Higher Certificate in Engineering in Mechatronic Engineering

Purpose

The purpose of the Higher Certificate in Engineering in Mechatronic Engineering is to equip the learner with the knowledge base, theory, skills, and methodology of one or more engineering disciplines as a foundation for further training and experience towards becoming a competent engineering specified category practitioner. This foundation is achieved through a thorough grounding in mathematics and natural sciences specific to the field, engineering sciences, engineering design and the ability to apply specific established methods. Learners will be able to manage and supervise specific engineering operations, and activities. They will be able to work independently and responsibly within a specified allocated area or under supervision.

According to the Engineering Council of South Africa (ECSA) E-07-SC revision 4 standard, the purpose of this Higher Certificate in Engineering in Mechatronic Engineering is to equip the learner with the knowledge base, theory, skills, and methodology of one or more engineering disciplines as a foundation for further training and experience towards becoming a competent engineering specified category practitioner. This foundation is achieved through a thorough grounding in mathematics and natural sciences specific to the field, engineering sciences, engineering design and the ability to apply specific established methods. Engineering knowledge is complemented by methods for understanding the impacts of engineering solutions on people and the environment.

Furthermore, 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.

At the end of this qualification, if the learner has completed all modules successfully in the respective option, the learner will then have a basic and broad level of competence and skills to solve specifically 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 qualification will enable successful learners to practice as technical assistants in vocational occupations. The learners 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 to become future technicians and/or technologists. Specifically, the purpose of educational qualifications designed to meet this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Engineering Technical Assistant.

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

• Identify, formulate, analyse, and solve specifically defined engineering problems.
• Apply knowledge of mathematics, natural sciences and engineering sciences to wide practical procedures and practices to solve specifically defined engineering problems.
• Perform procedural design and synthesis of components, systems, engineering works, products, or processes.
• Demonstrate competence in designing and conducting investigations and experiments.
• Demonstrate competence in 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

The Higher Certificate in Engineering in Mechatronic Engineering is a new learning qualification at the institution's School of Engineering. It is circulated to primarily serve the mechatronics-related industry in the occupational support domain and to also provide access to artisan training via the non-contracted route. Due to the rapid growth of automated systems, the demand for human resources with mechatronics knowledge and skills is outstripping the supply.

The demand for mechatronics knowledge and associated engineering skills and attributes covers the broad spectrum of the engineering team, including support staff, technicians, technologists, and engineers. This demand has been established by discussions with industry stakeholders in the mechatronics sector of the Western Cape. These industry stakeholders not only support the qualification but also provide valuable input into the circulation process by defining, not only the knowledge, skills and attributes but also adding excellent ideas with respect to the curriculum.

Industry furthermore requires a significant increase in not only the number of engineering support staff but also an increase in the conceptual understanding of engineering science within the discipline, which will be achieved by the proposed Higher Certificate in Engineering in Mechatronic Engineering.

This qualification provides the opportunity for the learner to prepare for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to contribute 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; and entry to qualifications such as a Diploma or a bachelor's degree.

Industry requires a significant increase in not only the number of engineering support staff but also an increase in the conceptual understanding of engineering science within the discipline, which will be achieved by the proposed Higher Certificate. The qualification will thus assist the economy to develop by providing workers with the needed skills set in line with the 4th Industrial Revolution.

The qualification provides society members the opportunity to be developed not only as employees with the much-needed skill set but also provides the foundation for further studies within the relevant engineering disciplines.

Recognition of Prior Learning (RPL)

RPL for access

• Applicants who do not meet the stated admission criteria, but who have relevant work experience/prior learning may apply for admission under the policy on Recognition of Prior Learning (RPL). The institution admits a maximum of 10% per cohort via RPL. The implementation of RPL is context-specific, in terms of discipline, qualification and level.

RPL for exemption of modules

• In specified circumstances qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate (SC), NQF Level 4.

Or

• National Senior Certificate (NSC).

Or

• National Vocational Certificate (NCV), NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 160 Credits.

Compulsory Modules, NQF Level 5, totalling 160 Credits.

• Engineering Professional Skills, 20 Credits.
• Engineering Mathematics I, 20 Credits.
• Engineering Physics I, 20 Credits.
• Electromechanics Technology I, 20 Credits.
• Smart Manufacturing, 20 Credits.
• Mechanotechnology, 20 Credits.
• Mechatronic Systems, 20 Credits.
• Mechatronic Design Project, 20 Credits.

1. Apply mechatronic engineering principles to systematically diagnose and solve specifically defined mechatronic-related engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to wide practical procedures and practices to solve specifically defined mechatronic-related engineering problems.
3. Perform procedural design of specifically defined mechatronic components or processes to meet desired needs within applicable standards, codes of practice and legislation.
4. Conduct tests, experiments, and measurements of specifically defined mechatronic engineering problems by applying relevant codes and manufacturer guidelines.
5. Communicate effectively, both orally and in writing within a mechatronic engineering context.
6. Demonstrate competence to engage in independent and life-long learning.
7. Demonstrate understanding and commit to ethics, responsibilities, and norms of mechatronic engineering practice.
8. Demonstrate knowledge and understanding of basic mechatronic engineering management principles, responsibilities, and norms of engineering practice.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Identify relevant information and mechatronic engineering knowledge and skills for solving the problems.
• Consider and formulate various mechatronic approaches that would lead to workable solutions.
• Identify solutions in terms of strengths and weaknesses for the overall mechatronic solutions.
• Formulate and present the preferred mechatronic solutions in an appropriate form.

Assessment Criteria for Exit Level Outcomes 2.

• Select the appropriate mechatronic-related engineering materials, components, or processes.
• Effectively communicate Mechatronic concepts and ideas.
• Perform reasoning about mechatronic engineering materials, components, systems, or processes.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Formulate the basic mechatronic design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan the basic mechatronic design process and manage to focus on important issues and recognise and deal with constraints.
• Evaluate mechatronic knowledge, information, and resources to apply appropriate mechatronic principles and design tools to provide a workable solution.
• Identify Occupational Health and Safety, and environmentally related risks and consider appropriate measures.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Conduct tests, experiments, and measurements within the mechatronic discipline.
• Identify and select available mechatronic engineering literature for suitability to the task.
• Apply mechatronic equipment in accordance with the original equipment manufacturer's specifications.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Create appropriate structure, style, and language of written and oral mechatronic-related communication for the communication and the target audience.
• Apply mechatronic-related graphics appropriately and effectively to enhance the meaning of texts.
• Apply visual materials to enhance oral communications and provide mechatronic information in a format that can be used by others involved in the engineering activity.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Plan and manage mechatronic and related learning tasks.
• Undertake independent learning in the mechatronic field: knowledge acquired outside of formal instruction is comprehended and applied.
• Display awareness of the need to maintain continued competence by keeping abreast of up-to-date mechatronic tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Apply decisions that show an understanding of the ethical implications of the impact of mechatronic engineering.
• Accept responsibility for consequences stemming from own actions or failure to act.
• Illustrate understanding and knowledge in decision-making that is limited to areas of current mechatronic competencies.

Associated Assessment Criteria for Exit Level Outcomes 8.

• Explain the principles of planning, organizing, leading, and controlling in the mechatronic engineering domain.
• Effectively carry out, mechatronic related individual work is carried out effectively and on time.
• Support the output of the team as a whole by making individual contributions to the mechatronic team.

INTEGRATED ASSESSMENT

The institutional assessment model makes use of formal and non-formal, formative, and summative assessment tasks to assess learners' progress and their achievements on the modules in a qualification. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards achievement of success on the module. Modules may make use of a Final Summative-approach, or a continuous assessment approach.

The result of the Assessment Policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks and their allotted weightings. The assessment strategy is contained in the Assessment Guideline document which is made available to learners on the first day of the semester or year.

Formative Assessment

In most cases, the final mark on a module comprises a Semester or Year Mark (SYM), as well as a Final Summative Assessment mark (FIS).

The SYM is made up of a combination of different assessments

• Tasks
• Practical assignments each with its own weighting.

Summative Assessment

The FIS is often in the form of an

- Invigilated examination, but it may be offered in alternative formats, such as

• Individual or group project.
• Written report.
• Presentation.

In cases where continuous assessment is used, the FIS is replaced by a series of formative and summative assessments that take place throughout the semester or year.

Depending on the nature of the subject matter, a range of assessment methods are applied at the formative and summative assessment stages to facilitate authentic assessment. For panel discussions, presentations and project work, experts from the industry are often invited to provide input into the formal assessment results.