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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Architecture 
SAQA QUAL ID QUALIFICATION TITLE
125418  Bachelor of Architecture 
ORIGINATOR
Stadio (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 12 - Physical Planning and Construction  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2035-03-10  

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 Bachelor of Architecture is designed to align with the competencies of an Architectural Technologist as specified by the South African Council for the Architectural Profession The qualification will provide learners with a pathway to either be employed in an architectural practice or to continue with postgraduate studies in architecture or a related discipline.

The primary purpose of this qualification is to provide a well-rounded, broad education that equips learners with the knowledge base, theory, and methodology of the architectural discipline to enable learners to demonstrate initiative and responsibility in an academic or professional context. The qualification prepares learners for professional training, postgraduate studies, or professional practice. The qualification emphasises general principles and theories in conjunction with procedural knowledge in order to provide learners with a thorough grounding in the knowledge, theory, principles, and skills of the architectural profession and the ability to apply these to professional contexts.

The qualification will be situated within the School of Engineering and Architecture and it aims to deliver graduates who can contribute positively to the architectural profession in South Africa, to develop skills for independent, entrepreneurial practice, to respond positively and constructively to the decolonisation of the architectural curriculum and practice, to address the local South African condition of poverty, extreme economic inequality and the shortcomings around housing and infrastructure, and to instil in graduates an appreciation of the complex socio-political, cultural and economic legacy and current reality of South Africa.

The qualification is aimed at learners who want to obtain a professional qualification. Learners who complete this qualification will be equipped to enter architectural practice and meaningfully contribute at the Architectural Technologist level of professional registration.

Upon completion of this qualification, qualifying learners will be able to:
  • Apply foundational knowledge of architectural principles, theories, and practices equivalent to that of an Architectural Technologist, demonstrating alignment with the competencies as prescribed by the South African Council for the Architectural Profession (SACAP).
  • Embrace environmental consciousness and a regenerative mindset, prioritising sustainability and adopting approaches that contribute positively to the environment with the aim of restoring and enhancing natural systems in their architectural and everyday practice.
  • Demonstrate ability in creative and critical thinking, employing design thinking skills to navigate complex challenges and developing innovative solutions for general and architectural problems.
  • Exhibit a strong sense of social consciousness and responsibility, integrating community needs and local contexts into their practice thereby promoting sustainable and inclusive environments.
  • Excel in collaboration, exhibiting strong teamwork and communication skills and are able to effectively engage with diverse stakeholders.
  • Demonstrate competency in ethical decision-making and adherence to professional standards and codes of conduct.
  • Display leadership qualities and adeptness at navigating multicultural and diverse settings across varied demographics.
  • Exhibit an entrepreneurial mindset, showing initiative and innovation in identifying opportunities and adapting to changes in the professional landscape.
  • Demonstrate digital proficiency and can responsibly navigate the digital landscape and leverage technology to enhance their practice and communication.
  • Exhibit emotional intelligence, self-awareness, and resilience while effectively managing interpersonal dynamics in professional settings.

    Rationale:
    The profession of architect is on the Department of Higher Education and Training's (DHET) National List of Occupations in High Demand: 2018 (DHET:2018). The South African Council for the Architectural Profession (SACAP) is the professional accreditation body for architectural professionals as well as the learning sites where learners obtain architectural qualifications.

    SACAP highlighted the need for Architectural Technologists during its 2024 validation visit to the institution. Professionals in architecture and related spatial design disciplines, such as urban design, have the potential to contribute constructively to the development of much-needed infrastructure and services in all spheres of society in South Africa and beyond. The institution supports becoming part of the professional architectural legislative bodies. By providing a pathway for advancement, the institution can continue to support and enhance the educational journey of a diverse student body.

    The institution offers an accredited, registered Higher Certificate in Architectural Practice and a Higher Certificate in Spatial Design. Learners who complete these qualifications will be able to enter the proposed Bachelor of Architecture qualification. The higher education institutions that currently offer CHE-accredited architectural qualifications are still unable to meet the demand for access to architectural studies. Many of the public higher education institutions receive between 700 and 1600 first-year applications to their architectural programmes. On average, only 60 to 70 places are allocated at each architectural learning site. This demand indicates a definite need to introduce a further CHE-accredited qualification at the level of a Bachelor of Architecture.

    The qualification will contribute to final candidates at the level of Architectural Technologist who are able to effectively participate in governmental and private architectural or related practises, thereby contributing to the development of public and private infrastructure. Graduates choosing not to enter the architectural discipline will have foundational design skills and an entrepreneurial mindset that will allow them to enter into the economy in any design-related field.

    Learners will also be enabled to prioritise society and the environment in their everyday and architectural practices. To achieve this, the curriculum is contextualised in the local African and South African context and emphasises environmental awareness and responsibility through the regenerative design and construction of buildings and related infrastructure in the built environment.

