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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Engineering in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
125621  Higher Certificate in Engineering in Civil Engineering 
ORIGINATOR
Academic Institute of Excellence (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

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 Higher Certificate in Engineering in Civil engineering qualification is to prepare learners for a career in civil engineering field. The qualifying graduate will be able to competently apply an integration of theory, principles, techniques, practical experience and appropriate skills to well-defined problems in the field of engineering while operating within the relevant standards and codes.

Learners will be able to demonstrate a general engineering knowledge, as well as systematic knowledge, of the main terms, procedures and principles of the engineering discipline; gather evidence from the relevant sources using available retrieval skills, organize and synthesize and present the information professionally in a more appropriate to the audience; and, demonstrate the capacity to understand engineering business management and entrepreneurship within an engineering technical context.

The qualification is designed to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing civil engineering technician. Learners will be prepared for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and competency to make a contribution to the economy and national development.

The qualification is geared for an industry orientated civil engineering qualification and designed to integrate well into the industry at exist levels and focus on technology and software skills as a tool. Learners will be introduced to creative and visual thinking, design thinking and the design process, analysis and visual communication approaches in engineering design to prepare them for professional practice.

Upon completion of the qualification, a qualifying learner will be able to:
  • Cover sufficient ground in all Civil engineering aspects, allowing for direct access to NQF level 6 studies in a range of engineering specialisations.
  • Demonstrate competence to design and conduct investigations and experiments.
  • Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology for the solution of specifically defined engineering problems, with an awareness of the limitations.
  • Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
  • Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.

    At the end of the qualification the learner could either enter the industry as a qualified special category engineering practitioner or continue with his/her tertiary education at NQF level 6. The focus is two-fold, to provide the learner with an introduction to theoretical modules while honing their technical skills and knowledge. This provided efficiency in the qualification delivery and encourages learners to register for further studies.

    Rationale:
    The institution wants to expand the educational choices to all new learners and Artisans, Supervisors and Inspectors in the engineering field in the country, providing access towards Entrepreneurs, Technicians, Technologists, Engineers and Researchers, progression while allowing transfer between institutions (working according to ECSA requirements and Review of HEQSF, of January 2013). This qualification plans to address the current engineering skill shortage allowing workers in the field to upgrade their qualifications via hybrid or distance studies. Great emphasis is put on self-study as the learners are expected to take responsibility for their studies.

    Considering that both academic and work-based learning are essential components of the engineering education of technicians, technologists and engineers, ECSA (the engineering standards generating body), adopts a two-stage model for the development of engineering practitioners eligible for professional registration with ECSA. The formal qualification is stage 1, while the industry training is stage 2. Stage 1 takes place at the academic institution and results in an academic qualification, confirming that a learner has achieved the required academic learning outcomes. Stage 2 occurs at the workplace, with support from an experienced mentor, and ensures that the candidate has attained the required professional competency.

    Learners will demonstrate an informed understanding of the core areas of one or more fields, disciplines or practices, and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice.

    This qualification is an entry-level higher education qualification and is primarily vocational, with a strong industry-oriented focus.

    The qualification also serves to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in their chosen field of study. It emphasises selected general principles together with more specific procedures and their application. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in a particular field or occupation and can apply such knowledge and competence in an occupation or role in the workplace.

    This qualification typically includes a simulated work experience or work-integrated learning (WIL) component. For this qualification, the WIL component is in the form of seven integrated projects.

    The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy III. Skilled engineering practitioners are required to meet the developmental needs of the country in all engineering fields.

    The qualification is expected to be viable as the enrolment for the current qualifications showed a significant number of learners, an average of 100 enrolments per year for the last two years. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL policy caters to learners who have not met the automatic admission requirements, namely an NSC with a minimum of 50% in English.
    In brief, applicants are first screened for eligibility, which in essence checks whether they have some kind of experience over and beyond the NSC.
    Once eligibility is confirmed, applicants are given a brief detailing the kinds of evidence to submit as part of a portfolio of evidence.
    The intention is to determine that they have the necessary competencies to succeed in the undergraduate the qualification. This is typically a basic drawing exercise and an assessment of English proficiency.

    The institution has an approved Recognition of Prior Learning (RPL) policy applicable 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 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.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from 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:
  • National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement.
    Or
  • N3 Certificate, NQF level 5 with Mathematics, Engineering Science and Home Language.
    Or
  • N4 Certificate, NQF level 5 with Mathematics and Engineering Science. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 totalling 140 Credits.

