SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Engineering: Civil: IT 
SAQA QUAL ID QUALIFICATION TITLE
16884  Bachelor of Engineering: Civil: IT 
ORIGINATOR
Rand Afrikaans University 
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 12 - Physical Planning and Construction  Civil Engineering Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  928  Level 7  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2015-06-30  

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 
The aim of the qualification is to develop an engineering intellectual who can identify, assess and formulate certain engineering needs of society and solve specific identified engineering problems creatively and innovatively, by applying certain scientific, mathematical, engineering, computer engineering, economic and other relevant principles and methods. The qualification prepares learners for an engineering science, design and project based career through the fundamental understanding, use and appropriate application of engineering methods, skills, tools and information technology. The qualification also provides a platform for lifelong learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Applied competencies associated with applicable NQF level 4 qualification.

1. Further education certificate with university exemption approved by the Dean or its representative on acceptance of written application, completed enrolment forms and on condition that applicable fees have been paid.

2. Grade 12 - Mathematics and Physical Science on higher grade with a minimum pass of 60% (C-symbol) for each subject together with an M-score of at least 17.
The M-score is calculated by using the following interpretative table:

A - SYMBOL B - SYMBOL C - SYMBOL D - SYMBOL E OR LESS
HG - 5 HG - 4 HG - 3 HG - 2 HG - 1
SG - 4 SG - 3 SG - 2 SG - 1 SG - 0

Recognition of prior learning:

An RPL procedure will also be in place covering the following essentials:
  • Candidates supply at own cost all relevant information and documentation.
  • Candidates will pay a fee determined by RAU & be assessed via RPL.
  • RPL can be done at individual module or on an accumulative level.
  • All RPL applications are handled at a predetermined time in the academic year.
  • RPL applications are referred by the Dean/Dean`s committee to the relevant departmental chairperson for evaluation and recommendation.
  • RPL candidates may be required to be assessed orally or in written format on module or combined level for access to degrees and higher degrees.
  • RPL assessment is typically done by a faculty committee constituted for that purpose.
  • RPL in the faculty of engineering is done within the RPL framework policy of the RAU. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Learners are able to:

    1. Identify, assess, formulate, interpret, analyse and solve specific identified engineering science problems creatively by applying knowledge of mathematics, basic science and engineering sciences from first principles;

    2. Plan and manage small engineering projects, demonstrating an underlying knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering science practice;

    3. Work effectively, individually or with others, as a member of a team in multidisciplinary environments;

    4. Organise and manage him/herself and his/her activities responsibly, effectively, professionally and ethically and to take responsibility within his/her own limits of competence and to exercise judgement commensurate with knowledge and expertise;

    5. Plan and conduct limited investigations, research and experiments commensurate with level of competence by applying appropriate theories and methodologies and perform data analysis and interpretation;

    6. Communicate effectively, both orally and in writing, with audiences and the community at large, using appropriate structure, style and graphical support;

    7. Use and assess appropriate engineering methods, skills, technology and information technology effectively and critically in engineering practice and show an understanding and a willingness to accept responsibility for the impact that engineering science activities have on society and the environment;

    8. Perform procedural and non-procedural design and synthesis of components, systems, works, products or processes as a set of related systems and assess where applicable their social, legal, health, safety and environmental impacts and benefits;

    9. Employ various learning strategies and skills to master module outcomes required in fundamental mathematics, engineering sciences, engineering design research and relevant aspects of management, thereby preparing him/herself to engage in lifelong learning to keep abreast of knowledge and skills required in the engineering field.

    10. Participate as a responsible citizen in the life of local, national and global communities by acting professional and ethical;

    11. Demonstrate cultural and aesthetic sensitivity across a range of social contexts in the execution of engineering science activities;

    12. Explore education and career opportunities;

    13. Organise and develop entrepreneurial opportunities through engineering science problem solving, design, technical research and managerial skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can/Does the learner:

    1. Engineering problems are identified, assessed, formulated, interpreted, analysed and solved effective and creatively by applying knowledge of Mathematics, basic science and engineering and computer engineering sciences from first principles.

    2. Small engineering projects are planned and managed so that an underlying knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering practice are demonstrated.

    3. Participation as a member of a team, group, organisation, community or in multidisciplinary environments.

    4. Activities are organised and managed responsibly, effectively, professionally and ethically. Responsibility is taken within his/her own limits of competence and judgement is exercised in commensuration with knowledge and expertise.

    5. Investigations, research and experiments are effectively planned and conducted by applying appropriate theories and methodologies and data analysis and interpretation are performed.

    6. Communication is effectively carried out, both orally and in writing, with engineering audiences and the community at large, using appropriate structure, style and graphical support

    7. Appropriate engineering methods, skills, tools, technology and information technology are effectively and critically used and assessed in engineering science practice and an understanding and a willingness to accept responsibility for the impact that engineering activities have on society and the environment are shown.

    8. Procedural and non-procedural design of components, systems, works, products or processes are performed and their social, legal, health, safety and environmental impacts and benefits are assessed.

    9. Various learning strategies and skills are employed to master module outcomes required in fundamental mathematics, engineering sciences, engineering design research and relevant aspects of management, in preparation to engage in lifelong learning to keep abreast of knowledge and skills required in the engineering field.

    10. Responsible citizenship is practised in terms of the local, national and global communities by acting ethically.

    11. Cultural and aesthetic sensitivity are shown across a range of social context in the execution of engineering activities.

    12. Education and career opportunities are explored.

    13. Entrepreneurial opportunities are organised and developed through engineering problem solving, design, technical research and managerial skills.


    Formative assessment practices that will be implemented:
    Learners are continuously assessed via informal class tests, tasks, projects and formal semester tests (in written or oral mode) and practical laboratory experiments and investigations. They also do research and design projects that are properly documented and must be presented to co-learners during seminar sessions. These major design and research projects are done mainly in the third and fourth (final) year of study

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of:
    Learners are exposed to one written examination per module - towards the end of each semester. In the case of modules with a year duration, learners need to obtain a 40% mark on formative assessment for the first semester for continuation of their studies in the second semester (a final written examination is also required).
    Learners may also be orally examined in certain modules such as project and design. 

    ARTICULATION OPTIONS 
    Access to qualifications on a lower level:
    Learners who are (or have been) registered for this or another related qualification (or even for the same or related modules) at another higher education institution, will be allowed to enter in mid stream on acceptance of written application, completed enrolment forms and on condition that the applicable fees have been paid. Such learners may retain credit for modules that have been passed on request of the learner after recognition by the previous institution and approval by the dean`s committee of the relevant faculty at this institution.
    The onus rests on the learner to provide full evidence of outcomes attained through modules for which credit is sought. An oral or adequate form of evaluation may be required of the learner for modules for which credit is sought. An oral or adequate form of evaluation may be required of the learner for modules for which credit is sought. Learners who have passed the full curriculum of study up to a certain year of study at another university are allowed into the following year of study at RAU, pending approval of the dean`s committee.

    Access to qualifications on the same level:
    Another qualification or different subjects:
    Learners who want to switch to another qualification or other subjects at this institution, may do so within a period of three weeks after the start of the semester. They will retain full credit for modules that have been passed.

    Another institution:
    If learners want to continue their studies at another higher education institution, they may switch towards the end of the first or the second semester. This institution and the new institution will accredit all courses (subjects) that have been passed, pending approval of the faculties of the institutions involved.

    Articulation with other higher education programmes:
    Studies on the same level:
    This qualification is on the NQF level 7. The following possibilities for continuation of studies within other higher education programmes exist:
    B.Optom., MB.Ch.B or B.Comm. degree programme;
    Another B.Sc. degree programme at any other university;
    B.Tech. degree programme at any technikon.

    Access to qualifications on a higher level:
    Further studies:
    Having obtained this qualification, the following possibilities for further study of higher education programmes exist:
  • Postgraduate higher diploma programme at any university, and
  • Master`s degree programme at any university 
    		•

    MODERATION OPTIONS 
    1. What external examination processes will be implemented?
  • External examiners and moderators (assessors) are used for the final modules together with the first internal assessor. These external people, mostly from other higher education institutions, universities or engineering industry, are all subject specialists in their respective fields. The Civil Engineering (IT) programme for the degree is evaluated for accreditation purposes on a continuous five year cycle by the Engineering Council of SA (ECSA)

    2. How many external examiners/moderators will be appointed for this qualification and from which type of institutions or professional bodies will they typically be?
  • From other higher education institutions, universities and the engineering industry;
  • one external examiner for each final module. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Criteria regarding formal qualifications that assessors should have:
    Normally a relevant B-degree or appointment as academic staff member at a tertiary institution.

    Criteria regarding job or learning area experience:
    Relevant engineering experience/appointment as academic staff member at a tertiary institution.

    Criteria regarding experience of or exposure to assessment:
    Normally first time assessors are assisted by experienced assessors/academics in the field. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.