Diploma in Civil Engineering

Purpose

This qualification is primarily industry-oriented with emphasis on general principles and application or technology transfer. It provides learners 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. Modules leading to this qualification have a strong professional or career focus, and learners are prepared to enter a specific niche in the labour market.

This qualification builds the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Professional Civil Engineering Technician. It prepares learners for careers in Civil Engineering and areas that potentially benefit from Civil Engineering skills, for achieving technical proficiency and to contribute to the economy and national development. The educational base required for registration as a Learner and a Professional Engineering Technician with ECSA.

Rationale

Professional Engineering Technicians are characterised by the ability to apply proven, commonly understood techniques procedures, practices and codes to solve well-defined engineering problems. They manage and supervise engineering operations, construction and activities. They work independently and responsibly within an allocated area or under guidance. Professional Engineering Technicians must, therefore, have a working understanding of 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 Engineering Technician starts with the attainment of a qualification that meets this standard. After achieving the qualification and doing Work Integrated Learning (WIL), the learner will have acquired the competencies for registration in the category Professional Engineering Technician.

Recognition of Prior Learning (RPL)

Widening of access is promoted through Recognition of Prior Learning (RPL). 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 formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of the learner and is handled following the institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4.

Or

• National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies.

Or

• National Certificate (Vocational) (NC (V)), NQF Level 4 granting access to Diploma studies.

This qualification consists of the following compulsory elective modules at Level 5 and 6 totalling 361 Credits.

Compulsory Modules at Level 5, 149 Credits

• Engineering Physics, 14 Credits.
• Engineering Chemistry, 14 Credits.
• Engineering Mathematics 1, 14 Credits.
• Construction Materials Technology, 14 Credits.
• Engineering Drawing 1, 14 Credits.
• Computer Skills, 7 Credits.
• Surveying, 14 Credits.
• Applied Mechanics, 7 Credits.
• Theory of Structures, 7 Credits.
• Professional and Technical Communication, 7 Credits.

Compulsory Modules at Level 6, 112 Credits

• Engineering Mathematics 2, 14 Credits.
• Water Engineering 1, 14 Credits.
• Engineering Management, 14 Credits.
• Structural Analysis, 14 Credits.
• Geotechnical Engineering, 21 Credits.
• Transportation Engineering, 21 Credits.
• Civil Engineering Documentation, 14 Credits.
• Engineering Drawing 2, 7 Credits.
• Introduction to Environmental Engineering, 7 Credits.
• Applied Mathematics, 14 Credits.
• Water Engineering 2, 14 Credits.
• Engineer in Society, 7 Credits.
• Engineering Design, 14 Credits.
• Integrated Computer Project, 14 Credits.
• Civil Engineering Industrial Project, 60 Credits.

1. Apply engineering principles to diagnose and solve well-defined engineering problems systematically. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
2. Perform procedural design of components, systems, works, products or processes to meet desired needs usually 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. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
5. Communicate effectively, both orally and in writing within an engineering context.
6. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.

• Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member and leader in a technical team and to manage projects.

1. Engage in independent and life-long learning through well-developed learning skills.
2. Understand and commit to professional ethics, responsibilities and norms of technical engineering practice.
3. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

Associated Assessment Criteria for Exit Level Outcome 1

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

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level is brought to bear on the solution of well-defined engineering problems.
• Applicable principles and laws are used.
• Engineering materials, components, systems or processes are analysed.
• Concepts and ideas are presented logically and methodically.
• Reasoning about engineering materials, components, systems or processes is performed.
• Procedures for dealing with uncertain/ undefined/ill-defined variables are outlined and justified.
• Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• The design process is planned and managed to focus on essential issues and recognises and deals with constraints.
• Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
• Design tasks are performed that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
• Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• The design logic and relevant information are communicated in a technical report.
• Procedures are applied to evaluate the selected design and assessed in terms of the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4

• The scope of the investigation is defined.
• Investigations are planned and conducted within an appropriate discipline.
• The available literature is searched, and material is evaluated for suitability to the investigation.
• Relevant equipment or software is selected and appropriately used for the investigation.
• Data obtained are analysed and interpreted.
• Conclusions are drawn from an analysis of all available evidence.
• The purpose, process and outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• The method, skill or tool is assessed for applicability and limitations against the required result.
• The method, skill or tool is applied correctly.
• Results produced by the method, skill or tool are tested and assessed.
• Relevant computer applications are selected and used.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style and language of written and oral communication are appropriate for the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of the text.
• Visual materials used enhance oral communications.
• Information is provided in a format that can be used by others involved in the engineering activity.
• Oral communication is delivered with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• The impact of technology is demonstrated in terms of the benefits and limitations to society.
• The engineering activity is analysed in terms of the impact on occupational and public health and safety.
• The engineering activity is analysed in terms of the impact on the physical environment.
• The methods to minimise/mitigate impacts outlined in 7.2 and 7.3 are considered.

Associated Assessment Criteria for Exit Level Outcome 8

• 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.
• Functioning as a team leader is demonstrated.
• A project is organised and managed.
• Effective communication carried out in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• 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.

Associated Assessment Criteria for Exit Level Outcome 10

• The nature and complexity of ethical dilemmas are described in terms of required practices, legislation and limitations of authority.
• The ethical implications of engineering decisions are described in terms of the impact on the environment, the business, costs and trustworthiness.
• Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
• Responsibility is accepted for consequences stemming from their actions or inaction.
• Decision making is limited to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Orientation to the working environment is described in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
• Labour practices used in the workplace are described following 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 critical 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; or
• The impact of engineering activity on health, safety and the environment.
• Knowledge and understanding gained from the work-integrated learning period are reported in a prescribed format, using appropriate language and style.

Integrated Assessment

Assessment across the qualification forms an integral part of the teaching and learning process. In achieving the learning outcomes, learners are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module; however, all modules are formative and summative assessed. The assessment of theoretical modules is usually in the form of assignments, practical's and written tests or examinations.