SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Surveying

SAQA QUAL ID	QUALIFICATION TITLE
96867	Diploma in Surveying
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
2028-06-30		2033-06-30

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
72306	National Diploma: Surveying	Level 6	NQF Level 06	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Diploma in Surveying provides learners with the knowledge, skills, and understanding to collect, process, present, and interpret spatial data, and to control positioning for basic engineering works. The qualification is aimed at those seeking technical roles in surveying and the built environment. This qualification develops competence in fieldwork, data handling, and spatial analysis, enhancing employability and enabling meaningful contributions to infrastructure and land management.
This qualification prepares graduates as surveying technicians. They will apply surveying methods, understand spatial data management, and deliver accurate positioning services while adhering to industry standards and safety protocols, contributing to civil engineering, construction, or land management teams. Graduates may also articulate into the Advanced Diploma in Surveying and Geospatial Technology, which provides advanced skills in GIS, remote sensing, and project management for further specialisation and career advancement.
A qualified learner will be able to:

Collect accurate and reliable spatial data using various surveying instruments and uphold ethical standards and safety practices.

Process, interpret, and analyse survey data effectively with appropriate software tools.

Prepare detailed, precise surveying plans and reports suitable for professional use.

Demonstrate proficiency in applying surveying principles and techniques in real-world scenarios while communicating findings clearly in written and graphical formats.

Continuously update skills and knowledge in emerging surveying technologies and methods.
In addition, learner attributes (including methods, procedures, ethics, and health and safety) will be integrated into the learning process.

Rationale:
The qualification addresses a gap in surveying, where there's a need for skilled technicians who are both academically qualified and industry ready. The gap was identified through industry feedback indicating a shortage of technicians who are both academically qualified and practically skilled to meet current surveying demands.

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, South African Geomatics Council, etc.). The qualification will produce skilled civil engineering technicians to support infrastructure growth and maintenance. It will benefit society by improving safety and sustainability, boosts the economy through efficient project delivery and job creation, and strengthen 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 like the Geomatics Council of South Africa (SAGC) by aligning with their standards for registration and accreditation. This supports professional registration and recognition, enabling learners to attain statutory and designatory status. SAGC will continue ensuring 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 with the Diploma in Surveying can articulate horizontally to Civil Engineering or vertically to Advanced Diplomas in Surveying or Town Planning. 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 (NSC), NQF Level 4, granting diploma studies.
Or

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

National Certificate Vocational (NCV), NQF Level 4, granting diploma studies.
Or

Higher Certificate or Advanced Certificate in a cognate field.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at the National Qualifications Framework Level 6, totalling 372 credits.

Compulsory Modules, NQF Level 5, 125 Credits.

Computer Skills, 12 Credits.

Mathematics, 12 Credits.

Physics, 10 Credits.

Surveying, 12 Credits.

Drawing, 10 Credits.

Construction Method, 10 Credits.

Geography, 5 Credits.

Mathematics, 12 Credits.

Photogrammetry, 12 Credits.

Surveying, 12 Credits.

Survey Drawing, 10 Credits.

Communication Skills, 8 Credits.

Compulsory Modules, NQF Level 6, 247 Credits.

Communication Skills, 2,5 Credits.

Control Surveying, 15 Credits.

Legal Principles, 10 Credits.

Statistics, 12 Credits.

Photogrammetry, 12 Credits.

Management (Civil), 10 Credits.

Adjustment of Errors, 12 Credits.

Cadastral Surveying, 12 Credits.

Communication Skills, 2,5 Credits.

Computer Applications, 12 Credits.

Surveying, 15 Credits.

Geographical Information Systems, 12 Credits.

Survey Practice, 60 Credits.

EXIT LEVEL OUTCOMES

1. Identify, analyse, and produce solutions to problems related to the surveying environments as presented in classroom and laboratory examples and practicals; and as encountered in the real-life work context as part of experiential learning.
2. Apply analytical and practical techniques and knowledge related to the specific disciplines of surveying.
3. Conduct surveying operations and apply practical skills related to the specific real-life working environment as addressed through laboratory practicals and specific skills training and projects done in industry during experiential training.
4. Communicate in a professional manner using the language, concepts, models, techniques, and equipment encountered in the surveying working environment.
5. Apply mathematical techniques and interpret results of mathematical calculations to assist in the solving of surveying problems.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify surveying-related problems accurately, ensuring a comprehensive understanding of the context and challenges.

Analyse problems related to surveying environments, demonstrating effective use of critical thinking and analytical skills.

Develop appropriate solutions to surveying problems, integrating classroom, laboratory, and workplace experiences to ensure practical applicability.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply analytical techniques effectively, demonstrating their use in solving surveying problems.

Utilise practical techniques proficiently, ensuring accurate and effective application in surveying tasks.

Integrate knowledge from surveying disciplines effectively, ensuring a comprehensive and informed approach to solving problems.

