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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
98844  Bachelor of Engineering Technology in Civil Engineering 
ORIGINATOR
Tshwane University of Technology (TUT) 
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  420  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Rationale:
South Africa is currently experiencing an unprecedented economic growth. Thus the associated demand for human resources has exacerbated the "skill shortage" particularly in the scarce categories like engineering professions. The ratio of engineers to technologists to technicians is currently approximately 1: 0.4:1 (Quantec 2007) yet the Engineering Council of South Africa (ECSA) and the Engineering Association of South Africa have proposed a ratio of 1 engineer to 1 technologist to 4 technicians to 16 artisans for the South African context. The Accelerated and Shared Growth Initiative for SA (AsgiSA) was launched in February 2006 to identify constraints in the economy and to propose interventions to increase the capacity for growth. Resolving the shortage of suitably skilled labour in South Africa was identified as one of the priority interventions necessary to achieve the growth envisaged through AsgiSA. This gave rise to the Joint Initiative on Priority Skills Acquisition (JIPSA). JIPSA set to identify short to medium term solutions in addressing the skills shortage. The rationale for this Bachelor of Engineering Technology in Civil Engineering programme arises from some three key recommendations of JIPSA.

These are:
  • Accelerating the provision of priority skills to meet AsgiSA's objectives.
  • Promoting greater relevance and responsiveness in the education and training system and strengthen the employability of graduates.
  • Identifying blockages and obstacles within the system of education and training that stand in the way.

    The qualification is intended to meet national requirements as Civil Engineering Professionals are listed on National Scarce Skills list (ASGISA Aligned) 2006. The Department of Higher Education and Training (DHET) has approved the qualification (Append) and this implies that South Africa as a nation needs professionals with Bachelor of Engineering Technology in Civil Engineering. The needs of the stakeholder such as Civil Engineering contractors, Consultants, ECSA, South African Institute of Civil Engineers (SAICE) were addressed through the qualification design. The qualification meets the standards which were published for public comments in Government Gazette no 35131 on 9 March 2012. It also meets the minimum standard specified by ECSA in the document E-07-PN_Rev1 dated 10 May 2012.

    The process of development of a Professional Civil Engineering Technologist starts with the attainment of this qualification that meets the relevant ECSA standard. The content of this Bachelor of Engineering Technology in Civil Engineering will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing civil engineering technologist who will make a contribution to the SA economy and development.

    Purpose:
    The focus of the Bachelor of Engineering Technology in Civil Engineering degree is to train civil engineering technologists who can apply their skills set in various occupations to address the advanced technical workforce needs of SA. The core of the qualification is the integration of theory and practice (practical skills and know-how) spread over the duration of three years to ensure a balanced, highly skilled technologist in the civil engineering environment. This qualification is primarily industry oriented as stated in ECSA document E-02-PT Rev 1 dated 10 May 2012. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. Programmes leading to this qualification tend to have a strong professional or career focus and holders of this qualification are normally prepared to enter a specific niche in the labour market.

    The purpose of the Bachelor of Engineering Technology in Civil Engineering is to provide learners with advanced knowledge and practical techniques in engineering that can be applied as a professional civil engineering technologist in the workplace. Specifically the purpose of this educational programme are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Civil Engineering Technologist. This qualification provides:
  • Preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technical proficiency and to make a contribution to the economy and national developmen.
  • The educational base that may be required for registration in a Specified Category with ECSA.
  • Entry to NQF level 8 programmes such as the Bachelor in Engineering Technology in Civil Engineering Honours Degree or Professional Bachelors of Engineering in Civil Engineering Programme.

