SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Engineering Technology in Civil Engineering

SAQA QUAL ID	QUALIFICATION TITLE
115862	Advanced Diploma in Engineering Technology 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
Advanced Diploma	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 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-01-08	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 institution is a comprehensive, open learning and distance education institution which, respond to the diverse needs of society. The qualification reflects the need and demand within the civil engineering environment for everyday engineering technologists who are/will be able to perform and solve medium complexity broadly defined civil engineering problems. They would be able to function within a more complex environment after acquiring the knowledge, skills and attributes of the processes and procedure operation in civil engineering. This qualification will provide engineering technologists with the knowledge and applied competencies in a number of civil engineering fields.

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

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,

The educational base required for registration as a Candidate Professional Technologist or, if the work experience is in place, directly as a Professional Technologist with ECSA (Refer to qualification rules),

Possible admission to an appropriate Bachelor of Engineering Technology Honours or a Bachelor of Engineering. National Qualification Framework (NQF) Level 8 qualification, or equivalent.

The qualification design reflects the new standard for engineering technologists as required by the Engineering Council of South Africa based on the new HEQF (ECSA document E-05-PT rev.1, 10th of May 2012: Qualification Standard for Advanced Diploma in Engineering: NQF Level 7). The Advanced Diploma in Engineering is part of the technology stream qualifications.

The qualification design is coherent, and articulates well with other relevant qualifications, where possible. Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes contained in this standard.

Rationale:
The qualification development is in line with the mission of the institution to offer quality education; lead, challenge, create and explore knowledge; and contribute to national objectives regarding skills development.

This qualification supports the improvement of stature and quality of the scientific and technology qualifications offered by the institution. The qualification will be part of a group of new Advanced Diploma in Engineering that will increase the institutional reputation will attract more international learners, especially from Africa, leading to an improved international scholarly output.

The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education & Training Framework for the National Skills Development Strategy (NSDSIII). Skilled civil engineering technologists are required to meet the developmental needs of the country in all manufacturing and civil engineering production fields.

This qualification prepares learners for professional registration as Technologists in the civil engineering field. Professional Engineering Technologists apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Professional Engineering Technologists 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 qualification is expected to be viable in terms of learner numbers, based on the fact that the current NQF Level 7 qualification, namely Bachelor of Technology has shown significant learner numbers (an average of 409 enrolments/year for the last three years). Furthermore, the Advanced Diploma in Civil Engineering will be the only one that is offered by an Open and Distance Learning institution. 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.

The process of professional development of a Professional Engineering Technologist starts with the attainment of an accredited South African qualification or a substantially equivalent qualification that meets this standard (referred to as Stage 1 by ECSA). After graduation a qualification of training and experience is completed to attain the competencies for registration in the category Professional Engineering Technologist (referred to as Stage 2 by ECSA).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achievable in part through the Recognition of Prior Learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. For institution, all admission and granting of credits through RPL follow the institution RPL Policy:

The institution may use Recognition of Prior Learning (RPL) for admission or grant credits to this qualification.

Learners can access evidence of prior learning through formally recognised RPL processes to recognise achievement thereof.

The institution should thoroughly brief the learners submitting themselves for RPL before the assessment. Learners must submit a Portfolio of Evidence in the prescribed format for assessment and formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning introduced, if pertinent to any of the Exit Level Outcomes (ELOs).

The structure of this qualification makes RPL possible if they can demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification. The provision that the learner can achieve the qualification 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 ELOs 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:

Diploma in Engineering Technology in Civil Engineering, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualification Framework Level 7 totalling 144 Credits.

Compulsory Modules, NQF Level 7, 144 Credits:

Mathematics III, 12 Credits.

Civil Engineering Financial Management, 12 Credits.

Water Infrastructure and Ressources Management, 12 Credits.

Construction Materials IV, 12 Credits.

Numerical Methods for Civil Engineers, 12 Credits.

Urban Planning and Design, 12 Credits.

Water and Sanitation Engineering , 12 Credits.

Environmental Engineering, 12 Credits.

Reinforced Concrete Design, 12 Credits.

Geology for Engineers, 12 Credits.

Transportation Engineering , 12 Credits.

