Diploma in Industrial 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 and career focus and qualifying learners are prepared to enter a specific niche in the labour market.

The purpose of this qualification is to provide the knowledge, understanding, abilities and skills for becoming a competent practising Professional Industrial Engineering Technician. This qualification focuses on:

• Areas such as Industrial Engineering Design, Engineering Management, Manufacturing Technology, Engineering Work-Study, Production Engineering, Quality Control and Assurance, Engineering Economics, Computer Integrated Manufacturing, Facilities Layout and Materials Design, Systems Engineering, Operations Research, Project Management, Ergonomics Design, etc. These areas collectively develop the industrial engineering technician's technical proficiency in order to contribute to the economy.
• The educational base required for registration as a Learner and a Professional Engineering Technician with ECSA.
• Proving progression to the Advanced Diploma in Industrial Engineering or related fields; Bachelor's Degree in Industrial Engineering or related fields.

Rationale

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 process of professional development of a Professional Engineering Technician starts with the attainment of a qualification that meets this standard. After graduation of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technician.

The qualification will produce learners who fundamentally improve organisational productivity in all sectors of the economy, thus enhancing the competitiveness of the organisations wherever they are employed. Professional Industrial 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 Industrial 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.

Recognition of Prior Learning (RPL)

Widening of access is promoted through Recognition of Prior Learning (RPL). 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 formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of learners and is managed following the institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a portfolio of evidence to be presented by the learner to meet institutional requirements. An appeal process is also in place to accommodate queries. RPL may be used to demonstrate competence for admission to this qualification may be achieved in part through Recognition of Prior Learning processes.

Gaining Access

If a learner has considerable work experience, but do not meet the entry requirements of this qualification, the learner may 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. If access is granted, the qualification on the lower level is not awarded.

Advanced Standing

A learner might have gained knowledge and experience in specific areas when compared to the outcomes against this qualification that might cover some subjects. The learner 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 subjects, but not for the entire qualification. Guidelines are governing the maximum number of subjects for which advanced standing can be granted.

Entry Requirements

• National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies.

Or

• National Certificate (Vocational) (NS (V)), NQF Level 4 granting access to Diploma studies.

Or

• A Higher Certificate in Engineering, NQF Level 5.

Or

• Diploma in Engineering, NQF Level 6.

This qualification consists of compulsory modules at Levels 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 120 Credits

• Engineering Mathematics 1, 24 Credits.
• Industrial Engineering Design, 24 Credits.
• Engineering Management, 24 Credits.
• Engineering Manufacturing Technology, 24 Credits.
• Engineering Physics, 24 Credits.

Compulsory Modules, Level 5, 240 Credits

• Engineering Mathematics 2, 24 Credits.
• Engineering Work-study, 24 Credits.
• Industrial Production Engineering, 24 Credits.
• Engineering Economics, 24 Credits.
• Qualitative Techniques, 24 Credits.
• Industrial Engineering Projects 3, 60 Credits.
• Computer Integrated Manufacturing, 12 Credits.
• Facility Layout and Materials Handling, 24 Credits.
• Operations Research, 12 Credits.
• Systems Engineering, 12 Credits.

1. Apply engineering principles to diagnosed 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 normally 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 own 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 engineering technical practice.
11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

Associative Assessment Outcome for Exit Level Outcomes 1

• Analyse and define the problem and identify the criteria for an acceptable solution.
• Identify relevant information and engineering knowledge and skills and use it for solving the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Model and analyse solutions.
• Evaluate solutions and select the best one.
• Formulate and present the solution is in an appropriate form.

Associative Assessment Outcome for Exit Level Outcomes 2

• Demonstrate knowledge of mathematics, statistics, natural science and engineering science to solve well-defined engineering problems at a fundamental level.
• Use applicable principles and laws.
• Analyse engineering materials, components, systems or processes.
• Present concepts and ideas in a logical and methodical manner.
• 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.

Associative Assessment Outcome for Exit Level Outcomes 3

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process at a fundamental level to focus on important issues and recognises and deals with constraints.
• Acquire knowledge, information and resources and evaluate 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 alternatives for implementation and prefer a solution that is selected based on techno-economic analysis and judgement.
• Communicate the design logic and relevant information in a technical report.
• Apply procedures to evaluate the selected design and assessed in terms of the impact and benefits.

Associative Assessment Outcome for Exit Level Outcomes 4

• Define the scope of the investigation.
• Plan investigations and conduct them within an appropriate discipline.
• Search available literature and evaluate material for suitability to the investigation.
• Select, appropriate equipment or software and use it appropriately for the investigation.
• Analyse and interpret data obtained.
• Conclude an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report.

Associative Assessment Outcome for Exit Level Outcomes 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.

