**SayPro Buy Building and Civil 65409

Typically, qualifying learners are employed in the construction sector as painters, tilers, plasterers, masons, joiners, carpenters, roofers, or are self-employed as micro-enterprise owners who provide services to construction contractors and members of the public (e.g. private households). Consequently, this employment sector consists of many small and micro-enterprises.

Qualifying learners will be able to:

• Plan construction activities using mathematical principles.
• Communicate with relevant persons.
• Plan construction activity.
• Establish work area.
• Execute construction activity.

  Rationale:

  As a result of past legacies, many practitioners within the building construction sector were denied career advancement and possible recognition as qualified tradesmen. This was as a direct result of poor educational opportunities at some schools, leading to a lack of entry to formal training institutions. This qualification:

• Encourages individual entrepreneurship and job creation.
• Supports redress and provide access to employment opportunities.
• Promotes career advancement and further learning.
• Results in transformation/social upliftment of individuals, communities and the South African society at large.

  Most learners taking this qualification have not had access to structured skills training in the past, and therefore their competence has not been formally recognised. Although they may have been economically active within the area of construction building and civil construction for many years, most unqualified construction painters, tilers, plasterers, masons, joiners, carpenters, roofers have gained their experience in workplaces where little attention was paid to efficient, correct performance within acceptable time/production rates.

  The qualification not only allows qualifying learners to gain access to the formal construction sector, but also recognises any previously acquired competence that current workers in the sector may hold and improves their employability prospects. Personal career development and job satisfaction, social and economic transformation not only of persons who are skilled in building and civil construction, but of their local communities and the national economy, are further benefits to be derived from the skills enhancement gained through achievement of this qualification. This qualification will support the creation of a larger community of competent building and civil construction workers and ensure that this sector of the national economy is positively sustained.

  The range of competencies achieved by learners who successfully complete this qualification is transferable to other areas of training and fields of operation, thereby providing a basis for further learning in the construction sector, as well as possibilities of transferring into other fields of economic activity/employment. The construction sector requires a specific focus on quality management to ensure implementation compliant with Health and Safety Regulations. To ensure sustainability and a positive image of their businesses, employers demand high performance standards and quality workmanship. Qualified construction building and civil construction workers will deliver services of competitive quality; their earning ability will be increased.

  This qualification may be achieved through any of the (four) routes, which includes apprenticeship, learnership, internship, RPL. To successfully complete this qualification, the learner must spend a minimum time in the workplace and will be completed in this qualification over an 18-months period.

• Communication at NQF Level 2.
• Mathematical Literacy at NQF Level 2.

  Recognition of Prior Learning:

  Pre-assessments in both the Fundamental and Core areas of learning associated with this qualification will be conducted on learners prior to entry into the qualification. Successful demonstration of competence against all criteria contained in unit standards, against which prior learning is measured, will culminate in the award of credits to the learner. Learners’ will not be required to repeat learning in those areas where prior learning is recognised and accredited.

  The Recognition of Prior Learning process will also be applied where learners’, who have achieved this Qualification, wish to continue their further learning and enter other trades at NQF Level 3.

  Access to the Qualification:

  Access to the qualification is open, except where there are restrictions placed on learners, based on their physical ability to adhere to legal occupational health, safety and environment standards that may prevent them from gaining access to this qualification.

• The total of 36 credits in Fundamental are compulsory.
• The total of 52 credits in the Core are compulsory.
• The total of 52 credits must be chosen from the Elective category to achieve the total of 140 credits for the full qualification.

  The choices exercised by the learners will be determinant upon their choice of specialization as indicated below:

  For the Painting specialisation the following unit standards must be chosen:

• ID 261666: Prime and apply paint to surfaces, NQF Level 3, 18 Credits.
• ID 261697: Prepare surfaces for painting, NQF Level 3, 20 Credits.

  The additional 22 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Tiling specialisation the following unit standards must be chosen:

• ID 261665: Prepare surfaces and apply tiles, NQF Level 3, 20 Credits.

  The additional 40 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Plastering specialisation the following unit standards must be chosen:

• ID 261657: Plaster surfaces, NQF Level 3, 12 Credits.
• ID 9971: Apply screeds to a concrete floor, NQF Level 3, 15 Credits.
• ID 9969: Prepare for plastering, NQF Level 3, 15 Credits.

  The additional 6 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Masonry specialisation the following unit standards must be chosen:

• ID 261663: Build masonry superstructures using concrete hollow units, NQF Level 3, 10 Credits.
• ID 261659: Build masonry superstructures using solid units, NQF Level 3, 20 Credits.
• ID 14662: Set out, excavate, cast concrete strip foundations and build foundation walling, NQF Level 3, 6 Credits.

