Advanced Diploma in Construction Health and Safety

Purpose

The purpose of this qualification is to provide learners with a sound knowledge base in Construction Health and Safety (CHS) and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning.

This qualification has a strong professional or career focus and holders of this qualification are prepared to enter in the Construction Health and Safety (CHS) labour market.

Specifically, the purpose of this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Construction Health and Safety (CHS) officer or certificated Construction Health and Safety(CHS) manager.

This qualification provides

• Preparation for careers in health and safety itself and areas that potentially benefit from the skilful application of health and safety knowledge, for achieving management proficiency and to make a contribution to the economy and national development.
• The education acquired will serve as a base for registration as a professional Construction Health and Safety Officer with the South African Council for the Project and Construction Management Professions (SACPCMP).
• Entry to Level 8 qualifications e.g. Bachelor of Construction (Honours) with specialisation in Health and Safety (CHS) and Postgraduate Diploma in Construction and then to proceed to Master's degree in Construction or related fields of study.

The graduates of this qualification will be competent and able to demonstrate the following outcomes

• Anticipate, identify and evaluate hazardous conditions and practices.
• Design/develop hazard control systems, methods, procedures and programs.
• Implement, administer and advise others on hazard controls and hazard control programmes.
• Measure, audit and evaluate the effectiveness of hazard controls and hazard control programmes.
• Analyse incidents to identify deficiencies in the health and safety management systems.

Rationale

There is a shortage of qualified occupational health, safety and environmental practitioners with specific construction industry knowledge. In the past, many Health and Safety practitioners have filtered into the industry mainly due to exposure to Health and Safety issues in the course of their working life and without any formal qualifications. Due to the complexity and importance of this area of specialisation with in the workplace as well as the increasing demand for legislative compliance, there is a dire need for suitably qualified personnel as well as researchers in the Health and Safety Management industry in South Africa.

This qualification is designed to prepare learners as health and safety practitioners within the construction industry through the application of advanced problem solving to health and safety related problems, advice on the design of appropriate safety systems and programmes in large and Small, Medium and Micro Enterprises (SMMEs) and the management of occupational health, safety and environmental programmes in such enterprises.

This qualification is aligned to the Construction Management and Construction Project Management Professionals, (South African Council for Project and Construction Management Professions, SACPCMP), established by Section 2 of the Project and Construction Management Act (Act No 48 of 2000): to regulate Construction Management and Construction Project Management Professionals; protect the public. SACPCMP registers the Construction Health and Safety Officer as well as the Construction Health and Safety Manager as members.

Professional Construction Health and Safety (CHS) officers possessed the ability to apply established and newly developed Construction Health and Safety (CHS) technology to solve broadly-defined problems, develop techniques, services and processes.

The Professional Construction Health and Safety (CHS) officers are characterised by

• The ability to provide leadership in the application of technology in construction safety, health, engineering and effective operations and have well-developed interpersonal skills.
• The ability to work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
• Having a specialised understanding of construction health and safety management underlying a deep knowledge of specific safety technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Recognition of Prior Learning (RPL)

In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved by RPL must not exceed 50% of the total credits of the qualification.

RPL for Advanced Diploma in Construction Health and Safety (CHS)

Gaining Access

If an applicant has considerable work experience, but do not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Departmental RPL policy and Cape Peninsula University of Technology (CPUT) Admissions policy. If access is granted, the qualification on the lower level is not awarded.

Advanced Standing

An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects, but not for the entire qualification. There are guidelines governing the maximum number of subjects for which advanced standing can be granted. Applicants will be required to complete 50% of the qualification as a registered student and complete the outstanding subjects with in order to be awarded the qualification.

Entry Requirements

The minimum entry requirements are

• A 360 Credit Diploma in Construction.

Or

• A 240 Credit Diploma in Construction together with 120 Work Integrated Learning (WIL) credits

Or

• A National Diploma in Building (360 Credits).

This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

Modules

• Construction Safety Management, 20 Credits.
• Construction Occupational Health Management, 10 Credits.
• Strategic Risk Management in Construction, 20 Credits.
• Construction Site Management, 20 Credits.
• Construction Law and Procedures, 20 Credits.
• Sustainability and Environmental Management, 10 Credits.
• Advanced Construction Technology, 10 Credits.
• Research Methodology, 10 Credits.

