SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Industrial Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111267	Advanced Diploma in Industrial 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	2019-09-09	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 Industrial Engineering is designed to meet this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineering Technologist.
The qualification design reflects the new standard for engineering technologists as required by the Engineering Council of South Africa (ECSA).

The qualification serves to provide learners with the knowledge in fundamental engineering. The knowledge emphasises industrial 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 learners to undertake more specialised and intensive learning.

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. Professional Engineering Technologists will 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 qualification is an area of study which 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 uses, including manufacturing equipment; stationary power units and appliances; housings and containers; hydraulic and electric systems for controlling movement; and the integration of computers and remote control with operating systems.

Rationale:
The Advanced Diploma in Industrial Engineering is developed in line with the mission of the institution to offer quality education; lead, challenge, create and explore knowledge; and contribute to national objectives regarding skills development.

This qualification supports the improvement of stature and quality of the scientific and technology qualifications offered by the institution. The qualification will increase the institutional reputation, attract more international learners, especially from Africa, leading to an improved international scholarly output.

This qualification prepares its graduates for professional registration as technologists in the industrial engineering field. The qualification design reflects the standard for engineering technologists as required by the Engineering Council of South Africa (referred to as the ECSA hereafter).

The qualification supports the improvement of stature and quality of the scientific and technology qualifications offered by the institution. This qualification provides aspiring industrial engineering technologists with knowledge to operate and improve industrial engineering processes in an efficient, safe and profitable way.

This qualification tends 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 Advanced Diploma in Industrial Engineering qualification is consonant with the institution's mission, forms part of institutional planning and resource allocation, meets national requirements, the needs of learners and other stakeholders, and is intellectually credible. It is designed coherently, and articulates well with other relevant qualifications where possible.

This qualification provides, namely:

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 ECSA.

Possible admission to an appropriate Bachelor of Engineering Technology Honours or a Bachelor of Engineering qualification.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's Recognition of Prior Learning (RPL) policies are aligned to the national RPL Policy. 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:

Diploma in Industrial Engineering, NQF Level 6.

National Diploma in Industrial Engineering, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, Level 7, 144 Credits:

Industrial Supply Chain Management, 12 Credits.

Mathematics 3, 12 Credits.

Engineering Entrepreneurship, 12 Credits.

Information Systems for Engineers, 12 Credits.

Logistics Engineering, 12 Credits.

Engineering Project Management, 12 Credits.

Production and Systems Engineering, 12 Credits.

Advanced Research Project, 12 Credits.

Engineering Quality Management 2, 12 Credits.

Industrial Engineering Simulation 2, 12 Credits.

Environmental Engineering, 12 Credits.

Maintenance Engineering 3, 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 1:

The problem is analysed and defined and criteria are identified for an acceptable solution.

Relevant information and engineering knowledge and skills are identified and used for solving the problem.

Various approaches are considered and formulated that would lead to workable solutions.

Solutions are formulated and presented in an appropriate form, modelled and analysed, and evaluated and the best solution is selected.

Solutions are modelled and analysed.

Solutions are evaluated and the best solution is selected.

Associated Assessment Criteria 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.

Theories, principles and laws are used, and concepts, ideas and theories are communicated.

Formal analysis and modelling is performed on engineering materials, components, systems or processes.

Concepts, ideas and theories are communicated.

Reasoning about and conceptualising engineering materials, components, systems or processes is performed.

Uncertainty and risk is handled through the use of probability and statistics.

Work is performed within the boundaries of the practice area.

Associated Assessment Criteria 3:

The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.

The design process is planned and managed to focus on important issues and recognises and deals with constraints.

Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools are evaluated and used to provide a workable solution.

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

Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.

The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.

The design logic and relevant information is communicated in a technical report.

Associated Assessment Criteria 4:

Investigations and experiments are planned, designed and conducted within an appropriate discipline.

Relevant literature including codes is searched and material is critically evaluated for suitability to the investigation.

Analysis is performed as necessary to the investigation.

Equipment or software is selected and used as appropriate in the investigations.

Information from relevant data is derived, analysed and interpreted.

Conclusions are drawn from an analysis of all relevant evidence.

The purpose, process and outcomes of the investigation are recorded in a technical report.

Associated Assessment Criteria 5:

The method, skill or tool is selected and assessed for applicability and limitations against the required result.

The method, skill or tool is applied correctly to achieve the required result.

Results produced by the method, skill or tool are critically tested and assessed against required results.

Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria 6:

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

Graphics used are appropriate and effective in enhancing the meaning of text.

Visual materials used enhance oral communications.

Accepted methods are used for providing information to others involved in the engineering activity.

Oral communication is delivered fluently with the intended meaning being apparent.

Written communications meet the requirement of the intended audience.

Associated Assessment Criteria 7:

The impact of technology is identified and dealt with in terms of the benefits and limitations to society.

The engineering activity is analysed in terms of the impact on occupational and public health and safety.

The engineering activity is analysed in terms of the impact on the physical environment.

Personal, social, economic, cultural values and requirements of those who are affected by the engineering activity are taken into consideration.

Associated Assessment Criteria 8:

The principles of planning, organising, leading and controlling are explained.

Individual work is carried out effectively and on time.

Contributions to team activities that support the output of the team.

A design or research project is organised and managed.

Effective communication is carried out in the context of individual or team work.

Critical functions in the team are performed and work is completed on time.

Associated Assessment Criteria 9:

Learning tasks are managed autonomously and ethically, individually and in learning groups.

Learning undertaken is reflected on and individual learning requirements and strategies are determined to suit personal learning style and preferences.

Relevant information is sourced, organised and evaluated.

Knowledge acquired outside of formal instruction is comprehended and applied.

Assumptions are challenged critically and new thinking is embraced.

Associated Assessment Criteria 10:

The nature and complexity of ethical dilemmas are described.

The ethical implications of decisions made are described.

Ethical reasoning is applied to evaluate engineering solutions.

Awareness is displayed of the need to maintain continued competence through keeping abreast of up to date tools and techniques available in the workplace.

The system of continuing professional development is understood and embraced 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:
The quality assurance process will demonstrate that an effective integrated assessment strategy is used. Clearly identified components of assessment will address summative assessment of the Exit Level Outcomes. Evidence will 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).

Assessors will 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

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 qualifications 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.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Civil Engineering, NQF Level 7.

Vertical Articulation:

Bachelor of Engineering Technology Honours in Industrial Engineering, NQF 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