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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
119093  Bachelor of Engineering Technology Honours in Civil Engineering 
ORIGINATOR
Durban 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 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  SAQA 158/22  2022-04-21  2025-04-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-04-21   2029-04-21  

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 consolidate and deepen the learner's expertise in either urban, transport or structural engineering and to develop research capacity in civil engineering. This qualification demands a high level of theoretical engagement and intellectual independence to solve complex engineering problems.

In consonance with the Engineering Council South Africa (ECSA) standard for a Bachelor of Engineering Technology Honours program, the purpose of this qualification is to:
  • Consolidate and deepen the student's expertise in either urban, transport or structural engineering.
  • Engage the student theoretically and intellectually at a high level, in either one of the above sub-disciplines.
  • Develop research capacity in civil engineering.
  • Prepare learners for careers in specialised sub-divisions in civil engineering, for achieving technical leadership and to contribute to the economy and national development.
  • Provide graduates with educational requirements partially towards registration as a Professional Engineer with the Engineering Council of South Africa.
  • Provide graduates with a thorough grounding in engineering sciences, design and modelling in the field of their specialisation and the ability to apply this knowledge to emerging civil engineering technologies together with an appreciation for the world and society in which they practice their specialisation.
  • Enter a cognate NQF level 9 Master of Engineering Degree.
  • Meet the educational requirements, partially, towards registration as a Professional Engineer with the Engineering Council of South Africa.

    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:
  • Conduct investigations of complex engineering problems including engagement with the research literature.
  • Solve complex engineering problems creatively and innovatively.
  • Provide leadership and manage projects in the application of technology in safety, health, engineering, and commercially effective operations and have well-developed interpersonal skills.
  • Comprehend and apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
  • 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 meets the educational requirements for registration as a candidate engineer in terms of the generic ECSA E-09-PT standard.

    Rationale:
    According to the Engineering Council of South Africa (ECSA), South Africa has an engineer to population ratio of 1:3100 compared to Germany (1:200) and Japan, Great Britain, and the United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply 10-fold to compete with international economies. 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 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.

    According to Government Gazette No. 45860 published on 2 February 2022, Civil Engineers and Civil Engineering Technologists are listed as critical skills in South Africa (2022:6). This qualification is primarily industry-oriented and will develop and transfer cutting-edge civil engineering knowledge as a foundation for wealth creation and economic sustainability. This qualification has also a coherent core of mathematics, basic sciences, and fundamental engineering sciences, providing a viable platform for further studies and lifelong learning.
    Furthermore, the qualification is curriculated so that learners specialise and develop advanced knowledge within one of the civil engineering sub-disciplines of either urban engineering, water engineering or structural engineering. This will allow graduates to pursue postgraduate qualifications, research-orientated careers or to become industry specialists within their sub-discipline of expertise. The sub-disciplines of specialisation are an essential component to the development of infrastructure and the provision of municipal services in our country, which impacts the health and safety of the citizens of this country.

    The qualification has been curriculated in accordance with the Engineering Council of South Africa (ECSA standard, the statutory professional body that oversees the engineering profession in South Africa for this qualification. The qualification is a pre-requisite for entry to a Master's Degree studies. Therefore, this qualification will provide for articulation from the new Bachelor's qualification to the Master's qualification. 
    		•

    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.
    Or
  • Advanced Diploma in Civil Engineering, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 140. Learners must select one of the following three specialisations.

    Compulsory Modules for Urban Specialisation, Level 8,116 Credits:
  • Engineering Management, 12 Credits.
  • Reticulation Design and Management, 12 Credits.
  • Transport Technology and Planning, 12 Credits.
  • Pavement and Materials Technology, 12 Credits.
  • Environmental Engineering, 12 Credits.
  • Research Project, 32 Credits.
  • Geometric Design, 12 Credits.
  • Urban Planning and Design, 12 Credits.