  The additional 24 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Carpentry specialisation the following unit standards must be chosen:

• ID 14674: Clad roof structures, NQF Level 3, 16 Credits.
• ID 14676: Erect roof trusses, NQF Level 3, 16 Credits.
• ID 14673: Install finishing components, NQF Level 3, 16 Credits.

  The additional 12 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Concrete Formwork specialisation the following unit standards must be chosen:

• ID 14226: Fabricate, erect and strip formwork for straight walls, columns and bases, NQF Level 3, 15 Credits.
• ID 14224: Fabricate, erect and strip steel and timber formwork for T-walls, decks and beams and single flight staircases, NQF Level 3, 12 Credits.

  The additional 33 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Roofer specialisation the following unit standards must be chosen:

• ID 14674: Clad roof structures, NQF Level 3, 16 Credits.
• ID 14676: Erect roof trusses, NQF Level 3, 16 Credits.
• ID 14679: Manufacture timber roof trusses, NQF Level 3, 6 Credits.

  The additional 22 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

  For the Joinery specialisation the following unit standards must be chosen:

• ID 261681: Prepare cutting lists, set-out and mark off for machining purpose, NQF Level 3, 4 Credits.
• ID 261680: Manufacture wooden components, NQF Level 3, 4 Credits.
• ID 261679: Manufacture and fit door and window frames, NQF Level 3, 8 Credits.
• ID 261678: Manufacture and install cupboards, counters, staircases and mouldings from wood and wood composites, NQF Level 3, 12 Credits.
• ID261677: Manufacture and install partitioning and wall panelling from wood, NQF Level 3, 4 Credits.
• ID 261662: Finish products manufactured from wood and wood Composites, NQF Level 3, 4 Credits.

  The additional 28 credits required for the achievement of the total 130 credits of the qualification should be chosen from the rest of the elective category.

• Range: Construction activities include Painting, Tiling, Plastering, Masonry, Joinery, Carpentry, and Roofing.

  2. Communicate with relevant persons.

  3. Plan construction activity.

  4. Establish work area.

  5. Execute construction activity.

• Range: Construction activities include Painting, Tiling, Plastering, Masonry, Joinery, Carpentry, and Roofing.

  Critical Cross-Field Outcomes:

  This qualification promotes, in particular, the following critical cross-field outcomes:

  Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:

• Identifying and developing component shapes for construction activity.
• Obtaining information where instructions or information on drawings is insufficient.
• Identifying and pro-actively reporting on non-availability of resources and materials.

  Working effectively with others as a member of a team, group, organisation, and community during:

• Activities involving clients, co-workers and other trades on site.
• Communicating and receiving advice from supervisor.

  Organising and managing oneself and one’s activities responsibly and effectively when:

• Setting out and preparing the work area.
• Performing activities in accordance with industry standards.
• Selecting tools and equipment in accordance with the requirements of the task.
• Ensuring tools, equipment and materials are securely stored.
• Maintaining minimum quantities of materials in accordance with task requirements.
• Safety equipment and clothing is selected and prepared in accordance with legislative requirements.

  Collecting, analysing, organising and critically evaluating information to better understand and explain by:

• Carrying out written site instructions issued by the client.
• Correctly interpreting information contained in drawings.
• Level and plumb in accordance with instructions and drawings.

  Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:

• Issuing clear verbal instructions to team members.
• Actively listening to feedback received from team members.
• Evaluating and reporting problem situations to the client, co-workers and peers.

  Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:

• By applying the appropriate tools and materials for different construction activities.

  Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:

• Setting up and preparing work area reflecting a consideration for environmental impact factors.
• Reflecting a respect and consideration of other trades on a construction site.

1.1 Quantities are estimated and calculated to meet specific job requirements.

• Range: Quantities include production rate estimation and calculation of time duration for work activities, estimation of quantity of materials, tools and equipment, labour required, and costs.
  1.2 Solutions are proposed to meet specific contexts.
  1.3 Work plans are drawn up to meet specified requirements.
• Range: Specified requirements can include budget requirements, client requirements, painting requirements, legal requirements, etc.
  1.4 Construction problems are identified utilising mathematical principles to determine construction measuring requirements.
• Range: measuring requirements for different surfaces could include linear, square and cubic.
  1.5 Mathematical principles and techniques are applied while performing tasks in the construction activities context in respect of calculations.
• Range: Construction calculations, geometric shapes applied to design of structures, mass, volume.
  1.6 Construction activities are finished by using mathematical principles for the setting out of related work activities
  1.7 Costing and ordering of materials are estimated using mathematical calculations.
  1.8 Mathematical principles and techniques are used to solve problems related to personal and business contexts.
• Range: General and personal finance, statistics and probability, other practical applications such as self monitoring.

  Communicate with relevant persons

  Associated Assessment Criteria for Exit Level Outcome 2:

  2.1 Oral communication is conducted with internal and external clients, co-workers and peers using appropriate language

• Range: Audience can include internal staff members and communication can be about material, tools or equipment characteristics and quality, costing, customer needs etc.
  2.2 Written texts are interpreted and their meaning applied in the workplace.
  2.3 Reports are written in the appropriate language and format.
• Range: Written text includes quotes to customers, reports of incidents and injuries where relevant, etc.
  2.4 Verbal communication is used in the interaction with other role players in the Construction context to determine and understand the extent of requirements and implement applications and giving and getting feedback.
  2.5 Written communication is used in order to understand, evaluate and report on Construction problems.
  2.6 Technical reading skills are applied in order to understand building regulations and task specifications.
  2.7 Technical writing skills are applied in order to record Construction activities and issue instructions.

  Associated Assessment Criteria for Exit Level Outcome 3:

  3.1 Client requirements are interpreted in order to determine needs, scope and specifications of the job to be completed.
  3.2 Drawings, plans and/or bill of quantities are interpreted to make decisions about costs, estimations of materials, job specifications and expertise requirements.
  3.3 Work programmes are formulated in accordance with job specifications and client requirements.
  3.4 Resource requirements are identified in accordance with decisions on the scope and needs of the project.
  3.5 Estimated costs and resources are budgeted for in order to inform purchasing and ordering activities.
  3.6 Resources, tools, equipment and materials are ordered and secured to facilitate the commencement of the project.

  Associated Assessment Criteria for Exit Level Outcome 4:

  4.1 Resources are mobilised to ensure availability on site in accordance with the work programme.

• Range: resources include but are not limited to access equipment, setting up of water electricity requirements, plant and machinery, facility for storage.
  4.2 Legal requirements are monitored to ensure compliance and a safe working environment.
• Range: Legal requirements include health and safety regulations, municipality regulations, policies and procedures, manufacturer’s specifications, regulatory body requirements, risk and hazard assessment requirements.
  4.3 The work area is set up reflecting a consideration for environmental impact factors.
• Range: Environmental impact factors include but are not limited to disposal of waste facilities and procedures, protection of fauna and flora, energy and water efficient recommendations, emission recommendations, heritage considerations, preservation of conservation.
  4.4 Liaison with other trades are undertaken in accordance with the sequencing of the work programme.
  4.5 Work area/site is cleaned and cleared from all obstructions to facilitate work commencement in accordance with health, safety and environmental requirements.
  4.6 Access equipment to work area is prepared in accordance with work programme specifications and specific regulations.

  Associated Assessment Criteria for Exit Level Outcome 5:

  5.1 The construction activity is set out to initiate the commencement of the job.

• Range: Set out for painting includes but are not limited to identifying areas of differing colouring, cutting in different colours, different types of paints being used.
• Range: Set out for tiling includes but are not limited to patterns are set, where to start, how to divide, lines running parallel.
• Range: Set out for plastering includes but are not limited to block work, protrusions, patterns, gauge, and thickness of plastering.
• Range: Set out for masonry includes but are not limited to setting out of building; determine boundaries from site plan, setting profiles, set out gauges on profiles.
• Range: Set out for joinery includes but are not limited to jigs, cutting lists, templates for windows and doors.
• Range: Set out for carpentry includes but are not limited to setting out of building, profiles; determine boundaries for site planes, building lines, establish pegs.
• Range: Set out for roofing includes but are not limited to set out truss, truss spaces, batten spaces, template, batten spaces for tiles, roof patterns.
  5.2 Levelling and plumbing is undertaken to ensure that the construction activity is executed in accordance with job specifications.
• Range: Levelling and plumbing for painting includes but are not limited to draw lines with different colours, vertical and horizontal.
• Range: Levelling and plumbing for tiling includes but are not limited to tiling vertically and horizontal.
• Range: Levelling and plumbing for plastering includes but are not limited to level surfaces, plumb surfaces.
• Range: Levelling and plumbing for masonry includes but are not limited to erecting brick work, profiles.
• Range: Levelling and plumbing for joinery includes but are not limited to fix frames, installing building components.
• Range: Levelling and plumbing for carpentry includes but are not limited to erecting trusses, profiles, setting up doors and window frames, foundation profiles.
• Range: Levelling and plumbing roofing includes but are not limited to trusses, wall plates, cutting trusses for fascia and barge boards.
  5.3 Components, surfaces and/or adjoining surfaces are secured and protected in order to meet health, safety, environmental and client requirements.
• Range: Components could include but are not limited to profiles, scaffolding, stepladder, roof, windows, doors, plaster, tiles, ceilings.
• Range: Surfaces and/or adjoining surfaces include but are not limited to walls, floors, skirting, ceilings, windows, doors.
• Range: Secured and protected for painting includes but are not limited to temporary access, tape up skirting and carpets, place spot sheets, remove fittings.
• Range: Secured and protected for tiling includes but are not limited to fittings and outlets, sanitary utilities.
• Range: Secured and protected for plastering includes but are not limited to equipment and materials, temporary access, templates.
• Range: Secured and protected for masonry includes but are not limited to temporary access, profiles, windows and door frames, lintols, waterproofing.
• Range: Secured and protected for joinery includes but are not limited to door and window frames, partitioning, counters, stair cases.
• Range: Secured and protected for carpentry includes but are not limited to trusses, doors and windows, ceilings.
• Range: Secured and protected roofing includes but are not limited to trusses, roof covering, fascia and barge boards, rainwater goods.
  5.4 Tools, equipment, materials are prepared to meet job requirements for cost efficiency in accordance with work plan.
  5.5 The construction activity is completed in accordance with all job requirements.
• Range: Job requirements include but are not limited to legal requirements, health safety regulations, quality specifications, in time frames pre-determined, environmental criteria, material manufacturer’s specifications, certification requirements, without damage to other building elements and areas.
  5.6 All quality requirements are met through house keeping activities.
• Range: House keeping activities include but are not limited to clean-up work area, finishing, disposal of waste materials in accordance with environmental considerations, cleaning and storing of tools and equipment.

  Integrated Assessment:

  The Qualification will be awarded to learners who are able to successfully demonstrate competence, in a practical context, against all the specific outcomes contained in all unit standards and their associated assessment criteria, embedded knowledge (theory) and critical cross-field outcomes (generic abilities).

  Integrated assessment practices are achieved through the design and development of assessment activities that make use of a variety of assessment methods and tools that measure not only the learner’s knowledge and ability to perform practical tasks and activities within a familiar context, but which also challenge learners to demonstrate their ability to deal with problem situations that might or can arise in the workplace from time and which require learners’ to demonstrate their ability to adapt their performance to meet the requirements of changed circumstances and to reflect on what they are doing and why.

  Summative assessment consists of knowledge tests combined with assignments, case studies and practical demonstrations.

  The assessment methods and instruments used to assess learners in the context of this qualification can be applied to the assessment process for Recognition of Prior Learning. A holistic approach is applied when RPL assessments are conducted and include methods and tools that allow for evidence to be gathered from sources located within the broader context where the learner’s knowledge and skills have been acquired over a period of time. These assessment methods and tools include assessments of the learner conducted by peers or superiors, certificates of attendance for short courses or panel assessments.

Painting:

The European Union has accepted a Certificate that is offered in Finland as suitable for all countries in the Union. The upper secondary level (the equivalent of this South African qualification) Vocational Qualification in Surface Treatment Technology: Painting is worth 120 credits, achieved over a 3 – year period and is workplace-based. The qualification includes the following, compared to the South African qualification:

European Union: Vocational Qualification in Surface Treatment Technology: Painting; South Africa:

• Perform construction painting tasks; Included.
• Perform painting, wallpapering and other wall covering tasks in flats according to work specifications ; Included (wallpapering is elective).
• Paint ordinary decorative ornaments, text and lines and also use stencils; Not included.
• Use common measuring devices applied in quality control; Included.
• Calculate the costs of materials and of their own work; Included.
• Work in a customer-focused manner; Included.
• Identify common surface treated materials and be familiar with their properties; Included.
• Use different surface treatment agents according to their applications, user instructions and occupational safety regulations; Included.
• Use the most common hand tools applied in repair and servicing tasks; Included.
• Carry out visual evaluations of the quality of treated surfaces and estimate tone variations; Included.
• Perform the most common measurements related to surface treatment and inspections of completed surfaces; Included.
• Read and internalise specifications and working diagrams related to surface treatment; Included.
• Safely use electrical and compressed air equipment used in the surface treatment field; Included.
• Use materials economically and ensure their proper storage; Included.
• Work so as to take occupational safety regulations into account and be familiar with the relevant contracts of employment; Included.
• Work economically and so as to take environmental protection considerations into account; Included.

  In the United Kingdom, related qualifications include:

• Certificate in Coatings Technology (Level 3).
• National Vocational Qualification in Decorative Occupations (Construction) (Level 3).
• Advanced Construction Award (Level 3).

  Various units contained in these United Kingdom qualifications are also included in the South African qualification:

  United Kingdom; South Africa:

• Apply basic specialist paint finishes; Core.
• Apply paint materials by brush and roller; Core.
• Apply paint systems by brush and roller; Core.
• Carry out basic repairs to walls and paintwork; Core.
• Co-ordinate activities to paint by brush and roller; Higher level.
• Co-ordinate activities to prepare and apply paint systems by brush, roller and spray; Higher level.
• Co-ordinate activities to prepare and paint interiors and exteriors by brush and roller; Higher level.
• Co-ordinate activities to produce decorative specialist paint finishes – advanced; Higher level.
• Create special paint effects, SA qualification; Elective.
• Creating special paint finishes; Elective.
• Decorative paint techniques; Elective.
• Evaluation of paints – chemical and environment properties; Core.
• Evaluation of paints – physical properties; Core.
• Paint a wall to an acceptable emulsion finish (entry 2); Core.
• Paint application – spraying; Elective.
• Paint Spraying with Conventional Air-atomising Systems or HVLP Systems; Elective.
• Paint Spraying with Conventional Air-atomising Systems, HVLP Systems and Airless Systems; Elective.

  Similarly, Danish programmes combine painting and varnishing, or painting and decorating in equivalent level qualifications of approximately 3 years (depending on the learning approach used). The qualifications include some components not found in the South African qualification that focuses on restoration and preservation of historical buildings and monuments, and a building and corrosion protection specialty. Compared with the South African qualification, the following was found:

  Denmark; South Africa:

• Apply ceiling, wall and floor coverings; Core.
• Assemble and disassemble scaffolding, operate vertical lift working platforms, set up and maintain hoists and conveyors; Core, scaffolding only.
• Carry out concrete protection measures; Elective.
• Carry out corrosion protection measures; Elective.
• Carry out energy saving measures; Not included.
• Carry out fire protection and insulation measures; Not included.
• Carry out interior finishing and installation work; Elective.
• Carry out measurements and document the results; Fundamental.
• Carry out plasterwork, insulation and dry wall work; Not included.
• Carry out protective measures for surfaces which are not to be processed and on objects; Core.
• Carry out reconstruction work and produce reproductions; Not included.
• Check and evaluate undersurfaces and prepare them for coating; Core.
• Carry out restoration measures within the framework of the preservation of historical monuments; Not included.
• Carry out safety designation and street marking; Core, integrated.
• Carry out wood and building protection measures; Elective.
• Construct housings and casings; Not included.
• Draw up and realize plans for room and facade design; Not included.
• Maintain and restore surfaces; Core.
• Maintain buildings and plant and carry out repair work; Partially in Core.
• Practice historical and creative work techniques; Not included.
• Process materials and components; Core.
• Produce coating and other materials according to historical recipes; Not included.
• Produce lettering and signs; Not included.
• Select, set up, operate and maintain implements, tools, machines and equipment for the job; Core.
• Set up, operate and maintain blasting plant; Not included.
• Treat, coat, cover and design surfaces; Core, except design.

  Botswana aligns its programmes for construction painting with those credited by the Scottish Qualifications Authority. The qualifications are generally at a level below this South African qualification, for example, the Gaborone Technical College Painting and Decorating Certificate (NCC), the Jwaneng Technical College Painting and Decorating Certificate, the Palapye Technical College Painting and Decorating Certificate, and the Maun Technical College Painting and Decoration Certificate. The Scottish framework includes an equivalent level qualification that compares as follows with the South African qualification:

  Botswana: Botswana/Scottish Vocational Qualification – Construction: Painting and Decorating; South Africa:

• Communications (mandatory); Fundamental.
• Numeracy (mandatory); Fundamental.
• Entrepreneurship (mandatory); Fundamental.
• Personal & Interpersonal Skills (mandatory); Integrated.
• Contribute to establishing the operational area; Core.
• Contribute to the progress of operations; Core.
• Erect and dismantle working platforms; Core.
• Assist with the organisation of resources; Core.
• Provide temporary protection to work areas; Core.
• Prepare surfaces for the application of decorative/protective finishes; Core.
• Apply paint systems by brush and roller; Core.
• Apply wall coverings to non-complex locations; Elective.
• Produce decorative specialist paint finishes – basic; Elective.
• Paint spraying with conventional air-atomising systems, HVLP systems and airless systems; Elective.
• CITB Health and Safety Test; Integrated.

  In Tanzania, one-year courses for painting and decorating are offered. They include:

  Tanzania; South Africa:

• Prepare structural surfaces for paint; Core.
• Apply decorative and protective coatings on buildings, motor vehicles and articles of wood, metal, textile and other materials; Core (buildings only).
• Methods of erecting ladders and scaffolding for higher structures; Core.
• Use of abrasive materials; Core.
• Methods of paints application including spraying, grazing, removal of old paint; Core and elective.
• Visual environment and aesthetic aspects of colour etc; Core and Elective.
• Compressors, condensers, cores and pipes; Elective.
• How to remove and replace defective parts by sewing, bolting, riveting, welding and brazing; Partially, Core.

  Canadian education and training of construction painters includes an apprenticeship that combines on-the-job (practical) experience with in-school (technical) training and runs for two to three years, depending on the workplace component. The training comprises about 450 hours contact time (in the classroom) and 5400 hours in the workplace (not all this time is spent learning). This is longer than the credits of the South African qualification imply, and the entry requirements imply a level above the South African qualification. The Canadian qualification is divided into three levels, which may explain the difference in implied duration. The implied difference in duration between the Canadian and South African qualifications may also be due to the fact that the South African qualification does not address design aspects. Comparison with the South African qualification is as follows:

  Level 1:

  Canada; South Africa:

• Safety regulations and procedures; Integrated.
• Tools and equipment; Core.
• Trade math; Fundamental.
• Surface preparation; Core.
• Coating systems; Core.
• Colour match; Core.
• Lining and graphics layout; Not included.
• Spray painting; Elective.
• Blueprints and related documents; Core.

  Level 2:

  Canada; South Africa:

• Surface Preparation; Core.
• Coating Systems; Core.
• Colour Match; Core.
• Spray-painting; Elective.
• Wood Finishing; Partially, in Core.
• Wall coverings; Elective.

  Level 3:

  Canada; South Africa:

• Trade math; Fundamental.
• Lining and graphics layout; Not included.
• Spray painting; Elective.
• Wall covering; Elective.
• Blueprints and related documents; Core.
• Decorative finishing; Elective.
• Optional: Industrial painting safety overview; Integrated.
• Respiratory protection; Integrated.
• Confined space work; Not included.
• Fall protection; Integrated.
• Ladders, scaffolds, platforms; Partially, in Core.
• Surface preparation; Core.
• Lead based paint abatement; Elective.
• Industrial coatings; Elective.
• Spray-painting equipment; Elective.
• Fiberglass reinforcing plastic; Not included.
• Flame spray; Not included.
• Environmental overview; Integrated.

  The New Zealand framework contains one equivalent qualification, namely, a National Certificate in Painting with optional strands in Wall Coverings, Spray Techniques, Specialised Coatings, and Industrial Coatings. Comparable unit standards include:

• Describe, select, use, and maintain paint brushes (8 credits, Level 2).
• Describe, select, use, and maintain paint rollers (8 credits, Level 2).
• Apply surface coatings to new and previously coated cement and plaster surfaces (9 credits, Level 3).
• Apply surface coatings to new and previously coated timber and reconstituted wood surfaces (11 credits, Level 3).
• Prepare colour schemes (7 credits, Level 4).
• Produce broken colour and multicolour effects and blend colours on building surfaces (9 credits, Level 4).

  The South African qualification is different in that it requires competence in most areas at or above the level of this New Zealand qualification.
  The Australian framework contains an equivalent construction qualification: Certificate III in Painting and Decoration. This qualification includes the following components, contained in the South African equivalent as well:

• Follow OH&S policies and procedures.
• Work effectively in the general construction industry.
• Plan and organise work.
• Conduct workplace communication.
• Carry out measurements and calculations.
• Read and interpret plans and specifications.
• Erect and dismantle restricted height scaffolding.
• Handle painting and decorating materials.
• Use painting and decorating tools and equipment.
• Prepare surfaces for painting.
• Apply paint by brush and roller.
• Apply texture coat paint finishes by brush, roller and spray.
• Apply paint by spray.
• Match specified paint colour.
• Apply wallpaper.
• Apply decorative paint finishes.
• Research business opportunities.

  Components in the Australian qualification not addressed in the South African qualification due to legal and specific context requirements are:

• Operate elevated work platforms.
• Glaze/reglaze residential windows and doors.
• Prepare surfaces by abrasive blasting – basic.
• Prepare surfaces by abrasive blasting – advanced.
• Treat lead paint hazards.
• Apply stains and clear timber finishes.
• Remove and replace doors and door and window furniture.
• Remove graffiti and apply protective coatings.
• Apply protective paint coating systems.
• Apply advanced wallpaper techniques.
• Apply trowelled texture-coat finishes.

