Diploma in Engineering Technology in Mechanical Engineering

Purpose

This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. The qualification has a strong professional or career focus and holders are prepared to enter a specific niche in the labour market.

The purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineering Technician. This qualification provides:

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.
• The educational base required for registration as a Candidate and/or a Professional Engineering Technician with the Engineering Council of South Africa (ECSA).
• Entry to other qualifications e.g. Advanced Diplomas or Bachelor's Degrees.

Professional Engineering Technicians are characterised by the ability to apply proven, commonly understood techniques procedures, practices and codes to solve well-defined engineering problems. They manage and supervise engineering operations, construction and activities. They work independently and responsibly within an allocated area or under guidance.

Professional 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.

The Diploma in Engineering Technology in Mechanical Engineering is primarily vocational, or industry oriented, characterised by underpinning theoretical knowledge and general principles and the application thereof to real situations or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning.

Rationale

In engineering disciplines, the continuous and rapid development of complex technology necessitates higher levels of conceptual understanding required by the broadly defined problem solving skills needed. Adaptability to new technologies furthermore relies heavily on the understanding and the ability to apply fundamental conceptual knowledge to address modern Engineering challenges and to ensure sustainable development.

The need for engineering qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer population ratio of 1:3100 compared to Germany (1:200) and Japan, Great Britain and United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply 10 fold to compete with international economies.

The Diploma in Engineering Technology in Mechanical Engineering [Dip (Eng. Tech) (Mechanical Engineering)] is primarily vocational, or industry oriented, characterised by the knowledge emphasis, general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning.

Recognition of Prior Learning (RPL)

Facilitating access

It is the institutional policy to facilitate access to public higher education, especially for learners who were previously disadvantaged in terms of access to public higher education, by recognising the prior learning achievements of individuals, irrespective of how these were acquired. In upholding this commitment, the intention is not to accredit prior learning achievements per se, but rather to provide learners with due recognition in determining access, particularly to those who do not meet the minimum requirements for entry.

Advanced Standing

RPL can be used to grant learners advanced standing in the qualification through the awarding of module exemptions.

Credibility of assessment

The institution aims to ensure that the RPL process and outcome, as an assessment procedure, is guided by the salient aspects of quality assurance, with the following prerequisites being critical in maintaining acceptable procedures:

• The assessment of prior learning is only possible through comparison with the clearly formulated learning outcomes of each qualification and module as prescribed by the curriculum.
• A credible and transparent assessment process, which is inherently fair to all learners, is essential.
• Supporting the institutional principle of "learner access with success" remains a priority.

Entry Requirements

The minimum entrance requirements are

• Senior Certificate.

Or

• National Senior Certificate (NSC) allowing entry to Diploma studies.

Or

• National Certificate Vocational (Engineering), Level 4 allowing entry to Diploma studies.

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

Modules at Level 5: 140 Credits

• Digital Literacy I, 14 Credits.
• Academic Literacy and Communication Studies I, 14 Credits.
• Mathematics I, 14 Credits.
• Mechanics I, 14 Credits.
• Manufacturing I, 14 Credits.
• Mechanical Drawing I, 14 Credits.
• Mechanics of Machines I, 14 Credits.
• Mathematics II, 14 Credits.
• Materials I, 14 Credits.
• Electrotechnology I, 14 Credits.

Modules at Level 6: 140 Credits

• Mech Eng Design I, 14 Credits.
• Mathematics III, 14 Credits.
• Strength of Materials I, 14 Credits.
• Thermodynamics I, 14 Credits.
• Fluid Mechanics I, 14 Credits.
• Mech Eng Design II, 14 Credits.
• Mechanics of Machines II, 14 Credits.
• Strength of Materials II, 14 Credits.
• Thermodynamics II, 14 Credits.
• Fluid Mechanics II, 14 Credits.

1. Apply engineering principles to systematically diagnose and solve broadly-defined complex engineering problems.
2. Apply mathematics, natural sciences and engineering sciences knowledge to defined and applied engineering procedures, processes, systems, and methodologies.
3. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
4. Communicate effectively both orally and in writing with engineering audiences and affected parties.
5. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mechanical engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and criteria for an acceptable solution are identified.
• Relevant information and engineering knowledge and skills are identified and used for solving problems.
• Solutions are evaluated and the best solution is selected.
• Various approaches that would lead to workable solutions are considered and formulated.
• A solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Formal analysis and modelling of engineering materials, components, systems or processes are performed.
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems, or processes are considered.

Associated Assessment Criteria for Exit Level Outcome 3

• Methods, skills or tools are assessed for applicability or limitations against the required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate structure, style and language in oral and verbal communication for the purpose of the communication and the target audience are used.
• Graphics that are appropriate and effective in enhancing the meaning of the text are applied.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 5

• The nature and complexity of ethical dilemmas is described.
• Ethical reasoning is applied to evaluate engineering solutions.
• Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

Integrated Assessment

Formative and summative assessments are in the form of class tests, assignments and practical projects. A final summative assessment is done by writing a traditional exam.

In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of learners to analyse, design, develop and implement software solutions.