75301f 75901f cvd vol 1 - vocational training council

ENGINEERING DISCIPLINE

Electrical Engineering Programme Board

COURSE VALIDATION DOCUMENT

for

Full-time and Part-time

Higher Diploma

in

ELECTRICAL ENGINEERING

(71301F, 73301F, 75301F, 75901F)

Section 1: Course Information

March 2006 (Up-dated in August 2010)

Higher Diploma in Electrical Engineering Scheme Document – Section 1

Hong Kong Institute of Vocational Education Page 1

PREFACE

The curriculum of the new full-time (FT) 4-Year Higher Diploma in Electrical Engineering (HDEE) course is basically a combination of the curricula of the 1-Year Foundation Diploma and the existing 3-Year HDEE. The 3-Year HDEE was fully validated in May 2002 and subsequently revised in May 2005. The FT 4-Year HDEE course structure and curriculum are fully reflected in the part-time (PT) mode of study.

Although the course curricula of both FT and PT courses are similar, the methods of delivery and assessment of the PT course are different from the FT course. The main reason for the FT and PT courses to adopt different teaching & learning methodologies is for the better use of resources to cater for the different needs of the students who pursue the different mode of study in FT or PT.

The Course Validation Document (CVD) is divided into three sections; Section 1 is the CVD itself, Section 2 contains the course curriculum and the course syllabuses and Section 3 contains the General Academic Regulation (GAR).



CONTENTS

PREFACE 1 CONTENTS 2 SUMMARY 4 1. BACKGROUND AND RATIONALE 7 1.1 Need for the Course 7 2. AIMS AND OBJECTIVES OF THE COURSE 9 2.1 General Aims 9 2.2 Social and Professional Aims 9 2.3 Academic Objectives 10 2.4 Attainment of Aims and Objectives 10 3. LEVEL OF THE PROPOSED COURSE 13 3.1 Level 13 3.2 Achieving and Maintaining the Level 13 3.3 External Recognition 13 4. ENTRY REQUIREMENTS 15 4.1 Entry to Different Levels of the Course 15 4.2 Selection Criteria 15 4.3 Mature Applicants 15 4.4 Stream Selection 16 4.5 Exemption Policy 16 5. COURSE STRUCTURE AND CURRICULUM 17 5.1 Course Structure and Curriculum Design 17 5.2 Curriculum 22 5.3 Relationship with Other Courses 30 6. TEACHING AND LEARNING METHODS 33 6.1 Introduction 33 6.2 Teaching and Learning Methods 33 6.3 Project Work 37 6.4 Practical Training and Industrial Experience 38 6.5 Teaching Aids 38 7. ASSESSMENT AND EXAMINATIONS 39 7.1 Introduction 39 7.2 Assessment 39 7.3 Continuous Assessment 39 7.4 Practical Training 40 7.5 Progression 40 7.6 Award of Qualification 40 7.7 Examinations 40 7.8 Re-assessment 41 7.9 Appeals 41



8. COURSE ORGANISATION AND MANAGEMENT 42 8.1 Introduction 42 8.2 Course Management Structure 42 8.3 The Electrical Engineering Programme Board 43 8.4 The Electrical Engineering Course Committee 44 8.5 Programme Board Chairperson 46 8.6 Course Leader 47 8.7 Stream Leader 48 8.8 Year Tutors 49 8.9 Stream Teams 49 8.10 Module Leaders 50 8.11 Practical Training Committee 50 8.12 Practical Training Coordinator 51 8.13 VET–Academic Board 51 8.14 Board of Examiners 52 8.15 External Examiner 53 8.16 Student Representative Meeting 53 8.17 Pastoral Care 54 9. REVIEW POLICY AND PROCEDURES 55 9.1 Introduction 55 9.2 Course Review 56 9.3 Annual Course Monitoring Report 56 9.4 Management Information System 58 10. RESOURCES REQUIREMENTS 59 10.1 Introduction 59 10.2 Staff Provision 59 10.3 Staff Development Plan 60 10.4 Service Teaching 60 10.5 Laboratory Facilities 60 10.6 Computer Facilities 60 10.7 Language Training Facilities 61 10.8 Equipment Resources 61



SUMMARY General Course Information

Title of Course: Higher Diploma in Electrical Engineering

Course Codes: Full-time mode – 71301F

Part-time Day Release – 73301F

Part-time mode – 75301F, 75901F

Durations of the Courses:

Full Time: 1 – 4 years

Level 1 intake – 4 Years



Level 4 intake – 1 Year

Part Time Day Release: 1 – 6 years



Level 3 intake – 2.5 Years


Part Time: 1 – 6 years



Level 3 intake – 2.5 Years


Course Structure: Semester based

Mode of Attendance: Full-time or Part-time

Class Contact Hours: 2,205 for FT and 1,650 for PT (Level 1 entry)

1,545 for FT and 1,110 for PT (Level 2 entry)

Implementation Date: First Cohort Intake in September 2006

Planned Intakes in 2006 Full Time Mode ENG/IVE(TY) Level 1 (0) Level 2 (90) EE/IVE(HW) Level 1 (120) Level 2 (90) Level 4 (60) Part Time Day Release Mode EE/IVE(HW) Level 2 (60) Level 3 (54)



Part Time Evening Mode ENG/IVE(TY) Level 2 (80) Level 4 (120) EE/IVE(HW) Level 2 (120) Level 3 (160) Level 4 (80)

Programme Board Responsible for the Course

Electrical Engineering Programme Board (EEPB)

Discipline Responsible for the Course

Engineering Discipline

Both the FT and PT HDEE courses have been managed and offered by the ENG department since their inception in 1993 and 1995 respectively. Historically, the ENG department at Tsing Yi (ENG/TY) and Electrical Engineering Department at Haking Wong (EL/HW) have been working under the same electrical engineering discipline but focusing at different industrial sectors. A collaboration between the two departments to jointly offer the HDEE courses is to the best interests of students, the two departments and the electrical industry as a whole.

The FT and PT HDEE course will be offered by the Engineering Department in Tsing Yi Campus and Electrical Engineering Department in Haking Wong Campus.

General Entry Requirements

The FT and PT HDEE courses are offered with the multi-entry and multi-exit structure. The entry requirements are: Full Time Mode

The FT HD in EE course has four different entry levels of intakes, which are:

Level 1 Completion of Secondary 5 or equivalent Level 2 Secondary 5 with 5 passes in HKCEE including English

Language (Syllabus B), Chinese Language and Mathematics or equivalent. Level 3 Certificate in Electrical Engineering or other relevant

engineering courses Level 4 Diploma in Electrical Engineering or equivalent

Part Time Mode (Evening and Day Release) The PT HD in EE course has four different levels of intakes, which are:

Level 1 Completion of Secondary 5 or equivalent



Level 2 Secondary 5 with 5 passes in HKCEE including English Language (Syllabus B), Chinese Language and Mathematics, or equivalent, and preference will be given to applicants with working experience

Level 3 Certificate in Electrical Engineering or other relevant engineering courses and preference will be given to applicants with working experience

Level 4 Diploma in Electrical Engineering or equivalent and preference will be given to applicants with working experience.

Notes: Diploma in Vocational Studies or Foundation Diploma or Foundation

Certificate or Project Yi Jin graduates may also apply for Level 2 entry. Preference will also be given to the applicants:

- who have graduated from Foundation Diploma (Applied Science / Technical) or Foundation Certificate (Technical), or

- who have sat the following HKCEE subjects: Physics, Engineering Science, Electronics and Electricity, Design and Technology, Design and Technology (Alternative Syllabus), Technological Studies, and Science and Technology; or

- who have studied and passed the following Vocational Modules for Secondary Schools (VMSS): Fundamental Building Services, Fundamental Vehicle Servicing, Creative Technology, Industrial Control Technology, and Computer Networking.

Exit Awards

Graduates exit at different levels of the course are awarded with:

Level 1 Foundation Diploma (Electrical Engineering Stream) Level 2 Certificate in Electrical Engineering Level 3 Diploma in Electrical Engineering Level 4 Higher Diploma in Electrical Engineering



1. BACKGROUND AND RATIONALE

The Higher Diploma in Electrical Engineering course has been offered since 1993 and the structure, teaching materials and delivery methodology of the course had been modified in 1996, 1999, 2002 and 2005 aiming at providing better services and educational quality to the community.

At the turn of the 90’s, the electrical industry in Hong Kong has been shifting from manufacturing to service oriented industry and, from the graduate surveys in the last three years, we envisage the trend will continue because a large number of the graduates took up jobs in E&M services organizations and on local large engineering projects. The graduates from HDEE still enjoyed high percent of employment rate at relevant jobs (on average over 95% after 6 months of graduation). In fact, the continued improving economy in Hong Kong in the last two years has not only helped the students in finding relevant jobs but also attracted applicants to the HDEE course which is demonstrated by the Q1/P at 1.68 and EAI of 12.8 in the admission in 2005/06 AY.

In responding to the IVE-wide policy, the 4-Year FT and PT HDEE courses with MEME structure are to be offered to replace the current operating C/D/HC in EE courses in September 2006.

1.1 Need for the Course

1.1.1 Manpower Demand

The “Manpower Survey 2005” for the electrical service sector shows that, in 2006 alone, the projected vacancies for the technologist and technician categories is 288 and the total number of manpower for these two categories accounts for 44% of the total manpower.

In the ENG/TY department, we have set up the Electrical Engineering Course Advisory Board (EECAB) since 2001 and at least 10 employers with business in the electrical industry are members of the EECAB. The role of the EECAB is to provide advice on the manpower demand and trend of developments in the electrical industry. In the last two EECAB meetings, the majority views from the external members were very positive on the manpower demand for the electrical industry.

The employment structure in electrical industry has seen a gradual shift of emphasis towards electrical works in building services, energy management, building automation, application of wireless technology, and electrical power quality. In addition, there are signs that the two power utility companies are beginning to recruit technicians and higher technicians in the coming years.

On the other hand, in view of many development projects from the HKSAR will be or have been launched in Hong Kong, we envisage a bigger manpower demand in electrical engineering is needed in order to support the projects. The latest relevant development projects are:

♦ West Kowloon recreational development ♦ Development of former Kai Tak Airport site in Southeast Kowloon with

features of tourism, sports and recreational facilities including a cruise



terminal, a stadium and the Metropolitan Park in addition to the residential development;

♦ West Kowloon Cultural District Development as an integrated arts, cultural and entertainment district;

♦ 2nd phase of the Hong Kong Disneyland ; ♦ expansion and extension of Hong Kong railway networks ; ♦ deregulation of power market in Hong Kong ; ♦ usage of renewable energy and sustainable development of

environmental protection issues ; ♦ Harbour-front development at Tsim Sha Tsui & Central-Wan Chai; ♦ Express Air Cargo Terminal and logistic centre at the airport ; ♦ testing lab on EMC/EMI and the third phase of CEPA will broaden the

manpower demand on product testing ; and ♦ the 3G, 4G and WiMAX systems development

For full time course, more than 80% of the graduates obtained their first job within 3 months after their graduation. The figures show that the market for electrical engineering exists and qualified graduates are needed in the market.

1.1.2 Social Demand

The Q1/P ratio for the FT HDEE course in the past two years averaged 1.6 and for the PT HDEE, the intake was around 160 per year. Both FT and PT HDEE courses have been able to recruit sufficient qualified applicants to the respective courses, and, in fact, many applicants had not been able to join the courses due to limited planned places. Currently, there are over 700 students enrolled in C / D / HC in EE courses. The C, D and HC holders, the secondary school leavers, and many FT workers, who are looking for upgrading qualifications, are able to join the 4-Year HDEE course which will provide a viable alternative pathway for them.



2. AIMS AND OBJECTIVES OF THE COURSE 2.1 General Aims

There are two general aims of the HDEE courses. The prime aim is to produce graduates who are capable to work for and satisfy the needs of the electrical industry in Hong Kong. The course achieves this by providing young people with the education on technical knowledge and competency training in related trades. This will prepare them for their careers and can make valuable contributions in the areas of design, repair, operation, maintenance and management. The secondary aim is to satisfy the students’ needs for further study.

The 4-Year HD courses will provide all the generic and essential knowledge and skills to the students; they may have to further develop their skills through continuing professional development (CPD) in the later part of their professional careers. The basic and fundamental aim of the course is to equip the students with the right kind of knowledge and skills to help start their careers, be competent on the jobs, equipped with self-learning skills, be aware of the importance of life-long learning and be contributive to the society.

The course team also pays close attention to the development in the education reform and the qualifications framework (QF) and will design the course structure and curriculum not only to address the needs of industry, but also try to map with the QF and the new Senior Secondary Education system.

2.2 Social and Professional Aims

To satisfy the needs, the Course has the following aims:

(a) to provide young people with a suitable technical education for the employment in the field of electrical engineering work in Hong Kong;

(b) to develop the students’ ability to think clearly, assess observations critically, apply creative thinking and to work independently and as a member of a team;

(c) to encourage students to adopt a professional approach to the analysis, implementation and evaluation of electrical engineering systems;

(d) to let students understand the safety aspects in electrical work, and appreciate the operation and structure of the electrical engineering profession within today’s industry;

(e) to equip students with self-learning skills;

(f) to improve students’ interpersonal and communication skills at work;

(g) to help building students’ professional careers in electrical industry and be contributive to society;

(h) to equip students with the basic theories relating to electrical engineering work;

(i) to enable students to apply the learned materials to solve problems in practical and real life cases;



(j) to prepare students for contribution in the design, installation, operation and maintenance of electrical systems; and

(k) to be aware of the importance of life-long learning and continuous profession development.

2.3 Academic Objectives

To achieve the aims, the objectives of the course should:

(a) be a broad-based programme of lectures, laboratory, and case study work, which will give students a sound background and competence in the application of instrumentation and electrical engineering;

(b) help students to build their professional career in electrical engineering work and the allied industries;

(c) promote student industrial placements and industry based projects in order to provide the industrial exposures to the students;

(d) promote activities to develop an appreciation of the engineering profession and its role in the business environment of Hong Kong and promote a culture of CPD;

(e) be a comprehensive programme of projects and assignments designed to develop problem solving skills, which include clear and creative thought and critical powers of observation;

(f) provide a range of activities to develop inter-personal skills, including laboratories, seminars and project work in groups. This will include a programme to develop the students’ communications skills in English;

(g) provide practical skills training both in basic electrical and mechanical techniques and an understanding of the use of measuring equipment;

(h) provide a series of electrical trade related exercises to develop an understanding of the kind of work undertaking in electrical engineering and the allied industries;

(i) let students to practice the skills for a specific trade and train them to be competent person on the job; and

(j) let students understand the factors and causes leading to good professional engineers.

2.4 Attainment of Aims and Objectives

2.4.1 Identification of Job Markets

The HDEE course in general aims to provide a balanced training on theoretical studies and practical applications for the students and prepare them to become competent technologists, technician engineers, incorporated engineers or technicians in the field of electrical engineering work.



Through the normal channels of liaison with employers and industrial advisors, the department is able to identify different needs for the electrical engineering graduates.

The probable job markets in the following areas which are related to the HDEE:

• electrical services for household, industrial and commercial applications

• manpower demand in port services and power utility industry

• large development projects in railway systems, urban redevelopment, Kai Tak area and theme parks etc

• the enactment of electrical products safety legislation within the cope of the Electricity Ordinance

• environmental issues in energy efficiency and audit

• wider applications of wireless technology, the 3G market in mobile phone, and personal identifications

• infrastructure integration between HK and the Mainland

• the E&M opportunities in the Pearl River Delta area

• the renovation E&M works for existing buildings

• product & EMC/EMI testing to comply with international standards

• HK to become international logistic centres for aircrafts and ships

2.4.2 Main Themes of the Course

Electrical industry covers a wide range of expertise such as power generation and distribution, fixed installations in buildings, railway engineering, energy management, environmental protection, product testing, control & automation and wireless applications. It would be impossible to equip students with all the knowledge and skills as required by the electrical industry. Hence, the course is designed to provide streams to cater for three different industries, namely Electrical Services, Electrical Power & Installation and Wireless & Mobile Technology. Each stream provides broad and focused education and training for the students working broadly in electrical engineering works and particularly trained for a specific trade. The broad base fundamental knowledge about the discipline is delivered in the first two levels and then stream specific study is provided in the last two levels.

One of the prominent features of the HDEE course is to “produce” competent graduates, who are able to take up jobs readily or with the minimum training from their employers and this is done by providing workplace exposure to the students when they are still on the course.

Small-medium-sized and private companies are still the largest employers to our students and based on the current employers’ surveys, the HDEE course is designed with three streams to address three different markets:

(a) Electrical Services

(b) Electrical Power & Installation



(c) Wireless & Mobile Technology

Students will have in depth study in one of the streams in the 6th to 8th semesters of the course, and they will receive discipline generic and stream related knowledge in the first 5 semesters.

2.4.3 Quality Teaching

The Electrical Engineering Programme Board (EEPB) aims to deliver quality teaching to the students. Each module is led by an experienced full-time lecturer; his/her role is to co-ordinate with other teaching staff to ensure teaching at different campuses and classes meet the requirements for the course.

There are three stream teams to support the course, namely Electrical Services, Electrical Power & Installation, and Wireless & Mobile Technology; each team is responsible for the design, development, and maintenance of a series of Module Delivery Files (MDFs) belonging to the team. All team members of each team have expertise and working experience in the similar subject areas. The developed MDF is a key vehicle for module development, maintaining uniformity in teaching approach and consistent standard; the department requires teaching lecturers for each module working from the same standard MDF. A significant part included in a MDF is the Teaching & Learning Package (TLP), which consists the teaching materials, notes, slides and assignments etc; TLPs of all modules will be available on the WebCT for students to access.

Each stream team is required to conduct surveys, review and report on the performance of or any matters relating to the stream modules to the EEPB for necessary actions, such as modifications of syllabuses, updating of TLPs or change of teaching methodology etc. The stream team adopts the circle of Planning, Action, Review and Design for the development of each core module.

The maintenance of the common modules is the overall responsibility of the streams. Their feedback and suggestions on the common modules will be considered and discussed in the EEPB for up keeping of these modules.



3. LEVEL OF THE PROPOSED COURSE

3.1 Level

Both the FT and PT courses adopt a multi-entry and multi-exit (MEME) structure which admits students at various levels of the course and allows students to exit from different levels of the course. For the HDEE course, the MEME structure is as shown in the Figure 3.1 below:

Figure 3.1

3.2 Achieving and Maintaining the Level

The responsibility for establishing policies, and achieving and maintaining the level of the courses of IVE lies with the Vocational Education and Training Academic Board (VETAB), Vocational Education and Training Policy and Quality Committee (VETPQC), and Programme Boards supported by the Course Teams and External Examiners. The inputs from the Course Advisory Boards are also regarded as very important elements in providing internal and external aspects to the issue.

Professionally qualified staff with relevant industrial experience are aware of the needs of industry. Monitoring examination papers and syllabuses from other tertiary institutions offering related qualifications ensures similarity in academic level. First hand knowledge of external examiners also provide the basis for the course level achievement and assessment.

3.3 External Recognition

Professional and international recognitions of the course are seen as important as they demonstrate the course has been designed to meet the need of industry and it is of a comparable standard to similar courses offered

Level 1 第一級別第一級別第一級別第一級別

Level 2 第二級別第二級別第二級別第二級別

Level 3 第三級別第三級別第三級別第三級別

Level 4 第四級別第四級別第四級別第四級別

HKCEE 5 E

C in EE

D in EE

C in EE

D in EE

HD in EE

PS 5 leavers

FD



locally and internationally. In this respect, the Electrical Engineering Programme Board will seek professional accreditation for its course.

Previously the HDEE was accredited by the Institution of the Incorporate Engineers until 2000, and an extension by the Hong Kong Institution of Engineers (HKIE) to March 2001. The course is fully accredited by HKIE in May 2005.

The Hong Kong Council for Accreditation of Academic and Vocational Qualifications has conducted institutional and programme accreditation of VTC. As a result, the institution has been granted a self-accredited status, subject to review in 2011. In addition, the HD courses have been accredited at Level 4 of the Qualifications Framework (QF) of HKSAR. Consequently, this 4-year HD course is pitched at achieving Level 4 of the QF.

The Engineering Department has got the recognition/endorsement of a specific module qualifying for the application of “Green Card” and Safety Supervisor status by the Labour Department of the HKSAR government.

The academic achievement of the current Higher Diploma in Electrical Engineering is recognised by the Electrical & Mechanical Services Department of the HKSAR government as meeting the academic requirements for the registration of Grade ‘B’ electrical workers. The same recognition will be sought for the new 4-Year HDEE course.

The Hong Kong Management Association (HKMA), the local universities and Royal Melbourne University of Technology and University of Swansea recognise the HDEE course and admit graduates to their relevant degree programmes.



4. ENTRY REQUIREMENTS

4.1 Entry to Different Levels of the Course

Level One Entry

Completion of F5 or equivalent.

Level Two Entry

Full Time Mode HKCEE 5 subjects - Grade E / Level 2 or above (including English Language, Chinese Language and Mathematics) , or equivalent.

Part Time Mode Same requirement as the full-time mode, but preference will be given to candidates with relevant full time employment. Notes: (1) Applicants who took HKCEE English Language in 2006 or before

should attain Grade E or above (Syllabus B) / Grade C or above (Syllabus A)

(2) Foundation Diploma or Foundation Certificate or Diploma in Vocational Studies or Project Yi Jin graduates may also apply for the entry at Level 2.

Level Three Entry

Full Time Mode Certificate in Electrical Engineering or other relevant engineering courses Part Time Mode A Certificate in Electrical Engineering from IVE; or equivalent.

Level Four Entry

A Diploma in Electrical Engineering from IVE; or equivalent. 4.2 Selection Criteria

Full Time Mode:

Applicants for admission to the course will be considered on the basis of their academic attainment.

Part Time Mode:

Besides academic attainment, relevant working experience and/or other relevant qualifications are considered for the admission of part-time courses.

4.3 Mature Applicants

Persons who do not possess the formal academic qualifications required for admission, but are aged 23 and above on 1st September of the year



immediately prior to admission, may be granted exemption from the normal IVE entrance requirements for the course provided that: i) they have pursued an appropriate course of study;

or

ii) they can demonstrate their aptitude and suitability for the Course by their experience and maturity.

In either situation, the Course Leader, with the endorsement of the relevant Head of Department, will decide the suitability of the applicant.

4.4 Stream Selection

There is only one stream, Electrical Power and Installation stream, offered by the Electrical Engineering Department at the Haking Wong campus and it is the Electrical Power and Installation stream; students enrolled with the Electrical Engineering department will follow this stream of study in Level 3 and 4 of the course.

For the two streams offered by the Engineering Department at Tsing Yi campus, the following factors will affect the students’ allocation to a stream for the study in Level 3 and 4 of the course: students’ interest, industry demand, resources availability (including class size) and students' academic results. Towards the end of the Level 2 study, all students will be required to specify their stream preferences namely Electrical Services or Wireless & Mobile Technology.

If a student want to proceed his/her study to a stream in Level 3 at another campus, he/she can still apply for a transfer at the end of the Level 2 study, but such application would be considered on a case-by-case basis and will be subject to places available and departments’ approval.

The student number in a stream is monitored and regulated to ensure efficient teaching and it meets the needs of industry and demand from society

4.5 Exemption Policy

Applicants holding similar higher-level awards can apply for an exemption provided that they can demonstrate that they have previously studied at least 80% of the module for which they are seeking exemption. It may also be necessary for applicants to demonstrate competence in the subject before being granted the exemption.



5. COURSE STRUCTURE AND CURRICULUM

5.1 Course Structure and Curriculum Design

Both the FT and PT courses adopt a multi-entry and multi-exit (MEME) structure which admits students to different levels of the course and allows students to exit from different levels of the course. For the HDEE course, the MEME structure is shown in the Figure 3.1 and the curriculum is shown in Figure 5.1.

