Bachelor of Engineering Technology in Mechanical Engineering

Purpose

The purpose of the Bachelor of Engineering Technology in Mechanical Engineering is to prepare learners for a career in the mechanical engineering field. The qualification will enable learners to competently apply an integration of theory, principles, techniques, practical experience and appropriate skills to broadly-defined problems in the field of engineering while operating within the relevant standards and codes. Learners will demonstrate a comprehensive general engineering knowledge, as well as systematic knowledge, of the main terms, procedures and principles of the engineering discipline; gather evidence from the relevant sources using advanced retrieval skills, organize and synthesize and present the information professionally in a more appropriate to the audience; and demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context.

The qualification is designed to meet the skills shortage of Engineers in South Africa. The qualification will build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising mechanical engineer.

The qualification is in line with the exit-level outcomes of the qualification which focus on the skills required from a future professional technologist.

Obtaining this qualification will enable a graduate to acquire the knowledge, skills and values to

• Prepare 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.
• Cover sufficient ground in all mechanical engineering aspects, allowing for direct access to NQF level 8 studies in a range of engineering specialisations.
• Encourage life-long learning by setting achievable milestones.

The qualification's focus is on technology and software skills as a tool and will lay a foundation in the broad principles and practices of mechanical engineering. Learners will be introduced to creative and visual thinking, design thinking and the design process, analysis, and visual communication approaches in engineering design to prepare them for professional practice.

Critical thinking, problem-solving, and creative / design thinking are fostered throughout the various projects. The qualification will equip learners with an integrated set of conceptual and applied abilities that prepare them to think in a flexible, problem-solving manner outside of the confines of a single field of engineering.

Upon completion of this qualification, the learner could either enter the industry as a qualified engineering technologist (potential professional technologist) or continue with tertiary education at NQF level 8. The focus is two-fold, to provide the learner with an introduction to theoretical modules while honing their technical skills and knowledge. These theoretical modules and technical skills and knowledge bring efficiency to the qualification delivery and encourage learners to register for further studies.

Rationale

The qualification design reflects the new standard for engineering practitioners as required by the Engineering Council of South Africa (ECSA), based on the Higher Education Sub-Framework (HEQSF) aligned ECSA document E - 02 - PT, September 2020. This qualification was endorsed by constituents from the industry via intensive consultations and advisory committee meetings.

The minimum 420 credit Bachelor of Engineering Technology in Mechanical Engineering, as per the ECSA qualification standard, is part of a group of new qualifications in engineering that will increase the institutional reputation and will attract more local and international learners, leading to an improved international scholarly output. The graduates will apply established and newly developed engineering technology to solve broadly - defined problems and develop components, systems, services, and processes. An emphasis of the developed qualification is to instil the ability to question and critically evaluate answers obtained from theoretical and computer analysis work, which seems to be lacking in most graduates.

The qualification is beneficial to the economy and society as it addresses the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy III (NSDS III). Skilled engineering practitioners are required to meet the developmental needs of the country in all engineering fields. The qualification is expected to be viable as the enrolment for the current qualifications showed a significant increase in the number of learners, with an average of 100 enrolments per year for the last two years. Learner enrolment is projected to increase by about 10%.

This qualification plans to address the current engineering skill shortage allowing workers in the field to upgrade their qualifications via contact or distance studies. Great emphasis is put on self-study as the learners are expected to take responsibility for their studies.

Considering that both academic and work-based learning are essential components of the engineering education of technicians, technologists, and engineers, ECSA adopts a two-stage model for the development of engineering practitioners eligible for professional registration. The formal qualification is stage 1, while the industry training is stage 2. Stage 1 takes place at the academic institution and results in an academic qualification, confirming that a learner has achieved the required academic learning outcomes. Stage 2 occurs at the workplace, with support from an experienced mentor, and ensures that the candidate has attained the required professional competency.

In many higher education qualifications, the face-to-face campus environment is now accompanied by Hybrid Learning. It is essential that these are not regarded as separate modes of provisioning, but rather as an all-encompassing learning environment to promote access to those that otherwise would not be able to continue their higher education studies.

Distance provisioning facilitates an approach to education that accommodates geographically dispersed learners by providing resources, materials, support, and services using various tools to support learning at a distance. This allows for broadening educational access and the creation of flexible learning opportunities. The educational method accommodates geographically scattered learners by providing resources, materials, support, and services via a variety of tools to facilitate remote learning. This opens educational opportunities for more people and allows for more flexibility in learning.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Mechanical Engineering, NQF Level 5.

This qualification consists of the following compulsory modules at NQF Level 5, 6, and 7 totalling 434 Credits.

