SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Construction in Quantity Surveying

SAQA QUAL ID	QUALIFICATION TITLE
99721	Bachelor of Construction in Quantity Surveying
ORIGINATOR
Central University of Technology, Free State
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		Building Construction
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Bachelor of Construction in Quantity Surveying is to develop qualifying learners with integrated theoretical knowledge and applied competencies in quantity surveying within the construction and built environment sectors. The qualification is designed for learners who wish to pursue careers in construction cost management, quantity surveying, and construction project administration. Through this qualification, learners will acquire the knowledge and skills required to measure, estimate, plan, and control the financial and contractual aspects of construction projects. The qualification prepares learners for participation in the construction industry by developing competencies in cost management, procurement, contract administration, and construction economics, thereby enhancing employability and supporting career development within the built environment sector.

The qualification provides a professional and vocational pathway within the built environment disciplines and equips learners with the knowledge and competencies required to operate within the construction project environment. On completion of the qualification, learners will have developed the ability to apply disciplinary knowledge and analytical skills to construction cost management, construction measurement, procurement processes, and contract administration within regulatory and professional frameworks. The qualifying learners will be able to analyse construction systems, interpret technical and contractual documentation, and apply appropriate tools and technologies in managing project costs and construction production processes within multidisciplinary project teams.

A qualified learner will be able to:

Apply construction principles and disciplinary knowledge to systematically diagnose and solve well-defined construction and production problems.

Apply knowledge of Mathematics and Natural Sciences to construction procedures, processes, systems and methodologies in order to solve well-defined construction problems.

Assess and design construction elements, systems, processes and production schedules to meet specified requirements within applicable standards, codes of practice and legislation.

Conduct investigations of well-defined construction problems through locating, analysing and interpreting relevant codes, technical catalogues, standards, measurements, experiments and production methods.

Use appropriate techniques, resources and modern construction tools, including information technology, to support construction problem solving with an understanding of their limitations and constraints.

Rationale:
The qualification has been developed to address the increasing demand for qualified professionals capable of managing the financial and contractual aspects of construction projects within the built environment sector. The construction industry requires professionals who possess specialised competencies in cost estimation, financial planning, procurement management, and contract administration to ensure that projects are delivered within approved budgets and regulatory frameworks. The qualification has been designed to develop these competencies within a structured higher education qualification aligned with the Higher Education Qualifications Sub-Framework (HEQSF).

The construction sector is a key contributor to economic growth, infrastructure development, and employment creation. The sector requires competent quantity surveying professionals who can ensure effective cost management, procurement control, and financial accountability in construction projects. The need for such professionals has been identified by industry stakeholders, professional bodies, and construction sector organisations responsible for improving the efficiency and sustainability of construction project delivery. The qualification responds to these sectoral needs by developing qualifying learners with competencies that support improved cost control, efficient resource utilisation, and responsible financial management in construction projects. In doing so, the qualification contributes to strengthening the built environment sector and supports broader national development priorities related to infrastructure delivery and sustainable economic growth.

The qualification is intended for learners who wish to pursue professional careers in quantity surveying, construction cost management, and construction project administration within the built environment sector. Typical learners include school leavers who meet the admission requirements for bachelor's degree studies, as well as individuals seeking to develop professional competencies in construction cost management and quantity surveying. The qualified learners are likely to enter occupations within quantity surveying practices, construction companies, consulting firms, project management organisations, property development companies, and public sector infrastructure agencies. The qualification prepares learners for entry into the profession as candidate quantity surveyors and provides a foundation for further academic study and professional development within the construction and built environment fields.

The development of the qualification has been informed by engagement with the South African Council for the Quantity Surveying Profession (SACQSP) and industry stakeholders involved in construction project delivery and professional practice. Consultation with the professional body was conducted to ensure that the qualification aligns with the competency requirements and professional standards necessary for the development of quantity surveying professionals. The qualification is therefore structured to support the development of competencies required for registration as a Candidate Quantity Surveyor with the SACQSP, which is the statutory professional body responsible for regulating the quantity surveying profession in South Africa.

The qualification forms part of the learning and professional development pathway within the built environment disciplines. The qualifying learners of the qualification typically enter the profession as Candidate Quantity Surveyors, where they gain practical experience within construction organisations and consulting practices. With further workplace experience and professional assessment, qualifying learners may progress towards registration as Professional Quantity Surveyors with the SACQSP. The qualification also provides a pathway for further academic progression into postgraduate qualifications in quantity surveying, construction management, and related built environment disciplines, thereby supporting continuous professional development and career advancement within the construction industry.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the Bachelor of Construction in Quantity Surveying qualification. RPL will be applied to accommodate applicants who qualify and thus provides alternative access and admission into this qualification, as well as advancement within the qualification. RPL may therefore be applied for access, credits from modules, and credits for or towards the qualification.

