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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Engineering in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
96765  Doctor of Engineering in Civil Engineering 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 12 - Physical Planning and Construction  Civil Engineering Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
65364  Doctor of Technology: Engineering: Civil  Level 8 and above  NQF Level 10  240  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Doctor of Engineering in Civil Engineering is a research-based qualification that develops the highest level of scholarly, technical, and professional competence in the field of civil engineering. It is designed within the national context of South Africa's drive for sustainable development, technological innovation, economic transformation through modernising key sectors, and to promote digital transformation and circular economy principles as outlined in the National Development Plan (NDP) 2030, the Department of Science and Innovation Decadal Plan (2022-2032), and Fourth Industrial Revolution (4IR). This qualification is intended for senior professionals and technical experts, focusing on applying advanced research to solve complex, real-world industrial challenges. By bridging the gap between academic theory and practical innovation, this qualification empowers graduates to transition into executive leadership roles and establish themselves as global subject matter experts. Ultimately, this qualification provides the technical authority and strategic insight necessary to influence industry standards and lead large-scale, high-impact projects.

This qualification bridges academic and professional pathways by ensuring graduates can independently conduct original specialised research, solve complex engineering problems, and develop original innovative solutions relevant to the civil engineering and construction sectors. Graduates are expected to lead multidisciplinary teams, contribute to scientific and industrial advancement, and uphold the ethical and professional standards of the Engineering Council of South Africa (ECSA) and the global engineering community. A graduate must complete a doctoral thesis that satisfies the academic requirements by contributing original, peer-reviewed knowledge to the engineering field. This may be achieved by designing and validating tangible outputs, such as system prototypes, patented technologies, or innovative industrial processes that address critical, real-world civil engineering challenges.

Upon completion of this qualification, a qualified learner will be able to:
  • Conduct original, independent, and advanced research that contributes to the field of civil engineering.
  • Demonstrate mastery of theoretical and practical knowledge in a specialised area of civil engineering.
  • Apply advanced research methodologies, critical thinking, and analytical skills to solve complex engineering problems.
  • Communicate research findings effectively through scholarly publications, presentations, and technical reports.
  • Contribute to the development of new technologies, systems, and processes that address societal and industrial needs.
  • Uphold ethical standards in research and professional practice.

    Rationale:
    This qualification is intended for individuals seeking to contribute original and applied knowledge to a specialised field within civil engineering. It addresses an industry-wide demand for subject matter experts who can solve complex, 'unsolved' problems through independent research activities. Candidates are required to demonstrate an advanced level of understanding, containing both fundamental principles and complex theoretical or applied concepts, as well as demonstrating the ability to independently evaluate and synthesise information, and effectively address complexities and contradictions in engineering theory and research practice.

    This qualification is designed to meet specific sectoral needs by advancing both academic knowledge and practical innovation through:
  • Advanced research and innovation by developing innovative technologies in areas such as remote sensing, sustainable and smart water technologies, green construction, and 3-D printing in construction.
  • Problem solving at strategic level by equipping graduates to conduct complex engineering challenges using advanced modelling, simulation, and experimental techniques as well as enabling systems-level thinking for optimising processes.

    This qualification also aligns with ECSA's expectations for advanced professional competence inclusive of:
  • Advanced competency development: ECSA requires professionals to demonstrate high-level competencies across technical, managerial, and ethical domains, enhancing critical thinking and innovation, which are essential for leadership in engineering design, systems integration, and sustainability.
  • Contribution to engineering knowledge: ECSA's competency standards emphasise the importance of contributing to the body of engineering knowledge. Doctoral graduates produce peer-reviewed publications, patents, and technical reports, advancing the scientific and technological base of civil engineering in South Africa.
  • Sector-specific impact: A doctoral qualification enables specialised expertise in all the sub-disciplines of civil engineering, e.g., environmental, geotechnical, structural, transportation, urban, and/or water engineering, as well as strategic problem-solving for national infrastructure, industrial competitiveness, and sustainable development.
  • Global recognition and mobility: ECSA is a signatory to the Dublin, Sydney, and Washington Accords, which promote international recognition of engineering qualifications under the auspices of the International Engineering Alliance (IEA). Hence, this qualification also aligns with global standards for engineering education and research, as well as facilitating international collaboration and mobility of South African engineers.

