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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Mine Surveying 
SAQA QUAL ID QUALIFICATION TITLE
94665  Bachelor of Mine Surveying 
ORIGINATOR
University of Johannesburg 
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 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  428  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Mine Surveying is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent and practicing Mine Surveyor (technologist).

Specifically, the qualification provides graduates with:
  • Preparation for careers in mining engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • The educational base required to undertake PLATO stage 2 qualifications that will allow them to practice as registered professional Mine Surveyors.
  • For graduates with an appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to a Master's Degree.
  • For Certificated Mine Surveyors, the education base for achieving proficiency in mine surveying and occupational health and safety.

    The qualification will enable learners to:
  • Diagnose and solve mining engineering and mine surveying problems by applying engineering and surveying principles.
  • Apply knowledge of mathematics, natural science and engineering sciences to engineering procedures, processes, systems and methodologies to solve mining engineering and surveying problems.
  • Perform procedural and non-procedural design within applicable standards, codes of practice and legislation in mining engineering.
  • Conduct investigations of problems; locate, search and select relevant data from codes, data bases and literature, design and conduct experiments, analyse and interpret results to provide valid conclusions.
  • Use appropriate techniques, resources, and modern engineering tools, for the solution of mining engineering problems.
  • Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
  • Demonstrate knowledge and understanding of the impact of mining engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.

    Rationale:
    The phasing out of the National Diploma and Bachelor of Technology prompted the Department of Mine Surveying to replace the two qualifications in Mine Surveying with a three-year Bachelor qualification, called the Bachelor of Mine Surveying. The new Bachelor's Degree is a step towards the alignment of all the technology based engineering qualifications offered by the Faculty of Engineering and the Built Environment (FEBE) with the new requirements of the HEQSF.

    The standard and quality of the mine surveying curriculum is continuously scrutinised by industry in collaboration with the Council of Professional and Technical Surveyors of South Africa (PLATO).

    The qualifying learners can be Principal Surveyors who provide consulting and specialist mine surveying services to the companies and recommend solutions to operational problems related to mine surveying. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to Faculty qualification to promote life-long learning. Persons with industrial experience will be accepted to the qualification on conditions that adequate preparation for academic engineering modules is undertaken.

    Recognition of Prior Learning is based on the following process:
  • Applicant indicates the reason for applying for recognition of previous learning (could be entrance to a qualification or exemption from certain modules in the qualification).
  • The RPL committee determines the criteria for the recognition of prior learning based on the request (could be admission requirements of the qualification, assessment of exit level outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
  • The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
  • The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.
  • The Quality committee will make a recommendation to Faculty Board to ratify the decision.

    The purpose of the institution's RPL Policy, that directs the Faculty's RPL procedure, is to recognise prior learning, in order to provide access into qualification, grant advanced placement in qualification, and credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

    Entry Requirements:
    To be able to gain access to the Bachelor of Mine Surveying applicants should be in possession of a valid:
  • National Senior Certificate (NSC) with admission for Degree purposes.
    Or
  • National Vocational Certificate (NCV) (Level 4).
    Or
  • A Level 5 or Level 6 Diploma in Engineering. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises fundamental and core modules at NQF Levels 5, 6 and 7, totalling 428 Credits.

    Fundamental Modules at NQF Level 5:
  • Engineering Mathematics, 14 Credits.
  • Physics, 14 Credits.
  • Survey Draughting, 7 Credits.
  • Mine Surveying, 7 Credits.
  • Communication, 14 Credits.
  • Measurement Mathematics, 14 Credits.
  • Statistics, 14 Credits.
    Total Credits for NQF Level 5, 84 Credits.

    Core Modules at NQF Level 6:
  • Citizenship, 14 Credits.
  • Physics, 14 Credits.
  • CAD, 14 Credits.
  • Environmental Management, 14 Credits.
  • Surveying workshop, 4 Credits.
  • Underground Mining Methods, 14 Credits.
  • Surface Mining methods, 7 Credits.
  • Site Surveying, 14 Credits.
  • Mineral Reserve Evaluation, 14 Credits.
  • Mining Geology, 14 Credits.
  • Mineral Beneficiation, 7 Credits.
  • Mine Surveying, 14 Credits.
  • Engineering Management, 14 Credits.
  • Mineral Resource Evaluation, 14 Credits.
  • Structural Geology, 14 Credits.
  • Mining Technical Services, 14 Credits.
  • Surveying workshop, 4 Credits.
    Total Credits for NQF Level 6, 204 Credits.

