SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Architectural Technology

SAQA QUAL ID	QUALIFICATION TITLE
112080	Advanced Diploma in Architectural Technology
ORIGINATOR
Nelson Mandela University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First 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 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-09-09	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 qualification aims to provide learners with a sound knowledge base in the technological aspects of the Architectural profession and the ability to apply such knowledge, skills and values as professional architectural technologists whilst also equipping them to undertake more specialised Postgraduate studies.

The qualification also aims to produce learners:

To acquire sufficient knowledge and vocational skills to be able to satisfy the needs of the industry as competent professionals eligible for registration as candidate senior architectural technologists.

To foster entrepreneurship through the development of skills in communication and technical innovation.

Rationale:
Architectural professionals are increasingly important to government and organisations in a variety of sectors responsible for the delivery of services and infrastructure both nationally and within the greater SADC region. According to the South African Council for the Architectural Profession (SACAP) South Africa has an architectural professional to population ratio of 1:8322. This implies that the architectural cohort requirements for South Africa needs to multiply in order to meet the requirements of the National Development Plan and the regional economy. There are approximately 6128 registered architectural professionals with tertiary qualifications in the SACAP database of which 21% are women and 10% are black (SACAP, 2013:48). Gender and race inequalities still remain in the architectural profession and huge challenges need to be overcome to address the situation.

In this regard, the need for architectural qualifications in South Africa that cater to the needs of industry as well as provide opportunities for disadvantaged learners to access the profession has been well documented. The focus of the Advanced Diploma is underpinned by construction/applied building science research, advanced computer aided design and animation. Learners are expected to gain a critical insight into advanced architectural construction and building technology innovation. As such, the Advanced Diploma in Architectural Technology is of particular importance to the profession as it provides learners who are focused specifically on the areas of advanced construction technology, applied building science and advanced computer aided design.

This qualification provides crucial skills and add value to existing industries and companies directly or indirectly related to the built environment and development both nationally and internationally.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The University's RPL Policy will form the basis for the policy for the Advanced Diploma in Architectural Design.

The evaluation of prior learning is an academic task and, like other forms of assessment, is done by a panel of academics from the School of Architecture Admissions Committee. The RPL assessment is to ensure quality assurance in the School of Architecture.

RPL Policy is applicable for admission to the qualification. Learners will be invited to attend an interview, an entry examination and submit a portfolio for assessment of skills regarding design abilities, computer presentation skills and technical knowledge of construction. Theoretical knowledge regarding Theory and History of Architecture will be tested verbally during the interview.

The School of Architecture Admissions Committee will assess the entry examination results and portfolios submitted against the following criteria:

The ability to think conceptually and respond to a design problem innovatively and appropriately.

The ability to design buildings of a medium complexity based on accepted parameters and constraints.

The ability to appraise and define an architectural design problem.

The ability to interpret contextual, environmental, cultural issues and present suitable design interventions.

Thorough knowledge of construction technology as it pertains to design.

In-Depth understanding of advanced computer applications and software utilised in the profession.

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

Diploma in Architecture Technology, Level 6, 360 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules:

Studio Work, 40 Credits.

Construction and Detailing, 30 Credits.

Principles of Urban Design, 20 Credits.

Advanced Computer Applications, 30 Credits.

EXIT LEVEL OUTCOMES

1. Interpret the aesthetic, contextual, and technical aspects related to architectural technology and detailed design in both the urban and rural environment.
2. Resolve the technical aspects of a building project through the production of technical documentation which complies with the relevant codes of practice and legislation.
3. Apply knowledge of complex structural concepts and calculations related to structural aspects pertaining to buildings.
4. Utilise knowledge of architectural theory pertaining to design and construction technology to conduct research.
5. Apply current computer technology in the execution of specified architectural tasks, which will include the use of; Communication programmes; Word processing software; Spreadsheets; Computer Aided Design programmes such as Revit, Autodesk, StudioMAx and Lumion.
6. Demonstrate critical insight into the impact of architecture and architectural technology on the urban or rural context, society, economy, and the environment, through analysis and evaluation.
7. Apply ethical principles and commit to professional ethics, responsibilities and norms of Architectural practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

The problem is analysed and defined and criteria are identified for an acceptable technical design solution in terms of the context, brief and research.

Relevant information, knowledge and skills are identified for solving the architectural design and architectural technology problem.

A technical design solution for a multi- story building, or a long span structure is produced considering all the relevant environmental, sustainable, technical and contextual issues presented in the architectural problem.

Possible design and technological approaches are produced and analysed in terms of a feasible, workable solution for the project or problem.

Possible solutions are drawn, modelled and analysed in terms of the relevant criteria and outcomes.

Possible solutions are evaluated and the best solution is selected for presentation.

The design and technology solution is produced in an appropriate architectural presentation format, in terms of standard architectural presentation techniques.

Associated Assessment Criteria for Exit Level Outcome 2:

An appropriate mix of knowledge in the field of building science, structures, construction and technology is demonstrated.

Theories, principles and the relevant regulations are utilised in the solving of complex technical problems.

Formal analysis and computer aided design are utilised in the production and modelling of suitable solutions.

Concepts, ideas and theories are communicated through an appropriate architectural presentation format.

Reasoning about and conceptualising architectural materials, details, components, systems or processes is clearly communicated.

Associated Assessment Criteria for Exit Level Outcome 3:

The structural design problem is formulated to satisfy applicable standards, codes of practice and legislation.

The technical design process is planned and managed to focus on important issues and deals with the relevant material and structural constraints.

Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.

Alternatives are evaluated for implementation and a preferred solution is selected based on material, technical and structural analysis.

The selected structural design is assessed in terms of the theoretical, and material loading principles.

The structural design and relevant information is communicated in a technical portfolio of drawings and written report.

Associated Assessment Criteria for Exit Level Outcome 4:

Research is planned and conducted within the appropriate theoretical discipline.

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

Information is analysed, interpreted and derived from available research texts and data and conclusions are drawn from an analysis of all available texts and research.

The purpose, process and outcomes of the research are recorded in written documents.

Associated Assessment Criteria for Exit Level Outcome 5:

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

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

Visual materials and advanced computer animations are used to enhance oral communications.

Accepted methods are used for providing information to others involved in the architectural profession and the built environment.

Oral communication is delivered fluently with the intended meaning being apparent through an oral portfolio presentation.

Associated Assessment Criteria for Exit Level Outcome 6:

The impact of architectural design and technology is identified and dealt with in terms of the benefits and limitations to the community and/or society.

The architectural design is analysed in terms of the impact on the urban context, environment, the user and/or the community.

Personal, social, economic, cultural values and requirements of those who are affected by the architectural proposal are taken into consideration.

These are presented and discussed through the presentation of written report and a portfolio of drawings.

Associated Assessment Criteria for Exit Level Outcome 7:

The nature and complexity of ethical dilemmas is described, analysed and solutions proposed.

Ethical reasoning is applied to evaluate architectural solutions.

Continued competence is maintained through keeping abreast of up-to-date legislation and techniques available in the workplace.

The system of continuous professional development is understood and embraced as an on-going process.

Responsibility is accepted for consequences stemming from own actions.

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

Decision making is limited to area of current competence and delivered in a written report.

Integrated Assessment:
Formative and summative assessments will include inter alia the following:

Formative Assessment:

Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.

Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.

Class tests with direct formative feedback via memoranda and discussions.

Computer aided design renderings and simulations.

Individual projects and assignments including feedback via assessment rubrics and scoring.

Group projects and assignments including scoring and feedback via assessment rubrics.

Individual Presentations including feedback via assessment rubrics, lecturer and peer scoring.

Summative Assessment:

Closed and/or open book tests including scoring and feedback.

Closed book examinations.

Design portfolio examinations assessed by an external panel.

Due to the fact that the architectural disciplines are primarily studio based (formative assessment) supported by theoretical subject assessment, the sequence of formative and summative assessments is repeated throughout the academic year. Both design and urban design projects completed during each semester are submitted to an external and internal panel of examiners in the form of a portfolio examination. An interim assessment and progress assessment is made in June, with the final summative studio practice assessment in November. The aim of the interim assessment is to provide feedback on the work completed to date and an indication of the standard of the portfolio presented. The final assessment by the external examination panel in November determines a mark which complies with the requirements of the South African Council for the Architectural Profession Accreditation Board.

INTERNATIONAL COMPARABILITY

The alignment of the qualification is with the Canberra International Accord. The International comparability of architectural qualifications is according to this accord signed by the South African Council for the Architectural Professions, which incorporates the Commonwealth Association of Architects and the International Union of Architects.

New Castle University offers a Graduate Diploma in Architecture. The Graduate Diploma in Architecture lays a foundation for the design philosophy and technical practicality for learners who intend to pursue the architectural profession. The qualification also provides the background training in visual communication, two and three dimensional designs, architectural theory and history, building principles and overseas field trips for the learners to practice or to continue with further study in architecture. The qualification also prepares learners to further their studies in architecture. Learners will be able to work as architects and architectural project managers. Graduates can pursue careers as architectural assistant, architectural draftsman, architectural visualiser, architectural renderer, project manager, project coordinator, contractor, interior draftsman, interior designer, furniture designer, exhibition designer, retail designer, window display designer, set designer, stage designer, game designer, curator for museum, exhibition or gallery, installation artist.

The University of Auckland in New Zealand offers a Graduate Diploma in Architectural Studies. This qualification is similar in terms of the focus on postgraduate studies in design and technology. It is not as specialised as the Graduate Diploma in Architectural Science (High Performance Buildings) in terms of advanced technology. However, this qualification provides a means to specialise and enables access to postgraduate studies.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Technology: Architectural Technology, NQF Level 7.

Vertical Articulation:

Bachelor of Architectural Studies Honours, NQF Level 8.

Postgraduate Diploma in Property Development and Management, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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.

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