    The qualification is aimed at school leaders who have attained a Bachelor's pass and who want to develop their creativity, design ability, and skills, and who have an interest in the built environment and the creation of buildings and related structures. Their enthusiasm for architectural exploration and their academic readiness equips them to embark on this educational journey towards becoming architectural professionals. Furthermore, typical learners may be those who completed a Higher Certificate qualification, with a specific emphasis on the institution's Higher Certificate in Architectural Practice and the Higher Certificate in Spatial Design. These learners will already possess foundational knowledge of architectural principles and spatial design, providing them with a solid platform to advance their studies in architecture.

    In South Africa, the architectural profession is regulated by the Architectural Profession Act 2000, Act 44 of 2000 (Republic of South Africa, 2000). This Act makes provision for four categories of architectural professionals, namely Architects, Senior Architectural Technologists, Architectural Technologists, and Draughtspersons. "According to Section 18(2) of the Act, a person may not practice in any category unless registered with SACAP (South African Council for the Architectural Profession) (SACAP Registration Conditions, 2019).

    SACAP is responsible for the accreditation of architectural learning sites at higher education institutions. The Broad aim of a validation system is the maintenance and enhancement of Architectural Education Standards through a recognition process (SACAP, 2007:1). Only learners from accredited architectural learning sites may register with SACAP. For each registration category, SACAP prescribes a list of competencies (SACAP: 2010) to be included in the curriculum.

    Professional architects, academics, and the SACAP have been consulted in developing this qualification. A stakeholder group of architects attended several strategic design workshops to give their input. The Stadio School of Engineering and Architecture also conducts an annual Programme Stakeholder Committee where experts from industry and academia are invited to discuss the relevance of current programmes and provide input in respect of the development of new programmes within their discipline.

    The qualification prepares learners for professional training, postgraduate studies, or professional practice and aims to develop the competencies needed to enter the architectural profession at the level of Architectural Technologist. Learners will therefore be prepared to contribute to the day-to-day operations of an architectural practice. During their studies, learners develop portfolios of work that will aid them in applying for positions in architectural practices or support further studies.

    To become an Architectural Technologist, a learner who completes this qualification must work for two years in practice as a candidate professional and is then required to write a professional exam through the SACAP. On passing this exam, the title of Professional Architectural Technologist can be obtained. Learners will also be able to enter into related fields, although not as professionals in those fields. These learners will be able to apply their design, technical, and entrepreneurial knowledge and skills in interior design, graphic and user experience design, landscape design, urban design, and the construction industry.

    The qualification provides progression for learners to articulate to a Postgraduate Diploma or Bachelor's Honours in the related field of study, and to a Master of Architecture, enabling them to continue their pathway to becoming a professional architect. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access:
    Learners who do not meet the stated admission criteria, but who have relevant work experience/prior learning, may apply for admission under the policy on Recognition of Prior Learning (RPL).
  • The institution admits a maximum of 10% per cohort through RPL. The implementation of RPL is context-specific, in terms of discipline, programme, and level. Procedures and forms are available from initiation's administration.

    RPL for exemption:
    In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, grants access to a bachelor's degree.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate of Architectural Practice. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Architecture, Design, and Theory, 20 Credits.
  • Design-One Studio, 20 Credits.
  • Visualisation Studio, 20 Credits.
  • The Making of Buildings, 20 Credits.
  • Making Studio, 20 Credits.
  • Design-For-Life Studio, 20 Credits.

