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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Chemical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
99020  Diploma in Chemical Engineering 
ORIGINATOR
Cape Peninsula University of Technology 
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  380  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0733/25  2024-06-30  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 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 practicing engineering technician. Specifically, the qualification provides:
  • A thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling, engineering design, and the ability to enable applications in fields of emerging knowledge, together with an appreciation for the world and society in which chemical engineering is practiced.
  • Preparation for careers in chemical engineering itself and areas that potentially benefit from engineering skills, for achieving technical proficiency, and to contribute to the economy and national development.
  • The educational base required for registration as a Professional Engineering Technician with the Engineering Council of South Africa (ECSA).

    Graduates with an appropriate level of achievement, the ability to enter a bachelor's degree Programme:

    Upon completion of the qualification, qualifying learners will demonstrate the following graduate attributes:
  • Problem-solving
  • Application of scientific and engineering knowledge
  • Engineering design
  • Investigations, experiments, and data analysis
  • Use of engineering tools
  • Professional and technical communication
  • The engineer and the world
  • Individual and collaborative teamwork
  • Independent learning ability
  • Engineering professionalism
  • Project management and finance
  • Workplace practices

    Rationale:
    The qualification is intended for process or chemical engineering technicians working in process-related industries, and to provide an educational base for the development of a professional engineering technician. Learners achieving this qualification can apply proven techniques, procedures, practices, and codes to solve well-defined problems in chemical process and plant operations.

    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 that 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. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    RPL for access:
    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.

    RPL for credits:
    Credits achieved by RPL will not exceed 50% of the total credits and will not include credits at the exit level. RPL within this qualification will be assessed in accordance with the institutional RPL policy and will be dealt with on an individual basis.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Diploma studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement.
    Or
  • Higher Certificate in a cognate field, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 and 6, totalling 366 Credits.

    Compulsory Modules, NQF Level 5, 126 Credits)
  • Engineering Mathematics 1, 28 credits
  • Engineering Chemistry, 28 credits
  • Engineering Physics, 14 credits
  • Engineering Communication, 14 credits
  • Engineering Computer Applications 1, 14 credits
  • Chemical Engineering Technology 1, 14 credits
  • Chemical Process Technology, 7 credits
  • Complimentary B studies, 7 credits

    Compulsory Modules, NQF Level 6, 240 Credits)
  • Transfer Processes, 21 credits
  • Chemical Engineering Thermodynamics, 28 credits
  • Process Fluid Flow, 14 credits
  • Chemical Engineering Technology 2, 14 credits
  • Chemical Engineering laboratory 1, 7 credits
  • Process Design Principles 1, 14 credits
  • Particle Technology, 14 credits
  • Management and Entrepreneurial Skills, 7 credits
  • Chemical Engineering Laboratory II, 7 credits
  • Process Control and Instrumentations 1, 14 credits
  • Bioprocess and Environmental Engineering, 7 credits
  • Introduction to Chemical Reaction Engineering, 7 credits
  • Separations Processes 1: Unit Operations, 14 credits
  • Engineering Mathematics II, 7 credits
  • Investigative Projects, 14 credits
  • Engineering Computer Applications II, 7 credits
  • Process Design Principles 2, 14 credits
  • Chemical Engineering Projects, 30 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify and analyse well-defined engineering problems, reaching substantiated conclusions using codified methods of analysis specific to their field of activity
    2. Apply knowledge of mathematics, natural science, engineering fundamentals, and an engineering specialisation as specified to wide, practical procedures and practices.
    3. Design solutions for well-defined technical problems and assist with the design of systems, components, or processes to meet specified needs.
    4. Demonstrate competence to conduct investigations of well-defined problems; locate and search relevant codes and catalogues; and conduct standard tests and measurements.
    5. Demonstrate competence to apply appropriate techniques, resources, and modern computing, engineering, and IT tools to well-defined engineering problems, with an awareness of the limitations.
    6. Demonstrate competence to communicate effectively and inclusively in well-defined engineering activities, both orally and in writing, with the engineering community and society at large, by being able to comprehend the work of others, document own work, and give and receive clear instructions.
    7. Demonstrate critical awareness of the sustainable development impacts on society, the economy, sustainability, health and safety, legal frameworks, and the environment.
    8. Demonstrate competence to function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote, and distributed settings.
    9. Demonstrate competence to engage in independent learning through well-developed learning skills
    10. Understand and commit to professional ethics and norms of technician practice, including compliance with relevant laws.
    11. 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
    12. 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:
  • Apply a descriptive, formula-based understanding of the natural sciences in a subdiscipline and awareness of directly relevant social sciences.
  • Apply procedural mathematics, numerical analysis, and statistics in a subdiscipline.
  • Formulate a coherent procedure of engineering fundamentals required in an accepted subdiscipline.
  • Apply engineering specialist knowledge that provides the body of knowledge for an accepted subdiscipline.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply mathematics, natural science, and engineering sciences in analysis and modelling of engineering situations, and for reasoning about and solving well-defined engineering problems.

