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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
118411  Bachelor of Engineering Technology Honours in Civil Engineering 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 12 - Physical Planning and Construction  Civil Engineering Construction 
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  2021-11-18  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 primary purpose of the qualification is to prepare learners for industry and research. The civil engineering profession contributes to the development of the country through the provision of infrastructure in the built environment, which leads to socio-economic growth and sustainability. The qualification aims to target recent learners of the undergraduate Bachelor of Engineering Technology qualification, interested in academic advancement through postgraduate studies. This qualification is specialised demands a high level of theoretical engagement and intellectual independence aiming at developing research capacity and highly skilled experts in Civil Engineering.

The qualification serves to consolidate and deepen learners' expertise in a particular discipline and to develop research capacity. Graduates of this qualification will have high-level expertise to enter a specific niche in the labour market and this case is civil engineering. The qualification prepares learners for careers in Civil Engineering and areas that potentially benefit from engineering skills, to achieve technological proficiency and to contribute to the economy and national development. It provides access to the Master of Engineering (MEng), NQF Level 9 to meet the educational requirements for registration in the category of Candidate Professional Engineer with Engineering Council South Africa (ECSA), the statutory body which regulates the engineering field.

The qualifying graduates will be able to apply their knowledge, in solving complex problems, which can be theoretical or practical and thereby demonstrate competence in all the Exit Level Outcomes contained in the ECSA E-09-PT standard.

Upon completion of the qualification, the engineering learner will be competent and able to display the following graduate attributes:
  • Conduct research in Civil Engineering and apply mathematics, natural and engineering sciences to solve complex engineering problems.
  • Work independently and responsibly in solving complex Civil Engineering problems with a variety of interactions that may impose conflicting constraints, premises, assumptions and/or restrictions.
  • Apply original thought and judgment to technical and risk-based decisions in complex situations with regards to Civil Engineering.
  • Have a broader and fundamentals-based appreciation of engineering sciences in the field of Civil Engineering together with knowledge of financial, commercial, legal, social and economic, health, safety and environmental matters.
  • Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products or processes which are complex.
  • Conducting 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.
  • Apply appropriate techniques, modern engineering tools, including information technology and modelling complex engineering problems taking into consideration limitations, restrictions, premises, assumptions, and constraints of the problems.

    Rationale:
    The National Development Plan (2010-2030) highlights the critical shortage of good-quality professionals in Civil Engineering which include Engineers, Technologists and Technicians. The Human Resource Development Council of South Africa (2013) report further highlighted the need to produce professionals in the field of engineering. The Salary and Wage Analysis (2018/2019) also revealed that the Civil Engineering profession is among the top 100 list of professions with high salary and wage growth above inflation. Another government agency that is involved in skill development, Sector for Education and Training Authority (SETA) has designated Civil Engineering as a scarce skill and is within the top ten of its pivotal scarce skills lists (2019) and is earmarked for additional grant funding from the Department of Higher Education and Training (DHET). The qualification meets the specific needs of the sector by meeting and providing for the growing demand for skilled professionals in the civil engineering domain.

    The development and growth of the South African economy require professional Civil Engineering specialists who can apply established and newly developed Civil Engineering technologies to solve complex problems. Hence, graduates of this qualification have a specialized understanding of Civil Engineering sciences underlying a deep knowledge of specific Civil Engineering technologies together with environmental matters. The nature of the broadly diversified South African economy needs professional Civil Engineers who are a product of this proposed qualification.

