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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Engineering in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
96766  Master 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
Master's Degree  Field 12 - Physical Planning and Construction  Civil Engineering Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  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
2028-06-30   2031-06-30  

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 purpose of the Master of Engineering in Civil Engineering is to develop a learner's ability to conduct independent scientific and technological research and investigations that would lead to solving complex engineering problems in practice. Aligned to South Africa's strategic focus on economic transformation and manufacturing modernisation, this qualification aims to transform general engineering practitioners into specialists in the respective sub-disciplines of civil engineering. Typically, the target learners are individuals who have completed a relevant NQF Level 8 engineering qualification. Unlike traditional coursework, this self-directed research-based qualification will empower high-achieving graduates to solve 'unsolved' industrial challenges. It is specifically tailored for those seeking intellectual autonomy and a distinct competitive edge, elevating foundational skills into the specialised expertise required to lead in today's research and development-driven landscape.

This qualification bridges the gap between academic and professional (occupational) pathways by transforming high-achieving graduates into research-active engineers, innovators, and technical leaders capable of conceptualising and implementing original solutions to solve complex engineering problems. This research-based qualification enables graduates to independently conduct research, solve complex engineering problems, and develop innovative solutions relevant to the civil engineering and construction sectors. Subsequently, graduates are equipped and prepared to lead multidisciplinary teams, contribute to scientific and technological advancement, and uphold ethical and professional standards in line with the expectations of the Engineering Council of South Africa (ECSA) and the global engineering community. Graduates will be innovative thinkers capable of generating innovative ideas and technologies, ethical professionals committed to responsible engineering practice, effective communicators in academic and industrial contexts, as well as lifelong learners prepared for doctoral studies and continuous professional development.

A qualified learner will be able to:
  • Design and execute rigorous research projects.
  • Demonstrate mastery of theoretical and practical knowledge in a specialised area of civil engineering.
  • Apply research methodologies, critical thinking, and analytical skills to solve complex engineering problems.
  • Communicate research findings effectively through scholarly publications, presentations, and technical reports.

    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. 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.

    The development of this research-based qualification was driven by the following needs:
  • Applied research for local impact: South Africa faces challenges in energy, manufacturing, transportation, and infrastructure. A research-based qualification empowers engineers to develop context-specific solutions.
  • Strengthening the innovation ecosystem: Universities of Technologies (UoTs) are increasingly expected to contribute to national innovation through technology transfer, patents, and industry partnerships. This qualification cultivates the research capacity needed to meet those expectations.
  • Workforce development for high-skill sectors: Industry requires technologists or engineers with deep technical expertise and research acumen. This qualification prepares graduates to lead R&D initiatives and drive technological advancement.
  • Industry-relevant research themes: Focus areas include smart and sustainable systems in construction (3-D printing & BIM), transport (planning & engineering), and water (supply, demand & re-use).
  • Collaborative innovation: Research projects are structured to encourage collaboration with industry partners, government agencies, and local communities, ensuring that outcomes are practical, scalable, and impactful.
  • Technology development & commercialisation: Qualifying learners will be equipped to develop prototypes, conduct feasibility studies, and contribute to patentable innovations.

    This qualification is designed to meet specific sectoral needs by integrating advanced academic knowledge with practical innovation. It equips learners with deep theoretical understanding and research capabilities, while fostering applied problem-solving skills relevant to industry challenges. Through specialised research projects and interdisciplinary collaboration, the qualification enables qualifying learners to contribute meaningfully to technological advancement, drive innovation, and address complex engineering problems across the civil engineering and construction sectors. This research-based qualification also aligns with ECSA's expectations by fostering advanced academic and professional competencies essential for engineering practice. It equips qualifying learners to contribute meaningfully to specialised knowledge through independent research, while developing critical skills such as complex problem-solving, design, investigation, and ethical responsibility.

    The qualification further addresses sectoral needs by focusing on industry-relevant challenges, promoting innovation, and preparing qualifying learners for leadership roles in engineering. In summary, benefits of the qualification include: (i) development of research, analytical, and problem-solving skills, (ii) enhanced career prospects in high-tech and innovation-driven sectors, (iii) provision of pathways to doctoral studies and academic careers, (iv) support for national development goals, and (v) enhanced innovation and competitiveness in the key sectors of civil engineering.

