Higher Certificate in Mechanical Engineering

Purpose

The purpose of the Higher Certificate in Mechanical Engineering is to prepare learners for a career in the mechanical engineering field. Learners will competently apply an integration of theory, principles, techniques, practical experience and appropriate skills to well-defined problems in the field of engineering while operating within the relevant standards and codes. They will demonstrate a general and systematic engineering knowledge of the main terms, procedures and principles of the engineering discipline. The qualification will enable learners to gather evidence from the relevant sources using available retrieval skills, organize, synthesize and present the information professionally appropriate to the audience. Learners will be equipped with engineering business management and entrepreneurship within an engineering technical context.

The qualification will build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising mechanical engineering technician. The qualification is in line with the exit level outcomes which focus on the skills required from a future professional technician.

Obtaining this qualification will enable graduates 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 mechanical 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.

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 geared for an industry-orientated mechanical qualification and is designed to integrate well into the industry at existing levels. The qualification focuses on technology and software skills as a tool.

The purpose of the qualification is to 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. The qualification will equip 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.

On completion of the qualification, successful learners will either enter the industry as a qualified special category engineering practitioner or continue with tertiary education at NQF level 6. The focus is two-fold, to provide learners 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

The qualification design reflects the new standard for engineering practitioners as required by the ECSA Document E-07-SC; Revision No. 4: 01 of 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 qualification will increase the institutional reputation and will attract more local and international learners, leading to an improved international scholarly output. 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.

Learners will 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. The qualification is primarily vocational, with a strong industry-oriented focus. 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 and Training Framework for the National Skills Development Strategy III. 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.

The institution 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. This qualification will address the current engineering skills 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.

Considering that both academic and work-based learning are essential components of the engineering education of technicians, technologists and engineers, ECSA has adopted a two-stage model for the development of engineering practitioners eligible for professional registration with ECSA. The formal qualification is stage 1, while the industry training is stage 2. Stage 1 takes place at the academic institution and results in an academic qualification, confirming that a learner has achieved the required academic learning outcomes. Stage 2 occurs at the workplace with support from an experienced mentor and ensures that the candidate has attained the required professional competency.

Many higher education qualifications are being offered in a hybrid mode which is a combination of contact and distance modes of provisioning. It is essential that these are not regarded as separate modes of provisioning, but rather as an all-encompassing learning environment to promote access to those that otherwise would not be able to continue their higher education studies.

Distance provisioning facilitates an approach to education that accommodates geographically dispersed learners by providing resources, materials, support and services using various tools to support learning at a distance. This allows for broadening educational access and the creation of flexible learning opportunities. This educational method accommodates geographically scattered learners by providing resources, materials, support, and services via a variety of tools to facilitate remote learning. This opens educational opportunities for more people and allows for more flexibility in learning.

Key benefits of teaching online include

• Increased flexibility of time: Learning and teaching can occur at times that are more convenient and productive for both learners and teachers. Learners can work at their own pace within a given framework and the online learning and teaching engagement process can be broken into smaller more frequent portions of time, with an opportunity for reflection in between. Online education is not restricted by differing international time zones.
• Increased flexibility of location: Learning and teaching can take place in any location (home, office, commuting, coffee shop) and can include learners and teachers from diverse geographical locations.
• Context: Online education gives learning a new relevance to contemporary society.
• Information sharing: Online education provides opportunities to access and share information more easily and readily. Teachers and learners can join online communities of practice based on their area of interest rather than their geographic location.
• Online resources: Online education provides access to a greater depth and breadth of resources and information.
• Digital information literacy: Online learning develops digital literacy skills that are increasingly required in contemporary society and workplace environments
• Administration: Online education can streamline some administrative aspects of teaching.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is an integral part of the qualification to support the transformation of the education and training system in South Africa. It is acknowledged that all learning has value. The institution has an approved Recognition of Prior Learning (RPL) policy in line with the RPL Policy of the Council on Higher Education and guided by the RPL policy of SAQA. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications to promote lifelong learning. RPL may be applied for access, credits and credits towards the qualification.

This qualification may be achieved in part through the RPL, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The qualification may be obtained through the RPL to facilitate access to an education, training and career path in engineering and thus accelerate the redress of past unfair discrimination in education, training and employment opportunities.

RPL for access

• RPL may be used to demonstrate competence for admission to this qualification.
• Learners who already work in the engineering industry who possess competencies which meet some or all the Graduate Attributes listed in the qualification will present themselves for assessment against those of their choice.
• Learners should submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Graduate Attributes (Exit Level Outcomes).

