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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
118643  Bachelor of Engineering Technology Honours in Civil Engineering 
ORIGINATOR
Tshwane University of Technology (TUT) 
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
Registered  SAQA 137/22  2022-02-03  2025-02-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-02-03   2029-02-03  

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 Bachelor of Engineering Technology Honours in Civil Engineering is a postgraduate qualification that prepares learners for industry and research. This qualification serves to consolidate and deepen the learner's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification is also designed to address complex engineering problems. The qualification demands a high level of theoretical engagement and intellectual independence. This qualification forms part of a combination of qualifications to meet the educational requirements for registration in the category candidate engineer.

Learners that will typically enrol for this qualification are learners that are either just finished with the undergraduate studies in a Civil Engineering Degree or Advanced Diploma, in a middle management position who would like to improve their prospects to climb the corporate ladder or would like to improve their knowledge of a specific area in Civil Engineering.

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.

    This qualification prepares learners for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and contributing to the economy and national development, and an entry to a Master's Degree in the field of Civil Engineering.

    Rationale:
    South Africa is currently experiencing unprecedented population growth, which entails a greater demand for civil infrastructure resources. Thus, the associated demand for human resources has exacerbated the "skill shortage", particularly in the scarce categories like engineering professions. The Bachelor of Engineering Technology Honours in Civil Engineering lies within the engineering sector and is a scarce skill.

    Furthermore, the ratio of engineers to technologists to technicians is currently approximately 1:0.4:1 (Quantec 2007) yet the Engineering Council South Africa (ECSA) and the Engineering Association of South Africa (SA) have proposed a ratio of one engineer to one technologist to four technicians to sixteen artisans for the South African context. The Accelerated and Shared Growth Initiative for SA (AsgiSA) was launched in February 2006 to identify constraints in the economy and to propose interventions to increase the capacity for growth. Resolving the shortage of suitably skilled labour in South Africa was identified as one of the priority interventions necessary to achieve the growth envisaged through AsgiSA. This gave rise to the Joint Initiative on Priority Skills Acquisition (JIPSA). JIPSA is set to identify short to medium term solutions in addressing the skills shortage. The qualification directly meets the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learner but society at large. 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 rationale for this qualification emanates from some three key recommendations of JIPSA, namely:
  • Accelerating the provision of priority skills to meet AsgiSA's objectives.
  • Promoting greater relevance and responsiveness in the education and training system and strengthening the employability of graduates.
  • Identifying blockages and obstacles within the system of education and training that stand in the way.

    The qualification design is, furthermore, aligned to the prescribed knowledge profile and assessment criteria of the ECSA standard documented in E-09-PT Rev 4 of 24 March 2016.

    We are living in an era where the travel demand is greater than ever before. Various studies have shown that there is a direct correlation between positive economic growth and sufficient transport infrastructure. This forces Civil Engineers to design and construct roads and other transport corridors that are more robust, longer-lasting and maintenance-free than ever before. This is just one small aspect of a wide array of Civil Engineering related problems that need to be addressed by well-equipped professionals on daily basis.

    The qualifying learners with this qualification may be employed in the following fields:
  • Agricultural irrigation projects.
  • Civil design.
  • Environmental consultation.
  • Civil construction projects.
  • Material laboratories.

    The qualification enhances the application of research and development as well as specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate Master's Degree. The Master's Degree is usually around the specialisation of the Bachelor Honours Degree. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • 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 formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted for 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 credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Engineering Technology in Civil Engineering, NQF level 7 with an aggregate of 60% for the final year of study.
    Or
  • Bachelor of Technology in Civil Engineering, NQF level 7 with an aggregate of 60% for the final year of study.
    Or
  • Advanced Diploma in Civil Engineering, NQF level 7 with an aggregate of 60% for the final year of study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 90 Credits:
  • Research Project: Civil Engineering, 30 Credits.
  • Research Methodology, 10 Credits.
  • Optimisation Theory, 15 Credits.
  • System Dynamics, 15 Credits.
  • Data Analysis, 10 Credits.
  • Sustainable Management, 10 Credits.

    Elective Modules, Level 8, 45 Credits (Select one of the following three options)

    Option 1: Water Engineering.
  • Hydraulic Engineering, 15 Credits.
  • Engineering Hydrology, 15 Credits.
  • Environmental Engineering, 15 Credits.

    Option 2: Structural Engineering.
  • Advanced Structural Analysis, 15 Credits.
  • Advanced Concrete Design, 15 Credits.
  • Advanced Steel Design, 15 Credits.

