Higher Certificate in Architectural Technology

Purpose

The purpose of the Higher Certificate in Architectural Technology is to provide an entry-level introduction to the architectural technology profession and its role within the broader Built Environment. The qualification equips learners with the foundational knowledge, practical techniques, and contextual understanding required to operate as a Candidate Architectural Draughtsperson, and after a period of supervised practical experience and/or professional registration requirements, as an Architectural Draughtsperson. The qualification is linked to the South African Council for the Architectural Profession.

Learners will acquire the skills, competencies, and applied knowledge required to contribute meaningfully to architectural practice on a junior level through structured learning, simulated practice, and work-integrated learning (WIL). The qualification also prepares learners for further studies in related fields of the Built Environment, ensuring flexible articulation opportunities.

Finally, the qualification makes it possible for individuals to formalise prior or informal learning within the architectural field, providing access, inclusivity, and recognition for diverse learners entering the profession.

On completion of the qualification, qualifying learners will be able to

• Apply foundational knowledge of architectural technology, including the relationships between architecture, environment, construction systems, and craft, to produce safe, functional, and sustainable built environment solutions.
• Communicate effectively and accurately using architectural drawing conventions, presentation techniques, and digital tools to engage with clients, peers, and professionals in the built environment on a basic level.
• Produce and process on an introductory level architectural drawings and technical information through the various stages of design and documentation.
• Demonstrate applied basic problem-solving and technical competence by contributing to the development of design solutions, construction detailing, and project documentation within defined contexts.
• Engage in professional and ethical practice by applying workplace readiness, collaboration, and reflective skills, in line with the expectations of the architectural profession.

Rationale

Architecture and architectural technology are central to the development of functional, safe, and sustainable built environments, improving the human condition by integrating design, construction, and regulatory compliance. The Higher Certificate in Architectural Technology addresses the growing demand for skilled architectural draughtspersons within South Africa and the SADC region.

The qualification responds to several national and sectoral imperatives

• Professional alignment: It supports entry into the South African Council for the Architectural Profession (SACAP) professional pathway by preparing graduates for registration as Candidate Architectural Draughtspersons.
• Employability: By focusing on applied knowledge and skills, the qualification prepares graduates for immediate employment opportunities in architectural practices, construction firms, and related industries.
• Inclusivity and access: It broadens participation in the architectural profession, offering an accessible entry point for learners who may not yet meet requirements for Diplomas or Degrees.
• Articulation: It provides flexible horizontal, vertical, and diagonal articulation opportunities into related qualifications in architecture, engineering, or design, supporting lifelong learning and professional development.
• Economic contribution: The qualification contributes to the development of human capital in the built environment sector, addressing national priorities for infrastructure growth, sustainable development, and the expansion of small and medium enterprises.

The institution recognises that strengthening the architectural technology pipeline through vocational, industry-oriented education is vital to national development goals. By preparing learners with both academic readiness and workplace exposure, the qualification ensures graduates are work-ready, life-ready, society-ready, and challenge-ready within the context of the South African built environment.

Recognition of prior learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which allows applicants to gain access to or receive credits for the qualification based on prior formal, informal or non-formal learning. RPL may be applied for access, module exemption, or full/partial credit. Evidence must demonstrate achievement of learning outcomes equivalent to the qualification requirements.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in 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 exemption of modules

• 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 that demonstrates that competency was achieved for the 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 they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 without endorsement.

Or

• National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.

Or

• National Certificate Vocational, NQF Level 4, granting access to Higher Certificate studies.

The qualification comprises compulsory subjects at NQF Level 5, totalling 120 credits

Compulsory Modules, NQF Level 5, 120 Credits

• Digital Navigation, 4 Credits.
• Communication Fundamentals, 4 Credits.
• Design Thinking Fundamentals, 4 Credits.
• Global Citizenship, 4 Credits.
• Critical Thinking, 4 Credits.
• Personal Development, 4 Credits.
• WIL Preparation, 16 Credits.
• WIL Practice, 8 Credits.
• Software Application for the Built Environment, 12 Credits.
• Business and Practice management, 12 Credits.
• Architectural Technology Foundations, 24 credits
• Design fundamentals, 18 Credits.
• Green and Sustainable Technology, 6 Credits.
• Technical drawing practices, 24 Credits.

