Postgraduate Diploma in Nuclear Science and Technology

Purpose

The Postgraduate Diploma in Nuclear Science and Technology educates and train learners from different background disciplines in relevant nuclear engineering and technology subjects, thus equipping them to follow a career in either nuclear power projects or nuclear plant operations (or both).

The purpose of the qualification is firstly provides learners who are in possession of Bachelor Science (Physics and Mathematics to at least second year level) Degree or Bachelor of Technology in Engineering, with:

• A wider and deeper knowledge of nuclear engineering sciences and technology.
• Advanced training in the field of nuclear engineering and technology.
• Problem solving ability.
• Integration of knowledge across fields.
• The ability to execute a project in the field of nuclear engineering and to communicate the results orally and in writing.

The qualification pursues knowledge and innovation in the field of nuclear power generation and will develop and empower learners to think laterally and critically and to serve the country specifically within the field of power generation with a low carbon footprint.

The qualification develops and train learners to supply innovative solutions to the challenges within the nuclear power industry. The qualification is compiled to include projects of which the results will benefit the community and country. This is currently a field characterised by a shortage of people in the profession of nuclear power generation.

The qualification purposely focuses on the environmental impact and safety of nuclear power and promotes sensitivity to the environment and the reduction of gasses responsible for climate change.

Rationale

ESKOM recently announced plans to expand South Africa's nuclear power generation capacity by approximately 20 GW over the next 18 years. (Equivalent to one Koeberg size plant every two years for the next 18 years). In addition, Government has approved the PBMR qualification, which it intends to use as vehicle to develop a self-sufficient nuclear power industry.

ESKOM has published research to indicate that they will need at least 2000 engineers in the field of nuclear engineering in the next five years.

Recognition of Prior Learning

A Recognition of Prior Learning process is applied to allow learners (or learners with a similar Qualification) to register for this Qualification. Workplace experience refers to practical experience gained in the workplace which develops the learner's competencies towards those specified for the Qualification, with cognisance to the relative importance of such competencies for continued studies in the field applied for here.

The Recognition of Prior Learning will widen access to this qualification.

The qualification is presented in English to ensure wide access (enabling people from all cultural backgrounds to enroll for the qualification).

The qualification is delivered to full-time and part-time learners. This gives access to learners who are already employed and thus widen access.

The qualification is supported by e-Learning and distance facilitation to widen access.

The faculty's Recognition of Prior Learning policy is aligned with that of this institution. The Recognition of Prior Learning process is formal and requires the learner to compile and present to an admission panel a personal portfolio, where he/she has to argue and provide evidence that shows the extent to which the outcomes set for the Qualification have been achieved.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Science, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8.

• Mathematics for Nuclear Engineers/Technologists; 16 Credits; NQF Level 7(8).
• Subtotal: 16 Credits.

Core

• Nuclear Engineering I; 16 Credits; NQF Level 7(8).
• Thermal Fluid Sciences; 16 Credits; NQF Level 7(8).
• Nuclear Physics; 16 Credits; NQF Level 7(8).
• Nuclear reactor Technology; 16 Credits; NQF Level 7(8).
• Radiation and the Environment; 16 Credits; NQF Level 7(8).
• Project; 16 Credits; NQF Level 7(8).
• Nuclear Reactor Safety; 16 Credits; NQF Level 7(8).
• Subtotal: 112 Credits.

Electives

Subtotal Minimum Electives required.

Qualification Rules

Refer criteria and guideline document for required details. An example of rules

• All the Fundamentals totalling 16 Credits are compulsory.
• All the Core modules totalling 112 Credits are compulsory.

A minimum of 128 Credits is required to obtain the Qualification.

After completion of the qualification the learner should be able to demonstrate

1. A comprehensive and systematic knowledge base in nuclear engineering, as well as a depth of knowledge in nuclear physics and thermal fluid sciences.
2. A coherent and critical understanding of the principles and theories of nuclear engineering; an ability to critique current research and advanced scholarship in an area of nuclear engineering; an ability to make sound theoretical judgements based on evidence and an ability to think epistemologically (i.e. from a sound knowledge framework).
3. An understanding of a range of research methods, techniques and technologies and an ability to select these appropriately for a particular research problem in an area of nuclear engineering.
4. An ability to identify, analyse and deal with complex and/or real world problems and issues using evidence-based solutions and theory-driven arguments in the field of nuclear engineering.
5. Efficient and effective information-retrieval and processing skills; the identification, critical analysis, synthesis and independent evaluation of quantitative and/or qualitative data; an ability to engage with current research and scholarly or professional literature of a discipline/field.
6. An ability to present and communicate academic professional work effectively catering for a range of audiences by using a range of different genres appropriate to the context.

Associated Assessment Criteria for Exit Level Outcomes

• The learner demonstrated adequate knowledge and skills in the stated learning outcomes by successfully passing all taught modules in terms of the faculty rules.
• The learner successfully conducted independent research on a topical nuclear engineering topic in accordance with current research methodology processes and practices.
• The learner compiled a research report in accordance with current best practices, wherein (she demonstrates that she/he has mastered the research process.
• The learner successfully presented and defended his/her research report and research findings to a panel of peers.

Integrated assessment.

Integrated assessment practice statements

• Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the Qualification.
• Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Qualification should be integrated.
• Assessment of fundamental should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
• The term Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies.

Continuous assessment should be provided through

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with learners.