    Elective Modules, Level 8, 24 Credits (Select any TWO of the following modules):
  • Hydraulics, 12 Credits.
  • Hydrology 12 Credits.
  • Water Treatment Technology, 12 Credits.
  • Wastewater Treatment Technology, 12, Credits.
  • Reinforced Concrete Design, 12, Credits.
  • Pre-stressed Concrete Design, 12 Credits.
  • Structural Steel Design, 12, Credits.
  • Structural Theory 12, Credits.
  • Structural Engineering / Foundation Engineering, 12 Credits.

    Compulsory Modules for Water Engineering Specialisation Level 8,116 Credits:
  • Hydraulics, 12 Credits.
  • Hydrology 12 Credits.
  • Water Treatment Technology, 12 Credits.
  • Wastewater Treatment Technology, 12, Credits.
  • Research Project, 32 Credits.
  • Environmental Engineering, 12 Credits.
  • Reticulation Design and Management, 12 Credits.
  • Engineering Management, 12 Credits.

    Elective Modules, Level 8, 24 Credits (Select any TWO of the following modules):
  • Transport Technology and Planning, 12, Credits.
  • Pavement and Materials Technology, 12, Credits.
  • Geometric Design, 12 Credits.
  • Urban Planning and Design, 12 Credits.
  • Reinforced Concrete Design 12 Credits.
  • Pre-stressed Concrete Design, 12 Credits.
  • Structural Steel Design, 12 Credits.
  • Structural Theory, 12 Credits.
  • Structural engineering/ Foundation Engineering, 12 Credits.

    Compulsory Modules for Structural Engineering Specialisation, Level 8, 92 Credits.
  • Reinforced Concrete Design, 12, Credits.
  • Pre-stressed Concrete Design, 12 Credits.
  • Structural Steel Design, 12, Credits.
  • Structural Theory 12, Credits.
  • Research Project, 32 Credits.
  • Engineering Management, 12 Credits.

    Elective Modules, Level 8, 12 Credits (Select One of the following modules):
  • Structural engineering: Selected topic, 12 Credits.
  • Foundation Engineering, 12 Credits.
    AND
    Elective Modules, Level 8, 36 Credits (Select Three of the following modules):
  • Hydraulics, 12 Credits.
  • Hydrology 12 Credits.
  • Water Treatment Technology, 12 Credits.
  • Wastewater Treatment Technology, 12, Credits.
  • Reticulation Design and Management, 12 Credits.
  • Transport Technology and Planning, 12, Credits.
  • Pavement and Materials Technology, 12, Credits.
  • Geometric Design, 12 Credits.
  • Urban Planning and Design, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.
    2. Ability to apply knowledge of mathematics, natural science, and engineering sciences to the conceptualization of engineering models and to solve complex engineering problems.
    3. Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
    4. Conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
    5. Evaluate and apply 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. 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 and economic decision making.
    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:
  • Define, analyse and identify criteria for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills for solving the problem.
  • Generate and formulate possible approaches that would lead to a workable solution for the problem.
  • Model and analyse possible solutions.
  • Evaluate possible solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Utilise an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area on the solution of complex engineering problems.
  • Evaluate and apply engineering concepts, theories, principles, and laws in the specialist area.
  • Perform formal analysis and modelling on engineering materials, components, systems, or processes.
  • Communicate concepts, ideas, and theories.
  • Perform reasoning about and conceptualising engineering materials, components, systems, or processes.
  • Handle uncertainty and risk to familiar and unfamiliar situations in a specialised field.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage the design process to focus on important issues that 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 evaluate critically material for suitability to the investigation.
  • Perform analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate in the investigations.
  • Analyse and interpret information derived from available data.
  • Conclude an analysis of all available evidence.
  • Record the purpose, process, and outcomes of the investigation in a technical report or research project report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill, or tool for applicability and limitations against the required result.
  • Correctly apply the method, skill, or tool to achieve the required result.
  • Test and assess results produced by the method, skill, or tool against required results.
  • Create, select, and use computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply appropriate structure, style and language of written and oral communication for the target audience.
  • Use appropriate and effective graphics in enhancing the meaning of the text.
  • Apply visual materials to enhance oral communications.
  • Identify and 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 engineering activity in terms of the impact on public and occupational health and safety.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Taken 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.
  • Apply basic principles of economics, business management; project management are applied to one's own work.
  • Carry out individual work effectively, strategically and on time.
  • Contribute to team activities, including at disciplinary boundaries, support the output of the team.
  • Function as a team leader.
  • Organise and manage a design or research project.
  • Effective communication is carried out in the context of individual or teamwork.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect on learning undertaken and determine requirements and strategies to suit personal learning style and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply the knowledge acquired outside of formal instruction.
  • Challenge assumptions critically and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Describe the ethical implications of decisions made.
  • Evaluate ethical reasoning applied to engineering solutions.
  • Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
  • Comprehend and embrace the system of continuing professional development as an ongoing process.
  • Accept responsibility for consequences stemming from own actions.
  • Make judgements in decision making during problem-solving and justify the design.
  • Limited decision making to the area of current competence.