    The typical learners for this qualification are civil engineering graduates or practising engineers seeking to deepen their research and innovation capabilities, and/or technologists and technical specialists aiming to transition into R&D or academic roles. This qualification provides opportunities for careers in academia as doctoral candidates and lecturers, as well as leadership roles as engineering managers and innovation strategists. It serves as a critical bridge, allowing graduates to either enter industry as subject matter experts, or continue in academia, leading to roles in advanced innovation and intellectual leadership. Graduates are equipped to oversee complex industrial processes, while advancing the technological transformation of the civil engineering landscape.

    The endorsement and/or accreditation of any academic qualification by ECSA are limited to undergraduate qualifications and post-graduate qualifications based on coursework. Hence, this research-based qualification is exempted from the specific ECSA accreditation requirements as included in qualification Standard E-22-PE. Hence, 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.

    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. Consequently, the Council of Higher Education (CHE) maintains oversight of the qualification's academic integrity by ensuring it demonstrates NQF Level 9 analytical depth and a substantial contribution to the field, while ECSA verifies that the research encompasses the complex engineering activities and specialised body of knowledge critical to the candidate's occupational discipline. This collaborative approach ensures that the qualification is simultaneously academically rigorous and professionally relevant. 
    		•

    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 CUT Articulation Policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing.

    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:
    Learners may apply for RPL to be exempted for 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 which 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 credits for or towards the qualification, in which case they need to 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
  • Bachelor of Engineering in Civil Engineering, NQF Level 8.
    Or
  • Bachelor of Science in Engineering in Civil Engineering, NQF Level 8.
    Or
  • Bachelor of Engineering Technology Honours in Civil Engineering, NQF Level 8.
    Or
  • An appropriate professional Bachelor's degree in Civil Engineering or a cognate engineering field, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of one compulsory module at the National Qualifications Framework Level 9, totalling 180 credits.

    Compulsory Module, NQF Level 9, 180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Draft a research proposal that enables the mastering of engineering principles and emerging technologies.
    2. Gather information on the research area proposal to enable the mastering of engineering principles and emerging technologies.
    3. Choose and justify appropriate theory and methods to enable the design and execution of rigorous research.
    4. Design, perform, and manage rigorous research.
    5. Analyse and evaluate information by means of critical thinking and complex problem-solving skills.
    6. Facilitate the transfer of technological knowledge and the ability to communicate original research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate sufficient understanding of the research field and its implications.
  • Establish the feasibility of the proposal.
  • Demonstrate the relevance and applicability of the research proposal.
  • Apply existing theory and practice in complex and innovative ways through the proposed research.
  • Formulate the proposal mostly independently.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Consider appropriate and wide-ranging sources.
  • Analyse information and justify choices according to relevance.
  • Synthesise information appropriately.
  • Gather information mostly independently from supervision.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe current theory and research methods in the field.
  • Choose and describe appropriate theory and methods.
  • Explain and justify the choices of methods and theories.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate that the design is transferable into practice.
  • Demonstrate that the design works in practice.
  • Record observations consistently and accurately.
  • Evaluate the design and performance and provide suggestions for improvement.
  • Conduct research activities within the legal frameworks of the Occupational Health and Safety Act (Act 85 of 1993) and relevant ISO standards.
  • Exercise ethical responsibility in managing the interface between engineering innovation and its impact on human welfare and environmental sustainability.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Categorise information appropriately.
  • Translate information into appropriate forms.
  • Evaluate information and provide informed, innovative recommendations concerning the research.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Write and lay out the dissertation coherently according to national and institutional requirements.
  • Contribute to publications in accredited journals and/or conference proceedings.
  • Facilitate learning by peers through oral and poster presentations and/or in-house seminars.

    Integrated assessment
    Integrated assessment assesses the learner holistically and contributes to the learner's 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 dissertation, publications, and conference presentations/proceedings constitute a combination of formative, summative, and integrated assessment methods. Integrated assessment takes place through: (i) a dissertation, (ii) an accredited journal publication, and (iii) a conference proceeding/presentation. The assessment of this 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 traditional coursework or examinations. Formative assessment provides ongoing feedback throughout the research process, while summative assessment serves as the definitive measure for determining successful completion of the qualification. Although formative assessment supports the learner's development throughout the research process, summative assessment accounts for 100% of the final assessment.

