The Engineering Council of South Africa (ECSA) has been established in accordance to the Engineering Profession Act (No 46 of 2000). As statutory body ECSA's primary role is the regulation of the engineering profession. The core functions of ECSA includes (a) the accreditation of engineering programmes, (b) registration of persons as professionals in specified categories, and (c) the regulation of the practice of registered persons. Consequently, ECSA is the only body in South Africa that is authorised to register engineering professionals and to bestow the use of engineering titles, such as Pr Eng, Pr Tech Eng, Pr Techni Eng, Pr Cert Eng, on persons who have met the requisite professional registration criteria.
The new Engineering Technology Qualification Standard for the Diploma in Engineering, NQF Level 6 (Document: E-02-PN), specifies that the diploma programmes typically include an appropriate work-integrated learning (WIL) component. Graduate Attribute 11, pertaining workplace practices, in this publication specifies:
The competence of a Professional Engineering Technician at the level required for independent practice, that is, on qualifying for registration, is generally developed in two stages. First, a Diploma meeting this standard provides the educational foundation enhanced by work-integrated learning. Second, competence must be further developed through training and experience, typically for three or more years. The educational foundation has an application-oriented theoretical basis of natural sciences and mathematics to underpin practically-oriented engineering science and engineering specialist knowledge. Conceptual knowledge is used in engineering applications and design. Work-integrated learning provides part of the required practical experience while training and experience after graduation develops contextual knowledge and the ability to solve problems in real-life situations using established methods.
The normal duration of the diploma programme is three years, with not less than 360 Credits, includes work-integrated learning. Practical knowledge that includes an understanding of workplace practices comprises not less than 30 credits of work-integrated learning.
Graduate Attribute 11, namely Workplace practices, entail the demonstration an understanding of workplace practices to solve engineering problems consistent with academic learning achieved. The Range Statement includes tasks to demonstrate this outcome should be designed to connect academic learning with workplace practice and may be performed in one or more of the following types of work-integrated learning:
- Work-directed theoretical learning: in which theoretical forms of knowledge are introduced and sequences in ways that meet both academic criteria and are applicable and relevant to the career-specific components.
- Problem-based learning: where students work in small self-directed groups to define, carry out and reflect on a task which is usually a real-life problem.
- Project-based learning: that brings together intellectual enquiry, real world problems and student engagement in meaningful work.
- Workplace based learning: where students are placed in a professional practice or simulated environment within a training programme.
- Simulated learning.
The competency indicator with regard to knowledge and understanding gained from the work-integrated learning period is reported in a prescribed format, using appropriate language and style.
Engineering Council of South Africa (ECSA). 2015. Qualification Standard for Diploma in Engineering: NQF Level 6 (Document: E-02-PN). New Engineering Technology Qualification Standards https://www.ecsa.co.za/education/EducationDocs/E-02-PN.pdf