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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Postgraduate Diploma in Architectural Technology |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 118653 | Postgraduate Diploma in Architectural Technology | |||
| 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 | ||
| Postgraduate Diploma | Field 12 - Physical Planning and Construction | Physical Planning, Design and Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0333/25 | 2025-07-10 | 2028-07-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-07-10 | 2032-07-10 | |||
| 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 purpose of the qualification is to challenge learners to develop the advanced academic and professional competencies required at the NQF level 8. While strengthening and deepening learners' knowledge of the core competencies required for architectural practice at the level of Senior Architectural Technologist, the qualification also includes projects and elective subjects of an interdisciplinary nature. This enables learners to develop specific interests within the scope of a professional qualification, and further allows them to engage with specialist practice (e.g., urban design, heritage practice, lighting design, and others) while facilitating the identification of topics for further research in the professional and academic context. The qualification also provides learners with a postgraduate academic qualification beyond the South African Council for the Architectural Profession (SACAP) registration category of Senior Architectural Technologist, while enabling both Advanced Diploma (Architectural Technology) graduates and working architectural professionals to further their studies while still generating an income. The exit level of the Postgraduate Diploma is aligned with the Candidate Senior Architectural Technologist registration category, as well as that the qualification builds towards the professional competencies required for registration as Candidate Architect. Furthermore, by establishing a cohort of postgraduate learners that can work independently while drawing on their own practice experience, the new qualification will create a dedicated space for - and the capacity to engage in - practice-led research, learner competitions, live projects, community engagement and internationalisation-at-home. Learners' qualification intends to contribute to the transformation of the architectural profession by providing Senior Architectural Technologists to further develop their career and to advance to the registration category of Architect (upon completion of both this qualification and the Professional Master's in Architecture which is also being developed at present). This will result in a demographic shift in the registration category of Architect, as pursuing postgraduate studies in architecture in South Africa at present is an expensive endeavour that requires full-time studies. As such, by its blended delivery that allows working professionals to study on a part-time basis, the qualification will be an effective vehicle to transform the profession. Such delivery is facilitated by means of the learner management system, enabling a flipped classroom where learners acquaint themselves with learning material before contact sessions so that there can be active engagement with the material in these sessions. As an extension of the learning activities engaged within intensive on-campus block weeks during the year, blended delivery further enables independent learning and online engagement in the form of discussion groups and lectures. Assessment strategies such as the online submission of assignments and tests are also included in this delivery model. Qualifying learners will be able to: The qualification builds on the limited work experience of learners, providing them with the necessary support to write the Professional Practice Examination conducted by SACAP. As such, the qualification supports the progression from Candidate Senior Architectural Technologist to Professional Senior Architectural Technologist. The qualification supports the establishment and consolidation of advanced, discipline-specific, and industry-responsive activities in the department. These include practice-led research, live projects, community engagement and internationalisation-at-home. Practice-led research involving live projects and community engagement offers a link between academic research and real-world problems, with a focus on the implementation of architectural solutions that contribute to social upliftment and spatial upgrading of human settlements. Internationalisation-at-home offers learners an opportunity to learn with and from peers at partner universities, engaging with problems and challenges that lie beyond the scope of their lived experience in South Africa. Through a combination of online engagement and external funding for learner mobility obtained on a competitive basis (e.g., Erasmus+ funding), learners from previously disadvantaged groups will be allowed the opportunity to broaden their academic and professional horizons. Rationale: The qualification will be unique in South Africa, in that it allows working professionals to further their academic and professional development without having to disrupt or postpone their employment. The project-based learning embedded in the qualification responds to the Identification of Work framework developed by SACAP and provides learners with an opportunity to develop expertise in specific building typologies that is relevant to current architectural practice in South Africa. This focus is complemented by the inclusion of competition projects that expose learners to the notion of entrepreneurial practice that actively seeks out clients and opportunities. In the context of the large proportion of registered professionals in sole practice, the ability to generate work - as opposed to passively waiting for clients to approach them - is a valuable skill. The qualification also includes live projects that entail community engagement and working with real clients outside of the learning institution, which addresses the critique that the profession does not adequately engage with and support the imperative of social development and the upgrading of the built environment, particularly in the context of informal settlements. The rationale of the Postgraduate Diploma in Architectural Technology