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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
121181  Bachelor of Engineering in Civil Engineering 
ORIGINATOR
University of Zululand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0920/23  2023-11-14  2026-11-14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-11-14   2033-11-14  

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 in Civil Engineering qualification prepares learners for careers in Civil Engineering. The purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineer. The recognised purpose of this qualification in engineering is to provide learners with a thorough grounding in mathematics, basic sciences, engineering sciences, engineering modelling, computer science, computer engineering and engineering design together with the ability to enable applications in fields of emerging knowledge. This qualification prepares learners for careers in engineering and related areas, for achieving technical leadership and contributing to the economy and national development. The educational requirement towards registration as a professional engineer with the Engineering Council of South Africa as well as to allow the learners to make careers in engineering and related fields, for learners with an appropriate level of achievement in the qualification, the ability to proceed to postgraduate studies in both course-based and research masters qualifications.

Rationale:
Engineering is a discipline and profession that serves the needs of society and the economy. This qualification is designed to contribute to developing engineering competence. This qualification with its broad fundamental base, is the starting point of a career path in one of many areas of engineering specialization through structured development and lifelong learning. The broad base allows maximum flexibility and mobility for the holder to adjust to changing needs. Skills, knowledge, values, and attitudes reflected in the qualification are building blocks for the development of candidate engineers towards becoming competent engineers to ultimately lead complex engineering activities and solve complex engineering problems.

The Institution is making a strong case that the campus is in the heart of one of the fastest-growing provincial economies and that the qualification will be in demand and will resonate with industry as the main economic activity in the region. Apart from that, the provision of many more qualified engineers in South Africa is a high priority for the Government, and strong support for the proposed qualifications has been expressed by local manufacturing industries. The educational requirement towards registration as a professional engineer with the Engineering Council of South Africa as well as the learners to make careers in engineering and related fields. For learners with an appropriate level of achievement in the qualification, the ability to proceed to postgraduate studies in both course-based and research master qualifications.

The industrial area around Richards Bay has seen very substantial growth over the past decades and it has been devoid of a local university with an engineering faculty. Similarly, the learners who live in the area have had to travel long distances from home to study at other South African Universities. The establishment of an Engineering Faculty will have a very positive impact on the local industry in supplying learners in engineering to the area. This qualification will have a huge impact on the local schools and the learners in those schools who can look forward to studying engineering at a University much closer to their homes. It will also be the first full comprehensive engineering faculty to be established in a historically disadvantaged University in South Africa, offering Bachelor of Engineering degrees.

The companies in the industrial area around Richards Bay will provide employment for the learners who live in the area and bursaries for the learners studying Civil Engineering in the new faculty.
The proposed new qualification will initially be offered within a single Engineering Department as part of the Faculty of Science and Agriculture. It will develop into a full Engineering Faculty with four departments of Electrical Engineering, Mechanical Engineering, Civil Engineering and Chemical Engineering. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
This qualification consists of the following compulsory modules at National Qualifications Framework Level 08 totalling 576 Credits.

Compulsory Modules, NQF Level 5, 144 Credits:
  • Calculus 1 for Engineers, 16 Credits.
  • General Physics A for Engineers, 16 Credits.
  • Engineering Mechanics, 16 Credits.
  • Introductory Computing for Engineers, 16 Credits.
  • Engineering Drawing, 8 Credits.
  • Calculus II for Engineers, 16 Credits.
  • General Physics B for Engineers, 16 Credits
  • Introduction to Engineering, 16 Credits.
  • General Chemistry for Engineers, 16 Credits.
  • Introduction to Engineering Design, 8 Credits.

    Compulsory Modules, NQF Level 6, 144 Credits:
  • Advanced Calculus for Engineers, 16 Credits.
  • Materials Science in Engineering, 12 Credits.
  • Mechanics of Materials, 16 Credits.
  • Experimental Methods and Statistics, 16 Credits
  • Geology for Civil Engineers, 12 Credits.
  • Linear Algebra and Differential Equations for Engineering, 16 Credits.
  • Structural Engineering, I, 16 Credit.
  • Geotechnical Engineering, I, 16 Credit.
  • Spatial Data Acquisition and Management, 16 Credit.
  • Fluid Mechanics, 8 Credits.

    Compulsory Modules, NQF Level 7, 144 Credits:
  • Structural Engineering II, 16 Credits.
  • Geotechnical Engineering II, 16 Credits.
  • Hydraulic Engineering. 16 Credits.
  • Transportation Planning, 16 Credits.
  • Engineering Hydrology, 8 Credits.
  • Structural Engineering III, 16 Credits.
  • Water Treatment, 12 Credits.
  • Urban Water Services, 12 Credits.
  • Culture and Society in Africa, 16 Credits
  • Introduction to Environmental & Assessment Management, 16 Credits.

