Diploma in Chemical Engineering

Purpose

This qualification is primarily industry oriented. It is intended for process or chemical engineering technicians. The knowledge underpinning this qualification emphasises general principles and applications in a chemical engineering field and enables learners to apply their knowledge and skills to a career of chemical engineering or process technician while equipping them to undertake more specialised and intensive learning in further professional development.

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

Learners achieving this qualification 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 practices needed for solution of typical problems in chemical processes and plant operations.

The target market for the qualification is primarily (but not limited to) the chemical and allied industry.

Rationale

The Engineering profession contributes to the technological, socio-economic, built environment and environmental infrastructure of the country, facilitating socio-economic growth and sustainability. A Diploma in Chemical Engineering aims to meet the needs of the country in respect of engineering competence.

Chemical Engineering is an area of study which prepares individuals to apply mathematical and scientific principles to the design, development and operational evaluation of systems employing chemical processes, such as chemical reactors, kinetic systems, electrochemical systems, energy conservation processes, heat and mass transfer systems, separation processes analysis of chemical problems such as corrosion, particle abrasion, energy loss, pollution and fluid mechanics.

Professional Chemical Engineering Technicians are characterized by the ability to apply proven, commonly understood techniques procedures, practices and codes to solve well-defined engineering problems. They manage and supervise chemical engineering operations, construction and activities. They work independently and responsibly within an allocated area or under guidance.

Professional Chemical Engineering Technicians must therefore 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.

The process of professional development of a Professional Chemical Engineering Technician typically starts with the attainment of a Diploma in Chemical Engineering qualification. This qualification in conjunction with relevant working experience leads to attainment of the competencies required for registration in the category Professional Engineering Technician with Engineering Council of South Africa (ECSA).

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this programme.

This qualification may be achieved in part through Recognition of Prior Learning processes. Only formal learning is recognised. Credits achieved by RPL must not exceed 50% of the total Credits and will not include credits at exit level.

Entry Requirements

Senior Certificate (SC).

Or

National Senior Certificate (NSC) granting access to Diploma studies.

Or

National Certificate Vocational (NCV) granting access to Diploma studies.

This qualification comprises of compulsory subjects at Levels 5 and 6 with combined credit value of 360.

Subjects at Level 5 (136 credits)

• Mathematics I, 12 credits.
• Physics I, 12 Credits.
• Engineering Chemistry I, 12 Credits.
• English Communication Skills I, 8 Credits.
• Computer Skills I, 12 Credits.
• Introduction to Chemical Engineering Technology I, 8 Credits.
• Mathematics II, 12 Credits.
• Chemical Process Industries II, 12 Credits.
• Chemical Engineering Drawing, 8 Credits.
• Engineering Practice and Communications, 8 Credits.
• Management Skills, 8 Credits.

Subjects at Level 6 (224 Credits)

• Chemical Engineering Technology II, 12 Credits.
• Chemical Plant III, 12 Credits.
• Chemical Engineering Laboratory I, 8 Credits.
• Chemical Engineering Technology III (Module 1), 12 Credits.
• Chemical Engineering Technology III (Module 2), 12 Credits.
• Chemical Engineering Thermodynamics III, 12 Credits.
• Chemical Engineering Design and Professional Practice (Principles), 14 Credits.
• Chemical Engineering Laboratory II, 8 Credits.
• Engineering Statistics, 12 Credits.
• Thermodynamics Applied III, 12 Credits.
• Chemical Engineering Design and Professional Practice III, 14 Credits.
• Process Instrumentation and Control, 12 Credits.
• Chemical Engineering Industrial Practice (WIL) I, 40 Credits.
• Chemical Engineering Industrial Practice (WIL) II, 44 Credits.

1. Apply knowledge of mathematics, natural and engineering science, and engineering principles and methodologies to solutions of well-defined problems in the field of Chemical Engineering.
2. Perform procedural design of chemical engineering components, systems, works, products or processes to meet desired needs, normally within applicable standards, codes of practice and legislation.
3. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
4. Communicate effectively, both orally and in writing within an engineering context.
5. Demonstrate knowledge and understanding of management principles and apply these to one's own work, as a member and leader in a technical team and to manage projects.
6. Demonstrate an understanding of workplace practices and apply knowledge and skills gained in new contexts to solve engineering problems.
7. Demonstrate the capacity to explore and exploit educational and career opportunities and engage in professional development.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Applicable principles and laws of mathematics, natural and engineering science and sound engineering principles are used for solution of well-defined chemical process related problems.
• Concepts and ideas are presented in a logical and methodical manner.
• The solution is formulated and presented in an appropriate form.
• Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 2

• The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• The design process is planned and managed.
• All relevant information and resources are acquired and evaluated in order to formulate a workable solution.
• Assumptions and constraints are identified.
• The design logic and relevant information is communicated in a technical report.
• Selected design is assessed in terms of the impact and benefits, including ethical implications of engineering decisions such as the impact on environment, occupational and public health and safety, and costs and trustworthiness.
• Decision making is limited to area of current competence.

Associated Assessment Criteria for Exit Level Outcome 3

• Investigations are planned and conducted.
• Relevant resources are identified and appropriately used for the investigation.
• Collected data is analysed, interpreted and conclusions are drawn.
• The outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• The structure, style and language of communication are appropriate for the purpose and the target audience.
• Graphics and visual materials are used appropriately.
• Information is provided in a format that can be used by others involved in the engineering activity.

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.
• Individual contributions made to team activities support the output of the team as a whole.
• A project is organised and managed.

Associated Assessment Criteria for Exit Level Outcome 6

• Company structure and conventions, rules, policies, working hours, dress codes and reporting lines are described.
• Labour practices used in the workplace are described in accordance with relevant legislation.
• Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.
• General administration procedures are described in terms of how they operate and the key purpose.
• Work activities are conducted in a manner suited to the work context.

Range: Work activities include assisting, contributing, observing and applying at least four of the specific practices below:

> Engineering processes, skills and tools, including measurement.

> Investigations, experiments and data analysis.

> Problem solving techniques.

> Application of scientific and engineering knowledge.

> Engineering planning and design.

> Professional and technical communication.

> Individual and teamwork.

> The impact of engineering activity on health, safety and the environment.

• Knowledge and understanding gained from the work-integrated learning period is reported in a prescribed format, using appropriate language and style.

Associated Assessment Criteria for Exit Level Outcome 7

• Learning tasks are identified, planned and managed.
• The requirement for independent learning is identified/ recognised and demonstrated.
• Relevant information is sourced, organised and evaluated.
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Integrated Assessment

Assessments consist of both formative assessment - where the assessment is conducted throughout the programme with continuous feedback to the student - and summative assessment - where the student's achievements are measured against predetermined outcome and standards. These assessments consist of tests, examinations, project reports, assignments, practicals and case studies reports, and oral presentations. Work place practice learning (WIL) will be assessed by both the employer and the WIL coordinator.

Evidence of achievements may be derived from major work or multiple instances of limited scale work aimed at evaluation of all outcomes achieved in the specific module. All integrated assessments are quality assured. External moderators are used for NQF level 6 subjects.