Higher Certificate in Industrial Engineering

Purpose

The purpose of this qualification is to provide learners with understanding of Industrial Engineering and equip them with skills and techniques to manage and supervise Engineering Operations whilst preparing them for further learning towards becoming a competent Engineering Technician.

A qualified learner will be able to

• Apply engineering principles to systematically diagnose and solve defined, routine and new engineering problems in familiar contexts.
• Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of engineering problems, with an awareness of the limitations.

Rationale

A research conducted by the Institute for Industrial Engineering (IIE) and the Southern African Institute for Industrial Engineering (SAIIE) indicate the shortage for qualified Industrial Engineers in South Africa. This means there is a need to increase the number of skilled people drawn to the steadily-developing manufacturing industry with skills to carry out engineering related operations and be able to work independently and responsibly within a specified allocated area.

Every organisation or entity is concerned about increasing productivity through the management of people, methods of business organisation, and technology. In order to maximise efficiency, Industrial Engineers study product requirements carefully and then design manufacturing and information systems to meet those requirements. They develop management control systems and design production plan and control systems to coordinate activities that ensure product quality. The Higher Certificate in Industrial Engineering seeks to develop engineers who can apply mathematical concepts and scientific techniques to the technical problems that arise.

This qualification also serves to provide learners with the core knowledge, cognitive and conceptual tools including practical skills for Further Higher Education studies in their chosen field of study.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the Recognition of Prior Learning, which includes informal and non-formal learning and work experience. The learner will be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care will be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification. The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the qualification, as detailed in the stated outcomes, has been achieved, either through education and training in a single provider's learning programme or though experience that complies with the stated specific outcomes i.e. RPL is applied.

A learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification and the appropriate credits are assigned to the learner.

RPL may be used to grant access to the qualification to learners who do not meet the minimum entry requirements

Entry Requirements

• Senior Certificate (SC).

Or

• National Senior Certificate (NSC) granting access to Higher Certificate studies.

Or

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

This qualification comprises compulsory modules at NQF Level 5 totalling, 140 Credits.

Modules

• Communication Skills, 8 Credits.
• Computer Skills, 10 Credits.
• Information Literacy, 1 Credit.
• Life Skills, 2 Credits.
• Engineering Physics, 14 Credits.
• Engineering Graphics, 14 Credits.
• Engineering Work Systems for Process Planning, 14 Credits.
• Statistics, 14 Credits.
• Industrial Engineering Practice, 28 Credits.
• Quality Systems and Process Improvement, 14 Credits.
• Technical Mathematics, 21 Credits.

1. Apply engineering principles to systematically diagnose and solve defined, routine and new engineering problems in familiar contexts.
2. Use appropriate established techniques, resources, and modern engineering tools including Information Technology for the solution of engineering problems, with an awareness of their limitations.

Associated Assessment Criteria for Exit Level Outcome 1

• A coherent range of core principles in Mathematics and Natural Science underlying a sub-discipline or recognised practice area are applied.
• A codified practical knowledge in recognised practice area is applied.
• Mathematics, Natural Sciences and Engineering Sciences, supported by established mathematical formulas, codified engineering analysis, methods and procedures are used to solve defined, routine and new engineering problems in familiar contexts.

Associated Assessment Criteria for Exit Level Outcome 2

• Sub-discipline specific tools, processes or procedures are used.
• Computer packages for computation and information handling are used.
• Computers, networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork are utilised.
• Standard techniques from Economics, Management, Health, Safety and Environmental protection are understood.

Integrated Assessment

The assessment includes both formative and summative assessment. Formative assessment is continuous and focuses on ensuring adequate levels of competencies in critical knowledge, behaviours and skills. The assessment of competencies allows for an integrated approach not only to learning but also assessment.