Bachelor of Marine Engineering

Purpose

The outcomes of this qualification are intended to widen the scope of employment opportunities, for graduates, in both the offshore (sea going) and land-based maritime industries.

This qualification is aligned to the requirements of the International Maritime Organisation's (IMO) Convention governing the Standards of Training, Certification and Watchkeeping for Seafarers 1978 (STCW78), as amended by Conference in Manila 2010, and the South African Maritime Qualifications Code of the South African Maritime Safety Authority (SAMSA).

It has a strong professional or career focus and underpins advancement into internationally recognised SAMSA certificates of competency, widening access to employment opportunities globally, i.e. holders of this qualification shall be adequately prepared to enter this specific niche area in the national and international maritime labour market.

The purpose of this qualification is to equip qualifying learners with the necessary knowledge, understanding, skills and abilities to, not only, become competent navigating/deck officers at sea, but to also create opportunities for personal intellectual growth ashore, not limited to post-graduate studies. In this regard, the qualification shall provide entry into the Bachelor of Marine Engineering (Honours) and consequently cognate Master and Doctoral programmes.

The qualification shall assist qualifying learners to become technically proficient and to make a positive contribution to the South African economy, by earning lucrative, tax-free foreign currency. It shall also assist with the country's National Skills Development agenda by developing scarce skills, creating offshore and land-based employment opportunities and reversing unemployment.

Rationale

In terms of Government's Operation Phakisa initiative, which aims to tap into the Ocean (Blue) Economy, the introduction of the Bachelor of Marine Engineering intends to address the critical skills shortage in the country and will provide access to learners in this critical contemporary discipline.

According to the Baltic International Maritime Council (BIMCO)/International Chamber of Shipping (ICS) Manpower Report of May 2016, there is a current, global shortfall of 16,500 (2.1%) shipboard officers to service the world merchant fleet. This shortage is predicted to increase to 92,000 (11.7%) officers by 2020 and 147,500 (18.8%) officers by 2025.

Given that in excess of 90% of intercontinental trade is done via merchant shipping, it is of vital importance that South Africa positions itself to become an integral part of the supply of seafaring officers globally, in a bid to keep global trade alive. Upon successful completion, qualifying learners shall virtually be guaranteed employment in an immense, ever expanding global shipping industry, reversing the high levels of unemployment.

The potential earning capacity of graduates shall be in foreign currency (US Dollars, Pound Sterling and Euros) and be tax-exempt. Chief Engineers earn approximately 15,000 USD per month, tax-free. This income shall be injected to our ailing economy and add to our shrinking Gross Domestic Product (GDP). Globally, vessel owners shall benefit from well educated, highly skilled, English speaking (lingua-franca of the sea) graduate. Qualifying learners shall also be more easily absorbed ashore, once they have swallowed the anchor (their tenure at sea terminates).

It is envisaged that the qualification shall focus on career development addressing the shortage of critical and scarce skills nationally and internationally.

Recognition of Prior Learning (RPL)

In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Recognition of Prior Learning is a process of identifying the knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning. RPL provides an opportunity to identify the learning and have it assessed and formally acknowledged.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes.

Gaining access.

If a learner has considerable work experience, but does not meet the entry requirements of this qualification, the learner may apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy.

Advanced Standing.

A learner might have gained knowledge and/or experience in specific areas, when compared to the Exit Level Outcomes of this qualification which might cover some modules. The learner may apply for recognition of these modules and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific modules. There are guidelines governing the maximum number of modules for which advanced standing (credit exemption) can be granted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, National Qualifications Framework (NQF) Level 4 with English, Mathematics and Physical Science.
• National Certificate Vocational, NQF Level 4 with English, Mathematics and Physical Science.
• N-Courses at Technical and Vocational Education and Training (TVET) with English, Mathematics and Physical Science.

This qualification consists of the following compulsory and elective modules at Level 5, 6 and 7 totalling 366 Credits.

Compulsory Modules, Level 5: 92 Credits

• Computer Skills 1, 3 Credits.
• Marine Engineering Drawing and Design, 8 Credits.
• Marine Engineering Knowledge 1A (General), 8 Credits.
• Marine Engineering Mathematics 1, 8 Credits.
• Mechanics of Machines 1, 8 Credits.
• Marine Law and Shipping Practice 1, 6 Credits.
• Maritime Communication and Signals 1, 3 Credits.
• Applied Fluid Mechanics 1, 8 Credits.
• Applied Electrotechnology 1, 8 Credits.
• Applied Thermodynamics 1, 6 Credits.
• Engine Room Practice and Safety, 2 Credits.
• Marine Engineering Knowledge 1B (Motor), 10 Credits.
• Naval Architecture 1, 8 Credits.
• Industrial Electronics 2, 6 Credits.

Compulsory Modules, Level 6: 134 Credits

• Applied Electrotechnology 2A, 7 Credits.
• Applied Mechanics of Machines 2A, 7 Credits.
• Applied Strengths of Materials 2A, 7 Credits.
• Applied Thermodynamics 2A, 6 Credits.
• Marine Engineering Knowledge 2A (General), 10 Credits.
• Marine Engineering Knowledge 2A (Motor), 10 Credits.
• Marine Law and Shipping Practice 2, 5 Credits.
• Naval Architecture 2A, 10 Credits.
• Marine Engineering Mathematics 2, 8 Credits.
• Applied Electrotechnology 2B, 8 Credits.
• Applied Mechanics of Machines 2B, 8 Credits.
• Applied Strengths of Materials 2B, 8 Credits.
• Applied Thermodynamics 2B, 8 Credits.
• Marine Engineering Knowledge 2B (General), 12 Credits.
• Marine Engineering Knowledge 2B (Motor), 10 Credits.
• Naval Architecture 2B, 10 Credits.

Compulsory Modules, Level 7: 140 Credits

• Marine Engineering Project 3A, 24 Credits.
• Research Methodology 3A (Theory), 24 Credits.
• Shipping Management 3A (including Entrepreneurship, Social Responsibility and Wellness), 24 Credits.
• Research Methodology 3B (Project), 34 Credits.
• Shipping Management 3B, 34 Credits.

1. Understand and comprehend the content of the International Convention on the Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978 as amended by the Manila Conference in 2010 and South African Maritime Safety Authority (SAMSA) Code of Qualifications.
2. Engage in independent, life-long learning and continuous professional development (CPD) through well-developed learning practice.
3. Use generally accepted marine engineering practice and new innovative ideas when dealing with the numerous challenges aboard a contemporary merchant vessel operating in extremely competitive international markets.
4. Systematically diagnose and solve broadly defined shipboard marine engineering problems by applying sound marine engineering skills.
5. Comprehend and apply ethical principles by committing to professional ethics, responsibilities and the norms of shipping practice.
6. Use appropriate shipboard technologies and equipment, including information technology, with a thorough understanding of their limitations.
7. Communicate effectively, both orally and in writing, with shipboard, shore-based and port authority staff.
8. Demonstrate the ability to serve on a range of differing types of merchant vessels with differing electro-technical, plant and machinery types.
9. Demonstrate a knowledge and understanding of shipboard management principles in relation to the safety of the vessel and its crew.
10. Demonstrate a knowledge and understanding of the impact of shipping on society, economy, maritime and related industries and the physical environment (atmospheric and oceanographic).

Associated Assessment Criteria for Exit Level Outcome 1

• Comprehend and apply Chapter III of the STCW Convention, 1978 as amended by the Manila Conference in 2010, i.e. standards regarding the engine department.
• Analyse the content of the South African Maritime Safety Authority (SAMSA) Code of Qualifications with the view to synthesise new technologies and safe practices in line with the fourth industrial revolution and contemporary merchant shipping.

Associated Assessment Criteria for Exit Level Outcome 2

• Evaluate one's development and progress in the marine engineering field regularly.
• Synthesize short-, medium- and long-term goals (SMART goals: Specific, Measurable, Achievable, Realistic and Time-lined) in a bid to continually keep abreast of changes in marine engineering and related fields as well as fully comprehending the challenges posed by the 4th Industrial Revolution as it pertains to shipping.

Associated Assessment Criteria for Exit Level Outcome 3

• Evaluate optimal utilisation of shipboard plants and machinery to effect the best return on investment for the ship owner, ship manager or charterer.
• Synthesise innovations and cost-cutting measures to optimise and improve shipboard operations and minimising wasteful and unwarranted expenditure.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify a range of marine engineering problems and risks to be encountered on a typical voyage.
• Analyse the problems and risks to be encountered with the view to synthesising workable solutions.
• Evaluate and select the most appropriate solution, for that context, in a bid to minimise any loss in voyage time and to reduce the costs of repairs.

Associated Assessment Criteria for Exit Level Outcome 5

• Comprehend the devastating effects oil pollution has on the marine environment.
• Apply ethical principles when dealing with and combatting the release of noxious substances into the marine and atmospheric environments.
• Evaluate the risks posed by shipping to the environment and using ethical reasoning when synthesising shipping solutions.

Associated Assessment Criteria for Exit Level Outcome 6

• Identify the requisite technologies, methods, skills and tools to use during a typical watch keeping arrangement.
• Analyse and synthesize information from the shipboard computers and data loggers to ensure that the marine engines, propulsion systems and shipboard plants are running at maximum levels of efficiency and output.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate sound knowledge and understanding of the English language, in particular Maritime English.
• Apply verbal and non-verbal communication in a variety of shipboard contexts.
• Analyse complex shipboard documents, plans and calculations with the view to minimise the risk to the ship owner, the officers and crew.

Associated Assessment Criteria for Exit Level Outcome 8

• Apply knowledge gained on differing vessel types and the adaptation thereof as required.
• Analyse current shipboard technologies and the synthesis of new, innovative and cost-effective technologies to optimise and maximise output, efficiency and return on investment.

Associated Assessment Criteria for Exit Level Outcome 9

• Apply sound leadership and management principles and skills during the course of a voyage.
• Evaluate and manage the risks to the vessel and its crew by using the SHEL model, i.e. Software, Hardware (equipment), Environment (internal and external) and Liveware (Human element).
• Synthesise solutions to minimise the risks posed in the SHEL model from case studies in a particular context.

Associated Assessment Criteria for Exit Level Outcome 10

• Analyse impact of shipboard technology, in terms of the limitations and benefits to the broader shipping and land-based societies.
• Evaluate the impact on occupational and public health and safety by shipping activity.
• Synthesise personal, economic, social and cultural values when dealing with persons affected by shipping activity.

Integrated Assessment

Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement.

Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative Assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative Assessment usually consists of a variety of assessment tasks relevant to the field of study.

In this qualification, Formative Assessment will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, simulations, portfolio development, class discussions, quizzes, field trip reports and others.

Summative Assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the programme and subject(s). Summative Assessments are internally and externally moderated based on institutional policy and requirements. Summative Assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

In this qualification, Summative Assessments will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

Integrated Assessment in this qualification will take place at the third year of study and learners will be assessed holistically by means of research project reports, oral presentations and other forms of integrated assessment related to the needs and requirements of industry.