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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111175	Diploma in Mechanical Engineering
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	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		2033-06-30

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 Diploma in Mechanical Engineering is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing professional engineering technician. 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 technician with Engineering Council of South Africa (ECSA).

Possible admission to an appropriate Advanced Diploma, Level 7, or equivalent.
The qualification design reflects the standard for engineering technicians as required by the (ECSA) based on the ECSA document E-02-PN revision 3 from 26 November 2015: Qualification Standard for Diploma in Engineering: National Qualifications Framework (NQF) Level 6. Constituents from industry via advisory committee meetings for mechanical engineering endorsed this qualification.
The Diploma in Mechanical Engineering is part of a group of new qualifications in Engineering Technology focused on decolonisation and curriculum transformation.

Rationale:
This qualification will address the current shortage of engineering skills in the country The Diploma in Mechanical Engineering in conjunction with in-service experience will provide students with a pathway towards qualifying as registered Engineering Technicians. It is also compliant with the Engineering Council of South Africa (ECSA) minimum knowledge areas.
The Diploma prepares individuals to apply mathematical and scientific principles to the design, development and operational evaluation of physical systems used in manufacturing and end-product systems used for specific mechanical engineering products. The integration of computers and remote control with operating systems are a necessity in modern engineering. After graduation, a programme of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technician.
The Diploma is part of a group of new Diplomas in Engineering that provides aspiring Mechanical Engineering Technicians with knowledge to operate mechanical engineering processes in an efficient, safe and profitable way. Professional Engineering Technicians apply established and newly developed engineering technology to solve well-defined problems and develop components, systems, services and processes. Professional Engineering Technicians 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

Learners who do not meet the minimum entry requirements may be admitted to the qualification through Recognition of Prior Learning (RPL):
This qualification may be achieved in part through the Recognition of Prior Learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification.

Evidence of prior learning must be accessed through formally recognised RPL processes to recognise achievement thereof.
Learners who already work in the engineering industry who believe they possess competencies which will enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present themselves for assessment against those of their choice.

The minimum entry requirement is:

National Senior Certificate), Level 4 granting access to Diploma studies with the following subjects:
(a) Mathematics.
(b) English.
(c) Physical Science and either an Engineering and Technology or Computer subject.
Or

Senior Certificate, Level 4 with matriculation exemption, with Mathematics, Physical Science and English.
Or

An N3 Certificate, Level 3 with Mathematics, Engineering Science and English.
Or

An N4, Certificate, Level 5 with Mathematics and Engineering Science.
Or

National Certificate (Vocational), Level 4 granting access to Diploma studies with Mathematics and Engineering Science.
Or

Higher Certificate, Level 5 in a cognate field.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Diploma in Mechanical Engineering consists of the following compulsory modules at Levels 5 and 6 totalling 360 Credits:
Compulsory modules at Level 5 (108 Credits):

Engineering Management 1, 12 Credits.

Electrical Engineering 1, 12 Credits.

Introduction to English Skills, 12 Credits.

Ethical Information and Communication Technologies for Development Solutions, 12 Credits.

Mathematics 1, 12 Credits.

Engineering Graphics, 12 Credits.

Manufacturing Technology 1, 12 Credits.

Engineering Mechanics 1, 12 Credits.

Maintenance Engineering 1, 12 Credits.

Compulsory modules at Level 6 (252 Credits):

Engineering Modelling.

Mechanics of Fluids 1, 12 Credits.

Mathematics 2, 12 Credits.

Engineering Mechanics 2, 12 Credits.

Solid Mechanics 1, 12 Credits.

Thermodynamics 1, 12 Credits.

Mechanical Engineering Design 1, 12 Credits.

Electrical Engineering 2, 12 Credits.

Mechanics of Fluids 2, 12 Credits.

Applied Engineering Mechanics, 12 Credits.

Solid Mechanics 2, 12 Credits.

Thermodynamics 2, 12 Credits.

Manufacturing Technology 2, 12 Credits.

Maintenance Engineering 2.

Mechanical Engineering Design 2, 12 Credits.

Industrial Engineering Statistics, 12 Credits.

Work-directed industry-based Mechanical Engineering Project, 60 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to systematically diagnose and solve well-defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
3. Perform procedural design of components, systems, works, products or processes to meet requirements, within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
5. Use appropriate techniques, resources and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing within an engineering context.
7. Demonstrate knowledge and understanding of the impact of engineering activity on society, the economy and the industrial and physical environment and address issues by defined procedures.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to own work, as a member and leader in a technical team and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of engineering practice.
11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
1.1 The problem and criteria for an acceptable solution are defined.
1.2 Relevant information and engineering knowledge and skills needed for solving the problem are identified and used.
1.3 Various approaches that would lead to workable solutions are visualized and used.
1.4 Solutions are modelled and used.
1.5 Solutions are evaluated and select the best solution selected.
1.6 The solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:
2.1 An appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level is brought to bear on the solution of well-defined engineering problems.
2.2 Applicable principles and laws are used.
2.3 Engineering materials, components, systems or processes are analysed.
2.4 Concepts and ideas are presented in a logical and methodical manner.
2.5 Reasoning about engineering materials, components, systems or processes is performed.
2.6 Procedures for dealing with uncertain/undefined/ill-defined variables are outlined and justified.
2.7 Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:
3.1 The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
3.2 The design process is planned and managed to focus on important issues and recognises and deals with constraints.
3.3 Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
3.4 Design tasks are performed that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
3.5 Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
3.6 The design logic and relevant information is communicated in a technical report.
3.7 Procedures are applied to evaluate the selected design and assessed in terms of the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4:
4.1 The scope of the investigation is defined.
4.2 Investigations are planned and conducted within an appropriate discipline.
4.3 Available literature is searched and material is evaluated for suitability to the investigation.
4.4 Relevant equipment or software is selected and appropriately used for the investigation.
4.5 Data obtained is analysed and interpreted.
4.6 Conclusions are drawn from an analysis of all available evidence.
4.7 The purpose, process and outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5:
5.1 The method, skill or tool is assessed for applicability and limitations against the required result.
5.2 The method, skill or tool is applied correctly.
5.3 Results produced by the method, skill or tool are tested and assessed.
5.4 Relevant computer applications are selected and used.

