Higher Certificate in Electrical Engineering

Purpose

The Higher Certificate in Electrical Engineering is designed to serve two purposes namely: to provide access to Higher Education in Engineering and to equip learners with the basic knowledge and practical skills that can be applied in an operative support occupation as e.g. technical assistant in the workplace. To meet these requirements, this qualification includes fundamental learning of at least 35 Credits which provides a foundation for transition into the Higher Engineering Education, that is, Diploma and Degree studies.

This qualification provides

• Preparation for careers in engineering and areas that potentially benefit from engineering skills, technical proficiency and contributing to the economy and national development. Entry to qualifications such as the Advanced Certificate, Diploma or Bachelor of Engineering Technology in Electrical Engineering.
• The educational base that may be required for future registration in a Specified Category at NQF Level 5 with Engineering Council of South Africa (ECSA).

Rationale

This qualification is designed to meet the requirements of the Engineering Council of South Africa's (ECSA) qualification standards for the engineering sector. As this is a vocational qualification, the balance between theory and practical work per module varies about 60/40 and the practical application in modules on Workshop Practice and Electronic Assembly is about 80%. The final curriculum of this qualification with the different module content was approved by the Department of Engineering Advisory Committee of the institution.

Recognition of Prior Learning (RPL)

The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes. Credits achieved through RPL must not exceed 50% of the total credits and must not include Credits at the Exit Level.

Assessment for RPL must be done in compliance with the institutional policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments, unless otherwise recommended and approved by the Senate.

The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

Assessments must be conducted by academic staff (subject matter experts) with the appropriate RPL knowledge and/or experience. As required by the policy on assessment and moderation, all exit level assessments must be moderated by an external moderator. (Please refer to policy on assessment and moderation).

Entry Requirements

The minimum entrance requirements are

• Senior Certificate.

Or

• National Senior Certificate with endorsement to enter Higher Certificate Studies.

Or

• National Certificate Vocational at Level 4 with endorsement to enter Higher Certificate Studies.

This qualification consists of compulsory and elective modules at NQF Level 5 totalling 140 Credits.

Compulsory Modules, 126 Credits

• Communication Skills, 8 Credits.
• Computer Skills, 10 Credits.
• Engineering Graphics, 14 Credits.
• Engineering Physics, 14 Credits.
• Information Literacy, 1 Credit.
• Life Skills, 21 Credits.
• Technical Mathematics, 21 Credits.
• Digital Technology, 14 Credits.
• Electrical Technology, 14 Credits.
• Electronic Technology, 14 Credits.
• Workshop Practice, 14 Credits.

Elective Modules, 28 Credits (Choose 1)

• Autotronic Technology, 14 Credits.
• Electronic Assembly, 14 Credits.

1. Apply engineering principles to systematically diagnose and solve narrowly-defined engineering problems.
2. Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of engineering problems, with an awareness of the limitations.
3. Communicate effectively, both orally and in writing within an engineering context.
4. Demonstrate knowledge and understanding of basic engineering management principles.
5. Understand and commit to ethics, responsibilities and norms of engineering practice.

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 for solving the problem are identified.
• Various approaches that would lead to workable solutions are considered and formulated.
• 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

• 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.
• Computer applications are selected and used as required.

Associated Assessment Criteria for Exit Level Outcome 3

• 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 4

• 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.

Associated Assessment Criteria for Exit Level Outcome 5

• 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.

Integrated Assessment

Formative assessment is an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Formative assessment will be used to guide the students during the semester or year in their progress towards achieving the different exit level outcomes.

Summative assessments are guide by the institutional policy attached and a minimum of four assessments are required for semester based modules and at least six assessments for year modules offered. A minimum of three and a maximum of five opportunities will be given to learners to achieve the different exit level outcomes during the period of study. The learner/s, who do not master the exit level outcome, will fail the module regardless of the final mark obtained.