Higher Certificate in Engineering in Renewable Energy Engineering

Purpose

The primary purpose of the Higher Certificate in Engineering in Renewable Energy Engineering is to develop focused knowledge, understanding abilities and skills as well as experience in a work-related context. Qualifying learners and practitioners in support occupations such as technical assistants will be able to apply and understand detailed techniques procedures, practices, and codes to solve specifically defined engineering problems in the respective fields. 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 qualification is to equip the learner with knowledge, 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 of 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. Upon completion of this qualification, a learner will have a basic and broad level of competence and skills to solve specifically defined engineering problems in his or her workplace.

The content of this qualification will enable the successful candidate to practice as a technical assistant in vocational occupations. 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 this qualification is to provide knowledge, understanding abilities and skills required to further learning towards becoming a competent practising engineering technical assistant.

The qualification purpose will be achieved through the following Engineering Council of South Africa (ECSA) Graduate Attributes:

• 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

This qualification aims to serve the renewable energy-related industry in the occupational support domain and to also provide access to artisan training through the non-contracted route. Due to the rapid growth of automated systems, the demand for human resources with renewable energy technology knowledge and skills is outstripping the supply. The demand for renewable energy technology 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 renewable energy sector of the Western Cape.

Stakeholders such as engineering contractors, consultants, ECSA and the South African Institutes of Engineers were addressed through the qualification design. This qualification is an entry-level higher education qualification, and it meets the minimum standard specified by ECSA in the document E-07-SC_Rev4 dated 1 September 2020 (Qualification Standard for the Higher Certificate in Engineering: NQF level 5). These standards state that the Higher Certificate qualification should be primarily vocational/occupational in nature. This qualification will provide learners with the basic introductory knowledge, cognitive and conceptual tools, and practical skills for further higher education studies in their chosen field of study.

This qualification provides preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and contributing to the economy and national development.

It also provides the educational base that may be required for future registration in a specified category at National Qualification Framework (NQF) Level 5 with ECSA.

The list below summarises a list of some regional companies that indicated that there is a critical shortage of skills in the renewable energy field. These industry partners not only supported the qualification but also provided valuable input into the curriculation process by defining, not only the knowledge, skills, and attributes, but also adding excellent ideas with respect to the curriculum.

Companies consulted

• Mainstream Renewable Power - develops, manages construction activities, and delivers projects into commercial operation.
• Bright House Energy - provides product and service quality standards of work and projects in the field of photovoltaics.
• Renewable Energy Empowerment Services Company - provides management services to independent power producers.

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.

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. Due to the knowledge profile, curriculum and learning outcomes specified for this qualification, qualifying learners will possess the required underpinning, and, depending on their academic results, can be admitted to higher qualifications.

In the Western Cape, the renewable energy industry continues to grow due to both the national energy shortages and the excellent available renewable energy resources. Discussions with the renewable energy industry have indicated that there are concerns with respect to the lack of skilled personnel suitable for the field and concerns about the highly variable quality of renewable energy installations and system designs.

This qualification provides access to the Bachelor of Engineering Technology in Engineering provided the learner has obtained the necessary average mark. The qualification can provide access to the 360 Credit Diplomas in Engineering on successful completion of accredited prerequisites. However, upon being admitted to either Bachelor of Engineering Technology or Diploma in Engineering the learner has horizontal articulation possibilities within engineering qualifications. The qualification design is such that 50% of the credits are common to the other proposed Higher Certificates offered in the institution hence possibilities do exist for the learner to horizontally articulate to any such qualification in the school.

The South African Energy Sector report of 2021 (The South African Energy Sector report 2021 - ISBN: 978-1-920435-18-9) indicate that the South African energy supply is dominated by coal which made up 65% of the primary energy supply in 2018, followed by crude oil with 18% and renewables with 11%. Natural gas contributed 3% while nuclear contributed 2% to the total primary supply during the same period. It is therefore not unexpected that South Africa is the largest CO2 emitter in Africa with its emission accounting for over 34% of all CO2 emitted in Africa, it is also the largest greenhouse gas emitter in Africa while also being the 14th largest CO2 emitter in the world.

The rising energy demand has started to overwhelm the existing power-generating plants in South Africa. Also, conventional electricity-generating plants are largely responsible for the high greenhouse gas emissions recorded in the country. In an attempt to mitigate CO2 emissions and provide reliable electricity for its people, South Africa is gradually developing its renewable energy sector. Renewable energy sources as an alternative energy source in South Africa can seriously reduce the over-reliance on coal which is a finite and environmentally unfriendly resource. Furthermore, the development of the renewable energy sector in the country has the potential of creating more job opportunities thus improving the South African economy.

This qualification aims to produce engineering technicians who are capable of functioning within the modern technological environment and contributing to the socio-economic development of the country. The qualification also intends to produce innovative and visionary learners for tomorrow's technological needs contributing to socio-economic developments of the community.

