SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Geomatics 
SAQA QUAL ID QUALIFICATION TITLE
119112  Diploma in Geomatics 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 12 - Physical Planning and Construction  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  SAQA 158/22  2022-04-21  2025-04-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-04-21   2031-04-21  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Diploma in Geomatics is to meet the generic standard for a Geomatics Technician as prescribed by the South African Geomatics Council (SAGC). The qualification includes a fundamental commitment to educating learners as Geomatics Technicians in the various fields of geomatics, for example, Engineering Surveying, Geospatial Information Systems and Technology or Remote Sensing and Photogrammetry. The qualifying learner will be enabled to solve narrowly defined geomatics problems in an industry-oriented career. The qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning and towards becoming a competent practicing Geomatics Technician.

The qualification is also designed to meet the National Qualifications Framework Level 6 requirements as well as the professional requirements for Geomatics Technician. The core of the qualification is the integration of theory and practice (practical skills and attributes) spread over the duration of two years of contact at the institution and an additional third year of work-based learning to ensure a balanced, highly skilled Geomatics Technician. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to career or professional contexts while equipping them to undertake more specialised and intensive learning.

This qualification has a strong professional or career focus and prepares learners to enter a specific niche in the labour market. Specifically, the qualification prepares learners to pursue a career in the following fields:
  • Engineering surveying, for achieving technological proficiency and contributing to the economy and national development.
  • Geographic Information Systems (GIS) operations and activities.
  • Remote Sensing and Photogrammetry.
  • Register as a Surveying or Geographic Information Science (GISc) technician and Geomatics Technician with SAGC.

    The learner completing this qualification will demonstrate the following competencies.
  • Apply geomatics principles to systematically diagnose and solve broadly defined geomatics problems.
  • Apply knowledge of mathematics, basic science and geomatics sciences to wide practical procedures and practices to solve broadly defined geomatics problems.
  • Perform procedural design of broadly defined components or processes to meet desired needs within applicable standards, codes of practice and legislation.

    Rationale:
    South Africa is a developmental state needing skills in the construction and associated industries. Therefore, the associated demand for human resources has exacerbated the skills shortage, particularly in the scarce categories like the engineering and related professions. The Department of Higher Education and Training's (DHET) list of scarce skills confirmed a shortage of skills in the Survey (or geomatics) professions. Furthermore, the Survey related occupations are mentioned on the list of the DHET's List of Occupations in High Demand, published in Government Gazette no 39604 on 19 January 2016. This is attributed to the broad set of skills that surveyors possess in response to spatial data collection or manipulation for application in developments that are on the rise in South Africa as the middle-class numbers increase. Given the adaptable skills surveyors have with varied applications in industry, the new terminology to refer to the collection of career areas in the geospatial fraternity is "geomatics".

    The rationale for the qualification arises from some of the following three areas:
  • Accelerating the provision of priority skills to address the identified shortage as per DHET.
  • Promoting greater relevance and responsiveness in the education and training system and strengthening the employability of graduates, and
  • Identifying blockages and obstacles within the system of education and training that stand in the way.

    The qualification was designed to address the diverse needs of the stakeholders with the input of members of an Industry Advisory Committee, which comprises industry stakeholders and members registered or representing the South African Geomatics Council. The qualification meets the minimum standard specified by the SAGC as outlined in Act No. 19 of 2013: Geomatics Profession Act, 2013 published in Government Gazette no 37142 on 10 December 2013. The Act specifies various registration categories and the requirements that should be met to register as competent within that category.

    The qualification further addresses changing techniques and technology that is defining modern geomatics. Learners will be exposed to the first principles, which will include the historical survey techniques, and this will be integrated with its evolution to modern geomatics. This mixture will enable learners to become better-skilled professionals that can easily integrate into small and large projects.

    The development process of a Geomatics Technician starts with the attainment of this qualification that meets the relevant South African Geomatics Council standards. The content of this qualification will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing geomatics technician who will contribute to the South African economy and development in a positive and transformative way.

