Bachelor of Engineering Technology Honours in Civil Engineering

The Bachelor of Engineering Technology Honours in Civil Engineering is a Postgraduate qualification that serves to prepare learners, for research, industry and Postgraduate studies. This qualification serves to consolidate and deepen the learner's expertise in Civil Engineering and to develop research capacity in the methodology and techniques of Civil Engineering.

Rationale

The Bachelor of Engineering Technology Honours in Civil Engineeringqualification aims to provide the advanced engineering knowledge and practical skills required by Graduates who wish to specialise in municipal related engineering. The qualification further seeks to provide support to the municipal engineering environment through research projects aimed at the specific problems faced in the sector. By specialising in the municipal engineering environment, the qualification addresses the very specific demands of service delivery and municipal infrastructure planning.

Municipal engineering is at the forefront of service delivery, providing advanced knowledge and practical skills within the urban environment. The municipal technologist must be able to integrate knowledge over multiple disciplines. Furthermore, this professional must display advanced investigative and problem solving skills, be adaptable in his/her approach, and have an aptitude for technology based on fundamental conceptual knowledge.

This municipal engineering sector has been identified as having a critical skill shortage with various local municipalities in South Africa currently not having civil engineering staff at all. In South Africa, the ratio of these professionals to the rest of the population is lower than in other countries. The effect of this shortage has a direct negative effect on the quality of life of all citizens and leaves blemishes on our South African international image. This negatively influences international investment opportunities. There is thus a great demand from the private and public sector for these positions to be filled.

The Civil Engineering environment is dominated by highly technical and specialised disciplines which are all required in order to provide solutions to infrastructure needs. The solutions largely shape society and have a direct impact on improving living conditions, promoting development and stimulating industry.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) will be applied where relevant. Both admission status and module credits may be granted through the RPL process. RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews conducted by a panel of academic and external experts. Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for admission through RPL.

Entry Requirements

To gain admission to this qualification, applicants must have obtained

• Bachelor of Engineering Technology in Civil Engineering, Level 7 or equivalent qualification.

The qualification consists of the following compulsory modules at Level 8 totalling 140 Credits

• Municipal Water Engineering (14 Credits).
• Urban Transportation Engineering (12 Credits).
• Environmental Engineering (12 Credits).
• Environmental Science (12 Credits).
• Computer Simulation and Analysis (12 Credits).
• Applied Mathematics (10 Credits).
• Engineering Management (10 Credits).
• Engineering Design Project (28 Credits).
• Research Project (30 Credits).

1. Identify, formulate, analyse and solve complex civil engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and civil engineering sciences to the conceptualisation of civil engineering models and solve complex civil engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, civil engineering works, products or processes of a complex nature.
4. Conduct investigations of complex civil engineering problems including engagement with the research literature and use research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern civil engineering tools, including information technology, prediction and modelling for the solution of complex civil engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with civil engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of civil engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of civil engineering management principles.
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 Civil Engineering practice.

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

• 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 complex 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 3

• 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 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 or research project report.

Associated Assessment Criteria for Exit Level Outcome 5

• 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 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.
• Oral communication is delivered fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level outcome 7.

• 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 public and occupational 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.

Associate Assessment for Exit Level Outcome Criteria 8.

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole. For example: Functioning as a team leader is demonstrated.
• A design or research project is organised and managed.
• Effective communication is carried out in the context of individual or team work.

Associated Assessment Criteria for Exit Level Outcome 9.

• Learning tasks are managed autonomously and ethically, individually and in learning groups.
• 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 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 stemming from own actions.
• Judgements are made in decision-making during problem solving and designs are justified.
• Decision-making is limited to area of current competence.

Integrated Assessment

Assessment will be done Formatively and Summatively through class tests and examinations, which require learners to demonstrate competences to solve complex civil engineering problems while applying scientific and civil engineering knowledge. Learners will also be assessed Formatively and Summatively through assignments, learner participation in project work and group assignments, which will require them to plan and work collaboratively and ethically in teams and individually.