SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Civil Engineering

SAQA QUAL ID	QUALIFICATION TITLE
111282	Diploma in Civil 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
Diploma (Min 360)	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
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	2019-08-19	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The specific purpose of educational qualifications 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 Engineering Technician.

Engineering learners completing this qualification will demonstrate competence in all eleven graduate attributes contained in ECSA generic document. Qualification Standard for Diploma in Engineering: NQF Level 6).The qualification design reflects the new standard for engineering technicians as required by the Engineering Council of South Africa (referred to as the ECSA hereafter) based on the new Higher Education Qualifications Framework (HEQF (ECSA document E-02-PN revision 3 from 26 November 2015: Qualification Standard for Diploma in Engineering: NQF Level 6). This qualification was endorsed by constituents from industry via advisory committee meetings for civil engineering.

The qualification is expected to be viable in terms of learner numbers as the current National Diploma in Civil Engineering Technology qualification has shown significant learner numbers (average of 1655 enrolments per year for the past two years). Furthermore, this new Diploma in Civil Engineering will be the only one that is offered via an open and distance learning institute. As such, it will be accessible to learners countrywide, and is more likely to be taken up by employed learners who would not be able to attend full-time courses offered by residential institutions.

Rationale:
This qualification is designed to meet the educational requirement towards registration as a Learner or Professional Engineering Technician with the Engineering Council of South Africa. This qualification is designed to meet the educational requirement towards registration as a Learner or Professional Engineering Technician with the Engineering Council of South Africa (ECSA).

The qualification prepares learners to apply mathematical and scientific principles to the design, development and operational evaluation of physical systems used in manufacturing and end-product systems used for specific civil engineering products. The integration of computers and remote control with operating systems are a necessity of modern engineering.

This qualification provides:
a) Preparation for 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.
b) The educational base required for registration as a Candidate and/or a Professional Engineering Technician with Engineering Council of South Africa (ECSA) (Refer to qualification rules).
c) Entry to an Advanced Diploma upon successful completion of a work-integrated learning component, or a combination of work-integrated learning and coursework, equivalent to at least 30 Credits but not to exceed 120 Credits.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achieved in part through the Recognition of Prior Learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. All the admission through RPL must be in accordance with the institution's RPL Policy:

Learners can be granted credits through RPL.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification.

Evidence of prior learning must be accessed through formally recognised RPL processes to recognise achievement thereof.

Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Graduate Attributes (Exit Level Outcomes).

The structure of this non-unit standard based qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification. The provision that the qualification may be obtained through the RPL facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.

Learners who already work in the engineering industry who believe they possess competencies which will enable them to meet some or all of the Graduate Attributes listed in the qualification will be able to present themselves for assessment against those of their choice.

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

National Senior Certificate, NQF Level 4, granting access to diploma studies (with Mathematics not Mathematical Literacy, English and Physical Science AND either an Engineering and Technology or Computer subject)
Or

Senior Certificate, NQF Level 4 (with Mathematics, Physical Science and English with at least an E-symbol on the Higher Grade or a D-symbol on the Standard Grade prior to 2008).
Or

National Certificate (Vocational), NQF Level 4, granting access to diploma studies (with Mathematics and Engineering Science).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at NQF Level 5 and 6 totalling 360 Credits.

Compulsory Modules NQF Level 5, 144 Credits:

Applied Mechanics for Civil Engineers, 12 Credits.

Engineering Drawing I, 12 Credits.

Introduction to English Skills, 12 Credits.

Ethical Information and Communication Technologies for Development Solutions, 12 Credits.

Pre-calculus Mathematics A,12 Credits.

Mathematics I, 12 Credits.

Civil Engineering Management, 12 Credits.

Theory of Structures, 12 Credits.

Construction Materials, 12 Credits.

Surveying: Theory and Practical, 12 Credits.

Geology and Soil Mechanics, 12 Credits.

Water Engineering I, 12 Credits.

Compulsory Modules NQF Level 6, 216 Credits:

Construction Methods, 12 Credits.

Documentation, 12 Credits.

Geotechnical Engineering, 12 Credits.

Structural Analysis, 24 Credits.

Civil Engineering Drawing II, 12 Credits.

Transportation Engineering, 12 Credits.

Earthworks and Pavement Design, 12 Credits.

Reinforced Concrete Design, 12 Credits.

Structural Steel Design, 12 Credits.

Water Engineering II, 12 Credits.

Mathematics II, 12 Credits.

Aqueous Chemistry for Civil Engineering, 12 Credits.

Engineering Practice: Civil II (Project Based Learning), 60 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to systematically diagnose and solve well-defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve well-defined engineering problems.
3. Perform procedural design of components, systems, works, products or processes to meet requirements, normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
5. Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing within an engineering context.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a technical team and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of engineering practice.
11. Demonstrate an understanding of workplace practices to solve engineering problems consistent with academic learning achieved.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

The problem is analysed and defined.

Identify and used relevant information and engineering knowledge and skills are for solving the problem.

Consider and formulate various approaches that would lead to workable solutions.

