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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Engineering Technology in Civil Engineering

SAQA QUAL ID	QUALIFICATION TITLE
97815	Bachelor of Engineering Technology 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
National First Degree	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Bachelor of Engineering Technology in Civil Engineering qualification is to build the necessary knowledge, understanding, and skills required for a learner's progression towards becoming a competent Professional Engineering Technologist registered with the Engineering Council of South Africa (ECSA). The qualification will provide learners with a sound knowledge base to enable the application of their knowledge and skills to specific career or professional contexts in Civil Engineering, while equipping them to undertake more specialised and intensive learning in the sub-disciplines of Civil Engineering.

Typically, target learners are those who have completed modules such as Mathematics/Technical Mathematics and Physical Sciences/Technical Sciences successfully at NQF Level 4 with a sub-minimum score of 60% and 50%, respectively. Although not compulsory, any supplementary module, e.g., Engineering Graphics and Design or equivalent, is regarded as advantageous. Hence, proficiency in English (written and spoken) and knowledge and skill competence in Mathematics and Physical Sciences at NQF Level 4 are assumed to be in place. Given that the modules in this qualification have a strong vocational, professional, and/or career focus, learners will not only want to pursue this qualification, but this qualification will also prepare graduates to enter a specific niche in the labour market with the necessary knowledge, understanding, abilities, and skills required for further learning towards becoming a competent practising engineering technologist in Civil Engineering.

Given the strong vocational, professional, and/or career focus of this qualification, academic and/or occupational pathways typically will include academia, e.g., serving as support staff, i.e., senior technical officers in academic (engineering) departments, and industry, e.g., engineering technologists in relevant government departments, local authorities (municipalities), professional engineering consultancies, and/or construction companies. This qualification will provide learners with the knowledge and skills to enter an environment which applies information technology in a technical and industrial context in addition to addressing the technical needs of the commercial environment. In addition, the modules included in this qualification maintain a good balance between cognitive and practical skills at a tertiary level, i.e., NQF Levels 5, 6, and 7. The learner is to develop holistically rather than gaining mere knowledge of theoretical principles. Learners need to have the required technical knowledge, skills, and graduate attributes to successfully contribute to the socio-economic development of communities and the country. Entrepreneurial skills and internationalisation are encouraged continuously.

A qualified learner will be able to:

Problem-solving: Apply engineering principles to systematically diagnose and solve broadly defined engineering problems.

Application of scientific and engineering knowledge: Apply knowledge of mathematics, natural sciences, and engineering sciences to applied engineering procedures, processes, systems, and/or methodologies to solve broadly defined engineering problems.

Engineering design: Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice, and legislation.

Investigations, experiments, and data analysis: Conduct investigations of broadly defined problems by identifying and searching for relevant codes and catalogues, conducting standard tests, experiments, and measurements.

Engineering methods, skills, and tools: Use appropriate techniques, resources, and modern engineering tools including information technology to solve broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.

Rationale:
According to the Engineering Council of South Africa (ECSA), the engineering team requirement for South Africa needs to multiply 10 to 15-fold to compete with international economies. In Engineering disciplines, the continuous and rapid development of complex technologies necessitates and requires engineering technologists nowadays to demonstrate higher levels of conceptual understanding to solve broadly defined problems. Subsequently, this requirement has led to the development of the Civil Engineering qualification to enable engineering technologists to apply proven, commonly understood techniques, procedures, practices and codes to solve broadly defined engineering problems. In addition, this qualification will also equip engineering technologists to manage and supervise civil engineering operations, construction, and related activities, either by working independently and responsibly within an allocated area or under guidance.

Qualified learners will typically contribute to the technological, socio-economic, built environment, and environmental infrastructure of the country by solving broadly defined engineering problems while working at consulting engineers, construction companies, and/or the public sector. As highlighted above, ECSA identified the need for engineering technologists to solve broadly defined problems in support of engineering technicians and engineers who respectively solve well-defined and complex problems. Hence, this qualification will enable engineering technologists to have a working understanding of broadly defined engineering sciences underlying the techniques used, together with financial, commercial, legal, socio-economic, health, safety and environmental methodologies, procedures, and best practices. Benefits of the qualification include: (i) development of broadly defined analytical and problem-solving skills, (ii) enhanced career prospects in the engineering sectors, (iii) provision of pathways for further studies and lifelong learning, (iv) support for national development goals, and (v) enhanced innovation and competitiveness in key sectors in civil engineering.

