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 Architecture 
SAQA QUAL ID QUALIFICATION TITLE
3945  Bachelor of Architecture 
ORIGINATOR
University of Cape Town 
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  Field 12 - Physical Planning and Construction  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  420  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 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2029-06-30  

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 main purposes of the professional programme are as follows:
  • To provide qualifiers with graduate-level knowledge, specific design skills and applied competence in the field of architecture.
  • To provide opportunities for contributions to society in general and the built environment in particular, for continued personal intellectual growth and for gainful economic activity.
  • To provide the South African region with adequate numbers of graduates in the field of architecture to ensure that the local base of good design practice, knowledge grounded economic activity and scholarly pursuits and advanced. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    a). As a minimum the pre-requisites for entry into the BArch degree programme is:
    - The Bachelor of Architectural Studies (BAS) undergraduate degree as obtained from UCT,
    - Or if the candidate is the holder of a three year undergraduate degree which is the equivalent to the BAS degree;
    - Or if the candidate has completed three years of study at any other university or institution which is considered as the equivalent of the BAS degree.
    b). In respect of the latter qualification, candidate holding the B.Tech (Architecture) undergraduate degree may be eligible providing this degree has been attained at an accepted standard.
    c). Candidates of the understanding BAS degree are expected to have attained a 60% pass in design subjects and candidates with the B.Tech undergraduate degree should have a 75% pass in design.

    Senior Certificate with Matriculation Exemption or Equivalent university admission qualification

    First degree: Bachelor's degree in Architectural Studies, or BTech of acceptable standard

    RECOGNITION OF PRIOR LEARNING:

    Work experience will be recognised in special and extra-ordinary circumstances.
    The University is prepared to test candidates wishing to enter through non-traditional means, to establish whether, in the opinion of Senate, the person is prepared for degree studies in which case application will be made for conditional exemption. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    (a) Critical cross-field outcomes (generic to all teaching and learning)

    The graduate is competent to communicate effectively, in drawing, writing and orally, with architectural audiences and the community at large.

    The graduate is critically aware of the impact of architectural activity on society and the environment, and can exercise the appropriate judgement in architectural analysis and design.

    The graduate is competent to work efficiently as an individual, in teams, and in multi-disciplinary environments showing leadership and performing critical functions.

    The graduate is critically aware of the need to act ethically and professionally, to take responsibility and exercise judgement commensurate with knowledge and experience.

    (b) General outcomes (contextually demonstrated knowledge, skills and values of the programme)

    The graduate is competent to apply advanced design skills in terms of being able to identify and formulate architectural design problems.

    The graduate is competent to solve divergent and convergent architectural design problems creatively, innovatively and synthetically.

    The graduate is able to think through architectural problems both in conceptual and practical terms.

    The graduate is competent to communicate effectively in graphic terms (diagrams, hand-drawn drawings, computer drawings and models), in writing and orally with the community at large and with built environment audiences.

    (c) Specific Outcomes, including professional outcomes, contextually demonstrated)

    The graduate has a good understanding of the tradition and history of the discipline of architecture and understands aesthetic and technical aspects of architectural design.

    The graduate is competent to be able to integrate design requirements of climate, function, building form and construction into a synthetic whole.

    The graduate is competent in terms of building technology and its integration with the various aspects of design, and is able to understand various and appropriate systems of construction.

    The graduate has competent skills to engage in the detailed design of systems of construction and building technology.

    The graduate is competent to assist in co-ordinating the various design and technical inputs of other built-environment professional during the design process. 

    ASSOCIATED ASSESSMENT CRITERIA 
    (a)

    Can he student produce a drawn thesis and deliver an oral presentation that appropriately describes and architectural problem, and solutions to the problem?

    Can student provide solutions that benefit society in a way that improves quality of life? Are the solutions economically viable and environmentally sustainable?

    Can the student produce output that clearly demonstrates her/his own contribution and the benefits of interaction with others in solving complex problems?

    Does the student understand the need to act professionally and exercise ethics in the work place?

    (b)

    Can the student apply advanced skills in terms of being able to identify and formulate architectural design problems?

    Can the student solve divergent and convergent architectural design problems creatively and think through architectural problems both in conceptual and practical terms?

    Can the student think through architectural design problems both in conceptual as well as practical terms?

    Can the student communicate effectively in graphic (diagrams, hand-drawn drawings, computer drawings and models), written and oral terms with the community at large and with built environment audiences?


    (c)

    Can the student show an understanding of the tradition and history of architecture as well as of aesthetic and technical aspects of architectural design?

    Can the student integrate design requirements of climate, function, building form and construction into a synthetic whole?

    Does the student have a competent understanding of building technology, its integration into various aspects of design, and an understanding various systems of construction?

    Is the student able to engage in the detailed design of systems of construction and building technology?

    Can the student assist in co-ordinating the various design and technical inputs of other built environment professional during the design process?

    INTEGRATED ASSESSMENT
    The exit level outcomes of the BArch degree are assessed in various ways. Both summative and formative assessment methods are employed in measuring learner performance. These methods are used integratively to assess whether the specified outcomes have been achieved.

    Summative assessment:
    Summative assessment generally takes place in measuring learner performance in the case of support or non-core courses. Typically these include:
  • Essays submissions, written examinations, written examinations and oral examinations.
    In addition to coursework evaluations, learner performance is also assessed through workplace assessment, where experience and performance during the practical year in the architectural industry is assessed.

    Formative Assessment:
    In the BArch post-graduate degree programme formative assessment is the primary method of measuring learner performance and is typically conducted through: design portfolio reviews and portfolio examinations.
    The design portfolio incorporates a number of group and individual design exercises executed over the period of study. With the portfolio reviews and examinations the outcomes and competency of the learner is measured in a synthetical and holistic manner. In as much as architectural design competency relies on a synthesis and integration of design and technical skills, the portfolio examination is a feasible way by which to judge the attainment of learning outcomes. It is a system of assessment that is supported by an in-depth feedback mechanism whereby learner performance can be measured holistically.

    Capstone Assessment:
    The final "capstone" assessment of the BArch graduate competence is conducted through the examination of the 'final degree' project. This formative assessment method includes the presentation of a portfolio of design work that includes an oral examination. The specific criteria for assessment in this case includes and evaluation of the graduate's overall design competence, an understanding of architectural theory and history and an understanding of environmental issues. 
    		•

    ARTICULATION OPTIONS 
    This qualification serves as an entry to the related qualification(s):
    1. Master of City Planning & Urban design
    2. Master of City & Regional Planning
    3. Master of Landscape Architecture

    This qualification provides credits for the related qualifications:
    1. Master of Landscape Architecture
    2. Master of City Planning and Urban Design
    3. Master of City and Regional Planning 

    MODERATION OPTIONS 
    The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The academic staff of the University of Cape Town will be used in a manner which is consistent with the quality assurance system of the University. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 Cape Town 


    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.