    INTEGRATED ASSESSMENT
    The qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various exit level outcomes of this qualification. Multiple outcomes and critical cross-field outcomes will be evaluated in an integrated manner within the dissertation. In terms of the institutional policy.

    This qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various Graduate Attributes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include tests, assignments, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. Multiple outcomes and critical cross-field outcomes will be evaluated in an integrated manner within the dissertation. In terms of the institutional policy, all summative assessments will be subjected to internal moderation. In addition, all NQF level 8 modules will be subjected to external moderation.

    Formative assessment:
    Formative assessment consists of different forms of assessments which will be implemented in each module, depending on the nature of the module. These include:
  • Project reports.
  • Case studies.
  • Assignments
  • Projects.
  • Portfolios.
  • Oral assessments.
  • Presentations.
  • Tutorials.

    Summative assessment:
    Summative assessment refers to an assessment that will take place at the end of a learning experience. Results are expressed in marks in terms of the level of competence achieved, regarding level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes. Summative assessment includes:
  • Formal tests.
  • Examinations.
  • Research Project module will be assessed by the submission of a research report, an abstract, a poster and a presentation.

    Each learner will build up a portfolio of assessments to ensure that the learning outcomes of the qualification are assessed and passed. The assessment methods will differ for each module. Module learner guides will contain the assessment types, assessment dates, the weighting and the appropriate rubrics based on the required learning outcomes of the module. While tests/examinations are at the core of the assessment strategy, a variety of assessment techniques will be used. Other modules utilize either projects, self-reflective exercises, group work, oral presentations, tests, or examinations where appropriate for assessments. Assessments are aligned to the learning outcomes of the module and multiple assessment opportunities are provided. Tests are normally formative assessments while the exams or control tests (in the case of continuous assessment modules) are summative assessments.

    The achievement and assessment of graduate attributes will be done in accordance with the ECSA stipulations on the assessment of graduate attributes. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of all engineering education qualifications including South African (SA) qualification is ensured through the Washington, Sydney, and Dublin Accords, agreed to by all members of the International Engineering Alliance (IEA). Engineering Council of South Africa (ECSA) is a member of the International Engineering Alliance (IEA) which ensures international comparability of accredited South African engineering qualifications through the Washington Accord for engineers, the Sydney Accord for technologists and the Dublin Accord for technicians. The current Sydney Accord (for technologists) signatories are Australia, Canada, Chinese Taipei (Taiwan), Hong Kong, Ireland, Korea, New Zealand, South Africa, United Kingdom, and the United States of America while the current provisional signatories are Peru, Malaysia, and Sri Lanka.

    The South African (SA) qualification has been curriculated in accordance with the ECSA standard E-09-PT, i.e., ECSA Qualification Standard for Bachelor of Engineering Technology Honours: NQF Level 8. By ensuring compliance of the qualification with the ECSA standard E-09-PT the SA qualification is comparable to similar qualification in signatory countries in terms of qualification type, credits, outcome levels, assessment criteria, contents, duration, modules, and curriculum structure. The minimum entry requirement at these institutions is a Bachelor of Engineering Technology (B Eng Tech) degree or relevant equivalent qualification, which is similar to the South African qualification. The graduate attributes (exit level outcomes) and level descriptors defined in the South African qualification are aligned to the following International Engineering Alliance's Graduate Attributes and Professional Competencies and are also comparable to the Washington Accord graduate attributes. The graduate attributes are also similar to the South African qualification because they emphasize the development of research capabilities required for further post-graduate studies.

    Graduate Attribute 1: Problem solving
  • Identify, 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 specialty 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; project management applied to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

    Graduate Attribute 12: Life-long learning:
  • An ability to identify and to address their own educational needs in a changing world in ways sufficient to maintain their competence and to allow them to contribute to the advancement of knowledge Content Instructional Level

    Country: Malaysia
    Institution: Lincoln University College (LUC)
    Qualification Title: Bachelor of Civil Engineering Technology with Honours
    Duration: Four years
    Entry Requirements:
  • Passed Sijil Tinggi Persekolahan Malaysia (STPM) with a full pass in two subjects or equivalent with a minimum Cumulative Grade Point Average (CGPA) of 2.0 AND passed Sijil Pelajaran Malaysia (SPM) or equivalent with credit in Mathematics.
    Or
  • Pass A-Level with at least a pass in two subjects including Mathematics AND pass Sijil Pelajaran Malaysia (SPM) or O-level or equivalent with credit in Mathematics.
    Or
  • Passed a recognized Matriculation Program or Foundation Program with a CGPA of 2.0.
    Or
  • Passed the Unified Examination Certificate (UEC) with at least a B-grade in 5 subjects including Mathematics and English.
    Or
  • Passed Diploma (Level 4 MOH) in a related field with a minimum CGPA of 2.0 AND credit in Mathematics at SPM level.
    Or
  • Other qualifications recognized as equivalent by the Government of Malaysia.

    Purpose/Rationale:
    Both the Lincoln University College (LUC) and the South African (SA) qualifications prepare the graduates with effective skill and knowledge for the wide range of professional and technical positions with the construction, consulting engineering, surveying, and development industries. This field specializes in geotechnical, water, road and transportation, or structural engineering. Civil engineering professionals are equipped with the skill of design, construction, and maintenance of roads, bridges, building structures, canals, dams, water supply and wastewater services facilities. Professionals can explore computer-modelling techniques and civil engineering project management.

    Both LUC and SA qualifications aim to provide knowledge- based technological services that satisfy the needs of society, industry and help in building national capabilities in science, technology, and research.
    Career Opportunities:
  • Government.
  • Construction.
  • Environmental engineering.
  • Geotechnical engineering.
  • Structural engineering.
  • Transportation.
  • Water resources.
  • Academic or research institutions.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.
  • Engineering Mathematics 1.
  • Fluid Mechanics.
  • Surveying1.
  • Engineering Mechanics.
  • English.

    Elective (Choose any one module from the following):
  • Islamic Civilization and Asian Civilization (TITAS)
  • Malay Communication
  • Engineering Mathematics 2.
  • Engineering Drawing including BIM.
  • Surveying 2.
  • Structural Mechanics.
  • Engineering Geology.
    AND
    Elective (Choose any one module from the following):
  • Ethnic Relations.
  • Malaysian Studies.
  • Concrete Technology.
  • Structural Analysis 1.
  • Probability and Statistics.
  • Structural Design 1(RCC).
  • Building Material and Construction.
  • Leadership Skills and Human Relations.
  • Government and Public Policy Malaysia.
  • Soil Mechanics 1.
  • Environmental Engineering 1.
  • Structural Analysis 2.
  • Quantity Surveying Specification and Valuation.
  • Transportation Engineering, I (Highway) .
  • Water Resource 1.
  • Structural Design 2 (Steel).
  • Construction Management.
  • Environment Engineering 2.
  • Hydraulic Structure.
  • Soil Mechanics 2.
  • Construction Methods and Technologies.
    AND
    Elective (Choose any one module from the following):
  • Safety and Health for Engineers.
  • Entrepreneurship Development.
  • Accountancy and Economics.
  • Research Methodology.
  • Project management.
  • Capstone Project.
  • Foundation Engineering.
  • Community Service 2.
    AND
    Elective (Choose any one set of electives from the following):
  • Remote sensing and Geographic Information System.
  • Transportation 2.
  • Geomechanics.
  • Structural Analysis 3.
  • Water Resource Engineering.
  • Environment Pollution and Control.
  • Final Year Project.
  • Industrial Training.

