Diploma in Mechanical Engineering

Purpose

The overall purpose of this qualification is to develop mechanical engineering technicians. The 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. This qualification tend to have a strong professional or career focus and holders of this qualification usually are prepared to enter a specific niche in the labour market. Specifically, the purpose of the educational qualification designed to meet this qualification is to build the required knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising 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 ECSA and
• Entry to qualification e.g. Advanced Diploma or Bachelor's Degree Qualification.

Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in the Engineering Standard E-02-PN. Upon qualification, the qualified learner should be able to contribute to growth and development in Engineering and Industrial sectors both nationally and internationally through partnerships with industry, the community, research organisations and other relevant national and international bodies.

Rationale

Professional Engineering Technicians are characterised by the ability to apply proven, commonly understood techniques procedures, practices and codes to solve well-defined 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, social and 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, a qualification of training and experience from the industry is completed to attain the competencies for professional registration.

This qualification provides learners/persons with mechanical engineering skills independently as well as under supervision to integrate analytical and practical engineering techniques and engineering knowledge to solve well-defined and open-ended engineering problems. They will also be able to select criteria to judge processes and outcomes. This qualification is intended for Mechanical engineering Technicians in the industry. These are what different stakeholders (i.e. Engineering Council of South Africa (ECSA) have identified, and there is a need for technicians in the Mechanical Engineering Industry.

The need for this qualification was confirmed through consultation with a number of stakeholders including the automotive industry, the fishing industry (through maintenance courses), the steel design and fabrication industry and energy production industry. Other stakeholders include the manufacturing industry in general, statutory/non-statutory bodies, qualified learners and other Higher learning institutions. The Advisory Committee that meets bi-annually to advise the Department has contributed to the design of the new qualification. It is happy with the new qualification and will fully support it. This process of continual feedback is incorporated into the design of the qualification.

This qualification relates to the broader field of Mechanical engineering aimed at developing technicians who will be able to demonstrate a required-level of problem-solving, design and manufacturing capabilities and make a significant and original academic contribution in a particular specialisation in the mechanical engineering industries and other related fields.

The qualification provides a sound engineering foundation by offering on the following knowledge areas, namely Mathematics, Basic Sciences, Engineering Sciences, Information technology and contextual knowledge including legal, financial and regulatory aspects. Distinctive competencies include identifying problems and designing solutions, managing activities, addressing impacts of solutions and activities and acting ethically, applying judgement and taking responsibility.

The qualification is also in keeping with the institution's vision, mission and strategic objectives of enhancing and developing the Mechanical Engineering Technician for the dissemination of knowledge and technology, and development of innovative solutions to problems in this field.

Recognition of Prior Learning (RPL)

Widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the knowledge and skills of an applicant against the admission requirements of the qualification and for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and formal learning.

RPL relates to gaining access to the qualification and credits/advanced standing as described in institutional guidelines.

Entry Requirements

The minimum requirement for admission to a Diploma is

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

Or

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

Or

• Senior Certificate, NQF Level 4.

This qualification comprises compulsory and elective modules at Levels 5 and 6 totalling 368 Credits.

Compulsory Modules, NQF Level 5, 119 Credits

• Engineering Mathematics, 21 Credits.
• Engineering Mechanics, 14 Credits.
• Engineering Drawing, 14 Credits.
• Mechanical Engineering Manufacturing, 14 Credits.
• Engineering Physical Science, 28 Credits.
• Professional Communications, 14 Credits.
• Computer skills and Applications, 14 Credits.

Compulsory Modules, NQF Level 6, 235 Credits

• Thermodynamics, 14 Credits.
• Fluids Mechanics, 14 Credits.
• Mechanics of Machines, 14 Credits.
• Strength of Materials, 14 Credits.
• Electrotechnology 2, 14 Credits.
• Computer-Aided Design (CAD), 14 Credits.
• Applied Mathematics (Differential equations), 14 Credits.
• Mechanical Engineering Design 2, 14 Credits.
• Steam Plant, 14 Credits.
• Mechanical Engineering Design 3, 14 Credits.
• Hydraulics Machines, 14 Credits.
• Applied Strength of Materials, 14 Credits.
• Global Environmental Studies (GES), 7 Credits.
• Work Integrated Learning (WPBL OR Industrial Integrated Projects), 60 Credits.

