Higher Certificate in Engineering in Industrial Engineering

Purpose

The purpose of this qualification is to prepare learners for a career in the industrial engineering field. A Higher Certificate in Engineering in Industrial Engineering graduate will be able to competently apply an integration of theory, principles, techniques, practical experience and appropriate skills to specifically defined problems in the field of engineering while operating within the relevant standards and codes. They will be able to demonstrate a general engineering knowledge, as well as systematic knowledge, of the main terms, procedures and principles of the engineering discipline; gather evidence from the relevant sources using available retrieval skills, organize and synthesize and present the information professionally to the audience; and demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context.

This qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent industrial engineering support occupation practitioner.

The purpose of the Higher Certificate in Engineering in Industrial Engineering is in line with the exit level outcomes of the qualification which focuses on the skills required from a future support occupation technician.

Obtaining this qualification will enable a graduate to acquire the knowledge, skills and values to

• Prepare for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to contribute to the economy and national development.
• Cover sufficient ground in all industrial engineering aspects, allowing for direct access to NQF level 6 studies in a range of engineering specialisations.
• Encourage life-long learning by setting achievable milestones.

The Higher Certificate in Engineering in Industrial Engineering learners completing this qualification will demonstrate competence in all twelve (12) graduate attributes contained in Engineering Council of South Africa (ECSA) generic document E-07-SC rev.4, 01 of September 2020. The qualification is industry-orientated, and designed to integrate well into the industry at existing levels. The qualification focuses on technology and software skills as a tool.

The qualification will lay a foundation in the broad principles and practices of special engineering categories. Learners will be introduced to creative and visual thinking, design thinking and the design process, analysis and visual communication approaches in engineering design to prepare them for professional practice.

Critical thinking, problem-solving, and creative / design thinking are fostered throughout the qualification in the various projects. It equips learners with an integrated set of conceptual and applied abilities that prepare them to think in a flexible, problem-solving manner outside of the confines of a single field of engineering.

At the end of this one-year qualification, the learner could either enter the industry as a qualified special category engineering practitioner or continue with their tertiary education at NQF level 6. The focus is two-fold, to provide the learner with an introduction to theoretical modules while honing their technical skills and knowledge. This provides efficiency in qualification delivery and encourages learners to register for further studies.

Rationale

Generally, in industry, there is a shortage of engineering graduates, specifically industrial engineers. The qualification design reflects the new standard for engineering practitioners as required by the Engineering Council of South Africa (referred to as the ECSA hereafter), based on the new HEQF-aligned ECSA document E-07-SC; REVISION No. 4: 01 September 2020; Qualification Standard for the Higher Certificate in Engineering: NQF Level 5. This qualification was endorsed by constituents from the industry via intensive consultations and advisory committee meetings.

The minimum 120 credit Higher Certificate Engineering (Industrial engineering) is part of a group of new qualifications in engineering that will increase the institutional reputation and will attract more local and international learners, leading to an improved international scholarly output. The Higher Certificate Engineering (Industrial engineering) graduates will apply established and newly developed engineering technologies to solve specifically defined problems and develop components, systems, services and processes. An emphasis of the developed qualification is to instil the ability to question and critically evaluate answers obtained from theoretical and computer analysis work, which seems to be lacking in most graduates.

The first competence described at the NQF level 5 is the ability of the learner to demonstrate an informed understanding of the core areas of one or more fields, disciplines or practices, and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice. This qualification is an entry-level higher education qualification and is part of the technology stream with an industry-oriented focus. However, the qualification also serves to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in their chosen field of study. It emphasises selected general principles together with more specific procedures and their application. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in a particular field or occupation and can apply such knowledge and competence in an occupation or role in the workplace. The Higher Certificate typically includes a simulated work experience or work-integrated learning (WIL) component. For this qualification, the WIL component is in the form of seven integrated projects.

The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education & Training Framework for the National Skills Development Strategy (NSDSIII). Skilled engineering practitioners are required to meet the developmental needs of the country in all engineering fields. The qualification is expected to be viable as the enrolment for the current qualifications showed a significant number of learners, an average of 100 enrolments per year for the last two years and projected to increase by 10%.

