Diploma 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:

1. 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.
2. The educational base required for registration as a Candidate and/or a Professional Engineering Technician with the Engineering Council of South Africa (ECSA).
3. 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)

Transfer from Technical/FET Colleges

Students having passed subjects as listed below (with a minimum of 50% each) will be granted exemptions according to the Recognition of Prior Learning.

Technical/Further Education and Training (FET) College Subjects

• Communication N4.
• Mathematics N4 and N5.
• Mechanotechnics N5.
• Mechanotechnics N6.
• Power Machines N6.
• Strength of Materials N6.
• Mech Eng Drawing and Design N5.
• Mech Eng Drawing and Design N6.

University Exempted Modules

• Communication Studies I.
• Mathematics I.
• Mechanics I.
• Mechanics of Machines II.
• Thermodynamics II.
• Strength of Materials II.
• Mech Eng Drawing I.
• Mech Eng Design II.

Entry Requirements

National Senior Certificate (Grade 12) with rating codes

• English Home Language, (4).

Or

• English First Additional Language, (4).
• Mathematics, (4).
• Physical Science, (4).
• Plus Technical Drawing or equivalent, (4).

Additional recommended school subject: Mechanical Technology.

• Senior Certificate or equivalent with a minimum symbol D (HG) or C (SG) in Mathematics, Physical Science, English and Technical Drawing. Additional recommended school subject: Mechanical Technology.
• Pass all Pre-Tech subjects (6 subjects) with a minimum of 50% for each.
• An appropriate N3 certificate with a minimum of four subjects passed at 50% each including Mathematics, Technical Drawing and Engineering Science and Grade 12 level English passed with at least symbol D (SG).
• An appropriate General Certificate of Education (GCE), General Certificate of Secondary Education (GCSE), International General Certificate of Secondary Education (IGCSE), or Cambridge School Certificate with at least five subjects at GCE 'O' level including Mathematics, Science, English and Technical Drawing, each being passed with an A, B or C symbol. Three of the five subjects must have been passed at the same examination sitting.

National Certificate Vocational (NCV) Admission Requirements

NCV Level 4 with a minimum of 50% pass in the following subjects

• Three fundamental subjects which must include English and Mathematics and a minimum of 60% in the three compulsory subjects from the Engineering and Related Design programme plus Mechanical Draughting and Technology plus one optional subject Physical Science.

This qualification comprises modules at Level 5 and 6 totalling the minimum 360 Credits.

Modules at Level 5

• Communication Studies I, 8 Credits.
• Digital Literacy I, 8 Credits.
• Electrotechnology I, 10 Credits.
• Mathematics I, 10 Credits.
• Mech. Engineering Drg. I, 10 Credits.
• Mech. Manuf. Eng. I, 10 Credits.
• Mechanics I, 10 Credits.
• Fluid Mechanics II, 10 Credits.
• Mathematics II, 10 Credits.
• Comp. Aided Draught I, 10 Credits.
• Strength of Materials II, 10 Credits.
• Thermodynamics II, 10 Credits.
• Mechanics of Machines II, 10 Credits.
• Work Integrated Learning (WIL) part 1 (Mechanical Eng. Pract I), 60 Credits.

Modules at Level 6

• Fluid Mechanics III, 10 Credits.
• Electrotechnology II, 10 Credits.
• Mech. Eng. Design II, 10 Credits.
• Mechanics of Machines III, 10 Credits.
• Strength of Materials III, 10 Credits.
• Thermodynamics III, 10 Credits.
• Applied Strength of Materials III, 10 Credits.
• Maintenance Eng. I, 10 Credits.
• Mech. Eng. Design III, 10 Credits.
• Hydraulic Machines III, 10 Credits.
• Steam Plant III, 10 Credits.
• Theory of Machines III, 10 Credits.
• WIL part 2 (Mechanical Eng. Pract II), 60 Credits.

(a) Compulsory Instruction Offerings

Any two of the following combinations

• Mechanics of Machines II, III and Theory of Machines III.
• Strength of Materials II, III and Applied Strength of Materials III.
• Fluid Mechanics II, III and Hydraulic Machines III
• Thermodynamics II, III and Steam Plant III.