RPL for access:
Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission into this qualification may be considered for admission through RPL. To be considered for admission into the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for advanced standing:
An applicant who has already achieved some of the competencies expected for admission to, or progression within the Bachelor of Construction in Quantity Surveying may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning.

RPL for module exemption:
Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio demonstrating that competency has been achieved for learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:
Learners may also apply for RPL for credit for or towards the qualification, in which case they must provide evidence in the form of a portfolio demonstrating prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:

National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's degree studies.
Or

National Certificate (Vocational), NQF Level 4, granting access to Bachelor's degree studies.
Or

Senior Certificate, NQF Level 4, with endorsement granting access to Bachelor's degree studies.
Or

Higher Certificate in Construction Quantity Surveying, NQF Level 5.
Or

Diploma in Construction, NQF Level 06.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules structured across National Qualifications Framework Level 5, 6, and 7, totalling 374 credits.

Compulsory Modules, NQF Level 5, 120 Credits:

Digital Literacy, 6 Credits.

Academic Literacy and Communication Studies, 6 Credits.

Construction Mathematics I, 12 Credits.

Quantity Surveying I,16 Credits.

Construction Management I, 16 Credits.

Residential Construction Methods, 16 Credits.

Urban Development and Sustainability, 16 Credits.

Construction Materials, 16 Credits.

Design and Construction, 16 Credits.

Compulsory Modules, NQF Level 6, 128 Credits:

Building Services, 16 Credits.

Construction and Development Law, 16 Credits.

Urban Development Economics, 16 Credits.

Commercial Construction Methods, 16 Credits.

Quantity Surveying II, 16 Credits.

Project Planning and Administration, 16 Credits.

Procurement and Tendering,16 Credits.

Contract Administration,16 Credits.

Compulsory Modules, NQF Level 7, 126 Credits:

Construction Accounting Principles, 16 Credits.

Quantity Surveying III, 16 Credits.

Modern Methods of Construction, 16 Credits.

Construction Surveying, 16 Credits.

Price Analysis and Estimating, 16 Credits.

Work-Integrated Learning, 30 Credits.

Quantity Surveying Practice Project, 16 Credits.

EXIT LEVEL OUTCOMES

1. Apply construction principles and disciplinary knowledge to systematically diagnose and solve well-defined construction and production problems.
2. Apply knowledge of Mathematics and Natural Sciences to construction procedures, processes, systems and methodologies to solve well-defined construction problems.
3. Assess and design construction elements, systems, processes and production schedules to meet specified requirements within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined construction problems through locating, analysing and interpreting relevant codes, technical catalogues, standards, measurements, experiments and production methods.
5. Use appropriate techniques, resources and modern construction tools, including information technology, to support construction problem solving with an understanding of their limitations and constraints.
6. Communicate effectively in written and oral formats within a construction and built environment context.
7. Demonstrate knowledge and understanding of the impact of construction activities on society, the economy and the physical environment and address related issues using defined procedures and appropriate solutions.
8. Demonstrate professional responsibility, teamwork, ethical practice and commitment to lifelong learning within the construction profession.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse construction design elements and components.

Analyse construction elements, procedures and methods.

Design construction administrative and production methods and systems for problem-solving.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply mathematical and scientific principles to analyse construction elements and processes.

Evaluate and solve well-defined construction problems using appropriate mathematical calculations, scientific reasoning, and construction-related methodologies.

Design procedures, methods and systems for quantifying and costing construction work.

Associated Assessment Criteria for Exit Level Outcome 3:

Analyse construction elements and components in relation to design and constructability requirements.

Design construction methods, procedures and systems for preparing construction project production schedules.

Apply relevant standards, codes of practice and legislation in construction planning and design decisions.

Associated Assessment Criteria for Exit Level Outcome 4:

Locate and review relevant codes, technical catalogues and standards.

Apply appropriate measurements, experiments and production methods to investigate construction problems.

Design methods, procedures and systems for obtaining and maintaining technical, cost and economic data pertaining to construction.

Associated Assessment Criteria for Exit Level Outcome 5:

Analyse the design and constructability of construction elements through analytical and computer software tools and models.

Apply appropriate computer software and technological tools to contract documentation, procurement, production planning and control procedures.

