SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Architectural Studies Honours

SAQA QUAL ID	QUALIFICATION TITLE
123341	Bachelor of Architectural Studies Honours
ORIGINATOR
School of Explorative Architecture (RF) NPC
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	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
Registered		EXCO 0628/24	2024-11-21	2027-11-21
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-11-21		2031-11-21

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 Bachelor of Architectural Studies Honours is to provide learners with a pathway to registering as a professional architect. The qualification is typically used as a stepping stone to the Master of Architecture recognised by the South African Council for the Architectural Professions (SACAP) to constitute an architect's education. Learners will gain a critical skill set pertaining to architectural design, construction technology and the built environment in terms of its regional, national and international impact on the community and the natural environment.

The qualification will provide learners with specialist knowledge in the Architectural profession and the ability to apply that knowledge, skills and values as Candidate Senior Architectural Technologists. The qualification will also allow registration with SACAP as a Candidate Architectural Technologist and eventual registration with SACAP as a Professional Architectural Technologist.

The Bachelor of Architectural Studies graduates are under pressure to remain in employment and not return to continue the path to eventually registering as an architect. Consequently, as a blended and block-release programme, the qualification will address transformation by making access to this professional degree more accessible and supported by practitioners who could provide mentorship and resources (a space in the office, computers, printers etc) in a learner's hometown and home environment. The expansion of the qualification duration to 46 weeks allows the credit load to be spread throughout the year which in turn allows the possibility of learners taking up some part-time work in an architect's office.

Upon completion of the qualification, qualifying learners will be able to:

Demonstrate proficiency in architectural design, including the ability to develop innovative and sustainable design solutions for a variety of contexts and challenges.

Conduct initial architectural research, critically analysing design theories, and applying research findings to inform their design decisions.

Demonstrate a high level of technical competence in architectural detailing, construction methods, building systems, and digital design tools, ensuring their ability to translate design concepts into practical, buildable structures.

Demonstrate an understanding of sustainable design principles and environmental considerations in architecture, with the ability to integrate these principles into their designs to minimize environmental impact.

Rationale:
The need for architectural qualifications in South Africa has been documented in the SACAP Annual Report of 2022/23. As such, this learning qualification will provide crucial skills and add value to existing industries and companies directly or indirectly related to the built environment and development both nationally and internationally. According to the SACAP, South Africa has an architectural professional-to-population ratio of 1:8322. The profession of Architect is listed as number 54 in the National Scarce Skills List 2023. Therefore, the number of graduates needs to increase significantly to meet the requirements of the National Development Plan.

The qualification will provide opportunities for contributions to society in general and the built environment in particular, for continued personal intellectual growth and gainful economic activity primarily in the Built Environment sector. The qualification will offer a focus on creativity and experimental design as their dominant pedagogic model. The qualification will enable learners to achieve a level of excellence in architectural studies.

A total of seven institutions are offering technical degrees in architecture in South Africa (SA) which indicates a need for the qualification. Countries with smaller or similar population sizes have more than, or close to, double these numbers, such as Algeria (14), England (44), Italy (34), Spain (32), Turkey (28), Argentina (21), Columbia (14). Egypt, with almost double South Africa's population, has 3 ½ times as many architecture schools. Only one in five applicants is accepted into architectural studies and hence there is an unfulfilled demand for postgraduate qualifications in architecture.

In terms of transformation, the institution aims to capacitate graduates with agency by fostering a creative and experimental ethos such that they can work in a state of complexity, ambiguity, experimentation and risk-taking, all of which the qualification aims to address. The qualification will bridge the disconnect between academia and professional architectural practitioners. By working through a blended and block-release curriculum, learners can continue to use the resources of architectural practices and support networks in the hometown and hence connect learners to practice more directly.

The envisaged intake of 24 per year is the right balance between staff-learner ratios, a small enough number to guarantee meeting SACAP registration requirements, but a large enough number to constitute a diverse class. The qualification was approved by the SACAP.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL will be applied according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment policy. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification.