The institute wants to expand the educational choices to all new learners and Artisans, Supervisors and Inspectors in the engineering field in the country, providing access towards Entrepreneurs, Technicians, Technologists, Engineers and Researchers, progression while allowing transfer between institutions (working according to ECSA requirements and Review of HEQSF, of January 2013). This qualification plans to address the current engineering skill shortage allowing workers in the field to upgrade their qualifications via hybrid or distance studies. Great emphasis is put on self-study as the learners are expected to take responsibility for their studies.

Recognition of Prior Learning (RPL)

The institution accepts Recognition of Prior Learning (RPL) as an integral part of the academic programme and as an initiative to support the transformation of the education and training system in South Africa. It is acknowledged that all learning has value. The institution accepts the challenge to assess prior learning and allow access or advanced standing to promote lifelong learning. RPL is done in terms of the RPL policy and procedures of the institution and the RPL Policy of the Council on Higher Education and guided by the RPL policy of SAQA.

• This qualification may be achieved in part through the Recognition of Prior Learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. For AIE, all admission through RPL must be in accordance with the RPL Policy:
• Learners are required to complete 50% of a qualification at the certificating institution. Credits achieved through RPL must not exceed 50% of the total credits.
• RPL may be used to demonstrate competence for admission to this programme.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate, NQF Level 4, without endorsement.

Or

• An N3 Certificate with Mathematics, Engineering Science as subjects.

Or

• An N4 Certificate with Mathematics and Engineering Science as subjects.

Or

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

This qualification consists of the following compulsory modules at NQF Level 5, totalling 147 Credits.

Compulsory Modules, NQF Level 5, 147 Credits.

• Engineering Mathematics, 14 Credits.
• Engineering Physics, 14 Credits.
• Engineering Graphics, 14 Credits.
• Communication, 7 Credits.
• Computing 1 (MATLAB, Excel, Database), 7 Credits.
• Engineering Work Study, 14 Credits.
• Introduction to Management Accounting, 7 Credits.
• Production Engineering, 14 Credits.
• Facility Layout and Material Handling, 14 Credits.
• Mechanical Manufacturing Engineering, 14 Credits.
• Product Quality Control, 14 Credits.
• Industrial Engineering Project, 14 Credits.

1. Identify, formulate, analyse and solve specifically defined engineering problems.
2. Apply knowledge of mathematics, natural sciences and engineering sciences to wide practical procedures and practices to solve specifically defined engineering problems.
3. Perform procedural design and synthesis of components, systems, engineering works, products or processes.
4. Demonstrate competence to design and conduct investigations and experiments.
5. Demonstrate competence to use 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.
6. Demonstrate competence to communicate effectively, both orally and in writing, with

engineering audiences and the community at large.

1. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
2. Demonstrate competence to work effectively as an individual, in teams and multidisciplinary environments.
3. Demonstrate competence to engage in independent learning through well-developed learning skills.
4. Demonstrate critical awareness of the need to act professionally and ethically to exercise judgment and take responsibility within own limits of competence.
5. Demonstrate knowledge and understanding of engineering management principles and economic decision-making.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and define the problem criterion for an acceptable solution.
• Identify relevant information and engineering knowledge and skills for solving the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Identify solutions in terms of strengths and weaknesses for the overall solution.
• Prioritise solutions in order of suitability.
• Formulate and present the preferred solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply an appropriate mix of knowledge of mathematics, natural and engineering science at a fundamental level and in a specialised area to bear on the solution of specifically defined engineering problems.
• Apply applicable principles and laws.
• Select appropriate engineering materials, components or processes.
• Communicate concepts and ideas effectively.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 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.
• Perform design tasks that include component testing to relevant premises, assumptions and constraints.
• Select and evaluate alternatives are evaluated for implementation and select a preferred solution on an elementary, technical and cost basis.
• Communicate the design logic and relevant information in a report.

Associated Assessment Criteria for Exit Level Outcome 4

• Conduct tests, experiments and measurements within an appropriate discipline.
• Identify and select available literature for suitability to the task.
• Use equipment in accordance with the manufacturer's original equipment specifications.
• Interpret and derive information from available data.
• Draw conclusions from an evaluation of all available evidence.
• Record the purpose, process and outcomes of the task in a report.

Associated Assessment Criteria for Exit Level Outcome 5

• Select and apply the appropriate method, skill or tool to achieve the required result.
• Verify results produced by the method, skill or tool against requirements.
• Select and use computer applications as required.

Associated Assessment Criteria for Exit Level Outcome 6

• Use appropriate structure, style and language of written and oral communication for the communication and the target audience.
• Use appropriate graphics and effective in enhancing the meaning of text.
• Use visual materials to enhance oral communications.
• Provide information in a format that can be used by others involved in the engineering activity.
• Deliver oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Consider the engineering activity in terms of the impact on public health and safety.
• Consider the engineering activity in terms of the impact on occupational health and safety.
• Consider the engineering activity in terms of the impact on the natural environment.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out individual work effectively and on time.
• Make individual contributions to team activities to support the output of the team.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, plan and manage learning tasks.
• Undertake independent learning, and apply knowledge acquired outside of formal instruction.
• Display awareness of the need to maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10

• Apply ethical implications of the impact of engineering decisions.
• Accept responsibility for consequences stemming from own actions or failure to act.
• Limit decision-making to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Set objectives and review achievements.
• Identify and organize tasks, and recognize responsibilities.
• Set examples, communicate, and motivate.
• Monitor own performance and assess against standards.

INTEGRATED ASSESSMENT

The qualification aligns fully with the institutional assessment strategy in terms of types of assessments, moderation procedures, marking / symbol allocation and grading of assessments. The assessment strategy used by the institution is both formative and summative.

Formative assessment refers to the assessment that takes place during the process of learning and teaching. Formative assessment is often used as a diagnostic tool as it provides information to make real-time improvements in teaching methods, learning support materials and activities. Formative assessments are always completed before summative assessments. The formative assessments are added to the learner's portfolio of evidence to show progress throughout the year. Where this is the case a suitable approach to address these gaps will be developed.

Formative Assessments

The formative assessment is designed to

• Support the teaching and learning process,
• Give early indications of what and how effectively students are learning,
• Diagnose the student's strengths and weaknesses / to help the school recognize where students are struggling and address problems immediately,
• Provides feedback on the student's progress,
• Determines whether students are capable of doing a summative assessment.

Formative assessment is applied through

• Assignments.
• Projects.
• Presentations.
• Portfolios.
• Activities.
• Observations.
• Group activities.

Some modules' formative assessments work as integrated projects that assess multiple topics.

Integrated assessment has the following aims:��

• It measures applied competence. In other words, it assesses whether learners can integrate applied competence (the ability to perform important activities), foundational competence (to understand the theoretical basis for these actions), and reflexive competence (to reflect on and make changes to activities).�
• It assesses the extent to which learners can perform activities associated with industrial engineering competently and effectively.�
• It measures the extent to which learners have integrated the roles, knowledge and skills delivered through the different modules that form part of the qualification.��

Summative assessments.

Establishes what a learner has achieved at the end of each project, module and qualification of study. Module marks and the aggregate are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability. Summative assessments are assessments "of learning" and may include a variety of assessment methods. The purpose is to evaluate the learner's achievement of the outcomes by establishing evidence of learning. With the exception of the modules assessed continuously, there is one summative assessment opportunity per module, excluding supplementary and special assessment opportunities:

Summative assessment is applied through

• Venue based examination,
• Portfolios,
• Project presentations.

The summative assessment mark is calculated based on the examination mark, portfolio of work or project presentations. Therefore, formative assessment opportunities, with comprehensive feedback for improvement, can be used to assist learners in completing summative assessment tasks.

Continuous assessment makes use of integrated assessments that require learners to demonstrate knowledge integration and application across a qualification. This kind of assessment mimics the real-world practice/industry and is therefore vital to future employability. Learning and assessment are integrated throughout the qualification. Continuous feedback is integral to this process. The feedback from the Portfolio pre-assessment is intended to guide learners in terms of improving their work before final submission and does not constitute the summative assessment.