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 Architectural Studies 
SAQA QUAL ID QUALIFICATION TITLE
9907  Bachelor of Architectural Studies 
ORIGINATOR
University of Witwatersrand 
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  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  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 
The qualification provides learners with the competence to work at the level of architectural assistant in architectural practice, or to study further for full registration as an architect. The purpose of the qualification is to produce a graduate who is able to show mastery in Architecture. The purpose of the qualification is also to enhance the career of the graduate who may opt to study in the related fields of development planning, project management, urban design or landscape design. It adds value to the graduate by providing him or her with economic opportunities and a choice of career paths, any one of which can result in professional status and recognition in the community.

Further, the purpose of the qualification is to produce graduates who can contribute to the economy of South Africa, in that they are employable architectural assistants who are responsible, competent and able to act creatively and with initiative towards the development of a sustainable and productive built environment. Graduates will have acquired the knowledge and skills to implement an understanding of architecture in the wider community. The programme introduces an understanding of the wider social, economic, environmental and legal frameworks within which architects operate which leads to a sensitive and appropriate design of the built environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners should be able to demonstrate to the satisfaction of the University a level of numeracy, proficiency in spoken English, and a degree of competence in both visual and verbal media. Formal training in the visual arts or technical drawing is not assumed, but entrants to the qualification should show some competence in expressing themselves in a range of media.

Formally Accredited Learning and Other Qualities
The typical applicant has a qualification equivalent to a matriculation with full exemption, or other University-approved qualification, with Mathematics achieved at a particular level of competence - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
EXIT LEVEL OUTCOMES (ELO)

1. The qualifying learner is able to present material using effective and appropriate visual techniques in two and three dimensions.

2. The qualifying learner will have a grounding in certain fields of knowledge, and will develop critical, analytical thinking to appreciate, research and interpret existing knowledge.

3. The qualifying learner shows design and problem solving competencies

4. The qualifying learner is able to communicate appropriately and effectively

5. The qualifying learner has the capacity for independent thought and practice.

6. The qualifying learner has experience working in groups with peers and he/she has worked directly with communities in a consultative role.

7. The qualifying learner is familiar with current technological knowledge in the field of study and its related disciplines.

8. The qualifying learner has developed an understanding of the wider social and natural systems that impact on the field of study, and has developed an appreciation for cultural and aesthetic diversity.

9. The qualifying learner reflects and acts on a wide range of learning strategies, both existing and innovative. The learner is encouraged to reflect on his/her professional and ethical relationship with communities and individuals.

CRITICAL CROSS-FIELD OUTCOMES (CCFO)

a) Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. -See ELO 3

b) Working with others as a member of a team, group, organisation, community. -See ELO 6

c) Organising and managing oneself and one's activities responsibly and effectively. - See ELO 5 and 9

d) Collecting, analysing, organising and critically evaluating information. 2, 3, 7 and 9.

e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. ELO 1,4.

f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others. - ELO 1,7.

g) Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. -See ELO 8

h) Contributing to the full personal development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

i. Reflecting on and exploring a variety of strategies to learn more effectively; -See ELO 9
ii. Participating as responsible citizens in the life of local, national and global communities; -See ELO 6 and 8; note also that learners act in accordance with the code of conduct of the university and, where relevant, that of the professional discipline being studied.
iii. Being culturally and aesthetically sensitive across a range of social contexts; ELO 8
iv. Exploring education and career opportunities. -See ELO 9
v. Developing entrepreneurial opportunities. -See ELO 5 and 9 

ASSOCIATED ASSESSMENT CRITERIA 
1. The qualifying learner can demonstrate an ability to
  • represent creative ideas and
  • produce technical drawings, both
  • manually and
  • using computer technology in two and three dimensions.

    2. The qualifying learner demonstrates
  • an ability to analyse and interpret knowledge critically in appropriate fields
  • competence in research methods
  • the ability to analyse and evaluate research material.

    3. The qualifying learner demonstrates
  • design ability
  • an ability to frame design questions critically
  • competence to evaluate and address questions through creative and responsible decision making.

    4. The qualifying learner demonstrates
  • mathematical competence (at NQF Level 5)
  • competence at communicating ideas and information to people from a wide range of backgrounds
  • in writing
  • visually
  • orally.

    5. The qualifying learner demonstrates skills of time management, prioritisation and initiative in order to perform adequately all facets of the programme

    6. The qualifying learner demonstrates collaborative, group participation and consultative skills.

    7. The qualifying learner demonstrates
  • familiarity with current technological norms and practices
    and is able to
  • select and
  • develop
    sustainable technological and environmental approaches to different contexts.

    8. The qualifying learner demonstrates
  • an integrated approach to the field of study
  • knowledge of the social, cultural, economic and environmental contexts
  • an understanding of the implications of decisions taken.

    9. The qualifying learner demonstrates
  • the ability to engage in critical assessment of current teaching and learning practice
  • of the discipline and related fields
  • of personal work practices and future career paths
  • an ethical and professional approach.

    Integrated assessment

    At the end of the final year, learners are assessed in all facets of the programme through a portfolio review and oral examination. 
    		•

    ARTICULATION OPTIONS 
    Except at entry level, this section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

    Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification
    A minimum of a matriculation with full exemption or equivalent University-approved qualification, with Mathematics achieved at a particular level of competence.


    Articulation during the qualification
    No formal articulation.

    On completion of the qualification
    The qualification provides the basis for further study in architecture and related disciplines. It is the typical minimum entry requirement for the second, professionally qualifying degree in architecture, the Bachelor of Architecture which in turn, qualifies the learner for a Master of Architecture. The BAS also qualifies graduates for the Higher Diploma in Development Planning or for Honours degrees in related disciplines. It is the equivalent of the B.Tech. 

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, the accrediting bodies for the qualification, the South African Council for Architects, the Royal Institute of British Architects and the Commonwealth Association of Architects, perform moderating functions, and whether an academic entity has a professional orientation or not, its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of Witwatersrand 


    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.