Diploma in Engineering Technology in Electrical Engineering

Purpose

This qualification is primarily vocational, or industry-oriented, characterised by knowledge emphasis, general principles and application, and technology transfer. The qualification provides learners with a sound knowledge base in electrical engineering and the ability to apply their knowledge and skills to particular electrical engineering contexts while equipping them to undertake more specialised and intensive learning. The qualification develops to have a healthy vocational, professional or career focus and holders of this qualification will be well prepared to enter the discipline of electrical engineering.

The specific purpose of the educational qualification designed to meet this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Professional Engineering Technician. Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes specified elsewhere in this submission. This diploma is primarily industry oriented. The knowledge emphasises general principles and application of technology transfer. The qualification provides learners with a sound knowledge base in Electrical Engineering and the ability to apply their knowledge and skills to a career in Electrical Engineering, with the option to continue to an Advanced Diploma or the Bachelor of Engineering Technology Degree. The qualification leading to this Diploma has a strong professional or career focus and holders of this qualification will be particularly suited to careers in electrical engineering.

Rationale

The government has identified a need for skills in the energy sector, with particular reference to the supply of electrical energy. However, engineers are in short supply in South Africa according to the government's national scarce skills list. This article goes on further to report that on which, electrical engineers are listed by engineers in other disciplines. The conclusion, therefore, is that the National Development Plan can only meet its targets if the workforce shortage address, and in particular, by training more people for skills in the energy sector.

The rationale for this qualification is to emphasise a foundation in physics and mathematics, followed by coverage of basic electrical, electronic, and mechanical engineering courses to provide a firm foundation for Electrical Engineering qualified learners, for whom a typical career will require all these foundations. At higher levels, learners' exposure to electrical and electronic technology. Also, they will study modules of a more general educational nature such as Technical Literacy and Entrepreneurship to allow them to graduate with the designated Exit Level Outcomes and the critical graduate attributes listed below.

A review of potential learners has shown there are adequate numbers that meet the entry requirements of the qualification. There is a high demand for qualified learners in the discipline of Electrical Engineering. Employers in Industry such as sugar mills, refineries, motor vehicle manufacturers have, in many cases, made a Diploma a compulsory requirement for continued employment. There is also a high demand for electrical supply utilities. With this qualification, they will have the necessary tools to embark on a career where they can play their part in developing the electrical energy needed to develop South Africa and its complex economy.

Recognition of Prior Learning (RPL)

The institution considers the Recognition of Prior Learning (RPL) to be critical to the development of equitable education in South Africa. To support the transformation of the education and training system of the country, the institution has worked to build a viable, sustainable and credible system to implement a suitable RPL policy. The RPL policy defines RPL as, "The assessment of a learner's previous non-formal and informal learning and experience to determine the extent to which this meets the required learning outcomes, competency outcomes, or standards for entry or access into a specified level of study at the institution. In order to determine the relevance, depth and extent of a learner's prior learning, utilisation of a variety of assessment methods is necessary.

Entry Requirements

The minimum entry requirement for this qualification is

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

This qualification comprises of compulsory and elective modules at NQF Level 5 and 6 totalling 280 Credits.

Compulsory Modules, NQF Level 5, 152 Credits

• Mathematics A, 12 Credits.
• Physics A, 8 Credits.
• Physics B, 8 Credits.
• 101 (General Education) 12 Credits.
• Computing Applications, 8 Credits.
• Engineering Skills, 16 Credits.
• Technical Literacy, 8 Credits.
• Mathematics B, 12 Credits.
• Physics C, 8 Credits.
• Computer-Aided Draughting, 12 Credits.
• Electrical Engineering A, 12 Credits.
• Computer Engineering, 12 Credits.
• Mathematics C, 12 Credits.
• Project A, 12 Credits.

Compulsory Modules, NQF Level 6, 24 Credits

• Electronics A, 12 Credits.
• Project B, 12 Credits.
• The Entrepreneurial Edge, 8 Credits.

Elective Modules NQF Level 6, 104 Credits

• Electrical Engineering B, 12 Credits.
• Instrumentation and Control A, 12 Credits.
• Electronic Communication A, 12 Credits.
• Electronics B, 12 Credits.
• Digital Systems A, 12 Credits.
• Mechanics of Machines, 12 Credits.
• Principles of Electrical Machines, 12 Credits.
• Electrical Engineering C, 12 Credits.
• Instrumentation and Control B, 12 Credits.
• Electronic Communications B, 12 Credits.
• Power and Electronic Engineering, 12 Credits.
• Digital Systems B, 12 Credits.

Or

Elective Modules NQF Level 6, 104 Credits

• Electrical Engineering A, 12 Credits.
• Electronics A, 48 Credits.
• Electrical Engineering B, 36 Credits.
• Electronic Communication A, 12 Credits.
• Electronics B, 12 Credits.
• Digital Systems A, 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, define and identify the problem and criteria for an acceptable solution.
• Identify and use relevant information and engineering knowledge and skills for solving the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Model and analyse solutions.
• Evaluate and 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, statistics, natural science and engineering science knowledge at a fundamental on the solution of well-defined engineering problems.
• Use applicable principles and laws.
• Analyse engineering materials, components, systems or process.
• Present concepts and ideas logically and methodically.
• Perform reasoning about engineering materials, components, systems or processes.
• Outline and justify procedures for dealing with uncertain/undefined/ill-defined variables.
• 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 and manage the design process to focus on essential issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
• Evaluate and select alternatives and a preferred solution based on techno-economic analysis and judgement.
• Communicate the design logic and relevant information in a technical report.
• Apply and assessment 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.
• Conduct and plan Investigations within an appropriate discipline.
• Search and evaluate available literature for suitability to the investigation.
• Select and use appropriately related equipment or software used for the investigation.
• Analyse and interpret the data obtained.
• Conclude an 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

• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the method, skill or tool correctly.
• 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 the structure, style and language of written and oral communication that is appropriate for the communication and the target audience.
• Use graphics that are appropriate and effective in enhancing the meaning of the text.
• Use visual material 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

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

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out individual work effectively, strategically and on time.
• Make individual contributions to team activities support the output of the team as a whole.
• Demonstrate functioning as a team leader.
• Organise and manage a project.
• Carry out effective communication in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, plan and manage learning tasks.
• Recognise, identify and demonstrate the requirement for independent learning.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Be aware of maintaining competence and keep up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10

• 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.
• Make and design judgements in decision making and problem-solving that are ethical and within acceptable boundaries of current competence.
• Accept responsibility for consequences stemming from one's actions or inaction.
• Limit decision making - to the area of current competence.

Integrated Assessment

The electrical engineering learning program 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 outcomes, learning activities and assessment activities. Some of the assessment methodologies will include tests, assignments, practical assignments, projects, portfolios, oral assessments, presentations, tutorials. Each level of the qualification has extensive design subjects which will ensure that the evaluation of multiple outcomes and critical cross-field outcomes in an integrated manner.