SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Chemical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
112178	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
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	2019-09-18	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 the Diploma in Chemical Engineering is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising 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 contribute to the economy and national development.

The educational base required for registration as a candidate or a professional engineering technician with ECSA (Refer to qualification rules).

Possible admission to an appropriate Advanced Diploma NQF Level 7 qualification, or equivalent.

The qualification reflects the new standard for engineering technologists as required by the Engineering Council of South Africa based on the new HEQF (ECSA document E-02-PN rev.3, 26 November 2015: Qualification Standard for Diploma in Engineering: NQF Level 6).

This qualification is primarily vocational, or industry-oriented, characterised by the knowledge emphasis, 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 specific career or professional contexts while equipping them to undertake more specialised and intensive learning. Programmes 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.

Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this standard.

Rationale:
Chemical engineering technicians are listed on the National Scarce Skills List (Chemical Engineers at 10) which was published for comment by DHET in the Government Gazette on 23 May 2014. This Diploma in Chemical Engineering will enable graduates to register as chemical engineering technicians with the Engineering Council of South Africa. It articulates with an Advanced Diploma in Chemical Engineering which will allow the graduate to gain access into a Bachelor of Engineering Technology Honours in Chemical Engineering degree at NQF Level 8. The qualification has been carefully designed with an emphasis on solving well-defined problems by using general principles of the fundamentals of chemical engineering.

The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy (NSDSIII). Skilled chemical engineering technicians are required to meet the developmental needs of the country in all chemical engineering production fields.

This qualification prepares qualifying learners for professional registration as technicians in the chemical engineering field. Professional engineering technicians are characterised by the ability to apply established and newly developed engineering technology to solve well-defined problems; design components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially useful 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.

Chemical Engineering 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 chemical engineering and the integration of computers and remote control with operating systems.

This qualification provides aspiring chemical engineering technicians with the knowledge to operate and improve chemical engineering processes in an efficient, safe and profitable way. The qualification addresses the objectives of the NQF by providing the technician qualification at NQF Level 6.

Professional engineering technicians apply established and newly developed engineering technology to solve well-defined problems and design components, systems, services and processes. They provide leadership in the application of technology and commercially effective operations. They work independently and responsibly, applying judgment to decisions arising in the application of technology to problems and associated risks.

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.

The qualification will be accessible to learners countrywide and is more likely to be taken up by employed learners who would not be able to attend full-time courses offered by residential institutions.

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 programme. This qualification may be achieved in part through Recognition of Prior Learning processes and credits accumulation.

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

National Senior Certificate, NQF Level 4 granting access to Diploma studies.
Or

Senior Certificate, NQF Level 4.
Or

National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Level 5, 6 and 7 totalling 360 Credits.

Compulsory Modules, Level 5: 120 Credits:

English for academic purposes, 12 Credits.

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

Pre-calculus Mathematics A, 12 Credits.

Chemistry I (Theory and practical), 12 Credits.

Physics I (Theory and practical), 12 Credits.

Mathematics I (Engineering), 12 Credits.

Drawing: Chemical Engineering, 12 Credits.

Chemical Engineering Fundamentals I, 12 Credits.

Materials Engineering, 12 Credits.

Process Safety and Environmental Engineering, 12 Credits.

Compulsory Modules, Level 6: 180 Credits:

Organic Chemistry (Theory and Practical), 12 Credits.

Chemical Engineering Fundamentals II, 12 Credits.

Mathematics II (Engineering), 12 Credits.

Transport Phenomena, 12 Credits.

Chemical Engineering Thermodynamics, 12 Credits.

Reaction Engineering, 12 Credits.

Separation Principles I, 12 Credits.

Engineering Management II, 12 Credits.

Chemical Engineering Computational Techniques I, 12 Credits.

Chemical Engineering Practicals I, 12 Credits.

Mineral Processing Principles, 12 Credits.

Chemical Engineering Design, 24 Credits.