1. Apply foundational knowledge of architectural technology, including the relationships between architecture, environment, construction systems, and craft, to produce safe, functional, and sustainable built environment solutions.
2. Communicate effectively and accurately using architectural drawing conventions, presentation techniques, and digital tools to engage with clients, peers, and professionals in the built environment on a basic level.
3. Produce and process on an introductory level architectural drawings and technical information through the various stages of design and documentation.
4. Demonstrate applied basic problem-solving and technical competence by contributing to the development of design solutions, construction detailing, and project documentation within defined contexts.
5. Engage in professional and ethical practice by applying workplace readiness, collaboration, and reflective skills, in line with the expectations of the architectural profession.
6. Show awareness of the broader social, cultural, and environmental context of architectural technology, recognising the role of the profession in improving human conditions and contributing to sustainable development.
7. Manage own learning, by identifying, evaluating, and addressing his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes. Take responsibility for his or her work, decision-making, and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts.

Associated Assessment Criteria Exit Level Outcome 1

• Explain the relationship between buildings and their surrounding environment.
• Demonstrate knowledge of environmental control systems (e.g., lighting, ventilation, heating, water, and waste).
• Identify and discuss Issues of conservation, restoration, sustainability, and responsible use of space
• Make judgments on good practice in relation to sustainability and functional building performance.
• Demonstrate understanding of contributing technologies in building design and construction, showing awareness of safety, comfort, and human wellbeing.

Associated Assessment Criteria Exit Level Outcome 2

• Demonstrate understanding of the purposes and functions of different drawing types
• Produce drawings to an appropriate technical standard for use in the construction industry.
• Consistently apply industry conventions and high-quality draughtsmanship in drawings.
• Interpret and integrate drawings by other professionals in the built environment
• Develop conceptual sketches, digital drawings, and presentation graphics to convey design ideas.
• Use a range of media (manual and digital) effectively for communication.

Associated Assessment Criteria Exit Level Outcome 3

• Identify, describe, and model Structural forms and building concepts.
• Demonstrate basic material processing skills.
• Apply design principles in line with scientific and regulatory standards.
• Recognise the distinction between minimum standards and best practice in construction
• Select and specify materials for given contexts.
• Apply building regulations and compliance requirements in technical outputs.

Associated Assessment Criteria Exit Level Outcome 4

• Apply problem-solving strategies to practical design or construction challenges.
• Show accuracy and relevance to project briefs, technical details, and working drawings.
• Show awareness of building constraints, material limitations, and client requirements.
• Identify and apply basic feasibility considerations in design or documentation.
• Integrate construction documentation and distinguish between concept, detailing, and compliance.

Associated Assessment Criteria Exit Level Outcome 5

• Explain and apply ethical standards, including accuracy, honesty, and respect for intellectual property.
• Demonstrate collaboration with peers and professionals in group tasks and critiques.
• Apply reflective practice through self-assessment and constructive response to feedback.
• Observe professional conduct (time management, accountability, presentation standards) in both simulated and workplace contexts.

Associated Assessment Criteria Exit Level Outcome 6

• Identify and discuss cultural, historical, and social influences on the built environment.
• Demonstrate awareness of how architectural technology contributes to sustainable development.
• Discuss the impact of architectural practice on community wellbeing with reference to real-world contexts.
• Explore and apply inclusive and sustainable approaches to design at a basic level.

Associated Assessment Criteria Exit Level Outcome 7

• Organise and manage own time and learning, working effectively with others, communicating effectively, using technology, and understanding problem-solving functions within multiple contexts.
• Participate as an ethical and responsible citizen in the life of local, national, and global communities and be culturally and aesthetically sensitive across a range of social contexts.

Integrated assessment

Assessment is project-based and integrated across modules. Learners demonstrate applied competence through briefs that simulate professional practice. Formative assessments include peer critique, reflections, and reviews. Summative assessments include portfolio reviews, presentations, and capstone projects. Work-integrated learning is assessed via supervisor feedback, student reflections, and evidence of deliverables. Each subject has several assessment opportunities linked to the credits of the subject. Assessments have clearly stated assessment criteria. Learners are given resubmission and supplementary opportunities aligned with the institution's assessment policy.

Formative assessment

Formative assessments take place during learning and take the form of individual and group written and practical projects, verbal and visual presentations, and Formative Automated Assessments (FAA). Learners receive feedback during and after formative assessments and have an opportunity to implement feedback.

Summative assessment

Summative assessments take place at the end of learning and include portfolios, presentations, and capstone projects.