SayPro Buy Community House Building 24273

For those who have been in the workplace for a considerable period of time, this qualification can be used in the recognition of prior learning process to assess and recognise workplace skills acquired without the benefit of formal education and training.

For the new entrant, this qualification describes the learning outcomes required to effectively participate in a structured workplace as a multi-skilled practitioner.

For education and training providers, this qualification provides guidance for the development of appropriate learning programmes and assessment documentation that meet and allow for Learners` to achieve the desired outcomes.

For employers, this qualification enables skills gaps to be identified and addressed ensuring that productivity levels are increased and business objectives achieved within the legislative frameworks in which the construction industry is required to operate.

This qualification has been developed to assist with standardisation across the building industry. The qualification will allow the qualified multi-skilled practitioner to register as a community house builder and provides a solid foundation for future career advancement across similar qualifications in the construction industry, including supervisory and management qualifications within the sector.

The primary skills that are recognised in this qualification relate to a range of limited technical skills that are required to build a house of basic design. The learner will also have a basic understanding of the construction industry and how he or she is expected to operate within the legislative, safety and quality systems that govern the workplace.

Rationale

As a result of past legacies many practitioners within the building construction sector were denied career advancement and possible recognition for skills acquired in the various trades. This was as a direct result of poor educational opportunities at some schools, leading to a lack of entry to formal training institutions.

The introduction of a “National Certificate in Community House Building” qualification, based on unit standards, will allow Learners` to enter into this qualification as a starting point to an artisan career and in addition, allow for the recognition of prior learning within the building sector.

The CETA Sector Skills Plan indicates a definite need for a qualification that allows for the development of a multi-skilled practitioner who is able to draw on a range of limited technical competencies from the various designated trades.

The “National Certificate in Community House Building” reflects the skills, knowledge and understanding required to participate effectively as a multi-skilled practitioner in the building construction industry and preferably in the construction of basic housing structures.

On completion of this qualification, the learner has the option of progressing within any one of the career paths of the construction industry and receiving a further qualification in Construction Carpentry, Masonry etc. In addition, this qualification will also provide opportunities for self-employment and entrepreneurship within the field of community house building. 

Recognition of Prior Learning (RPL):

The qualification may be obtained through the process of Recognition of Prior Learning. Learners` who have met the requirements of any unit standard in this qualification may apply for recognition of prior learning to the Construction Education and Training Authority (CETA), and will be assessed against the assessment criteria and specific outcomes contained in the relevant unit standard/s. 

• Demonstrate competent performance against the criteria contained in the Fundamental unit standards selected for the Numeracy and Literacy competencies that are required of multi-skilled practitioners in the construction industry.
• Apply energy efficient environmental principles that result in the construction of buildings that are environmentally sound and which promote the sustainability of the surrounding environment.
• Demonstrate a basic understanding of the construction industry, stakeholders, relevant regulations, legislation and skills development initiatives.
• Prepare basic sketches and drawings as well as read and interpret basic construction drawings and specifications.
• Apply health and safety legislation when carrying out the range of activities associated with the building of community houses.
• Render basic first aid when minor injuries are sustained to self or personnel engaged in building activities on the site.
• Erect, use and dismantle basic access equipment.
• Set out, excavate and cast concrete strip foundations and build foundation walling onto which a concrete slab is cast.
• Set out and prepare carpentry work areas for the limited range of carpentry practices carried out during the construction of houses of a basic design.
• Use brick size and block size units to build walls, including the building of bricks into pre-erected light steel framed walls.
• Set out, brace and erect site made roof trusses and including prefabricated roof trusses where these have been specified.
• Apply screeds to concrete floors.
• Measure, cut and fit glass into wood and steel frames in accordance with specified dimensions.
• Prepare, prime and paint internal and external surfaces.

  2. Competence in the area of specialisation opted for by the learner in any of the following:

• Erect, connect and clad light steel frames that have been treated to prevent corrosion and install appropriate insulation where required, including the building of brick/block work into light steel frames where this is specified.
• Build, connect, clad and erect timber frame walls and install appropriate insulation where required.
• Erect ceilings and install appropriate insulation where required.
• Construct on-site sanitation facilities on sites where houses of basic design are being built for the community.
• Measure and order building materials and identify, select and maintain required tools and equipment.
• Manage labour, plant, equipment and material resources on a construction project. 

Formative assessments conducted during the learning process will consist of written tests, demonstrations and a number of self-assessments. The purpose of formative assessment is to diagnose learner strengths and weaknesses and to determine readiness for summative assessment.

Summative assessment would consist of written tests coupled with assignments, case studies and practical demonstrations. Summative assessments would only be conducted once the learner has indicated that he/she is ready to undergo summative assessment.

Before qualifying, Learners` will be expected to demonstrate competence in a practical situation that integrates the assessment of all specific outcomes, for all unit standards. Integrated assessment provides Learners` with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across unit standards to achieve competence in relation to the purpose of this qualification.

In particular, assessors should check that the learner is able to demonstrate the ability to consider a range of options and make decisions about:

• The quality of the observed practical performance as well as the theory and underpinning knowledge behind it.
• The different methods that can be used by the learner to display thinking and decision making in the demonstration of practical performance.
• Reflexive competencies. 

Housing conditions in South Africa represent a unique situation and there is an ever-increasing demand for the construction of low cost, economical houses of a basic design. This in turn has led to a growing demand for a multi-skilled practitioner who has acquired a range of basic technical skills and knowledge that will enable him or her to effectively contribute to the construction of low cost, economical houses that meet the requirements of sound construction at an affordable cost within the framework of health and safety legislation and national building standards. 

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 

Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA. Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA.