Diploma in Engineering Technology in Civil Engineering

Purpose

The purpose of this qualification is to provide learners with the knowledge and understanding of civil engineering, and equip them with skills to practise as Engineering Technicians.

A qualified learner will be able to

• Apply engineering principles to systematically diagnose and solve defined Civil Engineering problems in familiar and unfamiliar contexts.
• Apply knowledge of Mathematics, Natural Science and Engineering Sciences to defined and applied engineering procedures, processes, systems and methodologies to solve broadly-defined Civil Engineering problems in familiar and unfamiliar contexts.
• Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
• Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
• Use appropriate techniques, resources, and modern engineering tools, including Information Technology, prediction and modelling, for the solution of defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
• Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.

Rationale

The Diploma in Engineering Technology in Civil Engineering is designed to provide learners with detailed knowledge and understanding, and equip them with necessary skills to practise as Engineering Technicians. This qualification provides the educational basis for registration as an Engineering Technician in Civil Engineering.

This qualification will contribute to the development of scarce and high level technical skills in Civil Engineering. The training of Civil Engineering Technicians will serve national, provincial and local government imperatives. The government of the Republic of South Africa has announced plans for massive infra-structure development in roads, rail, ports, airports, water storage and distribution, electricity distribution, power generation, health services, education, industrial development and housing. The majority of these are either primarily Civil Engineering projects or have a major Civil Engineering component that will require the skills of suitably qualified and trained Civil Engineering Technicians. The expertise, skill and knowledge of Civil Engineering Technicians are required by municipalities, Transnet, Sanral, the various water boards, the Department of Water Affairs, Public Works Departments, the Department of Transport, the Airports Company of South Africa Limited (ACSA), engineering consultancies and construction companies.

Recognition of Prior Learning (RPL)

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.

• Learners who already work in the Civil Engineering industry and who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present them for assessment.
• Evidence of prior learning will be assessed through the institution's formal RPL process.
• Learners submitting evidence for RPL will 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.

Entry Requirements

The minimum requirement for admission to the Diploma in Engineering Technology in Electronically Engineering is

• Senior Certificate (SC) without endorsement.

Or

• National Senior Certificate (NSC) granting access to diploma studies.

Or

• National Certificate Vocational (NCV), Level 4 granting access to diploma studies.

This qualification consists of compulsory modules at NQF Level 5 and 6 totalling 240 Credits.

NQF Level 5, 148 Credits

• Mathematics A, 12 Credits.
• Mathematics B, 12 Credits.
• Physics B, 8 Credits.
• Physics A, 8 Credits.
• Physics C, 8 Credits.
• Cornerstone, 12 Credits.
• Law for Life, 8 Credits.
• Civil Engineering Methods B, 12 Credits.
• Civil Mechanics A, 8 Credits.
• Computer Applications, 8 Credits.
• Drawing A (intro to Computer-Aided Drafting (CAD)), 12 Credits.
• Drawing Applications, 12 Credits.
• Intro to Construction Materials, 8 Credits.
• Intro to Water Engineering A, 12 Credits.
• Technical Literacy, 8 Credits.

NQF Level 6, 132 Credits

• Mathematics C, 12 Credits.
• Contract Administration, 8 Credits.
• Contract Management B, 8 Credits.
• Design Project, 8 Credits.
• Intro to Structural Design, 8 Credits.
• Soil Mechanics A, 8 Credits.
• Soil Mechanics A, 8 Credits.
• Structural Analysis B, 12 Credits.
• Structural Detailing, 8 Credits.
• Structural Mechanics B, 8 Credits.
• Surveying A for Civil Engineering, 12 Credits.
• Transport Technology A, 12 Credits.
• Transport Technology B, 12 Credits.
• Intro to Water Engineering B, 8 Credits.

1. Apply engineering principles to systematically diagnose and solve-defined civil engineering problems in familiar and unfamiliar contexts.
2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to define and applied engineering procedures, processes, systems and methodologies to solve broadly-defined Civil Engineering problems in familiar and unfamiliar contexts.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of 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.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and the criteria are identified for an acceptable solution.
• Relevant information and engineering knowledge and skills are identified 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.
• Possible 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, Numerical Analysis, Statistics, Natural Science and Engineering Science at a fundamental level and in a specialist area is brought to bear on the solution of defined engineering problems in familiar and unfamiliar contexts.
• Theories, principles and laws are used.
• Formal analysis and modelling is performed on engineering materials, components, systems or processes.
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
• Uncertainty and risk are handled.
• 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 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 including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
• The design logic and relevant information are communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigations and experiments relevant to Civil Engineering are planned.
• Available literature is searched and material is critically evaluated for suitability to the investigation.
• Analysis is performed as necessary to the investigation.
• Equipment or software is selected and used as appropriate in the investigations.
• Information is analysed, interpreted and derived from available data.
• 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 to achieve the required result.
• Results produced by the method, skill or tool are 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 are appropriate for the purpose of the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials used enhance oral communications.
• Accepted methods are used for providing information to others involved in the engineering activity, for example engineering drawings, as well as subject-specific methods.
• Oral communication is delivered fluently with the intended meaning being apparent.

Integrated Assessment

The Civil Engineering qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various Exit Level Outcomes associated with this qualification. There will be constructive alignment between the development of the intended Exit Level Outcomes, learning activities and assessment activities. Some of the assessment methodologies will include: tests, assignments, practicals, examinations, projects, etc., and a capstone project which will ensure that multiple outcomes and critical cross-field outcomes are evaluated in an integrated manner.