  Tiling:

  In Germany, tiling qualifications address design, which is not included in this South African qualification. Programmes are work-based, and include the following:

  Germany; South Africa:

• Measuring up for tile installation; Core.
• Scaffolding; Core.
• Preparation of brush coatings; Core.
• Installing tile in a mortar bed; Core.
• Thick-bed and thin-bed tile installations; Core.
• Installing concrete slabs in sand beds; Core.
• Tile cutting, polishing and drilling techniques; Core.
• Preparation of materials for sound insulation; Not included.
• Preparation of materials for heat insulation; Not included.
• Preparation of water-resistant materials; Elective.
• Preparation of expansion joints; Core.
• Preparation of dry construction, wooden framework and timberwork; Not included.
• Preparation of renderings and backgrounds for tiling; Core.
• Installing and jointing natural stone, tiles, mosaics and marble; Partially, in Core.
• Minor masonry tasks, baths, showers, partitions and supports; Not included.
• Work on staircases; Core.
• Making arcs and curves; Core.
• Installing trim units and ornamental borders; Not included.
• Installing skirting and other special accessories; Not included.
• Physical and chemical construction requirements; Partially, in Core.
• Bases; Core.
• Draughtsmanship; Not included.
• Technical calculations, mass determinations; Fundamental.
• Building materials and types of tiles; Core.
• Colour theory and design; Partially, in Core.
• Technical regulations; Core.
• Business and trade; Elective.
• English; Fundamental.
• Physical education; Not included.

  Courses in many African countries are based primarily on United Kingdom qualifications, and in India programmes are generally based on those offered in the United Kingdom and Australia. Comparison with training in African countries and India reveal the following:

  India/ various African countries; South Africa:

• Communication; Fundamental
• Application of Number; Fundamental
• Information Technology; Not included
• Improving own learning; Integrated
• Set out walls and floors for tiles; Core
• Conform to general workplace safety; Integrated
• Prepare background surfaces for tiling; Core
• Tile wall and floor surfaces/Position and finish wall and floor tiles; Core
• Carry out repairs to tiled surfaces; Not included
• Produce tiled, mosaic and stone surface finishes; Partially, in Core and Elective.
• Use different types of tile cutters; Core.
• Confirm work activities and resources for the work; Core.
• Develop and maintain good working relationships; Integrated.
• Confirm the occupational method of work; Core.
• Lay sand and cement screeds; Core.
• Provide drainage for tiled surfaces; Not included.
• Lay under floor heating systems and tile surfaces; Not included.
• Produce internal and external sand and cement backgrounds; Not included.
• Slinging and signalling the movement of loads; Not included.

  Various short courses of five-day duration are available in the United Kingdom. In addition, in England, Ireland and Wales, programmes are offered that differ from the national standard, with the implied equivalent of 150 credits on the South African framework. This is due mainly to the fact that some aspects in the elective component of the South African qualification are considered compulsory in the Irish qualification. They compare as follows with the South African qualification:

  England, Ireland and Wales; South Africa:

• Set out work areas for tiling; Core.
• A guide to setting up your own business; Elective.
• Customer relations; Core.
• Measuring, estimating and pricing; Fundamental and Core.
• Tile types; Core.
• Cutting and fixing tiles; Core.
• Tiles manufacture; Not included.
• Health and safety; Integrated.
• Adhesives, grouts and other materials (application guides); Core.
• Tools needed; Core.
• Practical work (tiling); Core.
• Preparation work; Core.
• Floor and wall tiling; Core.
• Tile removal and replacement; Partially, in Core.
• Tiling techniques; Core.

  The Australian framework includes an equivalent qualification, namely, the Certificate III in General Construction – Wall and Floor Tiling. Comparison with the South African qualification is as follows:

  Australia Core: (Australia); South Africa:

• Carry out interactive workplace communication; Fundamental.
• Carry out occupational health and safety requirements, policies and procedures; Integrated.
• Plan and organise work/prepare for wall and floor tiling; Core.
• Read and interpret plans and specifications; Core.
• Measurements and calculations; Fundamental.
• Hand and power tools operation and maintenance; Core.
• Small plant and equipment operation and maintenance; Partially, in Core.
• Handle wall and floor tiling materials and safely dispose of waste; Core.
• Erect and dismantle restricted height scaffolding; Core.
• Use simple levelling devices; Assumed to be in place.
• Prepare surfaces; Core.
• Carry out general demolition; Core.
• Carry out levelling; Core.
• Lay/fix and finish wall and floor tiling; Core.
• Repair wall and floor tiling; Partially, in Core.
• Tile corners; Core.
• Tile curved surfaces; Core.
• Tile stairs; Core.
• Work effectively in the general construction industry; Core.

  Electives: (Australia):

• Apply waterproofing for wall and floor tiling; Elective.
• Carry out mosaic tiling; Elective.
• Carry out decorative tiling; Elective.
• Carry out concreting to simple forms; Elective.
• Tile domestic pools and spas; Not included.
• Operate elevated work platforms; Not included.
• Research business opportunities; Elective.
• Lay and repair marble wall and floor tiling; Not included.

  The New Zealand framework includes a National Certificate in Floor and Wall Tiling at the level of this qualification. However, the qualification credits are spread across four levels, explaining the difference in credits (the New Zealand qualification has more credits). At the level of this South African qualification, equivalent credits are achieved. Comparison with the South African qualification is as follows:

  New Zealand; South Africa:

• Manage first aid in emergency situations; Core.
• Provide first aid; Core.
• Provide resuscitation Level 2; Core.
• Carry out safe working practices on construction sites; Integrated.
• Demonstrate knowledge of safe working practices on construction sites; Integrated.
• Use hand tools; Core.
• Use portable power tools; Core.
• Prepare existing and new surfaces on site for tiling; Core.
• Set out tiles on site; Core.
• Select, mix, and apply adhesives and grout to substrate on site for tiling; Core.
• Cut and fix tiles to surfaces on site using thin and thick bed adhesive methods; Core.
• Cut and lay tiles to surfaces on site using a mortar bed method; Core.
• Erect non notifiable prefabricated scaffolding; Core.
• Demonstrate knowledge of and set up work areas for floor and wall tiling under supervision; Integrated/Core.
• Demonstrate knowledge of and perform surface preparation for floor and wall tiling under supervision; Integrated/Core.
• Demonstrate knowledge of primers and adhesives used for floor and wall tiling; Integrated/Core.
• Demonstrate knowledge of grouts and grout additives used for floor and wall tiling; Integrated/Core.
• Demonstrate knowledge of sealants used for floor and wall tiling; Integrated/Core.
• Demonstrate knowledge of floor and wall tile installation and install tiles under supervision; Integrated/Core.
• Demonstrate knowledge of under tile heating systems and their installation; Not included.

  Conclusions:

  These qualifications compare favourably with those offered in other countries in terms of content and level. Qualification structure differs somewhat, and the elective versus core component allocation varies. Other qualification programmes are generally longer than that of the South African qualification, as they include larger elective components, which, in South Africa, are included in different specialisation programmes registered at the same NQF levels. Whether Plastering, Masonry, Joinery, Carpentry, Roofing, Painting or Tiling, these conclusions broadly hold true whichever field in the Building and Civil Construction industry one examines.

This Qualification articulates horizontally with the following registered qualification(s):

• National Certificate: Construction at NQF Level 3 (to be registered).

  This Qualification articulates vertically with the following registered learning programmes:

• ID: 22297: National Certificate: Construction at NQF Level 4.
• ID 49053: National Certificate: Supervision of Building Construction Processes NQF Level 4.

• Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education, Training, and Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding 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 or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
• 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 in the exit level outcomes described in the qualification.

• Well-developed interpersonal skills, subject matter and assessment experience.
• To be competent in the planning and conducting assessment of learning outcomes as described in the unit standards Conduct Outcomes-based assessment at NQF Level 5.
• Competent in the exit level outcomes of the National Certificate: Building and Civil Construction NQF Level 3.
• To be registered with the relevant Education and Training Quality Assurance Body.

• ID 20919: National Certificate: Construction Painting, NQF Level 3, 120 Credits.
• ID 20815: National Certificate: Construction Tiling, NQF Level 3, 120 Credits
• ID 20814: National Certificate: Construction Plastering, NQF Level 3, 120 Credits.
• ID 22670: National Certificate: Construction Carpentry, NQF Level 3, 177 Credits.
• ID 22671: National Certificate: Construction Masonry, NQF Level 3, 120 Credits.

  Range:

• Building and Civil Construction includes Painting, Tiling, Plastering, Masonry, Joinery, Carpentry, Roofing.

  On artisan registration:

• The registration and de-registration procedures of an artisan status will be determined by the appropriate Department of Labour procedure.
• To be a qualified artisan in a specific specialisation area, the learner must have met the following requirements:
  > Undertaken work placement with the trade-related approved employer in accordance with the trade requirements.
  > Successfully complete the NC in Building and Civil Construction in the related specialisations.
  > Successfully complete the practical competencies in preparation for work as required for the specific artisan.
  > Successfully pass the Trade Test.