is to provide learners with a complete set of academic qualifications aligned with all of the SACAP registration categories, including that of Candidate Architect. As is the case with the existing Diploma and Advanced Diploma (Architectural Technology), the qualification provides learners with an equal design and technical skillset, which provides them with a distinct advantage over graduates of traditional universities where design is at the forefront, to the detriment of the technological skills and competencies that inform most of the architectural practice. Stakeholder engagement was conducted and included an online presentation attended by over 200 architectural professionals and two online questionnaires with questions relating to qualification structure, content, and delivery. The questionnaires had a combined respondent total of 470 and indicated a 90% preference for modes of delivery that enable both full-time and part-time studies. The responses also informed the selection and development of specialist field elective subjects, to supplement the core subjects that address the competencies of the Architect registration category with SACAP. The qualification will cater to a substantial number of graduates that at present continue their architectural studies. The qualification will continue the pathway for learners without matriculation exemption, thereby broadening access to the higher professional registration categories for such learners. By virtue of its full-time and part-time study options - which enable learners to be employed while studying - the qualification will also broaden access to the registration category of Candidate Architect for working architectural professionals, a quarter of whom are registered as Professional Senior Architectural Technologists, with another quarter of architectural professionals registered in other registration categories. Typical learners include Advanced Diploma (Architectural Technology) and Bachelor in Architecture graduates (NQF level 7), as well as working architectural professionals registered with SACAP as Senior Architectural Technologists, who are seeking to develop specific interests within the scope of a professional qualification, allowing them to engage with specialist practice (e.g. urban design, heritage practice, lighting design, and others) while also facilitating the development of research capacity in both a professional and academic context. As architectural professionals with advanced knowledge and understanding of the technological aspects of architectural design and building construction and detailing, qualifying learners will be competitively positioned in the architectural profession based on their ability to undertake both conceptual design and the further development thereof into comprehensive construction documentation. As a result, qualifying learners will be able to make valuable contributions in all aspects of architectural practice, with the possibility to take up employment in associated built environment professions based on their core architectural competencies. Through its orientation to practice-led research, the qualification intends to prepare those learners who may wish to proceed to a Professional Master's degree in architecture. Due to the discipline-specific knowledge base of the architectural profession, there is limited opportunity for learners without a background in architectural technology studies to articulate into the qualification. As such, eligible learners would require undergraduate qualifications in architecture (e.g., Bachelor of Architectural Studies) or architectural technology (e.g. Advanced Diploma (Architectural Technology). The qualification will benefit the architectural profession by allowing the 50% of architectural professionals who are not registered in the category of Professional Architect to further their education while working. As such, learners will benefit from both their work experience as well as the higher professional competencies to be developed during their studies. The qualification will contribute to the transformation of the profession, allowing professionals who cannot afford to forego an income to study full-time, to study while remaining employed. This will benefit the substantial proportion of sole practitioners registered as Senior Architectural Technologists in particular. The focus on entrepreneurship in the qualification will strengthen the capacity of the profession to weather economic uncertainty, while the focus on live projects and community engagement will expand the number of architectural professionals who can engage with the imperative of social development and upliftment, particularly in the context of supporting non-governmental and community-based organisations. The department already offers a contact delivery qualification using blended learning and as such have the relevant skills and capacity to offer the proposed qualification in this manner. Such delivery is facilitated by means of the learner management system, enabling a flipped classroom where learners acquaint themselves with learning material before contact sessions so that there can be active engagement with the material in these sessions. As an extension of the learning activities engaged within intensive on-campus block weeks during the year, blended delivery further enables independent learning and online engagement in the form of discussion groups and lectures. Assessment strategies such as the online submission of assignments and tests are also included in this delivery model. Staff expertise - developed through masters and doctoral research locally and abroad - informed the development of the qualification and specialist areas that will be engaged within the elective subjects on offer. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
This qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. RPL is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of applicants. 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. RPL in this qualification will relate to gaining access to the qualification and/or credits/ towards advanced standing as described in the National Policy and Criteria for the Implementation of RPL (Amended in March 2019). RPL for Access: Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options: OR RPL for credits: Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities: OR Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.
