SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology in Metallurgical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111393	Bachelor of Engineering Technology in Metallurgical Engineering
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	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 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		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 focus of the Bachelor in Engineering Technology in Metallurgical Engineering qualification is to train metallurgical engineering technologists who will be able to apply their skills set in various occupations to address the technical workforce needs of South Africa. The core of the qualification is the integration of theory and practice (practical skills and know-how) spread over the duration of three-years to ensure a balanced, highly skilled technologist in the Metallurgical engineering environment. This qualification is primarily industry-oriented as stated by the Engineering Council of South Africa (ECSA). The knowledge emphasises general principles and application or technology transfer.

The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to a particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. Prior qualifications leading to this qualification tend to have a strong professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the labour market.

The purpose of the Bachelor of Engineering Technology in Metallurgical Engineering is to provide learners with knowledge and practical techniques in engineering to be able to operate as a Professional Metallurgical Engineering Technologist in the workplace.

Rationale:
The diverse structure of the South African economy is a critical aspect of its historical and current growth performance. The manufacturing and mining sector continues to occupy a significant share of the South African economy. Despite that less than a decade into the 21st century, many countries including South Africa, experienced the global economic crisis. This has affected the economic growth in South Africa over the last four years, prompting a deceleration in rate of growth. Regardless of the negative growth, metallurgy is still listed in the National Scarce Skills.

Thus, the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like engineering professions. The ratio of engineers to technologists to technicians is minimal. Yet, the ECSA and the Engineering Association of South Africa have proposed a ratio of 1 engineer to 1 technologist to 4 technicians to 16 artisans for the South African context.

The Accelerated and Shared Growth Initiative for South Africa (SA) was Gazetted in 2014 to identify constraints in the economy and to propose interventions to increase the capacity for growth. Resolving the shortage of suitably skilled labour in South Africa was identified as one of the priority interventions necessary to achieve growth. Metallurgy is listed 17th out of the top 20 scarce skills and Metallurgical Engineering Technologist 66 out of the 100 scare skills. This gave rise to the Joint Initiative on Priority Skills Acquisition (JIPSA). JIPSA want to identify short to medium term solutions in addressing the skills shortage.

Therefore, the rationale for this qualification arises from the National Development Plan, New Growth Path and the Industrial Policy Action Plan. It foregrounds in reference to the following in respect to the skill needs in the Metallurgical environment.

Public infrastructure: increase the number of engineers, technologists, technicians and artisans to support the roll-out of public qualifications;

Education and Training: increasing the skill pool of scientists, including the number of Doctor of Philosophy (PhD)'s, for knowledge production and innovation;

Sustainable Livelihoods: provision of live skills qualifications, entrepreneurship and community development programmes;

Green industry: the manufacturing of componentry inputs into the renewable energy generation programme and solar power heating and other industrial opportunities arising from requirements of high energy efficiency in the economy;

Fabrication, capital and transport equipment: leveraging large-scale procurement in rail and electricity, providing associated upgrading support and taking advantage of mining capital equipment investment locally and on the rest of the continent.

The qualification will meet the national requirements for Metallurgical Engineering Professionals. The needs of the stakeholder such as Metallurgical Engineering contractors, Consultants, ECSA, South African Institute of Mining and Metallurgy (SAIMM) were addressed through the qualification design. The qualification meets the standards which were published for public comments in Government Gazette no 35131. It also meets the minimum standard specified by ECSA.

The process of development of a Professional Metallurgy Engineering Technologist starts with the attainment of this qualification that meets the relevant ECSA standard. The content of this qualification will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising metallurgical engineering technologist who will contribute to the SA economy and development.

Thus the Bachelor of Engineering Technology in Metallurgical Engineering qualification provides:

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

The educational base that may be required for registration in a Specified Category with ECSA.

Entry to relevant NQF Level 8 qualifications such as the Bachelor Honours qualification in Metallurgical Engineering.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Admission and or credits for this qualification may be obtained by means of Recognition of Prior Learning (RPL). RPL will be applied as per the institution's policy.

The institution's policy on Recognition of Prior Learning (RPL) will be applied and will be used to demonstrate competence for admission to this qualification. The qualification may be achieved in part through Recognition of Prior Learning processes.

Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL will focus on previously acquired competencies. At least two assessment methods are required for RPL assessments, unless otherwise approved by Senate.

The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

Assessments will be conducted by academic staff (subject matter experts) that have appropriate RPL knowledge and/or experience. As required by the policy on assessment and moderation, all exit level assessments will be moderated by an external moderator.

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

National Senior Certificate, NQF Level 4, granting access to Bachelor's studies,
Or

National Certificate Vocational (NC(V)), NQF Level 4, granting access to Bachelor's studies,
Or

Senior Certificate with endorsement,
Or

Higher Certificate in Metallurgical Engineering, NQF Level 5,
Or

Advanced Certificate in Metallurgical Engineering, NQF Level 6,
Or

Diploma in Metallurgical Engineering, NQF Level 6,
Or

National Diploma in Metallurgical Engineering, NQF Level 6,
Or

National Diploma: Engineering: Metallurgical Engineering, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Levels 5, 6 and 7 totalling 420 Credits.

Compulsory Modules NQF Level 5, 140 Credits:

Information Literacy, 1 Credit.