The main purpose of this qualification is to position a suitable learner academically with an appropriate mix of relevant knowledge to obtain employment or add value to current employment as an installation and maintenance provider for clients using renewable energy technologies. Through this qualification, the renewable technician is educated and trained to have the necessary knowledge, skills, attitudes, and values to be able to work in the renewable energy field in South Africa.

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.

RPL for exemption

The implementation of RPL is context-specific, in terms of discipline, qualification and level. Procedures and forms are available from the School Administration. 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.
• National Senior Certificate (NSC), NQF Level 4.

Or

• National Senior Certificate - Vocational Level 4 (NCV).

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 140 Credits.

Compulsory Modules, Level 5, 140 Credits

• Engineering Professional Skills, 20 Credits.
• Engineering Mathematics I, 20 Credits.
• Engineering Physics I, 10 Credits.
• Electromechanic Technology I, 20 Credits.
• Solar and Wind Energy Systems, 20 Credits.
• Storage and Generation, 20 Credits.
• Renewable Systems Installation Practice, 10 Credits.
• Renewable Design Project, 20 Credits.

1. Demonstrate the ability to apply renewable energy engineering principles to systematically diagnose and solve narrowly defined renewable energy-related engineering problems.
2. Demonstrate the ability to apply knowledge of mathematics, natural science and engineering sciences to wide practical procedures and practices to solve narrowly defined renewable energy-related engineering problems.
3. Perform procedural design of narrowly defined renewable energy components or processes to meet desired needs within applicable standards, codes of practice and legislation.
4. Conduct tests, experiments, and measurements of narrowly defined renewable energy 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 renewable energy engineering problems, with an awareness of the limitations.
6. Communicate effectively, both orally and in writing within a renewable energy engineering context.
7. Demonstrate the ability to apply knowledge and understanding of basic renewable energy engineering management principles.
8. Demonstrate competence to engage in independent and life-long learning.
9. Understand and commit to ethics, responsibilities, and norms of renewable engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Define the renewable energy-related problem and the criterion for an acceptable solution.
• Identify relevant information and renewable energy engineering knowledge and skills for solving the problem.
• Consider and formulate various renewable energy approaches that would lead to workable solutions.
• Identify solutions in terms of strengths and weaknesses for the overall renewable energy solutions.
• Prioritize the renewable energy solutions in order of suitability.
• Formulate and present the preferred renewable energy 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 the renewable energy specialised area.
• Apply applicable principles and laws.
• Select appropriate renewable energy-related engineering materials, components, or processes.
• Effectively communicate renewable energy concepts and ideas.
• Perform reasoning about renewable energy engineering materials, components, systems, or processes.
• Perform work within the boundaries of the renewable energy practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate the basic renewable energy design problem to satisfy user needs, applicable standards, codes of practice, and legislation.
• Plan and manage the basic renewable energy design process to focus on important issues and recognize and deal with constraints.
• Acquire and evaluate renewable energy knowledge, information, and resources to apply appropriate renewable energy principles and design tools to provide a workable solution.
• Perform basic renewable energy design tasks that include component testing to relevant premises, assumptions, and constraints.
• Evaluate renewable energy engineering alternatives for implementation and a preferred solution on an elementary, technical, and cost basis.
• Communicate the basic renewable energy design logic and relevant information in a report.
• Identify appropriate Occupational Health and Safety, and environmentally related risks measures considered.

Associated Assessment Criteria for Exit Level Outcome 4

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

Associated Assessment Criteria for Exit Level Outcome 5

• Select and apply appropriate renewable energy methods, skills to tools to achieve the required result.
• Verify results produced by the methods, skills, or tools against renewable energy 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 renewable energy-related communication for the purpose of communication and the target audience.
• Use appropriate and effective renewable energy-related graphics to enhance the meaning of the text.
• Use visual materials to enhance oral communications.
• Provide renewable energy information in a format that can be used by others in the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the principles of planning, organizing, leading, and controlling in the renewable energy engineering domain.
• Carry out renewable energy-related individual work effectively and on time.
• Use individual contributions made to the renewable energy team activities to support the output of the team.

Associated Assessment Criteria for Exit Level Outcome 8

• Identify, plan, and manage renewable energy and related learning tasks.
• Comprehend and apply independent learning in the renewable energy field.
• Display awareness of the need to maintain continued competence by keeping abreast of up-to-date renewable energy tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 9

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

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.

Formative assessment

Formal assessment gives learners a sufficient opportunity to improve, based on feedback received. Feedback is recognised as an essential component of the learning process.

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.

Summative Assessment

The assessment strategy will either employ a continuous assessment strategy or a final summative approach. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks, with a 10% allocation to participation. Where a final summative approach is used, the final mark on a module comprises a Semester/year mark (SYM), as well as a final Summative Assessment mark (FIS). The SYM is made up of a combination of different assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed up by a presentation. Modules may make use of a final summative approach, or a continuous assessment approach.

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, with the institution's examiners.