This qualification targets Grade 12 learners or articulation by learners who have completed an Advanced Higher Certificate or Diploma in Engineering. Subsequently, the most appropriate traditional learning pathway consists of entry from NQF Level 4 (National Senior Certificate), while an alternative learning pathway via the advanced higher certificate (NQF 6 - Adv. H Cert Eng.) or diploma (Dip Eng./Dip Eng. Tech) routes could also be possible. As per the HEQSF, further vertical articulation into relevant qualifications at NQF Level 8 (PG Dip Eng. or B Eng. Tech Hons), or diagonal articulation into the second or third year of 4-year qualifications at NQF Level 8 (e.g., B Eng. or BSc Eng.), will also be possible. Qualified learners will typically be employed as engineering technologists to solve broadly defined engineering problems at consulting engineers, construction companies, and/or the public sector.

The qualified learners can register with ECSA as candidate engineering technologists upon graduation. After a minimum of 4 years' relevant experience of solving broadly defined engineering problems at the required level, such candidates can progress towards becoming a competent Professional Engineering Technologist (PrTechEng) registered with ECSA.

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 regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. Thus, RPL provides alternative access and admission into this qualification, as well as advancement within the qualification. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:
Learners who do not meet the minimum entry requirements or the required qualification that is at the same NQF Level as the qualification required for admission into this qualification may be considered for admission through RPL. To be considered for admission to 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 Bachelor of Engineering Technology in Civil Engineering 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:

National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's degree studies.
Or

National Certificate (Vocational), NQF Level 4, granting access to Bachelor's degree studies.
Or

Senior Certificate, NQF Level 4 with endorsement granting access to Bachelor's degree studies.
Or

Higher Certificate in Engineering in Civil Engineering, NQF Level 5.
Or

Diploma in Engineering Technology in Civil Engineering, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at NQF Levels 5, 6, and 7, totalling 420 credits.

Compulsory Modules, NQF Level 5, 140 Credits:

Academic Literacy and Communication Studies, 14 Credits.

Basic Digital Literacy, 14 Credits.

Engineering Drawings I, 14 Credits.

Engineering Mathematics I, 14 Credits.

Physics, 14 Credits.

Construction Engineering I, 14 Credits.

Engineering Drawings II, 14 Credits.

Engineering Mathematics II, 14 Credits.

Engineering Mechanics, 14 Credits.

Geomatics I, 14 Credits.

Compulsory Modules, NQF Level 6, 140 Credits:

Construction Engineering II, 14 Credits.

Engineering Mathematics III, 14 Credits.

Geomatics II, 14 Credits.

Structural Analysis I, 14 Credits.

Urban Planning and Design, 14 Credits.

Engineering Hydrology, 14 Credits.

Engineering Project Management, 14 Credits.

Geotechnical Engineering I, 14 Credits.

Structural Analysis II, 14 Credits.

Transportation Planning and Traffic Engineering, 14 Credits.

Compulsory Modules, NQF Level 7, 140 Credits:

Design of Structures I, 14 Credits.

Engineering Hydraulics, 14 Credits.

Geotechnical Engineering II, 14 Credits.

Project, 28 Credits.

Road and Transportation Engineering, 14 Credits.

Design of Structures II, 14 Credits.

Road Design, 14 Credits.

Water Resources Systems Analysis, 14 Credits.

Water Supply and Sanitation Engineering, 14 Credits.

EXIT LEVEL OUTCOMES

1. Apply engineering principles to systematically diagnose and solve broadly defined engineering problems.
2. Apply knowledge of mathematics, natural sciences, and engineering sciences to applied engineering procedures, processes, systems, and/or methodologies to solve broadly defined engineering problems.
3.Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice, and legislation.
4.Conduct investigations of broadly defined problems by identifying and searching for relevant codes and catalogues, conducting standard tests, experiments, and measurements.
5. Use appropriate techniques, resources, and modern engineering tools including information technology to solve broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
6. Communicate effectively, both orally and in writing within an engineering context.
7. Demonstrate knowledge and understanding of the impact of engineering activity on society, the economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of engineering management principles and apply these in the work environment to manage projects, either as a team member or leader in a technical team.
9. Engage in independent and life-long learning through broadly developed learning skills.
10. Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and define the problem and identify criteria for an acceptable solution.

Identify relevant information, engineering knowledge, and skills required to solve the problem.

