SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Mining Engineering

SAQA QUAL ID	QUALIFICATION TITLE
115928	Diploma in Mining 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	2020-01-08	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 qualification 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.

Learners to register as a professional engineering technician with ECSA.

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

The constituents from industry via advisory committee meetings for mining engineering endorses this qualification. The institution embarked on the generation of the curriculum transformation framework "Doing Science, Engineering and Technology in Africa, for Africa" to develop local products and technologies and engineering solutions. The 360 credit Diploma in Mining Engineering is part of a group of new qualifications in Engineering Technology focused on decolonialisation and curriculum transformation. The qualification will attract more international learners, especially from Africa, leading to an improved international scholarly output. Professional Engineering Technicians apply established and newly developed engineering technology to solve well-defined problems and develop components, systems, services and processes.

This qualification plans to address the current engineering skill shortage by allowing workers in the field to upgrade their qualifications via self-study, a facility that is not available through any other institution. This qualification aims to meet the educational requirement towards registration as a Candidate or Professional Engineering Technician with the Engineering Council of South Africa.

Rationale:
This qualification is in line with the NQF levels, credits, designators and qualifiers as prescribed by the department. It is also compliant with the Engineering Council of South Africa and the CHE's recommended minimum knowledge areas.

The CESM category of 081701 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 mining engineering products. The integration of computers and remote control with operating systems are a necessity of modern engineering. The process of further professional development of a Candidate or Professional Engineering Technician starts with the attainment of a qualification that meets this standard. Learners must complete a programme of training and experience to attain the competencies for registration in the category Professional Engineering Technician after graduation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution awards a qualification in part through the Recognition of Prior Learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. All admission through RPL must follow the institution RPL Policy:

Learners' briefing is necessary before submitting for RPL assessment.

Learners will submit a Portfolio of Evidence in the prescribed format for assessment 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 non-unit standard based qualification makes RPL possible if the learner can demonstrate competence in the knowledge, skills, values and attitudes in this first stage engineering qualification.

There is a provision that the institution may grant a qualification through the RPL facilitates access to an education, training and career path in engineering. It thus accelerates the redress of past unfair discrimination in education, training and employment opportunities. Learners who already work in the engineering industry who believe they possess competencies which will enable them to meet some or all of the Graduate Attributes listed in the qualification will be able to present themselves for assessment against those of their choice.

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

Senior Certificate, NQF Level 4 with endorsement.
Or

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

National Certificate Vocational NQF Level 4 granting access to Diploma's studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of following compulsory modules at National Qualifications Framework Level 5 and 6 totalling 360 Credits.

Compulsory Modules, NQF Level 5, 120 Credits:

English for Academic purposes 12 Credits.

Ethical Information and Communication Technologies for Development Solutions 12 Credits.

Mathematics 1, 12 Credits.

Mineral Exploitation 1, 12 Credits.

Basic Statistics, 12 Credits.

Engineering Graphics, 12 Credits.

Mechanics for Mining, 12 Credits.

Mine Survey and Valuation I, 12 Credits.

Electromagnetism and Heat, 12 Credits.

Mining Geology I, 12 Credits.

Compulsory Modules, NQF Level 6, 240 Credits:

Electrical CAD 2D, 12 Credits.

Mine Engineering and Equipment, 12 Credits.

Mathematics II, 12 Credits.

Surface Mining, 12 Credits.

Mineral Beneficiation, 12 Credits.

Coal mining, 12 Credits.

Mine Environmental Engineering I, 12 Credits.

Mining Geology II, 12 Credits.

Engineering Management I, 12 Credits.

Hard Rock Mining, 12 Credits.

Rock Mechanics I, 12 Credits.

Mine Engineering and Equipment II, 12 Credits.

Mine Survey and Valuation II, 12 Credits.

Applied Mathematics: Minerals I, 12 Credits.

Mine Technical Services Practical, 12 Credits.

Vocational Mining Project Portfolio, 60 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to diagnose and solve well-defined engineering problems systematically.
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, usually 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 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, define and identify the problem 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.

Solutions are modelled and analysed.

Select and evaluate the best solutions.

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, statistics, natural science and engineering science knowledge at a fundamental level on the solution of well-defined engineering problems.

Use applicable principles and laws.

Analyse engineering materials, components, systems or process.

Present concepts and ideas logically and methodically.

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

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

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

Procedures are applied to evaluate the selected design and assess.

Associated Assessment Criteria for Exit Level Outcome 4:

Define the scope of the investigation.

Plan and investigate within an appropriate discipline.

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

Select appropriate, relevant equipment or software used for the investigation.

Analyse and interpret data.

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 too for applicability and limitations against the required result.

Apply the method, skill or tool correctly.

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

Select and use relevant computer applications.

Associated Assessment Criteria for Exit Level 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.

Oral communication is delivered.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate the impact of technology in terms of the benefits and limitations of 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 the impacts outlined above.

Associated Assessment Criteria for Exit Level Outcome 8:

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

Carry out Individual work effectively, strategically and on time.

Individual contributions made 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 carried out in the context of individual and teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

Learning tasks are identified, planned and managed.

Relevant information is sourced, organised and evaluated.

Comprehend and apply the knowledge acquired outside of formal instruction.

Maintain competence through keeping abreast of tools and techniques available in the workplace and display awareness.

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

Associated Assessment Criteria for Exit Level Outcome 10:

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 one's actions or inaction.

Decision making is limited to an area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11:

Describe the labour practices used in the workplace following relevant legislation.

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

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

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

Work activities include assisting, contributing, observing and applying at least four of the specific practices below.

Problem-solving techniques.

Application of scientific and engineering knowledge.

Engineering planning and design.

Professional and technical communication.

Individual and teamwork; or The impact of engineering activity on health, safety and the environment.

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. Identified components of assessment must address the summative assessment of the qualified learner's attributes. Derive the evidence from significant work or multiple instances of limited scale work.

Modules in this qualification have two assessment components as follows:

Formative Assessment:
This form of assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied.

Summative Assessment:
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. Assessors should assess and give credit for the evidence of learning.

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. The Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA) ensures international comparability of engineering education qualifications. The Dublin, Accord ensures international comparability of this engineering technician education qualification. The qualified learner attributes and level descriptors defined in this qualification are aligned.

ARTICULATION OPTIONS

This qualification offers both possibilities of horizontal and vertical articulation.

Horizontal Articulation:

Diploma in Metallurgy Engineering, NQF Level 6.

Vertical Articulation:

Advanced Diploma in Metallurgy Engineering, NQF Level 7.

Advanced Diploma in Mining Engineering, NQF Level 7.

Bachelor of Engineering Technology, 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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