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 Architectural Technology 
SAQA QUAL ID QUALIFICATION TITLE
100723  Diploma in Architectural Technology 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78614  National Diploma: Architectural Technology  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The achievement of this qualification provides entry into the professional practice of architecture through the accumulation of the knowledge, skills and attributes, aligned with the competencies specified by the South African Council for the Architectural Profession, to enable registration as a Candidate Architectural Technologist. The Level 6 Exit Level Outcomes of Higher Education Qualifications Sub-Framework (HEQSF) Diploma are recognized by the South African Council for the Architectural Profession (SACAP) as a level where a Diploma graduate may register as a Professional Architectural Technologist in Training, if obtained from a SACAP accredited Architectural Learning Site. This allows a graduate to work in practice for a qualified practitioner and after two years the graduate may write the professional exam at SACAP to become a Professional Architectural Technologist. The academic department at this institution is currently accredited as an architectural learning site with SACAP.

In the re-design of this qualification, the academic department consulted with stakeholders including statutory and non-statutory professional and employer organisations such as the South African Council for the Architectural Profession (SACAP), the South African Institute of Architects (SAIA), the South African Institute of Architectural Technologists (SAIAT) and the Cape Institute for Architecture (CIFA). Students will be equipped with the disciplinary knowledge and practice-based skills to design buildings based on clearly defined specifications as well as with advanced technical expertise of the actual building process. The Exit Level Outcomes of the revised Diploma in Architectural Technology have been aligned to the requirements and competencies of the professional body.

The purpose of the Diploma in Architectural Technology is to educate professional architectural technologists. The HEQSF Diploma exit level is recognized by the South African Council for the Architectural Profession (SACAP) as a level where a Diploma graduate may register as a Professional Architectural Technologist in Training if obtained from a SACAP accredited Architectural Learning Site. This allows a graduate to work in practice for a qualified practitioner and after two years the graduate can write the professional exam at SACAP to become a Professional Architectural Technologist. The academic department at this institution is currently accredited as an architectural learning site with SACAP. Since the previous curriculation process (the current syllabus was developed by a convenor Technikon in consultation with other Technikons in the late 1990s) various changes have occurred in both the architectural profession and the higher education milieu.

Rationale:
Only architects were included for registration under the previous Architects Act 1970 (No. 35 of 1970). The Architectural Profession Act 2000, Act 44 of 2000 section 18 provides for the registration of Professional Architects, Senior Architectural Technologists, Architectural Technologists and Architectural Draughts persons. Only persons who are registered with the SACAP may practice or render architectural services directly to the public. According to Section 18(2) of the Act, a person may not practice in any category unless registered with SACAP. Furthermore the Reservation of Work for Architects (Consolidation of Government Notices R1769 of 17 August 1979, R701 of 8 April 1982 and R1770 of12 August 1983) in terms of the Architects' Act 1970 (Act 35 of 1970) is no longer valid or in use and the Interim Identification of Work (IDoW) Interim Policy - Board Notice 154 of 2011 which came into effect on 1 October 2011 has replaced it. This Interim Identification of Work aims to provide a framework for the IDoW and the demarcation of work between categories of registration in the Architectural Profession and protect the public by defining the work that each registration category of the Architectural Profession can undertake. This is soon to be fully legislated. The Interim (IDoW) Policy - Board Notice 154 of 2011 was gazette on 4 October 2011 and came into effect on 1 October 2011. The Interim (IDoW) Policy - Board Notice 154 of 2011 will fall away immediately after the full IDoW policy document is published by way of a Board Notice in the Government Gazette.

This revised Diploma could therefore be one of only three Diplomas aimed at specifically qualifying Architectural Technologists in South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Entry Requirements:
The minimum requirements for admission into diploma studies are:
  • National Senior Certificate (NSC).
    Or
  • National Certificate (Vocational) (NCV). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at Levels 5, 6, 7 and 8.

