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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
110019  Advanced Diploma in Chemical 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  2019-07-25  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 primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in Chemical Engineering 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 chemical related labour market.

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

The qualifying learning will also study complementary studies which covers those disciplines outside of engineering sciences, basic sciences and mathematics which are relevant to the practice of engineering in two ways:
  • Principles, results and method are applied in the practice of engineering, including engineering economics, the impact of technology on society and effective communication.
  • Study broadens the student's perspective in the humanities or social sciences to support an understanding of the world.

    Rationale:
    This qualification will allow for flexibility in the career path in Chemical Engineering both vertically and horizontally through personal growth and job advancement within and across the chemical and allied industry sector. Those who attain this qualification will provide companies with skills that include trouble shooting in chemical plants, process plant optimisation, process development and process design. The qualification would satisfy a niche in the job market that needs Professional Chemical Engineering Technologists who have the ability to apply established and newly developed engineering technology to solve broadly- defined problems, develop components, systems, services and processes.

    These Professional Chemical Engineering Technologists will be able to:
  • Provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
  • Work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
  • Have a specialised understanding of chemical engineering sciences underlying a deep knowledge of specific engineering technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

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

    Specifically, the qualification provides qualifying learners with:
  • Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Engineering Technologist or Professional Certificated Engineer with ECSA.
  • With an appropriate level of achievement, the ability to enter National Qualifications Framework (NQF) Level 8 programmes e.g. Bachelor of Engineering Technology (Honours), Postgraduate Diploma and BEng Programmes, and then proceed to Masters Degrees in Chemical Engineering or related fields.

    For certificated engineers, this provides the education base for achieving proficiency in mining/factory plant operations and occupational health and safety. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
  • Recognition of Prior Learning is a process of identifying knowledge and skills of a candidate against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skill obtained through informal, non-formal and/or formal training. At the institution, RPL can only be done against qualifications offered by the institution, which includes two possible routes: access or advanced standing.

    Gaining access:
  • If an applicant has considerable work experience, but do not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy. If access is granted, the qualification on the lower level is not awarded.

    Advanced Standing:
  • An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects. There are guidelines governing the maximum number of subjects for which advanced standing can be granted.


    Entry Requirements:

    The minimum entry requirement for this qualification is:
  • A 360 Credit Diploma in Chemical Engineering or an equivalent qualification.
    Or
  • A 240 Credit Diploma in Chemical Engineering Technology together with the 140 Work-Integrated Learning (WIL) Credits required in the Engineering Council of South Africa (ECSA) E-21-PN standard: Advanced Certificate in Engineering Technology in Chemical Engineering or related field.
    Or
  • A National Diploma in Chemical Engineering (or related field) or an equivalent qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    The qualification consists of compulsory and elective modules at Level 6 and 7 totalling 140 Credits.

    Compulsory modules, Level 6: 14 Credits:
  • General Engineering for Chemical Engineers 3, 7 Credits.
  • Environmental Law, 7 Credits.

    Compulsory modules, Level 7: 112 Credits:
  • Process Design 4, 21 Credits.
  • Engineering Mathematics 4,14 Credits.
  • Chemical Reaction Engineering 4, 7 Credits.
  • Separations Processes 4: Multi-stage Operations, 14 Credits.
  • Applied Chemistry: Analytical and Environmental, 7 Credits.
  • Bioprocessing 4 and Environmental Sustainability, 14 Credits.
  • Research Methodology and Project, 14 Credits.
  • General Engineering for Chemical Engineers 4, 7 Credits.
  • Laboratory 4, 14 Credits.