    Core Modules at NQF Level 7:
  • Mineral Resource Evaluation, 14 Credits.
  • Mine Surveying, 14 Credits.
  • Surveying workshop, 14 Credits.
  • Engineering Management, 7 Credits.
  • Mine Planning and Design, 14 Credits.
  • Mineral Resource Legislation, 14 Credits.
  • Mine Design and Valuation Project, 49 Credits.
  • Mine Surveying, 14 Credits.
    Total Credits for NQF Level 7, 140 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Systematically diagnose and solve broadly defined mine surveying problems by applying engineering principles.
    2. Apply knowledge of mathematics, natural science and engineering sciences to define and apply engineering procedures, processes, systems and methodologies to solve broadly-defined mining engineering and surveying problems.
    3. Perform procedural and nonprocedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation in mining engineering.
    4. Conduct investigations of broadly-defined problems locate, search and select relevant data from codes, databases and literature, design and conduct experiments, and analyse and interpret results to provide valid conclusions.
    5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined mining engineering problems with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively, both orally and in writing, with engineering audiences and affected parties.
    7. Demonstrate a knowledge and understanding of the impact of mining engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of mining engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mine surveyors. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Possible approaches are generated and formulated that would lead to a workable solution for the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of broadly-defined engineering problems.
  • Theories, principles and laws are used.
  • Formal analysis and modelling is performed on engineering materials, components, systems or processes.
  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
  • Uncertainty and risk is handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • The design process is planned and managed to focus on important issues and recognises and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The design logic and relevant information is communicated in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Investigations and experiments are planned and conducted within an appropriate discipline.
  • Available literature is searched and material is critically evaluated for suitability to the investigation.
  • Analysis is performed as necessary to the investigation.
  • Equipment or software is selected and used as appropriate in the investigations.
  • Information is analysed, interpreted and derived from available data.
  • Conclusions are drawn from an analysis of all available evidence.
  • The purpose, process and outcomes of the investigation are recorded in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly to achieve the required result.
  • Results produced by the method, skill or tool are tested and assessed against required results.
  • Computer applications are created, selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of text.
  • Visual materials used enhance oral communications.
  • Accepted methods are used for providing information to others involved in the engineering activity.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The impact of technology is explained in terms of the benefits and limitations to society.
  • The engineering activity is analysed in terms of the impact on occupational and public health and safety.
  • The engineering activity is analysed in terms of the impact on the physical environment.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A design or research project is organised and managed.
  • Effective communication is carried out in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are managed autonomously and ethically, individually and in learning groups.
  • Learning undertaken is reflected on own learning requirements and strategies are determined to suit personal learning style and preferences.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Assumptions are challenged critically and new thinking is embraced.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The nature and complexity of ethical dilemmas is described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
  • The system of continuing professional development is understood and embraced as an on-going process.
  • Responsibility is accepted for consequences stemming from own actions.
  • Judgments are made in decision making during problem solving and design.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    The number and range of assessment methods used are included in the learning guides. Every assessment opportunity carries a predetermined weight that takes the integration of the outcomes into account:
  • Each semester module will have at least 3 formative returned assessment opportunities that will be used to establish a semester mark and give feedback to the student on progress.
  • Module lecturers must provide detailed, written and constructive feedback to student work within fifteen working days after an assessment opportunity.
  • In continuous assessment modules this mark will be used to credit the module or give opportunity to access a further opportunity amounting to a 60% weighting.

    In the case of traditional exam the semester mark will usually count for 40% and the final summative assessment count for 60% for the credit of a module. The standard structure of University of Johannesburg will be applied to supplementary final assessments. Pass performance is usually set at 50%. In the case of the final semester of the qualification the special project will be awarded a final mark as judged by a panel to adequately cover the Exit Level Outcomes from the qualification. The pass mark will be 50%. 
    		•

    INTERNATIONAL COMPARABILITY 
    A comparative analysis was conducted on the qualification of the Bachelor of Mine Surveying offered at the institution and the University of Curtin in Australia and The University of New Brunswick in Canada.

    The Curtin University in Australia offers the qualification Bachelor of Science (Mine and Engineering Surveying). Mine and engineering surveying is a specialist area of surveying involving the measurement, representation and management of data associated with a mining operation.

    Mine surveyors are responsible for marking out, measuring and maintaining direction of all surface and underground workings on a mine site. They are also legally responsible for the preparation and updating of all mine surveying plans for open pit and underground workings on the mine site.

    What the course involves:
    In the first year learners will complete a mining sciences foundation year that covers all aspects related to planning and supervising the extraction of valuable minerals from the Earth. The mine and engineering surveying major provides basic studies in mathematics, computing and science and an introduction to surveying and mapping techniques. Learners then explore more advanced topics in mine and engineering surveying along with specialist studies in mining technology and examine the occupational and environmental aspects of mine management. Field trips are integrated into this course to provide you with a hands-on learning experience.