    Engineering learners completing this qualification will demonstrate competence in all the ten ECSA Exit Level Outcomes. These outcomes are:
  • 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 science and engineering sciences to wide practical procedures and practices to solve broadly-defined engineering problems.
  • Perform procedural design of broadly-defined components or processes to meet desired needs within applicable standards, codes of practice and legislation.
  • Investigation: Conduct tests, experiments and measurements of broadly-defined engineering problems by applying relevant codes and manufacturer guidelines.
  • Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of broadly-defined engineering problems, with an awareness of the limitations.
  • Professional and Technical Communication: Communicate effectively, both orally and in writing within an engineering context.
  • Impact of Engineering Activity: Demonstrate knowledge and understanding of the impact of engineering activity on society and the environment.
  • Individual and Teamwork: Demonstrate knowledge and understanding of basic engineering management principles.
  • Engage in independent and life-long learning.
  • Engineering Professionalism: Understand and commit to ethics, responsibilities and norms of engineering practice. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL must not exceed 50% of the total credits and must not include credits at the exit level:
  • The provision that the qualification may be obtained through the recognition of prior learning facilitates access to an education, training and career path in engineering and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.
  • Evidence of prior learning must be assessed through formal RPL processes through recognized methods. Any other evidence of prior learning should be assessed through formal RPL processes to recognise achievement thereof.
  • Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Exit Level Outcomes (ELOs).
  • The structure of this non-unit standard based qualification makes RPL possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.
  • Learners who already work in the engineering industry who believe they possess competencies to enable them to meet some or all of the ELOs listed in the qualification will be able to present themselves for assessment against those of their choice.

    Entry Requirements:
    The admission requirements for Bachelor of Engineering Technology in Civil Engineering are the following:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) granting entry to Bachelor's Degree studies.
    Or
  • National Diploma in Civil Engineering. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 5, 6 and 7, totalling 420 Credits.

    Modules at NQF Level 5:
  • Information Literacy, 1 Credit.
  • Communication Skills, 6 Credits.
  • Computer Literacy, 5 Credits.
  • Life Skills, 2 Credits.
  • Engineering Graphics, 14 Credits.
  • Engineering Mathematics I, 28 Credits.
  • Science for Engineers, 28 Credits.
  • Engineering Surveying, 28 Credits.
  • Civil Engineering Materials, 14 Credits.
  • Construction Principles, 14 Credits.

    Modules at NQF Level 6:
  • Engineering Mathematics II, 14 Credits.
  • Probability and Statistics, 14 Credits.
  • Structural Analysis and Strength of Materials, 28 Credits.
  • Water Engineering I, 28 Credits.
  • Transportation Engineering I, 28 Credits.
  • Geotechnical Engineering, 28 Credits.
  • Scientific Computing, 14 Credits.