    Option 3: Transportation Engineering.
  • Transportation Systems, 15 Credits.
  • Sustainable Geometric Design, 15 Credits.
  • Pavements and Materials, 15 Credits.

    Electives Modules, Level 8, 5 Credits (Select one of the following)
  • International Business Communication, 5 Credits.
  • Energy Economics and Policy, 5 Credits.
  • Industrial Design, 5 Credits.
  • Engineering Education, 5 Credits.
  • Intellectual Property, 5 Credits.
  • Entrepreneurship, 5 Credits.
  • Contracts, 5 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence to identify, formulate, analyse, and solve complex civil 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 civil 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 civil 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 civil 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 engineering management principles.
    9. Demonstrate competence to 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:
  • Analyse and apply 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.
  • Evaluate and apply theories, principles, and laws.
  • Conduct a formal analysis and modelling on engineering materials, components, systems, or processes.
  • Communicate concepts, ideas, and theories.
  • Ability to handle uncertainty and risk.
  • Ability to 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 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 based on techno-economic analysis and judgement.
  • 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 and conduct investigations and experiments within an appropriate discipline.
  • Search available literature and material and critically evaluate suitability to the investigation.
  • Conduct an analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate in the investigations.
  • Analyse and interpret information derived from available data.
  • Draw conclusions from 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 correct method, skill or tool to achieve the required result.
  • Apply the results produced correctly by the method, skill or test, and assess the tool against required results.
  • Create, select, and apply computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply the appropriate structure, style and language of written and oral communication for the communication and the target audience.
  • Use appropriate and effective graphics in enhancing the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Apply 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 to society.
  • Analyse the impact of the engineering activity on the public and occupational health and safety.
  • Analyse the impact of the engineering activity 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.
  • Ability to contribute to team activities, including at disciplinary boundaries, support the output of the team.
  • Ability to work as a team leader.
  • Organise and manage a design or research project.
  • Apply 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 own learning requirements and determine strategies to suit personal learning style and preferences.
  • Ability to source, organise and evaluate relevant information.
  • Analyse and apply the knowledge acquired outside of formal instruction.
  • Challenge critically assumptions and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Analyse 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.
  • Explore and embrace the system of continuing professional development as an ongoing process.
  • Accept responsibility for consequences stemming from own actions. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of engineering qualifications is ensured through the Washington, Sydney, and Dublin Accords, all being members of the International Engineering Alliance (IEA). Through the Educational Accords and Competence Agreements members of the International Engineering Alliance establish and enforce internationally bench-marked standards for engineering education and expected competence for engineering practice. The Graduate Attributes and level descriptors defined in this qualification are aligned with 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 during 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 during his or her activities.
  • Undertake Continuous Professional Development 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 one or more well-defined activities.

    Furthermore, this qualification has been compared with the following international qualifications:

    Country: United Kingdom
    Institution: University of Greenwhich
    Qualifications Title: Bachelor of Engineering Honours in Civil Engineering
    Purpose:
    The qualification aims to develop the ability to work more independently and produce graduates who can think and work independently, analytically, and creatively to solve problems. The accredited three-year civil engineering degree is for careers in a rewarding profession that helps to shape society and surrounding environments. Civil engineers provide habitation, transportation, a clean environment, and protection against natural risks. On this civil engineering qualification, learners will study a range of modules in areas such as construction management and technology, engineering geology, hydraulics, and soil mechanics. Learners also have the chance to study water engineering, bridge design and the design of concrete structures. Career options for civil engineering graduates include roles with consulting engineering companies, contracting organisations, and national and local government. The degree is accredited by the Joint Board of Moderators on behalf of the Engineering Council for meeting the partial academic requirements for registration as a Chartered Engineer.

    Qualification structure:
    First Year
    Learners are required to study the following compulsory modules, 120 Credits.
  • Fundamentals of Civil Engineering, 15 credits.
  • Design and Materials, 30 credits.
  • Engineering Professional Skills 1, 30 credits.
  • Engineering Principles, 15 credits.
  • Engineering Mathematics 1, 30 credits.

    Second Year
    Learners are required to study the following compulsory modules, 120 Credits.
  • Construction Management and Technology, 15 credits.
  • Engineering Geology, 15 credits.
  • Hydraulics, 15 credits.
  • Soil Mechanics, 15 credits.
  • Structural Design, 15 credits.
  • Structural Mechanics, 15 credits
  • Engineering Mathematics 2, 15 credits.
  • Materials 2, 15 credits.