The qualification can give advanced standing in other built environment professional degrees such as Urban Design (quasi-professional), Landscape Architecture and City and Regional Planning (professional degrees) or other non-professional degrees such as a Master of Arts in Stage and Set Design.

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.

The following procedures will apply to the recognition of prior learning:

Application: Learners seeking recognition of prior learning must submit a formal application to the relevant institution, outlining their prior learning experiences and explaining how they meet the criteria for recognition.

Assessment: The institution will assess the learner's prior learning using appropriate assessment methods, including portfolio assessment, interviews, demonstrations, and other forms of assessment as required.

Decision Making: The institution will decide on the recognition of prior learning based on the results of the assessment and in accordance with its policies and procedures.

Feedback: Learners will receive feedback on the outcome of their application for recognition of prior learning, including an explanation of the decision and any areas for improvement.

Appeal: Learners who are dissatisfied with the outcome of their application for recognition of prior learning may appeal the decision in accordance with the institution's appeals procedures.

Entry Requirements:
The minimum entry requirement for this qualification is:

Advanced Diploma in Architectural Design.
Or

Advanced Diploma in Architectural Technology.
Or

Bachelor of Architectural Studies, NQF Level 7.
Or

Bachelor of Architecture, NQF Level 7.
Or

Bachelor of Science in Architecture, NQF Level 7.
And

Applicants are required to submit a portfolio of creative work.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 8 totalling 130 Credits.

Compulsory modules, Level 8, 130 Credits:

Architectural Research Methods and Project, 30 Credits.

Graduate Architectural Practice Studio, 35 Credits.

Graduate Studio 1, 35 Credits.

Graduate Building Studies, 20 Credits.

Graduate Theory 1, 10 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate proficiency in architectural design, including the ability to develop innovative and sustainable design solutions for a variety of contexts and challenges.
2. Conduct initial architectural research, critically analysing design theories, and applying research findings to inform their design decisions.
3. Demonstrate a high level of technical competence in architectural detailing, construction methods, building systems, and digital design tools, ensuring their ability to translate design concepts into practical, buildable structures.
4. Demonstrate an understanding of sustainable design principles and environmental considerations in architecture, with the ability to integrate these principles into their designs to minimize environmental impact.
5. Apply South African building regulations, codes, and standards, and be able to navigate the regulatory framework to ensure compliance in their architectural projects.
6. Demonstrate effective communication skills, with the ability to convey design concepts and ideas clearly and persuasively through various mediums, including verbal, written, and visual presentations.
7. Work collaboratively with multidisciplinary teams, fostering effective communication and collaboration among professionals in various fields related to architecture and construction.
8. Demonstrate a strong commitment to ethical and professional conduct in their architectural practice, including a sense of social responsibility and awareness of cultural and contextual diversity.
9. Manage architectural projects, including planning, budgeting, and leading project teams, while also demonstrating effective leadership and decision-making skills.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Create architectural designs that exhibit creativity, originality, and responsiveness to diverse contexts.

Integrate sustainable design principles into architectural solutions.

Effectively use advanced design techniques, methodologies, and digital tools.

Address complex architectural challenges with innovative design solutions.

Associated Assessment Criteria for Exit Level Outcome 2:

Conduct comprehensive architectural research projects that adhere to rigorous academic standards.

Critically analyse architectural theories, historical precedents, and contemporary design approaches.

Apply research findings to support design decisions and problem-solving in architectural projects.

Effectively communicate research outcomes through written reports and presentations.

Associated Assessment Criteria for Exit Level Outcome 3:

Create comprehensive technical drawings and specifications in architectural detailing.

Master construction methods, building systems, and structural design principles.

Successfully execute architectural projects, demonstrating the translation of design concepts into feasible and constructible structures.

Associated Assessment Criteria for Exit Level Outcome 4:

Discuss sustainable design principles, including energy efficiency, material selection, and environmental stewardship.

Examine sustainable design practices in architectural projects, considering the ecological impact and resource conservation.

