Higher Certificate in Multidisciplinary Engineering in Engineering Drafting and Design

The purpose of the Higher Certificate in Multidisciplinary Engineering in Engineering Drafting and Design qualification is to prepare learners for a career in drafting and design in mechanical, electrical and civil engineering fields. This qualification will allow learners to competently apply an integration of theory, principles, proven techniques, practical experience and appropriate skills to well-defined problems in the field of engineering while operating within the relevant standards and codes. Learners will be able to demonstrate a comprehensive general engineering knowledge, as well as systematic knowledge of the main terms, procedures and principles of the engineering discipline, and they will be able to gather evidence from the relevant sources using advanced retrieval skills, organize and synthesize and present the information professionally in a more appropriate to the audience, and demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context. This qualification is designed to meet the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising multidisciplinary engineering draftsperson.

The qualification is vocationally-orientated and 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 drafting and design. 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. This 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.

Qualifying learners can register in various engineering support occupations and perform work that will prepare them for professional registration once the workplace practising requirement is fulfilled.

Upon completion of this qualification, qualifying learners will be able to

• Demonstrate knowledge and understanding of engineering management principles and economic decision-making.
• Identify, formulate, analyse and solve specifically defined engineering problems.
• Perform procedural design and synthesis of components, systems, engineering works, products or processes.
• Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.
• Demonstrate competence to engage in independent learning through well-developed learning skills.

Rationale

This qualification is designed to reflect the new standard for engineering practitioners as required by the Engineering Council of South Africa (ECSA) and is based on the new HEQF-aligned ECSA document E-07-SC, September 2020: Qualification Standard for Higher Certificate in Engineering: NQF Level 5. This qualification was endorsed by constituents from the industry through intensive consultations and advisory committee meetings.

This qualification is part of a group of new qualifications in Engineering that will increase the institutional reputation and will attract more international learners, especially from Africa, leading to an improved international scholarly output. Qualifying learners will develop engineering technology to solve well-defined problems and develop components, systems, services and processes. This 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 (NSDSIII). Skilled engineering practitioners are required to meet the developmental needs of the country in all drafting and design fields.

The qualification is designed for new learners and Artisans, Supervisors and Inspectors in the engineering field in the country, providing access towards Entrepreneurs, Technicians, Technologists, Engineers and Researchers, and 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 drafting 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.

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

ECSA proposes horizontal and vertical progression between engineering qualifications: The South African tertiary engineering education sector is divided into two main streams, namely, the Science stream and the Technology stream.

As part of the lateral progression, the Higher Certificate learners can enrol to start any of the engineering qualifications, as they have the basic mathematics and science knowledge for further engineering qualifications.

There is the possibility of diagonal articulations from one field of engineering to another or into a non-engineering qualification. The number of credits carried over is subject to the rules and regulations of the host institution.

Recognition of Prior Learning (RPL)

The Institutional RPL policy is aligned with the NQF and CHE RPL Policies.

The purpose of RPL at the institution is to recognise all forms of prior learning in order to

• widen access to Higher Education through admission to programmes.
• grant advanced standing to those candidates with proven knowledge.
• facilitate mobility and progression within the career paths and programmes.

RPL for access

The following quality assurance standards are applied: Academic standards

• RPL is considered mainly for access purposes.
• RPL could be considered for advanced standing.
• Knowledge gained through other means than formal learning is assessed using NQF level descriptors and attributes
• associated with relevant qualifications, and qualification descriptions of the HEQSF, and entrance requirements.

RPL for exemption of modules

• Subject matter and academic staff with assessment experience determine competence levels.

In accordance with the Institution's Policy, the following administrative standards apply

• The RPL panel ensures that informed decisions are taken.
• The Assessment Policy and procedures inform RPL assessment practices.
• Policy and assessment practices are regularly monitored, evaluated and reviewed.
• All academic and administrative personnel are trained in the processes, principles and procedures for RPL.

RPL for assessment

The Institution's RPL Policy covers the following arrangements for RPL assessment

• Assessment is conducted by assessing knowledge gained through informal and non-formal 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 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.

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

Compulsory Modules: Level 5, 147 Credits.

• Engineering Mathematics, 14 Credits.
• Engineering Physics, 14 Credits.
• Communication for Engineering Professionals, 7 Credits.
• Basics of Engineering Management, 7 Credits.
• Engineering Computing 1, 7 Credits.
• Engineering Graphics, 14 Credits.
• Engineering Materials, 7 Credits.
• Mechanical Assembly Drafting, 7 Credits.
• Design of gear transmissions and conventional representation, 7 Credits.
• Power transmissions and shaft support, 7 Credits.
• Basic Architectural Drawings, 7 Credits.
• Basic Civil Engineering Structural Drawings, 7 Credits.
• Electrical and Plumbing Drawings used in Civil Engineering, 7 Credits.
• Finishing Drawings and symbols on architectural drawings, 7 Credits.
• Electrical Machines, Drive Control and Symbols Used in Drafting, 14 Credits.
• Basic Power Circuit Diagrams, Transmission and Distribution Lines, 7 Credits.
• Basic Power Plant and Substation Layout diagrams, 7 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.
7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
8. 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.
2. Demonstrate critical awareness of the need to act professionally and ethically exercise judgment and take responsibility within own limits of competence.
3. 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.
• Prioritize solutions in order of suitability.
• Formulate and present the preferred solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Conduct an appropriate mix of knowledge of mathematics, natural and engineering science at a fundamental level and in a specialized 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 recognize 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 for implementation and 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.
• Utilize 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 the appropriate structure, style and language of written and oral communication for the communication and the target audience.
• Use appropriate and effective graphics to enhance the meaning of the text.
• Utilize visual materials to enhance oral communications.
• Provide information in a format that others can use 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.
• Review engineering activity in terms of the impact on occupational health and safety.
• Examine 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, organizing, leading and controlling.
• Carry out individual work effectively and on time.
• Support individual contributions made to team activities on the output of the team.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, plan and manage learning tasks.
• Comprehend and apply independent learning 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 the 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 achievement.
• Identify and organize tasks and recognize responsibilities.
• Set example, communicate, motivate.
• Monitor own performance and check against standards.

INTEGRATED ASSESSMENT

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

Formative Assessment

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.

The formative assessment is designed to

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

Formative assessment includes

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

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

Integrated assessment has the following aims

• It measures applied competence. In other words, it assesses whether learners can integrate an 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 engineering draughtsperson competently and effectively.
• It measures the extent to which learners have integrated the roles and the knowledge and skills delivered through the different modules that form part of the qualification

Summative assessments

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. Except for the modules assessed continuously, there is one summative assessment opportunity per module, excluding supplementary and special assessment opportunities:

Summative assessment includes

• 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 program. This kind of assessment mimics the real-world practice or 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.