Associated Assessment Criteria for Exit Level Outcome 6:
6.1 The structure, style and language of written and oral communication is appropriate for the purpose of the communication and the target audience.
6.2 Graphics used are appropriate and effective in enhancing the meaning of the text.
6.3 Visual materials used enhance oral communications.
6.4 Information is provided in a format that can be used by others involved in the engineering activity.
6.5 Oral communication is delivered with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:
7.1 The impact of technology is demonstrated in terms of the benefits and limitations to society.
7.2 The engineering activity is analysed in terms of the impact on occupational and public health and safety.
7.3 The engineering activity is analysed in terms of the impact on the physical environment.
7.4 The methods to minimise/mitigate impacts outlined in 7.2 and 7.3 are considered.

Associated Assessment Criteria for Exit Level Outcome 8:
8.1 The principles of planning, organising, leading and controlling are explained.
8.2 Individual work is carried out effectively, strategically and on time.
8.3 Individual contributions made to team activities support the output of the team as a whole.
8.4 Functioning as a team leader is demonstrated.
8.5 A project is organised and managed.
8.6 Effective communication carried out in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9:
9.1 Learning tasks are identified, planned and managed.
9.2 The requirement for independent learning is identified/recognised and demonstrated.
9.3 Relevant information is sourced, organised and evaluated.
9.4 Knowledge acquired outside of formal instruction is comprehended and applied.
9.5 Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Associated Assessment Criteria for Exit Level Outcome 10:
10.1 The nature and complexity of ethical dilemmas is described in terms of required practices, legislation and limitations of authority.
10.2 The ethical implications of engineering decisions are described in terms of the impact on environment, the business, costs and trustworthiness.
10.3 Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
10.4 Responsibility is accepted for consequences stemming from own actions or inaction.
10.5 Decision making is limited to area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11:
11.1 Labour practices used in the workplace are described in accordance with relevant legislation.
11.2 Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.
11.3 General administration procedures are described in terms of how they operate and the key purpose.
11.4 Work activities are conducted in a manner suited to the work context.
Range: Work activities include assisting, contributing, observing and applying at least four of the specific practices below:

Engineering processes, skills and tools, including measurement.

Investigations, experiments and data analysis.

Problem solving techniques.

Application of scientific and engineering knowledge.

Engineering planning and design.

Professional and technical communication.

Individual and teamwork.

The impact of engineering activity on health, safety and the environment.

Knowledge and understanding gained from the work-integrated learning period is reported in a prescribed format, using appropriate language and style.

Integrated Assessment:
Providers of programmes 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 Graduate attributes. 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 practical 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).
Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and experience.

INTERNATIONAL COMPARABILITY

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 technician education qualification is ensured through the Dublin Accord.

The Graduate attributes and level descriptors defined in this qualification are aligned with the attributes of a Dublin Accord technician graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies.

The roles of Engineering Technicians involve them in the implementation of proven techniques and procedures to the solution of practical problems. They carry a measure of supervisory and technical responsibility and are competent to exercise creative aptitudes and skills within defined fields of technology, initially under the guidance of engineering practitioners with appropriate experience.

Engineering Technicians contribute to the design, development, manufacture, commissioning, operation and maintenance of products, equipment, processes and services. They apply safe systems of work. A course of education recognises a planned career as an Engineering Technician. The qualification:

Provide a foundation for progression and develop a positive attitude towards lifelong learning, from which the Engineering Technician will be able to develop a detailed understanding of the principles and a mastery of the knowledge and analytical skills required for engineering practice.

Motivate learners towards the practice of engineering and stimulate their learning.

Ensure that science and mathematics are within the context of real engineering applications, integrating theory with current industrial practice and design requirements.

Develop awareness of the social, legal, economic and political contexts within which engineers and technicians operate.

Contribute to the personal and professional development of learners in the context of the applications of engineering, through the development.

ARTICULATION OPTIONS

The qualification offers horizontal and vertical articulation possibilities.

Horizontal Articulation

Diploma in Engineering, Level 6 in different fields.

Vertical Articulation

Advanced Diploma in Mechanical Engineering, Level 7.

Bachelor of Engineering in Mechanical Engineering, Level 7.

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.

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