Bachelor of Engineering Technology in Civil Engineering

Purpose

The purpose of this qualification is to provide learners with knowledge and understanding of civil engineering and equip them with skills that will enable them to practise as Professional Engineering Technologists. A qualified learner will be able to:

• Systematically diagnose and solve broadly defined Civil Engineering problems by applying engineering principles.
• Apply knowledge of mathematics, natural science and engineering sciences to defined and applied engineering procedures, processes, systems and methodologies to solve broadly-defined Civil engineering problems.
• Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation in Civil engineering.
• Conduct investigations of broadly-defined problems; locate, search and select relevant data from codes, databases and literature; design and conduct experiments; and analyse and interpret results to provide valid conclusions.
• Communicate effectively, both orally and in writing, with engineering audiences and affected parties.
• 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 understanding of Civil Engineering and equip them with necessary skills to practise as Engineering Technologists. This qualification provides learners with skills that enable them to identify, analyse and critically reflect on and address problems relating to Civil Engineering. It also contributes to the development of scarce and high level technical skills in Civil Engineering. This qualification prepares learners for careers in engineering that will enable them to contribute to the economy and development of the nation, and forms an educational base to register as a Professional Engineering Technologist with the Engineering Council of South Africa (ECSA).

Recognition of Prior Learning (RPL)

The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to Faculty programmes to promote life-long learning.

Recognition of prior learning is based on the following process

• The applicant indicates the reason for applying for recognition of previous learning (could be entrance to a programme or exemption from certain modules in the programme).
• The RPL committee determines the criteria for the recognition of prior learning based on the request (could be admission requirements of the programme, assessment of Exit Level Outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
• The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
• The RPL committee will assess the evidence of previous learning supplied by the applicant against the criteria and will make a recommendation to the Faculty's quality committee in a full report describing the process followed.
• The Quality committee will make a recommendation to Faculty Board to ratify the decision.

The purpose of the institution's RPL Policy that directs the Faculty's RPL procedure, to recognise prior learning, in order to provide access into qualification, grant advanced placement in qualifications, and credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• A Senior Certificate with endorsement.

Or

• National Senior Certificate granting admission to Bachelor's Degree studies or equivalent.

This qualification comprises compulsory and elective modules at NQF Levels 5, 6, and 7 totalling 441 Credits.

Compulsory Modules

NQF Level 5, 140 Credits.

• Mathematics, 28 Credits.
• Applied Mechanics, 14 Credits.
• Communication Skills, 7 Credits.
• Computer Skills, 7 Credits.
• Drawing, 7 Credits.
• Citizenship, 7 Credits.
• Surveying, 7 Credits.
• Statistics, 7 Credits.
• Fluid Mechanics, 7 Credits.
• Geology, 7 Credits.
• Computer Aided Drawing, 7 Credits.
• Management, 7 Credits.
• Theory of Structures, 14 Credits.
• Engineering Survey, 7 Credits.
• Construction Methods and Safety, 7 Credits.

NQF Level 6, 154 Credits

• Mathematics, 14 Credits.
• Geotechnical Engineering A, 14 Credits.
• Geotechnical Engineering B, 14 Credits.
• Human Capital Management, 7 Credits.
• Concrete Technology, 14 Credits.
• Transportation Engineering, 14 Credits.
• Hydraulics, 14 Credits.
• Hydrology, 14 Credits.
• Documentation, 7 Credits.
• Structural Analysis, 14 Credits.
• Transportation Engineering, 14 Credits.
• Computational Mathematics, 14 Credits.

NQF Level 7, 147 Credits

• Project Management, 14 Credits.
• Principles of Sustainability, 14 Credits.
• Ethics and Community Studies, 7 Credits.

Elective Modules, at NQF Level 7 (select any eight modules)

• Capstone Design Project 2, 14 Credits.
• Water Reticulation Design, 14 Credits.
• Contract Management, 14 Credits.
• Reinforced Concrete and Steel Design, 14 Credits.
• Transportation, 14 Credits.
• Water and Waste Water Engineering, 14 Credits.
• Computer Aided Design (Civil), 14 Credits.
• Capstone Civil Design Project, 28 Credits.
• Structural Analysis, 14 Credits.
• Reinforced Concrete Design, 14 Credits.
• Structural Steel Design, 14 Credits.
• Timber and Masonry Design, 14 Credits.
• Pre-stressed Concrete Design, 14 Credits.
• Structural Analysis, 14 Credits.
• Computer Aided Structural Design, 14 Credits.

1. Systematically diagnose and solve broadly defined Civil Engineering problems by applying engineering principles.
2. Apply knowledge of Mathematics, Natural Science and Engineering Sciences to defined and applied engineering procedures, processes, systems and methodologies to solve broadly-defined Civil Engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation in Civil Engineering.
4. Conduct investigations of broadly-defined problems, locate, search and select relevant data from codes, databases and literature, design and conduct experiments and analyse and interpret results to provide valid conclusions.
5. Communicate effectively, both orally and in writing, with engineering audiences and affected parties.
6. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Civil Engineering technology 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 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 the conceptualising of the 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 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 to recognise 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.

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

• 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 design.
• Decision making is limited to the area of current competence.

Integrated Assessment

Learner progress and performance will be assessed at various formative points in the qualification. Rules will be in place regarding eligibility for supplementary assessments should a learner not pass one of the summative assessments. For summative assessments, especially where more than one assessor is involved, internal moderation checks will be undertaken to ensure the reliability of the assessment procedures.

Formative assessment refers to assessment that takes place during the process of learning and teaching. The following will characterise the formative assessment process:

• Supports the teaching and learning process.
• Provides feedback to the learner on his/her progress.
• Diagnosis of the learner's strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and will contribute to the learners capacity for self-evaluation.
• Helps to make decisions on the readiness of the learner to do a summative assessment.

Summative assessments will be conducted for the purpose of making a judgment about the level of competence of a learner in relation to the outcomes of a unit/module and/or qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) will be expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required, will be contained in the Academic Regulations.