Bachelor of Engineering Technology in Mechanical Engineering

Purpose

This qualification is primarily industry oriented. The qualification provides learners with a sound knowledge base in this particular field or discipline and the ability to apply their knowledge and skills in particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. This qualification has a strong professional or career focus and holders of this qualification are normally prepared for entry to a specific niche in the labour market.

Specifically the purpose of this qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineering Technician.

This qualification will enable Professional Engineering Technicians to apply proven, commonly understood techniques, procedures, practices and codes to solve well-defined complex engineering problems. They will also be able to manage and supervise engineering operations, construction and activities. In addition, learners will be able to work independently and responsibly within an allocated area or under guidance.

Furthermore, learners will have a working understanding of engineering sciences underlying the techniques used, together with financial, commercial, legal, socio-economic, health, safety and environmental methodologies, procedures and best practices.

Rationale

In engineering disciplines, the continuous and rapid development of complex technology necessitates higher levels of conceptual understanding required by the broadly defined problem solving skills needed. Adaptability to new technologies furthermore relies heavily on the understanding and the ability to apply fundamental conceptual knowledge to address modern Engineering challenges and to ensure sustainable development.

The need for engineering qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), The engineering team requirement for South Africa needs to multiply ten-fold to compete with international economies.

The Bachelor of Engineering Technology in Mechanical Engineering [B. Eng. Tech (Mechanical Engineering)] is primarily vocational, or industry oriented, characterised by the knowledge emphasis, general principles and application or technology transfer. The qualification provides students with a sound knowledge base in a particular field or discipline 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.

This qualification provides learners with

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.
• The educational base required for registration as a Candidate and/or a Professional Engineering Technician with ECSA.
• Entry to higher level qualifications e.g. Advanced Diploma or Bachelor's Degree.

Recognition of Prior Learning (RPL)

Facilitating access

It is the institutional policy to facilitate access to public higher education, especially for learners who were previously disadvantaged in terms of access to public higher education, by recognising the prior learning achievements of individuals, irrespective of how these were acquired. In upholding this commitment, the institution's intention with this Policy is not to accredit prior learning achievements, but rather to provide learners with due recognition in determining access.

The qualification can be obtained in part through RPL).

Credibility of assessment

The institution aims to ensure that the RPL process and outcome, as an assessment procedure, is guided by the salient aspects of quality assurance, with the following prerequisites being critical in maintaining acceptable procedures:

• The assessment of prior learning is only possible through comparison with the clearly formulated learning outcomes of each qualification and module as prescribed by the curriculum.
• A credible and transparent assessment process, which is inherently fair to all learners, is essential.
• Supporting the institutional principle of "student access with success" remains a priority.

Entry Requirements

The minimum entrance requirements are

• Senior Certificate with endorsement.

Or

• National Senior Certificate (NSC) allowing entry to Bachelor's Degree studies.

Or

• National Certificate (Vocational) NC (V), level 4 allowing entry to Bachelor's Degree studies.

This qualification consists of compulsory modules at Levels 5, 6 and 7 and elective modules at NQF Levels 5 and 6, totalling 420 Credits.

Compulsory Modules at Level 5, 140 (126) Credits

• Digital Literacy I, 14 Credits.
• Academic Literacy and Communication Studies I, 14 Credits.
• Engineering Mathematics I, 14 Credits.
• Engineering Physics I, 14 Credits.
• Manufacturing and Workshop Practice I, 14 Credits.
• Eng Materials I, 14 Credits.
• Thermo-fluids I, 14 Credits.
• Machine Mechanics I, 14 Credits.
• Eng CAD Drawing I, 14 Credits.

Elective Modules at Level 5 (Choose one), 14 Credits

• Eng Manufacturing II, 14 Credits.
• Electrical Technology II, 14 Credits.

Total Credits at Level 5: 140.

Modules at Level 6, 126 Credits

• Eng Strength of Materials II, 14 Credits.
• Thermo-fluids II, 14 Credits.
• Machine Mechanics II, 14 Credits.
• Eng Design II, 14 Credits.
• Eng Project Management, 14 Credits.
• Energy Technology III, 14 Credits.
• Machine Mechanics III, 14 Credits.
• Eng Design III, 14 Credits.
• Eng Mathematics II, 14 Credits.

Elective Modules at Level 6 (Choose one), 14 Credits

• Eng Manufacturing III, 14 Credits.
• Electrical Technology III, 14 Credits.

Total Credits at Level 6: 140.

Compulsory Modules at Level 7, 140 Credits

• Eng Strength of Materials III, 14 Credits.
• Fluid Science III, 14 Credits.
• Thermal Science III, 14 Credits.
• Structural Analysis III, 14 Credits.
• Hydrodynamic Machines III, 14 Credits.
• Refrigeration III, 14 Credits.
• Control Systems III, 14 Credits.
• Engineering Mathematics III, 14 Credits.
• Eng Design Project, 28 Credits.

Total Credits at Level 7: 140.

TOTAL CREDITS: 420.

1. Apply engineering principles to systematically diagnose and solve broadly-defined, complex engineering problems.
2. Apply knowledge of mathematics, natural sciences and engineering sciences to defined and applied engineering procedures, processes, systems, and methodologies.
3. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
4. Communicate effectively both orally and in writing with engineering audiences and affected parties.
5. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mechanical engineering practice.
6. Demonstrate knowledge and understanding of the impact of mechanical engineering activity on the society, economy, industrial and physical environment.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and criteria for an acceptable solution are identified.
• Relevant information and engineering knowledge and skills are identified and used for solving the problem.
• Solutions are evaluated and the best solution is selected.
• Various approaches that would lead to workable solutions are considered and formulated.
• The solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Formal analysis and modelling of engineering materials, components, systems or processes are performed.
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems, or processes are performed.

Associated Assessment Criteria for Exit Level Outcome 3

• Methods, skills or tools are assessed for applicability or limitations against the required results.
• Methods, skills or tools are applied correctly to achieve required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
• Graphics that are appropriate and effective in enhancing the meaning of the text are used.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 5

• The nature and complexity of ethical dilemmas are described.
• Ethical reasoning to evaluate engineering solutions is applied.

Associated Assessment Criteria for Exit Level Outcome 6

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

Integrated Assessment

Formative and summative assessments are in the form of class tests, assignments and practical projects. A final summative assessment is done by writing a traditional exam.

In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of learners to analyse, design, develop and implement software solutions.