Plus

• Mechanical Engineering Design II.
• Mathematics I.
• Communication Studies I.
• Mechanics I.
• Mechanical Engineering Drawing I.
• Mechanical Engineering Practice I and II.

(b) Optional Modules

The following subjects are offered to sufficient students wanting to do the module

• Motor Vehicle Eng. I, 10 Credits.
• Motor Vehicle Eng. II, 10 Credits.
• Mech. Manuf. Eng. II, 10 Credits.
• Mech. Manuf. Eng. III, 10 Credits.
• Mathematics III, 10 Credits.
• Management Skills I, 10 Credits.
• Machine Design III, 10 Credits.
• Engineering Materials and Science I, 10 Credits.

1. Apply engineering principles to systematically diagnose and solve well-defined engineering problems.
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.

Note: The purpose of work-integrated learning is to enable the learner to connect academic learning with workplace practice.

Associated Assessment Criteria for Exit Level Outcome 1

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

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of knowledge of Mathematics, Statistics, Natural Science and Engineering Science knowledge at a fundamental level is brought to bear on the solution of well-defined engineering problems.
• Applicable principles and laws are used.
• Engineering materials, components, systems or processes are analysed.
• Concepts and ideas are presented in a logical and methodical manner.
• Reasoning about engineering materials, components, systems or processes is performed.
• Procedures for dealing with uncertain/undefined/ill-defined variables are outlined and justified.
• Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• The design process is planned and managed to focus on important issues and recognises and deals with constraints.
• Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
• Design tasks are performed that include analysis and optimisation of the product, system or process, subject to relevant premises, assumptions and constraints.
• Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• The design logic and relevant information is communicated in a technical report.
• Procedures are applied to evaluate the selected design and assessed in terms of the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4

• The scope of the investigation is defined.
• Investigations are planned and conducted within an appropriate discipline.
• Available literature is searched and material is evaluated for suitability to the investigation.
• Relevant equipment or software is selected and appropriately used for the investigation.
• Data obtained is analysed and interpreted.
• Conclusions are drawn from an analysis of all available evidence.
• The purpose, process and outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• The method, skill or tool is assessed for applicability and limitations against the required result.
• The method, skill or tool is applied correctly.
• Results produced by the method, skill or tool are tested and assessed.
• Relevant computer applications are selected and used.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style and language of written and oral communication is appropriate for the purpose of the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of the text.
• Visual materials used enhance oral communications.
• Information is provided in a format that can be used by others involved in the engineering activity.
• Oral communication is delivered with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• The impact of technology is demonstrated in terms of the benefits and limitations to society.
• The engineering activity is analysed in terms of the impact on occupational and public health and safety.
• The engineering activity is analysed in terms of the impact on the physical environment.
• The methods to minimise/mitigate impacts outlined in 7.2 and 7.3 are considered.

Associated Assessment Criteria for Exit Level Outcome 8

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• Individual contributions made to team activities support the output of the team as a whole.
• Functioning as a team leader is demonstrated.
• A project is organised and managed.
• Effective communication carried out in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9

• Learning tasks are identified, planned and managed.
• The requirement for independent learning is identified/ recognised and demonstrated.
• Relevant information is sourced, organised and evaluated.
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10

• The nature and complexity of ethical dilemmas is described in terms of required practices, legislation and limitations of authority.
• The ethical implications of engineering decisions are described in terms of the impact on environment, the business, costs and trustworthiness.
• Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
• Responsibility is accepted for consequences stemming from own actions or inaction.
• Decision making is limited to area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Orientation to the working environment is described in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
• Labour practices used in the workplace are described in accordance with relevant legislation.
• Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.
• General administration procedures are described in terms of how they operate and the key purpose.
• Work activities are conducted in a manner suited to the work context.

Integrated Assessment

This qualification will combine Formative, Summative and diagnostic Assessment methodologies. There will be multiple assessment opportunities for the learners 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, practicals, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. Each level of the qualification has an extensive design module which will ensure that multiple outcomes and critical cross-field outcomes are evaluated in an integrated manner.

In terms of the institutional policy all Summative Assessments will be subjected to internal moderation. In addition, all Level 6 modules will be subjected to external moderation.