Compulsory Modules, Level 5, 140 Credits

• Mathematics for Engineers 1A, 14 Credits.
• Mathematics for Engineers 1B, 14 Credits.
• Physics for Engineers 1A, 14 Credits.
• Physics for Engineers 1B, 14 Credits.
• Chemistry for Engineers 1A, 14 Credits.
• Communication for Engineering Professionals 1A, 7 Credits.
• Engineering Computing 1 A, 7 Credits.
• Engineering Computing 1B, 7 Credits.
• Engineering Drawing 1A, NQF 5, 14 Credits.
• Materials Science for Engineers 1B, 14 Credits.
• Workshop Practice (Electro Technology) 1B, 7 Credits.
• Community Project 1B, 14 Credits.

Compulsory Modules, Level 6, 154 Credits

• Mathematics for Engineers 2A, 14 Credits.
• Statistics and Probability 2A, 7 Credits.
• Environmental Engineering / Sustainability 2A, 14 Credits.
• Thermo-Fluids 2A, 14 Credits.
• Mechanical Manufacturing 2A, 7 Credits.
• Mechanical Manufacturing 2B, 7 Credits.
• Workshop practice 2A, 7 Credits.
• Workshop practice 2B, 7 Credits.
• Strength of Materials 2A, 7 Credits.
• Mechanical Engineering Design 2A, 14 Credits.
• Data Analytics 2B, 7 Credits.
• Financial Management for Engineers 2B, 7 Credits.
• Applied strength of materials 2B, 14 Credits.
• Hydraulic machines 2B, 7 Credits.
• Machine design 2B, 14 Credits.
• Steam plant 2B, 7 Credits.
• Theory of machines 2B, 7 Credits.

Compulsory Modules, Level 7, 140 Credits

• Numerical Methods 3A, 7 Credits.
• Electro-technology 3A, 7 Credits.
• Project Management and Professional Practice 3A, 14 Credits.
• Capstone Project 3A, 14 Credits.
• Capstone Project 3B, 14 Credits.
• Mechanics of Machines 3A, 14 Credits.
• Strength of Materials 3A, 14 Credits.
• Thermodynamics 3B, 7 Credits.
• Automatic Control 3B, 14 Credits.
• Refrigeration and Air Conditioning 3B, 14 Credits.
• Finite Element Stress Analysis 3B, 7 Credits.
• Turbo Machines 3B, 14 Credits.

1. Demonstrate the ability to identify, formulate, analyse, and solve broadly-defined engineering problems.
2. Demonstrate the ability to apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve broadly-defined engineering problems.
3. Demonstrate the ability to perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
4. Demonstrate competence to design and conduct investigations and experiments.
5. Demonstrate competence to use appropriate engineering methods, skills, and tools, including those based on information technology.
6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.
8. Demonstrate competence to work effectively as an individual, in teams and multidisciplinary environments.
9. Demonstrate competence to engage in independent learning through well-developed learning skills.
10. Demonstrate critical awareness of the need to act professionally and ethically exercise judgment and take responsibility within own limits of competence.
11. Demonstrate knowledge and understanding of engineering management principles and economic decision-making.

Associated Assessment Criteria for Exit Level Outcome 1

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

Associated Assessment Criteria for Exit Level Outcome 2

• Apply an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist area and propose solutions to 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 reasoning about and conceptualising engineering materials, components, systems, or processes.
• Handle uncertainty and risk.
• 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 important issues and recognise and deal with constraints.
• Acquire and evaluate knowledge, information, and resources 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 judgment.
• Assess the selected design in terms of the 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 for available literature and material and critically evaluate for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse and interpret information derived from available data.
• Draw conclusions from an analysis of all available evidence.
• Record the purpose, process, and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess the method, skill or tool for applicability and limitations against the required result.
• Correctly apply the method, skill, or tool 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

• Apply the structures, style, and language of written and oral communication appropriate for the communication and the target audience.
• Use graphics appropriate and effective in enhancing the meaning of text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently 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 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.
• Consider personal, social, economic, and 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 controlling.
• Carry out individual work effectively, strategically and on time.
• Contribute to team activities, including disciplinary boundaries, and support the output of the team.
• Function as a team leader.
• Organise and manage a design or research project.
• Conduct effective communication in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and determine strategies to suit personal learning styles and preferences.
• Source, organise and evaluate relevant information.
• Apply knowledge acquired outside of formal instruction.
• Critically challenge assumptions 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.
• Evaluate and apply ethical reasoning to engineering solutions.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Apply the system of continuing professional development and embrace it as an ongoing process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements and decisions during problem-solving and design.
• Limit decision-making to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Plan set objectives and review achievements.
• Organize, identify, and organize tasks.
• Lead, set examples, communicate, and motivate.
• Control and monitor own performance and check against standards.