    Modules at NQF Level 7:
  • Civil Engineering Practice, 14 Credits.
  • Structural design, 28 Credits.
  • Water Engineering II, 28 Credits.
  • Transportation Engineering II, 28 Credits.
  • Integrated Civil Engineering Design Project, 28 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
    2. Application of scientific and engineering knowledge: Apply knowledge of Mathematics, Natural Science and Engineering Sciences to wide practical procedures and practices to solve broadly-defined engineering problems.
    3. Perform procedural design of broadly-defined components or processes to meet desired needs within applicable standards, codes of practice and legislation.
    4. Investigation: Conduct tests, experiments and measurements of broadly-defined engineering problems by applying relevant codes and manufacturer guidelines.
    5. Use appropriate established techniques, resources, and modern engineering tools including information technology for the solution of broadly-defined engineering problems, with an awareness of the limitations.
    6. Professional and Technical Communication: Communicate effectively, both orally and in writing within an engineering context.
    7. Impact of Engineering Activity: Demonstrate knowledge and understanding of the impact of engineering activity on society and the environment.
    8. Demonstrate knowledge and understanding of basic engineering management principles.
    9. Engage in independent and life-long learning.
    10. Understand and commit to ethics, responsibilities and norms of engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is defined and the criterion for an acceptable solution is identified.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Various approaches are considered and formulated that would lead to workable solutions.
  • Solutions are identified in terms of strengths and weaknesses for the overall problem.
  • Solutions are prioritised in order of suitability.
  • The preferred solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of Mathematics, Natural and Engineering Science at a fundamental level and in a Civil and Structural area is brought to bear on the solution of broadly-defined engineering problems.
  • Applicable principles and laws are applied.
  • Appropriate engineering materials, components or processes are selected.
  • Concepts and ideas are communicated effectively.
  • Reasoning about engineering materials, components, systems or processes is performed.
  • Work is performed within the boundaries of the civil and structural area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
  • The design process is planned and managed to focus on important issues and recognises and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Design tasks are performed that include component testing to relevant premises, assumptions and constraints.
  • Alternatives are evaluated for implementation and a preferred solution is selected on an elementary, technical and cost basis.
  • The design logic and relevant information is communicated in a report.
  • Occupational health and safety and environmentally related risks are identified and appropriate measures considered.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Tests, experiments and measurements are conducted within an appropriate discipline.
  • Available literature is identified and selected for suitability to the task.
  • Equipment is used in accordance with original equipment manufacture's specifications.
  • Information is interpreted and derived from available data.
  • Conclusions are drawn from an evaluation of all available evidence.
  • The purpose, process and outcomes of the task are recorded in a report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The appropriate method, skill or tool is selected and applied to achieve the required result.
  • Results produced by the method, skill or tool are verified against requirements.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of text.
  • Visual materials are used to enhance oral communications.
  • Information is provided in a format that can be used by others involved in the engineering activity.
  • Oral communication is delivered with the intended meaning being apparent.
  • Associated Assessment Criteria for Exit Level Outcome 7:
  • The engineering activity is considered in terms of the impact on the public health and safety.
  • The engineering activity is considered in terms of the impact on the occupational health and safety.
  • The engineering activity is considered in terms of the impact on the natural environment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively and on time.
  • Individual contributions made to team activities support the output of the team as a whole.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning tasks are identified, planned and managed.
  • Independent learning is undertaken and knowledge acquired outside of formal instruction is comprehended and applied.
  • Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The ethical implications of the impact of engineering decisions are known and understood.
  • Responsibility is accepted for consequences stemming from own actions or failure to act.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    Formative assessment forms an integral part of the interactive and blended learning strategy followed by the Faculty and is a critical element of teaching and learning. Through formative assessments lecturers guide learners in their theoretical, experiments, practical work and project during the semester or year in their progress towards achieving the different exit level outcomes.

    Examples of how formative assessment is applied:
  • Tutorials and internet assignments.
  • Small group practical exercise and demonstrations.
  • Learners will assess each other's work piece according to an assessment rubric.
  • Multiple questionnaire and rubrics.
  • Construct a practical work piece or project as per template.
  • Practical test on various applications.

    Summative assessments are guided by the institution's policy attached and a minimum of four assessments are required for semester based modules and at least six assessments for year modules offered. The various ECSA exit level outcomes, as indicated per module descriptor, will be assessed for competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparison of the Bachelor Engineering Technology in Civil Engineering was done with qualifications from institutions in countries best know in the practice of civil engineering. These institutions include the Unitec in the New Zealand and the BCIT in the United Kingdom.

    The Bachelor of Engineering Technology (Civil) offerd by Unitec in New Zealand as the larget Institute offering education on engineering technology was developed with specialist area within engineering: environmental, geotechnical, water, roading and transportation or structural engineering. Furthermore the qualification was develop the skills for a career as a civil engineer. Specialise in geotechnical, water, roading and transportation, structural engineering or environmental engineering.

    The qualification will empower learners to acquire skills and competencies to learn to make informed decisions about civil engineering projects, and apply technology to solve practical engineering problems. Explore computer-modelling techniques, civil engineering project management, engineering materials and structures, and construction practices. This qualification is approved under a New Zealand-wide framework for three-year engineering Degrees. It is also accredited by the Institution of Professional Engineers New Zealand (IPENZ). On completion of this programme, combined with a period of work experience, you'll be eligible to apply for membership of IPENZ as a Technical Member (TIPENZ).