    Compulsory Modules, Level 5, 140 Credits:
  • Engineering Mathematics, 14 Credits.
  • Engineering Physics, 14 Credits.
  • Communication, 7 Credits.
  • Engineering Computing 1, 7 Credits.
  • Introduction to Civil Engineering Materials, 14 Credits.
  • Introduction to Civil Engineering Drawings, 14 Credits.
  • Introduction to Civil Engineering Construction Methods, 14 Credits.
  • Introduction to Civil Engineering Management, 14 Credits.
  • Introduction to Civil Engineering Surveying, 14 Credits.
  • Introduction to Civil Engineering Documentation, 14 Credits.
  • Civil Engineering Design Project, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, formulate, analyse and solve specifically defined engineering problems.
    2. Apply knowledge of mathematics, natural sciences and engineering sciences to wide practical procedures and practices to solve specifically defined engineering problems.
    3. Perform procedural design and synthesis of components, systems, engineering works, products or processes.
    4. Demonstrate competence in design and conduct investigations and experiments.
    5. Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology for the solution of specifically defined engineering problems, with an awareness of the limitations.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
    8. Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary environments.
    9. Demonstrate competence to engage in independent learning through well-developed learning skills.
    10. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define a problem and identify the criterion for an acceptable solution.
  • Identify relevant engineering information and skills for solving the problem.
  • Consider and formulate various approaches that would lead to workable solutions.
  • Identify strengths and weaknesses for the overall solution.
  • Prioritise solutions in order of suitability.
  • Formulate and present the preferred solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply fundamental knowledge of mathematics, and natural and engineering science to solve clearly defined Civil Engineering problems.
  • Apply relevant principles and laws in Civil Engineering.
  • Select appropriate engineering materials, components or processes.
  • Effectively communicate concepts and ideas.
  • Provide reasons for using engineering materials, components, systems or processes.
  • Perform work within the boundaries of the Civil Engineering practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate design problems to satisfy user needs, applicable standards, practice codes and legislation.
  • Plan and manage the design process to focus on important issues and recognise and deal with constraints.
  • Acquire and evaluate knowledge, information and resources and apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include component testing to relevant premises, assumptions and constraints.
  • Evaluate alternatives for implementation and select a preferred solution on an elementary, technical and cost basis.
  • Communicate the design logic and relevant information in a report.
  • Identify occupational health and safety and environmentally related risks and take appropriate measures.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct tests, experiments and measurements within the Civil Engineering discipline.
    Identify and select available literature suitable for the task.
  • Use equipment in accordance with the original equipment manufacturer's specifications.
    Interpret and derive information from available data.
  • Draw conclusions from an evaluation of all available evidence.
  • Record the purposes, process and outcomes of the task in a report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select and apply the appropriate method, skill or tool to achieve the required result.
  • Verify results produced by the method, skill or tool against requirements.
  • Select and use computer applications as required.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply the structures, style and language of written and oral communication appropriate to the target audience.
  • Use appropriate and effective graphics to enhance the meaning of text.
  • Use visual materials to enhance oral communications.
  • Provide information in a format that can be used by others involved in engineering activity.
  • Deliver oral communication with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assess the impact of engineering activity on public health safety.
  • Analyse the impact of engineering activity on occupational health and safety.
  • Assess the impact of engineering activity on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading and controlling.
  • Carry out the individual work effectively and on time.
  • Make Individual contributions to team activities and support the output of the team.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify, plan and manage learning tasks.
  • Undertake independent learning and apply knowledge acquired outside of formal instruction.
  • Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Discuss the ethical implications of the engineering decisions.
  • Accept responsibility for consequences stemming from own actions or failure to act.
  • Limit decision-making to current competence.

    INTEGRATED ASSESSMENT
    The qualification aligns fully with the institutional assessment strategy in terms of types of assessments, moderation procedures, marking / symbol allocation and grading of assessments.

    The rationale for assessment methods is based on institution's assessing the application of knowledge, skills, values and attitudes through appropriate assignments, projects, and portfolio reviews. Therefore, the feedback maximises the learner's opportunity for development and ensures fair and reliable assessment of their abilities. Assessments will include opportunities to give learners timeous, meaningful, and constructive feedback.