    Compulsory Modules, NQF Level 8, 144 Credits:
  • Professional Practice, 16 Credits.
  • Structural Engineering IV, 16 Credits.
  • Design Project, 12 Credits.
  • New Venture Planning and Management, 12 Credits.
  • Wastewater Treatment, 16 Credits.
  • Urban Design and Management, 16 Credits.
  • Professional Communication Studies, 8 Credits.
  • Maritime Law for Engineers, 8 Credits.
  • Final Year Research Project, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse, and solve complex engineering problems creatively and innovatively.
    2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an
    engineering speciality to solve complex engineering problems.
    3. Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes.
    4. Design and conduct investigations and experiments.
    5. Apply appropriate engineering methods, skills, and tools, including those based on information technology.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate critical awareness of the impact of engineering activity on the social, industrial, and physical environment.
    8. Work effectively as an individual, in teams and multidisciplinary environments.
    9. Engage in independent learning through well-developed learning skills.
    10. Act professionally and ethically, exercise judgment and take responsibility within own limits of competence.
    11. Apply knowledge and understanding of engineering management principles and of economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define appropriate goals and objectives.
  • Follow a systematic approach and analyses of possible solutions.
  • Analyse and model problems appropriately.
  • Present solutions in an appropriate form and know the stages of the design process.
  • Formulate solutions using limited data, and decide on the relevant user needs, codes of practice, standards, and legislation.
  • Identify, synthesise, and select appropriate engineering methods and tools within their applicability and limitations in the design.
  • Generate conceptual designs.
  • Evaluate conceptual designs in terms of the problem statement and select the best alternative solution.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Evaluate and use mathematics appropriately to analyse, model and reason on relevant aspects of the problem.
  • Use mathematics to communicate concepts and ideas.
  • Apply relevant physical sciences concepts appropriately to model and conceptualise the problem.
  • Use relevant engineering sciences appropriately to model and conceptualise the problem.
  • Work across engineering disciplinary boundaries through cross-disciplinary literacy and shared fundamental knowledge.
  • Identify, synthesise, and select appropriate engineering methods and tools within their applicability and limitations in the design.
  • Generate formal analysis and modelling of engineering components and systems using basic science and mathematical concepts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Perform design tasks including analysis, quantitative modelling, and optimisation.
  • Assess the impact of engineering activity on society and the environment.
  • Evaluate conceptual designs in terms of the problem statement and select the best alternative.
  • Communicate the design assumptions, reasoning, calculations, and recommendations effectively through writing and illustrations with appropriate structure, style and language for purpose and audience.
  • Apply a professional and ethical approach to the impacts of civil engineering on sustainability, the environment and society.
  • Test the robustness of the alternative selection process.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and execute investigations or experiments.
  • Critically evaluate a literature search and the material found.
  • Conduct necessary analyses.
  • Select and use appropriate equipment and or software.
  • Analyse, interpret and use data to derive information.
  • Draw conclusions based on evidence.
  • Present the purpose, process, and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select appropriate methods, skills and or tools.
  • Use methods, skills and or tools correctly and within their limitations.
  • Critically assess the results.
  • Create computer applications (including software qualifications, spreadsheets, macros)
  • Identify, synthesize, and select appropriate engineering methods and tools within their applicability and limitations in the design.
  • Evaluate conceptual designs in terms of the problem statement and select the best alternative.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate structure, style, and language.
  • Use effective graphical material.
  • Produce a resource document that can be used by other engineers interested in the topic.
  • Use appropriate structure, style, and language.
  • Use appropriate visual materials.
  • Communicates a message with clarity and efficiency.
  • Meet the requirements of the target audience.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assess the impact of engineering activity on society and the environment.
  • Evaluate conceptual designs in terms of the problem statement and select the best alternative solution.
  • Apply a professional and ethical approach to the impacts of civil engineering on sustainability, the environment and society.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Identify and focus on objectives.
  • Work systematically and strategically to solve the Project Investigation problem.
  • Execute tasks effectively.
  • Deliver completed work on time.
  • Contribute to the performance of the group and develop an understanding of the assumptions and design approaches used by others in the group.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Follow an effective strategy to learn about the project topic and its application in engineering.
  • Gather relevant information through literature and internet searches, interviews, and other independent means.
  • Correctly evaluate and use information.
  • Understand the research topic gained through independent learning.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Accept responsibility for own actions.
  • Display judgment in decision-making during problem-solving and design.
  • Understand own capabilities and work within the area of current competence.
  • Display understanding of the system of professional development.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Illustrate competence in project management using tools such as Microsoft Project.
  • Illustrate competence in understanding financial statements, cash flow, income and expenditure and balance sheets.
  • Evaluate assignments involving marketing, operations, development, management, and financial projection.
  • Discern boundaries of competence in problem-solving and design. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution: University of Western Sydney (UWS)
    Qualification title: Bachelor of Engineering Honours (Civil Engineering)
    Duration four years full-time.

