Diploma in Construction

Purpose

The Diploma in Construction is a generalist type qualification orientated to meet the needs of the construction industry in South Africa. The qualification provides learners with a sound disciplinary knowledge and practical skills base in construction. The acquisition of disciplinary knowledge and the development of appropriate practice-based skills aimed at a career in the built environment or professional contexts will equip learners to undertake more specialised and intensive learning. Learners with this qualification will be able to function as supervisors and at middle management level in the construction industry and as technical support to quantity surveyors in the built environment.

Rationale

This qualification emanates from the National Diploma Building. The name Construction indicates the progressive development of the incumbents who will eventually become professionals within the construction industry. This nomenclature adds understanding and improves the cultural connotations which are societally attached to this qualification, for example, 'Building' is associated with the practice of the physical aspects of construction only, such as carpentry, bricklaying, plumbing, etc. Construction, on the other hand, encompasses all processes from the start to the completion of a construction project, such as planning, costing, managing, etc. of any construction project. Therefore, 'Construction' is more appropriate to embrace the two professions, namely Construction Management and Quantity Surveying.

Extensive consultation with the local construction industry (Group 5, Grinaker Ltd, NMC, etc.), statutory bodies (South African Council for the Quantity Surveying Profession (SACQSP, South African Council for Project and Construction Management Professions (SACPCMP), current learners, graduates and other educational institutions, (Local, National and International), were taken into consideration in the design and naming of this new qualification.

All factors involved in establishing the rationale are based totally on achieving a professional geared to meet the requirements of a restructured and new South Africa. The skewed ratio between skilled and unskilled workers, especially within the construction industry, establishes the urgent need for skilled and self-reliant workers. The sequencing of the various units of learning is geared to produce a product which will be attuned to the stakeholder's needs.

The revised qualification will facilitate the opportunity to transform the industry and to empower on a collective level all that is inclined towards the construction industry. The country is in a stage of accelerated development and needs the necessary construction and management related expertise.

Construction Technicians are characterised by the ability to apply proven, commonly understood techniques, procedures, practices and codes to solve well-defined construction problems. The technicians are trained to manage and supervise construction tasks in an office or on a construction site. The holders of the Diploma in Construction will have a working understanding of all the functions of construction within a reasonable timeframe.

Recognition of Prior Learning (RPL)

Widening of access is promoted through the Recognition of Prior Learning (RPL). RPL is the process of identifying the knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning.

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.

Gaining access

If a learner has considerable work experience but does not meet the entry requirements of this qualification, the learner may 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 Institutional RPL policy. If access is granted, the qualification on the lower level is not awarded.

Advanced Standing

A learner might have gained knowledge and experience in specific areas when compared to the outcomes against this qualification that might cover some subjects. The learner 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.

Entry Requirements

The minimum requirements for admission into this qualification are

• National Senior Certificate (NSC), NQF Level 4 granting acces to Diploma studies.

Or

• National Certificate (Vocational) (NCV), NQF Level 4 granting acces to Diploma studies.

This qualification consists of the following compulsory modules at Level 5 and 6, totalling 360 Credits.

Compulsory Modules, Level 5, 120 Credits

• Technical Drafting, 10 Credits.
• Construction Science 1, 10 Credits.
• Professional and Technical Communications 1, 10 Credits.
• Computer Skills and Applications, 10 Credits.
• Construction Management 1, 20 Credits.
• Construction Mathematics, 10 Credits.
• Construction Technology 1, 10 Credits.
• Quantity Surveying 1, 20 Credits.
• Site Surveying, 20 Credits.

Compulsory Modules, Level 6, 240 Credits

• Construction Technology 2, 20 Credits.
• Construction Management 2, 20 Credits.
• Quantity Surveying 2, 20 Credits.
• Building Services, 10 Credits.
• Construction Health and Safety, 10 Credits.
• Integrated Construction Projects, 10 Credits.
• Construction Science 2, 10 Credits.
• Professional and Technical Communication 2, 10 Credits.
• Construction Economics, 10 Credits.
• Price Analysis and Estimating, 10 Credits.
• Construction Entrepreneurship, 10 Credits.
• Construction Management 3, 20 Credits.
• Quantity Surveying 3, 20 Credits.
• Construction Practice 3, 30 Credits.
• Construction Technology 3, 20 Credits.
• Construction Science 3, 10 Credits.

