Typically, mining sectors require higher levels of advanced technical and analytical capabilities. This qualification is for learners with such specialists in the field. In this way, this qualification will develop well-rounded, academically equipped, adept and mature qualified learners with the technical leadership skills and robust capabilities that are expediently responsive to modern societal needs of the mining engineering industry.

Recognition of Prior Learning (RPL)

RPL applies in line with the institution's policies and guidelines. The Faculty of Engineering and the Built Environment accept Recognition of Prior Learning (RPL) as an integral part of education and academic practice. The institution will, therefore, endeavour to assess prior learning and award credit where relevant.

The Faculty of Engineering and the Built Environment manage RPL according to the institution's RPL policy, which will be applied as follows for purposes of this qualification as set out in the Faculty of Engineering and the Built Environment policy: through RPL a learner may: gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the institution. Recognition takes place in terms of requirements and procedures applied by the Faculty of Engineering and the Built Environment.

The institution conducts RPL in the case of a learner not complying with the formal entry requirements after payment of the prescribed fees following the policy and guidelines of the institution; is based on other forms of formal, informal and non-formal learning and experience; is considered only where prior learning corresponds to the required NQF-level; takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the qualification; is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee of the Faculty of Engineering and the Built Environment and is finally decided upon by the Faculty of Engineering and the Built Environment Dean's Committee.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering Technology in Mining Engineering, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 140 Credits.

Compulsory Modules, NQF Level 8, 84 Credits.

• Engineering Mathematics and Computing 14 Credits.
• Engineering Physics 14 Credits.
• Research Project 42 Credits.
• Engineering Society 14 Credits.

Elective Modules, 56 Credits NQF Level 8, (Choose 4 Modules)

• Geotechnical Engineering 14 Credits.
• Mine Environmental Design 14 Credits.
• Mine Planning and Design 14 Credits.
• Minerals Policy 14 Credits.
• Mineral Economics 14 Credits.
• Mineral Governance 14 Credits.
• Mineral Exploitation and Evaluation of 14 Credits.

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Investigate complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex 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 community at large.
7. Describe the impact of engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of engineering management.
9. Apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse, identify and define the problem for an acceptable solution.
• Identify skills, relevant information and engineering knowledge for solving the problem.
• Generate and formulate possible approaches that would lead to a workable solution for the problem.
• Analyse and model possible solution.
• Evaluate and select possible and best solutions.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area on the solution of complex engineering problems.
• Use theories, principles and law.
• Perform formal analysis and modelling on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform reasoning about and conceptualising engineering materials, components, systems or process.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate 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 in order to apply appropriate principles and design tools to provide a workable solution.
• Perform 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 select a preferred solution 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 and conduct investigations and experiments within an appropriate discipline.
• Search and critically evaluate available literature and material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse, interpret and derive information from available data.
• Conclude an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess 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 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.
• Use graphics appropriately and effectively in enhancing the meaning of the text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver fluently oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of the benefits and limitations of society.
• Analyse the engineering activity in terms of the impact on public and occupational health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and control.
• Carry out Individual work out effectively, strategically and on time.
• Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Demonstrate functioning as a team leader.
• Organised and manage a design or research project.
• Carry out effective communication out in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks 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.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Challenge the assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• 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 ongoing process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem-solving and design are justified.
• Decision making is limited to the area of current competence.

Integrated Assessment

The effective integrated assessment strategy demonstrates the quality assurance process. The Academic Regulations of the institution governs the assessment process. There will be at least one assessment opportunity before the final summative assessment for each module.

Formative Assessment

The modules consist of different forms of formative assessments consisting of project reports, case studies, assignments, which will be implemented in each module, depending on the nature of the module. These progress assessments are done solely by the module instructor. However, the final examination will require the involvement of a suitable external course examiner, who will be requested to approve the module examination paper and mark grading provided by the course instructor. No experiential learning is involved in the qualification.

Summative Assessment

For the Research Report component, two assessors, one of whom will be an internal assessor (a full-time academic staff of the institution) and the other, an external assessor. The Faculty appoint the assessors based on their scholarship and expertise. The recommendations of the external assessor are received at the Faculty and transmitted to the learner's supervisor for further consideration, comments, corrections or improvements.