Evaluate and select sustainable materials and technologies in architectural design.

Associated Assessment Criteria for Exit Level Outcome 5:

Interpret the South African building regulations, codes, and zoning ordinances.

Successfully incorporate regulatory requirements into architectural designs and documentation.

Adhere to safety and compliance standards in architectural projects.

Associated Assessment Criteria for Exit Level Outcome 6:

Clearly and concisely communicate verbally the design concepts in group discussions and presentations.

Proficiently render and communicate graphic design ideas in architectural drawing.

Articulate design concepts persuasively in written reports and presentations.

Effectively use digital media and visual storytelling techniques in design presentations.

Associated Assessment Criteria for Exit Level Outcome 7:

Effectively collaborate with architects, engineers, contractors, and other stakeholders in architectural projects.

Successfully participate in interdisciplinary teamwork in solving complex design problems/scenarios.

Apply effective leadership and communication skills in facilitating collaborative design processes.

Associated Assessment Criteria for Exit Level Outcome 8:

Adhere to ethical standards and codes of conduct relevant to the architectural profession.

Consider social, cultural, and contextual diversity in architectural designs.

Prioritise the well-being of individuals and communities to promote responsible and sustainable decision-making in architectural practice.

Associated Assessment Criteria for Exit Level Outcome 9:

Participate in architectural project management encompassing project planning, scheduling, and budgeting.

Successfully lead architectural project teams demonstrating effective communication and collaboration.

Make effective decisions in solving architectural project problems.

INTEGRATED ASSESSMENT:
Designing an effective assessment strategy for the qualification involves a careful blend of assessment types and forms to evaluate learners' conceptual understanding, applied competencies, and successful completion of their learning outcomes. Integrated assessment, which includes both formative and summative assessments, plays a crucial role in this process. Additionally, Work-Integrated Learning (WIL) can enhance learners' practical skills and real-world application of their architectural knowledge.

Formative Assessment:
Formative assessments are designed to provide ongoing feedback to learners, helping them identify areas for improvement and enhancing their learning process.

Formative assessments are typically low-stakes and will include:

In-Class Quizzes and Tests: Regular quizzes and short tests during lectures or tutorials to gauge learners' understanding of specific topics.

Peer Review and Critiques: Learners engage in peer assessment and critiques of their design projects, encouraging constructive feedback and reflection.

Design Reviews: Periodic design reviews with faculty members and peers to evaluate the progress of architectural projects.

Portfolio Development: Building a portfolio throughout the program to document and reflect on their growth and learning.

Reflective Journals: Encouraging learners to keep reflective journals to record their thought processes, design decisions, and lessons learned.

Summative Assessment:
Summative assessments are designed to evaluate learners' overall achievement of program outcomes and are typically higher-stakes assessments.

Summative assessment will include:

Final Design Projects: Comprehensive architectural design projects that assess learners' ability to integrate knowledge and skills gained throughout the program. These projects are often presented in a professional format.

Written Examinations: Traditional written exams assessing theoretical knowledge of architectural history, theory, and building technology.

Research Papers: Research papers on architectural topics, encouraging learners to explore critical issues and trends in the field.

Oral Presentations: Oral presentations of design projects, research findings, or case studies, emphasizing effective communication skills.

Practical Skills Assessments: Assessments of practical skills in areas such as model-making, digital design software proficiency, and construction technology.

Design Charrettes: Intensive design competitions or workshops conducted over a short period to assess learners' ability to work under pressure and think creatively.

Work-Integrated Learning (WIL):
WIL experiences can provide learners with valuable hands-on experience and bridge the gap between theory and practice in architecture.

Assessment within WIL will include:

Internship Reports: Learners submit reports reflecting on their experiences, what they've learned, and how it aligns with their academic studies.

Site Visits and Documentation: Assessing learners' ability to analyse existing structures, visit construction sites, and document architectural elements.

Design-Build Projects: Collaborative projects where learners design and construct real architectural structures or installations, allowing them to apply theoretical knowledge to practical situations.

