Bachelor of Engineering Technology in Mining Engineering

Purpose

The purpose of the Bachelor of Engineering Technology (Mining Engineering) is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising mining engineering technologist. Specifically, the qualification provides the learner with:

• Preparation for careers in 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 ECSA.
• For graduates with an appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Masters' Degrees.
• For certificated engineers, the education base for achieving proficiency in mining engineering/plant operations and occupational health and safety.

Rationale

The phasing out of the National Diploma and Bachelor of Technology prompted the Department of Mining and Mine Surveying to replace the two qualifications in mining engineering with the ECSA standard for a three-year professional Bachelors' Degree, called the Bachelor of Engineering Technology (B Eng. Tech).The new B Eng. Tech is a step towards the alignment of all the technology based engineering qualifications offered by the Faculty of Engineering and the Built Environment with the new requirements of the professional body for the training of engineering technologists.

The curriculum for the proposed Degree is based on that of the National Diploma and Bachelor of Technology as it has served multiple accreditation exercises and has indeed served the industry well over many decades. The curriculum is continuously scrutinised by industry and ECSA to ensure conformance with the required standard.

Recognition of Prior Learning (RPL)

Learners may provide evidence of prior learning for which they may receive credit towards the qualification. This evidence can be presented as portfolios or other forms of appropriate evidence which may include, verified accounts of previous relevant work done and performance records and which evidence is in accordance with the requirements of ECSA.

The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to Faculty qualifications and the RPL policy of the university to promote life-long learning.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission.

• Senior Certificate (SC) allowing entry in to Bachelors' Degree studies.

Or

• National Senior Certificate (NSC) allowing entry in to Bachelors' Degree studies.

Or

• National Certificate Vocational (NCV) allowing entry in to Bachelors' Degree studies.

This qualification consists of 31 modules at NQF Levels 5, 6 and 7 totalling 424 credits.

NQF Level 5 modules (7 modules totalling 84 credits)

• Communication, 14 Credits.
• Mechanical Drawing, 7 Credits.
• Citizenship, 14 Credits.
• Chemistry, 7 Credits.
• Environmental Management, 14 Credits.
• Computer Applications CAD, 14 Credits.
• Mathematics, 14 Credits.

Total number of credits at NQF Level 5 is 84.

NQF Level 6 modules (17 modules totalling 200 credits)

• Statistics, 14 Credits.
• Physics, 28 Credits.
• Measurement Mathematics, 14 Credits.
• Workshop Practice, 4 Credits.
• Mining Coal, 7 Credits.
• Mining Metal, 7 Credits.
• Mining Surface, 7 Credits.
• Surveying, 14 Credits.
• Mine Engineering, 14 Credits.
• Geology, 14 Credits.
• Mineral Beneficiation, 7 Credits.
• Mine Equipment, 14 Credits.
• Engineering Management, 14 Credits.
• Mining Economics Valuations, 14 Credits.
• Structural Geology, 14 Credits.
• Rock Mechanics, 7 Credits.
• Ventilation, 7 Credits.

Total Number of credits at NQF Level 6 is 200.

NQF Level 7 modules (7 modules totalling 140 Credits)

• Rock Mechanics, 14 Credits.
• Occupational Hygiene, 7 Credits.
• Mining, 14 Credits.
• Engineering Management, 7 Credits.
• Mine Planning and Design, 14 Credits.
• Mining Legislation, 14 Credits.
• Special study project, 70 Credits.

Total number of credits at NQF Level 7 is 140.

1. Apply knowledge of mathematics, natural science, and engineering sciences to defined and applied engineering procedures, processes, systems and methodologies.
2. Systematically diagnose and solve broadly mining engineering problems by applying engineering principles.
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. Demonstrate knowledge and understanding of mining engineering management principles and apply these to one's own work.
6. Engage in independent and life-long learning through well-developed learning skills.
7. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mining engineers.
8. Demonstrate a knowledge and understanding of the impact of mining engineering activity on the society, economy, industrial and physical environment.

Associated Assessment Criteria for Exit Level Outcome 1

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

Associated Assessment Criteria for Exit Level Outcome 2

• The problem is analysed and defined and criteria for an acceptable solution are identified.
• Possible approaches that would lead to a workable solution for a problem are generated and formulated.
• Possible solutions are evaluated and the best solution is selected.

Associated Assessment Criteria for Exit Level Outcome 3

• The method, skill or tool is assessed for applicability and limitations against the required results.
• The method, skill or tool is 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 principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• A design or research project is organised and managed.

Associated Assessment Criteria for Exit Level Outcome 6

• Learning tasks individually or in a small group are managed autonomously and ethically.
• Learning undertaken and own learning requirements and strategies are reflected upon.
• Knowledge acquired outside of formal instruction is comprehended and applied.

Associated Assessment Criteria for Exit Level Outcome 7

• The nature and complexity of ethical dilemmas is described.
• Ethical reasoning to evaluate engineering solutions is applied.
• Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

Associated Assessment Criteria for Exit Level Outcome 8

• 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, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

Integrated Assessment

Learner's progress is monitored by means of continuous assessment (CA) and their performance is assessed at various formative points in the learning programme. In the case of CA, rules are in place regarding eligibility for supplementary assessments should learners not pass one of the summative assessments. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures Internal and external moderation/examination.

Formative assessment refers to assessment that takes place during the process of learning and teaching. Formative assessment:

• Supports the teaching and learning process.
• Provides feedback to the learner on his/her progress.
• Diagnosis of the learner's strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and contributes to the learner's capacity for self-evaluation.
• Helps to make decisions on the readiness of the learner to do a summative assessment.

Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module or a qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required, are contained in the Academic Regulations.