    Both qualifications share the following similar modules:
  • Environmental Engineering
  • Structural Analysis.
  • Transportation.
  • Water Resource Engineering
  • Research Methodology.
  • Project management.
  • Capstone Project.
  • Foundation Engineering
  • Transportation Engineering.
  • Water Resource.
  • Structural Design.
  • Hydraulic Structure.
  • Concrete Technology.
  • Engineering Geology.

    Assessment:
    Both the LUC and SA qualifications employ both formative and summative assessment activities. Formative assessments do not contribute to the final grade for a given qualification. All summative assessment elements are compulsory unless otherwise approved and noted in qualification information.

    Similarities:
  • Both the Lincoln University College and South African (SA) qualifications share similar entry purpose, rationale, and qualification modules.
  • Both qualifications consist of compulsory and elective modules.
  • Both qualifications employ formative and summative assessments.

    Differences:
  • The duration of LUC qualification is four years in which the fourth year serves as an Honours Degree, while the SA qualification is one year.
  • The entry requirements of the LUC qualification differ from the SA qualification.

    Country: Australia
    Institution: Queensland University of Technology (QUT)
    Qualification Title: Bachelor of Engineering Honours in Civil
    Credits: 384 credit points (cp)

    Duration:
  • Four years full-time
  • Eight years part-time
    Entry requirements:
  • Year 12 learner may be eligible for admission into the qualification.
  • QUT College Diploma in Engineering graduates will automatically receive an offer to start the Bachelor of Engineering (Honours).
    Advanced standing:
  • If learners have prior studies or work experience, they may be eligible for advanced standing (credit). They can apply for advanced standing once they have been accepted to QUT.

    Purpose/Rationale:
    QUT's engineering qualifications, whether a single or double degree, now include Honours-level content integrated throughout the course. Both the QUT and SA qualification intend to equip learners with the advanced knowledge and skills which will benefit learners in their professional career, or future research and study. Qualifying learners from both qualifications will enable learners to pursue careers such as civil engineers, consulting engineer, project manager, municipal engineer, structural engineer, transport engineer, geotechnical engineer or water engineer and may gain employment in government or semi-government agencies, construction firms, power generating authorities, mining firms, property development or consulting engineering firms. With suitable experience learner may be able to establish their own consulting engineering practice. The technical expertise may also bring career opportunities in unexpected areas like law, finance, or entertainment.

    Work Integrated Learning:
    Work Integrated Learning (WIL) is embedded in the curriculum, and it is a core component for all engineering learners. WIL allows learners to graduate with a portfolio of professional skills that provides evidence of the professional competencies. Learners are required to undertake 60 days of approved work experience in the engineering environment as part of the work integrated learning.

    Professional recognition:
    All graduates are eligible for an Engineers Australia (EA) membership. EA is a signatory to the Washington Accord, which permits graduates to work in various countries across the world. This qualification is recognised internationally in the engineering profession, giving QUT graduates more career opportunities overseas which include.
  • Civil Engineer.
  • Construction Manager.
  • Project Manager.
  • Transit analyst.
  • Transport engineering specialist.

    Qualification structure:
    To graduate with a Bachelor of Engineering (Honours), learners are required to complete 384 credit points (cp) of course units, as outlined below:
  • First year (96 credit points): four core units 48cp + one Mathematics option unit 12cp + foundation strand options 36cp (include two discipline foundation units 24cp + one option unit 12cp)
  • Major (192 credit points): one (1) block of eight (8) major units 96cp plus eight (8) Honours-level units 96cp
  • Complementary studies (96 credit points): one x second major or two x minor.
    Honours units to consist of:
  • Research methods 12cp
  • Project 24cp
  • Five x advanced major units 60cp.

