**SayPro Buy Supervision Training Material 65949

Learners found competent against this Qualification will be able to execute the supervision of construction processes in a specific civil engineering context.

For those with extensive experience in the workplace, 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.

For education and training providers, this Qualification provides guidance for the development of appropriate learning programmes and assessment documentation.

For employers, this Qualification enables skills gaps to be identified and addressed ensuring that productivity levels are increased and business objectives achieved.

This Qualification has been developed to provide flexibility and mobility/portability across the construction industry. This will allow for future career advancement across the various learnerships in the supervision of construction processes.

Qualifying learners will be capable of:

• Applying occupational health, safety and environmental legislation and procedures in construction supervision.
• Applying information from contract documentation, drawings and specifications to set out a construction site and supervise construction activities.
• Supervising construction work teams and their activities.

  Rationale:

  This unit-standards based qualification has been generated to provide further education, training and development for learners who have successfully achieved the competencies to perform one or more of the various specialised functions involved in civil engineering construction (NQF Levels 2 and 3).

  These specialised functions include sub-disciplines of building construction, road works, water and waste water, earthworks, labour intensive construction and other civil engineering construction contexts. This qualification will therefore serve to develop learners who have already acquired the necessary skills to perform civil engineering construction functions and wish to develop the required supervision skills. It may also serve learners who wish to enter the civil engineering construction industry at supervisory level and for those wishing to have their supervisory experience recognised via the process of recognition of prior learning.

  While this NQF Level 4 qualification is intended to build upon previous learning, it is also intended to provide a foundation for further learning in civil engineering construction management. This Further Education and Training Certificate (FETC) in Construction Processes Supervision will serve to develop a professional pool of first line managers who perform supervisory functions in one or more civil engineering contexts. Typical job roles related to this qualification include foreman, supervisor, section manager and superintendent, depending on the type and size of the construction organisation. The qualification reflects the skills and knowledge required to be an effective supervisor in the Construction Industry in micro, small, medium or large operations.

  The qualification consists of generic supervisory competencies, generic technical competencies, as well as “supervisory technical expertise” required in a specific context. The latter reflects the technical working knowledge and skills required to supervise a specific area of activity. The various areas of supervision are reflected in the elective component of the qualification.

  The employability and career prospects of learners can therefore be enhanced by this qualification.

  Previously disadvantaged individuals with this qualification can take a supervisory role in Industry: a process that will accelerate economic transformation and provide economic empowerment.

  The benefits to the economy is that quality supervision in the Construction Industry will result in improved productivity, quality, safety and cost efficiency – thus improving service delivery of infrastructure.

• Communication at NQF Level 3.
• Mathematical literacy at NQF Level 3.
• Computer Literacy at NQF Level 3.

  Recognition of Prior Learning (RPL):

  This qualification may be obtained in part or as a whole through the process of Recognition of Prior Learning (RPL). Learners who have met the requirements of any Unit Standard in this Qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance Body (ETQA), and will be assessed against the assessment criteria and specific outcomes for the relevant Unit Standard/s.

  Access to the Qualification:

• Access to this qualification is open, however, the learning assumptions listed below must be considered.

• Fundamental: 56 Credits.
• Core: 115 Credits.
• Min. Electives: 10 Credits.

  Minimum total: 181 Credits.

  The minimum of 10 credits to achieve from the elective component should represent at least one of the following areas of civil engineering construction supervision:

• General Civil Engineering Construction.
• General Structures Construction.
• Concreting.
• Concrete Reinforcing.
• Access Scaffolding and formwork.
• Structural steel.
• Jacking.
• Piling.
• Road and rail formation.
• Earthworks.
• Drainage.
• Water and sanitation.
• Road works.
• Building construction.
• Labour Intensive Construction.

2. Apply information from contract documentation, drawings and specifications to set out a construction site.

3. Supervise construction activities.

1.1 Health, safety and preventative measures for hazards are explained in relation to a construction site.
1.2 A health and safety site plan, systems and procedures are developed, implemented and monitored according to legislation, regulations, by-laws and organizational procedures.
1.3 Environmental management initiatives are implemented during the pre-construction, construction and post-construction phases of a project according to relevant legislation and organizational procedures.

Associated Assessment Criteria for Exit Level Outcome 2:

2.1 The scope, structure and scope of the construction industry is analysed in terms of its activities and impact on the South African economy.
2.2 The interface between drawings, specifications, the bill of quantities and general conditions of contract is explained in terms of the contract/project documentation.
2.3 Information from construction drawings and specifications are extracted and applied to set out a construction site and supervise construction activities.
2.4 Construction work areas are set out using measuring tape, spirit level and theodolite according to drawings and construction project requirements.

Associated Assessment Criteria for Exit Level Outcome 3:

3.1 The planning, implementation and monitoring of a project quality plan are supervised according to the criteria in the project quality plan and organizational procedures.
3.2 Construction teams are recruited and developed according to Human Resource procedures and policies and supervised according to organizational procedures.
3.3 Human, materials and equipment resources are calculated, coordinated and monitored in relation to a civil engineering construction project requirements.
3.4 The requisition, receipt, storage and use of construction materials are supervised according to safety requirements and specifications.
3.5 Team activity production outputs are measured, recorded and productivity improvement measures are implemented according to organizational procedures.

Integrated Assessment:

Integrated assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, principles and practice across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcomes as described in the exit level outcomes.

Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and knowledge is not fixed, but varies according to the demands of the particular exit level outcome of the qualification.

While the generic components of this qualification at NQF Level 4 can be assessed through occupational contexts and activities relating to Construction Processes, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are portable. The primary aim of this qualification is to ensure that learners have a sound general foundation to prepare them for further learning towards a specialised role in their chosen career path. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas.

A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.

Qualifications that offered a holistic approach for construction supervision from the following countries were evaluated as the approach and purpose compared closely:

• New Zealand.
• United Kingdom.
• United States of America.

  No equivalent qualifications were found to be offered by African countries as illustrated by the searches conducted at the following Authorities:

• Technical, Entrepreneurial and Vocational Education and Training Authority (TEVETA) of Malawi.
• Vocational Education and Training Authority (VETA) of Zambia.
• Botswana Training Authority (BOTA) of Botswana.

  New Zealand:

  The National Certificate in Civil Construction Supervision (Level 4) for 188 credits compares closely with the South African equivalent FET Certificate in Construction Supervision as the level of complexity is the same; the purpose, duration of study and elective contexts are very similar. These industry sectors include Earthworks, Civil Plant Management, Road Construction and Road Maintenance.

  The following detailed comparison between the outcomes of the qualification excludes the fundamental component of the South African qualification. The following core unit standards of the New Zealand qualification compares closely with this qualification:

• 6442: Supervise civil construction activities on a single site, Level 4 (10 credits).
• 6456: Organise the supply and storage of materials for civil construction, Level 3 (4 credits).
• 22294: Set out levels and positions in civil construction projects, Level 4 (10 credits).
• 6428: Demonstrate knowledge of engineering survey and set-out for civil construction work, Level 4 (20 credits).
• 6455: Supervise civil construction subcontractors, Level 4 (8 credits).
• 22992: Prepare and maintain records for civil construction works, Level 4 (10 credits).
• 22290: Demonstrate knowledge of quality assurance requirements on civil construction works, Level 3 (3 credits).

  The competencies described in the following unit standards are not evident in the core of the South African qualification:

• 6436: Inspect civil construction plant and equipment, Level 4 (5 credits).
• 12568: Plan and supervise site drainage and dewatering work on civil construction sites, Level 4 (8 credits).
• 6434: Liaise with client, consultant, and service authority on behalf of civil construction contractor, Level 4 (12 credits).

  United Kingdom:

  The Level 3 NVQ in Construction Site Supervision (500/3765/1) represents an equivalence with the South African qualification in terms of purpose, level, duration and elective contexts. This qualification has been designed for those working in Construction Site Supervision.

  To achieve the award candidates must follow one of five optional routes which cover Building and Civil Engineering; Highways Maintenance & Repair, Residential Development, Conservation or Demolition. The units for all five routes cover areas such as working relationships, implementation of health and safety systems, controlling quality, progress and cost, work methods and use of resources.

  The following six mandatory units all compare with the South African qualification at the level of unit standards, specific outcomes or assessment criteria:

• R/104/0559 – Maintain Systems for Health, Safety, Welfare and Environmental Protection.
• J/104/0560 – Assess and Recommend Work Methods.
• L/104/0561 – Plan Work Activities and Resources to Meet Work Requirements.
• R/104/0562 – Co-ordinate Work Control.
• Y/104/0563 – Control Work Progress Against Agreed Programmes.
• D/104/0564 – Allocate and Monitor the Use of Plant, Equipment or Machinery.

  The following mandatory units also correspond with some of the competencies described in the core and elective South African unit standards:

• T/103/1191 – Develop and Maintain Good Working Relationships.
• H/104/0565 – Maintain Supplies of Materials to Meet Project Requirements.
• K/104/0566 – Implement Communication Systems for the Project.
• M/104/0567 – Maintain the Dimensional Accuracy of the Work.
• T/104/0568 – Control Work Against Agreed Quality Standards.
• A/104/0569 – Contribute to Controlling Work Quantities and Costs.
• M/104/0570 – Co-ordinate Preparation for Site Operations.
• A/104/0507 – Allocate Work and Check People’s Performance.

  United States of America:

  The construction supervision certificate offered by Cumberland County College, New Jersey prepares students for entry-level supervisory positions with all types of construction companies. These positions require a working knowledge in many areas including finance, marketing and sales, management, estimating, scheduling, cost control and monitoring safety programs. This program is designed to develop supervisors, not technicians.

  The program requirements describe the achievement of 67 credits of which the following core component represents 45 credits. The following core components compare favourably with the South African qualification:

• CM107: Construction Contract Documents.
• CM114: Management of Field Operations.
• CM120: Construction Methods.
• CM121: Construction Drawings.
• CM128: Construction Materials.
• CM131: Construction Safety.
• CM206: Construction Estimating.
• CME: Construction Supervision Electives.

  The competencies of the following unit titles are not catered for in the South African qualification:

• BU115: Introduction to Business.
• CS102: “M” Applications on the Microcomputer.
• CM137: Residential & Commercial Building Codes.
• CM111: Construction Office Management.

  Conclusion:

  It is evident from the forgoing comparison that the FET Certificate in Construction Supervision generated for the South African context compares closely with the above examples. The close similarity in the core component of the qualifications is detailed above. The approach to the electives is also similar with clusters of units that must be achieved for any one of the range of civil engineering contexts of the learner’s choice.

• ID 23675: National Certificate: Management of Construction Processes, NQF Level 5.
• ID 48636: National Diploma: Structural Steelwork Detailing, NQF Level 5.

  Horizontal articulation is possible with the following:

• ID 48817: National Certificate: Construction Materials Testing, NQF Level 4.
• ID 66071: Further Education and Training Certificate: Computer Aided Drawing Office Practice, NQF Level 4.

• Anyone assessing a learner or moderating the assessment of a learner against the qualification must be registered as an assessor with the relevant Education, Training, 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 Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
• Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, 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, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the associated unit standards.
• Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.