Diploma in Civil Engineering

Purpose

The purpose of the Diploma in Civil Engineering is to train civil engineering technicians who can apply their skill set in various occupations to address the technical workforce needs of South Africa. The aim of this qualification is the integration of theory and practice spread over the duration of three years to ensure a balanced, highly skilled technician in the civil engineering environment. This qualification is primarily industry-oriented as stated in the Engineering Council of South Africa (ECSA) document E-02-PN Qualification Standard for Diploma in Engineering NQF Level 6 revision no. 5 dated 01 September 2020. This qualification will provide learners with a sound knowledge base in Civil Engineering and the ability to apply their knowledge and skills to career or professional contexts while equipping them to undertake further specialised and intensive learning.

This qualification aims to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising civil engineering technician.

This qualification will provide learners with preparation for careers in civil engineering and related areas, for achieving technical leadership and contributing to the economy and national development.

Upon completion of this qualification, qualifying learners will be able to

• Identify, formulate, analyse and solve well-defined engineering problems.
• Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve well-defined engineering problems.
• Perform procedural design and synthesis of components, systems, engineering works, products, or processes.
• Demonstrate the ability to design and conduct investigations and experiments.
• Demonstrate the ability to use appropriate engineering methods, skills, and tools, including those based on information technology.

Rationale

South Africa has one (1) engineer for every 3100 people, compared to Germany with one (1) engineer for every 200 people. In countries like Japan, the United Kingdom and the United States of America, this ratio stands at about 1:310. Therefore, South Africa needs to produce 10 times more engineers to compete favourably with developed economies. The ratio of engineers to technologists to technicians is about 1: 4.1. ECSA and the Engineering Association of South Africa have proposed a ratio of 1 engineer to 1 technologist to 4 technicians to 16 artisans for the South African context. The Accelerated and Shared Growth Initiative for South Africa (AsgiSA) was launched in February 2006 to identify constraints in the economy and to propose interventions to increase the capacity for growth. Resolving the shortage of suitably skilled labour in South Africa was identified as one of the priority interventions necessary to achieve the growth envisaged through AsgiSA. This gave rise to the Joint Initiative on Priority Skills Acquisition (JIPSA). JIPSA is set to identify short to medium-term solutions in addressing the skills shortage. The rationale for this qualification arises from some three key recommendations of JIPSA. These include:

• Accelerating the provision of priority skills to meet Accelerated and Shared Growth Initiative for South Africa objectives.
• Promoting greater relevance and responsiveness in the education and training system and strengthening the employability of learners and Identifying blockages and obstacles within the system of education and training that stand in the way.

The needs of the stakeholders such as Civil Engineering Contractors, Consultants, ECSA, and the South African Institute of Civil Engineers (SAICE) were addressed through the qualification design. The qualification meets the minimum standard specified by ECSA in the document E-02-PN Qualification Standard for Diploma in Engineering NQF Level 6 Revision No. 5: dated 01 September 2020 and E-01-P Background to Accreditation of Engineering Education Revision 3: dated 10 April 2018. This qualification is designed to meet the educational requirement towards registration as a Candidate or Professional Engineering Technician with the Engineering Council of South Africa.

The process of development of a Professional Civil Engineering Technician starts with the attainment of this qualification that meets the relevant ECSA standard. The content of this qualification will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising civil engineering technician who will contribute to the SA economy and development.

The target learners for the qualification are those who have completed matric with a strong background in Mathematics and Sciences. The qualification also recognizes prior learning from other institutions of higher learning as per the institution's policies on recognition of prior learning. A recent article, dated 14th November 2022 in Business Tech titled Mass Exodus of Engineers in South Africa highlighted that over the last decade, South Africa has experienced a massive decline in an engineering capacity, especially in the field of civil engineering, all these at an alarming rate.

This qualification aims to close the gap in demand by providing technicians who will be able to approach engineering problems in a manner that will demonstrate the graduate attributes that were set out by ECSA were indeed achieved.

Recognition of Prior Learning (RPL)

RPL for access

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.

RPL for credits

Credits achieved by RPL must not exceed 50% of the total credits and must not include credits at the exit level

• The provision that the qualification may be obtained through the recognition of prior learning facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.
• Evidence of prior learning must be assessed through formal RPL processes through recognized methods. Any other evidence of prior learning should be assessed through formal RPL processes to recognize achievement thereof.
• Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Graduate Attributes (GAs).
• The structure of this non-unit standard-based qualification makes RPL possible if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first-stage engineering qualification.
• Learners who already work in the engineering industry and who believe they possess competencies to enable them to meet some or all of the GAs listed in the qualification will be able to present themselves for assessment against those of their choice.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4, granting access to Diploma studies.