Compulsory Modules, Level 8, 96 Credits: Elective Modules, Level 8, 24 Credits (Select two from the following modules): |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate, synthesise and employ knowledge and methods relevant to the conceptual development of competent sketch design proposals for buildings of a complex nature in the South African context.
2. Demonstrate, synthesise and employ knowledge and methods relevant to the technological development of sketch design proposals for buildings of a complex nature in the South African context. 3. Identify and critically analyse relevant knowledge relating to the environmental design aspects of complex buildings and their surrounding environment in the South African context, to inform creative design responses to environmental concerns. 4. Demonstrate, synthesise and employ knowledge and methods relevant to advanced research in the built environment in the South African context. 5. Demonstrate and apply knowledge of procedures and processes relating to professional practice in the South African context. 6. Demonstrate knowledge of concepts and practices relevant to specialist services, such as heritage and urban design practice, interior, and lighting design, and socially oriented and energy-conscious design. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: |
| INTERNATIONAL COMPARABILITY |
| The qualification aligns with the professional competencies specified by SACAP, and a draft submission of the qualification has received support from their Education Committee. SACAP has a validation agreement with the Royal Institute for British Architects (RIBA) and the Commonwealth Association of Architects (CAA). As such, once accredited by SACAP, the qualification will be recognised by the RIBA and CAA.
A comprehensive international comparability exercise and research into current architectural education curriculum structure and methodologies has been undertaken. Internationally, several Australian universities were included as Australia also recognises the Royal Institute of British Architects (RIBA). Furthermore, some of the Australian universities of technology produce a similar exit level to that of the South African qualification after three years. Other international institutions predominantly follow a three-year Bachelor plus two-year Master's degree structure. Two European partner universities of the department, Hasselt University in Belgium and Umea University in Sweden also informed the development of the qualification. Staff exchanges with Hasselt University have allowed an opportunity to include international parallel design studios into the qualification, drawing on lessons learnt from their experience as well as a few combined funding applications to further develop this practice. The focus on urbanism, community engagement and the adaptive reuse of heritage buildings at Hasselt University also inform the specialist electives in the South African qualification. There is a definite direction of making the inclusion of environmental design and sustainability explicit in courses and devoting specific subjects to this. The extent of the inclusion of Professional Practice varies since comparable qualifications mostly do not lead towards professional qualifications. The core knowledge areas of Design and Technology remain similar amongst most international courses at this level, and learning revolves around the application in projects for which communication skills are taught. As most international universities that were included in the comparability study follow a three-year Bachelor plus two-year Master's degree structure, the Postgraduate Diplomas that were included are often stand-alone qualifications focused on a specific field of expertise, such as Advanced Architectural Design (University of Strathclyde Glasgow, Scotland), Architecture History and Theory (Victoria University of Wellington, New Zealand) and Architectural Practice (University of Greenwich, United Kingdom). As a result, the South African qualification is uniquely positioned as it combines Design and Technology as is the case with international two-year Master's degrees with specialist fields such as urban design, heritage practice and lighting design (as is the case with international Postgraduate Diplomas). In many countries, the only category of professional registration is Architect, which is usually obtained after a further Professional Master's degree. Specifically included in the international comparability exercise are the Queensland University of Technology, for its inclusion of sustainability concepts; the University of Technology Sydney, because they introduce "making" as the link between design and technology; and the University of New South Wales for the thread of environmental concerns that run through the course. Country: New Zealand (NZ) Institution: Victoria University of Wellington Qualification Title: Postgraduate Diploma in Architectural Science Duration: One year Credits: 120 points Purpose/Rationale: Today we face challenges such as environmental sustainability, the evolution of technology, and the changing needs of human inhabitation. As we respond to these challenges, we are constantly making and remaking the physical world. The qualification will bring together history, theory, technology, and communications. Learners will be equipped to consider and contribute solutions to today's most pressing challenges around contemporary architecture practice and the built environment, both locally and globally. Majoring in Architecture will give learners the theoretical and practical knowledge to design and construct the places and spaces we use every day. Learn how to consider historical and environmental issues and solve problems using the latest materials, technologies, and design systems. There is more to Architectural