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
99641  Bachelor of Engineering Technology in Civil Engineering 
ORIGINATOR
Cape Peninsula 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  435  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 to provide learners with a sound knowledge base, abilities and skills required for further learning towards becoming a competent practicing Civil Engineering Technologist or Certificated Engineer. Specifically this qualification is primarily industry oriented and provides learners with:
  • The educational base required for registration as a Professional Engineering Technologist and/or Certificated Engineer with Engineering Council of South Africa (ECSA).
  • An appropriate level of achievement, the ability to enter NQF Level 8 programmes and then to proceed to Master's Programmes.
  • The educational base and proficiency required for one to be a Certified Civil Engineer in areas related to mining and occupational health and safety.

    On completion of this qualification, graduates will be able to:
  • Apply knowledge of Mathematics, Natural Science and Engineering Science to solve broadly-defined Civil Engineering problems.
  • Perform procedural and non-procedural Civil Engineering designs within applicable standards and codes of practice.
  • Conduct investigations of Civil Engineering problems through experiments, data collection and analysis.
  • Use appropriate techniques, resources and modern engineering tools including the use of Information Technology.
  • Communicate effectively and professionally, both orally and in writing with engineering audiences and stakeholders.
  • Demonstrate critical awareness of the impacts of the Civil Engineering activities to communities, economy, industry, commerce and the physical environment.
  • Effectively work as an individual and in teams in managing Civil Engineering projects.
  • Engage in independent learning and life-long learning through well-developed learning skills.
  • Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Civil Engineering Technology practice.

    Rationale:
    The Bachelor of Engineering Technology in Civil Engineering is designed to provide learners with integrated knowledge and equip them with skills relevant to Civil Engineering. This qualification fits-in with the new system for accreditation by the statutory professional body, Engineering Council of South Africa (ECSA). Learners will acquire Civil Engineering knowledge in line with international trends in skills and professional development. Furthermore, this qualification will address the deficiencies identified by industry in the field of Mathematics, Basic Science and Engineering Science. This qualification intends to produce a high calibre of graduates who have a strong technological and entrepreneurial background thereby addressing youth unemployment through job creation making South African industries more competitive globally. The National Development Plan (2010-2030) highlights the fact that there is a critical shortage of good-quality professionals in Civil Engineering which include Engineers, Technologists and Technicians. Therefore, this qualification will go a long way in meeting the nation's requirements for Civil Engineering Technologists.

    The Civil Engineering profession contributes to the development of the country through the provision of infrastructure in the built environment, which leads to socio-economic growth and sustainability. The key ingredient to economic growth requires government investing in infrastructure projects like roads, electricity, water and housing, and in order to do all of that the country needs Civil Engineers and Technologists.

    Qualified learners will be prepared to enter the niche labour market in Water, Structural and Transportation Engineering. The most important stakeholders and role players include amongst others, Civil Engineering Construction Companies, Consulting Firms, Government Departments and Agencies. Therefore, this field of study is highly competitive and hence will be attractive to Civil Engineering learners. Consequently, this Degree focuses on a professional qualification which caters for the needs of industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In keeping with national legislative requirements as well as institutional policy and procedures Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

    The academic department in consultation with the Institution's Recognition of Prior Learning Unit will provide RPL candidates with the necessary information in terms of the RPL application process at the institution. RPL process must be concluded, application fee paid and approval granted by Senate Executive committee before a candidate is permitted to register for a qualification at the institution. Details about the RPL application process and procedures are available on the institutional website.

    Entry Requirements:
  • A Senior Certificate with endorsement.
    Or
  • National Senior Certificate granting admission to Bachelor's Degree studies.
    Or
  • National Certificate (Vocational) Level 4 granting admission to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6 and 7 totalling 435 Credits.

    NQF Level 5, 113 Credits:
  • Surveying 1, 12 Credits.
  • Physical Sciences, 14 Credits.
  • Construction Materials Technology, 7 Credits.
  • Engineering Drawing, 7 Credits.
  • Professional and Technical Communication, 7 Credits.
  • Engineering Mathematics 1A, 14 Credits.
  • Engineering Mathematics 1B, 14 Credits.
  • Computer Technology, 10 Credits.
  • Applied Mechanics, 14 Credits.
  • Geology, 7 Credits.
  • Construction Methods, 7 Credits.

    NQF Level 6, 121 Credits:
  • Soil Mechanics, 10 Credits.
  • Engineering Management, 10 Credits.
  • Structural Analysis 1, 14 Credits.
  • Structural Steel and Timber Design, 14 Credits.
  • Surveying 2, 7 Credits.
  • Civil Engineering Documentation, 14 Credits.
  • Geotechnical Engineering, 14 Credits.
  • Reinforced Concrete and Masonry Design, 14 Credits.
  • Transportation Engineering 1, 14 Credits.
  • Integrated Technology Project, 10 Credits.

    NQF Level 7, 201 Credits:
  • Engineering Mathematics 2, 14 Credits.
  • Hydraulics 1, 14 Credits.
  • Hydrology, 14 Credits.
  • Project Management Theory, 14 Credits.
  • Research Methodology and Project, 14 Credits.
  • Applied Mathematics, 14 Credits.
  • Engineer in Society, 7 Credits.
  • Transportation Engineering 2, 14 Credits.
  • Water and Waste Water Management, 14 Credits.
  • Structural Analysis 2, 14 Credits.
  • Construction Materials Technology 2, 10 Credits.
  • Hydraulics 2, 14 Credits.
  • Urban Planning, 10 Credits.
  • Reticulation Design and Management, 10 Credits.
  • Solid Waste Management, 10 Credits.
  • Environmental Engineering, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Systematically diagnose and solve broadly-defined Civil Engineering problems, develop components, systems, services and processes by applying engineering principles.
    2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.
    3. Perform procedural and none-procedural design of broadly-defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of broadly-defined problems through locating and searching relevant data from codes, data bases and literature, designing and conducting experiments and analysing and interpreting results to provide valid conclusions.
    5. Use appropriate techniques, resources and modern engineering tools including Information Technology and modelling for the solution of broadly-defined engineering problems with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    6. Communicate effectively both orally and in writing with an engineering audience and the affected parties.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy and industrial and physical environment and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of Engineering Management principles and apply these to one's own work as a member and leader in a technical team and manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Engineering Technology practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A 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.
  • A solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • 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 are performed on engineering materials, components, systems or processes.
  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems or processes are performed.
  • Uncertainty and risk are handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A 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.
  • A selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The design logic and relevant information is communicated in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Investigations and experiments are planned and conducted within an appropriate discipline.
  • 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 5:
  • 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.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Function of engineering drawing in the Engineering Industry are identified and interpreted in an accurate and meaningful manner of communication.
  • Appropriate graphical methods are used to represent design concepts.
  • Insight and spatial perception is developed to perceive three-dimensional objects from two dimensional representations.
  • Knowledge and skill concerning drawing terminology, abbreviations and computer aided draughting are applied to communicate produced drawings.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • An understanding of the different facets of engineering-management linkages to society and industry is demonstrated by an in-depth study of culture, religion, politics, economic development and scientific advancement.
  • The impact of technology is explained in terms of the benefits and limitations to society.
  • The engineering activity is analysed in terms of the impact on occupational and public health and safety.
  • The engineering activity is analysed in terms of the impact on the physical environment.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Engineering Management concepts and terminology are understood.
  • Awareness of the management problem and potential engineering solutions is shown.
  • Knowledge of selected management problems is used and appropriate engineering solutions applied.
  • Critically management solutions to industry related problems are applied.
  • The complexity of management issues emanating from current patterns is understood.
  • Science and engineering principles are applied to manage construction project.

    Associated assessment criteria for Exit Level Outcome 9:
  • Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
  • Expectation and capacity to undertake lifelong learning is exhibited.
  • Learning undertaken is reflected on 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.

    Associated assessment criteria for Exit Level Outcome 10:
  • The nature and complexity of ethical implications of decisions made is considered.
  • Ethical reasoning is applied to evaluate engineering solutions.
  • The system of continuing professional development is understood and embraced as an on-going process.
  • Judgements are made in decision making during problem solving and design.

    Integrated Assessment:
    The Assessment Policy of Cape Peninsula University of Technology (CPUT) is governed by a wide range of principles, which include ensuring academic and professional standards in the assessments. The policy promotes both formative and summative assessments and ensuring uniform administration, management of final assessments.

    Taking into consideration the above policy framework, the Faculty of Engineering practices a continuous assessment approach in evaluating student learning. This type of assessment will be conducted in this Programme. The continuous assessment is an on-going evaluation process which gives feedback on student learning through regular assessments. The type of assessment is both formative and summative and building towards a final integrated summative assessment. Within the Bachelor of Engineering Technology (BEng Tech (Civil)), a number of assessments will be conducted in each subject. Emphasis is placed on the use of authentic assessment in that it helps students to focus in demonstrating their ability to apply critical thinking skills and solve problems associated with Civil Engineering profession.

    Depending on the subject, integrated assessment takes the form of an appropriate variety of both summative and formative assessment methods for example: written and oral tests, problem solving assignments, projects, presentations, case studies, portfolios, and log books. The qualification will be awarded to a student who has provided evidence to the satisfaction of the assessors that the qualification, as detailed in the stated outcomes, has been achieved. Assessors vary the types of assessment tasks across a subject and programme. In this regard, each type of assessment has a percentage weighting of the total marks awarded to the subject.

    Integrated assessment in this qualification aims to achieve the following:
  • Assess the extent to which students can practice competently, effectively and safely in any of the Civil Engineering profession nationally and internationally.
  • Evaluate the extent to which students have integrated the professional roles, knowledge, practice, and skills delivered through the learning outcomes of the subjects of this qualification.
  • Provide opportunities to develop reflexive competence through reflection-in-action and reflection-on-action. 
    		•

    INTERNATIONAL COMPARABILITY 
    International Engineering Alliance:
    The International Engineering Alliance is established to advance benchmarking and mobility in the engineering profession. It is structured in three (3) Accords, the Washington, the Sydney and the Dublin. These are three multi-lateral agreements between groups of jurisdictional agencies responsible for accreditation or recognition of tertiary-Level Engineering qualifications within their jurisdictions who have chosen to work collectively to assist the mobility of Engineering Practitioners (i.e. professional Engineers, Engineering Technologists and Engineering Technicians) holding suitable qualifications. The signatories are committed to development and recognition of good practice in Engineering Education and are intended to assist growing globalisation of mutual recognition of Engineering qualifications. The standard of this qualification is ensured through the Sydney Accord.

    Conclusion:
    This qualification is in line with international standards set in the International Engineering Alliance agreements. It is ensured that a learner is assessed and enabled to compete as a Professional Engineering Technologist and to be able to obtain registration with a relevant professional body. 

    ARTICULATION OPTIONS 
    This qualification does not offer specific articulation opportunities with qualifications offered by the Cape Peninsula University of Technology.

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Bachelor of Engineering Science, Level 7.

    Vertical Articulation:
  • Bachelor of Science in Engineering, Level 8.
  • Bachelor of Engineering Honours, Level 8.
  • Postgraduate Diploma in Engineering, Level 8.
  • Postgraduate Diploma in Engineering Management, 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. Cape Peninsula 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.