    Civil Engineering professionals were gazetted as Occupations in High Demand (OIHD) by the DHET (2018). Engineering Council of South Africa (ECSA), which is the regulatory authority of the engineering profession reported (2005) that South Africa (SA) has 1 Engineer/Technologist per 3166 of the population, well behind Brazil (227), the United Kingdom (311) and Australia (455). The most recent figure reported by ECSA (2018) puts one engineer services over 2600 people in South Africa compared to international norms, where one engineer serves 40 people. The government has set a target of producing about 2500 engineers per year, as part of the government's Joint Initiative on Priority Skills Acquisition (JIPSA) to help the country deal with skills shortages. By 2007, the output of engineers/technologist had already increased to about 1500 per annum which translate to 5.91% growth per year from a low point of about 1200 per year at the beginning of the decade. The annual report of ECSA (2018) revealed that there were 17¿226 registered professional Engineers/Technologists in the country. However, the current growth rates are still lower than the required figure of 2500 Engineers/Technologists per annum. The qualification provides an opportunity for specialisation in Civil Engineering thereby improving technical proficiency and consequently addressing the shortage of critical and scarce skills. 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.

    The most important stakeholders are Civil Engineering Construction Companies, Consulting Firms; Government Departments and Agencies, research centres and institutions of higher learning, statutory and non-statutory professional bodies which include ECSA, South African Institution of Civil Engineering (SAICE) and Water Institute of Southern Africa (WISA). The stakeholders need highly skilled professionals, and most projects currently being embarked on by the industry require continuous professional development. Consultative meetings with the Industrial Advisory Board of the Department of Civil Engineering and Surveying supported our initiative earmarked for learners advancement post the BEng Tech level to fill the skills gap. Consequently, the post-graduates will be professionally unique and competitive in the job market. Hence, the need for this Post-Graduate qualification to address the labour market in this niche field of Civil Engineering.

    The learners profile shows above 60% of the potential graduates are adults in employment and hence need a flexible mode of qualification delivery to suit their work and family arrangements. Feedback from industry and external reviewers indicate that learners prefer flexibility in offering the qualification This will enable learners to become lifelong independent learners. The qualification is flexible in the sense that it has an array of core courses and electives, and there will be a wide range of research topics to select. Therefore, considering the aforesaid, the flexible mode of delivery will be adopted. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through recognition of prior learning processes. The RPL process is multidimensional and multi-contextual, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning.

    RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines. Prospective learners with applicable learning and experience may apply to have their prior learning assessed against the Exit Level Outcomes for the qualification and/or module.

    RPL for access:
  • RPL will be used to grant access to the learners who do not meet the admission requirements to the qualification.
    In keeping with national legislative requirements as well as institutional policy and procedures,
  • RPL is a process of identifying the knowledge and skills of an applicant against the admission requirements of the qualification and/or for credits against a part thereof.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
  • Advanced standing may be granted.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification.
  • For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credits:
  • Credits may be awarded for previous learning towards the qualification.
  • RPL can enable exemption from modules or components of modules in cases where learners have gained sufficient mastery of the content and skills of those areas of the curriculum.
  • The prospective learners will be assessed using appropriate instruments which relate to the learning outcomes and criteria of the applicable modules for which they are seeking Recognition of Prior Learning.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 8 totalling 140 Credits.

    Compulsory Modules, Level 8,120 Credits:
  • Numerical Methods in Civil Engineering/ Dynamics of Structures, 14 Credits.
  • Project Management/ Environmental Assessment and Planning, 10 Credits.
  • Research Project, 30 Credits.
  • Design Project, 20 Credits.
  • Advanced Transportation Engineering/ Geometric Design, 20 Credits.
  • Design of Multi-storey Buildings/ Advanced Design of Steel Structures, 20 Credits.
  • Foundation Design/Ground Improvements Techniques, 20 Credits.

