Diploma in Engineering Technology in Electrical Engineering

Purpose

This Diploma in Engineering Technology in Electrical Engineering is primarily industry-oriented. The knowledge emphasises general principles and application or technology transfer. This qualification provides learners with a sound knowledge base in electrical engineering and the ability to apply their knowledge and skills to the particular career or professional contexts while equipping them to undertake more specialised and intensive learning. This qualification has a strong professional and career focus and graduates will be prepared to enter the electrical engineering labour market.

This qualification is designed to build the necessary knowledge, understanding, abilities and skills required to become a competent practicing Electrical Engineering Technician.

Electrical engineering learners completing this qualification will have demonstrated competence in all the Exit Level Outcomes at NQF Level 6 contained in the Engineering Council of South Africa (ECSA) E-08-PN standard for solving well-defined electrical engineering problems:

• Problem Solving.
• Application of Scientific and Engineering Knowledge.
• Engineering Design.
• Investigation.
• Use of engineering methods and tools.
• Professional and Technical Communication.
• Impact of Engineering Activity.
• Individual and Teamwork.
• Independent Learning.
• Engineering Professionalism.

The qualification has been developed to provide the learner with a firm foundation in the fundamental knowledge and principles on Mathematics, Physics and the fundamental knowledge and principles of Electrical, Electronic and Computer Engineering. The first year focusses on the development of knowledge and skills required to achieve Exit Level Outcomes 1 and 2 while also providing the foundation required for possible further study in the department by diagonal articulation into the BEngTech (Electrical Engineering).

The qualification design for the second year has focused on Exit Level Outcomes 3 to 10 in which the learner will be able to demonstrate an appropriate level of electrical engineering knowledge, skills and preparedness for the workplace and further professional development.

In the second year of study, more emphasis is placed on practical application of theoretical knowledge of electrical engineering as well as on self-study assignments and project work. Learners are expected to demonstrate an understanding of fundamental electrical engineering theories, principles and concepts through appropriate problem-solving, analysis and synthesis. The qualification design aims to meet the expected levels of competence required of the Diploma graduate in the workplace, as described in Exit Level Outcomes 3 to 10.

A capstone project is undertaken by the learner in the subject "Software Development 2". In this project, the learner will learn to integrate and apply relevant knowledge acquired in the other subjects to solve an authentic electrical engineering design problem.

Based on Engineering Council of South Africa (ECSA) Qualification Standard for Diploma in Engineering Technology the role, duties and responsibilities of professional Electrical Engineering technicians are characterised by the ability to apply proven, commonly understood techniques, procedures, practices and codes to solve well-defined electrical engineering problems. They will be able to manage and supervise electrical engineering operations, construction and activities. They will also be able to work independently and responsibly within an allocated area or under guidance.

Professional Electrical Engineering Technicians must therefore have a working understanding of engineering sciences underlying the techniques used, together with financial, commercial, legal, socio-economic, health, safety and environmental methodologies, procedures and best practices.

Rationale

The process of professional development of a Professional Electrical Engineering Technician starts with the attainment of an accredited RSA qualification or combination of substantially similar qualification(s) that meets this standard. After graduation a programme of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technician.

This qualification provides

• Preparation for careers in electrical engineering by achieving technical proficiency which will make a contribution to the economy and national development.
• The educational base required for registration as a Professional Engineering Technician with ECSA.
• Entry to NQF Level 7 qualifications e.g. Bachelor of Engineering Technology in Electrical Engineering.

Recognition of Prior Learning (RPL)

The institutional RPL policy will be applied to assess whether a learner has formal or informal learning which is similar to the learning assumed to be in place.

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/or formal learning. RPL provides an opportunity to identify the learning and the have it assessed and formally acknowledged.

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.

If an applicant has considerable work experience, but does not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy.

An applicant might have gained knowledge and/or experience in specific areas, when compared to the Exit Level Outcomes against this qualification that might cover some modules. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific modules.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Bachelor's studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Bachelor's studies.

This qualification consists of the following compulsory and elective modules at NQF Levels 5 and 6 totalling 280 Credits.

Compulsory Modules, Level 5, 140 Credits

• Engineering Mathematics 1, 28 Credits.
• Engineering Physics 1, 28 Credits.
• Electronics 1, 28 Credits.
• Electrical Engineering 1, 28 Credits.
• Engineering Communication 1, 14 Credits.
• Engineering Skills 1, 14 Credits.

