Diploma in Engineering Technology in Chemical Engineering

Purpose

The Diploma in Engineering Technology is primarily industry-oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in the discipline of chemical engineering. It further provides learners with the ability to apply their knowledge and skills to a particular career or professional contexts and equips them to undertake more specialised and intensive learning. This qualification has a strong professional and career focus, to prepare learners to enter a specific niche in the chemical and allied industries.

Specifically, the purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising engineering technologist in the discipline of chemical engineering.

The Professional Chemical Engineering Technologists are characterised by

• The ability to apply established and newly developed engineering technology to solve well-defined problems, develop components, systems, services and processes.
• They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
• They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
• Professional Engineering Technicians have a specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Rationale

Engineering is an activity that encompasses initiatives, services and the solution of problems that are of importance to society and the economy. A range of engineering practitioners, namely engineers, technologists, technicians, and artisans undertake these engineering activities. The various levels of practitioners recognised in categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician, and Professional Certificated Engineer.

This qualification provides the educational base for the development of a Professional Chemical Engineering Technician with knowledge and attributes to work in a wide spectrum of industries including the chemical, petrochemical, pulp and paper, mining, water and wastewater treatment, energy, food, and pharmaceutical industries.

This qualification provides

1. Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, to achieve technological proficiency and to contribute to the economy and national development.
2. The educational base required for registration as a Professional Engineering Technician with the Engineering Council of South Africa (ECSA).
3. Entry to NQF Level 7 qualifications, e.g. Advanced Diploma allows for subsequent entry into Honours, Postgraduate Diploma and Bachelor of Engineering qualifications. Further progression is towards Masters qualifications and subsequent Doctoral qualifications.

Recognition of Prior Learning (RPL)

The learner can use of Recognition of Prior Learning (RPL to demonstrate competence for admission or receive credits to this qualification. The achievement of the qualification in part is possible through Recognition of Prior Learning processes.

• The structure of the qualification makes RPL possible if the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.
• Learners who work in the chemical or allied engineering industry may possess competencies to meet some or all of the Exit Level Outcomes (ELOs) listed in the qualification can apply for assessment.
• Assess evidence of prior learning through the formal institutional RPL process.
• Learners submitting themselves for RPL are thoroughly briefed before the assessment and must submit a Portfolio of Evidence (PoE) in the prescribed format for formal recognition.

Entry Requirements

The minimum entry requirement for this qualification is

• 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 and elective modules at NQF Level 5 and 6 totalling 288 Credits.

Compulsory Modules, Level 5, 128 Credits

• Mathematics A, 12 Credits.
• Chemistry A, 12 Credits.
• Physics A, 8 Credits.
• Mathematics B, 12 Credits.
• Physics B, 8 Credits.
• Chemistry B, 12 Credits.
• Cornerstone 101, 12 Credits.
• Chemical Engineering Fundamentals A, 12 Credits.
• Chemical Process Design Principles A, 16 Credits.
• Chemical Engineering Fundamentals B, 12 Credits.
• Computer Applications, 12 Credits.

Compulsory Modules, Level 6, 160 Credits

• Chemistry C, 12 Credits.
• Physics C, 8 Credits.
• Principles of Management A, 8 Credits.
• Multistage Operations, 12 Credits.
• Chemical Engineering Lab, 24 Credits.
• Unit Operations A, 12 Credits.
• Chemical Process Design Principles B, 24 Credits.
• Transfer Processes, 12 Credits.
• Process Instrumentation and Control, 12 Credits.
• Unit Operations B, 12 Credits.
• Thermodynamics, 12 Credits.
• Process Safety and Occupational Health, 12 Credits.

1. Apply engineering principles to diagnose and solve well-defined engineering problems systematically.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
3. Perform procedural design of components, systems, works, products or processes to meet desired needs usually within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
5. 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.
6. Communicate effectively, both orally and in writing within an engineering context.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
8. 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.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of technical engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify criteria for an acceptable solution.
• Identify relevant information and engineering knowledge and skills are for solving the problem.
• Generate and formulate possible approaches that lead to a workable solution for the problem.
• Consider and analyse possible solutions.
• Evaluate possible solutions are to select the best solution.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area the solution of well-defined engineering problems.
• Use theories, principles and laws.
• Perform formal analysis on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform reasoning about and conceptualising engineering materials, components, systems or processes.
• Perform work, within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan the design process and focus on important issues and recognise and deal with constraints.
• Acquire knowledge, information and resources and evaluate to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation, and select a preferred solution based on the techno-economic analysis.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse, interpret and derive information from available data.
• Conclude an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the method, skill or tool correctly to achieve the required result.
• Test and assess results produced by the method, skill or tool against required results.
• Create, select and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• Ensure the structure, style and language of written and oral communication are appropriate for the communication and the target audience.
• Use graphics appropriately and effectively in enhancing the meaning of the text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of the benefits and limitations on society.
• Analyse the engineering activity in terms of the impact on public and occupational health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out work effectively, strategically and on time.
• Contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Function as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on and own learning requirements and determine strategies to suit personal learning style and preferences.
• Sourced, organise and evaluate relevant information.
• Apply and comprehend knowledge acquired outside of formal instruction.
• Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10

• Define the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to assess engineering solutions.
• Maintain continued competence through recognising up-to-date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an ongoing process.
• Accept responsibility for consequences stemming from its actions.
• Judgements are made in decision making during problem-solving and justify the design.
• Decision making is limited to the area of current competence.

Integrated Assessment

The qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various Eexit Level Outcomes associated with this qualification. There will be constructive alignment between the development of the ELOs, learning activities and assessment activities. Some of the assessment methodologies will include tests, assignments, practicals, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. Each level of the qualification has an extensive Design Module which will evaluate multiple ELOS in an integrated manner.