    Purpose/rational
    The purpose of Bachelor of Engineering Honours (Civil Engineering) is designed for learners interested in applying technical skills, including mathematics and physics, to solve engineering problems and design efficient buildings using the latest technologies.

    Entry requirements
  • A secondary education qualification such as the NSW Higher School Certificate (including national and international equivalents),
    OR
  • Approved higher education study, including approved preparation courses.
    AND
  • Recognition of Prior Learning
    The related study may be credited towards your degree. This may also include relevant work experience for some postgraduate courses.

    Qualification structure:
    Modules
  • Structural Mechanics, compares with Structural Engineering.
  • Calculus of One Variable., compares with Calculus 1 for Engineers.
  • Engineering Construction and Surveying.
  • Environmental Engineering.
  • Engineering Design and Construction.
  • Multi-disciplinary Engineering.
  • Statistical Thinking with Data.
  • Introduction to Engineering Computing.
  • Introductory Fluid Mechanics compares with Fluid Mechanics.

    Qualification articulation
    Master of Philosophy (Engineering)

    Registration of professional body.
    This course is accredited by Engineers Australia and other major professional engineering institutions.

    Similarities:
  • The University of Western Sydney (UWS) and South African (SA) qualifications require learners who completed A secondary education qualification such as a Higher School Certificate, and they also allow learners to enroll through Recognition of Prior Learning.
  • Both UWS and SA qualifications articulate to master's degree.
  • UWS And SA qualification shares similar modules such as Introductory Fluid Mechanics, Calculus of One Variable and Structural Engineering.
  • Both UWS and SA qualifications are registered under the Professional Body.
  • Both UWS and SA qualifications are offered over a period of four years full-time.

    Country: England
    Institution: University of Sheffield (US)
    Qualification title: Bachelor of Civil Engineering
    Duration three years full-time

    Entry requirements:
  • AAB, including A in Maths + A in a relevant EPQ; AAB, including Maths + A in AS or B in A Level Further Maths
    Or
  • Applicants with a minimum of 3 A levels will be considered for direct admission to undergraduate programmes.
    Or
  • National Senior Certificate (NSC) or Independent Exam Board (IEB) (commonly referred to as the 'matriculation/matric) for South African learners.

    Qualification structure

    Modules
    Practical Application of Civil and Structural Engineering
  • Civil and Structural Engineering Mechanics 1
  • Engineering Surveying
  • Hydraulic Principles and Flow in Pipes, compares with Hydraulic Engineering.
  • Geotechnical Engineering compares with Geotechnical Engineering.
  • Introduction to Structural Materials Engineering, compares with Structural Engineering.
  • Mathematics and Python Programming
  • Global Engineering Challenge Week
  • Sustainable Design and Engineering Skills

    Optional modules:
  • Advanced Structural Design and Appraisal.
  • Computational Engineering Mathematics.
  • Urban Drainage Engineering.

    Learning and Assessment
    Learning
    The following are the main learning and teaching methods implemented within the qualification:

    lectures
    Tutorials (and example classes)
    Practical activities.
    Design classes.

    Assessment
    Learners are assessed via a mix of the following:
  • Examinations.
  • Coursework assignments.
  • Online tests.
  • Reports.

    Similarities
  • University of Sheffield (US) and South African (SA) qualification, requires learners who completed a Senior Certificate.
  • US and SA qualifications share similar modules such as Introduction to Structural Materials Engineering, Geotechnical Engineering and Hydraulic Principles and Flow in Pipes.
  • Both US and SA qualifications assess learners through examinations, assignments, and tests.

    Difference
  • The University of Sheffield (US) qualification is offered over a period of three years full-time, while the South African (SA) qualification is offered over a period of four years full-time. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Science in Engineering in Civil Engineering, NQF Level 8.
  • Bachelor of Science in Construction Management, NQF Level 8.
  • Bachelor of Engineering, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Civil Engineering, NQF Level 9.
  • Master of Engineering, NQF Level 9.
  • Master of Science in Engineering, NQF Level 9.

    Diagonal Articulation:
    Diagonal articulation options are not available. 
    		•

    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.
     
    1. University of Zululand 


    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.