Supervisor Assessments: Input from workplace supervisors evaluating learners' performance and contributions during their internships or work experiences.

Weighting of Tasks:
The percentage weighting of tasks in the assessment strategy should be carefully balanced to align with the program's learning outcomes and priorities.

The weighting may vary based on the specific course or project, but a typical distribution will include:

Formative Assessments: 20-30%.

Summative Assessments: 50-60%.

WIL Assessments: 10-20%.

Other Assessments (e.g., presentations, papers): 10-20%.

An effective assessment strategy for the qualification is designed to provide a holistic evaluation of learners' knowledge, skills, and practical abilities. The integration of both formative and summative assessments, along with meaningful Work-Integrated Learning experiences, ensures that learners are well-prepared for careers in architecture and have a comprehensive understanding of the discipline. The weighting of tasks is aligned with the program's objectives while allowing flexibility for individual course needs. Regular review and refinement of the assessment strategy are essential to ensure its continued effectiveness in promoting learner learning and success.

INTERNATIONAL COMPARABILITY

The majority of international professional architecture qualifications are in two parts, a three-year undergraduate and a two-year Master's. There are few one-year standalone professional degrees in architecture apart from those in South Africa. Extensive research has located a one-year standalone professional honours degree in architecture at the University of Technology Sydney and Namibia University of Science and Technology which share many of the same teaching and learning processes with the South African qualification. International accreditation of qualifications makes it possible for graduates to register in professional categories both locally and internationally.

Country: Australia.
Institution: University of Technology Sydney.
Qualification Title: Bachelor of Design (Honours) in Architecture.
Credits: 48 credit points.
Duration: 1-year full time.

Entry requirements:

Applicants must have completed a recognised bachelor's degree in a relevant discipline at an appropriate level.

Purpose/Rationale:
The Bachelor of Design (Honours) in Architecture offers graduates a pathway entry into the Master of Architecture or Master of Landscape Architecture. Career options include architect after completion of the Master of Architecture, urban designer, landscape architect, administrator, policymaker, researcher, educator or journalist.

Qualification structure:
The qualification consists of the following compulsory modules.

Research Methods, Information Retrieval and Project Proposal, 12 Credit Points.

Honours Thesis: Preparatory, 12 Credit Points.

Honours Thesis, 24 Credit Points.

Similarities:

The University of Technology Sydney (UTS) and the South African (SA) qualifications are offered over one year of full-time study.

Both qualifications require applicants who completed a bachelor's degree in a relevant discipline.

Graduates who completed the UTS and SA qualifications progress to a Master's degree in Architecture or relevant qualification.

Difference:

The UTS qualification has 48 credits whereas the SA qualification has 130 credits.

Country: United Kingdom.
Institution: Anglia Ruskin University ARU.
Qualification Title: Bachelor of Science Honours Architecture.
Duration: 3 years full-time or 4 years full-time with a foundation year.

Entry Requirements:

Five (5) General Certificates of Secondary Education (GCSEs) at grade D, or grade 3, or above and evidence of two years post-GCSE study at Level 3.

Purpose/Rationale:
The qualification was developed in line with industry standards and accredited by the Royal Institute of British Architects (RIBA) Part 1 Full Status, unconditionally. The qualification provides an exemption from the Architects Registration Board (ARB) and RIBA Part I examination, and it prepares for a career in architectural practice and for work in areas such as town planning, surveying, engineering, property, and building conservation. RIBA and Part 1 prescribed by the ARB.

Year 3:
Compulsory Modules:

Design Studio B1: Architecture, 30 credits.

Technology B1: Architecture, 15 credits.

Design Studio B2: Architecture, 30 credits.

Cultural Context B Histories and Theories of Architecture, 15 credits.

Technology B2: Architecture, 15 credits.

Ruskin Module. 15 credits.

Year 4:
Compulsory Modules:

Major Integrated Design Project Phase 1 (Architecture) (30 credits).

Cultural Context C Dissertation (Architecture) (30 credits).

Major Integrated Design Project Phase 2 (Architecture) (45 credits).

Professionalism, Values and Ethics (Architecture) (15 credits).

Assessment:
The qualification uses a range of assessment methods to help measure progress. These include design projects, presentations, timed assignments, exams and coursework.

Similarities:

The Anglia Ruskin University (ARU) and the South African (SA) qualifications were developed in line with industry standards and accredited by the country's professional bodies such as RIBA for ARU qualification and SACAP for SA qualification.

Both qualifications prepare learners for careers in architectural practice and further studies into a Master's degree in the related fields.

The third and fourth ARU qualification modules are comparable to the SA qualification.

Difference:

The ARU qualification is offered over three or four years of full-time study whereas the SA qualification takes one year of full-time study.

Country: Namibia.
Institution: Namibia University of Science and Technology NUST.
Qualification Title: Bachelor of Architecture Honours.
NQF Level: Level 8.
Credits: 127 credits.
Duration: 1 Year Full-time.

Entry Requirements:

Applicants holding a Bachelor of Architecture degree, obtained from the Namibia University of Science and Technology.

Applicants holding a Bachelor of Architecture degree obtained from any other recognised Tertiary Education Institution, at NQF Level 7 worth a minimum of 360 credits or holders of an equivalent pre-NQF 3-year qualification in the field of architecture, of a recognised Tertiary Education institution are eligible for admission for the B Arch Hons programme.

In addition, candidates must have obtained a minimum average mark of 60% in Year 3 courses.

Purpose/Rationale:
The Bachelor of Architecture Honours is developed for learners who intend to pursue careers in Architecture and related fields. The qualification was validated by the Namibia Council for Architects and Quantity Surveyors (NCAQS).

Graduates can take up careers in a wide range of areas in the built environment industry. Specifically, they have opportunities in professional architecture firms as candidate Senior Architectural Technologists. They may also seek employment in professional firms for construction management, production of construction materials and equipment or specialise as subcontractors in a building project. Furthermore, they may seek employment with local and municipal authorities and Government; Graduates who wish to pursue professional careers as architects, or related fields such as Landscape Architecture, Interior Design, Project Management and Urban Design; In addition, graduates of the qualification may join academia to impart knowledge and skill and or be involved in research for development.

Qualification structure:
The qualification is structured to integrate the advanced elements of architecture (construction, structure, function, form and space) with the professional requirements of architectural practice responsive to the changing needs of society in the contemporary world.

Similarities:

The Namibia University of Science and Technology (NUST) and the South African (SA) qualifications are registered at NQF Level 8 with a minimum of 120 credits.

Both qualifications are offered over 1 year of full-time study.

The NUSR and SA qualifications require learners who completed the Bachelor of Architecture, NQF Level 7 with a minimum of 360 credits.

Both qualifications are designed to provide learners with deepened comprehensive and systematic knowledge and skills in the field of architecture and to develop their research capacity using the principles, theories and methodologies of the profession.

The NUST qualification was endorsed by the NCAQS similar to the SA qualification which was approved by the SACAP.

On completion of the NUS and SA qualifications successful learners are legible for the Candidate Senior Architectural Technologist.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Landscape Architecture Honours, NQF Level 8.

Bachelor of the Built Environment Honours in Architecture, NQF Level 8.

Postgraduate Diploma in Architectural Management, NQF Level 8.

Postgraduate Diploma in Architectural Technology, NQF Level 8.

Vertical Articulation:
Master of Architecture, NQF Level 9.
Master of Architecture (Professional), NQF Level 9.
Master of Architecture in Architectural Technology, NQF Level 9.
Master of Architecture in Design, Theory and Practice, NQF Level 9.
Master of Landscape Architecture, NQF Level 9.
Master of Urban Design, NQF Level 9.
Master of Arts in Urban Studies, NQF Level 9.

Diagonal Articulation:
There is no diagonal articulation for this qualification.

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.	School of Explorative Architecture (RF) NPC