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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Architectural Technology 
SAQA QUAL ID QUALIFICATION TITLE
109781  Advanced 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
Advanced Diploma  Field 12 - Physical Planning and Construction  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-07-25  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
Qualifying learners will be independent thinkers that can assimilate broad aspects of information, analyse complex problems well and compile findings into coherent relevant and appropriate Architectural design solutions. Learners are aware of environmental and social sustainability and understand their responsibility in this regard. They are able to make decisions in the built environment and reflect this awareness. The qualifying learner will have the competence to apply creativity, problem-solving, specialised knowledge and management principles to the practical implementation of architectural technology through appropriate research.

This qualification curriculum consists of five subject streams which continue vertically from the Diploma into this Advanced Diploma in Architectural Technology. Emphasis is placed on Technology as the driver for Design and this will be supported by Practice, Literacy and Environmental design. Learner engagement will be project based in which the subject streams are integrated into the scope of the project. This way of working simulates the work flow in an architectural practice and relies on the integration of theoretical, practical and situational knowledge and their application towards solving specific problems.

Rationale:
The profession of Architect is part of the 100 scarce skills mentioned in the National Scarce Skills List 2014. In the same document housing is highlighted under the Joint Initiative on Priority Skills Acquisition (JIPSA) as an area for "immediate attention and professionals in the built environment is highlighted under the Strategic Integrated projects." (Scarce Skills List, 2014) Architecture is integral to the National Development Plan Vision 2030 and makes a major contribution to the development of sustainable human settlements and work creation both regionally and nationally. As part of the construction sector architecture is important to government and organisations in various sections responsible for the delivery of services and infrastructure nationally and within the broader African context.

The institution has opted, through the re-curriculation process, to take the route of Diploma, Advanced Diploma, Postgraduate Diploma and Professional Master's Degree in Architectural technology for several reasons. These reasons include broadening access for learners; allowing exit levels at each South African Council for the Architectural Profession (SACAP) registration stage; allowing learners to work and generate income before entering the next level of study and following a route that can end in a professional Master's Degree with professional registration as Architect. This qualification is recognised by the SACAP as a level where a graduate may register as a Professional Senior Architectural Technologist in Training if obtained from a SACAP accredited Architectural Learning Site. This allows a graduate to register with SACAP as a Candidate Senior Architectural Technologist and then work in practice for a qualified practitioner. After two years Candidates may write the professional exam set by SACAP to become a Professional Senior Architectural Technologist.

The need for architectural learning qualifications in South Africa has been reported by the South African Council for the Architectural Profession in their annual reports. According to the South African Council for the Architectural profession, South Africa has an architectural professional to population ratio of 1:8322. This means that the number of graduates needs to increase significantly to meet the requirements of the National Development Plan. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) 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. 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.

Each application is evaluated according to the institution's RPL policy an appeal procedure is in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/towards advanced standing as described in institutional guidelines.

Entry Requirements:
  • A 360 Credits Diploma in Architecture, Level 6.
    Or
  • A National Diploma in Architecture, Level 6.
    Or
  • A 360 Credits Diploma in Architectural Technology at NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 7 totalling 120 Credits.

