Diploma in Civil Engineering

Purpose

The purpose of the Diploma in Civil Engineering is to prepare the civil engineering technician, who will satisfy the criteria for registration as professional technicians by the Engineering Council of South Africa (ECSA), for articulated advance study in civil engineering and/or to gain employment by function as a competent member of an engineering team in the execution of technical tasks, under supervision, by applying his/her knowledge, skills and techniques necessary for civil engineering practice.

Rationale

The need for well quipped engineers is required. This proposed programme will enable the students to compete in the global market both local and international. South Africa is in need of skilled engineering personnel. This engineers must be equipped both academically and experience wise.

This programme is designed to meet the technician/technologist area while providing a bridge to student who would like to further develop themselves. It will also provide all necessary skills and background knowledge to enable students to participate actively and competently.

The qualification will do the following

• The qualification will provide scarce skills development and entrepreneurial skills. It is also, in line with MUT's mission to provide advanced technology based programs.

Recognition of Prior Learning (RPL)

State how institutional RPL policies are used and how RPL is applied to gain entry to or achieve the qualification. The RPL policies of the Quality Councils and/or providers must be made available to SAQA upon such request. The RPL policies of education, training and development providers must be aligned to the national South African Qualifications Authority (SAQA) RPL Policy. The Policy may be accessed at http://www.saqa.org.za/docs/policy/natpol_irpl.pdf.

Minimum Admission Requirements

i) National Senior Certificate with rating codes

• English Home Language (4).
• English First Additional Language (4).
• Mathematics (4).
• Physical Science (4).

ii) A minimum of 130 total Credits, with a maximum of 60 Credits with "Partial Achievement" at NQF Level 4.

iii) Adequate achievement rating code 3: 40% - 49% in the relevant subject in the Manufacturing, Engineering and Technology learning field will be an advantage.

iv) Pass all the Pre-Tech subjects with a minimum of 50%

v) National Senior Certificate/ Standard 10/Matric Certificate with a minimum

• Maths, D (HG).
• Physical Science, D (HG).
• English, E (SG).

vi) An appropriate N4 certificate with minimum of 50% pass in all subjects and a minimum of 50% for Maths at N4 Level and an E (SG) Symbol for English.

vii) An appropriate GCE, GCSE, IGSCE or Cambridge School Certificate with at least Five subjects (including Mathematics, Science and English) passed with A, B and C symbol. Three of the five subjects must have been passed at same examination sitting.

The qualification consists of compulsory modules at Levels 5 and 6 totalling 383 Credits.

- Modules at Level 5, 119 Credits

• Mathematics I, 14 Credits.
• Applied Mechanics, 14 Credits.
• Computer Skills I, 7 Credits.
• Surveying I, 7 Credits.
• Drawing I, 7 Credits.
• Construction Method I, 7 Credits.

56 Credits.

• Mathematics II, 14 Credits.
• Theory of Structures II, 14 Credits.
• Surveying II, 7 Credits.
• Construction Material, 7 Credits.
• Drawing II, 7 Credits.
• Communication Skills I, 7 Credits.
• Management (Civil) I, 7 Credits.

63 Credits.

- Modules at Level 6, 274 Credits

• Geotechnical Engineering II, 14 Credits.
• Structural Analysis II, 14 Credits.
• Transportation II, 14 Credits.
• Water Engineering II, 14 Credits.
• Reinforced Concrete and Masonry Design III, 14 Credits.
• Management (Civil) II, 7 Credits.

77 Credits.

• Geotechnical Engineering III, 14 Credits.
• Structural Analysis III, 14 Credits.
• Transportation Engineering III, 14 Credits.
• Water Engineering III, 14 Credits.
• Structural Steel and Timber Design, 14 Credits.
• Documentation III, 7 Credits.

77 Credits.

• Work Integrated Learning, 60 Credits.
• Work Integrated Learning, 60 Credits.

