SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111145	Advanced Diploma in Mechanical 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	2019-08-23	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 the Advanced Diploma in Mechanical Engineering 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.

The educational base required for registration as a Candidate and/or a Professional Engineering Technologist with Engineering Council of South Africa (ECSA).

Possible admission to an appropriate Bachelor of Engineering 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 Mechanical 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. Qualifications 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.

Rationale:
The qualification design reflects the new standard for engineering technologists as required by the Engineering Council of South Africa based on the new HEQF (ECSA document E-05-PT rev.1, 10th of May 2012: Qualification Standard for Advanced Diploma in Engineering: NQF Level 7).

This qualification prepares learners for professional registration as technologists in the mechanical engineering field. 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.

This qualification provides aspiring mechanical engineering technologists with knowledge to operate and improve mechanical engineering processes in an efficient, safe and profitable way.

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.

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 this standard (referred to as Stage 1 by ECSA). After graduation a 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).

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 qualification. This qualification may be achieved in part through recognition of prior learning processes. Entry Requirements:

The minimum entry requirement for this qualification is:

A Diploma in Mechanical Engineering.
Or.

Diploma in Mechanical Engineering at National Qualifications Framework (NQF) Level 6.
Or.

A substantially equivalent South African or foreign qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 144 Credits.

Compulsory Modules:

Mathematics 3, 12 Credits.

Engineering Material Technology 2, 12 Credits.

Mechanical Design Project, 24 Credits.

Finite Element Analysis, 12 Credits.

Maintenance Engineering 3, 12 Credits.

Environmental Engineering, 12 Credits.

Dynamics, 12 Credits.

Applied Thermodynamics and Heat Transfer, 12 Credits.

Fluid Mechanics and Turbo-machinery, 12 Credits.

Solid Mechanics 4, 12 Credits.

Automatic Control, 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 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.

Critically evaluated available relevant literature and material 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; and 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 focus on 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 are managed 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:
Providers of qualifications shall in the quality assurance process demonstrate that 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:
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).

Examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. Summative assessment examines the learner'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. The standards are comparable with those for professionally oriented Degrees in engineering, in countries having comparable engineering education systems to South Africa. 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. The following are the Sydney Accord Graduate Attributes:

Comprehend and apply the knowledge embodied procedures, processes, systems or methodologies that is specific to the jurisdiction in which he/she practices.

Comprehend and apply the knowledge embodied in widely accepted and applied procedures, processes, systems or methodologies.

Identify, clarify, and analyse broadly defined problems.

Design or develop solutions to broadly defined problems.

Evaluate the outcomes and impacts of broadly defined activities.

Recognise the reasonably foreseeable social, cultural and environmental effects of broadly-defined activities generally, and have regard to the need for sustainability; take responsibility in all these activities to avoid putting the public at risk.

Meet all legal and regulatory requirements and protect public health and safety in the course of his or her activities.

Conduct his or her activities ethically.

Manage part or all of one or more broadly-defined activities.

Communicate clearly with others in the course of his or her activities.

Undertake CPD activities sufficient to maintain and extend his or her competence.

Choose appropriate technologies to deal with broadly defined problems.

Be responsible for making decisions on part or all of one or more broadly defined activities.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Mechanical Engineering in Mechatronics, Level 7.

Vertical Articulation:

Bachelor of Engineering Technology Honours 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