    Compulsory Modules: 120 Credits:
  • Architectural Technology 4, 35 Credits.
  • Architectural Design 4, 35 Credits.
  • Architectural Practice 4, 20 Credits.
  • Architectural Literacy 4, 10 Credits.
  • Environmental Design 4, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Research, critically appraise, synthesise and prioritise technological, contextual, spatial, social and environmental conditions that influence the design of an architectural project.
    2. Use sound theoretical principles to conceptualise and design architectural projects, equal to the complexity of a multi-story building, in urban or rural contexts.
    3. Apply sound technological building knowledge to the design and development of simple multi-story buildings.
    4. Develop comprehensive construction and contract documentation for a complex building design.
    5. Define and explain the management of a building project and the administration of a building contract through sound administrative and architectural practices and procedures.
    6. Using a variety of media, communicate own ideas, in well-formed arguments, as a professional senior architectural technologist.
    7. Identify, analyse and critically appraise the possible social, economic and environmental impacts of architectural projects and apply sustainable building principles.
    8. Describe and defend the social responsibility role of an architectural professional in broader society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically appraise contemporary architectural theories in relation to the South African context.
  • Identity, analyse and critically discuss selected, relevant precedent studies.
  • Identity and explain the environmental, economic and social aspects to be considered in the design of a building.
  • Develop well-formed arguments to complex architectural problems and present this research as an academic paper.
  • Identify and explain a research design and methodology that is appropriate to the problem under investigation and justify the decision taken.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Define and appraise a variety of architectural problems, equal to the complexity of a multi-story building, in urban or rural contexts.
  • Independently develop concepts and project solutions for a variety of architectural problems, equal to the complexity of a multi-story building, in urban or rural contexts.
  • Apply key theoretical concepts and theoretical knowledge in order to derive design concepts.
  • Identify and analyse appropriate precedent and apply principles to a design problem.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe and explain the use of a wide range of building materials, systems and technologies for constructing simple multi-story buildings.
  • Design advanced and complex construction solutions for simple multi-storey buildings.
  • Appraise the environmental and social appropriateness of technologies and materials within a specific context.
  • Explain and justify basic structural concepts for a wide a variety of architectural problems, equal to the complexity of a multi-story building, in urban or rural contexts.
  • Successfully complete independent, explorative research projects into innovative construction solutions that address environmental concerns for simple multi-storey buildings.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Develop complete documentation drawings and related architectural documents for the design of a complex building.
  • Write accurate, detailed specifications for the design of a complex building.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Appraise and evaluate the principles and application of office administration for a specific real-life architectural practice.
  • Explain the principles and application of building project management.
  • Interpret and appraise problems arising from contract administration problems and suggest solutions.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Prepare and present advanced graphic three dimensional computer work in written, oral, digital and graphic format, as appropriate to the required documentation.
  • Communicate appropriately and clearly with the various role players in professional architectural practice.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Relate the building to its surroundings as part of a broader environmental, socio-economic and built environment systems.
  • Identify urban concerns related to architectural projects.
  • Identify landscape concerns related to the passive climatic design of architectural projects.
  • Appraise, schedule and document building services for complex buildings in harmony with broader environmental systems.
  • Do environmental calculations as stipulated in environmental legislation.

    Associated Assessment Criteria for Exit Level Outcomes 8:
  • Define and explain the concept of alternative practice.
  • Identify opportunities for the architectural profession to become involved in social design projects.

    Integrated Assessment:
    The assessment of work is guided by the institution assessment policy. In the policy provision is made for formative as well as summative Assessment. Guidelines are provided for an appeals process which is available to learners.

    The assessment strategy for the Advanced Diploma in Architectural Technology follows a continuous and integrated approach and is aligned with the teaching and learning strategy of this qualification. In principle the assessment strategy is designed to give formative assessment during and summative assessment at the submission of each of the applied projects. Formative feedback throughout the duration of projects also allows learners to reflect and improve on where they are, what they have learned and what they still need to focus on. Learners then have the opportunity to improve and complete their projects for the summative portfolio assessment.

    Formative Assessment:
    In the Advanced Diploma Formative Assessments form an integral part of the teaching and learning strategy.

    Integrated Assessment (IA):
    Assessment of an integrated project will include assessing various outcomes across the five subject areas. The outcomes to be achieved for each subject will be clearly defined at the beginning of each project. The assessments are manageable for the learners as they can focus on one body of work in more depth and complexity as required at this National Qualifications Framework (NQF) level. Some of the more theoretical aspects of the subjects will be assessed within each subject through group presentations, formal written assignments, written and verbal tests and content created and disseminated digitally such as blogs. All assessments form part of the continuous assessment strategy.

    Summative Assessment (South Africa (SA):
    Summative Assessment tasks assess learner attainment against course outcomes; SA happens at particular times or has specific deadlines and the results of the SA task contribute to the learners' mark record. These assessments are done according to a pre-defined and disseminated rubric, the rubric also provides a mechanism for feedback so that the student is made aware of areas that require more attention and of outcomes that have been achieved well.

    For all there are four Summative Assessments each year, which result in four progress marks. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Diploma in Architectural Technology, on a structural and content level, was compared internationally with the Bachelor of Architecture, Plymouth University in the UK and the Bachelor of Arts qualification in Service Innovation (BSI), offered at College of Innovation, Thammasat University. To ensure international relevance, the two qualifications were continuously compared to institutions in North America and Europe. The main institution being Plymouth University and the BA (Hons) Leadership and Management offering, which given a more level appropriate comparison for the Advanced Diploma in Architectural Technology. This allowed the qualification to be reviewed from both the developed and developing world perspective. The institutions selected focus on applied research, global competitiveness and societal relevance within the field of service innovation.