    Elective modules, Level 7: 14 Credits (Choose one module):
  • Environmental Engineering, 14 Credits.
  • Oil and Gas Processing, 14 Credits.
  • Minerals Processing, 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 criteria for an acceptable solution to a problem.
  • Model, analyse and evaluate all solutions, and the best solution is selected and presented in the appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply fundamental and specialist knowledge by bringing mathematical, numerical analysis and statistical knowledge and methods to bear on engineering problems.
  • Reason about and conceptualise engineering components, systems or processes using mathematical concepts.
  • Describe uncertainty and risk through the use of probability and statistics.
  • 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, focusing on important issues and recognise and deal with relevant constraints.
  • Acquire and evaluate the requisite knowledge, information and resources and apply the correct principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process.
  • Evaluate all solutions: evaluate alternative solutions and select and implement a preferred solution based on techno-economic analysis.
  • Assess the impact and benefits of the design: social, legal, health, safety and environmental.
  • Communicate the design logic and relevant information.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments involving the following performances.
  • Available relevant literature and material is critically evaluated for suitability to the investigation.
  • Conduct investigations and experiments using the appropriate equipment.
  • Draw conclusions from the analyses of all available data.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Formulate assignments and learning activities to develop the following skills in an integrated manner.
  • Assess and select methods, skills and tools for applicability and limitations recognised against the required result.
  • Use computer packages for computation, modelling, simulation and information handling.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Effectively communicate assignments and learning activities, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and language.
  • Provide information in a format that can be used by others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Incorporate Ethics and Environmental Management in modules of the qualification in order to sensitise the learner with respect to:
    > The impact of engineering activity on society and the environment.
  • Analyse and design the need to bring into engineering analysis and design considerations of:
    > The impact of technology on society.
    > The personal, social, cultural values and requirements of those affected by engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Identify individual objectives and focuses on in conducting work tasks.
  • Perform critical functions in the team and ensure that work is completed on time.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Source, organise and evaluate relevant information.
  • Critically challenge assumptions and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas and take the ethical decisions.

    Integrated Assessment:
    An effective integrated assessment strategy will be used. This qualification will combine formative and summative assessment methodologies. There will be multiple assessment opportunities for learners demonstrate the exit level outcomes. All assessments and moderation will be performed and is subject to the institutional Assessment policies, procedures and guidelines.

    Integrated assessments take the form of a variety of both summative and formative assessment methods including written and oral examinations, problem solving assignments and tutorials, projects, case studies, presentations, class tests and final summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    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 as outlined below:

    Differentiating Characteristics for a Washington Accord Graduate Attributes:

    1. Engineering Knowledge: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in WK1 to WK4 respectively to the solution of complex engineering problems.
    2. Problem Analysis (Complexity of Analysis: Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. (WK1 to WK4)
    3. Design/Development of Solutions (Breadth and uniquteness of engineering problems are original and to which solutions have previously been identified or codified): Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. (WK5)
    4. Investigation (Breadth and depth of investigation and experimentation): Conduct investigations of complex problems using research-based knowledge (WK8) and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.
    5. Modern Tool Usage (Level of understanding of the appropriateness of the tool): Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an understanding of the limitations. (WK6)
    6. The Engineer and Society (Level of knowledge and responsibility) Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems. (WK7)
    7. Environment and Sustainability (Type of Solutions): Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems in societal and environmental contexts. (WK7)
    8. Understanding and level of practice: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. (WK7)
    9. Individual and Team Work (Role in and diversity of team): Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.
    10. Communication (Level of communication according to type of activities performed): Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
    11. Project Management and Finance: Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
    12. Lifelong learning (Preparation for and depth of continuing learning): Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

    Differentiating Characteristics for a Sydney Accord Graduate Attributes:

    1. Engineering Knowledge: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in SK1 to SK4 respectively to defined and applied engineering procedures, processes, systems or methodologies.
    2. Problem Analysis (Complexity of Analysis): Identify, formulate, research literature and analyse broadly-defined engineering problems reaching substantiated conclusions using analytical tools appropriate to the discipline or area of specialisation. (SK1 to SK4)
    3. Design/Development of Solutions (Breadth and uniqueness of engineering problems are original and to which solutions have previously been identified or codified): Design solutions for broadly- defined engineering technology problems and contribute to the design of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. (SK5)
    4. Investigation (Breadth and depth of investigation and experimentation): Conduct investigations of broadly-defined problems; locate, search and select relevant data from codes, data bases and literature (SK8), design and conduct experiments to provide valid conclusions.
    5. Modern Tool Usage (Level of understanding of the appropriateness of the tool): Select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to broadly-defined engineering problems, with an understanding of the limitations. (SK6)
    6. The Engineer and Society (Level of knowledge and responsibility) Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering technology practice and solutions to broadly defined engineering problems. (SK7)
    7. Environment and Sustainability (Type of Solutions): Understand and evaluate the sustainability and impact of engineering technology work in the solution of broadly defined engineering problems in societal and environmental contexts. (SK7)
    8. Understanding and level of practice: Understand and commit to professional ethics and responsibilities and norms of engineering technology practice. (SK7)
    9. Individual and Team Work (Role in and diversity of team): Function effectively as an individual, and as a member or leader in diverse teams.
    10. Communication (Level of communication according to type of activities performed): Communicate effectively on broadly- defined engineering activities with the engineering community and with society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
    11. Project Management and Finance: Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a team and to manage projects in multidisciplinary environments.
    12. Lifelong learning (Preparation for and depth of continuing learning): Recognize the need for, and have the ability to engage in independent and life-long learning in specialist technologies.

    Differentiating Characteristics for Engineering Counsel of South Africa Graduate Attributes:

    1. Engineering Knowledge: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in DK1 to DK4 respectively to wide practical procedures and practices.
    2. Problem Analysis (Complexity of Analysis): Identify and analyse well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity. (DK1 to DK4)
    3. Design/Development of Solutions (Breadth and uniquteness of engineering problems are original and to which solutions have previously been identified or codified): Design solutions for well-defined technical problems and assist with the design of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. (DK5)
    4. Investigation (Breadth and depth of investigation and experimentation): Conduct investigations of well-defined problems; locate and search relevant codes and catalogues, conduct standard tests and measurements.
    5. Modern Tool Usage (Level of understanding of the appropriateness of the tool): Apply appropriate techniques, resources, and modern engineering and IT tools to well- defined engineering problems, with an awareness of the limitations. (DK6)
    6. The Engineer and Society (Level of knowledge and responsibility): Demonstrate knowledge of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering technician practice and solutions to well defined engineering problems. (DK7)
    7. Environment and Sustainability (Type of Solutions): Understand and evaluate the sustainability and impact of engineering technician work in the solution of well defined engineering problems in societal and environmental contexts. (DK7)
    8. Understanding and level of practice: Understand and commit to professional ethics and responsibilities and norms of technician practice. (DK7)
    9. Individual and Team Work (Role in and diversity of team): Function effectively as an individual, and as a member in diverse technical teams.
    10. Communication (Level of communication according to type of activities performed): Communicate effectively on well-defined engineering activities with the engineering community and with society at large, by being able to comprehend the work of others, document their own work, and give and receive clear instructions
    11. Project Management and Finance: Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a technical team and to manage projects in multidisciplinary environments
    12. Lifelong learning (Preparation for and depth of continuing learning): Recognize the need for, and have the ability to engage in independent updating in the context of specialized technical knowledge.

    Differentiating Characteristics for a Dublin Accord Graduate Attributes:

    1. Application of scientific and engineering knowledge: Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
    2. Problem solving: Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
    3. Engineering Design: 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. Investigation: Define and conduct investigations and experiments of broadly-defined problems
    5. Engineering methods, skills, tools, including information technology: Apply Engineering techniques, including information technology, prediction and modelling in the solution of chemical processes problems
    6. None Stipulated
    7. Impact of Engineering Activity: 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. Engineering Professionalism - Exit Outcome 10: Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice within own limits of competence.
    9. Individual and Team Work - Exit Level Outcome 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
    10. Professional and Technical Communication - Exit Level Outcome 6: Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
    11. None stipulated
    12. Independent learning - Exit Level Outcome 9: Engage in independent and life-long learning through well-developed learning skills. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation possibilities:

    Horizontal Articulation:
  • Bachelor of Engineering Technology in Chemical Engineering or related field, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Engineering, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.