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: 

Bachelor of Mine Surveying Honours 
SAQA QUAL ID QUALIFICATION TITLE
110056  Bachelor of Mine Surveying Honours 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  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 08  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   2032-06-30  

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:
The purpose of this qualification is to prepare learners with the competencies required for industry and for research in the mine surveying sector. It is intended that this qualification will assist learners to address issues around the increasing complexity of mine surveying at great depths and the decline of mineral deposits that can be mined with minimal effort. This qualification is also designed to contribute towards the development of research and innovation in African Mine Surveying and will contribute to the improvement of global stature and visibility within the African and international context.

Rationale:
The qualification is within the engineering sector and considered to be a scarce skill. Given this, the qualification has been designed such that it directly meets the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learner, but society at large. The qualification meets the specific needs of the sector by meeting and providing for the growing demand for skilled professionals in the mine surveying domain.

The African continent has abundance of mineral resources. South Africa, specifically, has always been considered at the forefront of mining research when dealing with the complex issues of deep level mine surveying and unique resource management issues. Considering this, a review undertaken by South African Geomatics Council (SAGC), strongly recommended that the Honours qualification be implemented that would lead to the professional accreditation as a Mine Surveyor. The qualification also allows learners to meet the educational requirements needed for registration in the category Professional Geomatician. In addition to this, consultations with the Mine Surveying Advisory Board identified that a qualification of this nature would be a critical enabler to qualifying learners and to the Mine Surveying industry in general.

The qualification is deemed essential to the improvement of articulation options. The postgraduate qualification will allow qualifying learners with an undergraduate qualification in Mine Surveying degree to focus on distinct fields of specialisation. The qualification will allow for the opportunity to develop additional knowledge areas in specialist subjects that will enable a qualifying learner to specialise in mine planning, ventilation, geotechnical engineering, metalliferous and coal mining. The phasing out of the Chamber of Mines qualifications for Rock Engineers and Mine Environmental Specialists have left these two professions with no suitable qualification or articulation to the Certificates of Competency required by the mining industry.

The current shortage of Rock Engineers, Geotechnical practitioners and Mine Environmental specialists will in part, be addressed by this new qualification. The qualification will enable qualifying learners to obtain a competitive advantage in the workplace while at the same time providing much needed critical skills to the Mining and Minerals sector in Africa and abroad. It is also envisioned that this qualification will contribute towards the development of sustainable mine surveying practices in Africa. This qualification is linked with Master's qualifications for the smooth articulated, trajectory for learners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Entry Requirements:
The minimum entry requirement for this qualification is:
  • An appropriate Bachelor's Degree.
    Or
  • Advanced Diploma in Mine Surveying. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 8 totalling 154 Credits. Compulsory Modules: 98 Credits.
  • Engineering Mathematics and Computing, 14 Credits.
  • Engineering Physics, 14 Credits.
  • Research Methodology, 14 Credits.
  • Engineering and Society, 14 Credits.
  • Research Project, 42 Credits.

    Elective Modules: 56 Credits (Choose four modules):
  • Precise Surveying, 14 Credits.
  • Geostatistics, 14 Credits.
  • Mine Planning and Design, 14 Credits.
  • Mineral Geographic Information Systems, 14 Credits.
  • Mineral Economics, 14 Credits.
  • Mineral Governance, 14 Credits.
  • Minerals Exploitation and Valuation, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
    3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
    4. Investigate complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
    5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Describe the impact of engineering activities society, economy, industrial and physical environment.
    8. Demonstrate knowledge and understanding of engineering management principles.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define the problem and criteria are identified for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills for solving the problem.
  • Generate and formulate possible approaches that would lead to a workable solution for the problem.
  • Model and analyse possible solutions.
  • Evaluate possible solutions and select the best solution.
  • Formulated and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Bring an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area to bear on the solution of complex engineering problems.
  • Use theories, principles and laws.
  • Perform formal analysis and modelling on engineering materials, components, systems or processes.
  • Communicate concepts, ideas and theories.
  • Reason about and conceptualise engineering materials, components, systems or processes.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process is to focus on important issues and recognises and deals with constraints.
  • Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Evaluate alternatives for implementation and select preferred solution based on techno-economic analysis and judgement.
  • Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • Communicate the design logic and relevant information in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments within an appropriate discipline.
  • Search available literature and critically evaluate material for suitability to the investigation.
  • Perform analysis as necessary to the investigation.
  • Selected and use equipment or software as appropriate in the investigations.
  • Analyse, interpret and derive information from available data.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process and outcomes of the investigation in a technical report or research project report

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the method, skill or tool correctly to achieve the required result.
  • Test and assess results produced by the method, skill or tool are against required results.
  • Create, select and use computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate the appropriateness of the structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Demonstrate the appropriateness and effectiveness of graphics in enhancing the meaning of text.
  • Use visual materials to enhance oral communications.
  • Use accepted methods for providing information to others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the impact of technology in terms of the benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on public and occupational health and safety.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Consider personal, social, economic, cultural values and requirements for those affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out individual work effectively, strategically and on time.
  • Contribute to team activities, including at disciplinary boundaries and support the output of the team as a whole.
  • Demonstrate the functioning as a team leader.
  • Organise and manage a design or research project.
  • Communicate effectively in the context of individual or teamwork.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflected on learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside formal instructions.
  • Critically challenge assumptions and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome10:
  • Describe the nature and complexity of ethical dilemmas.
  • Describe the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.
  • The system of continuing professional development is as an ongoing process.
  • Understand and embrace responsibility for consequences stemming from own actions.
  • Make accurate judgements in decision making during problem solving and justify the design.
  • Limit decision making to area of current competence.

    Integrated Assessment:
    There will be at least one assessment opportunity before the final summative assessment for each module.

    Formative Assessment:
    The modules consist of different forms of formative assessments consisting of project reports, case studies, assignments etc., which will be implemented in each module, depending on the nature of the module.

    Summative Assessment
    For the modules, each intermediate or progress assessment will be awarded a mark, which will be combined with the final examination mark based on pre-determined weightings for the module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia.
    Institution: Curtin University.
    Qualification: Bachelor of Science (Mine and Engineering Surveying) - BSc (Curtin) - MJRU-MESUR.

    Content/Similarities:
  • This is the only comprehensive Degree qualification in mine and engineering surveying in Western Australia. Modules such as Advanced Surveying, Resource Estimation and GIS are common.

    Country: United Kingdom.
    Institution: University of Exeter.
    Qualification: Postgraduate Diploma in Surveying and Land/Environmental Management.

    Content/Similarities:
  • The Postgraduate Diploma in Surveying and Land/Environmental Management covers similar areas such as Surveying, Legislation and GIS with this qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation possibilities.

    Horizontal Articulation
  • Bachelor of Engineering Honours, Level 8.

    Vertical Articulation:
  • Master of Sustainable Mining, Level 9.
  • Master of Mineral Resource Governance, Level 9. 
    		•

    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.
     
    1. University of Johannesburg 


    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.