Select, model, evaluate and analyse and present solutions.

Associated Assessment Criteria for Exit Level Outcome 2:

Utilise an appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level for solutions on well-defined engineering problems.

Use applicable principles and laws.

Analyse engineering materials, components, systems or processes.

Present concepts and ideas in a logical and methodical manner.

Demonstrate critical reasoning about engineering materials, components, systems or processes.

Outline and justify procedures for dealing with uncertain/ undefined/ill-defined.

Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:

Formulate the design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.

Plan and manage the design process and focus on important issues and recognises and deals with constraints.

Evaluate the knowledge acquired and, information and resources in order to apply appropriate principles and design tools to provide a workable solution.

Perform the design tasks and include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.

Evaluate the alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgement.

The design logic and relevant information is communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Define the scope of the investigation.

Plan and conduct investigations within an appropriate discipline.

Available literature is searched and material is evaluated for suitability to the investigation.

Relevant equipment or software is selected and appropriately used for the investigation.

Analyse and interpret the data obtained.

Draw the conclusions from an analysis of all available evidence.

Associated Assessment Criteria for Exit Level Outcome 5:

The method, skill or tool is assessed for applicability and limitations against the required result.

The method, skill or tool is applied correctly.

Results produced by the method, skill or tool are tested and assessed.

Relevant computer applications are selected and used.

Associated Assessment Criteria for Exit Level Outcome 6:

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

Graphics used are appropriate and effective in enhancing the meaning of the text.

Visual materials used enhance oral communications.

Information is provided in a format that can be used by others involved in the engineering activity.

Oral communication is delivered with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

The impact of technology is demonstrated in terms of the benefits and limitations to society.

The engineering activity is analysed in terms of the impact on occupational and public health and safety.

The engineering activity is analysed in terms of the impact on the physical environment.

The methods to minimise/mitigate impacts outlined in 7.2 and 7.3 are considered.

Associated Assessment Criteria for Exit Level Outcome 8:

The principles of planning, organising, leading and controlling are explained.

Individual work is carried out effectively, strategically and on time.

Individual contributions made to team activities support the output of the team as a whole.

Functioning as a team leader is demonstrated.

A project is organised and managed.

Effective communication carried out in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9:

Identify, plan and manage learning tasks.

Identify/recognise and demonstrate the requirement for independent learning is.

Source, organise and evaluate relevant information.

Comprehend and apply the knowledge acquired outside of formal instruction.

Display awareness of the need to 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:

The nature and complexity of ethical dilemmas is described in terms of required practices, legislation and limitations of authority.

The ethical implications of engineering decisions are described in terms of the impact on environment, the business, costs and trustworthiness.

Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.

Responsibility is accepted for consequences stemming from own actions or inaction.

Decision making is limited to area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11:

Describe the labour practices used in the workplace in accordance with relevant legislation.

Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.

Describe general administration procedures in terms of how they operate and the key purpose.

Conduct work activities in a manner suited to the work context.

Knowledge and understanding gained from the Work-Integrated Learning period is reported in a prescribed format, using appropriate language and style.

Integrated Assessment:
Providers of qualifications in the quality assurance process demonstrate that an effective integrated assessment strategy is used. Clearly identified components of assessment must address summative assessment of the graduate attributes. 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 practical's conducted and competencies applied. The process is continuous and focuses on small sections of the work.

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 learner's ability to manage and integrate a large body of knowledge.

Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and experience.

INTERNATIONAL COMPARABILITY

Qualifications accredited by Engineering Council of South Africa (ECSA) have international comparability according to the international accords that are in place. The standards are comparable with those for professionally-oriented degrees in engineering, in countries having comparable engineering education systems to South Africa. International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). International comparability of this engineering technician education qualification is ensured through the Dublin Accord.

The graduate attributes and level descriptors defined in this qualification are aligned with the attributes of a Dublin Accord technician graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies.

The Dublin graduate attributes are as follows:

Comprehend and apply knowledge embodied in standardised practices.

Comprehend and apply knowledge embodied in standardised practices specific to the jurisdiction in which he/she practices.

Identify, state and analyse well-defined problems.

Design or develop solutions to well-defined problems.

Evaluate the outcomes and impacts of well-defined activities.

Recognise the reasonably foreseeable social, cultural and environmental effects of well-defined activities generally, and have regard to the need for sustainability; use engineering technical expertise to prevent dangers to the public.

Meet all legal and regulatory requirements and protect public health and safety in the course of his or her activities.

Manage engineering activities: Types of activity.

Manage part or all of one or more well-defined activities.

Communicate clearly with others in the course of his or her activities.

Undertake CPD activities sufficient to maintain and extend his or her competence.

Choose and apply appropriate technical expertise.

Be responsible for making decisions on part or all of all of one or more well-defined activities.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Diploma in Electrical Engineering, NQF Level 6.

Vertical Articulation:

Advanced Diploma in Civil Engineering, NQF Level 7.

Bachelor of Engineering Technology in Civil Engineering, 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.

1.	University of South Africa