    Upon successful completion of the qualification, qualifying learners can articulate to a cognate Bachelor of Geomatics degree at NQF Level 7 or an Advanced Diploma in Geomatics, also at NQF Level 7. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.
    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.
    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Diploma studies,
    or
  • Senior Certificate, NQF Level 4.
    or
  • National Certificate (Vocational), NQF Level 4 granting access to Diploma studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 384 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Information Literacy, 1 Credit.
  • Communication Skills, 6 Credits.
  • Life Skills, 2 Credits.
  • Computer Survey Drawing, 12 Credits.
  • Mathematics, 24 Credits.
  • Physics, 10 Credits.
  • Engineering Surveying Fundamentals I, 28 Credits.
  • Geography, 6 Credits.
  • Geodesy and Map Projections, 12 Credits.
  • Geomatics Computer Applications, 19 Credits.

    Compulsory Modules, Level 6, 264 Credits:
  • Cadastral Systems Fundamentals, 12 Credits.
  • Applied Photogrammetry, 24 Credits.
  • Engineering Surveying Fundamentals II, 24 Credits.
  • Geographic Information Systems, 24 Credits.
  • Adjustment of Errors and Statistics, 24 Credits.
  • Remote Sensing, 24 Credits.
  • Geomatics Control Project, 12 Credits.
  • Work Integrated Learning: geomatics, 120 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply geomatics principles to systematically diagnose and solve narrowly defined surveying problems.
    2. Apply knowledge of mathematics, basic science and geomatics sciences to wide practical procedures and practices to solve narrowly defined surveying problems.
    3. Perform procedural design of narrowly defined components or processes to meet desired needs within applicable standards, codes of practice and legislation applying scientific and geomatics knowledge.
    4. Conduct tests, experiments, and measurements of narrowly defined problems by applying relevant codes and catalogues.
    5. Use appropriate established techniques, resources, and modern geomatics tools including information technology for the solution of narrowly defined surveying problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
    6. Present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats, and technologies for geomatics context.
    7. Demonstrate knowledge and understanding of the impact of geomatics activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
    8. Demonstrate knowledge and understanding of surveying management principles and apply these to one's work, as a member and leader in a technical team.
    9. Engage in independent and life-long learning through narrowly defined developed learning skills.
    10. Comprehend and apply ethical principles and professional ethics, responsibilities, and norms of technical practice as specified by the South African Geomatics Council. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the problem and identify criteria for an acceptable solution.
  • Identify relevant information and surveying engineering knowledge and skills for solving the problem.
  • Identify solutions in terms of strengths and weaknesses for the overall solution.
  • Prioritise solutions in order of suitability.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and apply appropriate detailed knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist area on the solution of narrowly defined engineering problems.
  • Apply the key terms, concepts, facts, principles, rules, and theories of the geomatics field.
  • Select appropriate surveying engineering materials, components, or processes.
  • Communicate effectively, both orally and in writing, with surveying sector audiences.
  • Perform reasoning about surveying engineering materials, components, systems, or processes.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Select and apply the appropriate method, skill, or tool to achieve the required result.
  • Verify results produced by the method, skill, or tool against requirements.
  • Select and apply computer applications as required.
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and manage the design process to address important issues and constraints.
  • Evaluate knowledge, information, and resources and apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include component testing to relevant premises, assumptions, and constraints.
  • Evaluate alternatives for implementation and select a preferred solution on an elementary, technical, and cost basis.
  • Communicate the design logic and relevant information in a report.
  • Identify occupational health and safety and environmentally related risks and consider appropriate measures.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Conduct tests, experiments, and measurements within an appropriate discipline.
  • Identify and select available literature is for suitability to the task.
  • Use equipment in accordance with original manufacturer's specifications.
  • Interpret information from available data.
  • Draw conclusions from the available evidence.
  • Record the purpose, process, and outcomes of the task in a report.
  • Evaluate occupational health and safety and environmentally related risks and take appropriate measures.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Analyse and apply appropriate structure, style, and language of written and oral communication for the communication and the target audience.
  • Utilise appropriate and effective graphics in enhancing the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Identify and apply methods for providing information in a format acceptable to the engineering activity.
  • Present oral and written communication effectively with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse the impact of the geomatics activities on public health and safety.
  • Examine the impact of the geomatics activities on occupational health and safety.
  • Evaluate the impact of geomatics activity on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain and apply the principles of planning, organising, leading, and controlling.
  • Undertake individual work effectively and on time.
  • Contribute to team activities and support the output of the team.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify, plan, and manage learning tasks.
  • Undertake independent learning knowledge acquired outside of formal instruction is comprehended and applied.
  • Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Evaluate the ethical implications and the impact of surveying engineering decisions made.
  • Make judgments in decision making during problem-solving and design.
  • Limit decision-making to the area of current competence.
  • Accept responsibility for consequences stemming from own actions or failure to act.

