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: 

Advanced Diploma in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
112054  Advanced Diploma in Chemical 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  2019-09-18  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 Chemical Engineering is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineering Technologist.

The qualification design is aligned to the Standard for Engineering Technologists as required by the Engineering Council of South Africa (ECSA). Therefore, learners will have the ability to apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes. They will be able to provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They will also have the ability to work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks. Therefore, Professional Engineering Technologists learners will 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 serves to provide learners with knowledge in chemical engineering. The knowledge emphasises chemical 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 a particular career or professional contexts, while equipping them to undertake more specialised and intensive learning.

Rationale:
This qualification is designed to meet the educational requirement towards registration as a Candidate or Professional Engineering Technologist in the chemical engineering field, with the Engineering Council of South Africa. Engineering learners completing this qualification will demonstrate competence in all ten graduate attributes contained in ECSA generic document E-05-PT rev.3, 24th of March 2016: Qualification Standard for Advanced Diploma in Engineering : NQF Level 7.

The Advanced Diploma in Chemical Engineering is part of a group of qualifications in Engineering Technology focused on de-colonialisation and curriculum transformation. This qualification provides aspiring chemical Candidate or Professional Engineering Technologists with knowledge to operate and improve chemical engineering processes in an efficient, safe and profitable way. The qualification addresses objectives of the NQF by providing the technologist with a qualification at NQF Level 7.

This qualification:
  • Prepares learners 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.
  • Provides the educational base required for registration as a Candidate and/or a Professional Engineering Technologist with ECSA.
  • Provides for admission to an appropriate Bachelor of Engineering Technology Honours or a Bachelor of Engineering, NQF Level 8 qualification.

    Qualifications leading to this qualification tend to have a strong vocational, professional or career focus and learners with this qualification are usually prepared to enter a specific niche in the labour market. The Advanced Diploma qualification meets the national requirements, the needs of learners and other stakeholders. It is designed coherently and articulates with other relevant qualifications, where possible.

    This qualification provides access for entrepreneurs, technologists, engineers and researchers. This qualification plans to address the current engineering skill shortage by allowing workers in the field to improve their qualifications via self-study. 
    		•

    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 for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. All admission through RPL will be in accordance with the institution's RPL Policy.
  • Evidence of Prior Learning will be accessed through formally recognised RPL processes to recognise achievement thereof.
  • Learners submitting for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Graduate Attributes (Exit Level Outcomes).
  • The structure of this qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes in this first stage engineering qualification. The provision that the qualification may be obtained through the RPL facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.

    Learners who already work in the engineering industry and who believe they possess competencies that will enable them to meet some, or all of the Graduate Attributes listed in the qualification, will be able to present themselves for assessment.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • An Advanced Certificate in Chemical Engineering, NQF Level 6 and a 280-Credits Diploma in Engineering Technology in Chemical Engineering, NQF Level 6.
    Or
  • Professional registration with ECSA as a Chemical Engineering Technician and a 280-Credits Diploma in Engineering Technology in Chemical Engineering, NQF Level 6.
    Or
  • A National Diploma 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 144 Credits.

    Compulsory Modules, NQF Level 7, 144 Credits:
  • Advanced Process Control, 12 Credits.
  • Mathematics III, 12 Credits.
  • Applied Chemical Principles, 12 Credits.
  • Transport Phenomena II, 12 Credits.
  • Chemical Engineering Practicals III, 12 Credits.
  • Advanced Reaction Engineering, 12 Credits.
  • Separation Principles II, 12 Credits.
  • Applied Thermodynamics, 12 Credits.
  • Chemical Process Design Principles, 12 Credits.
  • Process Design Project, 12 Credits.
  • Chemical Engineering Computational Techniques II, 12 Credits.
  • Engineering Management II, 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 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:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Possible approaches are generated and formulated that would lead to a workable solution for the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 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.
  • 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.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 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 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 for Exit Level Outcome 4:
  • Investigations and experiments are planned and conducted within an appropriate discipline.
  • Available literature 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 is analysed, interpreted and derived from available data.
  • Conclusions are drawn from an analysis of all available evidence.
  • The purpose, process and outcomes of the investigation are recorded in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The method, skill or tool is 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 tested and assessed against required results.
  • Computer applications are created, selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 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.
  • Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is explained 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 are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A design or research project is organised and managed.
  • Effective communication is carried out in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are managed autonomously and ethically, individually and in learning groups.
  • Learning undertaken is reflected on and own 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 for Exit Level Outcome 10:
  • The nature and complexity of ethical dilemmas is described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Continued competence is maintained 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 ongoing process.
  • Responsibility is accepted for consequences stemming from own actions.
  • Judgements are made in decision making during problem solving.

    Integrated Assessment:
    An effective integrated assessment strategy will be used. Clearly identified components of assessment will address summative assessment of the graduate attributes/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 learner'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.

    The institution has an Assessment Policy that spells out the principles underlying assessment and good practice in assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Qualifications accredited by 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 Chemical Engineering at 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 


    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.