Associated Assessment Criteria for Exit Level Outcome 3:

Conduct surveying operations efficiently, utilizing relevant tools and techniques to ensure accurate and effective results.

Apply practical skills effectively in real-life working environments, demonstrating competence and adaptability.

Apply knowledge from laboratory practicals and industry-based training in surveying operations, ensuring skills are relevant and up to date.

Associated Assessment Criteria for Exit Level Outcome 4:

Use surveying concepts effectively, ensuring clear and accurate communication of technical information.

Employ technical language proficiently, adapting communication to suit the audience and purpose.

Demonstrate the ability to use appropriate surveying concepts, technical language, models, and equipment professionally to communicate information effectively.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply mathematical techniques accurately, demonstrating competence in calculations related to surveying tasks.

Interpret the results of mathematical calculations effectively, ensuring accurate understanding and application in surveying contexts.

Solve surveying problems effectively by ensuring the ability to function both independently and collaboratively in real-world working situations.

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 and 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: Kenya
Institution name: Kenya Institute of Surveying and Mapping
Qualification title: Diploma in Land Surveying
Duration: 3 years, full-time

Purpose:
The purpose of the Diploma in Land Surveying qualification is to equip learners with the knowledge, practical skills, and professional competencies required to carry out land surveying and related geospatial activities accurately and effectively. It prepares graduates to use modern surveying instruments and technologies to collect, process, analyse, and present spatial data for applications such as land development, construction, mapping, property boundaries, and infrastructure projects. The qualification also provides a strong foundation for employment in the surveying and geomatics industry and for further studies in related fields.

Similarities:

Entry requirements: Both SA and KISM qualifications demand a strong background in mathematics and science. However, the SA qualification accepts a variety of qualifications, including international certificates, while KISM mainly requires KCSE grade C- or higher with specific subject grades.

Assessments: Both SA and KISM qualifications' assessments involve practicals, exams, and continuous evaluation.

Differences:

ELOs/Content/ Modules: Both SA and KISM qualifications' curricula share similar learning outcomes focused on practical skills, technical knowledge, and industry relevance. However, the SA qualification includes GIS, photogrammetry, control surveying, and management, while KISM emphasises land law, geodesy, engineering surveying, and field skills.

Credits: the SA qualification is 374, and KISM qualification credits are not specified.

Articulation: the SA qualification allows for the NQF level system of progression. KISM qualification is not clearly specified. Only certificate to diploma within Kenyan industry pathways.

Country: Canada
Institution name: Loyalist College
Qualification title: Survey Engineering Technician
Duration: 2 years

Purpose:
The purpose of the Survey Engineering Technician is to equip learners with the technical knowledge and practical skills required to perform surveying and geomatics activities in a professional environment. The qualification prepares graduates to collect, measure, process, analyse, and present accurate land and spatial information using modern surveying instruments, computer-aided design (CAD) software, and geospatial technologies. It provides competencies applicable to land development, construction, mapping, engineering projects, property surveys, and infrastructure development, while preparing graduates for employment in the surveying and geomatics industry and for further studies in related fields.

Similarities:

Entry requirements: Both the SA and LC qualifications demand a strong background in mathematics and science. However, the SA qualification requires a national senior certificate with specific subject ratings or equivalent qualifications, including GCE or GCSE, while LC requires an Ontario Secondary School Diploma with at least six credits in Grade 12 math and physics, or equivalent.

ELOs/Content/ Modules: Both SA and LC qualifications' curricula cover core surveying topics, including geometry, mapping, control surveys, and GIS. However, the SA qualification includes modules like GIS, photogrammetry, control surveying, and management, while LC emphasises technical drawing, geomatics, GPS, and field surveying, with more focus on engineering applications.

Assessments: Both SA and LC qualifications' assessments involve practicals, exams, and continuous evaluation.

Difference:

Credits: The SA qualification is 374, and LC qualification credits are not specified.

Duration: The SA qualification is 3 years, while the LC qualification is a full-time 2-year qualification without specified work placement.

Articulation: The SA qualification allows for an NQF level system of progression. LC qualification prepares learners for employment or further post-secondary education within Canada, with potential pathways to advanced engineering programs.

Conclusion:
In conclusion, the comparison with surveying programs at the Kenya Institute of Surveying and Mapping and Loyalist College in Canada highlights the alignment of the Diploma in Surveying with international trends in practical surveying education, while also revealing potential areas for differentiation in curriculum content and focus.

ARTICULATION OPTIONS

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

Horizontal Articulation:

Diploma in Civil Engineering, NQF level 6.

Advanced Occupational Certificate: Building Inspector Practitioner, NQF Level 6.

Vertical Articulation:

Advanced Diploma in Quantity Surveying, NQF Level 7.

Bachelor of Science in Quantity Surveying, NQF Level 7.

Diagonal Articulation:

Advanced Occupational Diploma: Building Engineering Inspector, NQF Level 7.

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.	Mangosuthu University of Technology