SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Metallurgical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
117943	Bachelor of Engineering Technology Honours 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
Honours Degree	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 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-12-04	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 Bachelor of Engineering Technology Honours in Metallurgical Engineering is a postgraduate qualification, characterised by the fact that it prepares learners for industry and research. This qualification typically follows a Bachelor of Engineering Technology Degree, Advanced Diploma or relevant NQF Level 7 qualification and serves to consolidate and deepen the learner's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification is also designed to address complex engineering problems. This qualification demands a high level of theoretical engagement and intellectual independence. This qualification may form part of a combination of qualifications to meet the educational requirements for registration in the category candidate engineer.

This qualification is an advanced level specialised qualification that prepares learners for research-based postgraduate study. This qualification is designed to consolidate and deepen the learner's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. This qualification demands a high level of theoretical engagement and intellectual independence.

The purpose of this qualification is to respond to the needs and challenges of South Africa and Africa. The South African mining and metallurgical engineering industry require skilled employees in developing new processes/procedures in the extraction/manufacturing industry as well as optimising/improving existing processes; ensuring the quality of products during the different stages of the process and testing and inspection of the final material/product. The learners will also be able to determine the cause of defects in metals and suggest repair measures.

This qualification is designed to prepare learners to be competent in metallurgical engineering in the processes and methods for the reclamation and processing of ore and mineral resources. With this qualification, learners will be able to combine science, mathematical and engineering principles to extract various kinds of metal from the ore. The optimally correct metal for each application must be created.

Learners will be skilled in two major fields of Metallurgical Engineering: Extraction Metallurgy or Minerals Processing which will enable learners to refine and process minerals into useful metals by way of production and manufacturing processes. Secondly, as another field of metallurgical engineering learners will be skilled in Material Engineering or Physical Metallurgy, enabling learners to transform raw materials into useful components and treated with heat to achieve the required characteristics. This includes combining different metals to form alloys which give products with specific qualities, such as sheets, wire and bars.

Rationale:
The need for this qualification lies in the understanding that the structure of the South Africa 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 Africa economy. When talking about the mining sector, metallurgical engineering is in the forefront of this field, in treating run of mine ore and creating value chain, the need for an advanced qualification with good understanding is critical, which bring about the Bachelor of Engineering Technology Honours in Metallurgical Engineering. This is also in consultation with industry through advisory board committees which made it clear that advanced skills are needed in metallurgical engineering to create value for locally mined products.

Also, mining has become challenging, the richness of ore with valuable minerals has reduced and a deep understanding is needed from a cohort of technologist/engineers that are well qualified and this qualification is put in place to address this needs. Despite that less than a decade into the 21st century, many countries including South Africa, experienced the global economic crisis. This has affected economic growth in South Africa over the last four years, prompting a deceleration in the rate of growth. To support how metallurgy plays a role in the economy, it is still listed in the Gazetted National Scarce Skills. Thus, the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like engineering professions and the introduced program aims to address this shortage to meet the economy needs. The ratio of engineers to technologists to technicians is currently approximately 1: 0.4:1 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.

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. The rationale for this qualification arises from the National Development Plan, New Growth Path and the Industrial Policy Action Plan. The qualification is intended to meet national requirements as 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.

This qualification is endorsed by the Engineering Council of South Africa (ECSA) indicating the need for this qualification. This qualification does not lead to professional registration with ECSA; however, it may form part of a combination of qualifications to meet the educational requirements for registration in the category of candidate engineer. This Degree is designed to meet the requirements of the ECSA Qualification Standard for Bachelor of Engineering Technology Honours in ECSA document number E-09-PT. Successful completion may provide admission to the Masters' qualification. Employment opportunities that exist across a range of industry settings, within the field of metallurgy and allied industries are:

Mineral Process Engineer.

Physical Metallurgist/Materials Engineer.

Plant Engineer.

Process Engineer.

Pyrometallurgical Engineer.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through the recognition of prior learning processes. Credits may be attained through RPL.

Assessment for RPL must be done in compliance with the institutional policies related to assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended and approved.

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.

Academic staff (subject matter experts) with the appropriate RPL knowledge and/or experience must conduct assessments. An external moderator must moderate all exit level assessments.

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

Bachelor of Engineering Technology in Metallurgical Engineering, NQF Level 7.
Or

Bachelor of Technology: Metallurgical Engineering, NQF Level 7.
Or

Advanced Diploma in Metallurgical Engineering, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 6 and 8 totalling 140 Credits.

Compulsory Modules, Level 8, 135 Credits:

Research Project: Metallurgical Engineering, 30 Credits.

Research Methodology, 10 Credits.

Optimisation Theory, 15 Credits.

System Dynamics, 15 Credits.

Sustainable Management, 10 Credits.

Extractive Metallurgy, 15 Credits.

Engineering Metallurgy, 15 Credits.

Metallurgical Processes and Plant Design, 15 Credits.

Data Analysis, 10 Credits.

Elective Modules, Level 6, 5 Credits (Select one module):

International Business Communication, 5 Credits.

Energy Economics and Policy, 5 Credits.

Industrial Design, 5 Credits.

Engineering Education, 5 Credits.

Intellectual Property, 5 Credits.

Entrepreneurship, 5 Credits.

Contracts, 5 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve complex Metallurgical Engineering problems creatively and innovatively.
2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to the conceptualisation of engineering models and to solve complex Metallurgical Engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Conduct investigations of complex metallurgical engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex Metallurgical 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 community at large.
7. Demonstrate knowledge and understanding of the impact of engineering activities society, economy, industrial and physical environment.
8. Display knowledge and understanding of engineering management principles.
9. Demonstrate competence to 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.

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 the solution and present it in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply an appropriate mix of knowledge of Mathematics, Numerical Analysis, Statistics, Natural Science and Engineering Science at a fundamental level and in a specialist, area to bring solutions to complex 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 is formulated to satisfy user needs, applicable standards, codes of practice and legislation.

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

Acquire and evaluate knowledge, information and resources are acquired and evaluated to apply appropriate principles and design tools to provide a workable solution.

Perform 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.

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

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

Communicate the design logic and relevant information is communicated 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 for suitability to the investigation.

Perform analysis as necessary to the investigation.

Select and use equipment or software appropriately 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 or research project 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:

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

Use appropriate graphics to effectively enhance the meaning of the 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 of society.

Analyse the engineering activity in terms of the impact on public and occupational health and safety.

Analyse the engineering activity in terms of the impact on the physical environment.

Take personal, social, economic, cultural values and requirements into consideration 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.

Ensure that 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 or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

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

Reflect on learning undertaken and own learning requirements and determine strategies to suit personal learning style and preferences.

Comprehend and apply the knowledge acquired outside of formal instruction.

Challenge assumptions 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 the system of continuing professional development and embrace it as an on-going process.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem-solving and justify the design.

Limit decision making to the area of current competence.

Integrated Assessment:
Modules in this qualification are assessed using a range of methods and include formative and summative assessments. The teaching strategies used in this qualification also require an integrated assessment approach making use of case studies and problem-solving. Each of the modules includes summative assessments whilst included in this qualification is a research project that will integrate learning from this qualification to culminate in a research report. The combination of these assessments is designed to ensure the stated Graduate Attributes are achieved in an integrated manner.

In the case of continuous assessments, there should be no less than four assessment opportunities as determined by the institution's policy for assessment. Each of the assessment opportunities contribute to the final mark according to a predetermined weight. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module.

Some modules are assessed using an examination termination mode, which implies that a final examination will be written in that module. In these modules assessment opportunities provided during the semester/year will contribute to the accumulation of a predicate mark. The predicate mark and examination mark will in turn each contribute towards the final mark obtained for the module.

A design project is included in this qualification to enable learners to apply their problem-solving skills in a real-world context and serves to integrate learning across all modules. The theoretical modules done during the year give learners knowledge of specific topics but knowhow comes through practical application. A module titled Research Project is included in this qualification to integrate research and real-world problem-solving skills.

INTERNATIONAL COMPARABILITY

This Bachelor of Engineering Technology Honours in Metallurgical Engineering qualification offered at the South African institution is aligned with 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, the equivalence of 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 Dublin Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and Professional Competencies (See www.ieagreements.org). 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 Teamwork: 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 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 work, as a member or leader in a technical team and to manage projects in multidisciplinary environments

Lifelong learning: Recognise the need for, and can engage in independent updating in the context of specialized technical knowledge.

Under the Dublin Accord, there are only a few countries and universities offering similar qualification with both core and fundamental modules aligned. Examples include The University of Sheffield and University of Birmingham, the UK which offers Master of Engineering (Honours) in Metallurgy. All these qualifications have similar modules in Metallurgical engineering and upon completion leads to possible articulation to higher qualification or registration as Technologist upon acquiring a certain level of work experience.

The department has conducted a benchmark of this qualification with two international universities. The benchmark exercise included the Master of Engineering Metallurgy (Honours) from The University of Sheffield and University of Birmingham, UK. These two Universities offer this qualification over 5 years, the fourth year in industry placement, and learner comes back for the final year which is comparable to our final year, as the fourth year of university contact, that is three years in Bachelor of Engineering Technology in Metallurgical Engineering and 1 year in Bachelor of Engineering Technology Honours in Metallurgical Engineering totalling to four years of contact.

Bachelor of Engineering (Honours) (Metallurgical Engineering), Universiti Malaysia Perlis, Malaysia:
The Bachelor of Engineering (Honours) (Metallurgical Engineering), Universiti Malaysia Perlis, Malaysia has a good comparison with the final year modules compared to the modules offered in the South African qualification which confirms the international comparability of the qualification.

Comparable modules:

Final year project.

Metallurgical design.

Applied Metallurgy.

Chemical and Metallurgical Engineering (Honours), Murdoch University, Australia:
Murdoch University offers a Chemical and Metallurgical Engineering (Honours) and the purpose of this qualification is to enable learners to master the technology required to extract metals and commodities from the earth using sustainable methods and explore the design, commissioning and operation of engineering processes and plants. This includes how to harvest mineral resources in safe and responsible ways, using the latest chemical and metallurgical processes. This is in line with the modules taught in the South African qualification.

Comparable modules:
Engineering Honours.
Engineering Design Project.
Hazard, Safety and Environmental Management.

Materials Science and Engineering, BEng (Hons), Swansea University, UK:
The online course overview for Materials Science and Engineering, BEng (Hons), Swansea University at UK course overview indicates that their graduates are set on a course for a range of exciting career opportunities including being a metallurgist and this is the support of the varied fields in metallurgical engineering. The examples in the table below show a comparison of the modules offered in the final year of study.

Comparable modules:

Research Project.

Physical Metallurgy of Steels.

Engineering Management.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Engineering, Level 8.

Vertical Articulation:

Master of Engineering in Metallurgical Engineering, Level 9.

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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