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
99012  Bachelor of Engineering Technology in Civil Engineering 
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
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 Bachelor of Engineering Technology in Civil Engineering [B Eng. Tech (Civil)] is specifically designed to build the necessary knowledge, understanding, abilities and skills required towards becoming primarily a competent practicing Civil Engineering Technologist as per the Sydney International Accord or a technician as per the Dublin International Accord.

Civil Engineering involves the design, construction and maintenance of infrastructure which includes but is not limited to transport (roads, airports and harbours), water (dams, potable supply and wastewater treatment) as well as buildings, bridges and civil structures.

This qualification meets the requirements of the Higher Education Qualification Sub Framework (HEQSF) and will develop and transfer cutting edge Civil Engineering knowledge as a foundation for wealth creation and economic sustainability.

The qualification (as per ECSA qualifications standards) has a coherent core of mathematics, basic sciences and fundamental engineering sciences totalling not less than 50% of the total credits providing a viable platform for further studies and lifelong learning.

Rationale:
In the engineering disciplines, the continuous and rapid development of complex technology necessitates higher levels of conceptual understanding required by the broadly defined problem solving skills needed. Adaptability to new technologies furthermore relies heavily on the understanding and the ability to apply fundamental conceptual knowledge to address modern engineering challenges and to ensure sustainable development.

The need for engineering qualifications in South Africa has been documented by various sources. According to the Engineering Council of South Africa (ECSA), South Africa has an engineer to population ratio of 1:3100 compared to Germany (1:200) and Japan, Great Britain and United States of America (1:310). This implies that the engineering team requirement for South Africa needs to multiply ten-fold to compete with international economies.

By offering this qualification the institution will assist government in meeting their targets as a result of having 20 years of experience in offering Bachelor of Technology in Civil Engineering.

This qualification will provide crucial skills and add value to existing industries, as well as new business enterprises that are currently preparing themselves for the participation in the Coega Industrial Development Zone (IDZ). The many new developments planned for the Eastern Cape includes Fuel and Manganese refineries, Marine Engineering, a new Nuclear Power Station at Thyspunt and various renewable energy (Wind and Solar) projects in the Eastern and Northern Cape. These projects will require highly skilled Civil Engineering Technicians, Technologists and Engineers for a number of years to come. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL will be applied in line with the institution's Report of the Admissions Committee (AC): Policy on Recognition of Prior Learning (RPL) D/365/08.

The qualification will be evaluated for substantial equivalence in terms of documented and verified achievement of specified exit-level outcomes. In addition, will be evaluated in terms of substantive equivalence in terms of documented and verified module outcomes and contents. RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews.

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, 140 Credits:
  • Professional Communication Language 101, 14 Credits.
  • Professional Communication Computers 101, 14 Credits.
  • Mathematics 101, 14 Credits.
  • Physics 101, 14 Credits.
  • Engineering Drawing 101, 14 Credits.
  • Mathematics 102, 14 Credits.
  • Physics 102, 14 Credits.
  • Construction 102, 14 Credits.
  • Engineering Skills 102, 14 Credits.
  • Engineering Programming (Civil) 102, 14 Credits.

    Modules at NQF Level 6, 140 Credits:
  • Mathematics 201, 14 Credits.
  • Construction 201, 14 Credits.
  • Water Engineering 201, 14 Credits.
  • Surveying 201, 14 Credits.
  • Transportation Engineering 201, 14 Credits.
  • Structural Engineering 202, 14 Credits.
  • Construction 202, 14 Credits.
  • Water Engineering 202, 14 Credits.
  • Surveying 202, 14 Credits.
  • Transportation Engineering 202, 14 Credits.

    Modules at NQF Level 7, 140 Credits:
  • Structural Engineering 301, 14 Credits.
  • Geotechnical Engineering 301, 14 Credits.
  • Water Engineering 301, 14 Credits.
  • Project Management 301, 14 Credits.
  • Transportation Engineering 301, 14 Credits.
  • Structural Engineering 302, 14 Credits.
  • Corporate Citizenship 302, 14 Credits.
  • Capstone Project 302, 42 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and understanding of Civil Engineering Management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
    2. 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.
    3. 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.
    4. 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.
    5. Design 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.
    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.
    8. Engage in independent and life-long learning through well-developed learning skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Functioning as a team leader is demonstrated.
  • A research project is organised and managed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • 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 3:
  • 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 4:
  • 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 applied 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 are handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria Exit Level Outcome 5:
  • 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.

    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.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Learning tasks are managed autonomously and ethically, individually and in learning groups.
  • Learning undertaken is reflected upon and own learning requirements and strategies are determined to suit personal learning style and preferences.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Assumptions are challenged critically and new thinking is embraced.

    Integrated Assessment:
    Formative Assessment:
  • Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.
  • Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.
  • Class assessments with direct formative feedback via memoranda and discussions.
  • Interactive Computer based simulations of engineering designs and problems.
  • Computer based interactive feedback using clicker based systems/Module.

    Summative Assessment:
  • Closed and/or open book tests including scoring and feedback.
  • Individual projects and assignments including feedback via assessment rubrics and scoring.
  • Group projects and assignments including scoring and feedback via assessment rubrics.
  • Individual presentations including feedback via assessment rubrics, lecturer and peer scoring.
  • Closed or open book examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Exit Level Outcomes of this qualification are aligned with the principles of the Bologna International Accord as well as meeting the academic requirements of the Sydney International Accord leading to the status of a Professional Engineering Technologist. Learners with this qualification will also meet the academic requirements of the Dublin International Accord leading to registration as a Professional Engineering Technician.

    Conclusion:
    This qualification has been found to be in line with international best practices and standards when compared with similar international qualifications. 

    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. 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.