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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Mining Engineering

SAQA QUAL ID	QUALIFICATION TITLE
110668	Advanced Diploma in Mining Engineering
ORIGINATOR
University of South Africa
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	2019-09-11	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:
The specific purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineering Technologist. This qualification provides:

Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to make a contribution to the economy and national development.

Possible admission to an appropriate Bachelor of Engineering in Technology Honours or a Bachelor of Engineering National Qualifications Framework (NQF) Level 8 qualification, or equivalent.

The qualification serves to provide learners with the advanced knowledge in fundamental engineering. The knowledge emphasises mining engineering principles and application. Also the qualification provides learners with an in-depth knowledge base in a particular field or 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. Programmes leading to this qualification tend to have a strong vocational, professional or career focus and holders of this qualification are usually prepared to enter a specific niche in the labour market.

The specific purpose of educational programmes designed to meet this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineering Technologist.

Rationale:
The 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 mining engineering technologists are required to meet the developmental needs of the country in all manufacturing and mining engineering production fields.

Professional Engineering Technologists are characterised by the ability to apply established and newly developed engineering technology to solve broadly- defined problems, develop components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

The qualification design reflects the new standard for engineering technologists as required by the Engineering Council of South Africa based on the new Higher Education Qualifications Framework (HEQF) (ECSA document E-05-PT 10 May 2012: Qualification Standard for Advanced Diploma in Engineering : NQF 7). The process of professional development of a Professional Engineering Technologist starts with the attainment of an accredited South African qualification or a substantially equivalent qualification that meets the ECSA standard. After completion of this qualification of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technologist (referred to as Stage 2 by ECSA).

Professional Engineering Technologists must therefore have a specialised understanding of the engineering science that underpins specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this programme. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL must not exceed 50% of the total credits and must not include credits at the exit level.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Diploma in Mining Engineering or equivalent, National Qualifications Framework (NQF) Level 6, 360 Credits.
Or

Advanced Certificate in Engineering Technology in Mining Engineering (the immediate follow up qualification after the 288 Diploma in Engineering Technology in Mining Engineering as per ECSA requirements).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at Level 7 totalling 144 Credits.

Compulsory Modules, 144 Credits:

Mining IIIA, 12 Credits.

Engineering Management II, 12 Credits.

Mine Environmental Engineering II, 12 Credits.

Mine Engineering and Equipment III, 12 Credits.

Mine Design Project, 24 Credits.

Engineering Economics, 12 Credits.

Mining IIIB, 12 Credits.

Mine Management, 12 Credits.

Rock Mechanics II, 12 Credits.

Mine Safety, 12 Credits.

Applied Mathematics: Minerals II, 12 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 problem and identify the criteria for an acceptable solution.

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

Generate and formulate possible approaches that would lead to a workable solution for the problem.

Analyse and model possible solutions.

Evaluate possible solutions and select the best solution.

Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science.

and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of broadly-defined engineering problems.

Use theories, principles and laws.

Perform formal analysis and modelling on engineering materials, components, systems or processes.

Communicate concepts, ideas and theories.

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

Handle uncertainty and risk.

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 recognises and deals with constraints.

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

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

Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.

Assess the 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 and conduct investigations and experiments within an appropriate discipline.

Search available literature and critically evaluate material for suitability to the investigation.

Perform necessary analysis to the investigation.

Select and use equipment or software as appropriate in the investigations.

Analyse and interpret information derived from available data.

Draw conclusions from an analysis of all available evidence.

Record the purpose, process and outcomes of the investigation in a technical report or research project report

Associated Assessment Criteria for Exit Level Outcome 5:

Assess the method, skill or tool for applicability and limitations against the required result.

Apply the method, skill or tool correctly to achieve the required result.

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

Create, select and use computer applications as required by the discipline

Associated Assessment Criteria for Exit Level Outcome 6:

The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.

Appropriate and effective graphics used in enhancing the meaning of text.

Use visual materials to enhance oral communications.

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

Deliver oral communication fluently with the intended meaning being apparent.

Written communications meet the requirement of the intended audience.

Associated Assessment Criteria for Exit Level Outcome 7

Discuss the impact of technology in terms of the benefits and limitations to society.

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

Analyse the engineering activity in terms of the impact on the physical environment.

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

Associated Assessment Criteria Exit Level Outcome 8

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

Carry out individual work effectively, strategically and on time.

Contribute to team activities, including at disciplinary boundaries, support the output of the team as a whole.

Demonstrate functioning as a team leader.

Organise and manage a design or research project.

Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria Exit Level Outcome 9

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

Reflect on learning undertaken and own learning requirements and strategies are determined to suit personal learning style and preferences.

Source, organise and evaluate relevant information.

Comprehend and apply knowledge acquired outside of formal instruction.

Assumptions are challenged critically and new thinking is embraced.

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 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.

Responsibility is accepted for consequences stemming from own actions.

Judgements are made in decision making during problem solving and design.

Decision making is limited to the area of current competence.

Integrated Assessment:
An effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the exit level outcomes. Evidence should be derived from major work or multiple instances of limited scale work.

Modules in this qualification have two assessment components as follows:

Formative Assessment: Learning and assessment are integrated. This form of assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied. The process is continuous and focuses on small sections of the work. (20 % of the final mark).

Summative Assessment: Examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. Summative assessment examines the student's ability to manage and integrate a large body of knowledge. (80 % of the final mark).

INTERNATIONAL COMPARABILITY

Qualifications accredited by Engineering Council of South Africa (ECSA) have international comparability according to the international accords that are in place. International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). In the case of engineering technologist education, the equivalence of this whole qualification standard is ensured through the Sydney Accord. The standards are comparable with those for professionally-oriented engineering qualifications in countries having comparable engineering education systems to South Africa.

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.

The signatories of the Sydney Accord have developed agreed statements of Graduate Attributes that is outcomes with level descriptors and knowledge profiles for qualifications for engineering technologists. ECSA's Engineering qualifications are accredited against a standard that is substantially similar to the IEA Graduate Attributes. The Graduate Attributes are accompanied by a statement of Professional Competencies at the professional registration level.

Common Features of the Sydney Accord.
The Sydney Accord was developed for Engineering Technologists or Incorporated Engineers and was signed in June 2001.

The current list of Sydney Accord signatories are:

Australia (Engineers Australia).

Canada (CCTT).

Hong Kong, China (HKIE).

Ireland (Engineers Ireland).

New Zealand (IPENZ).

South Africa (ECSA).

United Kingdom (EC).

United States of America (ABET).

Qualifications have a normal duration of one year with not less than 140 Credits, after completion of the Diploma in Engineering (total four years with not less than 420 Credits).
Therefore this qualification is internationally comparable with a four-year qualification based on the competencies of the graduates as defined by the graduate attributes and knowledge field distribution.
Examples of similar international qualifications:

Mining Engineering offered by Curtin University of Australia is substantially similar tothe Advanced Diploma in Mining Engineering Syllabus i.e. "The learner will study engineering as well as basic science subjects. As the learner progresses, emphasis will be placed on mining science and technology, which involves the study of soil and rock mechanics, explosives and rock breakage, materials transport, mining methods, mine planning, project evaluation and the environment". Learners will fulfil the stage 1 competences required by Engineers Australia as the pathway to chartered engineer status (CPEng), a level in professional engineering. Learners also fulfil the educational requirements for certification as a first class mine manager from the WA Department of Mines and Petroleum. The qualification is also recognised by the Australasian Institute of Mining and Metallurgy.

Mining qualifications are offered by Saskatchewan Polytechnic in Canada where learners are mining engineering technologists who work in hard and soft rock mining operations. The qualification has the following study fields:

Basic geology, geophysics, electricity and instrumentation.

Computer applications in mining.

Fluid mechanics.

Ground control.

Mine hydrology and environmental concerns.

Mine ventilation.

Ore processing and transportation.

Project management.

Safety.

Soil, concrete and concrete testing.

Surveying and drafting.
Hands-on learning involves everything from computer simulations, to geology and surveying labs, to mechanical and materials testing labs. Second year projects will help the learner build skills in mine design, blasting and ventilation.

Cambrian College Ontario Canada offers an Advanced Diploma in Mining Engineering Technology. This qualification provides learners with the skills and hands-on experience to become part of underground or open pit mine engineering teams anywhere in the world that are responsible for a wide range of projects involving surveying, drafting, design, environmental studies, industrial geological and geophysical fieldwork, ventilation, ground control, and supervision. Cambrian's Mining Engineering Technology qualification is accredited by Technology Accreditation Canada (TAC). Some learners may also work in more specialised areas such as:

Rock mechanics.

Mine ventilation.

Air conditioning.

Mine safety.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation possibilities.

Horizontal Articulation:

Advanced Diploma in Mechanical Engineering, Level 7.

Vertical Articulation:

Bachelor of Engineering Technology in Mechanical 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.

1.	University of South Africa