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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Architectural Technology 
SAQA QUAL ID QUALIFICATION TITLE
97082  Diploma in Architectural Technology 
ORIGINATOR
Nelson Mandela University 
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  Physical Planning, Design and Management 
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
87111  National Diploma: Architectural Technology  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Diploma in Architectural Technology is to prepare learners with the theoretical knowledge, technical skills, and applied competencies required to operate as entry-level architectural technologists within the built environment sector. Learners will be equipped to participate in the design, documentation, and management of architectural projects, applying creative problem-solving, critical thinking, and ethical decision-making in practice.

The qualification targets prospective learners interested in the architectural profession, including school leavers and individuals seeking career progression in the construction and design industries. Learners who complete the qualification will be able to produce architectural drawings, interpret and apply building regulations, use digital and immersive technologies for design communication, and contribute to sustainable and socially responsive built environments.

The qualification provides pathways into professional practice and further study. Graduates may progress to an Advanced Diploma, Bachelor of Architectural Studies, or equivalent higher-level qualification, thereby advancing their academic and professional development in architecture.

A qualified learner will be able to:
  • Apply architectural design principles to small- and medium-scale building projects.
  • Prepare, manage, and coordinate construction documentation using both manual and digital tools.
  • Demonstrate an understanding of construction methods, materials, and technologies relevant to sustainable building design.
  • Engage collaboratively with professionals, clients, and communities in the delivery of architectural projects.
  • Uphold ethical and professional responsibilities in line with industry standards and regulatory frameworks.

    Rationale:
    The qualification responds to the critical need in South Africa for qualified architectural technologists who can support the growing demand for sustainable, affordable, and contextually relevant built environments. The construction sector has identified architectural technology as a scarce and strategic skill area, with graduates required to address housing backlogs, urbanisation pressures, and infrastructure development projects.

    This qualification was developed in consultation with professional bodies such as the South African Council for the Architectural Profession (SACAP), higher education institutions, and representatives from industry. The qualification supports the objectives of the National Development Plan, which emphasises the importance of expanding human settlements, improving the quality of infrastructure, and promoting green, resource-efficient building practices.

    Typical learners include school leavers with an interest in design and construction, employees already working in the built environment sector who seek formal recognition of their skills, and individuals pursuing career mobility within the architectural profession. Graduates of the qualification will be employable as architectural technologists, draftspersons, or design technicians, and will also have access to further learning pathways such as the Advanced Diploma or Bachelor of Architectural Studies, enabling vertical and diagonal articulation within the National Qualifications Framework.

    Furthermore, the qualification meets the requirements for professional registration with SACAP at the appropriate category (e.g., Candidate Architectural Technologist), ensuring that graduates can progress toward full professional recognition. By producing graduates who can integrate design, technology, and sustainability, the qualification contributes to the transformation of the architectural profession and to South Africa's broader social and economic development goals. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL allowance:
    The NQF policy for RPL stipulates that no more than 10% of a cohort in a higher education qualification may gain access through this route. This limit applies specifically to RPL as an access mechanism, meaning it governs how many learners may be admitted to a qualification without meeting the standard formal entry requirements.

    RPL for access:
  • 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 exemption of modules:
  • 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.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of the following compulsory modules at National Qualifications Framework Level 5 and 6, totalling 360 Credits.

    Year 1:
    Compulsory Modules, NQF level 5, 122 Credits:
  • Presentation Methods Module I, 10 Credits.
  • Introduction to Design Module II, 10 Credits.
  • Applied Building Science I, 20 Credits.
  • History of Architecture & Design I, 10 Credits.
  • Introduction To Design Theory I, 10 Credits.
  • Construction And Detailing I, 20 Credits.
  • Computer Applications I, 10 Credits.
  • Survey and Landscaping III, 12 Credits.
  • Studio Work I, 20 Credits.