Or

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

Or

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

This qualification consists of the following compulsory modules at NQF Level 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 204 Credits

• Chemistry, 8 Credits.
• Civil Engineering Materials, 14 Credits.
• Communication Skills, 8 Credits.
• Computer Literacy, 7 Credits.
• Information Literacy, 1 Credits.
• Life Skills, 2 Credits
• Mechanics, 10 Credits.
• Physics, 14 Credits.
• Construction Principles, 14 Credits.
• Engineering Graphics, 14 Credits.
• Management: Civil, 14 Credits.
• Mathematics I, 14 Credits.
• Theory of Structures, 14 Credits.
• Geotechnical Engineering I, 14 Credits.
• Structural Analysis I, 14 Credits.
• Surveying, 14 Credits.
• Transportation Engineering I, 14 Credits.
• Water Engineering I, 14 Credits.

Compulsory Modules, Level 6, 156 Credits

• Documentation, 14 Credits.
• Geotechnical Engineering II, 14 Credits.
• Mathematics II, 14 Credits.
• Structural Steel and Timber Design, 14 Credits.
• Civil Engineering Drawing, 14 Credits.
• Reinforced Concrete & Masonry Design, 14 Credits.
• Structural Analysis II, 14 Credits.
• Transportation Engineering II, 14 Credits.
• Water Engineering II, 14 Credits.
• Work-Integrated Learning, 30 Credits.

1. Identify, formulate, analyse and solve well-defined engineering problems.
2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve well-defined engineering problems.
3. Perform procedural design and synthesis of components, systems, engineering works, products, or processes.
4. Demonstrate the ability to design and conduct investigations and experiments.
5. Demonstrate the ability to use appropriate engineering methods, skills, and tools, including those based on information technology.
6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Critically demonstrate awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.
8. Work effectively as an individual, in teams and multidisciplinary environments
9. Engage in independent learning through well-developed learning skills.
10. Demonstrate the ability to act professionally and ethically to exercise judgment and take responsibility within your own limits of competence.
11. Apply knowledge and understanding of engineering management principles and economic decision-making and
12. Demonstrate ability to understand workplace practices to solve engineering problems consistent with academic learning achieved.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, define and analyse the problem for an acceptable solution.
• Identify relevant information and apply engineering knowledge and skills to solve the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Analyse, evaluate and select the best solution.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Conduct an appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level to bear on the solution of well-defined engineering problems.
• Use applicable principles and laws.
• Analyse engineering materials, components, systems or processes.
• Present concepts and ideas in a logical and methodical manner.
• Perform reasoning about engineering materials, components, systems or processes.
• Outline and justify procedures for dealing with uncertain/undefined/ill-defined variables.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate design problems to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage design process to focus on critical issues and recognize deals with constraints.
• Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks that include analysis and optimization of the product, system or process, subject to relevant premises, assumptions, and constraints.
• Select and evaluate alternatives for implementation and a preferred solution based on techno-economic analysis and judgment.
• Communicate design logic and relevant information in a technical report.
• Apply and assess procedures to evaluate the selected design in terms of the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4

• Define the scope of the investigation.
• Plan and conduct investigations within an appropriate discipline.
• Search and evaluate available literature suitable for the investigation.
• Select and appropriately use relevant equipment or software for the investigation.
• Analyse and interpret data obtained.
• Draw conclusions from the analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Correctly apply the method, skill or tool for applicability and limitations against the required result.
• Test and assess results produced by the method, skill or tool.
• Select and use relevant computer applications.

Associated Assessment Criteria for Exit Level Outcome 6

• Use appropriate structure, style and language of written and oral communication for the communication and the target audience.
• Effectively use appropriate graphics to enhance the meaning of the text.
• Use visual materials to enhance oral communications.
• Provide information in a format that can be used by others involved in the engineering activity.
• Deliver oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Illustrate the impact of technology in terms of the benefits and limitations to society.
• Analyse the engineering activity in terms of the impact on occupational and public health and safety and the physical environment.
• Consider the methods to minimize or mitigate the impacts outlined above.

Associated Assessment Criteria for Exit Level Outcome 8

• Work effectively as an individual, in teams and at least one environment outside of Civil Engineering.
• Identify, plan and manage learning tasks.
• Comprehend and apply knowledge acquired outside of formal instruction.
• Display awareness of the need to maintain competence by keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 9

• Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation and limitations of authority.
• Describe the ethical implications of engineering decisions in terms of the impact on the environment, the business, costs and trustworthiness.

Associated Assessment Criteria for Exit Level Outcome 10

• Apply ethical judgements in decision-making during problem-solving and design within acceptable boundaries of current competence.
• Accept responsibility for consequences stemming from own actions or inaction.
• Limit decision-making to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Explain the principles of planning, organizing, leading, and controlling.
• Effectively carry out individual work, strategically and on time.
• Function as a team leader.
• Organize and manage a project.
• Carry out effective communication in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 12

• Describe orientation to the working environment in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
• Describe labour practices in the workplace in accordance with relevant legislation.
• Outline workplace safety in terms of the application of relevant safety, health, and environmental legislation.
• Outline general administration procedures in terms of how they operate and the key purpose.
• Conduct work activities in a manner suited to the work context.
• Report knowledge and understanding gained from the work-integrated learning period in a prescribed format, using appropriate language and style.