    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 prior to 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 successful completion of the Master's dissertation which forms 100% of the final assessment. The core summative component is a comprehensive, original research dissertation that demonstrates:
  • Mastery of civil engineering principles.
  • Application of appropriate research methodologies.
  • Critical analysis and interpretation of data.
  • Contribution to the body of knowledge.
  • Academic writing and presentation skills.

    Integrated learning may occur through:
  • Industry collaboration: Learners may conduct research in partnership with industry by applying theoretical knowledge to real-world engineering problems.
  • Laboratory and field work: Experimental research often involves direct work in advanced laboratories or field settings, contributing to practical competence.
  • Interdisciplinary engagement: Projects may span multiple engineering domains or involve collaboration with other faculties (e.g., agricultural, environmental, material, and natural sciences).

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

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with qualifications from New Zealand, and the Master of Philosophy offered by the University of Queensland in Australia.

    Country: New Zealand
    Institution: University of Auckland
    Qualification Title: Master of Civil Engineering

    Purpose:
    The University of Auckland's Master of Civil Engineering prepares graduates to address complex civil engineering challenges through advanced study, applied learning, specialist knowledge, research and professional skills. The qualification focuses on areas such as construction, environmental, geotechnical, structural, transportation and water engineering, and develops the capacity to deliver infrastructure solutions and contribute to decision-making in professional environments.

    Entry requirements:
  • Admission to the 120-point research pathway requires a relevant four-year Bachelor's degree in engineering from a recognised university or similar institution, including foundational engineering knowledge, postgraduate-level study and a research project or dissertation forming at least one-quarter of the final year.
  • Admission to the 180-point pathway is available to candidates with a relevant three-year Bachelor's degree.
  • The current minimum Grade Point Equivalent is 4.0 for both taught and research options.
  • Alternative entry may be considered through the Postgraduate Certificate or Postgraduate Diploma in Civil Engineering with the required grade point average.

    Level and credits:
  • The qualification is positioned at NZQF Level 9.
  • The programme is offered as either 120 points or 180 points, depending on the candidate's prior qualification.
  • The 180-point research pathway is broadly comparable with the South African qualification, which is registered at NQF Level 9 with 180 credits.

    Duration:
  • The duration varies according to whether the learner follows the 120-point or 180-point pathway.
  • Publicly available institutional information indicates that research pathways may be completed in approximately one to one-and-a-half years of full-time study, with equivalent flexible study options where available.

    Content/modules:
  • The qualification has taught and research options.
  • The research option enables specialisation in civil engineering sub-disciplines such as construction, environmental, geotechnical, structural, transportation and water engineering.
  • The South African qualification differs in that it is a fully research-based 180-credit dissertation qualification, while the University of Auckland qualification may include research or taught-and-research routes depending on the selected pathway.

    Assessment:
  • Assessment is aligned to the selected pathway and includes advanced study and research outputs.
  • The research pathway is comparable to the South African qualification because both require the demonstration of advanced research competence, independent inquiry, specialist knowledge and the ability to solve complex civil engineering problems.

    Similarities:
  • Both qualifications are positioned at Level 9 on their respective national qualifications frameworks.
  • Both are intended for learners with an appropriate prior engineering qualification.
  • Both develop advanced civil engineering knowledge, specialist problem-solving capacity and research capability.
  • Both support progression to doctoral study and advanced professional or research-oriented roles.
  • Both include civil engineering specialisation areas relevant to infrastructure, sustainability and complex engineering practice.

    Differences:
  • The University of Auckland qualification may be completed through 120-point or 180-point pathways, while the South African qualification is a 180-credit qualification.
  • The University of Auckland qualification provides both taught and research options, while the South African qualification is entirely research-based through a dissertation.
  • The University of Auckland entry requirements currently specify a minimum GPE of 4.0, while the South African qualification normally requires an appropriate NQF Level 8 qualification with the institutional minimum average indicated for admission.

