SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Civil Engineering

SAQA QUAL ID	QUALIFICATION TITLE
96855	Diploma in Civil Engineering
ORIGINATOR
Mangosuthu University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	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 06	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
72291	National Diploma: Engineering: Civil	Level 6	NQF Level 06	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Diploma in Civil Engineering aims to equip learners with essential technical skills, knowledge, and soft skills such as communication, teamwork, and ethics to start a career as a competent civil engineering technician. It prepares graduates for professional registration with ECSA and enables them to work effectively within engineering teams while understanding the social and environmental impact of their work. Targeted at aspiring civil engineering technicians, the qualification offers opportunities for professional growth, meaningful contribution to sustainable infrastructure, and readiness to tackle real-world engineering challenges, ultimately enhancing their career prospects and societal impact.

Upon completion of the qualification, learners will understand and perform civil engineering tasks such as supporting projects, applying technical skills, and following safety and ethical standards. They will be responsible for assisting in project work, supervising technical tasks under guidance, and contributing to team efforts. This qualification prepares learners for technical roles in civil engineering and supports their progression towards professional registration and advanced responsibilities.

A qualified learner through ECSA graduate attributes will be able to:

Develop and apply technical, design, and problem-solving skills in engineering.

Conduct investigations and effectively use engineering tools.

Communicate clearly and collaborate effectively in team environments.

Understand the social, environmental, and ethical impacts of engineering work.

Maintain professionalism, act ethically, and pursue continuous learning while understanding management and economic decision-making.

In addition, learner attributes (including methods, procedures and techniques, accessing, processing and managing information, producing and communicating information, ethics and health and safety) will be integrated in the learning process.

Rationale:
The qualification was identified as necessary because it aims to fill a gap in civil engineering by producing technicians who are both academically qualified and industry ready. This ensures graduates have a balanced combination of theoretical knowledge and practical skills, which is essential to meet the demand for competent professionals capable of contributing effectively to civil engineering projects.

It will benefit the sector, society, and the economy by producing qualified technicians to support infrastructure development and maintenance. This need was identified by advisory bodies (i.e., Civil and surveying engineering firms, municipal and government departments, Engineering Council of South Africa, etc.). The qualification will produce skilled civil engineering technicians to support infrastructure growth and maintenance. It will benefit society by improving safety and sustainability, boosting the economy through efficient project delivery and job creation, and strengthening regional infrastructure resilience. Nationally, it aligns with sustainability and green goals, while continentally, it fosters capacity for cross-border development and sustainable growth across Africa.

Target learners include recent school leavers, artisans, and workers seeking formal recognition. It prepares them for roles like civil engineering technicians, site supervisors, and project staff, with pathways for further education and specialization. Work-based learning and internships are key components.

The qualification meets the registration requirements of professional bodies such as the Engineering Council of South Africa (ECSA) by aligning with their standards for registration and accreditation. This supports professional registration and recognition, enabling learners to attain statutory and designatory status. ECSA will continue to ensure alignment with registration and accreditation requirements.

The qualification paves the way for careers in surveying, with opportunities to progress to higher qualifications and specialised fields, supporting career development and skills growth within the sector. Graduates can articulate horizontally to a Diploma in surveying or vertically to Advanced Diplomas in Civil Engineering or Project Management. This progression is supported by the NQF framework and RPL.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the 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 allowed entrance into the qualification.

RPL for module exemption:

Learners may apply for RPL to be exempted from 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 that 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 credit for or towards the qualification, in which they must 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.

The institution's policies on RPL and CAT allow for RPL for access and exemption in line with the CHE's policy in this regard and for CAT for specific modules.

Entry Requirements:

National Senior Certificate, NQF Level 4, granting access to diploma studies.
Or

Senior Certificate, NQF Level 4, granting access to diploma studies.
Or

National Certificate Vocational, NQF Level 4, granting access to diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at the National Qualifications Framework Level 6, totalling 360 credits.

Compulsory Modules at NQF Level 5, 132 Credits.