    Compulsory Modules, Level 5:
  • Environmental Design 1A (EMD150S), 10 Credits.
  • Architectural Literacy 1B (AHL151S), 15 Credits.
  • Architectural Technology 1A (AHT150S), 15 Credits.
  • Architectural Literacy 1A (AHL150S), 15 Credits.
  • Architectural Practice 1B (AHP151S), 15 Credits.
  • Architectural Practice 1A (AHP150S), 15 Credits.
  • Architectural Design 1B (AHD151S), 18 Credits.
  • Architectural Design 1A (AHD150S), 17 Credits.
  • Architectural Technology 1B (AHT151S), 15 Credits.
  • Environmental Design 1B (EMD151S), 5 Credits.

    Compulsory Modules, Level 6:
  • Environmental Design 2 (EMD260S), 15 Credits.
  • Architectural Literacy 2 (AHL260S), 25 Credits.
  • Architectural Practice 2 (AHP260S), 30 Credits.
  • Architectural Design 2 (AHD260S), 25 Credits.
  • Architectural Technology 2 (AHT260S), 35 Credits.
  • Architectural Design 3 (AHD360S), 30 Credits.
  • Architectural Practice 3 (AHP360S), 50 Credits.

    Compulsory Modules, Level 7:
  • Architectural Technology 3 (AHT370S), 30 Credits.

    Compulsory Modules, Level 8:
  • Environmental Design 3 (EMD360S), 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of the technology for simple low-rise buildings or the equivalent and the ability to develop effective construction solutions.
    2. Demonstrate a working knowledge of architectural practice and the ability to develop architectural documentation for complex building or the equivalent thereof.
    3. Demonstrate knowledge of the theory and history of architectural design and the ability to develop simple architectural design solutions.
    4. Demonstrate the competent application of a range of architectural literacy skills.
    5. Demonstrate awareness of environmental issues in the creation of a sustainable built environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
  • Demonstrate knowledge of the technology for simple low-rise buildings or the equivalent and the ability to develop effective construction solutions.
  • Demonstrate a working knowledge of architectural practice and the ability to develop architectural documentation for complex building or the equivalent thereof.
  • Demonstrate knowledge of the theory and history of architectural design and the ability to develop simple architectural design solutions.
  • Demonstrate the competent application of a range of architectural literacy skills.
  • Demonstrate awareness of environmental issues in the creation of a sustainable built environment.

    Integrated Assessment:
    Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and others. Formative assessment for project work is formalised in a project work rubric and is predominantly intended to give feedback and guidance as well as to follow and document the progress of the student in the process of accumulating knowledge and skills. Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing students' attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

    In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year as well as the development of a portfolio of work through projects executed during the academic year.

    Integrated assessment often cuts across a number of subjects/modules of a programme and is aimed at the holistic development of students and contributes to students' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the third year of study and students will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
    National and international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education (HE) institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution. South African institutions that were part of the benchmarking exercise include the Architectural Learning Sites accredited by South African Council for the Architectural Profession (SACAP) for the tuition of Architectural Technologists, namely Nelson Mandela Metropolitan University and University of Johannesburg. Tshwane University of Technology was also included in the national benchmarking exercise specifically to focus on the technology components in the revised Diploma programme. Several aspects that emerged from this benchmarking exercise were included in the revised Diploma programme and the pedagogical approach to be adopted for this qualification, for example Environmental Design has been included as one of five streams/domains of the revised Diploma.

    Internationally, several Australian Universities were included since Australia also recognizes the Royal Institute of British Architects. The international benchmarking exercise revealed that the exit level outcomes of some of the Australian Universities of Technology are similar to this revised Diploma, yet certain aspects from these institutions were also considered in the re-design of the Higher Education Qualifications Sub-Framework (HEQSF) aligned diploma such as: Queensland University of Technology for their inclusion of sustainability concepts, University of Technology Sydney for the manner in which they introduce making as the link between design and technology and the University of New South Wales for the thread of Environment running through the course. The qualifications offered by the Robert Gordon university in the United Kingdom (UK), the Centre of Environmental Planning and Technologist in India and the University of Lagos in Nigeria were included in the benchmarking exercise. 

    ARTICULATION OPTIONS 
    Vertical Articulation:
  • Advanced Diploma in the same field or a cognate field. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.
     
    1. Cape Peninsula University of Technology 


    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.