    INTEGRATED ASSESSMENT
    Integrated Assessment will be applied extensively across the modules of learning to ensure the integrated achievement of the Exit Level Outcomes. A variety of Teaching and Learning methods will be used and is a blend of classroom teaching, tutorials, small group teaching, practical, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with more sophisticated or more profound levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for the qualification. There will be constructive alignment between the Teaching and Learning Strategy, the curriculum design, and the Assessment Strategy to achieve the intended outcomes. An effective integrated assessment strategy will be used.

    Integrated assessment in this qualification allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. There will be multiple assessment opportunities for learners to demonstrate the Exit Level Outcomes as specified. All assessments will be performed and are subject to the institutional Assessment Policies, Procedures and Guidelines. Each of the three academic years of study has the following assessment purposes and methods.

    Formative assessment:
    Formative assessment will be used to inform learners about their progress continuously throughout the study. Formative assessments use self and peer assessments. Formative assessments will be conducted using theoretical and practical assessments, with the group and individual assignments and projects. The formative assessment strategies will achieve the Exit Level Outcomes.

    Summative assessment:
    Summative assessments are used to determine final marks of continuous evaluation and examination modules, Summative assessments are guided by the institution's assessment policies; a minimum of four assessments are required for semester-based modules and at least six assessments for year modules.

    Summative assessment will involve assessment opportunities that take place at the end of a learning experience. This type of assessment will be used for promotional purposes and will take the form of theoretical examinations, practical examinations, and projects to integrate learning. The design of the qualification is to enable learners to apply their skills in the world of work; thus, assessing the applied competency.

    Internal and external moderation is applied to all subjects to ensure the integrity of summative assessments. 50% of the summative assessments of exit level/final year modules must be moderated externally in accordance with the institution's policy. The rest of the assessments must be moderated internally. Internal and external moderators are appointed on an annual basis and are approved by Senate.

    Work Integrated Learning:
    Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the qualification. These ensure that learners engage actively with the material in different ways.

    The qualification incorporates work-integrated learning (WIL) at NQF Level 6 in the third year. Learners will be placed in accredited worksites to undertake the necessary work categories where all content taught will be synthesised and applied in the real world under the supervision of a SAGC registered geomatics practitioner. Upon completion of the year of work-based learning, learners must submit a detailed logbook to the institution for assessment. The institution's Geomatics Department is accredited by the SAGC as a training site to assess logbooks and certify completion of the necessary work categories which must amount to 220 days.

    Learners will be visited by academic staff members at least once during their placement in the industry. This visit will include an interview with the learner along with their mentors/employers who must be SAGC registered. This is to ensure that learners are on track to complete the training within a year and to ensure the quality of work undertaken. If the mentor/employer cannot provide all SAGC prescribed work categories, learners are permitted to find alternate mentors/employers or be seconded to other mentors/employers who can accommodate the learner.