Mathematics, 12 Credits.

Applied Mechanics for Civil Engineers, 12 Credits.

Computer Skills, 12 Credits.

Surveying: Theory & Practical, 12 Credits.

Civil Engineering Drawing I, 8 Credits.

Construction Method I, 8 Credits.

Mathematics, 12 Credits.

Theory of Structures, 12 Credits.

Engineering Practice and Communication, 8 Credits.

Construction Material I, 12 Credits.

Civil Engineering Drawing, 8 Credits.

Communication Skills, 8 Credits.

Civil Engineering Management, 8 Credits.

Compulsory Modules, NQF Level 6, 228 Credits:

Geology and Soil Mechanics, 12 Credits.

Introduction to Environmental Engineering, 8 Credits.

Transportation Engineering, 8 Credits.

Water Engineering I, 12 Credits.

Reinforced Concrete and Masonry Design III, 12 Credits

Engineering Statistics, 12 Credits.

Documentation for Civil Engineers, 8 Credits.

Geotechnical Engineering, 12 Credits.

Structural Analysis, 12 Credits.

Earthworks and Pavement Design, 12 Credits.

Water Engineering II, 12 Credits.

Structural Steel and Timber Design III, 12 Credits.

Civil Engineering Design, 16 Credits.

Civil Engineering Practice I, 40 Credits.

Civil Engineering Practice II, 40 Credits.

EXIT LEVEL OUTCOMES

1. Identify, formulate, analyse and solve well-defined engineering problems.
2. Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality to solve well-defined engineering problems.
3. Perform procedural design and synthesis of components, systems, engineering works, products or processes.
4. Demonstrate competence to design and conduct investigations and experiments.
5. Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology.

ASSOCIATED ASSESSMENT CRITERIA

Associated assessment criteria exit level outcome 1:

Identify engineering problems, showing the use of relevant technical knowledge to ensure accurate identification.

Apply appropriate methods in the analysis of engineering problems, resulting in the development of practical and well justified solutions.

Formulate clear and concise definitions of engineering problems, supporting the development of effective and relevant solutions.

Associated Assessment Criteria Exit Level Outcome 2:

Apply mathematics and natural sciences in the analysis of engineering situations, providing a strong foundation for problem solving.

Utilise engineering sciences for modelling engineering problems, ensuring accurate representation and effective solutions.

Reason through and solve well-defined engineering problems, demonstrating a clear application of knowledge in practical contexts.

Associated Assessment Criteria Exit Level Outcome 3:

Design components of engineering works, demonstrating the ability to apply procedural design effectively.

Synthesise systems within engineering projects, ensuring that the integration of elements meets project requirements.

Ensure that design problems conform to well-defined engineering standards, maintaining the integrity and quality of the outcome.

Associated Assessment Criteria Exit Level Outcome 4:

Design investigations appropriate to the sub-discipline, clearly outlining the objectives and methodologies.

Conduct experiments with adherence to established protocols, ensuring the accuracy and reliability of results.

Analyse research or investigation outcomes, where the student engages with the selected knowledge in the research literature of the subdiscipline.

Associated Assessment Criteria Exit Level Outcome 5:

Utilise a range of methods and tools appropriate to the engineering discipline, enhancing the precision and efficiency of work.

Employ computer packages for computation, modelling, and simulation, improving the accuracy and depth of analysis.

Employ computers and networks and information infrastructures for accessing, processing, managing, and storing information to enhance personal productivity and teamwork.

Integrated Assessment
Integrated assessment involves assessing a learner's applied competence and readiness to complete a qualification or part-qualification by combining various assessment methods. In this approach, the assessment process considers formative, summative assessments and work integrated learning (WIL) to determine overall performance for promotion.

Formative Assessment
Formative assessments are ongoing assessments that provide feedback throughout the learning process, helping learners improve their skills and understanding. These include, but are not limited to, quizzes, classwork, assignments, projects, and tests.