    Graduates will be responsible for leading innovation and research initiatives in academic, industrial, or governmental settings, driving technological development through the creation of new systems, products, or processes, contributing to policy and standards development, upholding ethical standards in research, intellectual property, and professional practice, and advance the engineering profession through education, mentorship, and public engagement. Graduates in possession of this qualification will be able to pursue careers as postdoctoral research fellows, research leaders in academic institutions, lead innovation and R&D teams in the consulting engineering and construction industries, as well in the public sector, i.e., provincial and national government departments, and local authorities (municipalities).

    The endorsement and/or accreditation of any academic qualification by ECSA is limited to undergraduate qualifications and post-graduate qualifications based on coursework. Hence, this qualification is exempted from the specific ECSA accreditation requirements as included in Qualification Standard E-22-PE. Therefore, no ECSA endorsement was required; however, ECSA still supports and requires the continuous professional development (CPD) of their members, of which post-graduate studies form an integral part. In addition, as an NQF Level 10 qualification, this qualification remains subject to a consultation process that balances academic rigour with professional relevance. This involves aligning research outputs with the ECSA E-22-PE standards for advanced engineering knowledge and maintaining a dual-layered quality assurance framework. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's Articulation Policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in Higher Education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (RPL; SAQA, 2013, amended 2019) and (DHET 31 March 2016, Gazette no. 381). The institution's Articulation Policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing. RPL may be applied for access, credits from modules, and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entry requirements or the required qualification that is at the same NQF Level as the qualification required for admission into this qualification may be considered for admission through RPL.
  • To be considered for admission in this 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 should they be admitted into the qualification.

    RPL for advanced standing:
    An applicant who has already achieved some of the competencies expected for admission to, or progression within the qualification may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning.

    RPL for module exemption:
    RPL for module exemption does not apply to this qualification, as it comprises a single, integrated research module culminating in the submission of a research thesis. The design of the qualification is intentionally holistic, with assessment focused on the candidate's ability to demonstrate advanced scholarly competence through a unified and original research contribution. As such, learning outcomes are not structured into discrete, separately assessable modules, but are instead embedded within the progressive development and execution of the thesis. This integrative approach ensures that competence is evaluated comprehensively, and that credit cannot be assigned on a modular basis without undermining the coherence and epistemic integrity of the master's research process.

    RPL for credit:
    RPL for credit is not applicable as the qualification consists of a single integrated research component (research thesis). Given the indivisible nature of the thesis and the requirement for candidates to demonstrate the creation of knowledge through independently conducted and examined research, no credits may be awarded through RPL for partial completion of this qualification.

    Entry Requirements:
  • Master of Engineering in Civil Engineering, NQF Level 9.
    Or
  • Master of Engineering, NQF Level 9.
    Or
  • Master of Philosophy in Civil Engineering, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at the National Qualifications Framework, Level 10, totalling 360 Credits.

    Compulsory Module at NQF Level 10, totalling 360 credits:
  • Advanced Research Project and Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Plan, manage, and execute a reasoned and appropriate research proposal.
    2. Gather information pertinent to the research area.
    3. Analyse and evaluate information.
    4. Generate original research methods and/or analytical methods for the design of systems, processes, or components.
    5. Perform and manage research.
    6. Demonstrate an ability to apply specialist knowledge and theory in critically reflexive, creative, and novel ways to address practical and theoretical problems associated with complex systems.
    7. Facilitate the transfer of technological knowledge. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for ELO 1:
  • Demonstrate sufficient understanding of the research field and its implications.
  • Establish the feasibility of the proposal.
  • Provide justification for the proposal.
  • Demonstrate the relevance and applicability of the research proposal.
  • Develop original and innovative theory and practice in complex technological situations through the proposed research.
  • Formulate the proposal independently.

    Associated Assessment Criteria for ELO 2:
  • Consider appropriate and wide sources.
  • Analyse information and make justified choices regarding relevance.
  • Synthesise information appropriately.
  • Gather information independently from supervision.