1. Develop problem solving skills to anticipate, identify and evaluate hazardous conditions and practices.
2. Apply construction and construction health and safety principles to systematically diagnose and solve well-defined construction and construction health and safety problems.
3. Apply knowledge of construction and construction health and safety to applied construction health and safety procedures, processes, systems and methodologies to solve well-defined construction health and safety problems.
4. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
5. Implement, administer and advise others on hazard controls and hazard control programmes.
6. Measure, audit and evaluate the effectiveness of hazard controls and hazard control programmes.
7. Analyse incidents to identify deficiencies in the health and safety management systems.
8. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, conducting standard tests, experiments and measurements.
9. Use appropriate techniques, resources and modern Construction Health and Safety (CHS) techniques and tools including information technology for the solution of well-defined CHS problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
10. Communicate effectively, both orally and in writing in construction health and safety context.
11. Apply the knowledge and understanding of the impact of Construction Health and Safety (CHS) activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation and the need to act professionally within own limits of competency.
12. Develop and apply knowledge and understanding of the impact of construction activities on the society, economy, industrial and physical environment, and address issues by defined procedures and to manage projects.
13. Develop and apply knowledge and understanding of CHS principles and apply these principles to one's own work, as a member and leader in a technical team and to manage projects.
14. Engage in independent and life-long learning through well-developed learning skills.
15. Understand and commit to professional ethics, responsibilities and norms of CHS technical practice.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes.

• Apply advanced understanding of key principles and concepts as well as methods and techniques to identify and solve hazardous conditions and practices in the area of specialisation.
• Analyse and discuss any relevant new Construction Health and Safety (CHS) trends, developments and techniques which could be exploited during construction processes.
• Identify the most appropriate CHS strategies for the development of the design brief, taking technical factors into account.
• Exploit materials, processes and technology in terms of their creative potential, limitations and suitability for design realisation.
• Structure and present an argument in support of a design options in CHS practices to a suitable audience.
• Demonstrate an understanding of primary and secondary investigative research methods in this field of study as well as the ability to apply these methods in practice.
• Demonstrate knowledge and understanding of the principles and concepts of research and research methodology through the execution of small-scale research projects.
• Produce evidence of visual and written communication means that clearly and effectively identify personal positions on differing aspects of construction health and safety issues.
• Produce a case-study report of contemporary practice in this field of study that demonstrates in-depth understanding of awareness of scholarly debates on the limitations, restrictions, premises, assumptions and constraints.
• Demonstrate knowledge and understanding of the principles and concepts of research and research methodology by executing a small-scale research project.
• Apply fundamental concepts, principles and applications of CHS to produce visual and written communications that clearly and effectively identify personal positions on differing subjects.
• Evaluate the impact of innovative ideas and divergent thought in terms of their suitability and feasibility.
• Apply health, safety and environmental regulations relating to the use of materials, processes and technology.
• Display a high level of intellectual independence and a systematic understanding of current thinking, practice, theory and methodology in the areas of specialisation.
• Evaluate the impact of innovative ideas and divergent thought in terms of their suitability and feasibility.
• Produce a case-study report of contemporary practice in construction industry.
• Use selected information to effectively support or refute a proposition/case.
• Select and apply appropriate research methods effectively by undertaking a research project in one or more of the areas of specialisation.
• Present and communicate the research findings in genre-appropriate discourse.
• Demonstrate responsible, professional and ethical behaviour in all actions related to the construction environment/workplace.
• Demonstrate responsible and professional decision-making by analysing, evaluating and resolving dilemmas ethically in a context-specific and supported environment.

Integrated Assessment

Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both Formative and Summative Assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative Assessment is aimed at enhancing student learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative Assessment usually consists of a variety of assessment tasks relevant to the field of study.

Summative Assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the programme and subject(s). Summative Assessments are internally and externally moderated based on institutional policy and requirements. Summative Assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

Integrated Assessment cuts across a number of subjects/modules of a programme and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.