Bachelor of the Built Environment in Geomatics

Purpose

This qualification is primarily industry-oriented. The knowledge areas emphasise general principles and application or technology transfer. The qualification provides students with a sound knowledge base in the discipline of geomatics and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. Specifically the purpose of the qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineering surveyor (technologist) in the discipline of geomatics.

The qualification will consist of a coherent assembly of knowledge areas. The knowledge areas as defined by the Educational Advisory Committee (EAC) of PLATO with respect to geomatics education will include: Mathematics and Applied Mathematics, Physics, Basic Surveying and Engineering Surveying, Information Technology, Geo-spatial Information Science, Photogrammetry and Remote Sensing, Coordinate Systems and Map Projections, Adjustments, Error Theory and Statistics, Earth and Environmental Science, Business and Project Management, Professional Practice and Ethics, Category Specific Research project, Category specific courses, and electives.

This assembly of knowledge areas provides a viable platform for further studies and lifelong learning, and enables development in a traditional or in emerging fields.

Rationale

This qualification will provide the educational base for the development of an Engineering Surveyor (Technologist) with knowledge and attributes to work in a wide spectrum of industries including the construction, land development, maritime, transport, municipalities, mining, water resources and energy, and the department of rural development and land reform. This qualification has a strong professional and career focus and holders of this qualification will be prepared to enter the geomatics and allied industries.

Engineering Surveyors (Technologists) are characterised by

• Being able to apply established and newly developed Geomatics technologies to solve broadly-defined problems.
• Being able to provide leadership in the application of technology in safety, health, Geomatics and commercially effective operations, and have well-developed interpersonal skills.
• Being able to work independently and responsibly, applying judgement to decisions arising in the application of technology, health and safety considerations to problems and associated risks.
• Having a specialised understanding of the sciences underlying Geomatics technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.
• Being prepared for careers in geomatics, and areas that potentially benefit from geomatics skills, for achieving technological proficiency and to make a contribution to the economy and national development.
• Having an educational base required for registration as an engineering surveyor (technologist) with the South African Council for Professional and Technical Surveyors (PLATO).
• Being able to continue to Level 8 programmes i.e. Honours, PostGraduate Diploma and Bachelor of Science (BSc) Programmes and then to proceed to Masters Programmes, and subsequently Doctoral Programmes.

Recognition of Prior Learning (RPL)

Recognition of Prior earning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL may not exceed 50% of the total credits and will not include Credits at the Exit Level.

The institution has a RPL policy in place that allows candidates access to higher education by recognising their prior learning (short courses and work experience). RPL applications for the institution are received by the Centre for Excellence in Learning and Teaching (CELT). The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Department of Town and Regional Planning for assessment. The department's RPL committee will assess the candidate's portfolio thoroughly against the relevant learning outcomes. Challenge assessments in the form of written examinations, simulated practice situations and workplace may be conducted. A candidate will have to demonstrate competence at the applicable Exit Level Outcomes. Successful candidates will then be accepted to the qualification.

Recognition of Prior Learning (RPL) candidates applying for Recognition of Prior will be required to provide evidence of competence by means of portfolios and/or to do challenge assessments as per targeted learning outcomes. This is in keeping with the institution's RPL policy, the Senate rules and the departmental rules.

Entry Requirements

The minimum entrance requirements are

• Senior Certificate with endorsement and the appropriate subject choices.

Or

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies and the appropriate subject choices.

Or

• National Certificate (Vocational) (NC(V) at Level 4, granting access to Bachelor's Degree studies and the appropriate subject choices.

This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 420 Credits.

Modules at Level 5: 112 Credits

• Engineering Mathematics 1A, 12 Credits.
• Cornerstone 101, 12 Credits.
• Information and Communication Technology Literacy and Skills, 8 Credits.
• Geomatics 1A, 16 Credits.
• Drawing 1A, 12 Credits.
• Engineering Physics 1A, 12 Credits.
• Survey Drawing 1B, 12 Credits.
• Environmental Science 1B, 12 Credits.
• Communication Literacy, 8 Credits.
• Settlement History 101, 8 Credits.

Modules at Level 6: 158 Credits

• Engineering Mathematics 1B, 12 Credits.
• Geomatics 1B, 16 Credits.
• Engineering Physics 1B, 12 Credits.
• Engineering Mathematics 2A, 12 Credits.
• Photogrammetry 2A, 12 Credits.
• Basic Engineering Management 2A, 8 Credits.
• Control Surveying 2A, 18 Credits.
• Geographic Information System 2A, 12 Credits.
• Legal Principles 2B, 12 Credits.
• Map Projections and Coordinate Systems 2B, 12 Credits.
• Statistics 2B, 12 Credits.
• Town and Regional Planning: Layout and Design 3A, 12 Credits.
• The Global Environment, 8 Credits.