    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 recognize and deal 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 judgment.
  • Communicate the design logic and relevant information in a technical report.
  • Apply procedures to evaluate the selected design and assess in terms of the impact and benefits.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Engage with the current technological literature of the practice area.
  • 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.
  • Evaluate solutions and select the best solution.
  • Formulate the solution and present it in an appropriate form.

    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
  • Use structure, style, and language of written and oral communication that 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.
  • Assess the impact of engineering activity on occupational and public health and safety.
  • Analyse the impact of engineering activity on the physical environment.
  • Consider the methods to minimise/mitigate impacts

    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 to support the output of the team.
  • Demonstrate functioning as a team leader.
  • Organise and manage a project.
  • Carry out effective communication in the context of individual and teamwork.
    negotiate and manage time and project components related to interpersonal needs and agendas

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identified, planned, and managed 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.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Collaborate with a diverse team, including non-engineers, and communicate complex technical information clearly and effectively to ensure project success.
  • Use sophisticated software and tools to analyze and interpret data, monitor equipment performance, and ensure quality control through process automation.
  • Integrate comprehensive risk management strategies into all stages of the process to prevent errors and adverse consequences, as seen in examples like process troubleshooting and quality assurance.
  • Generate multiple potential solutions and critically evaluate them based on criteria like feasibility, cost, and safety.

    Integrated Assessment
    This form of assessment permits the learner to demonstrate. applied competence and uses a range of formative and. summative assessment methods. The delivery of this program uses a combination of assessment methods over the three years.

    Formative Assessment:
    The role of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessment is predominantly taken up as homework, tests, and quizzes.

    Other forms of formative assessment could include intra-class discussion, a brief countdown of what was learned that day, classroom polls, exit/admit tickets of the main idea, one-minute papers, posters, and recordings. Teaching and learning are also taking place in the eLearning environment. Most notes will be available on Blackboard LMS.

    Summative Assessment:
    A summative assessment is any method of evaluation performed at the end of a unit that allows a teacher to measure a student's understanding, typically against standardised criteria. This takes the form of a summative assessment at the end of the academic term. A final integrated summative assessment (FISA) is used to measure students' competencies at the end of their qualification, as they relate to the graduate attributes and associated assessment criteria as stated in the qualification registration with SAQA. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this engineering qualification standard is ensured through the Dublin Accord, an agreement for the mutual recognition of professionally oriented diplomas in engineering.

    The Graduate Attributes are aligned with the Dublin Accord Graduate Attributes. Comparability is audited on a 6-yearly cycle by a visiting Dublin Accord team.

    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

    The Graduate Attributes ensure that a graduate from a qualification meeting these standards would meet requirements for entry into several programmes, including:
  • A candidacy programme toward registration as a Professional Engineering Technician.
  • Admission to an Advanced Diploma, designed to support articulation to satisfy an engineering technologist education benchmark.
  • In certain disciplines, progression toward the Government Certificate of Competency

    Singapore Polytechnic:
    The Singapore Polytechnic in Singapore offers a Diploma in Chemical Engineering. This qualification is accredited by the Institute of Chemical Engineers in Singapore and focuses on subjects such as Mathematics, Chemistry, Heat Transfer, Fluid Dynamics, Thermo-dynamics, and Design. Learners are expected to complete a project in the third year of study to complete their studies.

    SAIT Polytechnic:
    The SAIT Polytechnic in Canada offers a Diploma in Chemical Engineering Technology. Learners study engineering design calculations, chemical process unit operations, process simulation and control, industry safety, and environmental engineering. Upon graduation, learners may work as a Chemical Technologist, an Environmental Technician, a Process Engineering Technologist, or a Process Designer.

    Conclusion:
    The above qualifications compare well with this qualification as far as the core curriculum is concerned. All qualifications show the importance of project work which is constituted as the WIL aspect in this qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Diploma in Engineering Technology in Chemical Engineering, NQF Level 6.
  • Diploma: Chemical Process Technology, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Chemical Engineering, NQF Level 7.
  • Bachelor of Engineering Technology in Chemical Engineering, NQF Level 7.
  • Bachelor of Science in Chemistry and Chemical Technology, NQF Level 7.
  • Bachelor of Science in Engineering in Chemical Engineering, NQF Level 7.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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. Cape Peninsula University of Technology 


    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.