    The course structure:
  • Engineering Surveying.
  • Geological Principles.
  • Photogrammetry.
  • Applied Cartography.
  • Coordinate and Mapping Systems.
  • Mine Surveying.
  • Integrated Surveying.
  • Remote Sensing.
  • Advanced Mine Surveying.
  • Mining Systems.
  • Resource Estimation.
  • Satellite Positioning for Mining.
  • Mine Management.
  • Mine Planning.
  • Mine Survey Project.
  • Underground Mining Systems.

    An alternative name for Mine Surveyors is Geomatic Engineer.
    University of New Brunswick in Canada offers the Bachelor of Geomatics Engineering Degree.

    Curriculum:
    With a minimum of 160 Credit hours in the program, students are required to complete:
  • A core of basic engineering subjects.
  • A core of Mathematics, Computer Science, General Science, and geomatics engineering (GGE) subjects.
  • Approved technical electives, with at least one GGE 5000 level course.
  • A minimum of 6 credits of approved complementary studies electives and at least 6 months of relevant practical experience approved by the Department.

    Core Courses:
  • General Applied Chemistry.
  • General Applied Chemistry Laboratory.
  • Engineering Economy.
  • Introduction to Computer Programming.
  • Introduction to Numerical Methods.
  • Economics for Engineers.
  • Electricity and Magnetism.
  • Engineering Technical Communication.
  • Intro Engg Design and Problem Solving.
  • Engineering Practice Lecture Series.
  • Mechanics For Engineers.
  • Engineering Practice Lecture Series.
  • Introduction to Geodesy and Geomatics.
  • Advanced Surveying.
  • Advanced Surveying Practicum.
  • Introduction to Geographic Information Systems.
  • Land Administration I.
  • Survey Design and Analysis.
  • Surveying Design Practicum.
  • Space Geodesy.
  • Introduction to Adjustment Calculus.
  • Advanced Adjustment Calculus.
  • Geodesy I.
  • Imaging and Mapping I.
  • Imaging and Mapping II.
  • Precision Surveying.
  • Geodesy II.
  • Imaging and Mapping III.
  • Advanced Geographic Information Systems.
  • Land Administration II.
  • Design Project and Report.
  • Introduction to Calculus I.
  • Introduction to Calculus II.
  • Introduction to Linear Algebra.
  • Multivariable Calculus for Engineers.
  • Differential Geometry for GGE.
  • Physics for Engineers.
  • Probability and Statistics for Engineers.
  • Managing Engineering and IT Projects.

    Technical Electives:
  • Oceanography, Tides and Water Levels.
  • Marine Geology and Geophysics.
  • Oceanography for Hydrographers.
  • Tides and Water Levels.
  • Marine Geology for Hydrographers.
  • Engineering Surveying.
  • Kinematic Positioning.
  • Marine Geophysics for Hydrographers.
  • Mining Surveying.
  • Hydrographic Data Management.
  • Industrial Metrology.
  • Special Studies in Adjustments.
  • Gravity Field and Geodetic Networks.
  • Special Studies in Geodesy.
  • Digital Image Processing.
  • Special Studies in Photogrammetry.
  • Special Studies in Digital Mapping.
  • Survey Law.
  • Land Economy and Administration.
  • Marine Policy, Law, and Administration.
  • Urban Planning for Geomatics.
  • Site Planning for Geomatics.
  • Special Studies in Geomatics I.
  • Special Studies in Geomatics II.
  • Special Studies in Geomatics II.
  • Other technical electives may be taken in Engineering, Science, Computer Science, or Forestry, subject to Departmental approval.

    Learners are cautioned that not all technical electives may be offered every year.

    In addition to the above list, a minimum of 6 of complementary studies electives is also required. These require approval by the Department.

    This qualification provides learners with excellent opportunities for career enhancement and professional growth. This Degree will appeal primarily to graduate Geomatics Engineering technologists who wish to pursue professional accreditation as Land Surveyors or develop their careers in other areas of Geomatics such as mapping or hydrography.

    Conclusion:
    Although the titles may differ, however, the curriculum and modules at University of Johannesburg for the Bachelor of Mine Surveying compares favourably with the curriculum of the international institutions. 
    		•

    ARTICULATION OPTIONS 
    Vertical articulation
  • Bachelor of Engineering, at NQF Level 8.
  • Bachelor of Engineering in Mining Engineering, at NQF Level 8.
  • An Honours Degree in Mine Surveying will be the route for a person wishing to register as a Professional Mine Surveyor with PLATO.

    Horizontal articulation:
    Bachelor of Engineering Science, at NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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


    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.