    Year One: Semester One
  • Engineering Design and Professional Practice
  • Fundamentals of Engineering Science
  • Computing and Data for Engineers
    SELECT
  • Introductory Engineering Mathematics
    OR
  • Computational Explorations. If learners have obtained Sound Achievement (or higher) in Mathematical Methods and Specialist Mathematics, they must choose MXB161 Computational Explorations.
  • Introductory Engineering Mathematics
    OR
  • Computational Explorations

    Year One, Semester Two
  • Engineering Mechanics.
  • Civil Engineering Systems.
  • Engineering for the Environment.
  • Engineering Mathematics and Statistics.

    Year Two, Semester One:
  • Civil Engineering Materials.
  • Traffic and Transport Engineering.
  • Structural Mechanics.
  • Engineering Hydraulics.

    Year Two, Semester Two:
  • Principles of Construction.
  • Geotechnical Engineering.
  • Steel Design.
  • Advanced Water Engineering.

    Year Three, Semester One:
  • Design of Concrete Structures.
  • Advanced Geotechnical Engineering.
  • 2nd Major/Minor unit.

    Year Three, Semester Two
  • Research in Engineering Practice.
  • Advanced Highway and Pavement Engineering.
  • Major/Minor unit.

    Elective Modules (Select One Advanced Civil Unit from):
  • Advanced Concrete Structures.
    OR
  • Advanced Water and Wastewater Engineering.

    Year Four, Semester One
  • Research Project 1.
  • 2nd Major/Minor unit.

    Year Four, Semester Two
  • Research Project 2.
  • Advances in Civil Engineering Practice.
  • 2nd Major/Minor unit.

    Second Majors listed below these.
    Construction Engineering (Civil)
  • Construction Methodologies
  • Project Value and Innovations
  • Infrastructure Asset Management
  • Contracting and Construction Regulations
  • Contract Administration
    PLUS
    Select three units (36 credit points) from the options list:
  • Civil Engineering Systems.
  • Research Project.
  • Engineering for the Environment.
  • Principles of Construction.
  • Environmentally Sustainable Design.
  • Water and Wastewater Engineering.
  • Advanced Structural Analysis.
  • Advanced Transport Engineering.
  • Advanced Transport Modelling.
  • Advanced Water and Wastewater Engineering.
  • Steel Design.

    Both qualifications have the following similar compulsory modules.
  • Engineering for the Environment.
  • Water and Wastewater Engineering.
  • Advanced Structural Analysis.
  • Advanced Transport Engineering.
  • Advanced Transport Modelling.
  • Advanced Water and Wastewater Engineering.
  • Pavement Engineering.
  • Design of Concrete Structures
  • Civil Engineering Materials.
  • Traffic and Transport Engineering.
  • Structural Mechanics.
  • Engineering Hydraulics.

    Similarities:
    Both qualifications may be obtained through recognition of learning (RPL). Both QUT and SA qualification share similar purpose and rationale. The QUT Fourth year modules are comparable to the SA qualification. Both qualifications consist of both compulsory and elective modules. Both qualifications will provide access to the Master's degree.

    Differences:
    The duration of the QUT qualification remains unchanged: a single engineering Honours degree is a four-year program, and a double degree is five years while the SA qualification is one year of study. The QUT entry requirements differ slightly from the SA requirements in that the QUT requires Year 12 to the single qualification but requires College Diploma for the Honours level. The SA requires learners to have completed the Bachelor's Degree in Civil Engineering or equivalent qualification registered at NQF Level 7. The QUT qualification features common units in the first year that combine broad foundation principles with a wide range of major choices, giving learners flexibility and options before they choose their career Specialisation. The QUT qualification has 384 credits whereas the SA qualification has 140 credits. The QUT qualification comprises of the WIL while the SA qualification does not have the work integrated learning. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Civil Engineering, NQF Level 8.
  • Postgraduate Diploma in Quality Management Sciences, 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 


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