Diploma in Pulp and Paper Technology

Purpose

The Diploma in Pulp and Paper Technology 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. Also, the qualification enables learnersto apply their knowledge and skills to a specific career or professional contexts while equipping them to undertake more specialised and intensive learning.

The design of the qualification places emphasis on laying a foundation of the fundamentals of Diploma in Pulp and Paper Technology. It is designed coherently, taking care of pre-requisite knowledge in first-year modules and then expanding the in-depth pulp and paper knowledge in years 2 and 3.

The learners of this qualification will have todevelop the ability to apply established and newly developed engineering technology to solve well - defined problems. Also, develop components, systems, services and processes. They will provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They will work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks. Furthermore, this qualification provides aspiring technicians with the knowledge to operate and improve pulp and paper engineering processes in an efficient, safe and profitable way. Thus, the engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this standard.

Rationale

The pulp and paper industry recognises the need to be globally competitive by having competent operational staff to operate today's plants and equipment. Also, installing equipment in the future is becoming increasingly complex and automated. Therefore, the industry needs operational staff who can adapt to future technology and who are at the same competency level as their global competitors.

Currently, the majority of operators have an N2/N3 Certificate. Operational staff are not on the same competency level as our global competitors. There is no standard for education and training, and insufficiently trained people fulfil the present needs. Surveys conducted in the industry have revealed that the HIV/AIDS epidemic is likely to have a significant impact on some mills. Besides, the current workforce is ageing, and a significant proportion of the current experienced workforce will retire in the next ten years. There has also been a steady loss of skills due to emigration.

In anticipation of future job requirements and the need to improve the competence of operational staff, the estimated number of new employees required in this industry varies from 100 to 200 per year.

The institution determined that there is a need for this qualification through consultation with line managers in the industry which incorporates the industry's requirements.

A "Memorandum of Agreement" has been drafted by the participating industries, i.e. Mondi Ltd, Sappi Management Services Pty) Ltd and Nampak Tissue (Pty) Ltd.

The qualification will provide the necessary educational vehicle for this leadership. A learner who graduates from this qualification will fulfil the role of "process controller" whose responsibilities will include the following:

• Management/supervision of operating staff (Team Leader).
• The quality and quantity of product produced.
• Ensure the optimal operation of plant and equipment.
• Make recommendations on modifications to plant to improve quality and outputs.
• Make operational decisions such as plant shut down and startup, grade changes, and maintenance.

The qualification meets national requirements, the needs of learners and other stakeholders, and is intellectually credible. It is designed coherently and articulates well with other relevant qualifications, where possible.

This qualification provides

a) Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to contribute to the economy and national development;

b) Entry to an Advanced Diploma or a combination of Work-Integrated Learning equivalent to at least 30 Credits but does not exceed 120 Credits and coursework.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. Recognition of Prior Learning processes ensures the achievement of this qualification in part.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate without endorsement.

Or

• National N3 Certificate.

Or

• National N4 Certificate.

Or

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

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 384 Credits.

Compulsory Modules, Level 5, 132 Credits

• English for academic purposes, 12 Credits.
• Ethical Information and Communication Technologies for Development Solutions, 12 Credits.
• Pre-calculus Mathematics A, 12 Credits.
• Chemistry I (Theory), 12 Credits.
• Chemistry I (Practical), 12 Credits.
• Physics I (Theory), 12 Credits.
• Physics I (Practical), 12 Credits.
• Mathematics I (Engineering), 12 Credits.
• Pulp and Paper Science I, 12 Credits.
• Chemical Engineering Fundamentals I, 12 Credits.
• Process Safety and Environmental Engineering, 12 Credits.

Compulsory Modules, Level 6, 252 Credits

• Pulp and Paper Technology I, 12 Credits.
• Pulp and Paper Technology II, 12 Credits.
• Pulp and Paper Technology III, 12 Credits.
• Chemical Engineering Fundamentals II, 12 Credits.
• Transport Phenomena, 12 Credits.
• Chemical Engineering Thermodynamics, 12 Credits.
• Mineral Processing Principles, 12 Credits.
• Separation Principles I, 12 Credits.
• Engineering Management I, 12 Credits.
• Process Control, 12 Credits.
• Pulp and Paper Practicals, 12 Credit.
• Workplace-based Learning I: Pulp and Paper, 60 Credits.
• Workplace-based Learning II: Pulp and Paper, 60 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 broadly-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.
11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify 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 solutions 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 level on the solution of well-defined engineering problems.
• Use applicable principles and laws.
• Analyse engineering materials, components, systems or processes.
• 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 important issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources 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 a preferred solution 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 chosen 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.
• Plan and conduct investigations within an appropriate discipline.
• Search available literature, and evaluate material for suitability to the investigation.
• Select and use relevant equipment or software appropriately for the investigation.
• Analyse and interpret the data obtained.
• Draw conclusions from 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 the results produced using the method, skill or tool.
• Relevant computer applications are selected and used.

Associated Assessment Criteria for Exit Level Outcome 6

• Use the structure, style and language of written and oral communication appropriately for the communication and the target audience.
• Graphics are used appropriately and effectively in enhancing the meaning of the text.
• Use visual materials to improve 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 of 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.

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 to support the output of the team as a whole.
• Demonstrate the 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.
• Identify/recognise and demonstrate the requirement for independent learning.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge 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.

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.
• Demonstrate judgements in decision making during problem-solving and design are ethical and within acceptable boundaries of current competence.
• Accept responsibility for consequences stemming from their actions or inaction.
• Ensure decision making is limited to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Describe orientation to the working environment in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
• Describe the labour practices used in the workplace in accordance with 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.
• Report knowledge and understanding gained from the Work-Integrated Learning period in a prescribed format, using appropriate language and style.

Integrated Assessment

Identified components of assessment will address the summative assessment of the Exit Level Outcomes. Learners will derive evidence from significant work or multiple instances of limited scale work.

Modules in this qualification have two assessment components as follows

• Formative Assessment: This form of assessment includes assignments based on the learning material, progress reports for practicals conducted, and competencies applied. The process is continuous and focuses on small sections of the work. (20 % of the final mark).
• Summative assessment: Examination (both written and oral) or assessment such as the portfolio of a section or the use of a Project. The summative assessment examines the learner's ability to manage and integrate a large body of knowledge.