    Associated Assessment Criteria for ELO 3:
  • Demonstrate a systematic understanding of a range of research methods and techniques, critically evaluate these, and apply them appropriately to investigate the research problem.
  • Assimilate data from different data collection methods, such as qualitative, quantitative, experimental, and simulation methods, to present a coherent representation of data analyses.
  • Analyse, interpret, and synthesise data using appropriate computer software programme(s).
  • Compile a coherent and sustained argument that is supported by research results and conclusions.

    Associated Assessment Criteria for ELO 4:
  • Ensure methods are at an appropriately high level of complexity.
  • Develop original methods or innovative refinements of existing methods.
  • Discuss and compare all major related research methods with the chosen method.
  • Defend the merits of the chosen method.

    Associated Assessment Criteria for ELO 5:
  • Address contradictions and omissions in theory and research practice.
  • Conduct the research process successfully and independently from the supervisor.
  • Demonstrate effective project management, including budgeting, scheduling, and resource allocation.
  • Adjust the research plan as needed to address unforeseen challenges or opportunities.

    Associated Assessment Criteria for ELO 6:
  • Demonstrate problem-solving abilities to address complex and challenging problems relevant to the research project with an understanding of the consequences of any solutions or insights generated to address such problems.
  • Apply advanced analytical techniques to evaluate data and extract meaningful insights.
  • Critically assess the validity, reliability, and limitations of the findings.

    Associated Assessment Criteria for ELO 7:
  • Write and lay out the thesis coherently according to national and institutional requirements.
  • Contribute to a paper accepted by an accredited journal.
  • Facilitate learning by peers through oral and poster presentations and/or in-house seminars.
  • Supervise research at lower levels.

    Integrated assessment
    Integrated assessment aims to assess the learner holistically and contributes to the learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence. The execution of the research project, production and acceptance of the thesis, publications, and conference presentations/proceedings constitute the total of a combination of formative, summative, and integrated assessment methods.

    Integrated assessment takes place in the form of:
  • Thesis.
  • Accredited journal publication.
  • Conference proceeding/presentation.

    The assessment of the research-based qualification is designed to evaluate the learner's ability to conduct independent, original research and contribute meaningfully to the discipline. The focus is on applied competence, critical thinking, and scholarly output, rather than on traditional coursework or examinations. While formative processes offer ongoing feedback throughout the research journey, the summative assessment serves as the definitive measure for determining the successful completion of the qualification. Although formative assessment supports the learner's development throughout the research, summative assessment accounts for 100% of the assessment mark.

    Formative assessment:
    Formative assessment supports the learner's development throughout the research project and includes:
  • Research proposal evaluation: Early-stage assessment of the research problem, objectives, methodology, and feasibility.
  • Progress reviews: Regular supervisory meetings and annual progress reports to assess research milestones, challenges, and academic growth.
  • Draft submissions: Review of dissertation chapters or technical papers before final submission, allowing for iterative improvement.

    These formative assessments are developmental in nature and do not carry formal credits or grading, but are essential for guiding the learner toward successful completion.

    Summative assessment:
    Summative assessment determines the final achievement of the qualification and includes:
  • Doctoral thesis: A substantial publication of original research demonstrating mastery of the subject, methodological rigour, and contribution to knowledge.
  • Oral examination: A formal defence of the thesis before an examination panel, assessing the learner's depth of understanding, critical reasoning, and ability to justify research decisions.
  • Publication outputs: Submission of peer-reviewed journal articles or conference proceedings.

    There are no academic examinations or assignment-based modules; the thesis and oral defence constitute the core summative assessment.

    Assessment of these integrated learning experiences is embedded in the thesis evaluation and oral defence, where the learner must demonstrate how practical engagement informed the research outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to the following international qualifications.

    Country: New Zealand
    Institution name: University of Auckland
    Qualification title: Doctor of Philosophy (PhD) in Civil Engineering
    Duration: 3-4 years

    Purpose:
    To develop researchers capable of conducting independent, original research that makes a significant scholarly contribution to the field of civil engineering. The focus is on solving complex, real-world problems through design thinking and high-level innovation in areas such as environmental, construction, geotechnical, structural, transportation, and water engineering. Hence, both qualifications integrate theoretical depth with applied innovation to promote complex problem-solving that bridges the gap between academic and industry domains to ultimately produce specialists/researchers capable of translating engineering science into practical solutions with measurable economic and societal impact.

    Entry requirements:
    Both qualifications are positioned at the same level, i.e., the New Zealand Qualification Framework (NZQF) Level 10 and NQF Level 10. The entry requirements are different, i.e., an NZQF Level 8 qualification with a grade point average (GPA) of 6.0 on a 7-point scale, or an NZQF Level 9 qualification is required in New Zealand, while an average of 65% at NQF Level 9 is required in South Africa.

    Exit Level Outcomes/content/modules:
    ELOs and content are similar, although the exact details depend on the field of specialisation within the various sub-disciplines of civil engineering. In both qualifications, no coursework modules apply, and the general knowledge areas, e.g., mathematical, engineering and natural sciences, design and synthesis, information technology, and complementary studies form inherently part of the research component to align with the competency indicators as contained in the Sydney/Washington Accords and the IEA.

    Level and Credits:
    Similar; NZQF and NQF Level 10 with a total of 360 Credits distributed over a minimum study period of three years. Given that NZQF/NQF Level 8 and 9 qualifications need to be already completed for admission, qualified learners from both these NZQF/NQF Level 10 qualifications are eligible to register with Engineering New Zealand, or ECSA, both of which are signatories of the IEA.

    Types of assessments:
    Similar; summative assessment by external examiners in the field of specialisation, followed by a formal oral examination (viva voce).

    Duration:
    Full-time duration is similar and ranges between three to four years. The part-time option is only available to New Zealand learners, with a typical duration of between six to eight years of part-time research.

    Country: Australia
    Institution name: University of Sydney
    Qualification title: Doctor of Philosophy (PhD) in Civil Engineering
    Duration: 3-4 years

    Purpose:
    To develop researchers capable of conducting independent, original research that makes a significant scholarly contribution to the field of civil engineering. The focus is on solving complex, real-world problems through design thinking and high-level innovation in areas such as environmental, construction, geotechnical, structural, transportation, and water engineering. Both qualifications integrate theoretical depth with applied innovation to promote complex problem-solving that bridges the gap between academic and industry domains to ultimately produce specialists/researchers capable of translating engineering science into practical solutions with measurable economic and societal impact.

    Entry requirements:
    Both qualifications are positioned at the same level, i.e., the Australian Qualifications Framework (AQF) Level 9 and NQF Level 9. The entry requirements are different, i.e., an AQF Level 8 qualification with a grade point average (GPA) of 6.0 on a 7-point scale, or an AQF Level 9 qualification is required in Australia, while an average of 65% at NQF Level 9 is required in South Africa.

    Exit Level Outcomes/content/modules:
    ELOs and content are similar, although the exact details depend on the field of specialisation within the various sub-disciplines of civil engineering. In both qualifications, no coursework modules apply, and the general knowledge areas, e.g., mathematical, engineering and natural sciences, design and synthesis, information technology, and complementary studies form inherently part of the research component to align with the competency indicators as contained in the Sydney/Washington Accords and IEA.

    Level and Credits:
    Similar; AQF and NQF Level 10 with a total of 360 credits distributed over a minimum study period of three years. Given that AQF/NQF Level 8 and 9 qualifications need to be already completed for admission, qualified learners from both these AQF/NQF Level 10 qualifications are eligible to register with Engineers Australia, or ECSA, of which, both are signatories of the IEA.

    Conclusion:
    The comparison with the above-listed two international qualifications demonstrates a strong alignment with this qualification in terms of the purpose, entry requirements, ELO competencies, research content, level of offering and associated credits, duration, and assessment strategies. Hence, this confirms that this qualification is equivalent to other research-based international engineering qualifications to enable and support international recognition and mobility of graduates. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal and diagonal articulation.

    Horizontal articulation:
  • Doctor of Science in Engineering, NQF Level 10.
  • Doctor of Philosophy in Engineering, NQF Level 10.

    Diagonal articulation:
  • Specialised Occupational Diploma: Professional Construction Project Manager, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Central University of Technology, Free State 


    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.