Generate and formulate approaches that would lead to a workable solution for the problem.

Model and analyse workable solutions.

Evaluate workable solutions and select the best solution.

Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural sciences, and engineering sciences at a fundamental level and in a specialist area to solve broadly defined engineering problems.

Use theories, principles, and laws.

Perform formal analysis and modelling on engineering materials, components, systems, or processes.

Communicate concepts, ideas, and theories.

Perform reasoning about and conceptualising engineering materials, components, systems, or processes.

Manage uncertainty and risk.

Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:

Formulate the design problem to satisfy user needs, applicable standards, codes of practice, and legislation.

Plan and manage the design process to focus on critical issues and recognise and deal with constraints.

Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.

Perform design tasks, including analysis, quantitative modelling, and optimisation of the product, system, or process, subject to the relevant premises, assumptions, constraints, and restrictions.

Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.

Assess the selected design in terms of social, economic, legal, health, safety, and environmental impact and benefits.

Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan and conduct investigations and experiments within an appropriate discipline.

Search available literature and critically evaluate material.

Perform analysis as necessary for the investigation.

Select and use equipment or software as appropriate in the investigations.

Analyse, interpret, and derive information from available data.

Draw conclusions from an analysis of all available evidence.

Record the purpose, process, and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5:

Assess the method, skill, or tool for applicability and limitations against the required result.

Apply the method, skill, or tool correctly to achieve the required result.

Evaluate and assess results produced by the method, skill, or tool against required results.

Create, select, and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

Use structure, style, and language in written and oral communication that are appropriate for the purpose of the communication and the target audience.

Use graphics that are appropriate and effective in enhancing the meaning of text.

Use visual materials that enhance oral communications.

Use accepted methods for providing information to others involved in the engineering activity.

Deliver oral communication fluently with the intended meaning apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

Explain the impact of technology in terms of benefits and limitations to society.

Analyse the engineering activity in terms of its impact on occupational and public health and safety.

Analyse the engineering activity in terms of its impact on the physical environment.

Consider personal, social, economic, cultural values, and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8:

Explain the principles of planning, organising, leading, and controlling.

Conduct individual work effectively, strategically, and on time.

Contribute to team activities, including at disciplinary boundaries, to support the output of the team.

Demonstrate functioning as a team leader.

Organise and manage a design or research project.

Conduct effective communication in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage learning tasks autonomously, ethically, individually, and in learning groups.

Reflect on learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.

Source, organise, and evaluate relevant information.

Comprehend and apply knowledge acquired outside formal instruction.

Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe the nature and complexity of ethical dilemmas.

Describe the ethical implications of decisions made.

Apply ethical reasoning to evaluate engineering solutions.

Maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.

Understand and embrace the system of continuing professional development as an ongoing process.

Accept responsibility for consequences stemming from own actions.

Make judgements in decision making during problem solving and design.

Limit decision making to area of current competence.

Integrated assessment:
Integrated assessment strategies are designed to evaluate a learner's ability to combine technical knowledge with practical skills and professional attributes to solve broadly defined engineering problems. Assessment instruments are mapped directly to the ELOs/ECSA Graduate Attributes (GAs) to confirm competence in problem solving, design, investigation, communication, ethics, and management. Moderation of assessments is conducted both internally and externally in accordance with the Institutional Assessment Policy and the relevant ECSA Qualification Standard to ensure validity, reliability, and fairness.

External and professionally registered moderators are appointed for the moderation of all exit-level modules or modules in which ECSA GAs are assessed. Typically, an integrated assessment strategy is inclusive of both formative and summative assessment methods in the form of class tests, main tests, practicals, assignments, and/or design projects. A final summative assessment is conducted at the end of each semester by writing a traditional examination. In the assessment strategy, evidence of professional competencies must be demonstrated through a variety of assessment methods, which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises, and demonstrations. Some strategies will be more suited to assess foundational competence, while others are more suited to assess practical and reflexive competence, ensuring applied competence. Typically, the integrated assessment consists of 50% formative and 50% summative assessments, respectively.

Formative assessment:
Different forms of formative assessments, i.e., project reports, case studies, and assignments, apply to different modules throughout the semester. In each module, except for the Continuous Assessment (CA) modules, assessment of the gained knowledge is done by considering the following assessment criteria:

Course Mark (CM) 1 and CM2: Tests, assignments, and/or projects: 30%.