120 Credits.

1. Apply engineering principles to systematically diagnose and broadly defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or process to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Define and conduct investigations and experiments of broadly-defined problems.
5. Use appropriate techniques, resources and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing with engineering audiences and the affected parties.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy industrial and physical environment , and address issues by analysis and evaluation and the need to act professionally within own limits of competency.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a diverse team and to manage projects.
9. Engage in independent and lifelong learning through well-developed learning skills.
10. Internationally comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin accords, all being members of the international engineering alliance (IEA). International comparability of this engineering technologist education qualification is ensured through the Sydney accord.
11. Providers of programs shall in the quality assurance process demonstrate that an effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the exit level outcomes. Evidence should be derived from major work or multiple instances of limited scale work.

Associated Assessment Criteria for Exit Level Outcome 1

• Relevant information and engineering knowledge and skills are identified and used for solving the problem.
• Possible approaches are generated and formulated that would lead to a workable solution for the problem.
• Possible solutions are modeled and analysed.
• The solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of mathematics, numerical analysis, statistics, natural science and engineering science knowledge at a fundamental level as well as in specialist areas is brought to bear on the solution of broadly defined engineering problems.
• Theories, principles and laws are used.
• Formal analysis and modelling is performed on engineering materials, components, systems or process
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising of engineering materials, components, systems or a process is performed.
• Uncertainty and risk is handling through the use of probability and statistics.
• 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 important issues and recognize and deal with constraints
• Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigations and experiments are planned, designed and conducted within an appropriated discipline.
• Relevant literature including codes is searched and material is critically evaluated for suitability to the investigation.
• Necessary analysis is performed as appropriate to investigations.
• Conclusions are drawn from analysis of all relevant 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 selected and assessed for applicability and limitations against the required results.
• The method, skill or tool is applied correctly to achieve the required results.
• Results produced by the method, skill or tool are critically tested and assessed against required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style and language of written and oral communication must be appropriate for the purpose of communicating to target audience.
• Graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials are used to enhance oral communication.
• Oral communication is delivered fluently with the intended meaning being apparent.
• Written communication meets the requirement of the intended audience.

Associated Assessment Criteria for Exit Level Outcome 7

• The engineering activities are analysed in terms of the impact on occupational and public health and safety.
• The engineering activities are analysed in terms of its impact on the physical environment.
• Social, economic and cultural values are taken into account when engaging engineering activities.

Associated Assessment Criteria for Exit Level Outcome 8

• The principles of planning, organizing, leading and controlling are explained.
• Individual works is carried out effectively, strategically and on time.
• Contributions to team activities support the output of the team as a whole.
• Functioning as a team leader is demonstrated.
• A design or research project is organized and managed.
• Effective communication is carried out in the context of the individual and team work.
• Critical functions in the team are performed and work is completed on time.

Associated Assessment Criteria for Exit Level Outcome 9

• Learning tasks are managed autonomously and ethically, individually and in learning groups.
• Learning undertaken is reflected by one's own learning requirement and strategies are determined to suit personal learning style and preferences.
• Relevant information is sourced, organized and evaluated
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Assumptions are critically challenged and new thinking is embraced

Associated Assessment Criteria for Exit Level Outcome 10

• The nature and complexity of ethical dilemmas are described.
• The ethical implications of decisions made are described.
• Ethical reasoning is applied to evaluate engineering solutions
• Awareness is displayed of the need to maintain continued competence by keeping abreast of up to date tools and techniques available in the workplace.
• The system of continuing professional development is understood and embraced as an ongoing process.
• Responsibility is accepted for consequences stemming from own actions
• Judgments are made indecision making during problem solving and design
• Decision making is limited to areas of current competence

Associated Assessment Criteria for Exit Level Outcome 11

• 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.
• Possible approaches are generated and formulated that would lead to a workable solution for the problem.
• Possible solutions are modelled and analysed.
• The solution is formulated and presented in an appropriate form.

Integrated Assessment

A candidate passes a subject if final mark of at least 50% is obtained. The final mark consists of 40% of the year mark and 60% of the examination mark for examination subjects.

Subjects which are continuous evaluation no examinations are written.