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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Higher Certificate in Architecture |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 118142 | Higher Certificate in Architecture | |||
| ORIGINATOR | ||||
| Institute for Architecture and Design | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Higher Certificate | Field 12 - Physical Planning and Construction | Physical Planning, Design and Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 05 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2021-03-25 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2031-06-30 | |||
| 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 Higher Certificate in Architecture is to respond to national imperatives and professional competencies while offering high-quality professional education for academic articulation on the NQF. The qualification addresses the national imperatives of socio-economic redress and spatial transformation by aligning with the National Development Plan. The graduate attributes are aimed at knowledge, skills and technology transfer to historically disadvantaged communities in need of spatial transformation. Furthermore, the intention is that the upskilling of a person resident in the historically disadvantaged communities will lead to the spatial and aesthetic transformation of those very communities while achieving economic redress. Design and technology studio projects will form the basis of research, theory, conceptual and technical learning. In this way, learners will understand the relevance of theory to contextually situated learning problems within real built environment contexts. Conceptual skills are developed through the synthesis of theory and data relevant to contextually situated learning problems. The design studio is the primary learning space for conceptual design and technological resolution. Upon completion of the qualification, qualifying learners will be able to: Rationale: This qualification provides architectural education that aligns with the respective SAQA level descriptors while it meets the professional competencies required in the industry. The qualification offers broader access to learners, largely from historically disadvantaged backgrounds who could not access public institution qualifications. This qualification offers focused education and training to small cohorts of learners that show potential to succeed in architecture as reflected in the enrolment plan. It is imperative that to achieve the objectives of transformation and redress, access to historically disadvantaged persons is promoted. This is particularly important within the built environment that is still very much in need of spatial transformation from apartheid based planning and architectural legacy. A large proportion of architectural practitioners never had access to higher education and were therefore not able to upskill to offer higher quality architectural services to their communities in need of transformation. The qualification is structured around the needs of South African society and the built environment, whereby critical thinking skills are developed through engagement with diverse socio-economic contexts. Teaching and learning at the institution is about developing conceptual thinking and technical skills for technology transfer to society. It is essentially about responding to real issues facing the built environment. It is therefore imperative that learners develop perceptual skills to understand the character and dynamics of the built environment - how people interact with spaces and the changes that occur over time. The understanding of the urban environment and the communities in which they live are vital to developing responsive approaches to architectural design and detailing. Interpreting the city and the diverse social environments that the learners experience daily is an important source of learning and research; relating one's context and social circumstance forms an important foundation for project-based learning methodology. All project work relates to problems situated in the built environment wherein learners are conscientised to social, economic and environmental problems located in places that they can relate to in communities or life experiences. There are currently no qualifications towards professional registration as Draughtspersons which are unconditionally endorsed by SACAP. This qualification, therefore, addresses a critical skills shortage of qualified Draughtspersons in the profession. The qualification is supported by SACAP as it meets the academic and professional standards for registration as Candidate Architectural Draughtsperson, within its framework for professional registration. The study period, of 1200 notional hours, is adequate to ensure that the requisite competencies for professional registration as Candidate Architectural Draughtsperson are met. Upon registration, the draughtsperson category may further articulate to higher professional registration categories such as Professional Architectural Technologist, through further studies or the RPL process implemented by SACAP. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL is a legitimate alternate mechanism for admission to qualifications at the Institution, which is guided by the RPL policy, written following the SAQA National Policy for the Implementation of the Recognition of Prior Learning. RPL will be a mechanism for either/or: Admission via RPL will be based on the following criteria: RPL credits would be awarded after the assessment of learning outcomes achieved in the workplace against the respective Exit Level Outcomes of the respective qualifications. The institution has developed an RPL assessment rubric for this purpose. Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.
Compulsory Modules, NQF Level 5,120 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Identify, evaluate and apply appropriate theories, concepts, principles, ethical procedures and rules to analyse the architectural problems in the built environment.
2. Identify appropriate sources of information, related to the architectural problem in context, and apply appropriate methods of data collection. 3. Demonstrate an understanding of appropriate theories and concepts related to the physical and social context of the architectural problem. 4. Demonstrate understanding of alternative aesthetic and technological processes relevant to the design problem. 5. Demonstrate the ability to evaluate professional performance by self-critique of one's work and others engaged in architectural projects. 6. Produce designs, drawings, proposals, reports and specifications accurately in alignment with the relevant conventions, norms and standards for architectural documentation. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Integrated Assessment: The assessment of architectural design is best effected by the interim formative assessment due to the complex nature of the architectural design. Central to the notion of assessment as part of the learning or pedagogic process, is the vital role that feedback plays in the continuous assessment as a driver of learning. Within the complex learning process of architectural design, which is a cyclic or iterative process itself, assessment cannot merely happen summatively at the end of a module. Formative assessments, defined by clear learning outcomes aligned with assessment criteria, are vital to the learning of architecture. Criterion-referenced assessment is primarily utilised as it provides the most comprehensive approach for constructive alignment to learning outcomes. Norm-referenced assessment and threshold assessment criteria, on the other hand, are essential for the moderation of marks of a cohort or benchmarking (minimum standards) for professional accreditation and quality improvement purposes. Summative assessment is usually scheduled at the end of the module learning period in the form of a combined portfolio of assessments that would have previously been formatively assessed - this is clearly explained in the respective course or module outline documents. Given the intensely project-based pedagogic approach to architectural learning, assessments will predominantly be in the form of project work, assignments, research essays and the like. Formal examinations or tests will naturally form a minor component of assessments. Work-integrated learning (WIL) is a major credit module and the assessment of WIL would be continuously assessed as follows: All summative assessments, such as final portfolios, shall be externally moderated. External moderators comprise a mix of academics from other learning sites and industry experts. |
| INTERNATIONAL COMPARABILITY |
| The qualification is aligned to the validation requirements of the South African Council for the Architectural Profession (SACAP) and compared against the UNESCO - Union of International Architects (UIA) Charter for Architectural Education. Prior to obtaining full signatory status at the Canberra Accord, SACAP utilised the Commonwealth Association of Architects (CAA) criteria for validation. This implied that all SACAP validated qualifications would similarly be CAA Validated. Note that the CAA and SACAP now sit at the same status level on the Canberra Accord.
The qualification is designed with specific reference to the requirements for validation. Hence, credit transfer and accumulation is possible. This qualification has been compared against CAA (and therefore Canberra Accord) accredited architecture qualifications in various parts of the world, to define its curriculum and pedagogic approaches. The architecture qualifications at the following accredited institutions have been analysed: Country: Australia Institution: TAFE_SA Qualification Title: Certificate IV in Building Design Drafting Similarities: The two qualifications articulate to the Bachelor's degrees and offer similar Exit Level Outcomes such as collect, apply and store building design project information, import and transpose information from external sources into digital building design drawings, produce 2-D drawings for building design projects using CAD software and produce digital building design concept drawings. Country: Ireland Institution: Southern Institute of Technology (SIT) Qualification Title: Two-year Diploma in Architectural Technology Similarities: The two qualifications articulate to the Bachelor's Degrees and offer similar modules such as Architectural Design 1, Architectural Drawing 1, Construction Technology 1, Environmental Impact and Site Feasibility, Legislation and the Construction, Industry Materials Science and Information Communication. Conclusion: The qualification is similar to the two qualifications above in terms of articulation, Exit Level Outcomes and the modules. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both horizontal and vertical articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |
| NONE |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |