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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Polymer Technology

SAQA QUAL ID	QUALIFICATION TITLE
117944	Bachelor of Engineering Technology Honours in Polymer Technology
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 Polymer Technology 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 plastics industry requires skilled employees in manufacturing, planning, designing, construction, supervision, operation and maintenance. The qualification will prepare learners for studies in the three respective fields of Polymer namely Materials, Processing and Design. Learners will have a solid foundation to enter the industry as a highly-skilled composite specialist and be able to evaluate polymer matrix materials and the different reinforcements used. Learners will also develop knowledge and skills necessary to analyse polymer-processing designs and the performance of polymer processes and to solve problems encountered in polymer processing operations.

This qualification is developed taking into consideration the required knowledge areas as specified by the Engineering Council of South Africa (ECSA). This qualification includes fundamental modules that are essential to the engineering profession as well as core modules focussing on the field of polymer technology. Core polymer technology modules also make provision for the practical application of learning using practical work in a laboratory environment. Also included in this qualification are elective professional development modules that will contribute to complementary knowledge areas. An essential part of this qualification is a research project in the field of polymer technology that will integrate all learning. This project will provide learners with an opportunity to develop their problem-solving skills to solve complex polymer technology engineering problems.

Rationale:
The design of the qualification responded to the needs and challenges of South Africa. We live in an era where materials technology is continuously being developed and skills levels are rising in addressing some of the world's most pressing problems related to aerospace, medical, automotive and packaging applications. There are factors such as shortage of skills, lack of advanced manufacturing practices, and lack of development and limited export focus which limits the growth and the prosperity of the plastic sector. This qualification is designed to address skills shortages in the plastics industry related to manufacturing, planning, designing, construction, supervision, operation and maintenance. The qualification offers development in the field of polymer manufacturing focusing on materials, processing and design.

The polymer technology field includes many aspects of the transport industry such as aerospace, automotive and marine industry. The Department of Higher Education and Training (DHET) published a technical report in 2018. The report contained consolidated lists of occupations in highest demand of which manufacturer, engineering managers and manufacturing quality managers were mentioned.

A report issued by merSETA Plastics Chamber Research in May 2019, focused on the present education available on the tertiary level, specialised skills required and shortfalls or lack of education for the plastic industry. The introduction of this new qualification seeks to contribute to addressing these shortages as given in the report.

In addition to the Engineering Council of South Africa (ECSA) endorsement for this qualification, the advisory committee for the materials engineering programs, consisting of representatives from industry and Plastic SA gave their inputs and approval for this qualification.

ECSA's qualification standard E-09-PT indicates that the Bachelor Honours Degree is a postgraduate specialisation qualification that is characterised by the fact that it prepares learners for research-based postgraduate study. It further indicates that such qualifications serve to consolidate and deepen the student's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. It is also indicated that qualification demands a high level of theoretical engagement and intellectual independence. Successful completion may provide admission to the Masters' qualification.

The graduate attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The qualification International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA).

The core of the qualification is the integration of theory and practice (practical skills and attributes) to produce a balanced, highly skilled Technologist in the Polymer Technology materials engineering environment. This could lead to other occupations such as production and quality assurance management as well as opportunities for the entrepreneur in establishing new manufacturing opportunities that will not only add great value to the economy but as well as social benefits in providing job opportunities.

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 achieved 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 Materials Engineering in Polymer Technology, NQF Level 7.
Or

Bachelor of Technology: Polymer Technology, NQF Level 7.
Or

Advanced Diploma in Polymer Technology, 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: Polymer Technology, 30 Credits.

Research Methodology, 10 Credits.

Optimisation Theory, 15 Credits.

System Dynamics, 15 Credits.

Sustainable Management, 10 Credits.

Data Analysis, 10 Credits.

Polymer Materials, 15 Credits.

Polymer Processing, 15 Credits.

Polymer Science, 15 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 Polymer Technology problems creatively and innovatively.
2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to the conceptualisation of engineering models and to solve complex Polymer Technology 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 Polymer Technology 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 Polymer Technology 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 employing 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

Institution: University of Plymouth, UK.
Qualification: BEng (Hons) Mechanical Engineering.

This qualification is a four-year course that enables a learner to continue to complete a Master of Engineering Degree after completion. Many of the modules offered in the first three years are very similar to that of the South African qualification. When the fourth year is compared to that of this qualification, there are a few modules that are comparable as seen below.

Comparable modules:

Honours Project.

Composites Design and Manufacture.

Composites Engineering.

Bachelor of Science in Engineering Technology with a major in Plastic Engineering Technology (Pittsburg State, USA, University College of Technology):
This Degree is a four-year full-time course after which learners are then able to continue onto a Master's of Science in Polymer Chemistry. Many of the modules offered in the four-year course are similar to modules offered in the South African qualification. The year in which the different modules are offered may differ. The examples modules below show that are comparable.

Comparable modules:

Senior Project II (4th year).

Part and Mold Design II (4th year).

Fluid Mechanics 3 (4th year).

Industrial Automation (4th year).

Thermoset Resins and Thermoplastic Resins ((3rd year).

BTech (Hons) Polymer Technology and Engineering (Harare Institute of Technology Department of Polymer Technology and Engineering, Zimbabwe):
This is a one-year Degree that compares well to the South African qualification with modules that are comparable as seen below.

Comparable modules:

Polymer Science.

Polymer Materials and Processing.

Research and Polymer Product Development.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Engineering, NQF Level 8.

Vertical Articulation:

Master of Engineering in Polymer Technology, 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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