    Year 2:
    Compulsory Modules, NQF level 6, 126 Credits:
  • Computer Aided Draughting III, 12 Credits.
  • Services Module I, 8 Credits.
  • Environmental Design, 4 Credits.
  • Construction and Detailing II, 20 Credits.
  • Office Practice III, 8 Credits.
  • Design Theory, 8 Credits.
  • Design II, 16 Credits.
  • Practical Studies II, 20 Credits.
  • Studio Work II, 20 Credits.
  • Communication I, 10 Credits.

    Year 3:
    Compulsory Modules, NQF Level 6, 112 Credits:
  • Architectural Technology Practice III, 60 Credits.
  • Construction and Detailing III, 24 Credits.
  • Office Practice III Module III, 4 Credits.
  • Studio Work III, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conceptualise, develop, and present design solutions for small- to medium-scale building projects by applying informed judgement to user needs, contextual conditions, sustainability principles, and regulatory requirements.
    2. Prepare, interpret, and coordinate architectural drawings, models, and specifications using manual and digital technologies, including CAD, BIM and VR, in accordance with industry standards and statutory regulations.
    3. Analyse, select, and apply appropriate construction methods, materials, and detailing techniques to support safe, functional, and sustainable building project outcomes.
    4. Evaluate and apply principles of environmental design, resource efficiency, and indigenous knowledge systems to promote sustainable and socially responsive architectural solutions.
    5. Demonstrate responsibility, accountability, and ethical behaviour by applying professional codes, health and safety requirements, legal frameworks, and awareness of societal impact within the built environment.
    6. Collaborate within multidisciplinary teams by engaging effectively with clients, communities, and built environment professionals, and communicating architectural ideas clearly through oral, written, and visual media.
    7. Investigate design and technical challenges using appropriate research methods, critical analysis, and creative thinking to propose contextually suitable architectural solutions.
    8. Reflect on personal and professional learning by applying self-management skills and identifying opportunities for career progression and professional registration, including SACAP candidacy. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Establish accommodation requirements by interpreting the project brief, user needs, spatial requirements, and contextual design parameters.
  • Investigate site conditions to determine environmental, physical, regulatory, and contextual factors that influence the design solution.
  • Analyse relevant design precedents to inform concept development, spatial organisation, and design decision-making.
  • Investigate appropriate building materials and construction methods to support sustainable, functional, and contextually responsive design solutions.
  • Communicate information relating to the brief, site, materials, construction methods, and design rationale clearly and appropriately.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Integrate design, contextual, technical, environmental, and regulatory considerations into a coherent conceptual design solution.
  • Develop conceptual sketches from researched information, site analysis, and a clearly defined design problem.
  • Conduct site and problem analysis at an appropriate level to inform design development and decision-making.
  • Address design development requirements and constraints by incorporating appropriate responses into the design process.
  • Finalise and present the design solution to the client using suitable oral, written, and visual communication methods.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Integrate relevant technological considerations into the design process to support safe, functional, and sustainable building outcomes.
  • Select appropriate materials and specifications to achieve design intent, construction performance, durability, and regulatory compliance.
  • Produce construction drawings and details using appropriate manual and digital technologies in accordance with industry standards.
  • Incorporate building services and technological requirements into architectural documentation accurately and coherently.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Coordinate preliminary technical information and distribute it accurately to relevant members of the professional team.
  • Prepare and distribute site minutes, correspondence, and production documentation to support effective project communication.
  • Distribute production documentation to the contract team in accordance with project requirements and communication procedures.
  • Apply time management principles to organise project tasks, meet deadlines, and support efficient workflow where applicable.
  • Apply human resource principles to support role allocation, teamwork, and responsible participation where applicable.
  • Apply office administrative principles to manage records, documentation, correspondence, and project information where applicable.
  • Apply project and office budget principles to support responsible resource planning and cost awareness where applicable.
  • Manage capital items and project resources responsibly in accordance with organisational procedures where applicable.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate professional conduct in accordance with recognised ethical codes, standards of behaviour, and built environment practice requirements.
  • Identify and apply legal, regulatory, and health and safety requirements relevant to architectural technology practice.
  • Recognise and address risks relating to client, community, public safety, and environmental impact when making professional decisions.
  • Demonstrate responsibility in contractual relationships, architectural services, and project-related tasks within defined areas of accountability.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Communicate architectural ideas clearly, accurately, and accessibly through oral, written, visual, and graphic media.
  • Receive, interpret, and integrate stakeholder input into design and technical decisions where relevant.
  • Fulfil collaborative responsibilities within multidisciplinary teams by contributing appropriately to shared project outcomes.
  • Demonstrate professional etiquette, interpersonal communication, and constructive conflict-resolution strategies in project interactions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify, define, and prioritise design and technical problems through inquiry, contextual investigation, and critical analysis.
  • Evaluate and apply research evidence, technical information, and relevant precedents to support informed design and technical decisions.
  • Explore, compare, and justify alternative design strategies before selecting a final contextually appropriate solution.
  • Demonstrate critical, creative, and innovative thinking in final design resolutions that meet project performance requirements.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate reflective practice by evaluating personal strengths, limitations, learning progress, and areas for improvement.
  • Use feedback from peers, lecturers, and industry stakeholders to improve learning, professional practice, and career development.
  • Identify opportunities for continued learning, specialisation, career progression, and professional registration within architectural technology.
  • Apply self-management strategies, including time management, goal setting, workload planning, and professional responsibility, to support academic and professional growth.