INTEGRATED ASSESSMENT

The qualification aligns fully with the institutional assessment strategy in terms of types of assessments, moderation procedures, marking/symbol allocation, and grading of assessments.

Integrated assessment has the following aims

• It measures applied competence. In other words, it assesses whether learners can integrate applied competence (the ability to perform important activities), foundational competence (to understand the theoretical basis for these actions), and reflexive competence (to reflect on and make changes to activities).
• It assesses the extent to which learners can perform activities associated with engineering draughtsperson competently and effectively.
• It measures the extent to which learners have integrated the roles and the knowledge and skills delivered through the different modules that form part of the qualification.

Continuous assessments

Continuous assessment is an alternative to the traditional assessment model as it includes detailed feedback for improvement. The purpose of continuous assessment is to ensure that learners work consistently. Continuous assessments ensure that learners are regularly measured against the specific outcomes and assessment criteria of the qualification. In continuous assessment, there are still opportunities for learners to rework and resubmit a task, with the learner using feedback for improvement, and before the calculation of the final mark.

The assessment methods are based on assessing the application of knowledge, skills, values and attitudes through appropriate assignments, projects, and portfolio reviews. The feedback maximises the learner's opportunity for development and ensures a fair and reliable assessment of their abilities. Assessments will include opportunities to give learners timeous, meaningful, and constructive feedback. In the assessment strategy, competence is demonstrated through a variety of options such as reports, problem-solving tasks, project-based learning, formative assessment, and summative assessments.

Learners are offered the opportunity to demonstrate knowledge and skills through applied and reflexive exercises and a project-based approach to enhance competence. In addition, capstone project work is part of the qualification which provides an opportunity for learners to integrate knowledge gained in the qualification industry conditions and requirements, demonstrating applied competencies. Depending on the credits allocated for each module and the nature of the module there are different assessment approaches.

Formative assessment

Formative assessment refers to the assessment that takes place during the process of learning and teaching. Formative assessment is often used as a diagnostic tool as it provides information to make real-time improvements in teaching methods, learning support materials and activities. Formative assessments are always completed before summative assessments. The formative assessments are added to the learner's portfolio of evidence to show progress throughout the year. Where this is the case a suitable approach to address these gaps will be developed

Summative assessments.

Summative assessments establish what a learner has achieved at the end of each project, module and qualification. Module marks and the aggregate are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability. Summative assessments are assessments "of learning" and may include a variety of assessment methods. The purpose is to evaluate the learner's achievement of the outcomes by establishing evidence of learning. There is one summative assessment opportunity per module, excluding supplementary and special assessment opportunities:

Summative assessment is applied through

• Venue based examination,
• Portfolios,
• Project presentations.

The summative assessment mark is calculated based on the examination mark, portfolio of work or project presentations. Therefore, formative assessment opportunities, with comprehensive feedback for improvement, can be used to assist learners in completing summative assessment tasks. Continuous assessment makes use of integrated assessments that require learners to demonstrate knowledge integration and application across a program. This kind of assessment mimics the real-world practice/industry and is therefore vital to future employability. Learning and assessment are integrated throughout the programme. Continuous feedback is integral to this process. The feedback from the Portfolio pre-assessment is intended to guide learners in terms of improving their work before final submission and does not constitute the summative assessment.

After each formative or summative assessment, the learners are provided with feedback on the progress they are making. This feedback takes the form of marking schedules, verbal critiques of learner work or written feedback on essays, assignments, and projects.

Many modules formative assessments, work as integrated projects that assess multiple modules. Project-based learning is used in project and assignment activities. Smaller formative activities or projects usually come before a summative activity or project. Learners participate in the design and development process under the guidance and supervision of lecturing faculty during the supervised project development time. Direct individual coaching and input, as well as group exposure and interaction via the Teams chat and Video conference tools, are all advantages of supervised laboratories. This encourages learners to pursue their passions and produce innovative solutions. The key teaching methods for the theoretical research component are synchronized online lectures, tutorials, and group discussions, as well as independent completion of summaries and essays. Lectures, tutorials, and other synchronous kinds of online teaching and learning.

For the theoretical components, online lectures are the primary teaching technique. During online classes, learners are allowed to ask questions, and time is set aside at the end of each lecture for extra questions and discussion. For general discussion, tutorial sessions are organized as online class groups. These are then divided into smaller online groups to finish problem-solving, engage in interactive discussion, and ask questions. To monitor progress and answer queries, the lecturer/tutor walks from one online tutorial room to the next.