CM3: Practicals, laboratory work, and associated reports: 20% (Sub-minimum = 50%).

Based on the above-listed formative assessment criteria, an overall minimum CM of 40% (CM1 + CM2 + CM3) is required for admission to the summative assessment (written examination) at the end of each semester.

Summative assessment:
In each module, except for the CA modules, the written Main Assessment has a 50% weighting; hence, the 50% formative and 50% summative assessments constitute the Final Mark (FM). To qualify for the Re-Assessment, a learner must obtain a FM between 45% and 49%. A learner has completed a module if he/she has achieved a FM = 50%.

Continuous assessment:
In this qualification, continuous assessment only applies to the following modules:

Academic Literacy and Communication Studies, 14 Credits.

Basic Digital Literacy, 14 Credits.

Engineering Drawings I, 14 Credits.

Engineering Drawings II, 14 Credits.

Project, 28 Credits.

In the final-year Project module where the ECSA GAs, representative of ELOs 1 - 10, are assessed, a sub-minimum of 50% also applies and the consequence of unsatisfactory performance in any GA (after 2nd submission opportunity), is failure of the module, and the module needs to be repeated. In general, the following basic types of CA assessments are considered:

Formal individual assessment: These assessments are typically tests, based on individual assessments of learners. Minimum of two tests are required per semester. The combined weight of these tests equals a minimum of 50% or more of the FM composition. The multiple tests written need to cover the whole syllabus, and all tests need to be completed before the start of the (summative) Main Assessment period.

Formal group assessment: Assignments/projects may be given in a group or individual format. According to the ECSA requirements, assessments done on a group basis, may not contribute more than the individual assessments to the FM. Assignments/projects are typically given to learners to cover sections of the syllabus which cannot be covered within a 2-hour assessment session in class, or work content which requires extensive research and design aspects to be incorporated. Similarly, these assessments should also be completed before the start of the (summative) main assessment period.

INTERNATIONAL COMPARABILITY

International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). The Sydney accord specifically is an international agreement between bodies responsible for accrediting engineering technology academic qualifications. The ELOs and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The following 10 countries are signatories of the Dublin Accord under EIA.

Subsequently, learner mobility and recognition of prior learning/studies within these Qualifications accredited under the EIA (Dublin) Accord, will be possible, while adhering to all the required good practices at an international level. Hence, given that this envisaged Qualification is endorsed by ECSA and meeting all the requirements of the ECSA Qualification Standard (E-02-PN), it automatically entails that the Qualification is equivalent to any other international Qualification endorsed and accepted by the EIA. Thus, essentially no detailed comparisons are required to demonstrate the international comparability.

Furthermore, given that the same Qualification Standard applies to all the international academic Qualification signatories of the Dublin Accord under the EIA, the admission requirements, knowledge areas, ELOs/GAs, credits, assessments, duration, and/or articulation pathways will be similar; hence, ensuring the above-mentioned learner mobility and/or possible module recognitions.

The following 10 countries are signatories of the Dublin Accord under EIA:

Australia, Engineers Australia (EA) (2001)

Canada, Canadian Council of Technicians and Technologists (CCTT)

Chinese Taipei, Institute of Engineering Education Taiwan (IEET)

Hong Kong China, Hong Kong Institution of Engineers (HKIE) Ireland Engineers Ireland (EI)

Korea, Accreditation Board for Engineering Education of Korea (ABEEK)

New Zealand, Institution of Professional Engineers New Zealand (IPENZ)

South Africa, Engineering Council South Africa (ECSA)

United Kingdom, Engineering Council United Kingdom (ECUK)

United States, Accreditation Board for Engineering and Technology (ABET)

ARTICULATION OPTIONS

The qualification provides the following articulation options:
Horizontal articulation:

Advanced Diploma in Engineering Technology in Civil Engineering, NQF Level 7.

Bachelor of Science in Construction Studies, NQF Level 7.

There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

Vertical articulation:

Bachelor of Engineering Technology Honours in Civil Engineering, NQF Level 8.

Postgraduate Diploma in Engineering in Civil Engineering, NQF Level 8.

Diagonal articulation:

Higher Occupational Certificate: Quantity Surveyor Assistant, NQF Level 5.

Higher Occupational Certificate: Occupational Health and Safety Practitioner, NQF Level 5.

MODERATION OPTIONS

N/A.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A.

NOTES

N/A.

LEARNING PROGRAMMES RECORDED AGAINST THIS 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