Tshwane University of Technology

Bachelor of Engineering Technology in Metallurgical Engineering

Manufacturing, Engineering and Technology - Engineering and Related Design

Purpose and Rationale

Bachelor in Engineering Technology in Metallurgical Engineering

Purpose:

The Bachelor in Engineering Technology in Metallurgical Engineering qualification aims to train metallurgical engineering technologists who can address the technical workforce needs in South Africa. Over a three-year period, students will integrate theory and practical skills to become well-rounded professionals in the metallurgical engineering field. This industry-oriented qualification emphasizes the application of general principles and technology transfer. Graduates will have a solid knowledge base and be equipped to pursue specialized learning opportunities. The goal is to prepare learners to enter specific niches in the labor market as skilled metallurgical engineering technologists.

Rationale:

The South African economy's structure, with a significant presence of manufacturing and mining sectors, highlights the importance of skilled professionals in these areas. Despite economic challenges, metallurgy remains a scarce skill in the country. There is a significant shortage of engineers, technologists, and technicians, creating a demand for qualified individuals in the engineering sector. Various initiatives, such as the Accelerated and Shared Growth Initiative for South Africa and the Joint Initiative on Priority Skills Acquisition, underscore the need to address skills shortages in key sectors like metallurgy.

The Bachelor of Engineering Technology in Metallurgical Engineering qualification aligns with national development plans and industrial policies to meet the demands of the metallurgical environment. Stakeholders, including engineering contractors, consultants, and professional bodies like ECSA and SAIMM, have contributed to the design of this qualification. It meets the standards set by ECSA and aligns with government regulations.

By completing this qualification, learners will be prepared for careers in engineering, contribute to the economy, and meet the requirements for registration with ECSA. This qualification also serves as a foundation for further studies at the bachelor honours level in metallurgical engineering, enabling graduates to advance their skills and knowledge in the field.

Overall, the Bachelor in Engineering Technology in Metallurgical Engineering qualification aims to:

  • Prepare students for engineering careers and roles that benefit from engineering skills
  • Meet national standards for metallurgical engineering professionals
  • Address the needs of stakeholders in the metallurgical engineering sector
  • Provide a pathway for further education and professional development in metallurgical engineering.

Outcomes

  1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
  2. 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.
  3. 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.
  4. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
  5. 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.
  6. Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
  7. 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.
  8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
  9. 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 technology practice.

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 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, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area on the solution of broadly-defined 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 to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process to focus on important 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 including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
  • Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • Communicate the design logic and relevant information 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 critically for suitability to the investigation.
  • Perform an analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate 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.

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:

  • Demonstrate the structure, style and language of written and oral communication is appropriately for the purpose of the communication and the target audience.
  • Use graphics that are appropriate and effective in enhancing the meaning of 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 to 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.
  • Take into consideration personal, social, economic, cultural values and requirements 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.
  • Demonstrate 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 and team work.

Associated Assessment Criteria for Exit Level Outcome 9:

  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect upon learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal instruction.
  • Challenge assumptions critically 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 and embrace the system of continuing professional development as an on-going process.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements in decision making during problem solving and design.
  • Ensure decision making is limited to the area of current competence.

Integrated Assessment:

  • Assessments are undertaken on small parts of learning to reinforce learning and assess progress.
  • Both formative and summative assessments are used to provide a coherent indication of the learner's competencies.
  • Assessments are structured to determine if learners can apply theoretical knowledge in real-world applications.
  • Projects are essential for success in engineering disciplines.
  • Theoretical modules develop knowledge of specific topics and enable learners to solve problems practically.
  • Problem-based learning allows learners to plan, design, build, simulate, and test real-world problems in small groups.

Qualification Details

Type
National First Degree
NQF Level
07
Min. Credits
360
SAQA Source
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Tshwane University of Technology
Description
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.

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.