SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Structural Engineering

SAQA QUAL ID	QUALIFICATION TITLE
110664	Bachelor of Engineering Technology Honours in Structural Engineering
ORIGINATOR
University of South Africa
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 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
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	2019-09-11	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:
The qualification serves to provide learners with the advanced knowledge in specialised engineering fields. The knowledge emphasises structural engineering principles and application. Furthermore, the qualification provides learners with an in-depth knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. This qualification demands a high level of theoretical engagement and intellectual independence. The qualification may form part of a combination of qualifications to meet the educational requirements for registration in the category candidate engineer.

This qualification serves to consolidate and deepen the student's expertise in structural engineering field and to develop research capacity in the methodology and techniques of the discipline.

The specific purpose of educational programmes designed to meet this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Professional Engineer. This qualification provides:

Careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to make a contribution to the economy and national development.

The educational base required for registration initially as a Candidate Professional Engineer, and once the work experience is acquired as a Professional Engineer with Engineering Council of South Africa (ECSA).

Rationale:
This qualification demands a high level of theoretical engagement and intellectual independence. It prepares learners to apply complex mathematical and scientific principles to the design, development and operational evaluation of physical systems used in manufacturing and end-product systems used for specific uses, including the design of structural engineering systems and processes and the integration of computers and remote control with complex operating systems.

The qualification prepares qualifying learners to be able to register with ECSA as Professional Engineers (Pr. Eng.). They are characterised by the ability to develop and improve, technical procedures, practices and codes, to solve complex structural engineering problems. They manage and supervise engineering operations, construction and activities. The qualification design reflects the new standard for professional engineers as required by the Engineering Council of South Africa (ECSA) based on the new Higher Education Qualifications Framework (HEQF) (ECSA document E-09-PT; Rev 2; 14th of March 2013: Qualification Standard for Bachelor of Engineering Technology Honours).

Professional Engineers apply established and newly developed engineering technology to solve complex broadly defined structural engineering problems and develop components, systems, services and processes. They provide leadership in the application of technology and commercially effective operations. They work independently and responsibly, applying judgement to decisions arising in the application of technology to problems and associated risks. Professional Engineers must therefore have a specialised understanding of the engineering science that underpins specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

The process of professional development of a Professional Engineer starts with the attainment of an accredited South African qualification or a substantially equivalent qualification that meets the ECSA standard. After completion of the qualification, a programme of training and experience is completed to attain the competencies for registration in the category Professional Engineer.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Institution has an RPL policy in place. RPL may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits may be achieved through RPL and must not include credits at the exit level.

Entry Requirements:
The minimum entry requirement for this qualification is:

Advanced Diploma in Civil Engineering, National Qualifications Framework (NQF) Level 7, 120 Credits.
Or

Bachelor of Technology in Engineering Civil, NQF Level 7, 360 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 144 Credits.

Compulsory Modules, Level 8:144 Credits:

Research project: Structural Engineering, 36 Credits.

Numerical methods for Civil Engineers II, 12 Credits.

Advanced Environmental Science, 12 Credits.

Design Project: Structural Engineering, 36 Credits.

Concrete Technology, 12 Credits.

Advanced Reinforced Concrete Design, 12 Credits.

Advanced Structural Steel Design, 12 Credits.

Advanced Foundation Engineering, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate competence to identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Demonstrate competence to conduct investigations of 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. Demonstrate competence to 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. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of engineering management principles.
9. Demonstrate competence to engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and 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 identify the criteria 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.

Analyse and model possible solutions.

Evaluate possible solutions and select the best solution.

Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought 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.

Perform reasoning about and conceptualising engineering materials, components, systems or processes.

Handle uncertainty and risk.

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 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 a 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 necessary analysis to the investigation.

Select and use equipment or software as appropriate in the investigations.

Analyse and interpret information derived 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 against required results.

Create, select and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.

Appropriate and effective graphics used 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.

Take personal, social, economic, cultural values and requirements into consideration for those who are 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, support the output of the team as a whole.

Demonstrate functioning as a team leader.

Organise and manage a design or research project.

Carry out effective communication 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.

Reflect on learning undertaken and own learning requirements and strategies are determined to suit personal learning style and preferences.

Source, organise and evaluate relevant information.

Comprehend and apply knowledge acquired outside of formal instruction.

Assumptions are challenged critically and new thinking is embraced.

Associated Assessment Criteria for Exit Level Outcome 10:

Apply ethical reasoning to evaluate engineering solutions.

Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

Understand and embrace the system of continuing professional development as an on-going process.

Accept responsibility for consequences stemming from own actions.

Judgements are made in decision making during problem solving and design are justified.

Decision making is limited to area of current competence.

Integrated Assessment:
An effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the Exit Level Outcomes. Evidence should be derived from major work or multiple instances of limited scale work.

Modules in this qualification have two assessment components as follows:
Formative Assessment: Learning and assessment are integrated. This form of assessment includes assignments based on the learning material, progress reports for practicals conducted and competencies applied. The process is continuous and focuses on small sections of the work. (20 % of the final mark).

Summative Assessment: Examination (both written and oral) or equivalent assessment such as portfolio of a section or a Project are used. Summative assessment examines the student's ability to manage and integrate a large body of knowledge. (80 % of the final mark).

INTERNATIONAL COMPARABILITY

Qualifications accredited by Engineering Council of South Africa (ECSA) have international comparability according to the international accords that are in place. International compatibility of the whole qualification standard is ensured through the Washington Accord. The standards are comparable with those for professionally oriented Bachelor's Degrees in engineering in countries having comparable engineering education systems to South Africa.

Comparability is audited on a six-yearly cycle by a visiting Washington Accord team. Details can be seen at the ECSA webpage (www.ecsa.co.za). The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Washington Accord professional engineering graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies (www.ieagreements.org).

Signatories to the Washington Accord are organisations responsible for accrediting professional engineering programs in:

Australia - Canada - Represented by Engineers Canada (1997).

Chinese Taipei - Represented by Chinese Institute of Engineers (2009).

Hong Kong China - Represented by The Hong Kong Institution of Engineers (1997).

India - Represented by Institution of Engineers India (2009).

Ireland - Represented by Engineers Ireland (1997).

Japan - Represented by Institution of Professional Engineers Japan (1999).

Korea - Represented by Korean Professional Engineers Association (2000).

Malaysia - Represented by Institution of Engineers Malaysia (1999).

New Zealand - Represented by Institution of Professional Engineers NZ (1997).

Singapore - Represented by Institution of Engineers Singapore (2007).

South Africa - Represented by Engineering Council of South Africa (1997).

Sri Lanka - Represented by Institution of Engineers Sri Lanka (2007).

United Kingdom - Represented by Engineering Council UK (1997).

United States - Represented by National Council of Examiners for Engineering and Surveying (1997).

The present qualification and its component modules compare well with their international counterparts.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Engineering Honours, Level 8.

Vertical Articulation:

Master of Engineering, 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 South Africa