Higher Certificate in Engineering in Electrical Engineering

Purpose

The Higher Certificate in Engineering in Electrical Engineering qualification is designed to serve two purposes such as to provide access to Higher Education in Engineering and to provide learners with the introductory knowledge, cognitive and conceptual tools, and procedural skills that can be applied in an operative support occupation or role in electrical engineering. The qualification provides a thorough grounding in mathematics and natural sciences relevant to electrical engineering, engineering sciences, engineering design and the ability to apply specific established methods. Engineering knowledge is complemented by methods for understanding the impacts of Electrical Engineering solutions on people and the environment.

Learners will be able to operate as technical assistants to effectively support Artisans, Technicians, Technologists and Engineers in the field of electrical engineering. This qualification will prepare learners for careers in electrical engineering and contribute to the full development of the learner within the environment by providing recognition and further mobility within the field. The qualification supports the philosophy of life-long learning as learners will be able to increase their access to employment. In addition, this programme also caters for individuals who are employed but lack the certification to perform efficiently or to be promoted.

This qualification is the start of a career path in electrical engineering. The skills, value attributes, and knowledge reflected in this qualification are building blocks that will prepare learners for progression along the learning ladder. The qualification provides the education base for achieving proficiency as stipulated by the Engineering Council of South Africa (ECSA) in the electrical and electronic engineering industry and provides the basis for entrance into the Advanced Certificates or Diplomas in Electrical Engineering. This qualification is designed in alignment with the applicable standard to meet the educational requirement towards registration as a Candidate or Engineering Specified Category Practitioner with the Engineering Council of South Africa for the Electrical Engineering discipline.

Upon completion of the qualification, qualifying learners will be able to

• Identify, formulate, analyse, and solve specifically defined engineering problems.
• Apply knowledge of mathematics, natural science and engineering sciences to wide practical procedures and practices to solve well-defined engineering problems.
• Perform procedural design of components, systems, engineering works, products, or processes.
• Demonstrate competence to design and conduct investigations and experiments using appropriate engineering methods, skills, and tools, including those based on information technology for the solution of specifically defined engineering problems, with an awareness of the limitations.
• Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
• Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.

Rationale

As the country battles high unemployment rates, it is striking to note that there are insufficient applicants with qualified skills for available career opportunities. Disturbing findings on the scarcity of professionals in some fields have gained widespread coverage in the recent past following employer frustrations to find adequately skilled workers. As a result, many South African workers are now asking, which skills are most in demand by employers.

Electrical engineering forms part of a learning pathway of electrical engineering qualifications across various public and private industries and sectors. Electrical engineering also provides for limited entrepreneurial opportunities for economic development in the country.

Electrical Engineering Technologists are involved in researching, designing, installing, and testing electrical and electronic equipment, as well as supervising its manufacture. Their work involves the generation, distribution and management of all appliances and installations that generate or use electrical energy. Hence, the electrical engineering sector has always been critical for manufacturing, industrial development, and socioeconomic and service delivery goals and objectives in South Africa. In particular, the electrical engineering sector is pivotal in addressing historical structural and systemic inequalities and challenges. Further, there is a steady growth in careers that are linked to this sector in South Africa and the rest of the world.

Statistics available from the National List of Occupations in High Demand (2018) reflect a crucial need for electrical engineers and electrical engineering technicians. This need was re-iterated in the 2020 List of Occupations in High Demand study Labour Marketing Intelligence report. Additionally, to function effectively within the current environment, practitioners must be trained in the use of engineering design and science-based technology and tools to succeed in their field, particularly in this competitive global economy.

The current skills deficit across all sectors means that there is a premium placed on staff who are qualified and able to perform across the key areas of providing support for artisans, technicians, and engineers. The Department of Home Affairs (DHA), report on Top scarce skills in South Africa in 2023 also reiterated the need for electrical engineers and technicians. The current skills shortage also requires that employees be equipped with skills and knowledge that are key to the transformation of the South African economy and that they can contribute to the positive performance of their employers. Further, there is also a need for entry-level qualifications, which are vocationally and industry focused.

Recognition of Prior Learning (RPL)

The institution has increasingly considered how learning that has taken place in a range of contexts may be assessed and formally recognised through accreditation.

The institution's RPL process is aligned with national RPL Policies.