Compulsory Modules, level 6,140 Credits

• Engineering Mathematics 2, 14 Credits.
• Microprocessors 2, 14 Credits.
• Software Development 2, 14 Credits.
• Process Control 2, 28 Credits.
• Communication Systems 2, 28 Credits.
• Power Systems 2, 28 Credits.
• Engineering Design 2, 14 Credits.

1. Apply mathematical modelling and analysis to well-defined electrical engineering problem solving and design.
2. Apply fundamental physics and electrical engineering principles to the analysis of electrical engineering systems using current and emerging electrical engineering technologies in areas such as power generation, renewable energy, power distribution and protection systems, modern electrical machines, industrial process control and electronic communications.
3. Analyse and design well-defined electrical engineering systems using standard devices and circuits and applying modern analogue and digital electronics theory and techniques as well as associated programming and software applications.
4. Communicate engineering information effectively both verbally and in writing, using the formal modalities of reports and presentations while making effective use of engineering standards, specifications, codes of practice and relevant legislation.
5. Integrate mathematics, physics, electrical engineering, and engineering communication knowledge and skills in executing a well-defined electrical engineering design project.

Associated Assessment Criteria for Exit Level Outcome 1

• A range of mathematical models are applied to solving well-defined electrical engineering problems.
• Analytical, numerical and/or statistical methods are applied to solving a range of well-defined electrical engineering problems.

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of physics and electrical engineering theory is applied in the analysis of electrical engineering systems, components or processes.
• The boundaries and importance of acceptable practice and safety standards regarding electrical engineering systems are highlighted.
• A selection of current and emerging electrical engineering technologies are investigated, evaluated and applied according to technical, economic and environmental criteria.

Associated Assessment Criteria for Exit Level Outcome 3

• Relevant analogue and digital electronic theory is applied to the analysis and design of well-defined electrical engineering system with emphasis on important technical issues and constraints.
• Programming and/or software applications are applied to perform quantitative analysis and optimisation of electrical engineering systems and processes.

Associated Assessment Criteria for Exit Level Outcome 4

• An appropriate and effective blend of graphical, textual and numerical electrical engineering information presentation is used such that a clear communication objective and conclusion is achieved.
• Electrical engineering safety, standards, codes of practice and relevant legislation are understood and clearly communicated using the formal modalities of reports and presentations.

Associated Assessment Criteria for Exit Level Outcome 5

• Relevant mathematics, physics and electrical engineering information is sourced, selected, integrated and applied to solving a well-defined electrical engineering design problem using recognized engineering methods and tools, in particular IT tools.
• Independent and teamwork is applied to effectively manage and execute a well-defined electrical engineering design project across disciplinary, language and cultural boundaries.
• Written and verbal communication of relevant electrical engineering information is effectively applied through the formal modalities of reports and presentations to the execution and documentation of a well-defined electrical engineering design project.
• Ethical responsibility is demonstrated and the social and/or environmental impact arising from the safe industrial application of the project is investigated by considering different schools of thought and argument on the subject.
• Independent learning, ethical responsibility as well as effective team work and communication across disciplinary, language and cultural boundaries is demonstrated.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner-centred learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices will be fair, reliable and valid. It will also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment will consist of a variety of assessment tasks relevant to the field of study.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing the learners' attainment against the learning outcomes of the qualification and module(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative Assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

Integrated assessment cuts across a number of modules of a qualification and is aimed at the holistic development of learners and contributes to the learner's personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

In this qualification a number of assessments based on various assessment techniques will be used to assess the learner performance. Assessment for each credit bearing component (module) is achieved by continuous assessment method and consists of a number and variety of assessment types spread evenly across the learning year (or semester). Formative and summative assessments are conducted in each subject and consist of written class tests, laboratory practical assessments, project work assessments and tutorial work assessments. The particular combination of these assessment types varies according to the nature, credit value and duration of each module.

In most modules, a Final Integrated Summative Assessment (FISA) with a 50% weighting and will take the form of a written assessment under examination conditions. In this assessment the learner is required to demonstrate an ability to integrate all the knowledge learnt in that module and to apply this to solving appropriate engineering problems. In modules that are largely project based or very practical in nature, the FISA is replaced by more practical (laboratory based) assessments and project work assessments.

A capstone project is undertaken by the learner in the subject "Software Development 2". In this project, the learner will demonstrate the ability to integrate relevant knowledge learnt in the other subjects to solving a real world electrical engineering design problem.