Higher Certificate in Construction and Engineering Drafting

Purpose

The aim of the Higher Certificate in Construction and Engineering Drafting is

• To equip the student with the theoretical background and practical know-how of a combination of drawing skills to enable the student to function well in a drafting office in the business environment.
• Familiarise the student with the necessary computer literacy skills to handle computer aided drafting effectively.

Rationale

The addressing of equity in the workplace aims to create access opportunities for previously disadvantaged individuals entering the job market. To enhance employment opportunities the necessary skills and competencies should be required. The technical drafting environment in the field of Manufacturing, Engineering and Technology could provide opportunities for such individuals at entry level.

The qualification provides a good technical drawings foundation and computer literacy skills, availing opportunities for the individual to further qualifications in the fields of architecture, civil and structural drawing and drafting over a broad interest spectrum.

Recognition of Prior Learning (RPL)

RPL can be used to admit no more than 10% of a cohort but to date very few students have been admitted through the formal RPL process which is governed by the relevant policies. RPL processes are programme specific in that the criteria against which evidence of prior learning must be provided are determined by the learning normally assumed to be in place for qualifications at the level concerned in the field concerned. Instruments are only designed when requests are made as they are expensive to design, implement and assess. To date most applications to the Indipendant Institute of Education (IIE) for RPL of non-formal learning are at the Honours Level. The procedure is governed by the Academic Credit Policy and Qualification Completion Policy [IIE004] while recognition of non-formal learning is governed by the Recognition for Prior Learning Policy [IIE010]. Both are discussed here.

In addition to RPL a Credit Accumulation and Transfer mechanism exists for access and advance standing for formal learning from a recognised, registered and accredited institution on a registered and accredited qualification. CAT rules as proposed by national policy are applied - no more than 50% of a completed qualification which cannot represent more than 50% of the target qualification will be awarded. In reality these percentages rarely exceed more than 25%.

If an applicant applies for an RPL admission, the learning assumed to be in place for the programme is assessed against exit level outcomes equivalent to the formal learning required for admission. This would include an evaluation of the content as well as the applicant's cognitive and technical competence. Applicants prepare a portfolio against these stated requirements which is then assessed by a team of experts/ academics in line with the policy.

Recognition is awarded for

• Learning, and not for experience per learning that is on the level of the specific level descriptors of the qualification/ unit standard.
• Learning that is in line with applied competence and has a balance between theory and practical application appropriate to the subject or unit standard.

Entry Requirements

• A NSC with Higher Certificate admission- A minimum of 30 % for English is required.

Or

• A NC(V) with Higher Certificate admission - A minimum of 40 % in English on either First Additional Language or Home Language level, with a minimum of 40% in Life Orientation and a minimum of 50% in four vocational subjects.

Or

• A SC (without endorsement) or equivalent- A minimum of five subjects must be passed.

Mature Age Exemption

• Candidates must have attempted matric/Grade 12, attained the age of 23 before or during the first year of registration with three years' work experience and proven ability relating to the proposed programme as well as adequate communication skills.

Or

• Candidates must have attained the age of 45 before or during the first year of registration.

1. Collaborate and communicate effectively and professionally as a member of a draughting team.
2. Demonstrate effective use of basic computer literacy skills.
3. Demonstrate the application of drafting and drawing techniques based on given scenarios.
4. Demonstrate understanding of the materials, equipment and instruments used in the drafting environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Engage professionally with team members and external stakeholders.
• Write a proposal document to a made to a plan, drawing or brief.
• Communicate with team members and external stakeholder by way of memoranda, minutes and agenda's.
• Identify and explain the role, purpose and application of communication in the business environment and be able to utilize communication skills within the specific industry.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply basic computer literacy skills to record, create, store and access information with specifically communication in mind.
• Apply relevant computer knowledge in the setting up, the maintaining and retrieval of different types of communication as well as the production, manipulation and retrieval utilising the relevant computer software for its designed purpose.

Associated Assessment Criteria for Exit Level Outcome 3

• Assess site plans and drawings for correct incorporation of industry requirements and building standards in the industry and area of operation.
• Demonstrate competence in the reproduction of drawings both manually and in computerized format.
• Demonstrate thorough understanding of the incorporation of SABS standards in the design of various structures.
• Demonstrate competence in the use and application of computerized drawing techniques in planning, compiling, saving and retrieval of documentation through effective navigation of a drawing programme.
• Demonstrate competence in drawings for construction purposes and site plans within the framework of industry specifications and requirements.

Associated Assessment Criteria for Exit Level Outcome 4

• Calculate, design and depict various structural support designs for steel, concrete, reinforcement as well as bends and hooks in the area of structural engineering.
• Demonstrate knowledge of the specific requirements of structural steel designs in the drafting of such structures (Demonstrate the correct depiction of structural reinforcement for a variety of support and anchoring structures).
• Demonstrate knowledge of the specific requirements of reinforced concrete designs for incorporation in scaled drawings.
• Demonstrate knowledge of the calculation and measurement of bending dimensions for various shape codes, types of bends and hooks, for mild steel and the correct drafting of such designs. (Demonstrate competence in the calculations of bending dimensions for the drawing of hooks and bends for mild steel complying with SABS standards.
• Apply generic drafting principles in the planning, design, assessment and maintenance of drafting output according to industry specifications, legislations and requirements standards in the areas of structural, architectural and civil drafting.

Intergrated Assessment

Formative assessment

Learning and assessment are integrated. Continual formative assessment is required so that students are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests and an integrated programme portfolio based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment

Summative assessment is concerned with the judgment of the learning in relation to the Exit Level Outcomes of the qualification. Such judgment must include integrated assessments which test the student's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practiced and assessed. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated assessments will be designed to achieve

• An integration of the achievement of exit level outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
• The evaluation of learner performance which can provide evidence of applied competence.
• Criterion-referenced assessment which is clearly explained to, and understood by, the students and which can be applied in the recognition of prior learning.