As per the national and institutional RPL policies and procedures, RPL applies to all prospective candidates. The limitation of 10% of the cohort with regard to admission applies as stipulated in the CHE guidelines.

RPL for credit

This qualification may be achieved in part through the recognition of prior learning (a maximum of 50% of the credits), which includes informal, and formal learning and work experience. The candidate must demonstrate competence in the knowledge, skills, values, and attitudes indicated in the qualification to obtain credit exemptions.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.

Or

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

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules at NQF Level 5, totalling 120 Credits.

• Mathematics, 14 Credits.
• Physics, 14 Credits.
• Drawing, 14 Credits.
• Electrical Engineering Practice, 14 Credits.
• Communication and Information Literacy Skills, 8 Credits.
• End User Computing for Engineering, 10 Credits.
• Digital Technology, 14 Credits.
• Electrical Technology, 14 Credits.
• Autotronic Technology, 14 Credits.
• Project Management Basics, 10 Credits.
• Electronic Technology, 14 Credits.

1. Identify, formulate, analyse, and solve specifically defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to wide practical procedures and practices to solve well-defined engineering problems.
3. Demonstrate competence to design and conduct investigations and experiments using appropriate engineering methods, skills, and tools, including those based on information technology for the solution of specifically defined engineering problems, with an awareness of the limitations.
4. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
5. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial, and physical environment.
6. Demonstrate competence to work effectively as an individual, in teams and multidisciplinary environments.
7. Demonstrate critical awareness of the need to act professionally and ethically exercise judgment and take responsibility within your own limits of competence.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Identify and define the criterion for an acceptable solution.
• Identify the relevant information and engineering knowledge and skills for solving the problem.
• Consider various approaches formulated that would lead to workable solutions.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Apply an appropriate mix of knowledge of Mathematics, Natural and Engineering Science at a fundamental level.
• Select and apply appropriate engineering materials, components, or processes.
• Perform reasoning about engineering materials, components, systems, or processes.

Associated Assessment Criteria for Exit Level Outcomes 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 recognise and deal with constraints.
• Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.
• Evaluate alternatives and select a preferred solution for implementation on an elementary, technical, and cost basis.
• Identify occupational health and safety and environmentally related risks and consider appropriate measures.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Communicate design logic and relevant information in a technical report.
• Apply visual materials to enhance oral communications.
• Provide information in a format that can be used by others involved in the engineering activity.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Carry out individual work effectively, strategically and on time.
• Support the output of the team as a whole and individual contributions made to activities.
• Illustrate team leader abilities and organize and manage projects.
• Carry out effective communication in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Apply knowledge and maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.
• Accept responsibility for consequences stemming from own actions or failure to act.
• Analyse the engineering activity in terms of the impact on the physical environment, considering the methods to minimize or mitigate impacts as outlined above.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Apply known ethical implications and the impact of engineering decisions.
• Illustrate awareness of the need to act professionally and ethically to exercise judgment and take responsibility within own limits of competence.
• Apply knowledge and understanding of workplace practices to solve engineering problems consistent with academic learning achieved.
• Accept responsibility for consequences stemming from own actions or failure to act.

INTEGRATED ASSESSMENT

This qualification uses the following assessment strategies namely summative and formative strategies. A number of assessment techniques and instruments are used to ensure appropriate learning and evaluation.

Varied approaches for the calculation of the final mark can be used in keeping with the academic requirements of the subject matter. In some cases, such as WIL modules and project-based modules, no written examination will be provided.

• Class Test 20%
• Written Assignment/Project 20%
• Mid-Year Written Examination 60%
• Final Mark: 100%

In the above example, 40% of the DP mark and 60% of the written examination are combined to produce the final total.

Moderation of assessments

All formative and summative assessments of non-exit level modules will be internally moderated by either the Programme Co-ordinator or Module coordinator.

All exit-level modules per qualification will be externally moderated. External moderators are appointed from industry or Public Higher education institutions, external moderators must be in possession of a qualification that is one level higher than the level being taught. They must have experience and subject knowledge related to the subjects being tested.

For Work Integrated Learning modules, a sample of panel interview assessment reports, WIL logbook assessment reports, site visit reports and workplace supervisor reports are sent to an external moderator for evaluation.