    Country: Australia
    Institution: University of Queensland
    Qualification Title: Master of Philosophy
    Purpose:
    The University of Queensland's Master of Philosophy is an internationally recognised graduate research degree that develops advanced knowledge, research methodologies and independent research skills. Candidates undertake a significant research project, complete a thesis of approximately 40 000 words and undergo an oral examination where required. The qualification enables learners to formulate significant research problems, apply appropriate conceptual and methodological frameworks, and demonstrate articulate and critical analysis.

    Entry requirements:
  • Admission requires an approved Bachelor's degree with at least honours class IIB or equivalent and relevant experience; or a postgraduate degree of at least one year full-time equivalent with a minimum grade point average of 5 on the 7-point UQ scale and relevant experience; or a Bachelor's degree plus at least two years of documented relevant experience; or other qualifications or experience demonstrating capacity to meet admission standards.
  • Applicants are also expected to demonstrate prior research preparation through research-methods coursework, a supervised research project, scholarly outputs, industry or technical reports, or equivalent research-related experience.

    Level and volume of learning:
  • The Master of Philosophy is positioned at AQF Level 9.
  • The qualification is completed over 1.5 to 2 years of full-time study, or part-time equivalent.
  • Although Australian research degrees do not use South African credit values directly, the level and volume of learning are broadly comparable to the South African NQF Level 9 Master of Engineering in Civil Engineering.

    Duration:
  • The University of Queensland Master of Philosophy is normally completed in 1.5 to 2 years full-time, or the part-time equivalent.
  • The South African qualification is structured as a 180-credit research-based Master's qualification, which is comparable in research intensity and level, although the nominal duration differs.
    Content/modules:
  • The qualification is research-based and requires the completion of a substantial independent research project and thesis.
  • Engineering is one of the recognised disciplinary areas in which the MPhil may be pursued, subject to appropriate supervision and an approved research topic.
  • This aligns closely with the South African qualification, which is also research-based and requires the learner to produce an original dissertation in a specialised area of civil engineering.

    Assessment:
  • Assessment is primarily through the examination of the thesis and, where applicable, an oral examination.
  • This is comparable with the South African qualification, where the dissertation constitutes the core summative assessment and demonstrates independent research competence, critical analysis, methodological rigour and contribution to knowledge.

    Similarities:
  • Both qualifications are positioned at Level 9 on their respective national qualifications frameworks.
  • Both require advanced independent research and the production of a substantial research output.
  • Both develop conceptual, methodological and analytical competence.
  • Both prepare graduates for doctoral study, research leadership and advanced professional roles.
  • Both require learners to demonstrate the ability to formulate and investigate complex problems within an approved field of study.

    Differences:
  • The University of Queensland qualification is a broader Master of Philosophy offered across many disciplines, including engineering, while the South African qualification is specifically titled and registered as a Master of Engineering in Civil Engineering.
  • The Australian qualification normally requires 1.5 to 2 years of full-time study, while the South African qualification is expressed as 180 credits at NQF Level 9.
  • The University of Queensland requires confirmation of suitable supervision and an approved research topic before admission, while the South African qualification follows the provider's institutional admission and research approval processes.

    Conclusion:
    The comparison confirms that the Master of Engineering in Civil Engineering is broadly comparable with the selected international qualifications in terms of level, purpose, admission into advanced postgraduate study, research orientation, assessment through substantial research outputs, and articulation to doctoral studies. The closest alignment is with the University of Queensland Master of Philosophy because both qualifications are research-based and centred on independent inquiry and a substantial thesis/dissertation. The University of Auckland Master of Civil Engineering also provides a relevant benchmark because it is positioned at NZQF Level 9, includes a research pathway, and supports advanced civil engineering specialisation. The main differences relate to programme structure, credit systems, duration and whether the qualification includes taught components. Overall, the comparison supports the international comparability and recognition of the South African qualification as an advanced Level 9 research-based civil engineering qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal articulation:
  • Master of Construction, NQF Level 9.
  • There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

    Vertical articulation:
  • Doctor of Engineering in Civil Engineering, NQF Level 10.

    Diagonal articulation:
  • Advanced Occupational Diploma: Mine Manager, NQF Level 7. 
    		•

    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.