Studies than just sketching a building design. It involves understanding what the building is for, who is going to use it, how the structure works, and how it will fit in with the surrounding landscape. The qualification will enable learners to work in world-class design studios and use state-of-the-art tools and software to become an innovator in the science, design, or construction of buildings and landscapes. The Postgraduate Diploma in Architectural Science takes two trimesters to complete when studied full time. Learners can complete it on their own as a professional postgraduate qualification or continue learner study with the Master of Architectural Science or Master of Architectural Science (Research). Qualification structure: There are two modules in the Postgraduate Diploma in Architectural Science: Project Management or Sustainable Engineering Systems. Choose Project Management and gain the skills required to manage a construction project, including contract management, design integration, and performance monitoring. Learners will graduate up-to-date with the most advanced techniques and tools used to manage projects and built facilities. Specialise in Sustainable Engineering Systems, and learners will focus on developing energy and resource-efficient systems for the built environment. Learn how to evaluate the sustainability of existing buildings and facilities, with assessment systems used in New Zealand and worldwide. Example of compulsory modules: Studio-based application of project management principles to the management of a construction project from conception to completion. Research of a particular management issue through field investigation. This course aims to provide learners with the abilities to reason, to produce reports and to produce appropriate design advice in a building science project management topic of their choice. The course provides the framework for learners to develop sufficient knowledge in a specialist area of project management so that they can operate as a researcher and a designer within it. Learners who pass this course should be able to: Select the appropriate design and research responses to their choice of a project management topic. Present their work orally in a succinct, but detailed manner appropriate to a situation. Present their work graphically and in writing in reports that convey technical concepts in a manner appropriate to the audience. Critique others and their work, using evidence, logic and appropriate professional behaviour. The history, practice, and future development of worldwide green building assessment systems, with special emphasis on an in-depth exploration of the NZ Green Star building assessment system. This course covers the theory, principles, and practice of green building assessment from around the world. The primary focus of the course will be on the green assessment systems employed in New Zealand, with particular focus on a study of Green Star NZ and NABERSNZ, which are the most common assessment systems currently in use in New Zealand. Each learner will be required to carry out a research project around a topic identified by the New Zealand Green Building Council as a significant issue connected to green building assessment. In support of this endeavour, there will be a series of seminars and tutorials. Presentations will be given by industry professionals from several organisations that are involved in green building assessment. Learners will be required to contribute to and participate in a series of seminars connected with the various components of the Green Star assessment system and various other green building assessment-related issues. Site visits will be undertaken to a variety of Green Star rated buildings. Module Learning outcomes: Learners will be able to: Teaching format This course will be taught through a dual mode (face-to-face and online). Teaching and learning in this course are delivered through 2 x 1-hour lectures and 2 x 1-hour tutorial sessions per week. Lectures and tutorials will be streamed "live" and recorded through Zoom. Learners are expected to fully participate in scheduled class sessions and discussions. Additional time is expected outside of class for the completion of the course assessment. Workload Learners should expect to spend around 150 hours on this course, including both scheduled class time and independent study. Typically, this involves around 10-12 hours per week during the 12 teaching weeks, with the balance during the mid-trimester break and assessment period. It is each learner's responsibility to keep up with all course content delivered in their scheduled classes each trimester. Attendance and participation are important aspects of the learning process and learners are expected to attend all scheduled classes. Learners who miss class sessions for any reason should make suitable arrangements to catch up with the missed material. Assessment This course is 100% internally assessed. Project 1: International Genre-Based Approach (GBA) 500 words plus a 10-minute presentation (including time for questions). Mark: 15% Project 2: Research Report 2,500 words. Mark: 40% Project 3: Report Presentation 15 min presentation (including time for questions). Mark: 5% Project 4: Mock Assessment 1,000 words plus time reviewing documents against Green Star requirements and forming an opinion. Mark: 40% Mandatory requirements: In addition to achieving an overall pass mark of at least 50%, learners must: To provide a comprehensive overview, a detailed description of the assignments, which contribute towards the final course grade, will be placed on the course Blackboard page. Similarities: Country: Scotland University of Strathclyde Glasgow Qualification Title: Postgraduate Diploma in Advanced Architectural Design Duration: Two years Purpose/Rationale: This