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: 

Bachelor of Engineering Technology in Civil Engineering 
SAQA QUAL ID QUALIFICATION TITLE
98956  Bachelor of Engineering Technology in Civil Engineering 
ORIGINATOR
Durban 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
National First Degree  Field 12 - Physical Planning and Construction  Civil Engineering Construction 
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 
Purpose:
The purpose of this qualification is:
a) For learners to assimilate the necessary knowledge, understanding, abilities and skills of Civil Engineering. This combined with a period of post qualification mentored work experience will enable them to become competent practicing Civil Engineering Technologists, able to apply engineering judgment and work independently and responsibly.

b) To equip learners:
  • With the preparation required for careers in Civil Engineering.
  • With the ability to make a contribution to the economy and national development.
  • The educational base required for registration with Engineering Council of South Africa (ECSA) as a Professional Engineering Technologist in civil engineering.
  • Entry to NQF Level 8 qualifications e.g. Honours and Masters qualifications.

    c) To contribute to the critical mass of Civil Engineering Technologists educated specifically for the world of work and research, and who also play a pivotal role in the infrastructure development of our country.

    Rationale:
    South Africa has a shortage of skilled people in the area of civil engineering. This qualification will contribute to the development of scarce and high level technical skills in Civil Engineering.

    The training of Civil Engineering Technologists serves national, provincial and local government imperatives. National, provincial and local governments have announced plans for massive infrastructure development in roads, rail, ports, airports, water storage and distribution, electricity distribution, power generation, health services, education, industrial development and housing,. The majority of these are either primarily civil engineering projects or have a major Civil Engineering component that will require the skills of suitably qualified and trained Civil Engineering Technologists. The expertise, skill and knowledge of Civil Engineering technologists are required by municipalities, Transnet, Sanral, the various water boards, the Department of Water Affairs, Public Works departments, the Department of Transport, Airports Company South Africa (ACSA), engineering consultancies and construction companies.

    This qualification will enable graduates the educational base for registration as a Professional Engineering Technologist in civil engineering (Pr. Tech Eng.) Currently, the academic qualification required for Pr. Tech Eng. registration is the Bachelor of Technology (B. Tech.) degree. Engineering Council of South Africa (ECSA) has replaced the B. Tech degree with the new Bachelor of Engineering Technology Degree as the academic qualification required for Pr. Eng. Tech registration. After broad consultation with industry and all other relevant stakeholders, ECSA generated a generic document detailing the competencies required for a Higher Education Qualifications Sub-Framework compliant generic BET qualification. 
    		•

    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 will not include credits at the Exit Level.
  • 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 Civil Engineering industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present themselves for assessment against those of their choice.
  • Evidence of prior learning will be assessed through formal RPL process.
  • Learners submitting themselves for RPL will 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.

    Entry Requirements:
    The minimum entrance requirements are:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) allowing entry to Bachelors' Degree studies.
    Or
  • National Certificate Vocational (NCV) allowing entry to Bachelors' Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Modules at NQF Level 5, 108 Credits:
  • Engineering Mathematics 1A, 12 Credits.
  • Engineering Mathematics 1B, 12 Credits.
  • Engineering Physics 1A, 12 Credits.
  • Engineering Physics 1B, 12 Credits.
  • Law for Life, 8 Credits.
  • Technical Literacy, 8 Credits.
  • Cornerstone 101, 12 Credits.
  • Drawings 1A (intro to CAD basic incl), 12 Credits.
  • Civil Mechanics 1A, 8 Credits.
  • Structural Mechanics 1B, 12 Credits.

    Modules at NQF Level 6, 172 Credits:
  • Engineering Mathematics 2A, 12 Credits.
  • Engineering Mathematics 2B, 12 Credits.
  • Surveying 1B for Civil engineering, 16 Credits.
  • Civil Engineering Methods 1B, 12 Credits.
  • Civil Engineering Materials 2A, 12 Credits.
  • Engineering Management 2A, 8 Credits.
  • Structural Mechanics 2A, 12 Credits.
  • Structural Analysis 2B, 12 Credits.
  • Structural Design Theory Intro 2B, 16 Credits.
  • Geotechnical Engineering 2B, 12 Credits.
  • Transport Technology 2A, 12 Credits.
  • Transport Technology 2B, 12 Credits.
  • Water/Hydraulics 2A, 12 Credits.
  • Water/Hydrology 2B, 12 Credits.

    Modules at NQF Level 7, 140 Credits:
  • CAD Civil Engineering Drawings 3A, 12 Credits.
  • Project Management, 8 Credits.
  • Civil Engineering Documentation 3A, 12 Credits.
  • Structural Analysis 3A, 12 Credits.
  • Structural Steel Design 3B, 12 Credits.
  • Reinforced Concrete Design 3A, 12 Credits.
  • Design Project, 44 Credits.
  • Transport Technology 3A, 16 Credits.
  • Water/Reticulation Design 3A, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply principles of mechanics, structural analysis, hydraulics, hydrology, transport planning, geometric design, construction materials and soil mechanics to systematically solve broadly-defined civil engineering problems.
    2. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    3. Apply knowledge of Mathematics, Natural Science, Civil Engineering construction methods and materials, Engineering Mechanics and Civil Engineering Management to solve broadly defined structural, hydraulic, transport and water problems.
    4. Design of broadly defined structural steel and reinforced concrete elements and structures, hydraulic structures, reticulation, and roads to meet desired needs within applicable standards, codes of practice and legislation.
    5. Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
    6. Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.
    7. Comprehend, apply and commit to professional ethics, responsibilities and norms of Civil Engineering practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and engineering knowledge and skills are identified for solving the problem.
  • Possible approaches are generated and formulated that would lead to a workable solution for the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly to achieve the required result.
  • Results produced by the method, skill or tool are tested and assessed against required results.
  • Computer applications are created, selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • An appropriate mix of knowledge of Mathematics, Numerical Analysis, Statistics, Natural Science and Engineering Science at a fundamental level and in a specialist area is brought to bear on the solution of broadly-defined engineering problems.
  • Theories, principles and laws are used.
  • Formal analysis and modelling is performed on engineering materials, components, systems or processes.
  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
  • Uncertainty and risk is handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • 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 including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
  • The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The design logic and relevant information are communicated in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Investigations and experiments relevant to Civil Engineering are planned.
  • Available literature is searched and material is critically evaluated for suitability to the investigation.
  • Analysis is performed as necessary to the investigation.
  • Equipment or software is selected and used as appropriate in the investigations.
  • Information is analysed, interpreted and derived from available data.
  • Conclusions are drawn from an analysis of all available evidence.
  • The purpose, process and outcomes of the investigation are recorded in a technical report.

    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 used enhance oral communications.
  • Accepted methods are used for providing information to others involved in the engineering activity example engineering drawings, as well as subject-specific methods.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The nature and complexity of ethical dilemmas is described.
  • The ethical implications of decisions made are described.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
  • The system of continuing professional development is understood and embraced as an on-going process.
  • Responsibility is accepted for consequences arising from own actions.
  • Judgements are made in decision making during problem solving and design.
  • Decision making is limited to area of current competence.

    Integrated Assessment:
    The civil engineering learning programme will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various exit level outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include: tests, assignments, practicals, exams, projects, etc., and a capstone project which will ensure that multiple outcomes and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of this engineering technologist education qualification is ensured through the Sydney Accord.

    The exit level outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist graduate in the International Engineering Alliance's Graduate Attributes and professional Competencies (See www.ieagreements.org). Current signatories to the Sydney Accord are: Engineering Council United Kingdom, Engineers Ireland, Engineering Council of South Africa, Engineers Australia, The Hong Kong Institute of Engineers, Institution of Professional Engineers New Zealand, Accreditation Board for Engineering and Technology and the Canadian Council of Technicians and Technologists. 

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

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

    It Articulates Vertically with:
  • Bachelor of Science Honours in Property Development in Construction 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. Durban University of Technology 


    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.