    Elective Modules, Level 8, 20 Credits (Select one module):
  • Advanced Wastewater Treatment Technology, 20 Credits.
  • Hydraulic Structures, 20 Credits.
  • Hydrological Modelling, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyze, and solve complex engineering problems creatively and innovatively.
    2. Demonstrate competence to apply knowledge of mathematics, natural science, and engineering sciences to the conceptualization 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 on society, economy, industrial and physical environment.
    8. Demonstrate knowledge and understanding of the application of engineering management principles.
    9. Demonstrate competence to engage in independent and life-long learning through well-developed learning skills. The learning context is complex and ill-defined. Information is also drawn from the research literature.
    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:
  • Apply numerical methods in solving complex problems in the design of Civil Engineering structures.
  • Solve gradual and rapidly varied flow problems and link them with design aspects of spillways and weirs.
  • Derive a groundwater flow model, calibrate, and test with actual data.
  • Apply computational Techniques in solving complex Civil Engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply and develop advanced wastewater treatment models for design purposes.
  • Understand the operation of nutrient bioreactors.
  • Model completely mixed reactors and apply the models in the design of water and wastewater treatment plants.
  • Use modern engineering tools, including information technology, prediction and modelling and mathematical models to solve complex wastewater treatment problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Design foundations for Civil Engineering infrastructure taking into consideration the various soil and geotechnical.
  • Design advanced activated and biological nutrient removal reactors.
  • Design a pipe network system, concrete and earth-fill embankment using relevant hydraulic principles.
  • Apply geotechnical knowledge in the analysis and design of foundations, multi-storey buildings, and highways.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Establish the parameters of an aquifer and use them to compute the yield of the aquifer.
  • Develop a conceptual model and use rainfall data to analyse its outputs.
  • Identify and define a research problem and compile a methodology to solve the problem.
  • Interrogate with literature to design experiments to solve a research problem.
  • Collect and analyse data and come out with conclusions and recommendations to solve complex engineering problems.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate the biological nutrient removal processes, systems, and configurations.
  • Model completely mixed reactors for biological nutrient removal.
  • Formulate a research proposal based on research gaps identified during a literature review.
  • Apply relevant computer applications in the dynamic analysis of civil engineering structures to solve complex structural design problems.
  • Predict the behaviour of civil engineering structures under various loading conditions through modelling and computational techniques.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Write a research project on advances in the design of wastewater treatment processes, multi-storey buildings, hydraulic structures and highways/transportation systems.
  • Disseminate the outcomes of the research to a wider audience based on the analysis of the results in the form of a presentation, conference or journal paper or technical report.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Design a pipe network to supply a large settlement. Satisfy all the design criteria to suit the recommended parameters and economic considerations.
  • Evaluate the environmental impacts of a civil engineering project and recommend appropriate migratory measures.
  • Assess the financial risks of a civil engineering project.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Design civil engineering infrastructure as a team to solve a specific problem or societal need.
  • Identify the different design components of the project
  • Assign the different components to be designed to individuals in the group and compile one design/technical report (design concepts, alternatives, feasibility, economic analysis, environmental considerations).
  • Outline how the project will be executed and managed including maintenance plan.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Interrogate with literature to compile a research proposal to solve a complex Civil Engineering problem.
  • Conduct research work to find solutions for a complex Civil Engineering problem and conceptualise the application of the solution to future problems.
  • Develop mechanisms on how to adapt current Civil Design methods to future use.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Produce a technical report on the design of a Civil Engineering infrastructure like roads, hydraulic structures, buildings, and foundations.
  • Identify and evaluate professional ethics, responsibilities, and norms of engineering practice. 
    		•

    INTERNATIONAL COMPARABILITY 
    An international comparison was conducted to determine the extent of the qualification and subject structures with similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following:
  • Determining the scope of the benchmarking exercise.
  • The selection of a variety of reputable international institutions
  • The selection of comparable qualifications and aspects from these qualifications.
  • Analysis and evaluation of qualification design of the selected qualifications.
  • Conclusions and recommendations for curriculum renewal at the institution.

    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.

