Bachelor of the Built Environment in Construction

Purpose

The purpose of this qualification is

• For learners to assimilate the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing construction manager or quantity surveyor. This combined with a period of post-qualification mentored work experience will enable learners to become competent practicing technologists, able to apply judgment and work independently and responsibly.
• To provide learners with a sound knowledge base which emphasises general principles and application in a construction management and the ability to apply knowledge and skills to particular career or professional contexts, while equipping learners to undertake more specialised and intensive learning. The qualification prepares learners for careers in construction management and/or quantity surveying.

Rationale

The Bachelor of Technology Degree 480 Credit qualification, offered by several Universities of Technology but does not form part of the new Higher Education Qualifications Sub-Framework (HEQSF) structure and is being phased out. A replacement qualification is required which takes into account.

The Construction and related Industries importance to the country's economic growth which makes it a national asset as well as the shortage of technically qualified people in the field.

This qualification also meets the need for skilled people required to utilise the large injection of money for infrastructure provision by the government. This, coupled with the demand for residential, commercial and industrial buildings and major projects such as the bulk water, electricity, proposed new Durban harbour, Dube Trade Port and housing projects has created new opportunities and at the same time highlighted the major problem of the serious shortage of skilled people in the construction industry.

This qualification will enable qualifying learners to register with the South African Council for the Quantity Surveying Profession (SACQSP) as a Candidate Quantity Surveyor and/or registration with the South African Council for the Project and Construction Management Professions (SACPCMP) as Professional Construction Managers.

The qualification will contribute to the critical mass of construction industry professionals educated specifically for the world of work and research and who also play a pivotal role in the infrastructure development of our country.

Recognition of Prior Learning (RPL)

Recognition of prior learning (RPL) may be used to demonstrate competence for admission to this programme by learners who do not met the minimumentry requirements. This qualification may be achieved in part through Recognition of Prior Learning processes.

Learners who already work in the construction or allied industry who believe they possess competencies to enable them to meet some or all of the Exit Level Outcomes listed in the qualification will be able to present themselves for assessment against those of their choice.

Evidence of prior learning will be assessed through formal assessment processes.

Learners will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition.

This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

Entry Requirements

The minimum entrance requirements are

• Senior Certificate with endorsement.

Or

• National Senior Certificate (NSC) allowing entry to Bachelor's Degree studies.

Or

• National Certificate (Vocational) NC(V) allowing entry to Bachelor's Degree studies.

This qualification consists of compulsory modules at Level 5, 6 and 7 totalling 420 Credits.

Modules at Level 5, 108 Credits

• Cornerstone 101, 12 Credits.
• Mathematics for the Built Environment 1A, 8 Credits.
• Technical Literacy, 8 Credits.
• Physics for the Built Environment 1A, 8 Credits.
• Information and Communication Technology Literacy and Skills, 8 Credits.
• Quantities and Documentation 1A, 12 Credits.
• Construction Management 1A, 8 Credits.
• Construction Technology 1A, 12 Credits.
• Quantities and Documentation 1B, 12 Credits.
• Construction Management 1B, 8 Credits.
• Construction Technology 1B, 12 Credits.

Modules at Level 6, 148 Credits

• Mathematics for the Built Environment 1B, 8 Credits.
• Physics for the Built Environment 1B, 8 Credits.
• Accounting 2A, 12 Credits.
• Sociology & Society, 8 Credits.
• Quantities and Documentation 2A, 12 Credits.
• Construction Management 2A, 12 Credits.
• Construction Technology and the Environment 2A, 8 Credits.
• Site Surveying 2A, 12 Credits.
• Economics 2A, 12 Credits.
• Construction Practice 2A, 8 Credits.
• Quantities and Documentation 2B, 12 Credits.
• Construction Management 2B, 12 Credits.
• Construction Technology 2B, 12 Credits.
• Economics 2B, 12 Credits.

Modules at Level 7, 164 Credits

• Introduction to Principles of Law 2B, 8 Credits.
• Property Studies 2B, 8 Credits.
• Quantities and Documentation 3A, 12 Credits.
• Construction Management 3A, 16 Credits.
• Construction Technology 3A, 12 Credits.
• Industry Project 3A, 20 Credits.
• Concrete Technology 3A, 8 Credits.
• Construction and Property Law 3A, 8 Credits.
• Price Analysis and Tendering 3A, 8 Credits.
• Quantities and Documentation 3B, 12 Credits.
• Construction Technology 3B, 12 Credits.
• Price Analysis and Tendering 3B, 8 Credits.
• Structural Behaviour 3B, 8 Credits.
• Introduction to Property Development, Finance and Investment 3B, 12 Credits.
• Project Management 3B, 12 Credits.

1. Prepare tender and contractual documents relating to builders work and knowledge of procurement methods.
2. Estimate costs and undertake financial management of construction projects including advice on payments and certification during construction.
3. Manage building projects and related infrastructure.
4. Manage the human resources of a construction project.
5. Use of computers and software packages relevant to the industry and profession for the undertaking of tasks.
6. Demonstrate knowledge of legal and economic issues affecting the construction industry in South Africa.
7. Demonstrate knowledge of property investment decisions.
8. Use effective communication means with construction professionals.
9. Analyse and solve problems related to the Construction and Quantity Surveying sector.

Associated Assessment Criteria for Exit Level Outcome 1

• Items and elements of structures and buildings are quantified and documented.
• Advice on different procurement methods is given.

Associated Assessment Criteria for Exit Level Outcome 2

• Development projects are measured, priced and analysed.
• Cost plans are drafted and cost control and cost designs are performed.

Associated Assessment Criteria for Exit Level Outcome 3

• A construction site is organised.
• The development process of buildings and construction projects is managed.

Associated Assessment Criteria for Exit Level Outcome 4

• The basic functions of the profession in the construction industry are performed, managed and administered.

Associated Assessment Criteria for Exit Level Outcome 5

• Computers and software packages relevant to the industry and profession for the undertaking of tasks are applied.

Associated Assessment Criteria for Exit Level Outcome 6

• Legal issues and economic trends related to the construction industry are understood.
• Contract conditions, legislation and policies are appropriately applied.

Associated Assessment Criteria for Exit Level Outcome 7

• Outcomes of development projects in respect of costs are forecast.
• Life cycle performance of buildings with respect to cost and quality is predicted.

Associated Assessment Criteria for Exit Level Outcome 8

• Written communication skills are applied in report writing and correspondence.
• Oral communication skills are applied in dealing with enquiries from clients, consultants and colleagues.
• Graphic presentation skills are applied to assist and inform clients, consultants and colleagues in construction related matters.
• Communicative skills are applied in engaging with stakeholders and in retrieving and disseminating information.

Associated Assessment Criteria for Exit Level Outcome 9

• Knowledge of research theory and techniques to analyse and address problems arising in construction projects is applied.
• An understanding of the world as a set of related systems is demonstrated.

Integrated Assessment

The final assessment practices include criteria pertaining to all outcomes for the Degree to ensure that these outcomes are integrated with one another.

The learning programme will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate at the various exit level outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include: tests, assignments, practicals, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. In terms of the institutional policy all summative assessments will be subjected to internal moderation. In addition, all NQF Level 7 modules will be subjected to external moderation:

• Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
• Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.
• Assessment of fundamentals should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with learners.