    Compulsory Modules, Level 6, 120 Credits:
  • History, Theory, and Culture, 20 Credits.
  • Housing and Settlement Studio, 20 Credits.
  • Documentation Studio, 20 Credits.
  • Regenerative Building, 20 Credits.
  • Community Studio, 20Credits.
  • Design-build Studio, 20 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Design and Technology Studies,20 Credits.
  • Experiential Studio, 20 Credits.
  • Urban Design Studio, 20 Credits.
  • Professional Practice, 20 Credits.
  • Theory and Conceptual Studio, 20 Credits.
  • Design and Documentation Studio, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conduct research to analyse architectural design problems and to propose well-informed concepts and develop regenerative design solutions for multi-storey buildings.
    2. Research, interpret, and apply materials, structural solutions, technological, and service systems enabling regenerative and creative solutions of building design and detailing for multi-storey buildings.
    3. Demonstrate an understanding of passive climatic design principles and environmental systems and strategies for developing responsible, regenerative, and environmentally responsive building solutions for multi-storey buildings.
    4. Develop a full and integrated range of project drawings and contract documentation for a multi-storey building, considering design principles, contextual variants, environmental and regenerative strategies, and technological inputs.
    5. Participate in architectural practice, at the level of a candidate architectural technologist, with a working knowledge of office systems, operations, professional ethics, responsibilities, and communicating professionally and effectively to a diverse audience by employing a range of written, graphic, and verbal skills.
    6. Consider and engage with the social, cultural, and economic implications of building and architecture, the human, natural, and environmental dimensions, with commitment to the associated responsibility and ethical imperatives of the architectural professional. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO:1 Conduct research to analyse architectural design problems and to propose well-informed concepts and develop regenerative design solutions for multi-storey buildings.
  • Develop and apply relevant methods and processes of research and gather information for an architectural design problem in a given context through critical interpretation and synthesis of research findings.
  • Formulate and present a clear project concept and design intent through interpretation and prioritisation of the brief by identifying complex problems, constraints, and opportunities, and applying evidence-based regenerative design solutions and theory- driven design arguments.
  • Develop and communicate self-generated design ideas, opinions, and solutions in well-constructed arguments using appropriate academic, professional, and occupational discourse by means of a diverse set of graphics, oral, digital, and AI methodologies.
  • Illustrate an integrated knowledge of regenerative architectural design informants, including an understanding of and the ability to apply and evaluate the key solutions, terms, concepts, facts, principles, rules, and theories, including the relationship to related disciplines.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO:2 Research, interpret, and apply materials, structural solutions, technological and service systems enabling regenerative and creative solutions of building design and detailing for multi-storey buildings.
  • Develop and apply relevant methods and processes of research (including the use of AI where appropriate) and gather information for a structural building challenge in a given context through critical interpretation and synthesis of research findings.
  • Identify, communicate, and coordinate energy-efficient service systems for simple multi-storey buildings.
  • Design and present self-generated relevant and innovative solutions for construction challenges of multi-storey buildings using appropriate academic, professional, and occupational discourse by means of a diverse set of graphic and oral methodologies.
  • Illustrate an integrated knowledge of regenerative tectonic design informants, including an understanding of and the ability to apply and evaluate the key solutions, terms, concepts, facts, principles, rules, and theories of construction and the relationship of spatial, functional, and structural ordering systems.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO: 3 Demonstrate an understanding of climatic design principles and environmental systems and strategies for developing responsible, regenerative, and environmentally responsive building solutions for multi-storey buildings.
  • Relevant methods and processes of research and information gathering (including the use of AI where appropriate) for a technological environmental design problem in a given context are explored and applied through critical interpretation and synthesis of research findings.
  • Modelle environmental solutions using integrated knowledge of passive design principles and building systems for multi-storey buildings.
  • Present regenerative building resources, materials, systems, and structures through the application of the principles of regenerative building design.
  • Apply integrated knowledge of regenerative environmental information, including an understanding of and the ability to apply and evaluate the key solutions, terms, concepts, facts, principles, rules, technologies, and theories of regenerative environmental design and the relationship to related disciplines.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO: 4 Develop a full and integrated range of project drawings and contract documentation for a multi-storey building, considering design principles, contextual variants, environmental and regenerative strategies, and technological inputs.
  • Formulate and present comprehensive and consistent project proposals and related contract documentation using a constructive project development process for regenerative multi-storey building design.
  • Utilise building information modelling and other software to develop coordinated design solutions with the integration of structure, building materials, services, and finishes for multi-storey buildings, which enables an understanding of the making process of the building.
  • Produce and communicate fully integrated project contract documentation using appropriate academic, professional, or occupational discourse and a range of tools and graphic methodologies.
  • Compose and graphically present design and partial construction documentation for simple multi-storey buildings to demonstrate ability in the full project execution process.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO: 5 Participate in architectural practice, at the level of a candidate architectural technologist, with a working knowledge of office systems, operations, professional ethics, responsibilities and communicating professionally and effectively to a diverse audience by employing a range of written, graphic, and verbal skills.
  • Identify the operational and management principles of an architectural office and demonstrate competency to meaningfully participate in the systems of an architectural practice.
  • Clearly identify and apply the architect's management roles and responsibilities in the implementation of building contracts and relevant building regulations.
  • Illustrate professionalism, ethical code of conduct, responsibilities, and considerations, and productive work relationships with relevant decision-making and behaviour, which is evident in the production of academic work.
  • Communicate using appropriate academic, professional, and occupational discourse by means of a diverse set of written graphic and verbal methodologies.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO:6 Consider and engage with the social, cultural, and economic implications of building and architecture, the human, natural, and environmental dimensions, with commitment to the associated responsibility and ethical imperatives of the architectural professional.
  • Make decisions that are ethically and professionally justified by drawing from appropriate ethical values and approaches, within a supportive environment.
  • Recognise the impact of the built environment on socio-economic and cultural factors is central to sound decision-making as a professional with an acute awareness of alternative social practice strategies that are adopted in solving architectural problems.
  • Value professional collaboration through practical, hands-on interaction and reflection with peers.
  • Show evidence of productive relationships and in professional communication with staff, peers, and others.