    As part of the assessment, the learner must submit a detailed logbook supported by a portfolio of evidence to the institution. These are assessed for quality and completeness against the prescribed SAGC work categories. A confidential report from the mentor/employer who worked directly with the learner must also be sent to the institution where overall learner competence and readiness are outlined. If shortcomings are identified by the assessor, learners will be tasked with addressing these and updating their logbooks and portfolios of evidence. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is aligned to the requirements of the professional body, the South African Geomatics Council (SAGC) insofar as it prescribes the knowledge areas required for professional registration after qualification completion. These knowledge areas form the core of the learning content for the Diploma in Geomatics and are embedded into all the modules. For example, the mathematics knowledge area specified by the SAGC prescribes detailed mathematics content and themes, and total credits, must be incorporated into diploma level qualifications. The South African Diploma in Geomatics has incorporated the required 36 credits of Mathematics content and themes across various modules (Mathematics 1A and1B, Geomatics Computer Applications, Geographic Information Systems, Adjustment of Errors and Statistics etc). The same methodology is applied for all other knowledge areas (and associated content and themes) prescribed by SAGC in the development of all modules in the Diploma in Geomatics. As a result, the minimum required credits for every knowledge area of the SAGC with associated content and themes are embedded into the qualification so the qualification satisfies the professional body requirements.

    Furthermore, SAGC knowledge areas comprehensively addressed and met in modules in the Diploma in Geomatics include:
  • Physical Science.
  • Earth and Environmental Science.
  • Engineering Surveying.
  • Coordinate Systems and Map Projections.
  • Adjustments and Error Theory.
  • Geographic Information Systems.
  • Photogrammetry and Remote Sensing.
  • Geomatics Control Project.
  • Information Technology.
  • Cadastral Studies and Land Tenure.
  • Ethics and professionalism.

    The exit level outcomes are aligned to the graduate level outcomes of the SAGC. The SAGC performs accreditation of qualifications to ensure that the required level of quality is achieved. In this accreditation process, the council ensures that the learning content is still relevant and up-to-date when compared with international standards and that our graduates can work internationally or seamlessly migrate to other international academic institutions for further postgraduate studies. As a result, learners are taught courses covering the different knowledge areas as per the required credits. Modules are practically oriented using internationally used software to include ESRI, Leica Geosystems, Micro station and Autodesk products for specifically the Geomatics modules.

    The qualifications offered by the Geomatics Department are aligned with international best practice. The SAGC, as a statutory body, created in terms of the Geomatics Profession Act (19 of 2013) provides for an Education Advisory Committee (EAC). The EAC undertakes accreditation every five years and advises, or insists, on certain changes to modules offered to update the overall qualifications. If these are not adhered to, qualifications will lose accreditation. The Geomatics Council EAC is comprised of academics and industry stakeholders that advise on best practices that are derived from the direction taken at an international level. The SAGC is also a member of the International Federation of Surveyors (FIG), which is an umbrella body for many international statutory bodies where articulation and levels of comparability of qualifications are discussed and maintained.

    According to the Royal Institute of Chartered Surveyors, a Surveying Technician or Technologist registered with SAGC is eligible for direct entry to Associate membership of RICS in the Land/Engineering pathway, subject to the successful completion of the RICS online ethics module. The comparison exercise has been undertaken with the following institutions which offer two- or three-year similar qualifications in Geomatics, depending on whether work-based learning is included.

    Country: Namibia
    Institution: Namibia University of Science and Technology
    Qualification Title: Diploma in Geomatics
    NQF Level: 6
    Credits: 278
    Entry requirements:
    The Namibia University of Science and Technology (NUST) and the South African qualifications share similar entry requirements since both qualifications require the secondary school qualification, which is the Grade 12 Creificate.

    Candidates may be admitted to the Diploma in Geomatics programme if they meet the general Namibia University of Science and Technology admission requirements, and comply with the following additional requirements:
  • A Grade 12 Certificate (or equivalent) with a combined total of at least 25 points on the Engineering Evaluation Scale, counting to five subjects that must include Mathematics and English, in NSSC Higher or Ordinary, or a combination of the two examinations.
  • Minimum C-symbol on NSSC Ordinary (or 4-symbol at NSSC Higher) for Mathematics.
  • A pass in the Grade 12 subjects Physical Science and/or Geography, or related subjects, is highly recommended, and preference may be given to candidates with these results, additional to the above admission requirements.
  • Must be medically and physically fit for fieldwork, which forms an integral part of the programme.
  • Mature Age Learners may be admitted in terms of the Mature Age Entry Scheme. Selection for mature age entry will be by means of appropriate written entrance tests, three year's work experience, satisfactory references, as well as entering the course English in Practice.