    Several Australian Universities were also included since Australia also recognises the Royal Institute of British Architects under whom this institution is also accredited. Furthermore some of the Australian Universities of Technology produce a similar exit level to that of the Advanced Diploma after three years. Other international institutions follow the predominantly 5 or 6 year Masters. Specifically included in the exercise was the Queensland University of Technology for their inclusion of sustainability concepts and Curtin University, Western Australia. Curtin University integrates theoretical, conceptual and industry based models of Architectural practice as they apply to the industry of Architecture.

    1. Plymouth University - Bachelor of Architecture (BA Honours) - duration 3 years full time.
    Accredited by professional bodies ARB and RIBA. The qualification places emphasis on learners to engage with current affairs and global currents across multiple fields. They pride themselves in multi-faceted integrated design processes covering subjects to do with architecture, urbanism and critical theories. The qualification offers a comparison against best practice. The management and leadership components of the qualification offer a holistic view of service innovation and development. An applied focus on research practice and problem-based activities support a more real-word learning experience. The qualification offers a level appropriate view of components and module structures.

    The qualification places a strong emphasis on management and leadership principles, and will provide a challenging curriculum, which addresses many major concepts including the values, principles and rules within the management and leadership sector.

    Core modules include:
  • Leadership and Management Concepts.
  • Operational Decision Making.
  • Corporate Strategy in Action.

    Optional modules to enable students to specialize include:
  • Effective Leadership.
  • People, Planet and Profit: Ethical Leadership.
  • Professional Practice.
  • Digital Innovation.
  • Managing Service Innovation.
  • Global Health Protection.
  • Marketing Planning and Stakeholder Management.
  • Current Issues in Leadership & Management.
  • Professional Practice.
  • Delivering Change.

    2. College of Innovation, Thammasat University - Bachelor of Arts Qualification in Service Innovation (BSI).
    The qualification is relevant as it is situated in Thailand and covers more '3rd World' projects. The qualification offers a developing economy perspective on the service design and innovation platforms. The qualification focuses on both the global and local environments. The qualification acknowledges varying levels of technology permeation, and the rapidly changing landscape of technology, while exploring solutions to this and adapting to changing forms of technology. The BSI is a full-time program. The curriculum structure is designed by college academics with the advice of an expert panel. Their international curriculum is designed to ensure that graduates can successfully assume leadership roles within the regional service sector.

    3. Queensland University of Technology - Bachelor of Design (Architecture).
    The qualification is relevant for their inclusion of sustainability concepts and environments with positive impacts on human health, environmental quality, social relationships and urban systems. Their architectural design projects take place in practical studio settings. It is cognisant of the changing planet and new technology which is emerging. The qualificationattempts to face challenges and create innovative design thinking that can inspire the cities of the future. The qualificationalso has a 100-year history as one of Australia's principal landscape educators and is increasingly being recognised internationally for its focus on innovation in design and sustainable development. The qualificationattempts to inspire and empower learners to create environments with a positive impact on human health, environmental quality, social relationships and urban systems.

    4. Curtin University, Western Australia - Bachelor of Applied Science (Architectural Science) - 3 year full-time course.

    Curtin:
    This qualification integrates theoretical, conceptual and industry based models of Architectural practice as they apply to the industry of Architecture. Their learners actively engage in the production of architectural design with the cultural, social, technical and sustainability issues of the built environment. This qualification challenges their learners to produce work that respond to the critical discourses in both local and global contexts. They also explore emerging technologies, while also analysing and synthesising their relevance to their own natural and constructed environment, the architectural proposition and the occupation of space. Curtin University was also chosen because they have an Architecture and Interior Architecture qualification, which aligns with that offered at this institution. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for horizontal and vertical articulation.

    Horizontal Articulation:
  • Advanced Diploma in Built Environment, Level 7.

    Vertical Articulation
  • Postgraduate Diploma in this field of study or related fields of study at National Qualifications Framework (NQF) Level 8. 
    		•

    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.