Elective Modules, NQF Level 6, 14 Credits: (Choose two modules)

• Engineering Maintenance, 7 Credits.
• Production Engineering, 7 Credits.
• Control Engineering, 7 Credits.
• Advanced Mechanical Engineering Manufacturing, 7 Credits.
• Electrotechnology 3, 7 Credits.

1. Apply engineering principles to diagnose and solve broadly-defined engineering problems systematically.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs usually within applicable standards, codes of practice and legislation.
4. Define and conduct investigations and experiments of broadly-defined problems.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-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.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation and the need to act professionally within own limits of competence.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member or leader in a diverse team and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice within own limits of competence.

The following associated assessment criteria apply across all Exit Level Outcomes

• Demonstrate a coherent range of fundamental principles in mathematics and natural science underlying a sub-discipline or recognised practice area.
• Apply a coherent range of fundamental principles in engineering science and technology underlying an engineering sub-discipline or recognised practice area.
• Demonstrate a codified practical knowledge in a recognised practice area.
• Use mathematics, natural sciences and engineering sciences, supported by established mathematical formulas, codified engineering analysis, methods and procedures to solve well-defined engineering problems.
• Use design to provide evidence of compliance with this outcome.
• Use components, systems, engineering works, products or processes dependent on the sub-discipline.
• Produce a design project including one or more of the following impacts: social, economic, legal, health, safety, and environmental.
• Conduct an investigation typical to an employment situation.

A range of methods, skills and tools appropriate to the discipline of the qualification including

• Sub discipline-specific tools processes or procedures.
• Computer packages for computation, simulation, and information handling.
• Computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.
• Basic techniques from economics, management, and health, safety and environmental protection.

Material to be communicated is in a simulated professional context

• Audiences are engineering peers, academic personnel and related engineering persons using appropriate formats.
• Written reports range from short (minimum 300 words) to long (a minimum of 2000 words excluding tables, diagrams and appendices), covering material at the exit level.
• Methods of providing information to the conventional methods of the discipline, for example, engineering drawings, physical models, and bills of quantities as well as subject-specific methods.

The combination of the social, workplace (industrial) and physical environmental factors must be appropriate to the sub-discipline of the qualification. Evidence may include case studies typical of the technical practice situations in which the qualified learner is likely to participate.

Issues and impacts to be addressed

• Are encompassed by standards and documented codes of practice.
• Involve a limited range of stakeholders with differing needs.
• Have consequences that are locally important and are not far-reaching.
• Are well-defined and discrete and part of an engineering system.
• The ability to manage a project should be demonstrated in the form of the project indicated in.
• Tasks are discipline-specific and within the technical competence of the qualified learner.
• Projects could include: laboratories, business plans, design etc.
• Management principles include Planning: set objectives, select strategies, implement strategies and review achievement.
• Organising: set operational model, identify and assign tasks, identify inputs, delegate responsibility and authority.
• Leading: give directions, set example, communicate, motivate.
• Controlling: monitor performance, check against standards, identify variations and take remedial action.
• Evidence includes case studies, memorandum of agreement, code of conduct, membership of professional societies etc. typical of engineering practice situations in which the qualified learner is likely to participate.

Tasks to demonstrate this outcome may be performed in one or more of the following curriculum types

• Work-directed theoretical learning: in which theoretical forms of knowledge are introduced and sequences in ways that meet both academic criteria and are applicable and relevant to the career-specific components.
• Problem-based learning: where learners work in small self-directed groups to define, carry out and reflect on a task which is usually a real-life problem.
• Project-based learning: that brings together intellectual enquiry, real-world problems and learner engagement in meaningful work.
• Workplace learning: where learners are placed in professional practice or simulated environment within a training qualification.
• Simulate learning.

Integrated Assessment

A variety of Teaching and Learning (T and L) methods will be used and is a blend of classroom teaching, tutorials and small group teaching, practicals, 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 qualification. 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 qualification, 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 combine 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 institutional assessment policies, procedures and guidelines stipulate that 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, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices are fair, reliable and valid. They are in keeping with academic disciplinary and professional field norms and standards. The integrated assessment aims to assess the student holistically and contributes to the student's personal and professional development in the field of study in terms of foundational, practical and reflexive competence.