    Purpose:
    Both the NUST and the SA qualifications are purposefully designed to prepare learners for a career as a survey technician, with specialised knowledge and skills in the acquisition, processing, presentation, and management of geospatial data. The qualifications provide a systematic and coherent introduction to the main theories, broad principles, concepts, data, and problem-solving techniques in the main cognate area, i.e., Geomatics. The qualifications will enable learners to acquire cognitive skills, practical problem-solving skills, and key transferable skills that are necessary for addressing pressing challenges in the field of Geomatics.

    In addition, the Diploma in Geomatics will enable learners to develop a sense of social responsibility, and an understanding of the role they can play in land reform and sustainable development both in Namibia and the Southern African Region.
    Graduates from this qualification should have full regard for achieving excellence and maintaining the highest standards of ethical conduct in the practice of their profession. Upon completion of the qualification, graduates will be able to contribute significantly to the attainment of national development objectives in the economy by taking up jobs as survey technicians both in the public and private sectors of Namibia.

    Similar to the South African (SA) qualification, upon completion of the Namibian Diploma in Geomatics, graduates should be able to:
  • Perform surveying and mapping operations, under limited supervision, using a wide variety of equipment, software, and techniques, under a wide variety of conditions.
  • Conduct cadastral surveys in terms of the Land Survey Act and Regulations, under supervision of a professional land surveyor.
  • Conduct sectional title surveys in terms of the Sectional Titles Act, under supervision of a professional land surveyor.
  • Perform Digital Terrain Modelling and Volume Calculations.
  • Generate and maintain cartographic and GIS databases.
  • Perform advanced GIS analysis of spatial data.
  • Use and maintain basic land information systems.
  • Prepare simple town planning applications (e.g., applications for single subdivisions of erven, farms, and smallholdings).
  • Draw accurately township layouts on Computer-Aided Drafting (CAD).
  • Achieve the generic graduate outcomes of problem-solving, critical thinking, responsible citizenship, and good communication.

    Mode of Delivery:
    The qualification will be offered on full-time mode of study in accordance with Namibia University of Science and Technology rules and regulations which is the same as the South African qualification.

    Requirements for Qualification Award:
    The Diploma in Geomatics will be awarded to learners credited with a minimum of 278 NQF credits, and who have met the detailed qualification requirements for the programme as set out below. In addition, learners should meet the administrative and financial requirements as spelt out in Part 1 of the Namibia University of Science and Technology Yearbook.

    Structure:
    The NUST qualification shares similar modules with the South African qualification. The major cognate/subject area of learning within the qualification is Geomatics which is developed in increasing complexity across relevant NQF levels and in accordance with NQF principles.

    Compulsory Modules, NQF Level 4:
  • Introduction to Geospatial Data, 8 Credits.
  • Survey Drafting, 6 Credits.

    Compulsory Modules, NQF Level 5:
  • Basic Surveying, 12 Credits.
  • Cadastral Surveying 1, 12 Credits.
  • Computer Aided Drafting, 12 Credits.
  • Survey Project, 6 Credits.
  • Cadastral Surveying 2, 12 Credits.

    Compulsory Modules, NQF Level 6:
  • Digital Terrain Modelling, 12 Credits.
  • Engineering Surveying, 12 Credits.
  • Mine Surveying, 12 Credits.
  • Sectional Title Surveying12 Credits.
  • Surveying 2, 12 Credits.
  • Surveying 3, 12 Credits.

    Similarities:
  • Both the Namibian qualification and the South African qualifications are registered at NQF Level 6. Similar to the SA qualification, the Namibian NQF is made up of ten levels, each representing a different level of difficulty in learning and/or the application of knowledge and skills learnt (the outcomes of Learning).
  • Both qualifications are offered over three years of study.
  • The Namibian qualification is comparable to the South African qualification in terms of the NQF Level, entry requirements, purpose, exit level outcomes, mode of delivery and structure.

    Differences:
  • The Namibian qualification has 278 credits while the South African qualification has 360 credits.
  • The South African qualification has the Work Integrated Learning (WIL) while the Namibian qualification does not have WIL.