    Focus options on one of five specialist areas:
  • Structural engineering - design, construction and supervision of buildings and other structures.
  • Water engineering - including water supply, wastewater or stormwater disposal, river catchment systems, hydrology and erosion management, and urban drainage systems.
  • Geotechnical engineering - foundation design, consolidation of fine-grained soils, improvement of slope stability, earth-retaining structures, geotechnical investigation and reports, and dewatering of construction sites.
  • Roading and transportation engineering - design, construction and maintenance of roads; rail, sea and airport developments; and traffic engineering and urban transportation studies.
  • Environmental Engineering - including fundamentals of environmental engineering, the sensitive environment, and resource and environmental management.

    Career options:
  • Civil engineer (design).
  • Civil engineering project/and or construction manager.
  • Geotechnical engineer.
  • Roading transportation engineer.
  • Structural engineer.
  • Water/environmental engineer.

    Modules for the qualification:
    Compulsory Modules:
  • Engineering Mathematics 1 (ENGGMG5004).
  • Fluid Mechanics (Civil) (ENGGMG5008).
  • Engineering Site Investigation (ENGGMG5009).
  • Highway Engineering (ENGGMG5012).
  • Professional Engineering Development (ENGGMG5031).
  • Basic Structures (ENGGMG5032).
  • Civil Materials (ENGGMG5107).

    The BCIT in the United Kingdom offers a Bachelor of Civil Engineering. Civil engineering is a diverse, rewarding and challenging profession. Civil engineers and technologists team together to plan, design, construct and maintain road and rail transportation systems, port and airport facilities, bridges, tunnels, dams, and buildings of all types; water, gas and oil pipelines; energy-generating facilities, water, air and waste treatment plants, to name but a few of their activities in an ever-expanding field of endeavour. Civil engineers are, to a great extent, the designers, builders and custodians of society's built environment as well as stewards of the natural environment.

    The primary aim of BCIT's Bachelor of Engineering (BEng) in Civil Engineering Degree is to academically prepare the engineering learners for professional practice. The curriculum focuses on developing strong skills in engineering science and design, communications, and management. Throughout the qualification, the learners are given many opportunities to develop their critical thinking, problem solving and creative abilities. A Diploma in Civil Engineering credential is conferred after the first two years of academic study within this degree program and a Bachelor of Engineering in Civil Engineering is conferred after academic year four.

    The Bachelor of Engineering in Civil Engineering is composed of four years of full-time academic study.

    The first two years of the degree program present a broad, practical overview of the field of civil engineering. During the first two years, presentation of the course material is primarily delivered at a foundational level with engineering fundamentals stressed and reinforced across the curriculum. A strong understanding of practical and physical principles is fostered and promoted and an abundance of learning opportunities is provided to apply these fundamentals to the solution of real-world design scenarios that would be encountered by both technologists and engineers. Throughout the qualification, opportunities are presented to students to strengthen their graphical, written, and oral communication skills. A significant amount of time is directly related to hands-on training in material testing, surveying, manual and computer-aided drafting, and instruction in the use of engineering software tools. All students who successfully complete the first two years of the program receive a nationally-accredited Diploma in Civil Engineering Technology.
    The final two years of the degree program are academically rigorous, with thorough investigation of the theoretical foundations of Civil engineering science and design topics. At the same time, the practical application of Civil engineering knowledge is presented and applied through course assignments and project work. Additionally, learners are challenged to view the engineer's role from an interdisciplinary and multidisciplinary perspective. The role of the engineer as a manager is also developed, and the student's educational experience is enriched through a series of liberal studies courses. To further develop engineering skills for professional practice, the Degree concludes with the completion of a team-based capstone design project.

    Conclusion:
    The Bachelor of Engineering Technology in Civil Engineering compares very well with the said qualifications from the indicated countries. In these countries, qualifications demonstrate a bend towards civil engineering as a specialisation and this confirms the similarity. 
    		•

    ARTICULATION OPTIONS 
    This qualification is designed to articulate horizontally and vertically on the NQF.

    It Articulates Horizontally with:
  • Bachelor of Science in Construction Studies, at NQF Level 7.

    It Articulates Vertically with:
  • Bachelor of Science Honours in Construction Design Management, at NQF Level 8. 
    		•

    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. Tshwane University of Technology (TUT) 


    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.