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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
101992	Advanced Diploma in Mechanical Engineering
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
This qualification is aligned to the Engineering Council of South Africa (ECSA) Standard E-05-P and is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides students with a sound knowledge base in mechanical engineering discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. This qualification has a strong professional or career focus and holders of this qualification are prepared to enter in the Mechanical Engineering labour market.

Specifically the purpose of this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Mechanical Engineering technologist or certificated engineer.

The Professional Mechanical Engineering Technologists are characterised by:

The ability to provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.

The ability to work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Having a specialised understanding of mechanical engineering sciences underlying a deep knowledge of specific mechanical engineering technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Rationale:
This qualification is aligned to the Engineering Council of South Africa (ECSA) Standard E-05-PT.

The different categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are: Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician, and Professional Certificated Engineer. Graduates with an Advanced Diploma in Mechanical Engineering will be able to register as Professional Engineering Technologists.

Professional Mechanical Engineering Technologists are characterised by the ability to apply established and newly developed Mechanical engineering technology to solve broadly- defined problems, develop components, systems, services and processes.

This qualification provides:
1. Preparation for careers in Mechanical Engineering and areas that potentially benefit from Mechanical Engineering skills, for achieving technical proficiency and to make a contribution to the economy and national development.
2. The educational base required for registration as a Professional Engineering Technologist and/or Certificated Engineer with ECSA.
3. Entry to Level 8 programmes e.g. Bachelor of Engineering Technology (Honours), Postgraduate Diploma and BEng Programmes in Mechanical Engineering and then to proceed to Masters Programmes in Mechanical Engineering or related programmes.
Students completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in the ECSA E-05-PT standard.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Entry Requirements:
The minimum requirements for admission into the Advance Diploma are:

A 360 Credit Diploma in Mechanical Engineering (or related field), Level 6.
Or

A 240 Credit Diploma in Engineering Technology in Mechanical Engineering together with the 140 Credits required in the ECSA E-21-PN standard: Advanced Certificate in Engineering Technology in Mechanical Engineering or related field.
Or

A National Diploma in Mechanical Engineering (or related field) at Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at Level 6 and 7 totalling 140 Credits.

Compulsory Modules Level 6, 7 Credits:

Project Management, 7 Credits.

Compulsory Modules Level 7, 133 Credits:

Engineering Mathematics 4, 14 Credits.

Environmental Engineering 4, 7 Credits.

Research Methodology 4, 7 Credits.

Engineering Design Project 4, 28 Credits.

Heat Transfer 4, 14 Credits.

Strength of Materials 4, 14 Credits.

Fluid Mechanics 4, 14 Credits.

Refrigeration and Air conditioning 4, 21 Credits.

Stress analysis 4, 14 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Define and conduct investigations and experiments of broadly-defined problems.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation and the need to act professionally within own limits of competency.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a diverse team and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice within own limits of competence.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and define the Mechanical engineering problem and criteria are identified for an acceptable solution.

Identify and use relevant information and Mechanical engineering knowledge and skills for solving the problem.

Consider and formulate various approaches based on the Mechanical Engineering that would lead to workable solutions.

Model and analyse Mechanical engineering solutions.

Evaluate solutions are evaluated and select the best solution.

Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Bring an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level on Mechanical Engineering to bear on the solution of broadly-defined Mechanical Engineering problems.

Apply Mechanical Engineering theories, principles and laws to solve problems.

Utilise appropriate simulation software (i.eCFD) to solve fluids mechanics problems.

Communicate mechanical Engineering Concepts, ideas and theories.

Perform reasoning about Mechanical Engineering and conceptualising engineering materials, components, systems or processes.

Handle uncertainty and risk through the use of probability and statistics.

Perform work within the boundaries of the Mechanical Engineering.

Associated Assessment Criteria for Exit Level Outcome 3:

Formulate the mechanical engineering design problem to satisfy user needs, applicable standards, codes of practice and legislation.

Plan and manage the design process to focus on important issues on mechanical engineering system and recognises and deals with constraints.

Acquire and evaluate mechanical engineering knowledge, information and resources in order to apply appropriate principles and design tools are evaluated and used to provide a workable solution.

Perform the mechanical engineering design tasks including analysis, quantitative modelling and optimization of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.

Evaluate alternatives for implementation and a preferred solution for mechanical engineering problems is selected based on techno-economic analysis and judgment.

Assess the mechanical engineering selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.

Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan, design and conduct investigations and experiments on Mechanical engineering systems.

Search relevant literature including codes on Mechanical engineering and material is critically evaluated for suitability to the investigation.

Perform analysis is performed as necessary to the investigation.

Select and use mechanical engineering Equipment or software as appropriate in the investigations.

Derive, analyse and interprete information from Mechanical engineering systems.

Draw conclusions from an analysis of all relevant evidence.