    INTEGRATED ASSESSMENT
    In this qualification, assessment is continuous and forms an integral part of the teaching and learning strategy. The project-based studio-learning methodology requires the submission of projects or assignments in all modules and the building of a portfolio as a representation of the body of work completed.

    Formative assessments:
    A project or assignment may include multiple milestones representing different assessment tasks (writing, drawing, quizzes, discussions, etc.) that must be successfully completed to reach the final outcome. Each milestone provides an opportunity for feedback and formative assessment, but not all milestones are graded.

    Feedback can be verbal, written, synchronous or asynchronous. Formative assessment (feedback) is provided by means of the design critique, a learning conversation through which student learning is facilitated. In all cases, rubrics are provided to guide student learning and facilitate grading.

    A portfolio review is used as the formative and summative assessment instrument for each module. In architectural education and the architectural profession, a portfolio refers to a coherent and curated body of work. The portfolio may contain assignments, drawings, reflections, essays, and any other assessment outcome generated by the learner. A portfolio review is an accepted architectural assessment instrument. In the portfolio review learners individually present their work to a panel of examiners.

    Learners can improve work for their final portfolio review, and they are required to curate the portfolio to best represent their work. The portfolio can also be presented as part of a job application or towards applying for further studies. In all cases rubrics are provided to guide student learning and facilitate grading. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from Australia and New Zealand:

    Country: Australia
    Institution: RMIT University:
    Qualification title: Bachelor of Architectural Design
    Duration: three years full-time

    Entry requirements:
  • Victorian Certificate of Education (VCE) units 3 and 4:
    A study score of at least 25 in English other than EAL;
    Or
    A study score of at least 27 in English as an Additional Language (EAL).

    Qualification structure:
  • Architecture Design Studio, comparable to Architecture, Design, and Theory.
  • Architecture Communications.
  • Architecture History Introduction, comparable to History, Theory, and Culture.
  • Architecture Design Studio.
  • Architecture Communications 2.
  • History Western Architecture 20th Century.
  • Architecture Reflective Practice.

    Credit and recognition of prior learning:
    Credit, recognition of prior learning, professional experience, and accreditation from a professional body can reduce the duration of your study by acknowledging your earlier, relevant experience.

    Assessment methods:
    In the Bachelor of Architectural Design, assessment relies upon continuous cycles of reviewing, feedback, and reflection. Throughout your study, your work is presented verbally, critiqued, and submitted in a portfolio of drawings and images. Each semester, work from your design studios is presented as part of a public exhibition.

    Similarities:
  • The Australian and South African (SA) qualifications are offered for a period of three years full-time.
  • Australian and SA qualifications share similar modules such as Architecture History, Introduction, and Architecture Design Studio.
  • Both qualifications accept learners through recognition of prior learning.

    Differences:
  • The Australian qualification requires learners who completed Victorian Certificate of Education (VCE) units 3 and 4, while the South African (SA) qualification requires learners who completed National Senior Certificate.

    Country: New Zealand
    Institution: University of Auckland (UA)
    Qualification title: Bachelor of Science in Architecture
    Duration: three years
    Credits: 360

    Entry requirements:
    Secondary school qualifications.
  • Must meet the University Entrance (UE) standard.
  • You must also meet the rank score for this programme.
    Or
  • You may need to have studied certain subjects or achieved credits in particular subjects.
    International learners (South Africa)
  • National Senior Certificate.

    Qualification structure:
    Yeare one:
  • People, Place and Design Studio.
  • Environmental and Social Justice.
  • Media for Spatial Practices.
  • Waipapa Taumata Rau.
  • Modern Architecture and Urbanism, comparable to Urban Design Studio.
  • General Education course.

    Year two:
  • Design 3.
  • Architectural Media.
  • Design Technology.
  • Postmodern and Contemporary Architecture and Urbanism.
  • Environmental Design.

    Year three:
  • Worlds of Architecture.
  • Environmental Design.
  • Design Technology, comparable to Design and Technology Studies.
  • Design.

    Similarities:
  • University of Auckland (UA) and South African (SA) qualifications are offered on a three-year full-time basis.
  • Both qualifications have 360 credits.
  • UA and SA qualifications share similar modules such as Design Technology, Modern Architecture, and Urbanism.
  • UA Qualification requires learners who have completed a Secondary school qualification, while the SA requires learners who completed the National Senior Certificate, which is comparable to the UA qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal, vertical, and diagonal articulation options.

    Horizontal Articulation:
  • Bachelor of Architectural Studies, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Architecture Honours, NQF Level 8.

    Diagonal Articulation:
  • Higher Occupational Certificate: Architectural Draughtsperson, NQF Level 5. 
    		•

    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.
     
    1. Stadio (Pty) Ltd 


    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.