    Country: Puerto Rico
    Institution: The Polytechnic University
    Qualification Title: Associate Degree in Land Surveying (ADLS)
    NQF Level: NQF level 6
    Credits: 67 credits.
    Duration: Two years full time
    Similarities:
    This qualification is similar to the SA qualification in terms of level, entry requirements, classroom teaching, supervised practicals as well as the modules offered.
  • Admission requirements are specified as having matriculation with Mathematics and Physical Science equivalent to, or more than, the institution's minimum requirements. Except for English, the ADLS entry requirements are similar to that of the SA qualification.
  • The ADLS qualification focuses on equipping learners with the critical knowledge and understanding of geomatics principles using digital technologies to allow learners flexibility. This approach to enhancing the teaching and learning experience is also incorporated in SA Diploma in Geomatics.
  • The ELOs offered in the ADLS qualification are very similar to SA qualification in addressing narrowly defined geomatics problems as both qualifications are NQF Level 6 equivalent. Much like the SA Diploma in Geomatics, application of geomatics acquired knowledge, problem-solving, investigation, professional and technical communication etc. in the geomatics context must clearly be demonstrated upon successful qualification exit by graduates of the ADSL qualification. Although different terminology is applied, the ADLS qualification embeds achieving most of these outcomes into the qualification curriculum with similar assessment criteria.

    The following subjects are offered by the Polytechnic University of Puerto Rico's Associate Degree in Land Surveying:
  • Pre-Calculus I (Mathematics).
  • Linguistic Analysis of Literary Genres.
  • Introduction to Geomatics.
  • Pre-Calculus II (Mathematics).
  • Entrepreneurship.
  • Information Systems for Land Surveyors.
  • Socio Humanistic Studies I.
  • Surveying Analysis.
  • Visualization of Spatial Information.
  • Digital Cartography.
  • Business English and Communications.
  • Fundamentals of Surveying.
  • Fundamentals of Surveying Lab.
  • Legal Aspects of Surveying I.
  • General Physics I.
  • Conversational English Lab I.
  • Surveying Space Techniques.
  • Surveying Instruments Lab.
  • Computer Applications for Land Surveyors.
  • Surveying Data Management.
  • Conversational English Lab II.
  • Industry Practice.
  • Department Elective.
  • Dendrology.
  • Presentation Skills Lab.

    Although module names differ significantly, the general themes and content are similar in ensuring the core of engineering surveying is taught without too much emphasis on other geomatics branches (Geographic Information Systems, Remote Sensing and Photogrammetry). The ADLS qualification puts greater emphasis is spatial data visualization and has a standalone entrepreneurship module. These are embedded into individual study units across SA Diploma in Geomatics.

    Differences:
  • The qualification is offered for two years on full-time contact only with work-based learning not included in the curriculum whereas the SA qualification is offered over three years and WIL is included in the third year.
  • International learners will be assessed before admission to determine equivalency. Fluency in Spanish is required due to language delivery mode while the SA qualification does not require assessment on admission.
  • The qualification provides entry to a Geomatics Bachelor of Land Surveying degree at the institution.
  • Professionalism and ethics do not significantly appear as an exit outcome as work-based learning is not included in the ADLS curriculum, whereas it does in the SA Diploma in Geomatics.
  • The ADLS modules are similar to the SA Diploma in Geomatics when applied scientific content is compared but differences lie in the many English writing, understanding and application modules as the qualification caters for learners to work internationally.
  • The ADLS does not incorporate Geography as a module into the curriculum and as important as it is for geomatics qualifications, is not listed as a course prerequisite like mathematics and physical sciences.
  • Earth Sciences and putting the qualification next to sustainable development goals also are amiss in comparison to the SA qualification which embeds these concepts into various modules like Geographic Information Systems, Remote Sensing and Photogrammetry.
  • The ADLS qualification is delivered in Spanish while the SA qualification is offered in English.

    Country: New Zealand
    Institution: Unitec Institute of Technology (UIT)
    Qualification Title: The Diploma in Surveying
    Duration: Two-year full-time
    NQF Level: 6
    Credits: 240 Credits
    Similarities:
  • Both the Unitec Institute of Technology (UIT) and South Africa (SA) qualifications are registered at NQF Level 6.
  • Matriculation with English, Physics and Mathematics is required for admission to the qualification offered by the Unitec Institute of Technology, similar to that of SA qualification. International learners will be assessed before admission.
  • This qualification is similar to the SA qualification in terms of level, entry requirements, classroom teaching, supervised practicals as well as the modules offered.
    The modules offered in the Diploma in Surveying from the Unitec Institute of Technology include:
  • Technical Mathematics.
  • Surveying Computations A.
  • Technical Literacy 2.
  • Land Surveying, I.
  • Surveying Studies.
  • Land Administration I.
  • Surveying Software.
  • Surveying Drawing Skills.
  • Surveying Computations B.
  • Engineering Surveying.
  • Land Development.
  • Geodetic Surveying.
  • Land Administration II.
  • Surveying Project.
  • Land Development I.
  • Land Surveying II.
  • Geographic Information Systems.
  • Modules are similar to the SA Diploma in Geomatics, however different terminology are used, and modules are combined into predominantly year modules, therefore being fewer in comparison.
  • Similarities are found in the technical and scientific content of the curriculum. The qualification is recognised by the Survey and Spatial New Zealand professional body, which is registered with the FIG, much like the SAGC.

    Differences:
  • Comparatively, this qualification is most similar to the SA Diploma in Geomatics. Although module names differ significantly, the themes and content of the curriculum are similar.
  • Although different terminology is applied, the New Zealand qualification embeds achieving most of these outcomes into the qualification curriculum with similar assessment criteria.
  • Differences lie in modules encompassing legal principles which are unique to New Zealand as learners graduating there must practice within the country-specific legal framework and jurisprudence.
  • Further differences lie in less focus on Remote Sensing and Photogrammetry in New Zealand compared to the SA qualification which has incorporated these modern geomatics branches into the curriculum.
  • Professionalism and ethics do not significantly appear as an exit outcome as work-based learning is not included in the curriculum, whereas it does in the SA Diploma in Geomatics.
  • The qualification level is equivalent to the SA Diploma in Geomatics NQF Level 6, however with 240 Credits as work-based learning is not included in the curriculum. Though the qualification is offered on full-time contact, part-time studies are available on request.

    Country: Canada.
    Institution: Saskatchewan Polytechnic
    Qualification Title: Diploma in Geomatics and Surveying Engineering Technology
    NQF Level: 6
    Credits: 150
    Duration: Three years.
    Entry requirements:
    Similar to the South African (SA) qualification, the Saskatchewan Polytechnic (SP) qualification requires:
    Grade 12 with a minimum of 60% in English Language Arts A30, English Language Arts B30, Chemistry and Mathematics.

    Similarities:
  • Both Saskatchewan Polytechnic and the SA qualifications are registered at NQF Level 6.
  • Both qualifications are offered over a period of three years full time.
  • The qualification encompasses classroom teaching, supervised practicals, inclusive of work-integrated learning similar to the South African Diploma in Geomatics.
  • The entry requirements are equivalent to the requirements of the institution's qualification.
  • Furthermore, both qualifications provide entry to a cognate bachelor's degree in Land Surveying.

    Differences:
  • The Saskatchewan Polytechnic qualification consists of 150 credits whereas the SA qualifications have 384 credits.
  • The SA qualification does not involve assessment as part of admission requirements.

    Conclusion:
    Best practices have been identified from leading institutions abroad, ensuring that the curriculum and content are relevant and addresses the needs of both industry and prospective learners. The South African qualification is comparable to the above international qualifications in terms of NQF Levels, entry requirements, content, purpose, rationale and learning outcomes. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Diploma in Civil Engineering, NQF Level 6.
  • Diploma in Surveying, NQF Level 6.

    Vertical Articulation:
  • Bachelor of Geomatics, NQF Level 7.
  • Bachelor of the Built Environment in Geomatics, NQF Level 7.
  • Advanced Diploma in Geomatics, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.