Summative Assessment
Summative assessments are final evaluations that measure the student's competence at the end of the learning period. In the main, this includes final exams and comprehensive projects

Work Integrated Learning (WIL)
This component enables learners to apply theoretical knowledge in practical settings, while demonstrating competency in real-world scenarios. The assessment of WIL involves evaluating the learner's ability to perform tasks in a workplace setting, their professional behaviour, and their capacity to integrate learning into practical work situations, thereby contributing to their overall readiness for employment and qualification completion.

INTERNATIONAL COMPARABILITY

The qualification is comparable to the following international qualifications.

Country: Uganda
Institution name: Kampala International University
Qualification title: Diploma in Civil Engineering
Duration: 2 years
107 Credits

Purpose:
The purpose of the Diploma in Civil Engineering qualification is to equip learners with the theoretical knowledge, technical skills, and practical competencies required to participate effectively in the planning, design, construction, supervision, and maintenance of civil engineering projects. The qualification prepares graduates to apply engineering principles in areas such as construction technology, surveying, structural analysis, soil mechanics, transportation, water supply, drainage, and infrastructure development. It also develops problem-solving, technical communication, and site management skills, enabling graduates to work effectively as civil engineering technicians and support professional engineers in delivering safe, sustainable, and cost-effective infrastructure. The qualification further provides a foundation for continued professional development and progression to higher-level studies in civil engineering and related fields.

Similarities:

Entry requirements: Both KIU and SA qualifications require a foundation in math and science. However, the grading systems are different.

ELOs/Content/ Modules: Both KIU and SA qualifications cover core civil engineering topics. Core modules include structures, geotechnical, transportation, water resources, and construction.

Assessments: Both KIU and SA qualifications use a mix of exams and practical application.

Differences:

Duration: KIU qualification is 2 years inclusive. The SA qualification is 3 years (diploma), 4 years (extended program).

Articulation: KIU civil engineering program allows for vertical articulation (From diploma to postgraduate diploma to master's degree in civil engineering).

Country: Canada
Institution name: Northern Alberta Institute of Technology
Qualification title: Civil Engineering Technology Diploma

Purpose:
The qualification prepares learners to work as civil engineering technologists, supporting professional engineers and construction teams in the design, construction, and maintenance of infrastructure. Learners develop both theoretical and hands-on skills in areas such as road and bridge design, buildings, water treatment facilities, surveying, computer-aided design and drafting (CADD), project management, and construction.

Similarities:

ELOs/Content/ Modules: Both NAIT and the SA qualifications have similar modules. These include surveying, drafting/drawing, materials testing, water/wastewater, and construction.

Assessments: Both NAIT and the SA qualifications have similar assessment styles. These range from exams, continuous assessment, and practicals.

Differences:

Credits: NAIT qualification's credits are not specified. The SA qualification is 360 credits.

Duration: NAIT qualification is 2 years. The SA qualification is 3 years (diploma), 4 years (extended program).

Articulation: NAIT civil engineering diploma program allows for vertical articulation to a related bachelor's degree. The SA qualification allows for vertical articulation to an advanced diploma and bachelor's degree.

Entry requirements: NAIT civil engineering diploma program requires a high school diploma with specific math/science courses and English proficiency. The SA qualification requires a National Senior Certificate or equivalent with specific subject grades.

Conclusion:
The SA qualification aligns with international qualifications in Uganda and Canada regarding content and assessment. Differences in credit structure and program length exist, providing valuable insights for continuous improvement and global relevance.

ARTICULATION OPTIONS

This qualification allows possibilities for vertical, horizontal, and diagonal articulation.

Horizontal Articulation:

Diploma in Surveying, NQF level 6.

Advanced Occupational Certificate: Electrical Engineering Draftsperson, NQF Level 6.

Vertical Articulation:

Advanced Diploma in Civil Engineering, NQF level 7.

Bachelor of Engineering in Civil Engineering, NQF level 7

Diagonal Articulation

Advanced Occupational Diploma: Building Engineering Inspector, 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.	Mangosuthu University of Technology