Higher Certificate in Construction Engineering

Purpose

The purpose of this Higher Certificate in Construction Engineering qualification is to equip the learner with broad and sound foundation of knowledge, cognitive and conceptual tools and practical skills regarding testing of construction materials or Water and Wastewater Infrastructure Operation and Maintenance. Further the qualification intends to develop the competency of the learner with the application of Occupational Health and Safety in the laboratory and the site environment or in Water and Wastewater Infrastructure facilities. At the end of this qualification, if the learner has completed all modules successfully in respective option, the learner will then have a basic and broad level of competence and skills to solve narrowly-defined engineering problems in his or her workplace. The process of development of a Technical Assistant who will deliver support to an engineering professional starts with the attainment of this qualification. The content of this higher certificate will enable a successful learner to practise as a technical assistant in the vocational occupations. The learner will be able to apply practical experience and skills gained in the qualification under minimal supervision. The qualification also forms the educational base required for learners to further their studies in their chosen field of study so as to become future technicians and/or engineering technologists. Specifically the purpose of educational qualification designed to meet this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Engineering Technical Assistant.

The Higher Certificate in Construction Engineering is designed to serve two purposes namely to provide access to the Higher Education in Engineering and to provide learners with the basic knowledge and practical skills that can be applied in an operative support occupation as an technical assistant in the workplace. To meet these requirements, this higher certificate in Construction Engineering includes fundamental learning which provides a foundation for transition into the higher engineering education:

• 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 that may be required for future registration in a Specified Category at National Qualification Framework (NQF) Level 5 with ECSA.

Rationale

South Africa is currently experiencing an unprecedented economic growth. Thus the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like the civil engineering profession. Thus the rationale for this Higher Certificate in Construction Engineering arises from three key recommendations of the Joint Initiative on Priority Skills Acquisition. These are:

• Accelerating the provision of priority skills to meet the Accelerated and Shared Growth Initiative for South Africa's objectives.
• Promoting greater relevance and responsiveness in the education and training system and strengthen the employability of graduates.
• Identifying blockages and obstacles within the system of education and training that stand in the way.

The qualification is intended to meet national requirements as Civil Engineering Professionals are listed on National Scarce Skills list.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate Credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above. This Recognition of Prior Learning may allow:

• Accelerated access to further learning at this or higher levels on the NQF.
• Gaining of Credits towards a unit standard.
• Obtaining of this Qualification in part or in whole.

Entry Requirements

The following are the minimum academic requirements to enrol for the Higher Certificate in Construction Engineering

• Senior Certificate (SC).

Or

• National Senior Certificate (NSC) passed with Higher Certificate studies.

Or

• National Certificate Vocational (NCV).

The qualification consists of compulsory and optional modules at NQF Level 5 totalling 140 Credits.

Compulsory Modules, 112 Credits

• Technical Mathematics, 21 Credits.
• Engineering Physics, 14 Credits.
• Communication Skills, 8 Credits.
• Computer Skills, 10 Credits.
• Information Literacy, 5 Credits.
• Life Skills, 5 Credits.
• Construction Engineering Graphics, 21 Credits.
• Construction Management, 21 Credits.
• Engineering Chemistry, 7 Credits.

Elective Modules, 28 Credits (select two)

• Soil Technology, 14 Credits.
• Concrete and Aggregate Technology, 14 Credits.
• Bitumen and Asphalt Technology, 14 Credits.
• Water Reticulation Operation and Maintenance, 14 Credits.
• Wastewater System Operation and Maintenance, 14 Credits.

1. Apply Engineering Principles to systematically analyse and solve broadly defined engineering problems.
2. Apply scientific and engineering knowledge to a variety of practical procedures and practices to solve narrowly-defined problems in Water Reticulation Operation and Maintenance.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct tests, experiments and measurements of narrowly-defined engineering problems by applying relevant codes and manufacturer guidelines.
5. Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of narrowly-defined engineering problems, with an awareness of the limitations.
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 society and the environment.
8. Handle construction processes and take responsibility for decisions taken.
9. Engage in independent and life-long learning.

Associated assessment criteria for Exit level Outcome 1

• The problem is defined and the criterion for an acceptable solution is identified.
• Relevant information and engineering knowledge and skills are identified for solving the problem.
• Various approaches are considered and formulated that would lead to workable solutions.
• Solutions are identified in terms of strengths and weaknesses for the overall solution.
• Solutions are prioritised in order of suitability.
• The preferred solution is formulated and presented in an appropriate form.

Associated assessment criteria for Exit level Outcome 2

• An appropriate mix of knowledge of Mathematics, Natural and Engineering Science at a fundamental level and in a Civil and Structural area is brought to bear on the solution of narrowly-defined engineering problems.
• Applicable principles and laws are applied.
• Appropriate engineering materials, components or processes are selected.
• Concepts and ideas are communicated effectively.
• Reasoning about engineering materials, components, systems or processes is performed.
• Work is performed within the boundaries of the Civil and Structural 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 component testing to relevant premises, assumptions and constraints.
• Alternatives are evaluated for implementation and a preferred solution is selected on an elementary, technical and cost basis.
• The design logic and relevant information are communicated in a report.
• Occupational health and safety and environmentally related risks are identified and appropriate measures considered.

Associated assessment criteria for Exit level Outcome 4

• Tests, experiments and measurements are conducted within an appropriate discipline.
• Available literature is identified and selected for suitability to the task.
• Equipment is used in accordance with original equipment manufacture's specifications.
• Information is interpreted and derived from available data.
• Conclusions are drawn from an evaluation of all available evidence.
• The purpose, process and outcomes of the task are recorded in a report.

Associated assessment criteria for Exit level Outcome 5

• The appropriate method, skill or tool is selected and applied to achieve the required result.
• Results produced by the method, skill or tool are verified against requirements.

Associated assessment criteria for Exit level Outcome 6

• The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials are used to 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 engineering activity is considered in terms of the impact on the public health and safety.
• The engineering activity is considered in terms of the impact on the occupational health and safety.
• The engineering activity is considered in terms of the impact on the natural environment.

Associated assessment criteria for Exit level Outcome 8

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively and on time.
• Individual contributions made to team activities support the output of the team as a whole.
• The ethical implications of the impact of engineering decisions are known and understood.
• Responsibility is accepted for consequences stemming from own actions or failure to act.
• Decision making is limited to area of current competence.

Associated assessment criteria for Exit level Outcome 9

• Learning tasks are identified, planned and managed.
• Independent learning is undertaken: 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.

Integrated Assessment

This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. However, these statements could be reworded within the context of the qualification:

• Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
• Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.
• Assessment of fundamental should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
• The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:

> Portfolios.

> Simulations.

> Practical workbooks.

> Written assignments.

> Written tests.

> Case studies and case presentations.

> Peer group evaluation.

> Face to face contact with learners.

> Quest Lecturers.

> Field/site visits.

• Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
• Assessment should ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.