    Third Year
  • Learners are required to study the following compulsory modules, 105 Credits.
  • Engineering Analysis and Applications, 15 credits.
  • Design of Concrete Structures, 15 credits.
  • Structural Analysis, 15 credits.
  • Geotechnical Engineering, 15 credits.
  • Individual Project, 30 credits.
  • Engineering Professional Practice, 15 credits.

    Elective Modules, 15 Credits:
    Learners are required to choose one module from this list of options.
  • Water Engineering, 15 credits.
  • Analysis and Design of Bridges, 15 credits.

    Assessment:
    Learners are assessed through a combination of assessment methods depending on the modules chosen.

    Comparison:
    The qualification shares similar modules with the new qualification in terms of curriculum, purpose, and assessment methods.

    Country: Australia
    Institution: University of South Australia (UniSA)
    Qualification title: Bachelor of Engineering (Honours) (Civil)
    Purpose:
    The qualification shares the same purpose with the South African qualification since both qualifications will teach learners to design and maintain critical infrastructure such as bridges, buildings, airports, roads, railways, and water systems. Focus on core courses in road design, geospatial science, soil mechanics, hydraulics and hydrology, geotechnical engineering, and reinforced concrete design. Learners may choose a major study area in either Surveying, Business Innovation, Structural Engineering, Construction Management, or Civil Engineering. Graduates will be able to pursue the following careers on completion of the qualification.
  • Civil engineer.
  • Geotechnical engineer.
  • Water resources engineer.
  • Environmental engineer.
  • Engineering consultant.
  • Project engineer.
  • Transport engineer.
  • Structural engineer.
  • Project coordinator.

    Exit Level Outcomes:
    Upon completion of the qualification, learners will develop the following competencies:
  • Become equipped to work creatively and sustainably in the design, construction, and maintenance of critical infrastructure.
  • Learn to develop infrastructure such as bridges, buildings, airports, roads, railways, and water systems.
  • Develop competencies and gain real work experience through the UniSA science, technology, engineering, and maths (STEM) Professional Practice Program.
  • Conduct an industry-related major project and an in-class design project that models' industry practice.
  • Learn in specialist, industry-standard facilities, and use high-tech testing and computer modelling equipment.
  • Flexible entry pathways and common core subjects so you can change your specialisation based on your interests.

    Qualification structure for Civil Engineer Specialisation:
    First year:
  • Programming Concepts.
  • Engineering Materials.
  • Mathematical Methods for Engineers 1.
  • Sustainable Engineering Practice.
  • Mathematical Methods for Engineers 2.
  • Engineering Mechanics.
  • Electrical and Electronic Systems.
  • Engineering Design and Innovation.

    Second year:
  • Engineering Modelling.
  • Mechanics of Materials.
  • 2 x Major.
  • Introduction to Water Engineering.
  • Road Design and Traffic Management.
  • Professional Engineering Design Practice.
  • Major.

    Third year:
  • Business Management for Engineers.
  • Soil Mechanics.
  • Steel and Timber Design.
  • Hydraulics and Hydrology.
  • Water Resources Systems Design.
  • Geotechnical Engineering.
  • Reinforced Concrete Design.
  • 2x Major.

    Fourth year:
  • Industrial Experience.
  • Engineering Capstone Experience A.
  • Engineering Honours Project A.
  • 2 x Major.
  • Engineering Capstone Experience B.
  • Engineering Honours Project B.
  • 2 x Major.

    Comparison:
    The fourth-year is comparable to the new qualification as well as the purpose, careers and exit level outcomes are the same as the South African qualification. This qualification compares best with these international qualifications in that the exit level outcomes are similar in the following aspects:
  • Demands high levels of self-directed learning and collaborative learning.
  • High-level engagement with theoretical ideas, concepts, and policy across all two qualifications is crucial to developing strong critical thinking and reflective skills to solve complex challenges within education.
  • There is a strong research capacity building component within all three qualifications to ensure that solutions to challenging educational problems are driven by research and not merely by observable factors. This also encourages lifelong learning traits within the learner.

    Conclusion:
    Best practices have been identified from leading institutions locally and abroad, ensuring that the curriculum and content are relevant and addresses the needs of both industry and prospective learners. The South African qualification is comparable to the above international qualifications in terms of content, purpose, rationale and learning outcomes. 
    		•

    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 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
  • 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.
     
    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.