Postgraduate Diploma in Chemistry

Purpose

The Postgraduate Diploma in Chemistry is aimed at highly motivated learners holding an existing qualification in Chemistry. It is therefore designed primarily for learners who wish to undertake a strong research-intensive program of postgraduate study in chemistry. Qualifying learners entering the qualification would have completed the basic and advanced theoretical principles of the 4 branches of chemistry, viz, Organic, Inorganic, Physical and Analytical Chemistry.

The qualification delves deeper into the aforementioned courses and includes an extensive research project through advanced reflection and development using a systematic survey of current thinking, practice and research methods in the specialisation of chemistry. The qualification demands a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts in the chemistry environment to undertake or highly-skilled work. The qualification has been structured to develop learners analytical skills and this higher learning path is especially attractive to learners who plan to pursue an industrial or academic career.

Upon completion of this qualification learners will be able to

• Design and implement a research project using relevant research methodology associated with a chosen topic.
• Effectively operate and interpret data from analytical instrumentation.
• Apply and evaluate the theoretical principles of the various branches of Chemistry, viz., Organic, Inorganic, Physical and Analytical Chemistry.

Rationale

In South Africa, chemistry is one of the fastest-growing technological fields that have the potential to broaden the opportunities for scientists and engineers across various sectors. The chemistry profession is extraordinarily diverse, with career opportunities available in the chemical, petroleum, renewable energy, nuclear power, novel polymeric materials, metals, and pharmaceutical industries, among many others. In addition to careers in industry and academia, many chemists find challenging careers in the public sector in the laboratories of the National Institutes of Health, the Department of Agriculture, the Environmental Protection Agency, the National Institute of Standards and Technology, and the Department of Energy as well as in consulting.

The rapid growth and development in the Chemical and Allied Industries not only seems promising for chemistry graduates but also reinforces the need for applied research with promising employment opportunities in various sectors.

The idea behind the qualification is to allow an articulation pathway for postgraduate qualifications (Masters and Doctoral). This qualification has several modules to ensure that graduate chemists have a deeper knowledge and understanding of chemical principles and practices and that the important subject-specific competencies are acquired and nurtured.

This qualification is therefore designed to meet the human resource needs of the chemical and allied industries including tertiary educational institutions, by providing nationally and internationally recognized tertiary education and training to learners.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning (RPL) possible and applies to all prospective learners to the Department. This qualification may be achieved in part through the Recognition of Prior Learning, which includes formal learning and work experience. If the prospective learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits would be assigned to the prospective learner.

The department's RPL process will be aligned to the institution's Recognition of Prior Learning Policy (2009), the purpose of which is to:

• Provide a framework for the implementation of Recognition of Prior Learning procedures within the institution.
• Facilitate access and admission to learning qualifications within education and training and career paths.
• Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
• Promote and facilitate lifelong learning.
• Outline general procedures relating to the processing of RPL applications at the institution.

The institution recognises prior learning by assessing the learner's prior knowledge, skills and professional experience in the context of non-formal, informal and experiential learning to determine the extent to which the applicant has achieved the required learning outcomes, competency outcomes, or standards for entry or access into a specified level of study in an academic qualification or qualification. RPL assessments undertaken are evidence-based against qualification learning outcomes as outlined in the curriculum of the relevant qualification. A variety of assessment methods will be used to determine the relevance, depth and extent of the applicant's prior learning. RPL assessment will result in a competent/not yet competent outcome being registered on candidates' records.

RPL seeks to achieve inclusion and to overcome a variety of barriers to access and success in higher education. RPL is premised on overcoming possible barriers to admission or registration for higher education studies for those people who lack the formal prerequisites.

Only formal learning is considered for credit accumulation and transfer (CAT). The process of CAT brings together the diverse features of credit accumulation and credit transfer to facilitate lifelong learning. It allows a learner's achievements to be recognised even if the learner does not achieve a qualification. Any credits for a complete and incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification or may be recognised by a different institution as meeting part of the requirements for the same qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Chemistry, NQF Level 7.

Or

• Bachelor of Applied Science in Industrial Chemistry, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Inorganic Chemistry, 20 Credits.
• Organic Chemistry, 20 Credits.
• Analytical Chemistry, 20 Credits.
• Physical Chemistry, 20 Credits.
• Scientific Methodology, 8 Credits.
• Chemistry Project, 32 Credits.

1. Design and implement a research project using relevant research methodology associated with a chosen topic.
2. Effectively operate and interpret data from analytical instrumentation.
3. Apply and evaluate the theoretical principles of the various branches of Chemistry, viz, Organic, Inorganic, Physical and Analytical Chemistry.
4. Communicate with peers and the broader community about their area of expertise related to the Chemistry project.
5. Contextualise, interpret and respond to the various demands within the chemistry industry.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify advanced chemistry problems and the research project designed using scientific methods.
• Implement proposed solutions to chemistry problems.
• Demonstrate a degree of independence in a research environment.

Associated Assessment Criteria for Exit Level Outcome 2

• Operate advanced analytical instruments effectively.
• Apply creative problem-solving and troubleshooting skills.
• Collect, analyse and scientifically interpret associated data systems for specialised instruments.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply progressive theories, principles and practices about Organic, Inorganic, Physical and Analytical Chemistry.
• Evaluate complex topics about Organic, Inorganic, Physical and Analytical Chemistry are evaluated.

Associated Assessment Criteria for Exit Level Outcome 4

• Compile and communicate a research report, using appropriate language, structure, style and graphical support.
• Communicate results of the analyses using graphs, control charts, written and oral persuasion effectively.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply appropriate policies, principles and processes to industry-based problems and challenges.
• Interpret, contextualise and apply industry standards.

Integrated Assessment

According to the institution's Assessment Policy (2014), to which the Department's assessment strategy is aligned, will ensure that learners will be assessed on an ongoing basis using appropriate methods. Assessments will take the form of, but not limited to, either portfolios, journals, assignments, case studies, presentations and/or written class tests. An assessment plan will be included in each Study Guide. The plan will include a schedule of assessments to be conducted during the year. It will also include assessment criteria, assessment methods, weighting and timing of assessment.

Formative and Summative Assessment

Formative Assessments will be used to support the learner developmentally and to feedback into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning process. Integrated Assessments will be used to combine the assessment of a variety of different skills at the same time; assessing several outcomes together; assessing several assessment criteria together; using a combination of assessment methods and instruments.

Summative Assessments will be used to make a judgement about achievement and to provide "snapshot" information about a learner's level of competence at a given time. This includes assessment marks that contribute to the final mark.