    Integrated Assessment:
    Integrated assessment in the qualification ensures that learners demonstrate the applied competence expected of an architectural technologist by combining theoretical knowledge, technical skills, and professional attributes. Assessment is undertaken holistically, linking individual modules, studio-based work, and workplace learning to the overall qualification outcomes.

    Formative Assessment:
    Formative assessment supports ongoing learning throughout the qualification. It includes:
  • Studio-based design critiques, tutorials, and presentations.
  • Drafting, detailing, and technical drawing exercises using both manual and digital tools (CAD/BIM/VR).
  • Class tests, research assignments, case studies, and problem-solving tasks related to construction, sustainability, and professional practice.
  • Portfolios of evidence documenting iterative design development and reflective practice.

    The purpose of formative assessment is developmental: it diagnoses learners' strengths and weaknesses, provides feedback for improvement, and ensures readiness for summative assessment.

    Summative Assessment:
    Summative assessment takes place at the end of key learning phases and at the exit point of the qualification. It includes:
  • Comprehensive design studio projects that integrate design, technology, and environmental sustainability.
  • Final portfolios demonstrating competence across the range of Exit Level Outcomes.
  • Examinations and/or capstone projects testing theoretical knowledge and critical application.
  • Workplace-based learning assessments, in 3rd year, verifying learners' ability to function in real-world professional contexts.
  • Summative assessments are used to certify learner achievement, determining whether the learner has met the required standard for graduation and professional candidacy.

    Integration Across Outcomes
    Integrated assessment is structured to:
  • Assess learners in the modes in which competencies are expected to be applied in professional architectural practice.
  • Ensure that theoretical knowledge, design ability, technical competence, sustainability awareness, and ethical responsibility are assessed together, not in isolation.
  • Reflect the realities of architectural practice where problem-solving, teamwork, and communication occur simultaneously.

    Outcome:
    Through integrated assessment, learners demonstrate the ability to apply design principles, produce and manage technical documentation, understand construction methods, and integrate sustainability, ethics, and collaboration into architectural practice. This confirms readiness for professional progression, further learning, and registration as a Candidate Architectural Technologist with SACAP.

    Formative Assessment Examples:
  • Written tests.
  • Oral tests.
  • Oral presentations.
  • Assessment of design projects.

    Summative Assessment Examples:
  • Written examinations.
  • Portfolio examinations.
  • Elementary research and essays.
  • Assessment of group projects. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with similar qualifications from New Zealand and Australia.

    Country: New Zealand
    Institution Name: New Zealand Qualifications Authority
    Qualification Title: New Zealand Diploma in Architectural Technology (Level 6).
    Duration: Two years of full-time.
    Credits: 240 credits.

