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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
110960  Advanced Diploma in Chemical Engineering 
ORIGINATOR
Vaal 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  2019-08-16  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 purpose of this qualification is to equip learners with technical skills and competencies to work in the industry as a professional technologist or to progress to do higher academic qualifications. The knowledge places emphasises on general principles and application or technology transfer. The qualification provides learners with a solid foundation in Chemical Engineering and the ability to apply their knowledge and skills in the area of Chemical Engineering, while equipping them to undertake more specialised and intensive learning.

Furthermore, to cope with the changing needs, markets and the latest technology, this qualification focuses on equipping learners with the skills to interpret information and apply engineering principles and approaches to solve chemical engineering problems. Learners will learn to solve ill-defined problems and gain experience in solving practical engineering problems, which include the running or managing unit operations in a chemical plant. These skills will prepare learners for the modern technology world challenges.

Rationale:
The current Business and Technology Education Council (BTEC) Chemical Engineering qualification will be phased out in 2019 therefore the new Advanced and Postgraduate qualifications are imperative for progression and articulation purposes. This qualification is aligned with the requirements on Level 7.

This qualification prepares learners to become registered Professional Chemical Technologists with the Engineering Council of South Africa (ECSA).

Through comparison with national and international higher education institutions as well as consultation with relevant stakeholders it became clear that a research component should be included in the qualification to prepare learners for further studies. The current technological advancement creates a need in the industry for technicians to have pyramidal type of knowledge structure, which is broad at the base but specialised at the higher levels. This qualification is aimed at providing that knowledge architecture. Inputs were received from the advisory committee/board and other stakeholders in the discipline, therefore this qualification meets the needs of industry.

Learners completing this qualification will have an advantage in the discipline of chemical engineering with some specialisation in the fields of design and operations of chemical processes, water and wastewater management, fundamentals of mineral processing, simulation and modelling.

The learners will meet the needs of the surrounding community - the Vaal Triangle has many enterprises that employ learners from the institution. The skills offered by this qualification are sought after in related and relevant disciplines. Therefore, this qualification has a strong professional and career focus and holders of this qualification are prepared to enter the chemical and process industry.

The qualification provides horizontal and vertical articulation possibilities, e.g. horizontal articulation into relevant Bachelors qualification in the relevant field and vertical articulation into a relevant NQF Level 8 qualification.

Specifically, the rationale of this qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineering technologist. This qualification provides:
  • Preparation for careers in chemical engineering, for achieving technical proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Engineering Technologist with ECSA.
  • Entry to National Qualifications Framework (NQF) Level 8 qualifications e.g. Honours and Postgraduate Diploma qualifications and then to proceed to Master's qualifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    There will be a provision for RPL in accordance with the institution's policy and managed by the centre for academic development. The qualification may be granted, according to policies governing higher education, to learners who have acquired the skills and knowledge without obtaining formal qualifications provided they can demonstrate competence in the Exit Level Outcomes of the qualification as required by the modules stipulated in the qualification and Exit Level Outcomes. An RPL process may also be used to give learners credits in which they have developed the necessary competency because of workplace and work-integrated learning.

    Learners submitting themselves for RPL will be thoroughly briefed prior to assessment, and may be required to submit a portfolio or evidence in the prescribed format to be accessed for formal recognition.

    The details of the Faculty's RPL policy are as follows, presuming prior accredited learning has taken place:
  • Candidate applies for RPL against module, or part/full qualification at the relevant department (Head of Department-HOD).
  • An exemption form is completed for the RPL of modules or part/full qualification.
  • Credits are awarded for relevant, approved prior learning (RPL).
  • Only then may the prospective candidate continue with full registration.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A 360 Credit qualification in Chemical Engineering, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 142 Credits.

    Compulsory Modules, Level 7,142 Credits:
  • Advanced Engineering Mathematics, 12 Credits.
  • Advanced Reaction Engineering, 12 Credits.
  • Advanced Fluid Mechanics, 12 Credits.
  • Advanced Process Design, 30 Credits.
  • Advanced Heat, Mass Transfer and Separation, 21 Credits.
  • Research Methodology and Project, 28 Credits.
  • Engineering Management, 7 Credits.
  • Chemical Engineering Labs 8 Credits.
  • Advanced Process Control 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply chemical engineering principles to systematically diagnose and solve broadly-defined chemical engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to applied chemical engineering procedures, processes, systems and methodologies to solve broadly-defined chemical 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 chemical 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:
  • Identify and use relevant information and engineering knowledge for solving the problem.
  • Identify the analysis and definition and the criteria for an acceptable solution.
  • Consider and formulate various approaches leading to workable solutions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply mathematics to engineering analysis and modelling; fundamental knowledge of natural science: both as relevant to a sub-discipline or recognised practice area.
  • Consolidate of a range of fundamental principles in engineering science and technology underlying an engineering sub-discipline or recognised practice area.
  • Establish a systematic body of emerging knowledge in a specialist area or recognised practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Carry out a design project, which involves equipment selection.
  • Select the components, systems, engineering works, products or processes to be designed must be dependent on the sub-discipline.
  • Include in a major design project one or more of the following impacts: social, economic, legal, health, safety, and environmental.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and design investigations and experiments within an appropriate discipline.
  • Search and critically evaluate relevant literature including codes for suitability of investigations.
  • 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 method, skill or tool for applicability and limitations against the required result.
  • Apply the method, skill or tool correctly to achieve the required result.
  • Critically test 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:
  • Apply modern tools to produce engineering drawing and technical report.
  • Use appropriate and effective graphics in enhancing the meaning of text.
  • Use visual materials to enhance oral communications.
  • Use accepted methods for providing oral and written information to others involved in the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify the impact of technology and deal with in terms of the benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on occupational and public health and safety.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Take into consideration personal, social, economic, cultural values and requirements of those who are affected by the 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.
  • Ensure contributions to team activities support the output of the team.
  • Organise and manage a design or research project.
  • Perform critical functions in the team and complete the work on time.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect on learning undertaken and determine individual learning requirements and strategies to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal instruction.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Display awareness of the need to maintain continued competence by keeping abreast of up to date tools and techniques available in the workplace.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements in decision making during problem solving and design.
  • Ensure decision making is limited to the area of current competence.

    Integrated Assessment:
    There will be summative and formative assessment in form of tests, assignments, reports, oral presentations and examination. Most modules will have tests and assignment during the study period with and exams at the end of a semester. Laboratory work will involve report writing and oral presentation. The proportion of continuous assessment and test will vary from 40% to 50% while examinations will comprise 50% to 60% of the total assessment from one module to another. 
    		•

    INTERNATIONAL COMPARABILITY 
    Upon completion of this qualification learners will compare with those who have gone through Higher Diploma. The contents are fairly comparable to this four-year qualification. However, the major difference will be in qualifications such and engineering design and mathematics for which the straight four-year qualification may have more details than that in this qualification.

    Difference: The main difference is that some of these qualifications identified are for three interrupted years without or with optional work integrate learning (Canada). In some cases the qualification take 2-years. The modules are comparable to the South African qualification as these modules are covered in this qualification.

    Similarities: The number of modules is similar to this qualification. In some countries the qualification has compulsory and elective modules (United Kingdom(UK)) while in others, all modules are compulsory (India, Canada), which is similar to the present case.

    In Birmingham College, United Kingdom, the Advanced Chemical Engineering is offered.
    The following modules are offered:
  • Bioscience for engineers.
  • Process engineering fundamentals.
  • Colloid chemistry and rheology.
  • Molecular delivery.
  • Measurement techniques.
  • Frontiers in interdisciplinary bioscience.
  • Hydrogen Energy and Safety Theme.
  • Food Engineering Theme.
  • Pharmaceutical Theme.
  • Business Studies Theme.
  • Core Skills Theme.

    At the Institute of Engineering and Management Studies - Mumbai , India the Advanced Diploma in Chemical Engineering is offered.
    The following modules are offered:
  • Eng Mechanics.
  • Eng Drawings.
  • Strength of materials.
  • Chemical Engineering.
  • Chemical Process Calculations.
  • Principles and Calculations.
  • Heat Transfer.
  • Thermodynamics.
  • Chemical Reaction Eng.
  • Chemical Recovery Processes.

    At Seneca College - Great Toronto, Canada the Chemical Engineering Technology (Ontario College Advanced Diploma) is offered. The following modules are offered:
  • Biology.
  • Chemistry.
  • College English.
  • Mathematics.
  • Science Survival.
  • Advanced Computer Applications.
  • Biology.
  • Chemistry.
  • Mathematics.
  • Plus: General Education Course*.
  • Chemistry - Organic.
  • Inorganic Chemistry Theory.
  • Chemical Instrumentation.
  • Effective Technical Writing.
  • Techniques in Analytical Chemistry.
  • Work Term Preparation (Work-Integrated Learning option only).
  • Chemical Engineering Technology, Work Term (Work-Integrated Learning option only).
  • Biochemistry for Analytical Chemistry.
  • Occupational Health and Chemistry I.
  • Physics.
  • Statistics.
  • Plus: General Education Course*.
  • Chemical Engineering Technology, Work Term (Work-Integrated Learning option only).
  • Physical Chemistry.
  • Process Control and Industrial Safety.
  • Ceramics and Composite Materials.
  • Polymer Technology.
  • Plus: General Education Course*.
  • Chemical Engineering Fluid Transfer and Heat Transfer.
  • Chemical Instrumentation.
  • Electronics for Chemical Instrumentation.
  • Environmental Impact of Industrial Processes.
  • Materials and Metallurgy. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Engineering Technology in Chemical Engineering, NQF Level 07.

    Vertical Articulation:
  • Postgraduate Diploma in Chemical Engineering, NQF Level 08.
  • Bachelor of Science Honours in Engineering in Chemical Engineering, NQF Level 08. 
    		•

    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. Vaal University of Technology 


    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.