1. Supervise the construction processes (methods and procedures), that are used in construction projects with appropriate techniques, resources, and modern construction tools that include information technology for the solution of well-defined construction problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints within construction.
2. Demonstrate knowledge and understanding of the impact of construction activities on society, the economy and physical environment, and address these issues through defined procedures.
3. Interpret of Construction Design.
4. Use knowledge and understanding to solve problems on-site and in a professional office in a construction/building environment.
5. Apply construction management principles to one's work, and as a member and leader in a technical team.
6. Conduct investigations of well-defined problems through locating, searching and selecting relevant Building regulation codes and catalogues.
7. Communicate effectively, both orally and in writing, within a construction context utilising computer literacy skills to enhance communication.
8. Apply knowledge of Mathematics and Construction Science to technologies, processes, systems and methodologies to solve broadly-defined construction problems.
9. Engage in independent and life-long learning through well-developed learning skills and Training programmes.
10. Understand and commit to professional ethics, responsibilities and norms of construction practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Supervise the construction processes (methods and procedures), that are used in construction projects with appropriate techniques, resources, and modern construction tools. These processes include information technology for the solution of well-defined construction problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints within construction.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate knowledge and understanding of the impact of construction activities on society, the economy and physical environment, and address these issues through defined procedures.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate an ability to critically interpret the design of structures, systems, works, products or processes to meet the desired needs within applicable standards, codes of practice and legislation.

Associated Assessment Criteria for Exit Level Outcome 4

• Use their knowledge and understanding to solve problems on-site and in a professional office.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate knowledge and understanding of construction management principles and apply these to one's work, and as a member and/or leader in a technical team.

Associated Assessment Criteria for Exit Level Outcome 6

• Conduct investigations of well-defined problems through locating, searching and selecting relevant building regulation codes and catalogues.

Associated Assessment Criteria for Exit Level Outcome 7

• Communicate effectively, both orally and in writing, within a construction context utilising computer literacy skills to enhance communication.

Associated Assessment Criteria for Exit Level Outcome 8

• Apply knowledge of Mathematics and Construction Science to technologies, processes, systems and methodologies to solve broadly-defined construction problems.

Associated Assessment Criteria for Exit Level Outcome 9

• Engage in independent and life-long learning through well-developed learning skills and Training qualifications.

Associated Assessment Criteria for Exit Level Outcome 10

• Understand and commit to professional ethics, responsibilities and norms of construction practice.

Integrated Assessment

A variety of Teaching and Learning (T&L) methods will be used and is a blend of classroom teaching, tutorials and small group teaching, practical's, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the qualification. These ensure that learners engage actively with the material in different ways.

The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with more sophisticated or more profound levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an engineering or science qualification. There will be constructive alignment between the Teaching and Learning strategy and the Assessment strategy to achieve the intended outcomes.

An effective integrated assessment strategy will be used. The Diploma in Construction will combine formative and summative assessment methodologies. There will be multiple assessment opportunities for learners to demonstrate the exit level outcomes as specified. All assessments and moderation will be performed and is subject to the institutional Assessment policies, procedures and guidelines.

The newly revised HEQSF qualification has WPBL of 6 months instead of the current 12 months period. The 6 months WPBL period will take place during the last semester of the final year of the qualification. At this stage, learners will have acquired additional knowledge areas in order to be more successful in the world of work.

The final year contains assessments that are intended to holistically assess learners to ascertain if they are prepared for the industry. The first semester rounds off the learners' academic training. The second semester is devoted to construction practise (Workplace-Based Learning), a significant component of WIL where learners are placed in industry for 6 months. The second-semester assessment for Workplace-Based Learning will be based on submission of Logbooks and portfolios, report writing and oral presentation of their experience in the industry.