    Purpose:
    The qualification prepares learners to work as architectural technicians who can produce working drawings and documentation for small- and medium-scale building projects in accordance with legislation, codes of practice, and New Zealand and Australian standards.

    Entry Requirements:
    Access is generally based on appropriate school-level achievement, a relevant qualification at NZQF Level 4 or above, or equivalent admission routes such as special or discretionary admission.

    ELOs/Content/Modules:
    The qualification covers construction principles and methodology, feasibility studies, client requirements, concept and building design, approval documentation, materials and finishes, architectural documentation using manual and digital technologies, contract documentation, administration, and communication within construction contracts.

    Country: Australia
    Institution: Australian National Training Register.
    Qualification Title: CPP50921 Diploma of Building Design.
    Duration/Credits:
    The qualification is a nationally recognised Australian diploma qualification. Delivery duration differs by provider and mode of study, but the qualification requires completion of 12 units of competency, comprising 9 core units and 3 elective units.

    Purpose:
    The qualification reflects the role of building design drafters who design, draft, and document plans, specifications, and documentation for buildings within defined regulatory limits. It develops technical drafting, design, documentation, regulatory, and project communication competencies for employment in building design environments.

    Entry Requirements:
    Entry may be through a Certificate IV in Building Design Drafting, Certificate IV in Residential Drafting, an equivalent qualification, or demonstrated vocational experience and knowledge relevant to residential drafting.

    ELOs/Content/Modules:
    The qualification includes design and drafting for residential, commercial, public or industrial projects; building design documentation; interpretation of the National Construction Code and standards; sustainable building design; construction materials and methods; digital documentation; and contract or stakeholder communication for small-scale building design projects.

    Similarities:
    New Zealand:
    The New Zealand Diploma in Architectural Technology is similar to the South African Diploma in Architectural Technology because both are positioned at an applied diploma level and prepare graduates for technical architectural roles. Both qualifications emphasise architectural documentation, construction technology, building regulations, materials, digital/manual drawing technologies, client requirements, and small- to medium-scale building projects.

    Australia:
    The CPP50921 Diploma of Building Design is similar to the South African qualification because it prepares learners for technical design and drafting roles in the built environment. Both qualifications include building design, technical documentation, regulatory compliance, construction materials and methods, sustainable design principles, digital design tools, and professional communication.

    Differences:
    New Zealand:
    The New Zealand qualification carries 240 credits and is framed specifically within the New Zealand Qualifications Framework, whereas the South African qualification carries 360 credits at NQF Level 6. The New Zealand qualification places explicit emphasis on New Zealand legislation, codes of practice, and New Zealand and Australian standards, while the South African qualification is contextualised to South African legislation, SANS requirements, SACAP expectations, and local built environment needs.

    Australia:
    The Australian qualification is competency-based and organised around 12 units of competency within the national vocational education and training system, while the South African qualification is credit-bearing within the HEQSF and structured around modules, Exit Level Outcomes and Associated Assessment Criteria. The Australian qualification focuses on building design within defined building classifications and floor-area limitations, whereas the South African qualification is specifically focused on architectural technology and progression toward SACAP-related architectural technology pathways.

    Conclusion:
    The comparison demonstrates that the Diploma in Architectural Technology is internationally comparable with registered and accredited qualifications in New Zealand and Australia. The South African qualification aligns strongly with the comparator qualifications in terms of applied architectural technology education, technical documentation, design development, construction technology, sustainability, regulatory compliance, digital design competencies, and employability within the built environment. The main differences relate to national qualification frameworks, credit structures, regulatory contexts, and professional registration pathways. Overall, the comparison confirms that the South African qualification is academically and professionally relevant while remaining responsive to the South African built environment context. 

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:
    Horizontal Articulation:
  • Diploma in Civil Engineering, NQF Level 6.
  • There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

    Vertical Articulation:
  • Advanced Diploma in Architectural Technology, NQF Level 7.

    Diagonal Articulation:
  • Higher Occupational Certificate: Architectural Draughtsperson, NQF Level 5. 
    		•

    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. Nelson Mandela University 


    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.