Record the purpose, process and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5:

Select and assess the appropriate mechanical engineering systems and software for applicability and limitations against the required result.

Apply the appropriate mechanical engineering system correctly to achieve the required result.

Test and assess results produced by the method, skill or tool critically against required results.

Select and use computer applications as required by the Mechanical engineering discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

Submit mechanical engineering Projects outcomes as a technical report and present it orally. The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.

Use appropriate and effective graphics in enhancing the meaning of text.

Use visual materials to enhance oral communications.

Use accepted methods for providing information to others involved in the Mechanical engineering activity.

Deliver oral communication fluently with the intended meaning being apparent.

Ensure written communications meet the requirement of the intended audience.

Associated Assessment Criteria for Exit Level Outcome 7:

Identify and deal with the impact of Mechanical Engineering technology in terms of the benefits and limitations to society.

Analyse the Mechanical Engineering activity in terms of the impact on occupational and public health and safety.

Analyse the Mechanical Engineering activity in terms of the impact on the physical environment especially water and air quality.

Take into consideration personal, social, economic, cultural values and requirements of those who are affected by the Mechanical engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8:

Explain the principles of planning, organising, leading and controlling.

Carry out individual work effectively and on time.

Contribute to team activities that support the output of the team.

Organise and manage a Mechanical engineering design or research project.

Carry out effective communication in the context of individual or team work.

Perform critical functions in the team and work is completed on time.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage learning tasks autonomously and ethically, individually and in learning groups.

Undertaken learning is reflected on and individual learning requirements and strategies are determined to suit personal learning style and preferences.

Source, organise and evaluate relevant information on Mechanical engineering.

Comprehend and apply knowledge acquired outside of formal instruction.

Challenge assumptions critically and embrace new thinking within the Mechanical engineering field.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe the nature and complexity of ethical dilemmas.

Describe the ethical implications of decisions made.

Apply ethical reasoning to evaluate Mechanical engineering solutions.

Display awareness of the need to maintain continued competence through keeping abreast of up to date tools and techniques available in the workplace.

Understand and embrace the system of continuing professional development as an on-going process.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during Mechanical engineering problem solving and design.

Limit decision making to the Mechanical engineering field.

Integrated Assessment:
A variety of teaching and learning methods will be used and is a blend of class room teaching, tutorials and small group teaching, practicals, computer laboratory work, field work, peer learning groups, independent learning (self-study), and independent research. Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are used a pedagogic practice. These ensure that students engage actively with the material in different ways. The teaching and learning methods are appropriate for an engineering or science qualification.

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.

In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and poster design.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing students' attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

Integrated assessment cuts across a number of subjects/modules of a programme and is aimed at the holistic development of students and contributes to students' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

Integrated assessment in this qualification will take place at the [list level of study] and students will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of industry.

INTERNATIONAL COMPARABILITY

Curriculum development and/or curriculum revision as required by the Higher Education Qualifications Sub-Framework (2013) is a multi-faceted process that requires the application of educational theories as well as conducting a situational analysis and a comparability exercise. While the situational analysis engages various stakeholders that have a direct bearing on the qualification, such as employers, professional bodies and Advisory Committees, refers to drawing comparisons with qualifications, subjects and educational practices at similar institutions, nationally and internationally using particular curriculum components as points of reference. National and international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education (HE) institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

In terms of this qualification, the international comparison exercise revealed that international comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). International comparability of this engineering technologist education qualification is ensured through the Sydney Accord.

The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies.

ARTICULATION OPTIONS

In keeping with the requirements of the Higher Education Qualification Sub-framework (2014) as well as other relevant national policies pertaining to articulation as well as credit accumulation and transfer, the following institutional articulation requirements will be applicable to this qualification:

Vertical articulation within the HEQSF:
Students who have successfully completed an Advanced Diploma in Mechanical Engineering at NQF level 7 may gain admission to a Postgraduate Diploma in Mechanical Engineering at NQF level 8 and upon completion of the Postgraduate Diploma may progress towards a Master's Degree in Engineering and upon completion of the Master's Degree may progress towards a Doctoral Degree in Engineering.

Horizontal articulation within the HEQSF:
Students who have successfully completed an Advanced Diploma in Mechanical Engineering at NQF level 7 or who have completed modules/subjects towards the completion of this qualification may transfer credits towards a qualification in this field of study or related field of study at NQF level 7 (e.g. Advanced Diploma or Bachelor of Engineering Technology Degree).

Diagonal articulation within the HEQSF:
Students who have successfully completed the Advanced Diploma in Mechanical Engineering or students who have completed modules/subjects towards the completion of this qualification may transfer credits towards a qualification in this field of study or a related field of study across pathways within the HEQSF (e.g. credits towards a Bachelor of Engineering Technology Honours Degree at NQF level 8).

Inter- and intra-institutional articulation agreements based on national requirements will apply.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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