Bachelor of Engineering Technology in Materials Engineering in Polymer Technology

Manufacturing, Engineering and Technology - Engineering and Related Design

Purpose and Rationale

Bachelor of Engineering Technology in Materials Engineering in Polymer Technology

Purpose

The purpose of the Bachelor of Engineering Technology in Materials Engineering in Polymer Technology is to provide learners with advanced knowledge and practical techniques in engineering that can be applied in the workplace as a polymer engineering technologist. Specifically, the purpose of this educational qualification is to:

Build the necessary knowledge, understanding, abilities, and skills required for further learning towards becoming a competent practicing Polymer Engineering Technologist.
Provide an understanding in the design and manufacture of products in the plastics industry.
Prepare individuals for careers in engineering and related areas, contributing to technical proficiency and national development.
Provide the educational foundation required for registration in a Specified Category with the Engineering Council of South Africa (ECSA).
Serve as an entry point to National Qualifications Framework (NQF) Level 8 qualifications such as the Honours in Engineering in Materials Engineering in Polymer Technology qualification.

Rationale

South Africa is currently experiencing significant economic growth, leading to an increased demand for skilled human resources, particularly in engineering professions. The development and advancement of materials technology play a crucial role in addressing global challenges in industries like aerospace, medical, automotive, and packaging. However, factors such as skills shortages, outdated manufacturing practices, limited development, and a lack of export focus hinder the growth of the plastics sector.

The ratio of engineers to technologists to technicians in South Africa does not align with the proposed ratio by ECSA and the Engineering Association of South Africa. Initiatives such as the Accelerated and Shared Growth Initiative for SA (AsgiSA) and the Joint Initiative on Priority Skills Acquisition (JIPSA) were launched to address the skills shortage and promote economic growth.

The Bachelor of Engineering Technology in Materials Engineering in Polymer Technology addresses the recommendations of JIPSA by:

Accelerating the provision of priority skills to meet economic growth objectives.
Enhancing the relevance and responsiveness of the education and training system to improve the employability of learners.
Identifying and addressing obstacles within the education and training system.

Stakeholders such as Plastics converters, Sasol Polymers, ECSA, and the Plastics Institute of South Africa (PISA) were involved in the design of this qualification, meeting the minimum standards set by ECSA. This qualification is crucial in developing professional Materials Engineering in Polymer Technologists who will contribute to the South African economy and development.

Outcomes

Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
Apply knowledge of mathematics, natural science and engineering sciences to define and applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
Conduct investigations of broadly defined problems through locating, searching and selecting relevant data from codes, databases and literature, designing and conducting Experiments, analysing and interpreting results to provide valid conclusions.
Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a team to manage projects.
Engage in independent and life-long learning through well-developed learning skills.
Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering technology practice.

Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1:

Problem Analysis and Definition
- Criteria for acceptable solution identified
- Relevant information and engineering knowledge and skills identified for problem solving
Possible Approaches
- Generated and formulated for workable solutions
Possible Solutions
- Modelled, analysed, and evaluated
- Best solution selected and presented appropriately

Associated Assessment Criteria for Exit Level Outcome 2:

Knowledge Integration
- Mathematics, numerical analysis, statistics, natural science, and engineering science used
- Theories, principles, and laws applied
Analysis and Modelling
- Formal analysis and modelling on engineering materials, components, systems, or processes
Communication
- Concepts, ideas, and theories effectively communicated

Associated Assessment Criteria for Exit Level Outcome 3:

Design Process
- Formulated to satisfy user needs, standards, and legislation
- Planned and managed, focusing on important issues and constraints
Design Tasks
- Analysis, quantitative modelling, and optimization performed
- Alternatives evaluated based on techno-economic analysis
Assessment
- Social, economic, legal, health, safety, and environmental impact considered
- Design logic communicated in a technical report

Associated Assessment Criteria for Exit Level Outcome 4:

Investigations and Experiments
- Planned and conducted within the discipline
- Literature searched, critically evaluated, and conclusions drawn
Analysis and Reporting
- Equipment/software selected and used appropriately
- Conclusions recorded in a technical report

Associated Assessment Criteria for Exit Level Outcome 5:

Method Application
- Applicability and limitations assessed
- Correct application to achieve required results
- Testing and assessment of results against requirements
Computer Applications
- Created, selected, and used as required

Associated Assessment Criteria for Exit Level Outcome 6:

Communication
- Structure, style, and language appropriate for purpose and audience
- Graphics and visual materials enhance communication
- Effective oral communication and information sharing

Associated Assessment Criteria for Exit Level Outcome 7:

Impact Analysis
- Benefits and limitations of technology to society explained
- Analysis of impact on health, safety, and the environment
- Consideration of personal, social, economic, and cultural values

Associated Assessment Criteria for Exit Level Outcome 8:

Project Management
- Principles of planning, organizing, leading, and controlling explained
- Effective individual and team work demonstrated
- Communication within individual and team contexts

Associated Assessment Criteria for Exit Level Outcome 9:

Learning Management
- Autonomously and ethically managing learning tasks
- Reflection on learning and determination of learning strategies
- Critical thinking, embracing new ideas, and challenging assumptions

Associated Assessment Criteria for Exit Level Outcome 10:

Ethical Decision Making
- Description of ethical dilemmas and implications of decisions
- Application of ethical reasoning to evaluate solutions
Continued Competence
- Maintenance of competence through professional development
- Acceptance of responsibility for consequences

Integrated Assessment:

Assessment Methods
- Continuous assessment and examinations used
Assessment Opportunities
- Minimum of 4 for semester modules, 6 for year modules
Weight Distribution
- No single assessment opportunity to contribute more than 40%
Concluding Assessment
- Integrates learning from module units for final mark.

Qualification Details

Type: National First Degree
NQF Level: 07
Min. Credits: 360
SAQA Source: More Information

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Tshwane University of Technology

Tshwane University of Technology (TUT) is a higher education institution located in Pretoria, South Africa. It was established in 2004 through the merger of three separate institutions. TUT offers a wide range of undergraduate and postgraduate programs across various fields of study, including engineering, business, science, arts, and technology. The university is known for its focus on practical and career-oriented education, providing students with the necessary skills and knowledge to succeed in their chosen professions. TUT also has a strong emphasis on research and innovation, contributing to the development of new technologies and solutions. With a diverse student body and state-of-the-art facilities, Tshwane University of Technology is committed to providing quality education and making a positive impact on society.

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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.