Full Time model (4-level HD) Part Time Model

(2-year study at level 1)

Level Module Title Curri.Hrs Sem

1 Sem

2 Remarks Year

Class Contact

Hrs

Guided Study Hrs

Sem 1

Sem 2

1 Vocational English & Comm. Skills A 90 * 1 45+45 * *

1 Information Technology Applications 60 * 1 45 15 *

1 Electrical Principles 60 * 1 45 15 *

1 Foundation Mathematics 75 * 1 60 15 *

1 Chinese A 45 * 1 30 15 *

270

1 Vocational English & Comm. Skills B 90 * 2 45+45 * *

1 Introd. to Electrical Supply & Installation 60 * 2 60 *

1 Chinese B 45 * 2 30 15 *

1 The Fundamentals of Structured Whole Person Development

60 * 2 EX

1 Engineering Science 45 * 2 45 *

1 Integrated Electrical Assignment 60 * 2 45 15 *

270

Sub Total 690 330 360 Sub Total 540 90

Figure 5.1 (a) Level 1 Curriculum

Note:

EX - Exemption

HD in Electrical Engineering Scheme Document - Section 1


Full Time model (4-level HD) Part Time Model

(4-year study, from levels 2 to 4)


1 Sem

2 Remarks Year

Class Contact

Hrs

Guided Study Hrs

Sem 1

Sem 2

2 1. English & Communication for Engineering 1A 30 * 1 30 *

2 2. Key Skills for Life Long Progress 30 * 1 15 15 *

2 3. Engineering Mathematics 45 * 1 45 *

2 4. Electrical Engineering Principles I 45 * 1 45 *

Semester 1 135

2 5. Instrumentation & Measurements 45 * 1 45 *

2 6. Information Technology for Engineers 45 * 1 30 15 *

2 7. Engineering Fundamentals 45 * 1 45

8. Practical Training A 45 * 1 EX

2 9. English & Communication for Engineering 1B 30 * 1 30 *

2 Semester 2 150

2 10. Electrical Engineering Principles II 45 * 2 45 *

2 11. Circuit Theory 45 * 2 45 *

2 12. Project 1 45 * 2 30 15 *

2 13. Computer Aided Drafting 30 * 2 15 15 *

Semester 3 135

2 14. Electrical Installation 45 * 2 45 *

2 15. Practical training B 45 * 2 EX

Sub Total 615 315 285

Figure 5.1 (b) Level 2 Curriculum



Full Time model (4-level HD)

Part Time Model (4-year study, from levels 2 to 4)


1 Sem

2 Remarks Year

Class Contact

Hrs

Guided Study Hrs

Sem 1

Sem 2

3 16. Occupational Safety and Health 45 * 2 30 15 *

3 17. Supervisory Skills 30 * 2 15 15 *

3 18. Module A (Stream specific module) 45 * 2 45 *

Semester 4 135

3 19. English & Communication for Engineering 2A 30 * 3 30 *

3 20. Electronics 45 * 3 45 *

3 21. Putonghua 30 * 3 30 *

3 22. Practical training C 45 * 3 EX

3 23. Microcontroller Applications 45 * 3 45 *

Semester 5 150

3 24. English & Communication for Engineering 2B 30 * 3 30 *

3 25. Module B (Stream specific module) 45 * 3 45 *

3 26. Module C (Stream specific module) 45 * 3 45 *

3 27. Integrated Studies 60 * 3 15 45 *

3 28. Practical training D 45 * 3 EX *

Sub Total 540 270 270 Semester 6 135

Figure 5.1 (c) Level 3 Curriculum



Full Time model (4-level HD)

Part Time Model (4-year study, from levels 2 to 4)


1 Sem

2 Remarks Year

Class Contact

Hrs

Guided Study Hrs

Sem 1

Sem 2

4 29. Engineers in Society 45 * 4 15 30 *

4 30. Major Project A 60 * 4 30 30 *

4 31. Module D (Stream elective module) 45 * 4 45 *

4 32. Module E (Stream elective module) 45 * 4 45 *

Semester 7 135

4 33. Project Management & Safety 45 * 4 15 30 *

4 34. Major Project B 60 * 4 30 30 *

4 35. Module F (Stream elective module) 45 * 4 45 *

4 36. Module G (Stream elective module) 45 * 4 45 *

Sub Total 390 225 165 Semester 8 135

Total 1545 Total 1110

Figure 5.1 (d) Level 4 Curriculum

Summary for level 2 to level 4 Components Full Time (Hrs) Part Time (Hrs)

Complementary Studies & Basic Engineering Skills 435 315 Core modules 1110 795

Total 1545 1110

Figure 5.1 (e) Total Curriculum Hour for level 2 to level 4



Stream Specific Modules: Credit Contact Hours

Port & Auxiliary Electrical Services (ES Stream) 3 45

ELV & Energy Management (ES Stream) 3 45

Advanced Electrical Services (ES Stream) 3 45

Electrical Design & Product Testing (ES Stream) 3 45

Power Quality (ES Stream) 3 45

Electrical Power System (ES Stream / EP&I Stream) 3 45

Electrical Machines (EP&I Stream) 3 45

Power Electronics (EP&I Stream) 3 45

Electrical Services in Building (EP&I Stream) 3 45

Lift & Escalator Engineering (EP&I Stream) 3 45

Electrical Drives (EP&I Stream) 3 45

Wireless Technology (WMT Stream) 3 45

Digital Transmission Technology (WMT Stream) 3 45

Mobile Technology (WMT Stream) 3 45

EMC and R F circuits (WMT Stream) 3 45

Wireless Systems (WMT Stream) 3 45

EM Wave Propagation & Measurements (WMT Stream) 3 45

Industrial Control (ES Stream / EP&I Stream / WMT Stream) 3 45 Figure 5.1 (f) Stream Specific Modules

The course is operating on a semester basis and with streams. After extensive consultation with industry, references to job and manpower surveys, the streams of today are matching closely to the current needs of the relevant trades. The streams will be monitored on a regular basis with the aim of satisfying the prevailing needs from industry. In this respect, streams already in existence can be phased out once the demand is diminished or, on the other hand, new streams will be made available when the demands for certain trades can be identified and justified. Three streams of study for specific trades are provided in the course and they all share the common curricula for in Level 1 and 2 study. All the modules in the Level 1 and 2 are meant to bring the students’ academic standard up to PS5 to PS7 level; the modules are more or less generic but biased towards electrical engineering discipline. After the allocation of students to the three streams, they will follow a Specific Study Path as shown in Figure 5.1. In the Level 3, students will study six core modules of which three stream specific modules. The five complementary modules in the Level 3 aim at educating students’ all round skills in the engineering profession. In Level 4, students will study six core modules of which four modules are from the stream and they aim at developing students’ knowledge and skills for that trade.



The complementary module in the final stage is to let students be aware of the developments in society and the electrical industry in particular; industrialists or major players in electrical industry will be invited as visiting lecturers to give sessions of talks on all aspects relating to working as an electrical professional. All core modules in Level 3 and 4 of study will have, in general, the following teaching pattern: 25 hours class teaching, five 2-hour laboratory sessions for students to practise and be familiar with the basic knowledge and core skills such as use of instruments, and 10 hours guided problem solving tutorial sessions. In addition, there will be one module named Integrated Studies in level 3. These modules will adopt a competence-based approach in their delivery. The aim of the module, as their name suggests, is to enable students to solve real-life engineering problems by integrating the knowledge they gained in the previous stages of their study. The Integrated Studies module can have different modes including project based study and site work. Because students will only study seven stream specific core modules out of the thirteen core modules as required for the completion of the course, the students will have the opportunities to acquire sufficient broad knowledge in the general electrical engineering field of work. In this way, the course can ensure that the students, even studying for a specific trade, will not suffer from lack of horizontal exposures, and will not be less adaptive nor will have narrow vision. By the end of the Level 2, briefing session will be held for students helping them to understand the streams in the course, so that they are able to select the stream of their study in the course. 45-hour practical training is required for each student in every semester of Level 2 to provide basic practical skill in electrical engineering. Stream specific practical training is also required for students in the Level 3 with a minimum of 90 hours, but the duration may vary depending on the nature of the training elements. Upon successful completion of all the modules contained in the course, the final award will be Higher Diploma in Electrical Engineering.

5.2 Curriculum 5.2.1 Level 1 and 2 Study

The Medium of Instruction (MoI) for this course is the English language. However, it is recognised that some students may have little experience of learning in an English language environment. Hence, the English & Communication for Engineering modules, offered in the first and second semesters, are designed to support the teaching and learning process and help students to become familiar with the use of English at workplaces. Task based approach is the main teaching strategy of this module; students learn and practise English as they go through a series of tasks and the lecturer will



play the role of an instructor helping students’ work. The tasks are trade related and they are very often seen at workplaces of the trade.

The mathematics elements have been strengthened with engineering applications. For example, the study of vectors is related to the study of mechanical driving force, the complex number arithmetic is related to the study of a.c. circuits and calculus to solve problems relating to a.c. quantities etc.

The modules in the Level 1 and 2 provide students with the necessary fundamental knowledge in engineering science, particularly in electrical engineering. Other supporting modules are also contained in the curriculum to allow students to develop a balanced knowledge on every aspect of engineering work. The curriculum includes the trade elements such as Electrical Engineering Principles and Circuit Theory. These modules are supported by the module Instrumentation & Measurements, which is designed to provide students with an understanding of basic electrical measuring equipment and to ensure they are competent in using them.

The studies are also supported by modules Information Technology for Engineers and Computer Aided Drafting which are designed to develop students’ knowledge on using computers to solve engineering problems. The IT for Engineers module aims at letting students be aware of the importance of information technology in the modern age and how IT can help to build up a professional career. The module also let students be aware of the latest developments of IT in the E&M industries.

A module on project activities is also included within the studies to act as an integrating element. It starts by asking students to build simple and workable models, which aims at arousing students’ interests in engineering work. The next step is to refine students’ first piece of engineering work with added features such as green and safety considerations, packaging and a presentation. The last part of the module is to let students understand the importance of common goal and teamwork in achieving a sizable engineering project.

Structured Whole Person Development modules delivered by the Student Affairs Office, and with the Key Skills content present in many other modules of the curriculum, aim at helping students in developing life skills which are important for enhancing the quality of their professional and personal lives.

Within the Level 2 study, students are required to complete 90 hours of basic workshop training, Basic Workshop Practice and Electrical Installation Practice, covering basic electrical engineering work skills. This requirement provides students with the opportunity to gain the basic and broad understanding of the industrial practices and processes.

Electrical Engineering Principles and Electrical Installation are included in the curriculum to enable students to satisfy the academic requirement for the registration of Grade B Electrical Workers.



Mo

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Mo

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e Timetabled Activities (Hours) Marking Scheme (%)

Module Title Lect/Tut Lab/WS Total Continuous Assessment Examination Total

Vocational English & Communication Skills IA

1 6 60 30 90 100 - 100

Vocational English & Communication Skills IB

1 6 60 30 90 100 - 100

Chinese A 1 3 30 15 45 40 60 100 Chinese B 1 3 30 15 45 100 - 100 Foundation Mathematics 1 5 45/30 - 75 50 50 100 Information Technology Applications 1 4 8 52 60 100 - 100

Fundamentals of Structured Whole Person Development

0 4 - 60 60 100 - 100

Electrical Principles 1 4 45 15 60 50 50 100 Engineering Science 1 3 45 - 45 50 50 100

Introduction to Electrical Supply & Installation

1 4 45 15 60 50 50 100

Integrated Electrical Assignment 1 4 - 60 60 100 - 100

Total 42 690

Figure 5.2 Level 1 Curriculum



Mo

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Mo

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e Timetabled Activities (Hours) Marking Scheme (%)

Module Title Lect/Tut Lab/WS Total Continuous Assessment Examination Total

English & Communication for Engineering IA

1 2 0/20 10 30 100 - 100

English & Communication for Engineering IB

1 2 0/20 10 30 100 - 100

Key Skills for Life Long Progress 1 2 0/30 - 30 100 - 100 Engineering Mathematics 1 3 30/15 - 45 50 50 100 Engineering Fundamentals 1 3 30/15 - 45 50 50 100 Computer Aided Drafting 1 2 - 30 30 100 - 100 Information Technology for Engineers 1 3 - 45 45 100 - 100 Instrumentation & Measurements 1 3 25/10 10 45 50 50 100 Project I 1 3 - 45 45 100 - 100 Electrical Engineering Principles I 1 3 25/10 10 45 50 50 100 Electrical Engineering Principles II 1 3 25/10 10 45 50 50 100 Circuit Theory 1 3 25/10 10 45 50 50 100 Electrical Installation 1 3 25/10 10 45 50 50 100

Total 35 525

Practical Training

Basic Workshop Practices and Electrical installation Practices

0 6 90 Pass/Fail

Figure 5.3 Level 2 Curriculum


Hong Kong Institute of Vocational Education (Tsing Yi) Page 26

5.2.2 Course Structure and Curriculum Design

The department surveyed and consolidated the employment market in the next five years and the current trend of developments in industries, and envisaged the course should address the manpower requirements in three areas, namely Electrical Services, Electrical Power & Installation and Wireless & Mobile Technology. Each stream will focus on the education and training for a specialized area, and prepare the students studying in that stream to be competent for the tasks from that profession.

The curriculum is in modular format, and the course is operated on semester based structure. The regulations for progression are detailed in the prevailing General Academic Regulations (GAR) of IVE.

In the design of the curriculum, the course team has endeavoured to provide an environment for the students where they move from the class centred learning that is typical of the secondary schools of Hong Kong to a competence based and more student centred learning. A number of features will be provided within the overall framework of the course to promote the competence-based and student centred teaching, which include student industrial attachment, site work, project based learning, self learning and use of WebCT, use of active learning in a workshop type environment, the formation of Interest Groups, the active inclusion of Student Professional Development (SPD), and the delivery of the two final stage important modules i.e. industry based projects and Engineers in Society.

The design of HD in EE is to meet the employment needs of the electrical engineering industry in Hong Kong. In designing the curriculum, a balanced view has been taken between the current needs of the industry and those that are emerging and likely to be prevalent when students graduate from the course. Section 2 has given detailed descriptions on the needs and manpower market for the graduates from the course in the next five years, and suggested the three main streams in the course.

The course team also considers how the HDEE course can be designed such that the outcome standards at different levels of the course can be kept close to, if not 100%, the generic level descriptors for different levels as stipulated in the qualifications framework. The team also considers the design and development of the syllabuses should make reference to the new senior secondary school curriculum such that the secondary school leavers are able to continue their study in HDEE with the least adaptation or readjustment.



5.2.3 Level 3 Study

In the Level 3 study, the emphasis moves to more trade specific theories, which directly support the study of a stream in Level 4; opportunities are also available for students to broaden their knowledge in electrical work. Students will study the modules from the Specific Study Path shown in Figure 5.4 which is related to the individual streams and which contains 6 core modules. Three of those six modules is a stream specific module. Since all common core modules offered in this level cover board level knowledge of the electrical engineering trade, studying these modules will enable students to build up fundamental background knowledge necessary not only for a single stream but relevant to the other streams within the course as well. Delivery of all core modules follows a pattern of 25 hours class teaching, 10 hours of basic trade skill training in laboratories and 10 hours of problem solving skill training. In addition, there is one module of 60 hours of Integrated Studies (in short IS) conducted through many forms including site work or mini-project work. All these elements form an important part of the curriculum and the department, by making use of the 60 hours in IS, tries to provide opportunities for students to gain real working experience (full time only) as much as possible during the course. As long as students are working within Hong Kong or Hong Kong waters, they should be covered by the insurance for the work attachment with industries.

Five complementary modules are studied in Level 3. Module Occupational Safety & Health (OSH) aims to introduce the very important concepts on safety and health to students. Module Supervisory Skills is considered very important for this level of graduates. To aid students’ understanding of this module, students will play a supervisory role for the work carried out by the first year students in Project 1.

English & Communication for Engineering II modules aim at improving students’ interpersonal skills at work places and the command of English language skills in the E&M industries.

Putonghua module aims at improving students’ ability in using Putonghua skills in the E&M industries. This module will reinforce Chinese B in Level 1. The delivery of this module will be more focused on trade specific skills.

Six core modules are defined for students to pursue in this level. All these modules are meant to support the further study in Level 4 and they are also giving students a broad knowledge and skills relating to the electrical industry. In this way, students will acquire the necessary knowledge and skills at a broad based level and at the same time prepare themselves for the stream specific study.

The level is complemented by practical training designed to enable students to understand the work situations and techniques typical of those found in the industry. The emphasis is on developing technical skills that students can directly apply when they start their career, hence, the practical training will be on the training for the stream related skills. For the Electrical Services and Electrical Power & Installation stream, the practical training covers the most essential technical skills specified in the National Occupational Skill Certificate



Test for electrical worker (intermediate stage). It enables students to take part in the Test to obtain an add-on trade skill qualification from Mainland China.

5.2.4 Level 4 Study

Figure 5.5 shows the curriculum for the study in Level 4 of the course. The design of the curriculum is aimed at building up students’ confidence, competence and abilities to handle engineering work and resolve problems as they arise from the workplaces. Within this year, students will follow a more focused study in a stream.

The stream of Electrical Services has aimed at providing workforce for general electrical services in domestic, industrial and commercial applications. Advanced Electrical Services, Power Quality, Port & Auxiliary Electrical Services, Electrical Design & Product Testing and ELV & Energy Management are the core modules for this stream.

The stream of Electrical Power & Installation has aimed at providing workforce for general electrical power generation and distribution system and electrical installation. Electrical Machines, Electrical Services in Building, Power Electronics, Electrical Power System, Lift & Escalator Engineering, Electrical Drives and Industrial Control are the core modules for this stream.

The stream of Wireless & Mobile Technology has aimed at providing the workforce for the wireless and mobile industry. Radio electronics, wireless technology and its applications, mobile technology and its applications, EMC and digital transmission are the major focus of this stream. Wireless Technology, Digital Transmission Technology, Wireless Systems, Mobile Technology, EMC and R F Circuits, EM Wave Propagation & Measurements and Industrial Control are the core modules of this stream for providing the essential materials and skills to the students enabling them to work in this highly competitive field.

In general, students in the third year will be taught system wide knowledge, which will help them to view how systems operate from higher level. Students will be taking jobs like Assistant Engineers, Project Assistants, or Supervisors; and sooner in their career path they may resume higher level of responsibilities such as design, consultant and administration. Hence materials, which are considered beneficial to their professional careers, are also included in the curriculum.

In full time mode, a significant part of this final year of study is on the Major Project. Study of the core modules will be completed in the first term of the year and students will be carrying their project works, in pairs, in industry or in house full-time in the second term. The Major Project will help students to reinforce and consolidate the learned knowledge from the course; it is designed to give students an opportunity to gain in depth knowledge on some aspects relating to the industry and provide them with an opportunity to undertake a major piece of student centred work. In carrying out this module, students will learn the skills in the areas of literature research, problem solving, project management, planning, trouble shooting, interfacing techniques, use



of contemporary equipment / technology, packaging and presentation / documentation techniques etc.

Marks given to this module will come from the supervisors of the department and industry. During the employer consultation period, the course teams have been able to secure the support from the trade targeted industries; employers have welcomed the concept and have agreed in principle to offer industrial attachment places to our final year students. The project work will be operated in the form of mentorship, it means a supervisor works with a project group of students for a project, which is endorsed or supported by industry. This mentorship will be maintained six months after the students graduated from the course. The purposes of this arrangement are two folds; one is to maintain the strong links with the industries and the other is to upkeep the competence of both staff and students.

The Engineers in Society module is common to all the streams and is operated in the evening mode. Students will be taught in class about the professional practices in the industries and people from the industries will be invited to give talks to students giving them the first hand information about the work in industry and how people deal with situations. This module involves training on students’ work ethics, mentality and good practices for being a professional engineer.

5.2.5 Dynamic Structure of the Course

The department envisages changes are on the horizon both external and internal to VTC; the design of the course structure has, therefore, taken the trend of future developments into consideration. The structure of the course has embraced two dynamic features: (a) flexible course plan for each stream; and (b) volatile and versatile streams and core modules.

5.2.6 Flexible Course Plan

The course offers streams for focused study in the third year. This arrangement would enable the department to follow the manpower demand more closely and make necessary adjustments on the student numbers studying in different streams; the adjustments made in this way will not affect the total BFTE allocated to the course. The department considers making adjustment of student numbers in the higher years of study is much more accurate than making the course plan on a triennium basis; this kind of just-in-time planning is particular desirable in the volatile employment market exhibiting in recent years.

5.2.7 Volatile and Versatile Streams

The EEPB will constantly review the performance of the streams and the contents of the core modules especially making references to the Performance Indicators. When the demand of a stream or the performance of a stream falls below expectations, the stream will be under critical review; the



worst scenario is that the stream will have to be phased out. On the contrary, a new stream can be introduced if there is proven evidence and strong demand of manpower for incorporating such stream in the course. In this way, the streams in the course and their curricula could be kept abreast with the developments in industry without having the need to change the title of the HD course.

5.3 Relationship with Other Courses

The Higher Diploma in Electrical Engineering course comes under the control of the Electrical Engineering Programme Board (EEPB) of the Discipline of Engineering; the programme board also manages other higher diploma courses, namely in Environmental Engineering & Energy Management, and Intelligent Building Technology and Automation Engineering, which will share common modules as much as applicable.



Module Contrib-

ution

Timetabled Activities (Hours)

Marking Scheme (%)

Module Title Value Lect/Tut Lab/WS Total Continuous Assessment Examination Total

Complementary English & Communication for Engineering IIA 1 2 0/20 10 30 100 - 100

English & Communication for Engineering IIB 1 2 0/20 10 30 100 - 100

Occupational Safety & Health 1 3 37/8 45 100 - 100

Putonghua 1 2 0/30 30 100 - 100

Supervisory Skills 1 2 10/0 20 30 100 - 100 100∗

Core Electronics 1 3 25/10 10 45 50 50 100

Microcontroller Applications 1 3 25/10 10 45 50 50 100

Integrated Studies 1 4 60 60 100 100

Port & Auxiliary Electrical Services @ 1 3 25/10 10 45 100 100

Electrical Power Systems @# 1 3 25/10 10 45 50 50 100

Power Quality @+ 1 3 25/10 10 45 50 50 100

Wireless Technology+ 1 3 25/10 10 45 50 50 100

Digital Transmission Technology + 1 3 25/10 10 45 50 50 100

Electrical Machines # 1 3 25/10 10 45 50 50 100

Power Electronics # 1 3 25/10 10 45 50 50 100

Total 30 450

Practical Training

Control Wiring Practices and Electrical Services Practices@# Practical Training (WMT)+

0 6 90 Pass/Fail

Note: Stream specific module: @ Electrical Services stream # Electrical Power & Installation stream + Wireless & Mobile Technology stream

Figure 5.4 Level 3 Curriculum for Higher Diploma in Electrical Engineering



Module Contrib-

ution

Timetabled Activities (Hours)

Marking Scheme (%)

Module Title Value Lect/Tut Lab/WS Total Continuous Assessment Examination Total

Complementary Engineers in Society 1 3 8/37 45 100 - 100

Project Management & Safety 1 3 25/10 10 45 100 100

Core Advanced Electrical Services @ 1 3 25/10 10 45 50 50 100

Electrical Design & Product Testing @ 1 3 25/10 10 45 100 - 100

ELV & Energy Management @ 1 3 25/10 10 45 50 50 100

Electrical Services in Building # 1 3 25/10 10 45 50 50 100

Lift & Escalator Engineering # 1 3 25/10 10 45 50 50 100

*Electrical Drives # 1 3 25/10 10 45 50 50 100

Industrial Control # @ 1 3 25/10 10 45 50 50 100

EMC & R F Circuits + 1 3 25/10 10 45 50 50 100

Mobile Technology + 1 3 25/10 10 45 50 50 100

EM Wave Propagation & Measurements + 1 3 25/10 10 45 50 50 100

Wireless Systems + 1 3 25/10 10 45 50 50 100

Project Work Major Project 1 8 120 120 100 - 100

Total 26 390

Note:

* 15 hrs (1 Module Value) of the topic “Power Electronic Converters” in the Module “Electrical Drives” may be conducted in Shenzhen Polytechnic subject to the Agreement by VTC with Shenzhen Polytechnic.

Stream specific module: @ Electrical Services stream # Electrical Power & Installation stream + Wireless & Mobile Technology stream

Figure 5.5 Level 4 Curriculum for Higher Diploma in Electrical Engineering

HD in Electrical Engineering Scheme Document – Section 1


6. TEACHING AND LEARNING METHODS 6.1 Introduction

The graduates from the Higher Diploma course should be competent in electrical engineering work at technologist level, have an open and inquiring mind and be capable of working on their own or as a member of a team. To achieve this, the Course must bridge between the teacher-centred learning to which students have become accustomed in secondary schools and a student-centred approach necessary for the development of their personal competent skills.

In Level 1 of the course, an emphasis is placed on general studies of Chinese Language, English Language and Mathematics plus basic electrical engineering knowledge to level up students to PS5 standard after finishing the study.

In Level 2 of the course, an emphasis is placed on team teaching and the integration of lectures and tutorials to arouse students’ interests in engineering work and enhance their problem solving abilities. The teaching in this year is meant to level up the students to Certificate standard after finishing the study which enables the student to fulfil the minimum academic requirement of REW Grade B.

In Level 3 of the course, students will be required to take a more active role in the teaching and learning process. A different form of tutorial system will be introduced with students being encouraged to think and work the subject matter thoroughly and put forward their problems for discussion with their lecturers. Laboratory work will take on a more enquiring nature, where students conduct the kind of experiments, which help them to build up the basic skills requiring for a competent person. Design and multidiscipline oriented problems will be introduced in the integrated laboratory work, which is project-based teaching.

In Level 4 of the course, the learning process will be more student-centred. Whenever possible, stream modules will include case study material to develop the students’ awareness of industrial practices and help put electrical engineering into the context of society as a whole. Case studies will draw both on the experience of staff and local industry. Module leaders will be responsible for maintaining a collection of relevant and up-to-date studies for use in their subject area.

6.2 Teaching and Learning Methods

6.2.1 Method of Delivery

Level 1 and 2 lectures will adopt an inter-active approach to wean students off the ‘direct taught’ style of presentation used in the secondary school. Students will be encouraged and provoked into taking part in the learning process. The use of in-lecture participation will be encouraged and lecturing staff will reinforce learning with example sheets. Where common weaknesses are identified, worked examples will be used.



Practical skills are an essential part of competence in engineering disciplines. As well as developing these practical skills, good laboratory and practical work also helps students develop expertise in critical enquiry, problem solving, experimental design, data analysis and presentation, and other important academic and professional abilities.

Laboratories and practical training can also help students to develop the kinds of practical intelligence so highly valued by professionals in many fields. The laboratory or practical training is also the place where students are introduced to the craft, the ways of working, the ways of practical thinking and problem solving which characterise their discipline. In this type of environment, they will learn good and professional practice in the discipline of electrical engineering.

It is anticipated that the students' laboratory skills will be weak on entry to the course. For this reason, laboratory exercises in the first year will be more like directed tasks. The objective is to make students proficient at the mechanics of carrying out laboratory work and using basic electrical measuring equipment as well as reinforcing the academic studies. In particular, they should be able to carry out a specified task and record their findings in a logbook. Experimental techniques and basic instrumentation knowledge is introduced early in the course. Presentation session, which helps in developing communication skills, is also included. All laboratory material will be relevant to, and support, the academic content of the lectures.

As students progress through the course, they will be required to move to more open-ended, student-centred style of laboratory tasks. This is seen as essential training for their future careers, as it will help develop their problem-solving ability. Problem solving is a second area that will be weak on entry to the course. Projects will be a major vehicle to develop these skills.

Class teaching is still the main communication channel, where students learn knowledge and theories from lecturers. In addition, competence based approach is adopted in the second and third year. Students’ competence for the tasks of their study is building up from three integral parts of the teaching delivery, namely open-ended laboratory work, problem solving tutorials and Integrated Studies (IS) modules. In each of the core module, four 2-hour sessions are timetabled for students to carry out experiments in laboratories; students will make use of these sessions to verify what they have learned from classes by conducting experiments or be familiar with the use of instruments for engineering works. IS can be in the nature of case study, site work, mini-project or investigative analysis. In the investigative analysis, students can work on more advanced laboratory experiments. However, the work on those problems in IS are at a higher level than just an experiment for proving a theory; it is more involved and aiming at allowing students, while carrying out a master piece of work, to learn the underpinning knowledge and skills about the work.

Web based teaching will be used extensively throughout the Course, particularly in the first year. This can save students from laborious efforts in looking for the teaching and learning materials and to maintain the standard of delivery. The teaching and learning packages on the web will not only provide the necessary academic materials but also the picturesque working



environments and scenarios, which would help to enhance the understanding of the subject. Annotating the handout both in and out of lectures will also be encouraged; students are encouraged to make use of these to form the basis of students’ subject file, which is a valuable resource of learning on the course. Many good features of the WebCT will come with the teaching and learning packages, such as quiz for self-evaluation and calendar for scheduling teaching and assessment plans etc.

6.2.2 Method of Delivery for the PT mode of study

Some of the modules, mainly the soft- or engineering practical skills oriented modules, in the PT mode study are delivered with reduced class contact hours and guided study hours. The hours allocated to the guided study of these modules are the minimum hours that the students should spend on the module by self study. The learning materials of the modules will be provided to the students who should learn, at least, the provided materials at their own time and pace.

The principle concept of having guided study is that PT students, who have full-time employment in related trades, should have acquired the soft- and engineering practical skills at their workplaces, and for that reason they, with the aid of the learning materials, should be able to attain the outcome standards of the modules through the aided but self-learning path of study. The students will, however, be subject to the same assessment scheme as the FT students by undergoing tests, completing assignments and/or sitting for examinations during the class contact hours; in other word they are subject to the same GAR requirements as the full-time students for passing the modules. For all the modules with guided study hours, students are required to spend at least 67% of the time for the modules with the module lecturers during the class contact hours.

PT students should spend the guided study hours on going through the given learning materials, completing the assignments or case studies, and understanding the laboratory works, if there are any. In doing the guided study, PT students may have questions on the materials or need to understand the learned subject, then they should discuss with the module lecturers during the class contact hours. PT students can even ask for special arrangements during the class contact hours for conducting laboratory works if they consider the works could enhance their knowledge.

For those students, who do not engage in full-time employment in related trades, are required to complete the guided study hours by special arrangement with the department and a possible arrangement is to attend specially organized classes to cover the materials intended for the guided study hours.

There are four Practical Training modules (A, B, C and D) in the course curriculum and they are designated in Level 2 and 3; these modules do not have Guide Study hours. Students are required either to complete the modules of the respective level or exempt from them by the virtue of their working experience before they exit from the level. In other words, students exit from Level 2 should have completed the Practical Training A and B



modules. Similarly, students exit from Level 3 or 4 should have completed Practical Training A, B, C and D modules.

Students, who apply for exemption for the Practical Training modules, are required to submit an application form to the department for approval. The criteria for exemption are that either (i) the students have full-time employment in a relevant trade or (ii) the students are competent with his work e.g. long history of employment.

6.2.3 Medium of Instruction

The Programme Board recognises the requirement from local industry for well-trained Engineering Higher Diploma graduates who are proficient in the use of the English Language. It is also the policy of IVE to provide an environment for using English Language wherever possible, right from the commencement of the course.

The foundation modules of English & Communication for Engineering, offered in the first and second semesters of study, aim to further develop students’ ability in speaking, listening, reading and writing skills so that they can carry out various communication tasks with a reasonable degree of accuracy and fluency. They also aim to help the students become more independent and reflective language learners. Lecturers teaching technical subjects work closely with staff from the Language Centre (LC) to provide an English-speaking environment in all appropriate places of the college. In the third and forth semesters of the Course, students will continue with two modules of English & Communication in Engineering to further improve their command of English at work places.

The medium of instruction is English supplemented with Chinese when necessary to enhance the understanding and learning of students. All assignments, laboratory reports and project reports are submitted in English. All formal examinations and tests are completed in English.

To support both individual and classroom learning, the Language Centre has a number of computer-assisted language learning laboratories with multi-media software programmes and Internet access, language laboratories with audio-visual equipment and tutor support independent learning centres. Language Centre has recently strengthened their self-access facilities and upgraded language learning facilities with some of the latest information technology applications.

Much valuable learning occurs in discussion. This is as true of undergraduate students as it is of research students, and indeed of students in vocational education.

Wherever possible, final year modules will include discussion and case studies that will count as a significant proportion of the coursework assessment. Staff are encouraged to provide support for student discussions in small groups. It is some of the most powerful and effective learning which the students will experience.



These case studies will draw on both the experiences of staff and actual engineering projects within Hong Kong. In some situations, comparisons will be made with overseas practice to show how different marketplace requirements lead to different practice. This will be used to help them appreciate some issues that are particular to Hong Kong.

6.3 Project Work

Students entering the course have very little experience of experimental or project work. The course aims to develop the students' competence and skills of problem solving to enable them to plan and undertake a major piece of investigative work under the supervision of a professional engineer.

Project activity is one of the essential vehicles for preparing students for their future careers. It allows them to integrate the knowledge learnt from different subject fields and put it to practical use.

In Level 2 of the course, the objective of Project 1 is to let students appreciate, through building up interesting models, technology and engineering work.

In Level 4 of the course, students will be mature enough and capable of carrying out a major task. The objective is to make students comfortable with the process of project work and working as a member of a team. In addition to many technical aspects, students will also learn how to:

• set objectives; • plan the work; • conduct a literature / information search; and • record and present their findings.

A large portion of marks awarded for the project will be allocated to the students’ effort and performance in these activities on top of the quality of the project work completed

The department aims at seeking industrial endorsements or supports to the final year projects; these projects would be allocated to workplaces in industry as much as possible. The final year project start at the beginning of the final semester and students, in two per group, will be working full-time, five days per week on a project, either in industry or in-house. All final year projects will be operated in a form of mentorship between a supervisor and his/her project students. Difficulties or problems associated with the projects will be discussed and resolved by the collaborated efforts from the project supervisor and students; this kind of mentorship is maintained for a period of six months. In other words, students will be contacting their supervisors after graduating from the course. More in-depth details of the project work undertaken in the course, including its aims and assessment methods, are given in Section 2.

6.4 Practical Training and Industrial Experience

Practical Training is included in both the Level 2 and Level 3 of the course. In Level 2, the training is directed to basic electrical skills practice. 90 hours are scheduled for this basic workshop training.



In Level 3 of the course, the emphasis changes to more focused trade skills related to students’ future jobs, such as electrical services, electrical power & installation, and wireless & mobile technology; a minimum of 90 hours is scheduled for each focused trade training.

Subject to the approval of the Practical Training Committee, students may be placed in industry, or otherwise, in lieu of some of the practical training. Further details of the material to be presented in these training modules are included in Section 2 of this Scheme Document.

Assessment of each training module will be based on a pass / fail situation and will count towards the completion of the course. Where students have failed to meet the requirements of any training module, they will be asked to make up this training. This may take place in the training centres, in industry or within an IVE campus. The assessment of this training will not count towards the classification of the award. Mature students who can demonstrate considerable industrial experience may be granted exemption from some or all of the practical training requirements.

6.5 Teaching Aids

Good audio-visual aids can clarify points, present information as well as illustrate arguments and processes in teaching and learning. IVE provides a comprehensive range of audio-visual equipment in order to make the presentation of course material more effective. Some of the large classes are conducted in lecture theatres. These are equipped with modern audio-visual equipment, including personal computers with overhead VDU projection, laser-disc and videotape projection systems, incorporating surround sound audio output including microphones. Every classroom is also equipped with personal computers and LCD projectors, overhead projectors and screens for projection. All classrooms are also equipped with whiteboards and markers.

Each site of IVE has an Educational Technology Unit that provides a full range of Professional Media Services available to the academic staff for lecture presentation. These facilities include printing and binding service, graphic artwork design, visual display materials, desktop publishing and image scanning all with colour inkjet/laser printer output. The unit also produces educational videos.

Each site of IVE is also well supported by a library housing a well-stocked main collection, reference books, reserve collection, scientific periodicals and journals and a CD-ROM information database. The library also runs an Inter-library Loans Service with other major libraries in Hong Kong and this is available to academic staff in the Department. A computer database is available for book searches and availability enquiries. This system covers the libraries of each campus of IVE.



7. ASSESSMENT AND EXAMINATIONS

7.1 Introduction

The course is operated under the General Academic Regulations (GAR) issued by the Vocational Education and Training Academic Board (VETAB). The regulations provide a framework for admission, assessment, progression and the granting of awards.

Section 5 of this document gives the overall curriculum structure for the courses and Figures 5.1 to 5.5 of the section provide details of the module contribution and value, and the distribution of marks between continuous assessment and examinations.

7.2 Assessment

Assessment is a means to reflect the level of achievement acquired by students from the course.

FT and PT students will follow the same Continuous Assessment Plan (CAP) and the assessment scheme of each module but the time, place of conducting the assessment and contents of the tests or examination may be different for the FT and PT courses due to the difference of the students’ background: one set of students needs to work during day time and one set of students are not available during evening hours. But the standards and levels of the assessments must be the same and the module leaders and course leaders are responsible for the quality assurance of the modules and course respectively. However, both FT and PT students may be subject to the same supplementary work if they fail the modules during the main round of assessment.

7.3 Continuous Assessment

The EEPB places a strong emphasis on continuous assessment as experience has shown that this reinforces the continuous learning process. Students joining the course direct from PS5 are used to a teacher-centred style of learning. Additionally, they are used to an environment where the assessment outcome relies heavily on a terminal examination, the HKCEE. This results in students adopting a study technique of cramming prior to the examination causing a reliance on memory rather than understanding. These courses, however, promote a more student-centred style of learning with students being required to complete regular assessments in all modules and an emphasis is placed on understanding rather than remembering facts. Each Module Leader will produce a CAP that will give details of each assessment components, including the nature and timing of the assessment. The CAP for each core module will be agreed and approved by the stream team, or by the EEPB for the common modules. The Course Leader will also act as a co-ordinator to ensure an even distribution of workload to the students. Copies of the CAP will be provided to all staff and students involved with the module at the beginning of the academic year.

The continuous assessment marks will include components from tests, assignments, laboratory work, reports and presentations. Details of the



breakdown of these components for each module is detailed in the CAP and included in the Module Delivery File. The stream teams will review this plan annually.

7.4 Practical Training

As has been seen in Section 5, this course contains practical training in Level 2 and 3.

This training is included to provide students with specific skills that will help them undertake their future jobs. As this training is skills based, it is not intended to assess the students' competence of the skill. Rather, it is sufficient to ensure that students have reached the minimum level of competence. In this respect, the practical training will be assessed on a pass-fail basis only.

7.5 Progression

The performance of a student will be reviewed at a Board of Examiners meeting held at the end of each semester of the course. The Board of Examiners will make a decision for the progression to the next semester / year of the Course or, after the final semester, for the level of Award recommended.

The progression of the students is completely governed by the General Academic Regulations of IVE.

7.6 Award of Qualifications

In accordance to the General Academic Regulations of IVE, the Higher Diploma shall normally be classified according to the recipient's Final Average (FA) as follows:

Classification Range of FA

Distinction 75 ≤ FA Credit 65 ≤ FA < 75 Pass 40 ≤ FA < 65

7.7 Examinations

All examinations shall follow the Examination Regulations authorised by the VETAB. The Academic Board may decide from time to time additional regulations governing invigilation, the conduct of examinations and the judgement of allegations of cheating, which shall be promulgated amongst students not later than the date when examination schedules are published.



7.8 Re-assessment

For students who do not fulfil the requirements for passing modules / year of their study, the Board of Examiners may decide that these students should be re-assessed. The reassessments are governed by the General Academic Regulations of IVE. Since the passing of a module requires that students shall pass both the continuous assessment and the final exam part of the module, the reassessment can refer to each of these components or to both of them if the student failed both the continuous assessment and the final exam.

The performance of all students studying in this Course in each Semester should be considered by a Board of Examiners (BoE). There are two types of BoE, the Module level BoE and the Course level BoE, as detailed in section 8.14.

An External Examiner is nominated by the Programme Board and appointed by the VETAB or its nominated officer. The appointment is made under the guidelines laid out in the IVE Regulations on External Examiners. The responsibilities of the External Examiner are detailed in section 8.15.

7.9 Appeals

A student may appeal the decision of a Board of Examiners, and/or the rulings of a Disciplinary Board on an allegation of cheating in line with the Appeals Regulations approved by the VETAB. Appeals must be received within 7 working days from the day the assessment results are published, or within 3 working days from the day the student is informed of the decision of the Disciplinary Board.



8. COURSE ORGANISATION AND MANAGEMENT 8.1 Introduction

This is the first time for the Engineering Department of IVE(TY) to offer a 4 Levels MEME Higher Diploma in Electrical Engineering. Level 1 shares the common curriculum with the Foundation Diploma in Electrical Engineering that operated in Haking Wong Campus. Level 2 of the course will be common to Tsing Yi and Haking Wong Campuses to the same award Certificate in Electrical Engineering. After successful completion of the two levels of studies, students will continue to study modules specific for the course area with further focus in one of the streams provided in the HD course. The details of streams offering campuses are shown in Figure 8.1.

Stream IVE(TY) IVE(HW)

Electrical Services ♦

Wireless & Mobile Technology ♦

Electrical Power & Installation ♦

Figure 8.1 Streams Offering Campuses

8.2 Course Management Structure

The course management structure in the engineering discipline is shown in Figure 8.2.

Figure 8.2 Course Management Structure

Vocational Education and Training Academic Board

(VETAB)

Engineering Discipline Academic Committee

EE Programme Board

Course Team (including Course Leader and Module Leaders)

Engineering Discipline Quality Assurance

Engineering Discipline Advisory Board



In general, each course is led by a Course Leader, with the overall academic direction of the courses being co-ordinated by the Chairperson of the corresponding Programme Board. Stream Leader and his/her team members are responsible for the developments and maintenance of the core modules. Year Tutors take responsibility for the smooth operation of the course in a given year of study and each module of the course is led by a Module Leader who takes overall responsibility for the development and delivery of the module within the discipline. Project Coordinator is responsible for the final year projects and Practical Training Coordinator is responsible for the practical arrangements of practical training provided to first and second year students. The Examination Officer is responsible for the matters relating to examinations during the year.

The roles of the various posts and committees follow, together with comments on some aspects of course management:

8.3 The Electrical Engineering Programme Board

The Electrical Engineering Programme Board (EEPB) is responsible for the operation of all courses managed by IVE under authority delegated by the Engineering Discipline Board.

The composition of the Electrical Engineering Programme Board is shown in Table 8.3

Table 8.3 Composition of Electrical Engineering Programme Board

Chairperson: A HoD/PL nominated by the Academic Director Deputy Chairperson: An ex-officio member elected among Course

Leaders Ex-officio Members: All relevant Course Leaders Members: Representative of the Languages Discipline (SL

rank or above or equivalent) Representative of the Structured Whole Person Development Discipline (SL rank or above or equivalent) Relevant academic, stream or group leaders of service subjects

Co-opted Members: Other teaching staff and external members invited at the discretion of the Board

Secretary: Appointed by the Chairman Terms of Reference of Programme Board

i. To implement academic policies and procedures adopted by the

VETAB and ensure effective implementation at discipline and department levels.



ii. To maintain regular review and evaluation of courses within the Programme Board’s ambit to ensure the continuous development, improvement and relevance of courses.

iii. To approve minor changes to courses under its purview. iv. To set academic standards and maintain the academic quality of the

courses, establish procedures for the effective management of the courses and oversee their implementation.

v. To establish and oversee the work of Course Teams to formulate course procedures with respect to the design, delivery, and development of curricula, including learning and teaching strategies and recommendations for benchmarking.

vi. To ensure that the courses fulfill the requirements of the HKCAAVQ and other accreditation authorities where necessary and align with the standards of the Qualifications Framework.

vii. To appoint Course Leaders for the suites of linked courses under their purview.

viii. To set up Boards of Examiners (BOE) to consider and endorse the assessment/ examination results and award lists and to scrutinize special cases. Where it is considered appropriate to have one BOE for more than one programme area, endorsement by DAC should be sought.

ix. To nominate external examiners/module examiners to the DAC for approval and appointment.

x. To oversee and review the implementation of the quality assurance measures within the PB, as required by the academic quality policies adopted by the VETAB.

xi. To consider Course Quality Analysis Reports (CQARs) from course teams including proposed recommendations for submission to the DQAC.

xii. To formulate programme plan, staff plan and staff development plan for new/existing courses which fall into the PB’s ambit, based on the discipline-level programme plan.

xiii. To advise on the provision of learning and teaching resources required for the delivery of the courses.

xiv. To seek advice from the Discipline Academic Committee/Discipline Advisory Board/Training Boards/General Committees on course planning, curriculum development and quality assurance of the courses under its purview.

xv. To liaise and collaborate with other PBs within the same discipline on matters related to the delivery, quality and development of courses and the assessment/progression of students.

xvi. To maintain regular and effective contact with external bodies in the promotion, evaluation and development of courses, including professional accreditation.

xvii. To report the Board’s activities to the DAC.



8.4 The Electrical Engineering Course Team

The Electrical Engineering Course Team manages the operation of the course. This Course team has the overall academic and operational responsibility for the course, and their development within the policies, procedures and regulations as defined by the VETAB, the EEPB and this definitive document.

8.4.1 The composition of the Course Team will normally be:

• the Course Leader (Chairperson); • the Stream Leaders; • the Year Tutors; • Module Leaders; • a representative of each Department / Unit servicing the Course to be

nominated by the Head of that Department / Unit; • the Practical Training Coordinator; • the Project Coordinator; • a secretary nominated by the Chairperson.

Representatives of the Library, Computer Centre and / or Educational Technology Unit may be co-opted to the Course Committee for particular issues relating to their centre.

8.4.2 Terms of Reference:-

(a) To consult industry, employers, government policies and trade unions for the relevance of the course;

(b) To implement the academic policies and procedures adopted by the VETAB;

(c) To ensure that regular review and evaluation of the course, as approved by the Discipline Board, is maintained;

(d) To ensure continuous development, improvement and relevance of the course, including the views of students and employers;

(e) To ensure that the academic standards and the academic quality of the course are maintained in accordance with the course planning and validation guidelines and the Academic Quality policies adopted by the VETAB and set by the Programme board;

(f) To ensure implementation of the course procedures, within the General Academic Regulations (GAR), with respect to the design, delivery and development of the curricular, including teaching and learning strategies and recommendations for benchmarking, as formulated by the Programme board;

(g) To ensure implementation of regulations governing course, within the GAR, as formulated by the Programme board;

(h) To propose to the Programme board additional guidelines governing specific issues of the course;



(i) To ensure implementation and continuous updating of syllabuses so they maintain relevance;

(j) To ensure generation and updating of the course materials; (k) To ensure external promotion of the course, including professional

accreditation; (l) To prepare validation and course documentation, and reports and

submissions as required by IVE and external bodies and in accordance to Programme board directives;

(m) To plan, require and co-ordinate the resources for the operation of the course.

(n) To generate, review and operate guidelines for admissions, assessments and/or examinations, student counselling, industrial or practical training within the agreed AB policies.

8.5 Programme board Chairperson

The Programme board Chairperson is an academic staff member appointed by the Principal of the Head Campus. Her/his role is to ensure consistent management and administration for operation of the Courses managed by the Programme board and to provide academic leadership for the Courses and the associated Course Committees.

8.5.1 Responsibilities of the Programme board Chairperson

(a) To ensure that the academic standards of delivery and assessment of the Courses are maintained in accordance with the Validated Course Schemes.

(b) To ensure that the Courses’ administration duties are carried out in accordance with IVE policies and within the approved aims and procedures of the Courses.

(c) To ensure the implementation of IVE and Nexus quality policies in relation to the Courses.

(d) To maintain regular and effective contact with all Course Leaders involved in the Courses and to ensure that the Course Committees function effectively.

(e) To ensure appropriate deployment of human and other resources such that the courses run effectively and efficiently.

(f) To ensure, in conjunction with the Course Leaders, that the Courses are reviewed, evaluated and developed on an ongoing and regular basis.

(g) To execute any actions agreed by the Programme board and to be responsible as appropriate to these bodies for policy implementation.

(h) To liaise with industry and employers on academic matters. (i) To coordinate validation and accreditation exercise for the courses. (j) To ensure that the results from the student feedback survey will be

considered and follow up actions planed and executed.



(k) To consolidate all changes approved by the Programme board and to report to the relevant body as required by the procedures laid down by VETAB.

(l) To convene, or to nominate a convenor for, the relevant Board of Examiners.

(m) To ensure definition of selection and admission of students policies. (n) To co-ordinate and ensure the production of Annual Course Monitoring

Report (ACMR), Course Quality Analysis Return (CQAR) and all other necessary documentation as required by IVE and/or Nexus policies.

(o) To represent the Programme board in all relevant forums. (p) To co-ordinate any necessary actions required for external accreditation

of the Courses.

8.6 Course Leader

The Course Leader is nominated by the Head of the Department offering the course and is appointed by the Discipline Leader. The Course Leader is responsible to the Programme board for providing the academic and organizational management for the overall operation of the course, the balance developments of the streams and to ensure the course aims are met. The responsibility for decisions on resource issues for the course is vested in the Head of Department.

8.6.1 Responsibilities of the Course Leader:

(a) To maintain academic standards of delivery and assessment of the Course in accordance with the Validated Course Scheme;

(b) To ensure that the day-to-day course administration duties are carried out in accordance with IVE policies and within the approved aims and procedures of the Course;

(c) To assist in the implementation of IVE and Departmental quality policies in relation to the Course;

(d) To ensure regular follow up on all agreed activities related to the course; (e) To maintain regular and effective contacts with all staff involved in the

Course and to ensure that the Course Committee functions effectively; (f) To be responsible for the provision of academic and personal support to

students on the Course, with assistance from the Year Tutors; (g) To advise the Head of Department of the requirements for staff for

teaching and any other resources, such as laboratories, required for the effective operation of the course;

(h) To assist the Head of Department in the appropriate deployment of human and other resources to ensure that the course runs effectively and efficiently;

(i) To develop, evaluate, review and revise the Course, in conjunction with the Course Committee, on an ongoing and regular basis;



(j) To ensure that any actions agreed by relevant committees (including the Programme board, Board(s) of Examiners, Course Committee, Course Advisory Board and Student Representative Meetings) are executed;

(k) To seek feedback from both students and staff teaching the course and to convey it to the Course Committee;

(l) To oversee the operation of student feedback mechanisms for the course;

(m) To maintain effective means to monitor the progress of students on the course;

(n) To co-ordinate the collection and consolidation of the module marks with the Module Leaders for the Board of Examiners;

(o) To be responsible for the selection and admission of students; (p) To consider applications for exemptions and make recommendations in

accordance with the guidelines set by the Programme board; (q) To produce Annual Course Monitoring Report (ACMR), the Course

Quality Analysis Return (CQAR) and all other necessary documentation for the course as required by IVE and / or Departmental policies.

(r) To co-ordinate any necessary interaction with professional and external validating bodies through the appropriate internal mechanisms;

(s) To provide information for the publicity of the course; (t) To coordinate, in conjunction with the Examinations Officer, the

moderation of relevant examination papers with the external examiner; (u) To maintain the balance of the modules offered by the streams within the

course.

8.7 Stream Leader

The Stream Leader is appointed by the Head of Department and is endorsed by the Programme board. He is responsible to the Course Leader for providing the academic leadership for the design, development and overall operation of the stream and to ensure the aims of the stream are met. The responsibility for decisions on resource issues for the stream is vested in the Heads of Department.

8.7.1 The major duties of the Stream Leader are: (a) to provide academic leadership for the stream; (b) to maintain academic standards of the stream in accordance with the

Validated Course Scheme; (c) to keep close contact with the industry and employers for the

maintenance of the stream and for provision of industry based final year projects and student placements;

(d) to propose the curriculum and core modules for the stream; (e) to ensure that the team of the stream functions effectively; (f) to maintain an effective means to monitor the progress of students on the

stream; (g) to review, evaluate and develop teaching materials for the stream; (h) to conduct student surveys for the stream;



(i) to provide stream related information to the Course Leader for the Annual Course Monitoring Report and the CQAR;

(j) to help the Course Leader in the preparation of the Validated Course Scheme;

(k) to organize professional short courses related to the stream; (l) to arrange professionals from industry to deliver seminars and case

studies to the students of the stream; (m) to ensure regular follow up on all agreed activities regarding the stream.

8.8 Year Tutors

Year Tutors are appointed by the Head of Department to be responsible for, in conjunction with the Course Leader/Stream Leader, the day-to-day smooth operation of a particular year of the course. To ensure consistent operation of common Year 1 across all courses and campuses, Year One Coordinator is nominated by the Discipline Leader in consultation with the Heads of the Departments.

The key role of a Year Tutor is to monitor the performance of the students, to ensure a consistent delivery and identify and help resolve any difficulties that may arise. Where appropriate, they should make use of support staff, such as SAO, to help address student problems.

8.8.1 Responsibilities of the Year Tutor:

(a) Take charge of all routine class management. (b) Coordinate with the Module Leaders an assessment schedule for the

semester and notify students as early as possible. (c) Collect “Student Particulars” data (including photograph) for students

concerned before October 31st, and update them as required. (d) To monitor the overall progress and performance of students and identify

students with study difficulties. (e) To conduct student interview and advise students of their performance. (f) Monitor the assessment schedule, student workload, and coordinate

necessary updates to ensure even distribution. (g) Liaise with students to help resolve any grievances that may arise. (h) Send warning letters to students (copy to Personal file and Course

Leader) where appropriate. (i) Provide detailed time-table with groupings for lectures, tutorials and

laboratory. (j) Convey to students information on course activities. (k) Ensure regular follow up on all agreed activities of his scope of

responsibilities.



8.9 Stream Teams

Apart from the general modules in the first, second and third year of the HD courses, all the core modules of second and third year are under the management of the stream teams. A stream team is established to form a focal point of interest for academic staff carrying out both academic and non-academic activities in related field of works. The Programme board will agree the overall scope of the streams and academic staff are free to join one of the teams. Under certain conditions, staff may be recommended to join a specific stream to promote professional development and subject management in response to course needs.

Each stream will have a Stream Leader whose role is to ensure active development and management of the core modules and to ensure that the activities of the team reflect the needs of the stream. This person, who is familiar with the current and future strategy of the stream, will normally become a member of the Course Committee and report to the committee on aspects related to the stream modules.

8.10 Module Leaders

The Module Leader is responsible for the smooth and effective delivery of the module, which he/she is in charge, at all campus sites providing the module. He is also responsible for making recommendations to the Course Committee as to the future development of the module. Module Leaders are appointed by the relevant HoDs.

8.10.1 Module Leaders have full responsibility for their module and are expected to:

(a) develop, maintain, evaluate and review the module; (b) arrange meetings with teaching staff involved with the module to

promote and ensure a free interchange of ideas about the module; (c) co-ordinate the teaching of the module and promote good teaching

methodology; To develop, maintain and review of the module; (d) report to the BoE on matters relating to the module; (e) create and maintain the TLP file including producing the Module Annual

Report; (f) compile examination papers; (g) co-ordinate with the members of the module development team the

development of the necessary teaching materials; (h) co-ordinate the development of an assessment schedule together with

assessment guidelines and plan for the module; (i) monitor the assessment standards associated with the module; (j) critically review the delivery and relevance of the module and make

necessary recommendations to the Course Committee; (k) report to the BoE on matters relating to assessment within his module; (l) follow up on all agreed activities regarding the module.



8.11 Practical Training Committee

The Practical Training Committee is responsible for the operation of all practical training undertaken by students enrolled on the technician level courses run by the EECB.

8.11.1 The membership of the Practical Training Committee is:

• the Module Leader • the Practical Training Co-ordinator • the Course Leaders and the Stream Leaders of all relevant courses

operated by the Programme board • one representative of each department running the courses who is

nominated by the respective Head of Department 8.11.2 The terms of reference of the committee is to:

(a) make recommendations to the Heads of Departments in terms of resources required to deliver the practical training;

(b) ensure that all industrial / practical training is conducted smoothly; (c) ensure that the training of the students meets the requirements set out

in scheme documents within the Department; (d) ensure that the students' performance in training is objectively

assessed; (e) monitor and develop the practical training undertaken by students

within the Department; (f) make recommendations concerning the development of practical

training to the Course Committees; and

8.12 Practical Training Coordinator

The Practical Training Coordinator is nominated by the Head of the Department and is responsible for the day-to-day operation of the practical training including:

(a) to liaise with the appropriate Industrial Training Centres to ensure the smooth operation of students' training;

(b) to ensure that practical training assessment and attendance records will be submitted to the Module Leader (for Level 2 Practical Training) or to the Stream Leaders (for Level 3 Practical Training).

(c) to follow up on any agreed activities regarding practical training operation.

8.13 VET-Academic Board

The ultimate responsibility for the operation of all IVE courses and their awards lies with the Vocational Education & Training Academic BoardT. The constitution and terms of reference of this Academic Board are published in a separate document by IVE.



The Tsing Yi Nexus Board has been established within the Tsing Yi Nexus to oversee academic matters, including quality, concerned with the courses run within the Nexus. This committee is responsible to the VETAB.

8.14 Board of Examiners

8.14.1 The performance of all students studying in this Course in each Semester should be considered by a Board of Examiners (BoE). There are two types of BoE, the Module level BoE and the Course level BoE, as detailed in items 10.14.2 and 10.14.3 below.

8.14.2 The Module level BoE of the Course will consider the performance of all

students enrolled on the Course in individual Modules, in particular, the pass list of each module. The minimum composition of the BoE is:

• the Programme board Chairperson or her/his representative

(Chairperson); • the Course Leader (and Course Coordinators if more than one

campus); • all Module Examiners; • a secretary.

8.14.3 The Course level BoE of the Course will consider the overall performance of

all students enrolled on the Course, in particular, the awards list including classification, and a list of students who will be required to withdraw from the course. This BoE normally meets only at the end of each Spring Semester. The minimum composition of the BoE is:

• Chairperson of the Programme board or his/her representative (who

should normally be an academic staff at PL rank) (Chairperson); • the Course Leader (and Course Coordinators if more than one

campus); • the External Examiner(s); • the Module Examiners; • a secretary.

8.14.4 A module examiner who is unable to attend a meeting of the Board of Examiners may either nominate a representative who is familiar with the assessments associated with the module and the students' marks, or submit a written report to the Chairman of the Board commenting on the overall students' performance and, in particular, the performance of any student who has failed the module or whose performance has been marginal.

A meeting of the Board of Examiners shall be quorate if Module Examiners representing sixty percent of the total module value of all modules being considered are present.



8.14.5 Terms of reference: The Board of Examiners is responsible to the VETAB in accordance with the IVE General Academic Regulations for:

• deciding the assessment and progression of each student on the course;

• recommending to the VETAB the award and its classification to be granted to each student at the completion of the course;

• acting on matters referred back for further consideration by the VETAB, or its appointed body;

• ensuring the participation of the External Examiner and internal moderators;

• preparing and issuing pass-lists.

8.15 External Examiner

An External Examiner is nominated by the Programme board and appointed by the VETAB or its nominated officer. The appointment is made under the guidelines laid out in the IVE Regulations on External Examiners.

8.15.1 Responsibilities:- The duties of the External Examiner are to:

(a) be satisfied that the standards set by the Board of Examiners are appropriate to the course and comparable with those of equivalent courses in other institutions;

(b) moderate the work of the Module Examiners and determine that the standards and assessment are consistent with the aims of the course;

(c) be a full member of the Board of Examiners and to attend those meetings at which students' final awards are determined; an overseas Examiner will not normally be appointed;

(d) endorse the award recommended by the Board of Examiners for each student; and

(e) submit a report to the Chairperson of the VETAB commenting on the functioning of the Board of Examiners, the overall performance of the student cohort, the quality of the assessment and marking, the quality and assessment of the major project, training and practical work and to make recommendations concerning improvements to the course where appropriate.

8.16 Student Representatives Meeting

To aid in the gathering of views from the students, every Course committee will establish Student Representatives Meeting. This meeting will be held regularly and at least once per semester.



8.16.1 The membership of the Student Representatives Meeting consists of the

following:

• Course Leader (Chairperson) • Year Tutors for all years of all courses • Student representative(s) from each year of the courses

8.16.2 Feedback from the Student Representatives Meeting will be considered by the Course Committee for:

• the continuing review, operation and development of the course, • the coordination of the resources required by the course, • the maintenance of the academic standard of the course, and • the improvement of quality in teaching and learning.

8.17 Pastoral Care

It is believed that the issue of student pastoral care can be best addressed by having a Year Tutor. He/she is also appointed to gather the views of the students and feed them back to the course committee.

The Year Tutor is required to familiarise himself with his students' academic performance. In the case of a border line decision at the Board of Examiners, the Year Tutor is expected to be able to give an account of certain aspects of students' performance (for examples attendance, attitude, involvement in course and extracurricular activities). This will be reinforced by the student profile documentation developed during the student's time on the course.

In addition to the counselling offered by the departments, that is usually related to academic matters as well as to matters related to stream selection and industry placements, the Student Affairs Office (SAO) of the IVE campus sites have full-time professional counsellors to advise students. Students are encouraged to make use of this facility if they have personal problems.

In the later stages of the course, a number of talks, case studies, role playing exercises etc. are organised by the SAO and the departments to prepare students for aspects related to finding employment. These cover issues like preparing a CV, interview technique and an overview of the industry here in Hong Kong.

A course level Student Handbook is published annually to inform first year students of management and operational issues related to the course. This is supplemented by a campus level handbook to tell students about the general issues as well as facilities available within their campus.



9. REVIEW POLICY AND PROCEDURES

9.1 Introduction

There are two main areas of review that must be addressed when monitoring the course, namely:

• Do the aims and objectives for the course still match the industrial and

commercial needs of Hong Kong? • Are the graduates from the course successfully meeting the aims and

objectives set for them in the course?

The Higher Diploma course in Electrical Engineering has been designed to meet the industrial needs for technicians in the electrical engineering sectors of Hong Kong. As such, an emphasis is placed upon the vocational nature of the course and its ability to produce graduates who are readily accepted by the industry.

To ensure that this course continues to meet these needs, a system has been put in place to continually review both the delivery and the needs of the industry. This on-going review is reinforced by a process of audit checking as outlined in this section.

The course will be subject to an internal validation before its commencement and is then subject to revalidation at regular intervals to ensure that it continue to meet its objectives. Guidelines for undertaking validations and re-validations are issued and maintained by VETAB. This course will be validated and re-validated under the rules laid down in these guidelines.

This process is backed up by further external audit. Firstly, an independent External Examiner is appointed to oversee the assessment process and to ensure that it is of an appropriate standard. The terms of reference for the External Examiner are given in Section 8.15. Secondly, accreditation and recognition by relevant professional bodies is seen as an essential tool in ensuring that the course attains internationally recognised standards. As was mentioned in Section 3, it is the intention of the course team to seek and maintain such accreditation for the course.

A further input will be the Stream Advisory Boards for the streams of the course. This Board comprises the stream members together with invited specialists from a cross section of the industry who can represent the needs of the industry. The role of this Board will be to review developments within the industry and see how this translates to skill requirements for the students.



This, in turn, will guide the Course Team in selecting appropriate material for inclusion in the course.

As the course matures, graduates from the course will also form a valuable source of comment on the relevancy of the material within the course. Work is underway to develop a 'Virtual Alumni' that will allow the Course Team to monitor progress of graduates and solicit their opinions when needed.

9.2 Course Review

This course operates under the guidelines for course monitoring and review ratified by VETAB. Nexus-wide policies for the discipline will also be put in place, and further extended, to ensure the smooth operation of the course and to foster a ‘quality’ teaching environment for the students. These procedures will be further explained in the Departmental Quality Document.

Section 8 of this document shows the management structure for this course. In particular, it shows how the streams have been established to take responsibility for related modules. These streams are responsible for developing and monitoring the stream specific modules and ensuring a consistent standard of assessment across the campus sites. An important tool in achieving this is the Module Delivery File (MDF). This is a standard file created by the Module Leader and to which each member of staff teaching the module has access to. The file contains all teaching resource material necessary for the successful delivery of the module together with full details of all assessments. A formal guideline exists to explain the requirements of this file. At module level, full module review details are held within this file.

To support the process of course review, student interviews and survey may take place during as necessary. Students, who have study problems or are troubled by any cause, will be interviewed to resolve any issues, which the course team or department can offer help. Through a process of continually monitoring student CA performance and attendance, it is anticipated that students with study difficulty will be identified. Supplementary interviews will be arranged for such students when necessary.

9.3 Annual Course Monitoring Report

In addition to the review of the material within the MDF, a report reviewing the operation of the entire course will be produced annually by the Course Committee. An early emphasis for this review will be placed on the continuous monitoring of teaching methods and their effectiveness together with the validity of assessment within and across the campus sites.



The annual review is produced under the guidelines laid down by the VETAB, and includes:

(a) a review of actions following the previous annual review;

(b) statistics relating to students' assessments for the academic year, together with relevant comments from the Course Committee and / or the Board of Examiners;

(c) feedback from the Student Representatives Meeting. This is supplemented by a student questionnaire issued annually and the student interviews which take place;

(d) a report from the External Examiner together with the comments of the Board;

(e) a report on the effectiveness of teaching methods employed; and

(f) any relevant development and / or recommendation for development of the course, including:

• the aims of the course

• proposed changes to modules / curriculum

• teaching / learning strategies

• views of industry and commerce

• resource requirements of the course

• staff development relevant to the course.

The annual report is a working document for the team involved in the delivery of the course, but it will also be reviewed by both the Course Committee and Programme board. Summary information related to quality will be forwarded to the Nexus ARC as required.

It is anticipated that minor modification to the curriculum and its delivery will occur on a yearly basis. This will be reflected in the MDF and consolidated within the Annual Report. All minor changes will be reported to the Nexus ARC via the Programme board and Discipline Board for approval.

An integral part of the Annual Course Monitoring Report is the quality review summarized in the Course Quality Annual Report. The Report presents the performance of the course in respect of IVE established performance indicators including enrolment, attrition, pass and employment rates, comments by external examiners, employers and students and action list for improvements. This review gives rise to suggested improvements in course design and delivery.



9.4 Management Information System

A key tool in monitoring and reviewing course performance is the Management Information System that is being established by the Programme board. This Information System comprises two main components, a database to act as a repository of relevant data related to the courses and their students and an Excel-based marks entry system which holds all assessment results.

Each member of staff involved with teaching the course has access to the marks entry system. It is their responsibility to enter the students' assessment marks once they are available. The system will then be able to provide exception reports to enable the course managers to identify potential problems. The system will also be capable of analysing overall assessment marks and suggesting appropriate quality grades.

The database will be capable of obtaining information from a number of sources. However, the general principle is to capture information at source and avoid multiple handling. For example, building and maintaining student profiles is one of the functions of the system. This is assisted by having web-based forms for students to input data. This information is then automatically entered to the database. Again, tools for accessing data will be web-based to enable universal access by authorised users.



10. RESOURCES REQUIREMENTS 10.1 Introduction

Section 8 of this document has outlined the matrix management structure that will apply to the academic departments of IVE. This structure has impact in terms of resource allocation. For the academic management of these courses, authority vests in the Programme board Chairperson and the Course Committee operating under the Programme board. However, resource requirements are under the management and control of the respective Head of Department (HoD).

Thus, the course team will consolidate its requirements for resources and pass them through the Programme board to the relevant HoD. This will include the requirements for new equipment as well as items requiring significant technician support. Both departments in TY and HW have been offering electrical engineering related courses for many years. Over the years, the two departments have built up experienced teaching teams and acquired the essential equipment to support the teaching of the HDEE course and the streams under it. In general, there will be no additional resources required for the HDEE course. However, the two departments, similar to other departments in IVE, should have F&E allocations each year to supplement the deficiency.

10.2 Staff Provision

Staff provision for the FT course is based on the following guidelines:

(a) Mass lecture for first year modules (except language modules) and for all common modules in the second or third year of study.

(b) Average lecture class size for stream modules is 30.

(c) Tutorial and computer class size in all years of study is 30.

(d) Laboratory class size in all years of study is 30.

(e) Project 1 class size is 30.

(f) Practical training class size is 20.

(g) Final Year Project hours are based on an allowance of 2 hours per member of staff each week. This allocation represent about 30 minutes per student each week, which is an under estimate of the time actually spent on student supervision.

(h) 15-week semester operation, normally with two semesters in the academic year.

Staff provision for the PT course will also base on similar guidelines but PT lecturers will be employed for part of the teaching. For the modules with guided study hours, the provision for the sessions with “Class Contact Hours” should have class size of 30 because the sessions will be conducted in the similar style as Tutorial classes.



10.3 Staff Development Plan

The course team will upgrade and update their professional knowledge and skills in related fields through continuous professional development programmes, short courses, summer attachments, seminars and workshops. These training activities may either be organized by external professional bodies or organizations, or by the various training sections of VTC itself. In fact, the Course Team have been involved in many industrial visits and also undertaken external projects.

10.4 Service Teaching

Service teaching will be needed for language modules.

10.5 Laboratory Facilities

The Course Team places a high emphasis on the importance of practical work in the course to support their vocational orientation. When working in the laboratory, all students will be required to be active participants. To achieve this, the Course Team requires a maximum group size of three students. Thus, there will typically be ten groups for a group of 30 students undertaking the work.

The Engineering Department in Tsing Yi campus has 15 laboratories and the Electrical Engineering Department in Haking Wong campus has 9 laboratories/workshops, most of which are specialist in nature to support final year classes. At the current time, the course team believes is has sufficient equipment to support the modules proposed in this document.

10.6 Computer Facilities

Most departmental laboratories supporting the course are equipped with PC computers. Many of these machines have been recently upgraded to ensure they can support the latest applications software. PCs are used to support both the simulation of electronic/electrical, mechanical and automation systems and also to integrate with conventional laboratory equipment. Both of these areas reflect practice within the industry, where significant use of PCs is made in completing daily task.

Through this regular use of computers, it is hoped that all students will complete this course having a basic competence in Information Technology. This use of IT extends to the use of the Internet. All laboratories are networked and web servers are provided to both give students access to teaching support material and also give students first hand experience in using the technology. Throughout the course, exercises will be included which



require students to make use of Internet technology to publish material. An enterprise wide network exists across all campus sites so that students have the possibility of access to information to all servers within IVE. This network is also directly connected to the Internet to give wide access to this extensive source of information.

In addition to the laboratories belonging to each department running this course, students have access to centrally provided computer rooms which are equipped with a range of development tools. Again, many of these central laboratories have been recently upgraded to support the latest applications.

10.7 Language Training Facilities

In Section 5, it was shown that language training forms an integral part of these courses. An emphasis is placed on language learning being a lifelong process and the use of self-study facilities is promoted. At the Tsing Yi campus, a specialist laboratory has been established to support computer aided language learning within the campus. This facility makes use of ATM technology to enable the delivery of true multimedia applications.

This use of up to date technology is complemented by more traditional support for language learning. Thus, a range of written and audio-visual material is provided and self-access is provided to television sets with VCR, cassette players and CD-ROM facilities. At the Haking Wong campus, there has a Centre for Independent Language Learning (CILL) which provides students an inviting and comfortable atmosphere. They can work in there at their own time and at their own pace to develop those aspects of their language skills, both English and Chinese, that they would like most to improve. The Centre contains a range of modern multi-media facilities.

10.8 Equipment Resources

Section 5 gives an overall view of the main course themes, skills training and knowledge as required. In order to effectively support the teaching and learning of these courses, the following basic and trade specific equipment are required for the HDEE course and streams respectively, and they are with the departments as deemed necessary:

Basic equipment:

• Digital and analog meters • Digital and analog oscilloscopes • Function generator • AC and DC regulated power supply • Frequency, Energy, Power, VAr and Power Factor measuring

instruments • Measurement accessories such as CT, VT and Probes



• Other non electrical measuring instruments, such as speed, temperature, noise, humidity, vibration, and luxmeter etc.

• Dump loads and heavy duty R, L and C devices. • Computers and accessories to support project and laboratory work • Fletcher’s Trolley • Universal Force Frame • Funicular Polygon and Forces Apparatus • Universal Materials Testing Machine • Flywheel Apparatus • Inclined Plane and Sliding Friction Apparatus • Thermo Fluids Tutor • Temperature Measurement Unit • Milling, Lathe, Hacksaw, Folding, Shearing, Cutting Machines • Welder, Oven Pump and Compressors

Trade specific equipment:

• Power system simulation software • Software for Building Automation applications development • Building Automation System simulation • Harmonics Analyser • Machines and Drives Test Bed • UPS for drives and study • IDMT Relay Tester • Analog and Digital Relays • L.V. Switchboard • Diesel-Generator Set • Electrical quantities data logger • Environmental Chamber • High pressure Insulating Oil Tester • Secondary Current Injection Tester • Earth loop impedance Tester • Power Electronics Training Set • Programmable Logic Controllers • Satellite & local TV spectrum Analyser • Security camera, Satellite & TV signal Distribution System Training Set • Building Management System Training Set • Underground Cable Locators • Software package to support design, drafting, drawing and simulation

of electrical circuits • EMC Measurement Instrument • Site Master • R&S Mobile Phone Measurement System • 30 GHz Spectrum Analyzer

75301f 75901f cvd vol 1 - vocational training council

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