RPL for credits

• 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 includes learning outcomes achieved through work experience.

All admission through RPL must be in accordance with the institution's RPL Policy. Evidence of prior learning must be accessed through formally recognised RPL processes to recognize achievement thereof. Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition.

Applicants must demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage of engineering qualification. The following principles are applicable to RPL practices at institution,

The institution's RPL Policy is based on the RPL policies of the Department of Higher Education and Training (DHET), the South African Qualifications Authority (SAQA) and the Council on Higher Education (CHE). All qualification requirements apply when considering access and advanced standing. Applicants are introduced to a formal RPL process, which includes screening, selection, transfer of knowledge, support, and assessment.

RPL assessment

The institution's RPL Policy covers the following arrangements

• Assessment is conducted by assessing knowledge gained through informal means.
• Documented proof of knowledge and skills obtained through experience must be submitted for assessment.
• Candidates will be interviewed to clarify and verify the evidence provided.

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 without endorsement.

Or

• N3 Certificate, NQF level 5 with Mathematics, Engineering Science and Home Language.

Or

• N4 Certificate, NQF level 5 with Mathematics and Engineering Science.

This qualification consists of the following compulsory modules at NQF Level 5 totalling 140 Credits.

Compulsory Modules, Level 5, 140 Credits

• Engineering Mathematics, 14 Credits.
• Engineering Physics, 14 Credits.
• Communication, 7 Credits.
• Engineering Computing, 7 Credits.
• Engineering Graphics, 14 Credits.
• Solid Mechanics and Engineering Materials, 14 Credits.
• Electrical Engineering Fundamentals, 14 Credits.
• Mechanical Engineering Design Principles, 14 Credits.
• Basic Fluid Mechanics, 7 Credits.
• Basic Thermodynamics, 7 Credits.
• Electrical Machines and Drive Control, 7 Credits.
• Basic Manufacturing Technology, 7 Credits.
• Mechanical Engineering Project, 14 Credits.

1. Demonstrate the ability to 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 in

multidisciplinary environments.

1. Demonstrate competence to engage in independent learning through well-developed

learning skills.

1. Demonstrate critical awareness of the need to act professionally and ethically and to

exercise judgment and take responsibility within their own limits of competence.

1. Demonstrate knowledge and understanding of engineering management principles and economic decision-making.
2. Demonstrate an understanding of workplace practices to solve engineering problems

consistent with academic learning achieved.

Associated Assessment Criteria for Exit Level Outcome 1

• Define a problem and identify the criterion for an acceptable solution.
• Identify relevant engineering information and skills for solving the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Identify 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 fundamental knowledge of mathematics, and natural and engineering science to solve clearly defined Mechanical Engineering problems.
• Apply relevant principles and laws in Mechanical Engineering.
• Select appropriate engineering materials, components or processes.
• Effectively communicate concepts and ideas.
• Provide reasons for using engineering materials, components, systems or processes.
• Perform work within the boundaries of the Mechanical Engineering practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate design problems 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 and apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks that include component testing to relevant premises, assumptions and constraints.
• Evaluate alternatives for implementation and select a preferred solution on an elementary, technical and cost basis.
• Communicate the design logic and relevant information in a report.
• Identify occupational health and safety and environmentally related risks and take appropriate measures.

Associated Assessment Criteria for Exit Level Outcome 4

• Conduct tests, experiments and measurements within the mechanical engineering discipline.
• Identify and select available literature suitable to the task.
• Use equipment in accordance with the original equipment manufacturer's specifications.
• Interpret and derive information from available data.
• Draw 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 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

• Apply the structures, style and language of written and oral communication appropriate to the target audience.
• Use appropriate and effective graphics to enhance 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

• Assess the impact of the engineering activity on the public health safety.
• Analyse the impact of the engineering activity on occupational health and safety.
• Assess the impact of the engineering activity on the natural environment.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out the individual work effectively and on time.
• Make Individual contributions to team activities and 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.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10

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

Associated Assessment Criteria for Exit Level Outcome 11

• Plan set objectives and review achievements.
• Organize, identify and recognize tasks and responsibilities.
• Lead, set examples, communicate and motivate team members.
• Control and monitor own performance and check against standards.

Associated Assessment Criteria for Exit Level Outcome 12

• Participate in project-based work-integrated learning.
• Integrate knowledge gained in the industry conditions and demonstrate the applied competencies.