Modules at Level 7: 150 Credits

• Engineering Surveying 2B, 24 Credits.
• Digital Photogrammetry and Remote Sensing 2B, 12 Credits.
• Geodesy 3A, 16 Credits.
• Cadastral Surveying 3A, 12 Credits.
• Theory of Errors and Network Adjustment 3A, 18 Credits.
• Geographic Information System 3A, 12 Credits.
• Computer Applications 3A, 12 Credits.
• Project Management, 8 Credits.
• Survey Project 3B, 36 Credits.

1. Apply knowledge of research theory and techniques to address the problems arising in surveying in urban or rural areas in contemporary South African society.
2. Apply Geomatics theories and knowledge of surveying histories to the design, management and implementation of surveying methods to bring about positive change and societal benefits within human settlements.
3. Apply, engage and reflect on complex issues and legislative contexts in order to inform processes to initiate, manage and control geomatics practices in the natural and built environment.
4. Apply communication skills in retrieving and disseminating information.

5.Identify and respond to geomatics issues within the ethical boundaries of the geomatics profession, which encompasses an orientation to social justice, an appreciation of diversity and complexity of cultures and views, and the promotion of efficient resource use and sustainable development.

1. Analyse the given context, apply policy and legislation requirements and integrated geomatics principles in complex environments, as these pertain to strategic planning, management and project management across governance scales.
2. Apply scoping and surveying techniques and appropriate technologies to analyse sites and solve problems.
3. Assist in optimising the sustainable use of resources within the built and natural environment.
4. Apply professional conduct and ethical principles in undertaking any geomatics work.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply research methods, planning principles, techniques, technology and methodologies to diagnose and solve broadly defined planning problems and propose interventions.
• Understand ethics related to the research process.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply and interpret geomatics-related policy and regulations to geomatics context inclusive of informality.
• Monitor land use and development by reviewing and interpreting geomatics legislation, methodologies, geomatics policies and the trends within these.
• Conceptualise and design geomatics plans at a range of scales in response to context and analysis.

Associated Assessment Criteria for Exit Level Outcome 3

• Understand spatial trends related to land use.
• Apply geomatics legislation and policies appropriately.
• Apply geomatics procedures and monitor the implications in the public interest.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply written communication skills in report writing, correspondence and geomatics.
• Apply oral communication skills in dealing with enquiries from clients, public and colleagues.
• Apply graphic presentations skills to assist and inform clients, public and colleagues in geomatics-related matters.
• Apply communicative skills in engaging with stakeholders and in retrieving and disseminating information.

Associated Assessment Criteria for Exit Level Outcome 5

• Manage community participation through identifying community dynamics and applying community participation techniques and facilitating a process around capacity building.
• Apply knowledge of integrated development principles in all geomatics-related work.

Associated Assessment Criteria for Exit Level Outcome 6

• Understand the horizontal and vertical relationships between policies, legislation, geomatics processes, plans, projects and implementation.
• Prepare a project scope using sound management principles and techniques.
• Understand the basic principles of strategic planning and be able to apply this knowledge in an integrated geomatics process.
• Understand and be able to apply performance criteria and assessment frameworks.
• Collaborate as part of a team.

Associated Assessment Criteria for Exit Level Outcome 7

• Use geographically referenced data to analyse sites and solve geo-spatial related problems using appropriate Computer-aided design (CAD) and Geographic Information System (GIS) and statistical software packages.
• Apply various observational techniques to data analysis.
• Prepare and conduct field surveys, literature and data surveys and socio-economic surveys.

Associated Assessment Criteria for Exit Level Outcome 8

• Demonstrate an understanding of the world as a set of related systems.
• Apply sustainable principles to geomatics related interventions.
• Understand the limits to resources and implications to geomatics.

Associated Assessment Criteria for Exit Level Outcome 9

• Exercise a leadership role in practice.
• Act professionally when undertaking any geomatics work.
• Respect the interaction between engineering surveying technicians, professional land surveyors and other professionals.
• Uphold the ethics and value of professionals in the geomatics field.

Integrated Assessment

The qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the student to develop and demonstrate the various Exit Level Outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include: tests, assignments, practicals, examinations, projects, portfolios, oral assessments, presentations, tutorials, etc. The exit level of the qualification has an extensive Survey Project Module which will ensure that Exit Level Outcomes are evaluated in an integrated manner.

In terms of the institutional policy all summative assessments will be subjected to internal moderation. In addition, all Level 7 modules will be subjected to external moderation.

This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. However, these statements could be reworded within the context of the qualification.

• Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
• Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated.
• Assessment of fundamental will be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods will be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques will be used to provide a context appropriate to the assessment.

The term `Integrated Assessment` implies that theoretical and practical components will be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment will be provided through:

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with learners.
• Assessors will assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.