Structural Analysis IV, 12 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to diagnose and solve broadly-defined engineering problems systematically.
2. Apply knowledge of mathematics, natural science and engineering sciences to applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Define and conduct investigations and experiments of broadly-defined problems.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined 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 affected parties.
7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation and the need to act professionally within own limits of competence.
8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's work, as a member or leader in a diverse team and to manage projects.
9. 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 within own limits of competence.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse the problem and define the criteria identified for an acceptable solution.

Identify relevant information and engineering knowledge and skills and use it for solving the problem.

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

Model and analyse solutions.

Evaluate solutions and select the best one.

Formulate and present solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Bring a 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 broadly-defined 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 conceptualising engineering materials, components, systems or processes.

Handle uncertainty and risk through the use of probability and statistics.

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 recognise and deal with constraints.

Acquire knowledge, information and resources and evaluate in order to apply appropriate principles and design 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 a preferred solution is selected.

Analyse and judge based on techno-economic.

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, design and conduct Investigations and experiments within an appropriate discipline.

Search relevant literature, including codes and material, and critically evaluate for suitability to the investigation.

Perform an analysis necessary to the investigation.

Select and use appropriate equipment or software in the investigations.

Derive, analyse and interpret information from relevant data.

Conclude an analysis of all relevant evidence.

Record the purpose, process and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5:

Select the method, skill or tool and assess it for applicability and limitations against the required result.

Apply the method, skill or tool correctly to achieve the required result.

Produce results by the method, skill or tool are critically tested and assessed against required results.

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

Associated Assessment Criteria for Exit Level Outcome 6:

Write the structure, style and language of oral communication appropriate for the communication and the target audience.

Use graphics appropriate and effective 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.

Meet the requirement of the intended audience through written communications.

Associated Assessment Criteria for Exit Level Outcome 7:

Identify and deal with the impact of technology in terms of the benefits and limitations to society.

Analyse the engineering activity in terms of the impact on occupational and public health and safety.

Analyse the engineering activity in terms of the impact on the physical environment.

Take into consideration personal, social, economic, cultural values and requirements of 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 and on time.

Support contributions to team activities that weighs the output of the team.

Organise and manage a design or research project.

Carry out effective communication in the context of individual or teamwork.

Perform critical functions in the team, and complete work is on time.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage learning tasks autonomously and ethically, individually and in learning groups.

Reflect learning undertaken on individual 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.

Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe the nature and complexity of ethical dilemmas.

Describe the ethical implications of decisions made.

Apply ethical reasoning to evaluate engineering solutions.

Display awareness of the need to maintain continued competence through keeping abreast of up to date tools and techniques available in the workplace.

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

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem solving and design.

Make a decision limited to the area of current competence.

Integrated Assessment:
Providers of qualifications shall in the quality assurance process demonstrate that an effective use of integrated assessment strategy.
Clearly identified components of assessment must address summative assessment of the Exit Level Outcomes. Derive evidence from major work or multiple instances of limited scale work.

Modules in this qualification have two assessment components as follows:

Formative Assessment:
Integrate learning and assessment. 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:
Use examination (both written and oral) or equivalent assessment such as a portfolio of a section or a Project. Summative assessment examines the learner's ability to manage and integrate a large body of knowledge. (80 % of the final mark).

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

INTERNATIONAL COMPARABILITY

The institution ensured the international comparability of engineering education qualifications through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). In the case of engineering technologist education, institution ensured the equivalence of this whole qualification standard through the Sydney Accord.

The Exit Level Outcomes and level descriptors defined in this qualification align with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and Professional Competencies.

Signatories to the Sydney Accord are organisations responsible for accrediting engineering technician programs in Australia, Canada, Chinese Taipei, Hong Kong, Ireland, New Zealand, Korea, South Africa, the United Kingdom, and the United States.

In general, this qualification and its component modules compare well with their international counterparts.

ARTICULATION OPTIONS

This qualification offers both possibilities of horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Civil Engineering, Level 7.

Bachelor of Engineering Technology in Civil Engineering, Level 7.

Vertical Articulation:

Bachelor of Engineering Technology Honours in Civil Engineering, 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.

1.	University of South Africa