Associative Assessment Outcome for Exit Level Outcomes 6

• Write the structure, style and language of oral communication for the communication and the target audience appropriately.
• Use graphics appropriate and effective in enhancing the meaning of the text.
• Use visual materials 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.

Associative Assessment Outcome for Exit Level Outcomes 7

• Demonstrate the impact of technology in terms of the benefits and limitations to 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 impacts outlined in 7.2 and 7.3.

Associative Assessment Outcome for Exit Level Outcomes 8

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

Associative Assessment Outcome for Exit Level Outcomes 9

• Identify, plan and manage learning tasks.
• Identify/ recognise and demonstrate the requirement for independent learning.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge that is acquired outside of formal instruction.
• Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Associative Assessment Outcome for Exit Level Outcomes 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.
• Judgement in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
• Accept responsibility for consequences stemming from own actions or inaction.
• Make decision making that is limited to the area of current competence.

Associative Assessment Outcome for Exit Level Outcomes 11

• Describe orientation to the working environment in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
• Use labour practices in the workplace and describe them following relevant legislation.
• Describe workplace safety in terms of the application of relevant safety, health and environmental legislation.
• Describe general administration procedures in terms of how they operate and the key purpose.
• Conduct Work activities in a manner suited to the work context.

Integrated Assessment

A variety of Teaching and Learning (T&L) methods will be used and is a blend of classroom teaching, tutorials and small group teaching, practical's, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the. These ensure that learners engage actively with the material in different ways. The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the, with more sophisticated or more profound levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an Engineering or Science qualification. There will be constructive alignment between the Teaching and Learning strategy and the Assessment strategy to achieve the intended outcomes.

An effective integrated assessment strategy will be used. The qualification will combined formative and summative assessment methodologies. There will be multiple assessment opportunities for learners to demonstrate the Exit Level Outcomes as specified. All assessments and moderation will be performed and is subject to the institutional Assessment policies, procedures and guidelines.

The Department of Industrial and Systems Engineering practices a continuous assessment approach to evaluating learner learning. This includes an on-going process that evaluates and gives feedback on learner learning in a subject, through regular assessment, both formative and summative, building towards a final integrated summative assessment that assesses the learning holistically.

Assessors vary the types of assessment tasks across a subject and different approaches, such as problem-based or case-based assessments are used, depending on what is deemed to be most appropriate for the specific course. It is in keeping up with the overall approach adopted.

Work-integrated Learning: Qualification

Role of Work Integrated Learning (WIL)

The role of Work-integrated learning in the qualification is based on a methodology of curriculum design that integrates academic learning (including theoretical, problem-based and project-based learning) at the Department of Industrial and Systems Engineering with industry-based and/or community-based experiential learning that is structured, monitored and assessed to meet the required outcomes of WIL provides the conceptual and curricular framework for the practice of Cooperative Education and Service Learning at the institution.

Types of Work-integrated learning modalities

WIL can be understood to include four curricular types' modalities for the qualification

Work-directed theoretical learning (WDTL): In this WDTL theoretical forms of knowledge are introduce and sequenced in ways which meet both academic criteria and are applicable and relevant to the industrial engineering career-specific components.

Problem-Based Learning (PBL): In this PBL is modality used for a range of pedagogical approaches that encourage learners to learn through the structured exploration of a research or practice-based problem. In PBL learners work in small self-directed groups to define, carry out and reflect upon a task, which is usually a 'real-life' industrial engineering problem. An inter-disciplinary team designs carefully structured and sequenced problems that will direct the learners learning towards the determined outcomes and objectives of the qualification.

Project-Based Learning (PjBL): In this Project-based Learning combines PBL and experiential learning bringing together intellectual enquiry, real-world problems, and learner engagement in relevant and meaningful work. Project work is generally understood to facilitate learner understanding of essential concepts and practical skills. Well-crafted projects should engage learners, provide a meaningful and authentic context for learning and immerse learners in complex, real-world problems that do not have a predetermined solution. Good practice in PjBL requires learners to develop and demonstrate essential skills and knowledge and to draw on multiple disciplines to solve problems and deepen their conceptual understanding. PjBL needs to build in opportunities for reflection and self-assessment and can result in useful products or services that also demonstrate what learners have learned. Service Learning (SL) is a form of PjBL that connects learners with communities, service partners, and academic experts. SL has been recognised to foster transferable skills because it is an approach that allows learners to take the lead and make critical choices and decisions.

Workplace Learning (WPL): The qualification a career-focused higher education s require some form of WPL, in the form of industrial placements, job-shadowing, professional practice to support a professional qualification, and employment-based schemes, such as learnerships. This model is firmly integrated into the formal learning, will be supported, supervised, and assessed according to an approved process. In this, the workplace is present, both as a learning resource and as a benchmark of practice. Sites of practice will have appropriate structures and systems to support learner learning.