Demonstrate awareness of the limitations, restrictions and assumptions associated with construction tools and technologies.

Associated Assessment Criteria for Exit Level Outcome 6:

Compile design, cost and financial reports for projects under consideration.

Compile cost budgets, cost control and production planning reports for projects under construction.

Communicate, present and defend reports among interdisciplinary company units, consultants and clients.

Prepare professional consulting and technical reports throughout all project stages.

Associated Assessment Criteria for Exit Level Outcome 7:

Prepare project feasibility reports.

Present and demonstrate innovative project design and production solutions.

Apply cost-effective and innovative design solutions to address socio-economic development issues related to the built environment.

Associated Assessment Criteria for Exit Level Outcome 8:

Work effectively within a team as a team member.

Demonstrate an understanding of effective team management requirements.

Apply professional ethics, responsibilities and norms associated with construction practice.

Demonstrate workplace efficiency, administrative systems, safety rules and practices.

Demonstrate commitment to independent and lifelong learning within the construction profession.

Integrated assessment
Assessment in the Bachelor of Construction in Quantity Surveying is designed to determine the learner's applied competence through the integrated evaluation of knowledge, practical skills, and professional judgement at NQF Level 7. Integrated assessment ensures that learners demonstrate the ability to apply theoretical principles, technical skills, and professional values within authentic construction and quantity surveying contexts.

The qualification adopts a continuous assessment approach, complemented by integrated summative assessments where appropriate. Learners are assessed through a range of assessment methods, including written assessments, assignments, case studies, technical reports, practical exercises, presentations, and project-based tasks. These assessments are designed to evaluate the learner's ability to apply disciplinary knowledge, analyse construction problems, and produce appropriate technical and cost management solutions.

Integrated assessment requires learners to demonstrate competence through tasks that reflect the modes in which knowledge and skills are applied in professional practice. Learners are therefore required to:

Apply theoretical knowledge and technical skills to solve construction and quantity surveying problems.

Integrate technical, economic, legal, environmental, and ethical considerations in construction decision-making.

Analyse and interpret construction documentation, cost information, and project data.

Communicate technical solutions effectively within multidisciplinary project environments.

Demonstrate professional responsibility, teamwork, and ethical awareness.

Assessment opportunities and their respective weightings are specified in module learning guides, which are provided to learners at the beginning of each module. Each assessment activity is accompanied by a memorandum, marking rubric, or assessment guide to ensure consistency and transparency in the evaluation process.

Each semester module provides a minimum of three formative assessment opportunities, which contribute to the semester mark and provide feedback to learners on their academic progress. Lecturers are required to provide written and constructive feedback within fifteen working days following each assessment opportunity.

Integrated assessment is further strengthened through capstone and workplace-based learning components. The Quantity Surveying Practice Project, undertaken in the final year, serves as a capstone assessment that integrates knowledge from construction measurement, construction economics, procurement, cost planning, and project management.

In addition, the qualification includes a Work-Integrated Learning (WIL) component. During WIL, learners are placed in approved construction or quantity surveying environments under the supervision of industry mentors and academic staff. Assessment of WIL includes a logbook or portfolio of evidence, reflective reports, and supervisor evaluations, which confirm the learner's ability to apply academic knowledge in authentic professional contexts.

Through this integrated assessment framework, the qualification ensures that learners demonstrate holistic competence across cognitive, practical, and professional domains, consistent with the expectations of the South African Council for the Quantity Surveying Profession (SACQSP). To maintain a balanced evaluation of theoretical understanding and applied competence, the overall ratio of coursework to examination-based assessment across the qualification is 50:50. Coursework and continuous assessment activities such as assignments, projects, portfolios, WIL tasks, and presentations contribute 50% of the assessment weighting, while summative examinations or comprehensive summative tasks contribute 50%. This balance ensures that learners demonstrate both conceptual understanding and practical competence consistent with the professional expectations of the construction management discipline.

Formative assessment:
Formative assessment is developmental and continuous and is designed to support the teaching and learning process by providing feedback that enhances learner performance and supports progression. Formative assessment assists lecturers in diagnosing learner strengths and weaknesses, identifying learning gaps, and planning appropriate learning interventions.
Formative assessment takes place throughout the learning process and contributes to the continuous assessment mark where applicable. It is used to:

Support and enhance the teaching and learning process.

Provide feedback to learners on their academic progress.

Diagnose strengths and areas requiring improvement.

Assist in determining learner readiness for summative assessment.