    It has been established that there are very few international institutions that offer BEng Tech (Hons), which implies that it's a unique qualification. The few institutions which offer the qualification include the College of Science & Technology (Pakistan); Taylor's University (Malaysia); Teesside University (UK); Leeds City College (UK) and the Open University of Sri Lanka. The rationale for selecting the above-mentioned institutions is that they share similar entry requirements and credit allocation to the proposed qualification. The minimum entry requirement at these institutions is a Bachelor of Engineering Technology (B Eng Tech) degree or relevant equivalent qualification, which is like this proposed qualification. Graduate attributes are also similar because they emphasize the development of research capabilities required for further post-graduate studies.

    Graduate Attribute 1: Problem solving
    I>dentify, formulate, analyse and solve complex engineering problems

    Graduate Attribute 2: Application of scientific and engineering knowledge
  • Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve complex engineering problems
    Level descriptor: Knowledge of mathematics, natural sciences and engineering sciences is characterized by:
  • A systematic, theory-based understanding of the natural sciences applicable to the discipline;
  • Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline;
  • A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline; and
  • Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice are as in the engineering discipline; much is at the forefront of the discipline.

    Graduate Attribute 3: Engineering design
    Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes.
    Range Statement: Design problems used in exit-level assessment must conform to the definition of a complex engineering problem. A major design problem should be used to provide evidence. The design knowledge base and components, systems, engineering works, products or processes to be designed are dependent on the discipline or practice area

    Graduate Attribute 4: Investigations, experiments and data analysis
    Demonstrate competence to design and conduct investigations and experiments.
    Range Statement: The balance of investigation and experiment should be appropriate to the discipline. Research methodology is to be applied in research or an investigation where the learners engage with selected knowledge in the research literature of the discipline.

    Graduate Attribute 5: Engineering methods, skills and tools, including information technology
    Demonstrate competence to use appropriate engineering methods, skills and tools, including
    those based on information technology.
    Range Statement: A range of methods, skills and tools appropriate to the disciplinary designation of the program including:
    Discipline-specific tools, processes or procedures;
  • Computer packages for computation, modelling, simulation, and information handling;
  • Computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

    Graduate Attribute 6: Professional and technical communication
    Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    Range Statement: Material to be communicated is in an academic or simulated professional context. Audiences range from engineering peers, management and lay persons, using appropriate academic or professional discourse. Written reports range from short (300-1000 words plus tables diagrams) to long (10 000 to 15 000 words plus tables, diagrams and appendices), covering material at exit-level. Methods of providing information include the conventional methods of the discipline, for example engineering drawings, as well as subject- specific methods.

    Graduate Attribute 7: Sustainability and impact of engineering activity
    Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
    Range Statement: The combination of social, workplace (industrial) and physical environmental factors must be appropriate to the discipline or other designation of the qualification. Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: health, safety and environmental protection; risk
    assessment and management and the impacts of engineering activity: economic, social, cultural, environmental and sustainability

    Graduate Attribute 8: Individual, team and multidisciplinary working
    Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.
    Range Statement: Multidisciplinary tasks require co-operation across at least one
    disciplinary boundary. Co-operating disciplines may be engineering disciplines with different
    fundamental bases other than that of the programme or may be outside engineering.
    Graduate Attribute 9: Independent learning ability

    Demonstrate competence to engage in independent learning through well-developed learning skills.
    Range Statement: Operate independently in complex, ill-defined contexts requiring personal responsibility and initiative, accurately self-evaluate and take responsibility for learning requirements; be aware of social and ethical implications of applying knowledge in particular contexts.

    Graduate Attribute 10: Engineering professionalism
    Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence.
    Range Statement: Evidence includes case studies typical of engineering practice situations in which the graduate is likely to participate. Ethics and the professional responsibility of an engineer and the contextual knowledge specified in the range statement of Graduate

    Graduate Attribute 11: Engineering management
    Demonstrate knowledge and understanding of engineering management principles and economic decision-making.
    Range Statement: Basic techniques from economics, business management; projectmanagement applied to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

    Country: United Kingdom
    Institution: Teesside University
    Qualification Title: BEng Tech Honours
    Duration: Three years
    Qualificationn structure:
    The qualification comprises of the following compulsory modules which are the same as the South African qualification.