Process Control, 12 Credits.

Chemical Engineering Practicals II, 12 Credits.

Elective Modules, Level 6: 60 Credits (Choose one module):

Workplace-based Learning: Chemical Engineering, CWL601, 60 Credits.

Work-directed theoretical Learning: Chemical Engineering, CWL3602, 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 broadly-defined engineering problems.
3. Perform procedural design of components, systems, works, products or processes to meet desired needs normally 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 the society, economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's 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 technical 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:

Analyse and define the problem and identify criteria for an acceptable solution.

Identify and use relevant information and engineering knowledge and skills for solving the problem.

Consider and formulate various approaches that would lead to workable solutions.

Module and analyse solutions.

Evaluate solutions and select the best solution.

Formulate the solution and present in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Bring to bear an appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level on the solution of well-defined engineering problems.

Use Applicable principles and law.

Analyse engineering materials, components, systems or processes.

Present concepts and ideas in a logical manner.

Perform reasoning about engineering materials, components, systems or processes.

Outline and justify Procedures for dealing with uncertain/undefined/ill-defined variables.

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 to apply appropriate principles and design tools to provide a workable solution.

Perform design tasks that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.

Evaluate alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgement.

Communicate the design logic and relevant information in a technical report.

Apply procedures to evaluate the selected design and assessed in terms of the impact and benefits.

Associated Assessment Criteria for Exit Level Outcome 4:

Define the scope of the investigation.

Plan and conduct investigations within an appropriate discipline.

Search available literature and evaluate material for suitability to the investigation.

Select appropriate equipment or software and use appropriately for the investigation.

Analyse and interpret the data obtained.

Conclude 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.

Test and assess results produced by the method, skill or tool.

Select and use relevant computer applications.

Associated Assessment Criteria for Exit Level Outcome 6:

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

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

Use visual materials to enhance oral communications.

Provide information in a format that can be used by others involved in the engineering activity.

Deliver oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate the impact of technology in terms of the benefits and limitations on 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.

Consider the methods to minimise/mitigate impacts outlined in 7.2 and 7.3.

Associated Assessment Criteria for Exit Level Outcome 8:

Explain the principles of planning, organising, leading, and controlling.

Effectively carry out individual work, strategically and on time.

Make individual contributions to team activities support the output of the team as a whole.

Demonstrate functioning as a team leader.

Organise and manage a project.

Carry out effective communication in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

Identified, plan, and manage learning tasks.

Identify and demonstrate the requirement for independent learning.

Source, organise, and evaluate relevant information.

Comprehend and apply the knowledge acquired outside of formal instruction.

Display awareness 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:

Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation and limitations of authority.

Describe the ethical implications of engineering decisions in terms of the impact on the environment, the business, costs and trustworthiness.

Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.

Accept responsibility for consequences stemming from own actions or inaction.

Decision making is limited to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11:

Describe orientation to the working environment in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.

Use labour practices in the workplace in line with relevant legislation.

Describe workplace safety in terms of the application of relevant safety, health and environmental legislation.

Describe general administration procedures in terms of how they operate and the critical purpose.

Conduct work activities in a manner suited to the work context.

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

Integrated Assessment:
Providers of qualifications shall in the quality assurance process demonstrate that an effective integrated assessment strategy is used. Identified components of assessment must address the summative assessment of the Exit Level Outcomes. Derive evidence from significant work or multiple instances of limited scale work.

Modules in this qualification have two assessment components as follows:

Formative Assessment: Integrate learning and assessment. 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: Use examination (both written and oral) or equivalent assessment such as the portfolio of a section or a project. The summative assessment examines the learner'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 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 Exit Level Outcomes 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 (See www.ieagreements.org).

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Diploma in Engineering, Level 6.

Vertical Articulation:

Advanced Diploma in Chemical Engineering, Level 7.

Bachelor's qualification in a cognate field, 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.

1.	University of South Africa