SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology Honours in Civil Engineering

SAQA QUAL ID	QUALIFICATION TITLE
118151	Bachelor of Engineering Technology Honours in Civil Engineering
ORIGINATOR
Central University of Technology, Free State
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2021-03-25	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

The Bachelor of Engineering Technology Honours in Civil Engineering is a postgraduate qualification preparing learners for industry and research. This qualification serves to consolidate and deepen the learner's expertise in civil engineering and to develop research capacity in the methodology and techniques in civil engineering. This qualification demands a high level of theoretical engagement and intellectual independence to solve complex engineering problems. This qualification provides preparation for careers in Civil Engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development, as well as entry to NQF Level 9 qualifications.

This qualification is primarily industry-oriented and will develop and transfer cutting-edge civil engineering knowledge as a foundation for wealth creation and economic sustainability. This qualification has also a coherent core of mathematics, basic sciences and fundamental engineering sciences, providing a viable platform for further studies and lifelong learning.

The qualification has a coherent core of mathematics, basic sciences and fundamental engineering sciences totalling not less than 50% of the total credits providing a viable platform for further studies and lifelong learning. Civil Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes (ELOs).

Qualifying learners will acquire a sound knowledge base in the Civil Engineering discipline and an understanding of engineering management principles while also equipping them to undertake more specialised postgraduate studies and provides, inter alia, for learners to:

Prepare for research careers in civil engineering itself and areas that potentially benefit from engineering skills and to contribute to the economy and national development.

Provide leadership and manage projects in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.

Work independently and as a member or leader in a multi-disciplinary project, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Rationale:
The need for engineering qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer to population ratio of 1:3100 compared to Germany (1:200) and Japan, Great Britain and the United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply 10-fold to compete with international economies. Hence, South Africa is regarded as 'severely under-engineered with a critical shortage of competent engineers for the projects currently underway in the country. Consequently, there are instances of engineering work being carried out by engineers who are not competent to undertake such work. This is particularly problematic in the public sector where all spheres of government are dependent on engineering services to address the vital needs of South African communities.

With such a clear need to address not only the number of registered Professional Engineers in total but also to increase the number of registered professionals from the designated groups, the question should be asked why the best of the 43 410 of both National Diploma (N Dip) and Bachelor of Technology (B Tech) graduates over the past five years, who have completed at least three years of engineering education, are not able to continue their education to meet the requirements to be able to register as Candidate Engineers. Some universities that offer Bachelor of Engineering or Bachelor of Science Engineering qualifications have articulation processes in place that recognise the achievement of high-flying learners from Universities of Technology (UoTs) and provide credit against some modules that the learners had previously completed. However, the primary difficulty for a learner with either an N Dip and/or B Tech qualification is the nature of the curriculum that they have followed.

One way to address the shortage of engineers is to consider a carefully curriculated combination of qualifications, that when offered as a structured whole and subjected to a process of ECSA accreditation, the educational requirements for registration in the category Candidate Engineer could be achieved.

Ultimately, upon the completion of 3 years' appropriate industrial experience after graduation, in conjunction with the ability to respectively solve and demonstrate complex engineering problems and competencies, the Candidate Engineer will progress to and be registered as a Professional Engineer. This would also enable the institution to be one of the leading institutions to support the government in meeting targets, while the broadening of access is particularly relevant in the context of increasingly working towards Professional Engineers reflecting the demographics of the country.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. The qualification may be achieved in part through the Recognition of Prior Learning processes. Credits may be achieved through RPL.

Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended.

The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

RPL applications for the institution are received by the Centre for Assessment and Graduation. The learners are required to complete an RPL application document. Accompanying the RPL application must be a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Faculty of Engineering, Built Environment and Information Technology for assessment. The faculty's RPL committee assesses the learner's portfolio thoroughly against the relevant learning outcomes.

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

Bachelor of Engineering Technology in Civil Engineering, NQF Level 7.
Or

Advanced Diploma in Civil Engineering, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 8 totalling 144 Credits.

Compulsory Modules, Level 8, 144 Credits:

Hydraulics, 14 Credits.

Construction Materials and Technology, 14 Credits.

Urban Planning and Design, 14 Credits.

Structural Analysis and Design, 14 Credits.

Hydrology, 14 Credits.

Transportation and Traffic Engineering, 14 Credits.

Environmental Engineering, 14 Credits.

Geotechnical Engineering, 14 Credits.

Research Project, 32 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 conceptualization 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. 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 the information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, to solve 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. 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. 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 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.

Model and analyse 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:

Utilise an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area 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 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 essential issues and recognise and deal with constraints.

Acquire and evaluate knowledge, information and resources 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 for techno-economic analysis and judgement.

Assess the selected design in terms of 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.

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

Analyse, interpret and derive information from available data.

Conclude 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 the required results.

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

Associated Assessment Criteria for Exit Level Outcome 6:

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

Use appropriate and effective graphics in enhancing the meaning of the text.

Confirm that the visual materials enhance the oral communication process.

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

Function 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 determine own learning requirements and strategies to suit personal learning style and preferences.

Source, organise and evaluate relevant information.

Comprehend and apply the 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.

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 ongoing process.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision-making during problem-solving and justify the design.

Limit decision-making to the area of current competence.

Integrated Assessment:
Appropriate and diverse assessment methods will be used to assess the ability of learners to analyse, design, develop and implement software solutions. In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence, ensuring applied competence. It assesses the ability of learners to analyse, design, develop and implement software solutions.

Formative Assessment:
The subject modules consist of different forms of formative assessments, i.e. project reports, case studies, and assignments which will be implemented in each module, depending on the nature of the module. In each module, except for the Research Project (year) module, assessment of the gained knowledge of the learner is done by taking into account the assessment components and associated weighting.

Summative Assessment:
For the Research Project (year module), two assessors (1 x internal and 1 x external) will be appointed on their scholarship and expertise. The recommendations of the external assessor are received at the Department and transmitted to the learner's supervisor for further consideration: comments, corrections or improvements.

INTERNATIONAL COMPARABILITY

International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). The Sydney Accord is an international agreement between bodies specifically responsible for the accreditation of academic engineering technology qualifications. The ELOs and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies.

The use of a structured combination of qualifications, i.e., B Eng. Tech (Hons) plus M Eng. to meet the educational requirement for registration as a Candidate Engineer is accepted and enacted internationally. For example, this is the approach adopted by more than 40 Bologna Accord co-signatory countries (the '3+2'-year model), as well as in the United Kingdom (UK). The current approach in the UK is for learners to study for three years and qualify with an undergraduate degree that enables them to register as a technologist, i.e. Incorporated Engineer. Those who wish to continue their studies can complete a two-year Master's degree that then enables them to register as the UK's equivalent of a Professional Engineer, i.e. Chartered Engineer. It is important to note that both Technologist and Engineer graduates in the UK are fully accepted by the International Engineering Alliance in terms of the Washington and Sydney Accords.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Postgraduate Diploma in Civil Engineering, NQF Level 8.

Bachelor of Engineering Technology Honours in Industrial Engineering, NQF Level 8.

Vertical Articulation:

Master of Engineering in Civil Engineering, NQF Level 9.

Master of Philosophy in Civil Engineering, NQF 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.

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