A variety of formative assessment methods are used across modules to support learning development. These may include:

Class tests and quizzes assessing theoretical understanding.

Assignments and problem-solving tasks related to construction measurement, cost estimation, and project planning.

Case studies analysing construction and cost management scenarios.

Individual and group presentations assessing communication and teamwork skills.

Practical exercises and simulations assessing technical competence.

Research-based tasks and interim project milestones linked to capstone projects.

Each module provides at least three formative assessment opportunities per semester, and results are recorded where the assessments contribute to the semester mark. All formative assessments are accompanied by clear assessment criteria, marking rubrics, or memoranda, and learners receive constructive feedback within fifteen working days to support learning improvement.

Summative assessment:
Summative assessment is conducted at the end of a learning unit, module, or academic term to evaluate the extent to which learners have achieved the required learning outcomes and Exit Level Outcomes of the qualification. Summative assessment is formal in nature and contributes to the final module mark, determining learner competence and progression.

Summative assessments evaluate the learner's ability to integrate and apply knowledge, skills, and professional judgement in solving construction and quantity surveying problems. Assessment outcomes are expressed as marks reflecting a pass or fail result, with a minimum pass mark of 50%.

Summative assessment methods may include:

Written examinations assessing conceptual understanding and analytical reasoning.

Applied assignments and projects related to construction economics, measurement, procurement, and cost management.

Technical reports and portfolios demonstrating integration of theoretical and practical knowledge.

Oral presentations and project defences evaluating professional communication and analytical competence.

Capstone project assessments requiring integrated application of disciplinary knowledge.

Assessment of Work-Integrated Learning (WIL) through portfolios of evidence, workplace reports, and supervisor evaluations.

In each module, except for the continuous assessment modules, the written main assessment has a 50% weighting; hence, the 50% formative and 50% summative assessments constitute the final mark. To qualify for the Re-Assessment, a learner must obtain a final mark between 45% and 49%. A learner has successfully completed a module if he/she has achieved a final mark above 50%.

INTERNATIONAL COMPARABILITY

International comparability of engineering education qualifications is ensured through the Washington, Sydney and Dublin Accords, all being members of the International Engineering Alliance (IEA). The Sydney accord specifically is an international agreement between bodies responsible for accrediting engineering technology academic qualifications. The ELOs and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies. The following 10 countries are signatories of the Dublin Accord under EIA.
Subsequently, learner mobility and recognition of prior learning/studies within these Qualifications accredited under the EIA (Dublin) Accord, will be possible, while adhering to all the required good practices at an international level. Hence, given that this envisaged Qualification is endorsed by ECSA and meeting all the requirements of the ECSA Qualification Standard (E-02-PN), it automatically entails that the Qualification is equivalent to any other international Qualification endorsed and accepted by the EIA. Thus, essentially no detailed comparisons are required to demonstrate the international comparability.

Furthermore, given that the same Qualification Standard applies to all the international academic Qualification signatories of the Dublin Accord under the EIA, the admission requirements, knowledge areas, ELOs/GAs, credits, assessments, duration, and/or articulation pathways will be similar; hence, ensuring the above-mentioned learner mobility and/or possible module recognitions.

The following 10 countries are signatories of the Dublin Accord under EIA:

Australia, Engineers Australia (EA) (2001)

Canada, Canadian Council of Technicians and Technologists (CCTT)

Chinese Taipei, Institute of Engineering Education Taiwan (IEET)

Hong Kong China, Hong Kong Institution of Engineers (HKIE) Ireland Engineers Ireland (EI)

Korea, Accreditation Board for Engineering Education of Korea (ABEEK)

New Zealand, Institution of Professional Engineers New Zealand (IPENZ)

South Africa, Engineering Council South Africa (ECSA)

United Kingdom, Engineering Council United Kingdom (ECUK)

United States, Accreditation Board for Engineering and Technology (ABET)

ARTICULATION OPTIONS

This qualification provides the following articulation options:
Horizontal articulation:

Bachelor of Science in Construction Economics and Management, NQF Level 7.

Advanced Diploma in Project Management, NQF Level 7.

There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

Vertical articulation:

Bachelor of Science Honours in Construction Management, NQF Level 8.

Bachelor of Science Honours in Quantity Surveying, NQF Level 8.

Bachelor of Land and Property Development Management Honours: Housing, NQF Level 8.

Postgraduate Diploma in Construction in Quantity Surveying, NQF Level 8.

Diagonal articulation:

Higher Occupational Certificate: Occupational Health and Safety Practitioner, NQF Level 5.

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.	Central University of Technology, Free State