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For those with extensive experience in the workplace, this qualification will serve as entry to the Recognition of Prior Learning processes, without prior formal education and training having been undertaken.

For new entrants, this qualification describes the learning outcomes required to effectively participate in a structured workplace.

For education and training providers, this qualification provides guidance for development of appropriate learning programmes and assessment criteria.

For employers, this qualification enables skills gaps to be identified and addressed, ensuring achievement of increased productivity levels and business objectives.

This qualification has been developed to provide flexibility/mobility/portability across the construction industry, thereby allowing for future career advancement across various fields of learning in construction.

Rationale:

The rationale is to provide a continuation of the NQF Level 1 training in various construction fields of learning. This will deliver competent semi-skilled workers, working under supervision in a particular Construction field.

This qualification will be awarded on successful completion of the programme.

Learners will be employed in the construction industry where the combination of practical work and theoretical class room training, thereby empowering new entrants to the Construction Industry.

The combination of learning outcomes in this qualification provides learners with applied competence in the execution of work in the Construction Industry, and serves as a basis for learning towards various other qualifications in Construction at NQF Level 3.

As a contribution to socio-economic transformation, learners will be able to undergo RPL-assessment, thereby receiving recognition for previous learning and experience. The employability and career prospects of learners holding this qualification will be enhanced.

Benefits to the economy include employment of previously unemployable persons who can offer skills to a number of different employer bodies, for example construction companies and government departments where, during the construction and maintenance of physical infrastructure, such skills will be in demand. 

Recognition of Prior Learning:

The qualification may be obtained through the process of Recognition of Prior Learning (RPL). Learners who have met the requirements of any unit standard in this qualification may apply to the relevant Education and Training Quality Assurance Body (ETQA) for recognition of prior learning and will be assessed against the assessment criteria and specific outcomes for the relevant unit standard/s. ETQA bodies are responsible for facilitating the implementation of the RPL, and must register trained assessors against specific unit standards. Learners are prepared for assessment and assessed against the unit standard by such registered assessors. Moderation and appeals processes must be implemented. Learners declared competent against a specific unit standard, receive ETQA certificates indicating their achievements and this information is also recorded on the National Learner Registration Database (NLRD). 

• Fundamental: 36 credits.
• Core: 37 credits.

  In order to be awarded the qualification, learners have to prove competence in all fundamental and core unit standards, as well as a minimum of 47 credits from the elective list. 

On completion of this qualification learners are able to demonstrate the following generic competencies:

• Application of Heath and Safety standards to a work area. Relevant sections of the Occupational Health and Safety Act will be used to evaluate this.
• Application of productivity principles on a construction site. Industry norms will be used to evaluate this.
• Application of quality principles on a construction site. Industry norms will be used to evaluate this.
• Basic understanding of the Construction Industry. The organizations role in Industry and the learner’s role in the organization will be used to evaluate this.
• Application of environmental initiatives to comply with National Environmental Management Act.
• Ability to establish and prepare a work area in accordance with project specifications.
• Ability to maintain records on a construction site according to organisational requirements and policies.

  Electives:

  Specific elective exit level outcomes and assessment criteria for the different proposed fields of learning are the following:

  1. Bricklaying fields of learning:

• Basic competence of building masonry superstructures with solid and hollow units, under supervision.

  2. Plastering fields of learning:

• Basic competence of applying plaster and screeds to surfaces, under supervision.

  3. Reinforcing fields of learning:

• Basic competence of assembling and tying reinforcing cages under supervision, bending and cutting steel.

  4. Formwork fields of learning:

• Basic competence in fabricating, erecting and stripping steel and timber formwork, under supervision.

  5. Timber roof erection fields of learning:

• Basic competence in constructing roofs, under supervision.

  6. Carpentry finishing component fields of learning:

• Basic competence in executing all carpentry finishing work in buildings, under supervision.

  7. Ceiling and timber frame partitioning fields of learning:

• Basic competence in installing ceilings and framed partitioning, under supervision.

  8. Structural fields of learning:

• Basic competence in executing structural construction, under supervision.

  9. Water and waste water fields of learning:

• Competence in constructing water and wastewater reticulation, under supervision.

  10. Painting fields of learning:

• Competence in preparing, priming and painting new and previously coated surfaces.

  11. Tiling fields of learning:

• Competence in applying tiles to plastered surfaces.

  12. Labour intensive construction fields of learning: roads and stormwater:

• Competence in applying labour intensive construction techniques in a roads and stormwater construction environment.

  13. Labour intensive construction fields of learning: structures:

• Competence in applying labour intensive construction techniques in a structural construction environment.

  14. Labour intensive construction fields of learning: water and wastewater:

• Competence in applying labour intensive construction techniques in a water and waste water construction environment.

  15. Stormwater drainage fields of learning:

• Competence in installing stormwater drainage systems together with associated inlet and outlet structures.

  16. Concreting fields of learning:

• Competence in mixing, transporting, placing, testing and curing concrete.

  17. Scaffolding fields of learning:

• Competence in erecting and dismantling scaffolding.

  18. Supervisory fields of learning:

• Competence in supervising construction teams in a construction environment. 

2. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate correct scaffolding erection and bricklaying techniques according to project specifications, standards and relevant legislation.

3. These outcomes are assessed by requiring learners to identify and use correct tools and materials, demonstrate their knowledge of safety requirements, to maintain productivity and to demonstrate correct tying, cutting and bending techniques in accordance with project specifications, standards and relevant legislation.

4. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate correct scaffolding erection and formwork techniques according to project specifications, standards and relevant legislation.

5. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate correct scaffolding erection and roofing techniques according to project specifications, standards and relevant legislation.

6. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate correct scaffolding erection and carpentry finishing techniques according to project specifications, standards and relevant legislation.

7. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate correct scaffolding erection, carpentry ceiling construction and partitioning construction techniques according to project specifications, standards and relevant legislation.

8. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate correct scaffolding erection and structural construction techniques such as placing concrete, fixing steel, formwork and scaffolding erection, according to project specifications, standards and relevant legislation.

9. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate trenching, bedding and pipe laying techniques according to project specifications, standards and relevant legislation.

10. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate painting techniques according to project specifications, standards and relevant legislation.

11. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate tiling, plastering and screeding techniques according to project specifications, standards and relevant legislation.

12. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate labour intensive construction techniques according to project specifications, standards and relevant legislation.

13. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate labour intensive construction techniques according to project specifications, standards and relevant legislation.

14. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate labour intensive construction techniques according to project specifications, standards and relevant legislation.

15. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate construction techniques according to project specifications, standards and relevant legislation.

16. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate construction techniques according to project specifications, standards and relevant legislation.

17. These outcomes are assessed by requiring learners to identify and use correct tools and materials, to demonstrate their knowledge of safety requirements, to maintain productivity, and to demonstrate construction techniques according to project specifications, standards and relevant legislation.

18. These outcomes are assessed by evaluating supervisory skills and relevant technical skills against industry and organisational norms.

Learners who have successfully completed the foregoing fields of learning will be awarded the National Certificate in Construction NQF Level 2 and will be able to progress to the National Certificate in Construction NQF Level 3.

Integrated assessment:

Formative assessments conducted during the learning process 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 consists of written tests coupled with assignments, case studies and practical demonstrations and would be conducted only when the learner indicates that he/she is ready to undergo summative assessment.

Before qualifying, learners will be expected to demonstrate competence in practical situations which integrate the assessment of all specific outcomes, for all unit standards.

Integrated assessment provides learners with opportunities to display their ability to integrate practical performance, actions, concepts and theories across unit standards in order to achieve competence related to the purpose of this qualification.

In particular, assessors should monitor and ensure that learners are able to demonstrate an ability to consider a range of options and make decisions about:

• Quality of observed practical performance as well as the theory and knowledge which underpin practical skills.
• Different methods to be used by learners to display thinking and decision making in the demonstration of practical performance.
• Reflective competencies. 

In New Zealand, no fundamental unit standards are incorporated in the comparable qualification. Unit standards are clustered into appropriate groups with totals as low as 60 credits. This grouping is called a “strand”, indicating a limited area of specialisation.

The South African learnership model is more comprehensive because fundamental unit standards in Mathematical and Language Literacy are included, providing learners with an opportunity to achieve these competencies as part of the learning processes incorporated in the qualification.

Grouping of elective unit standards comprising a particular learnership is very similar to the New Zealand “strand” concept, but is more comprehensive, leading to a broader learning field.

In Botswana, the Department of Labour has established a Construction Industry Trust Fund for the training of artisan-related skills required in the construction industry. The centre is located at Gaborone and uses competency-based training materials and methodologies for the training of artisans in the construction industry. The qualification typify the SAQA NQF Level 3. 

Horizontal portability is also possible because the fundamental learning and core units are the same for all the learnerships in this field.

Annexure C (elective unit standards – rules of combination) provides details of different combinations of electives together with fundamental and core learning, formatted according to fields of learning which will deliver the same generic qualification at NQF Level 2 following successful completion.

Vertical articulation permits learners to progress from level 1 to level 7 in the various learnership fields. However, from level 4 onwards, competencies are clustered to make provision for supervising and managing a range of skills.

The following qualifications provide a learning pathway for the construction worker:

• NQF level 1: National Certificate in Construction (generic + various streams)
• NQF level 2: National Certificate in Construction (generic + various streams)
• NQF level 3: National Certificate in Construction (various streams)
• NQF level 4: National Certificate in the Supervision of Construction activities. (generic)
• NQF level 5: National Diploma in the Management of Construction activities (generic)
• NQF level 6: National Degree in Construction Management
• NQF level 7: National Professional Degree in Construction Management

  For the purposes of RPL, holders of qualifications other than those listed above are also eligible for assessment against this qualification. 

Anyone assessing a learner or moderating an assessment of a learner’s performance against this qualification must be registered as an assessor and moderator (if appropriate) with the relevant ETQA. Assessors and moderators must be competent in unit standards being assessed or moderated. Any institution offering training or learning that leads to the awarding of this qualification must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA’s policies and guidelines for assessment and moderation in terms of agreements reached on assessment and moderation between ETQA’s and in terms of moderation guidelines, which must include both internal and external moderation of assessments at exit points in the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of competence described in individual unit standards as well as overall integrated competence described in the qualification.

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

• A recognised assessor qualification.
• Compliance with the relevant ETQA’s requirements for assessor registration.
• Subject matter expertise in the unit standard/s for which assessor registration is sought, as well as an understanding of the context of the qualification to support integrated assessment processes. 

Acts, Regulations, Specifications and Standards applicable to this qualification:

• Occupational Health and Safety Act 1993
• GNR 1010 of 18 July 2003: Construction Regulations 2003
• National Environmental Management Act (No.107 of 1998)
• South African Bureau of Standards (standards and specifications)
• National Building Regulations
• Industry Project Specifications including but not limited to those published by the:
  > Committee of Transport Officials (COTO standard specifications)
  > National Department of Public Works