    In the assessment strategy, competence is demonstrated through a variety of options such as reports, problem-solving tasks, project-based learning, formative assessment, and summative assessments.

    Formative Assessment:
    Formative assessments are always completed before summative assessments. The formative assessments are added to the learner's portfolio of evidence to show progress throughout the year. Where this is the case a suitable approach to address these gaps will be developed.

    The formative assessment is designed to:
  • Support the teaching and learning process.
  • Give early indications of what and how effectively learners are learning.
  • Diagnose the learner's strengths and weaknesses / to help the school recognize where learners are struggling and address problems immediately.
  • Provides feedback on the learner's progress.
  • Determines whether learners are capable to do a summative assessment.

    Formative assessment is applied through:
  • Assignments.
  • Projects.
  • Presentations.
  • Portfolios.
  • Activities.
  • Observations.
  • group activities.

    Some modules' formative assessments work as integrated projects that assess multiple topics.
    Integrated assessment has the following aims:
  • It measures applied competence. In other words, it assesses whether learners can integrate an applied competence (the ability to perform important activities), foundational competence (to understand the theoretical basis for these actions), and reflexive competence (to reflect on and make changes to activities).
  • It assesses the extent to which learners can perform activities associated with civil engineering competently and effectively.
  • It measures the extent to which learners have integrated the roles, and the knowledge and skills delivered through the different modules that form part of the qualification.

    Summative Assessments:
    Establishes what a learner has achieved at the end of each project, module and the qualification of study.
    Module marks and the aggregate are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability.
    Summative assessments are assessments "of learning" and may include a variety of assessment methods.
    The purpose is to evaluate the learner's achievement of the outcomes by establishing evidence of learning. Except for the modules assesses continuously, there is one summative assessment opportunity per module, excluding supplementary and special assessment opportunities.

    Summative assessment is applied through:
  • Venue based examination.
  • Portfolios.
  • Project presentations.

    The summative assessment mark is calculated based on the examination mark, portfolio of work or project presentations. Therefore, formative assessment opportunities, with comprehensive feedback for improvement, can be used to assist learners in completing summative assessment tasks. Continuous assessment makes use of integrated assessments that require learners to demonstrate knowledge integration and application across a program.

    Internal and external moderation:
    Moderation is conducted internally and externally. Internal and External Moderation is the process of ensuring that the assessment process is conducted according to pre-defined standards and is fair, valid and reliable. All assessments at the institution are subject to internal and/or external moderation, depending on the level of the module being assessed.

    Senior academic staff members from other higher education institutions will be appointed to act as independent moderators to ensure the highest quality and integrity of examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The International Engineering Alliance is established to ensure comparability and mobility in the engineering profession. It is structured in three (3) Accords:
    Washington Accord for BSc type qualifications, (NQF level 8).
    Sydney accord for BET Type qualifications, (NQF level 7).
    Dublin accord for Certificate and Diploma type of qualifications, (NQF level 5 & 6).

    South Africa is one of the founding members and signatory of all three (3) international accords, regulating the engineering education world-wide.

    The Higher Certificate qualifications with the adequate workplace experience would fall under the Dublin accord umbrella, as the vertical articulation of the higher certificate graduates is into a NQF level 6 qualification.

    There are many Level 5 civil engineering qualifications offered in the world. Most vocational colleges have in the qualification civil engineering, with a very flexible modules choice to increase the employment chances of the graduates. The examples presented are from countries signatory of Dublin accord (certificates level 5 qualifications)

    The signatories are committed to the development and recognition of good practice in engineering education and are intended to assist growing globalisation of mutual recognition of engineering qualifications. The equivalence of this whole qualification standard is ensured through the Dublin Accord.

    South Africa is a signatory of the Dublin, Sydney and Washington Accords thus ensuring international comparability for this entry-level engineering qualification as it leads to an NQF level 6 Diploma (Dublin Accord). The qualification can provide access to the 360 Credit Diplomas in Engineering on successful completion of accredited prerequisites. 

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Higher Certificate in Construction Quantity Surveying, NQF Level 5.
  • Occupational Certificate: Quantity Surveying Viability Planner, NQF Level 5.

    Vertical Articulation:
  • Diploma in Civil Engineering, NQF Level 6.

    Diagonal Articulation
  • Advanced Occupational Certificate: Building Inspector Practitioner, NQF Level 6. 
    		•

    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. Academic Institute of Excellence (Pty) Ltd 


    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.