Communication Skills, 6 Credits.

Computer Literacy, 5 Credits.

Life Skills, 2 Credits.

Engineering Graphics, 14 Credits.

Engineering Mathematics I, 28 Credits.

Chemistry, 14 Credits.

Metallurgical Chemistry, 14 Credits.

Engineering Physics, 14 Credits.

Metallurgical Thermodynamics, 14 Credits.

Metallurgical Materials, 14 Credits.

Strength of Materials I, 14 Credits.

Compulsory Modules NQF Level 6, 140 Credits:

Engineering Mathematics II, 14 Credits.

Probability and Statistics, 14 Credits.

Scientific Computing, 14 Credits.

Hydrometallurgy, 14 Credits.

Mineral Processing, 28 Credits.

Refractory Engineering, 14 Credits.

Pyrometallurgy, 14 Credits.

Physical Metallurgy, 28 Credits.

Compulsory Modules NQF Level 7, 140 Credits:

Process Metallurgy and Design, 28 Credits.

Iron and Steel Making, 14 Credits.

Corrosion, 14 Credits.

Non-Ferrous Metallurgy, 14 Credits.

Engineering Practice, 14 Credits.

Production Metallurgy, 28 Credits.

Project Metallurgy, 28 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 define and 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. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
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.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a 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 technology practice.

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.

Model and analyse 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:

Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area 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 evaluate material critically for suitability to the investigation.

Perform an analysis as necessary to the investigation.

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

Analyse, interpret and derive information 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.

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:

Demonstrate the structure, style and language of written and oral communication is appropriately for the purpose of the communication and the target audience.

Use graphics that are appropriate and effective 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.

Associated Assessment Criteria for Exit Level Outcome 7:

Explain the impact of technology 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 for 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, strategically and on time.

Demonstrate contributions 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 and team work.

Associated Assessment Criteria for Exit Level Outcome 9:

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

Reflect upon learning undertaken and determine own 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.

Challenge assumptions critically and embrace new thinking.

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.

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.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem solving and design.

Ensure decision making is limited to area of current competence.

Integrated Assessment:
In the first 2 years of learning, the modules are structured to give learners the necessary knowledge, skills and attitudes, all working together to form workplace competence. Assessments are undertaken on small parts of learning, to reinforce learning and to assess the progress of learning during the course, rather than just at the end. Both formative and summative assessments are used in this qualification and are integrated to provide a coherent indication of the learner's competencies when it comes to solving industry linked problems as a metallurgist. The assessment are structured in a way to determine if the learner(s) can demonstrate an understanding rather than the ability merely to regurgitate facts and should link theory with practice in the real world, being an assessment of theoretical knowledge, as well as practical skills. Formative assessment practices will be implemented and may include formal and informal class tests, module or semester tests (where applicable), projects and practical assessments. Summative assessments are used at the end of each module to assess the achievement of outcomes and may include written examinations, practical examinations, and project work.
Assessments of exit level modules are focused on assessing the achievement of the Exit Level Outcomes and graduate attributes holistically and are done by means of written and practical assessments, projects and final examinations where applicable.

Projects are an essential requirement for success in engineering disciplines. The theoretical modules in the qualification develops the learner's knowledge of specific topics where they are taken through the basic steps to solve problems. The purpose of problem based learning is to enable learners to apply their theoretical knowledge in practical applications where they will plan, design, build, simulate and test real world problems. Learners will work in small groups where they will learn to work as a team where they will perform different tasks individually.

INTERNATIONAL COMPARABILITY

This qualification is aligned with Engineering Council of South Africa (ECSA) requirements which are comparable with other International qualifications as per Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). In the case of engineering technologist education, this whole qualification is ensured through the Dublin Accord.

The Exit Level Outcomes and Level Descriptors defined in this qualification are aligned with the attributes of a first-year Dublin Accord technician in the International Engineering Alliance's Graduate Attributes and professional Competencies.

The Dublin accord technologist graduate attributes are:

Engineering Knowledge: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialisation.

Problem Analysis - Identify and analyse well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity.

Design/development of solutions: Design solutions for well-defined technical problems and assist with the design of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.

Investigation: Conduct investigations of well-defined problems; locate and search relevant codes and catalogues, conduct standard tests and measurements.

Modern Tool Usage: Apply appropriate techniques, resources, and modern engineering and IT tools to well-defined engineering problems, with an awareness of the limitations.

The Engineer and Society: Demonstrate knowledge of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering technician practice and solutions to well defined engineering problems.

Environment and Sustainability: Understand and evaluate the sustainability and impact of engineering technician work in the solution of well defined engineering problems in societal and environmental contexts.

Ethics: Understand and commit to professional ethics and responsibilities and norms of technician practice.

Individual and Team work: Function effectively as an individual, and as a member in diverse technical teams.

Communication: Communicate effectively on well-defined engineering activities with the engineering community and with society at large, by being able to comprehend the work of others, document their own work, and give and receive clear instructions.

Project Management and Finance: Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member or leader in a technical team and to manage projects in multidisciplinary environments.

Lifelong learning: Recognise the need for, and have the ability to engage in independent updating in the context of specialised technical knowledge.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Engineering Technology in Industrial Engineering, NQF Level 7.

Vertical Articulation:

Bachelor of Engineering Technology Honours in Metallurgical 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.

NONE