two-year course allows learners to explore architecture in a broad-based manner through theoretical and practical work. It demands a high level of design ability and self-motivation while giving learners the chance to explore and develop projects related to their interests. Learners will appraise current theoretical approaches to architecture and urban design then assess and show their relevance in existing and proposed contexts. Learners will also develop and demonstrate formal and technical architectural ability. All diploma credits at a first sitting will have the opportunity to proceed to Masters, thus converting learner Diploma into a March. This requires an extra three months of study. Exit Level Outcomes: Upon completion learners will be able to: Qualification structure: Course content Year 1 Compulsory Modules: Design Studies 4A - To Care (Part 1) The studio projects task learners ability to source, research, analyse, and demonstrate an understanding of a specific urban building typology. The first part of the project concerns both the identification of and brief formation for, a selected building typology which learner as an architect consider essential for a representation of the people of Govan. This will be formulated in conjunction with the strategic design(s) of the main voluminous space (primary space) within the building and one's approach(es) to and from it. Design Studies 4B - To Care (Part 2) This new typology should be derived from one of 4 strategic research areas: City, Society, Technology or Environment. The project concludes with the design of a significant urban building typology; developed from learner brief, which incorporates the primary space and considered approach strategies devised in the first semester. Cultural Studies 4 This module provides learners with the opportunity to define, explore and articulate an area of investigation of their interest in the production of an appropriately illustrated dissertation. Learners will develop an argument and demonstrate a position using evidence from their research. Elective Modules: Special Study Project 4 (choose from series of modules related to areas of expertise) in: Year Two Compulsory Modules: This module is organised within a meta-theme shared by the year and developed within design units. Design Studies comprise two projects, Design Studies 5A and 5B: the first consisting of the in-depth investigation, analysis and development of a design proposition, the latter in its detailed resolution. This module aims to consolidate and develop learners' knowledge in key thematic areas - contemporary architectural history and theory, urban design and culture, technology and environment and new forms of media and communication. It is organised around lectures and workshops to map out ideas, thinkers, and projects from a variety of disciplines that have a direct bearing on the production and use of buildings and cities. This class aims to prepare learners by developing learner knowledge, skill, and maturity to carry out, on qualification, their professional and architectural duties responsibly and effectively. It introduces learners to issues of cost control mechanisms within the context of the architectural design and construction process, to business issues pertaining to running an architectural practice, to procurement methods and the administrative and contractual procedures involved in administering an architectural project. Elective Modules: Special Study Project 5. Choose from this list based on interests and to support the design thesis and Masters dissertation. Learning and teaching: Each part of the course allows learners to explore and develop projects related to their interests in contemporary architecture. The course is made up of studio design work, lectures, special projects, and workshops. The focus of the study is on design project work including the analysis, synthesis, and appraisal of design ideas. Learners will show understanding of these ideas through drawings, physical and digital models, written and graphic work. Assessment The qualification normally requires further assessment over the summer semester. This will be on an aspect of the diploma project that is explored to a greater level of detail. Learners will have exams in the first and second semesters on all aspects of the course and are expected to present a complete academic portfolio based on advanced design study. Similarities: Differences: The international qualification is studied over two years while the South African qualification takes one year to complete. Comparison: The new qualification will be unique in South Africa in that it is the only architectural qualification at NQF level 8 that is a Postgraduate Diploma as opposed to an Honours degree that allows for both full-time and part-time study. This allows working professionals to study on a part-time basis, enabling the qualification to be an effective vehicle to transform the profession. The new qualification also broadens learners' horizons by incorporating a strong component of internationalisation-at-home, through parallel design studios, shared electives, and exchanges with existing international partners. The integration of live projects into the qualification is also in line with recent developments in architectural education across the world, and the department has internationally recognised experience in conducting live projects. These aspects of the new qualification will make it a unique and desirable qualification in the South African and international context, particularly for learners from other African universities, such as the Namibia University of Science and Technology (NUST). 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, learning outcomes, mode of delivery and assessment practice. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |