Diploma in Sustainable Energy

Purpose

To position a suitable learner academically with an appropriate mix of relevant subjects in order to obtain employment or add value to current employment as an analyst and advisor on the electricity efficiency and the supplementary use of electricity from renewable energy resources.

Rationale

In countries like Denmark, China and the USA there has been a very strong growth in wind generated electricity. The International Energy Agency (IEA) expects the energy derived from renewable sources to triple over the period 2010-2035. It is also expected that energy from coal and gas will drop from 68% in 2008 to 55% in 2035. However this reduction will originate more from hydro and nuclear generation. It is not expected that wind power generated electricity would contribute more than 2% to world energy by 2035. The reason is simply that although wind generation is not a very labour intensive operation it remains, from a capital investment perspective, far more expensive. The same is currently true of photovoltaic generation. And linking up with existing grids also has expenses of its own. But even so, the drive for alternative resources for electricity is on and could be viewed as a permanent part of the future energy scenario.

Given the international commitments the South African government has made, it is also a given that the move towards technologies for renewable energy will gain momentum in South Africa. Closely analogous arguments to those in the water sector arise regarding energy. Electricity production in South Africa is currently operating close to its margins, and by global standards, with an unacceptable carbon footprint. There is currently a significant drive for establishing a range of alternative energy technologies, with solar, biogas and wind energy ventures. There is a need for more technical and advising capacity to back up the implementation of these innovations in the differing urban and rural contexts of South Africa.

Recognition of Prior Learning (RPL)

Selection of such learners will be conducted on an individual basis in accordance with the Recognition of Prior Learning (RPL) policy of the Institution. A functional system for RPL is in place at the Institution.

RPL applications for the institution are received by the Centre for Assessments and Graduations. The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Faculty of Health and Environmental Sciences for assessment.

Entry Requirements

To register for the Diploma in Sustainable Energy the candidates should be in possession of

• National Senior Certificate (NSC) granting access to Diploma studies.

Or

• Senior Certificate with at least a pass in Mathematics and Physical Science.

Or

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

The Diploma in Sustainable Energy consists of compulsory modules at NQF Level 5 with 120 Credits and modules at NQF Level 6 with 240 Credits totalling 360 Credits.

Modules at NQF Level 5

• Communication Skills, 6 Credits.
• Computer Skills, 6 Credits.
• Mathematics, 12 Credits.
• Digital Technology, 12 Credits.
• Mechanical Technology, 12 Credits.
• Applied Electrical Principles, 12 Credits.
• Energy Conversion, 12 Credits.
• Electrical Machines, 12 Credits.
• Thermo-Fluids, 12 Credits.
• Alternative Energy, 12 Credits.
• Modern Communication Practices, 12 Credits.

Modules at NQF Level 6

• Mathematics, 12 Credits.
• Green Buildings and Practices, 12 Credits.
• Applied Mathematics, 12 Credits.
• Control Systems, 12 Credits.
• Energy Systems, 12 Credits.
• Management, 12 Credits.
• Energy Audit, 12 Credits.
• Energy Management Technology, 12 Credits.
• Energy Efficiency Project, 12 Credits.
• Entrepreneurship, 12 Credits.
• Work Integrated Learning, 60 Credits.
• Work Integrated Learning, 60 Credits.

1. Apply scientific and engineering principles to systematically diagnose and solve well-defined problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied procedures, processes, systems and methodologies to solve well-defined 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 scientific and engineering tools including information technology for the solution of well-defined problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing within a scientific and engineering context.
7. Demonstrate knowledge and understanding of the impact of scientific and engineering activities on the society, economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of management principles and apply these to own work, as a member and leader of a technical team to manage projects.
9. Engage in independent and lifelong learning through well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of engineering technical practice.
11. Demonstrate understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

Associated Assessment Criteria for Exit Level Outcome 1

• Criteria identified for an acceptable solution are analysed and defined.
• Relevant information and engineering knowledge and skills for solving problems are applied.
• Various approaches are considered to create and formulate workable solutions.
• Best solutions are selected, modelled and analysed.

Associated Assessment Criteria for Exit Level Outcome 2

• Mathematical, scientific and engineering principles and laws to analyse systems and processes are applied.
• Concepts and ideas are presented in a logical and methodical manner.
• Procedures for dealing with uncertain/undefined/ill-defined variables are justified.
• Work within the boundaries of the practice area is conducted.

Associated Assessment Criteria for Exit Level Outcome 3

• Design problems formulated to satisfy user needs, within the applicable standards, codes of practice and legislation.
• Design process is planned and managed with focus on important issues while dealing with constraints.
• Acquired knowledge, information and resources are used in order to apply appropriate principles and design tools to deliver a workable solution.

Associated Assessment Criteria for Exit Level Outcome 4

• The scope of the investigation is defined, planned and conducted within the discipline.
• Available literature is researched and evaluated for suitability to the investigation.
• Relevant equipment or software is selected and used appropriately in the investigation.
• Data obtained is analysed and interpreted to reach a conclusion.
• All the outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• The applicability and limitations of different methods, skills or tools are assessed and correctly applied.
• 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

• Information is communicated orally and in writing appropriately for the target audience.
• Graphics and visual material are used to enhance communication.
• Information is provided in a format that can be used by others involved in the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 7

• Activities are analysed in terms of the impact on occupational and public health and safety as well as the impact on the physical environment.

Associated Assessment Criteria for Exit Level Outcome 8

• Principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• Projects are organised and managed with effective communication by the team leader.

Associated Assessment Criteria for Exit Level Outcome 9

• Learning tasks are identified to plan and the sourcing of information is managed.
• Acquired knowledge from outside the classroom is interpreted and effectively applied.
• Awareness of the need to maintain competence through keeping abreast of up-to-date tools and techniques available in the workplace is displayed.

Associated Assessment Criteria for Exit Level Outcome 10

• The nature and complexity of ethical dilemmas is understood in terms of required practices, legislation and limitations of authority.
• Decisions taken during problem solving and design are judged to be ethical and within acceptable boundaries of current competence.
• Responsibility and consequences stemming from own actions or inaction are accepted.
• Decisions limited to area of current competence are made.

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 explained in accordance with relevant legislation.
• Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.
• Work activities are conducted in a manner suited to the work context.
• Knowledge and understanding gained from the work-integrated learning period is reported in a prescribed format, using appropriate language and style.

Integrated Assessment

An appropriate procedure for internal assessment, external moderation is in place. Assessment methods can include tests, class participation activities, presentations, independent projects, simulations and formal examinations.

With regard to experiential learning, assessment takes place in the form of work integrated learning (WIL). For experiential learning learners will be assessed on their WIL by both the employer and the WIL facilitator. The employer will receive an evaluation sheet on which to evaluate the learner for the duration of their WIL. Learners will also be required to hand in reports on their training experience.

In the Department of Electrical and Computer Systems Engineering, we strive to appoint moderators that have both occupational experience and a degree of educational experience. Instructional offerings at year I and II are assessed and moderated internally, whereas at year -III offerings are moderated externally.