    Year One
    Compulsory/core modules
  • Engineering Mathematics
  • Group Project - Feasibility Stage
  • Introduction to Geotechnics and Surveying
  • Principles of Civil Engineering Construction
  • Structural Mechanics
  • Sustainable Construction and Materials

    Year Two
  • Compulsory/ core modules:
  • Applied Mathematical Methods
  • Construction Management and Professional Skills
  • Geotechnology and Materials
  • Group Project - Conceptual Design Stage
  • Hydraulics and Hydrology
  • Structural Analysis and Design

    Final-year
    Compulsory/core modules:
  • Digital Information Management in Construction
  • Geotechnical Design
  • Project
  • Structural Design and Materials
  • Water Engineering

    Optional work placement year
  • Work placement

    Teaching and learning strategies:
    Teaching and assessment are integrated and will take place through lectures, seminars and hands-on lab sessions. Learners are also expected to undertake self-guided study time to review lecture notes, prepare coursework assignments, work on projects and revise for assessments. Intensive problem-solving weeks involve learner working as part of a team to find a solution to an engineering problem, helping learners enhance the team-working and other transferrable skills.

    Assessment:
    Learners will be assessed through coursework assignments, project reports, lab reports, presentations and formal exams.

    Country: Australia
    Institution: Swinburne University of Technology
    Qualification Title:The Graduate Diploma of Engineering (Civil)
    Credits: 100 Credits).
    Australian Qualifications Framework (AQF) Level 8 = National Qualifications Framework (NQF) Level 8.
    Purpose:
    The Graduate Diploma of Engineering (Civil) has been designed for learners who wish to enhance their knowledge and undertake continuing professional development in the field of civil engineering. The qualification has an applied industry focus and presents a variety of units relevant to professional practice in the fields of civil and construction engineering.

    Qualification structure:
    The core units of study within the qualification have a technical focus which can be complemented with a range of technical or management focused elective units to suit the needs of the individual learners. Importantly, many of the technical units of study have a sustainability theme which is the great challenge for the delivery of infrastructure in the 21st century. The qualification aims to produce graduates who will be able to lead and apply technical and management skills to the design, procurement and maintenance of infrastructure projects. The qualification will also provide a pathway for graduating learners to undertake Doctor of Philosophy (PhD) research in one of the specialist areas of civil engineering.

    Comparison:
    The curriculum has similar peculiarities with regards to the subject nomenclature and content and these subjects include Design Project, Numerical Methods and Research Project. All institutions have core subjects like Environmental Impact Assessment, Numerical Methods in Civil Engineering, which cover mathematical sciences and engineering design, and have research and design projects like this qualification. The similarities are also expressed in the thrust towards specialisation in the fields of Water, Structural, Geotechnical and Transportation Engineering. Hence on completion of the qualification, the learners are eligible for further post-graduate studies at Masters Level (MEng degree). The graduates have the same status with regards to professional registration and are eligible to register as Candidate Professional Engineer.

    It is also noted that Canadian, Australian, New Zealand and Kenyan institutions offer four years of BEng Tech qualifications but do not offer BEng Tech Honours degrees. A few examples include the University of Southern Queensland, Wellington Institute of Technology and Auckland University of Technology. However, BEng Tech graduates from these institutions are eligible to register in the final year of the traditional four-year Engineering Degree which makes them eligible for Master's studies.

    In conclusion, the BEng Tech Honours is at the same level as other universities which offer the same degree with regards to entry-level requirements, credit allocation, and exit level outcomes/graduate attributes and professional status of graduates. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Postgraduate Diploma in Civil Engineering, NQF Level 8.
  • Bachelor of Engineering in Civil Engineering. NQF Level 8.
  • Bachelor of Engineering Technology Honours in Industrial Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Mechanical Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Structural Engineering, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering 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.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.