Higher Certificate in Construction

Purpose

The purpose of this qualification is to provide learners with a well-developed foundation knowledge of the technical, design and administrative construction production principles, which would allow them to fulfil a technical and administrative function in the built environment disciplines. After completion of this qualification, learners will be able to further their studies, develop their knowledge and gain relevant work experience that can be followed and used to attain the competencies required for advancement to higher levels in the construction industry.

The qualification provides

• Foundation studies for careers within the built environment disciplines that potentially benefit from a combination of construction management and quantity surveying skills, thus contributing to the economic and national development of the country in a substantial way.
• Direct entry to further advanced studies, such as an industry related Diploma or Bachelor's Degree.
• The academic base required for further studies and eventual registration as a Candidate Professional with the South African Council for Quantity Surveying Professions (SACQSP) or a Candidate Professional with the South African Council for Project and Construction Management Professions (SACPCMP).

Rationale

The Higher Certificate in Construction is designed to meet industry needs by providing learners with informed understanding and a broad range of basic entry level skills appropriate to entering the construction industry in a junior administrative and technical capacity. The Higher Certificate in Construction entails theoretical, practical and administrative elements appropriate to basic construction work. The qualification will help to raise the skills levels of employees in the Construction industry which are sorely needed

This qualification has a robust career development focus and holders of this qualification are well-prepared to obtain employment with a construction firm, consultant, contractor, sub-contractor, supplier or manufacturer in the construction sector.

Recognition of Prior Learning (RPL)

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 may not exceed 50% of the total credits. RPL must comply with the institutional policy on RPL. Within the department, Recognition of Prior Learning is based on the following process:

• Applicant indicates the reason for applying for recognition of previous learning (this could be entrance to a programme, or exemption from certain modules in the programme).
• The RPL committee determines the criteria for the Recognition of Prior Learning based on the request (could be admission requirements of the programme, Assessment of Exit Level Outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
• The applicant must submit a Portfolio of Evidence (POE) of learning in place (what the applicant knows).
• The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.
• The Quality committee will make a recommendation to Faculty Board to ratify the decision.

The main objective of the institution's RPL Policy is to recognise prior learning, in order to provide access into qualifications, grant advanced placement in programmes, and grant exemption for modules.

Entry Requirements

The minimum entry to this qualification is

• A National Senior Certificate granting access to Higher Certificate studies
• A National Certificate (Vocational), Level 4 granting access to Higher Certificate studies or equivalent.

This qualification comprises compulsory and elective modules at NQF Level 5 totalling 140 Credits.

Compulsory Modules, 125 Credits

• Physical Building Science, 15 Credits.
• Construction Mathematics, 15 Credits.
• Construction Technology, 20 Credits.
• Measurement, Estimating and Tendering, 20 Credits.
• Construction and the Environment, 15 Credits.
• Site Establishment and Supervision, 20 Credits.
• Construction Management, 20 Credits.

Elective Modules, 15 Credits (select one)

• Fundamentals of Contract Law, 15 Credits.
• Fundamentals of Human Settlement Development, 15 Credits.

1. Apply construction principles to systematically diagnose and solve well-defined construction technical design and production problems in order to construct procedures, processes, systems and methodologies that will assist to solve problems.
2. Analytically assess design of components, elements, systems, works, products or processes to meet desired requirements and needs within applicable standards, codes of practice and legislation.
3. Conduct investigations of well-defined construction problems through locating and reviewing relevant statutory codes, technical catalogues, standards, experiments, measurements and production methods and use appropriate techniques, resources, and modern construction tools.
4. Communicate effectively, orally and in writing within a project environment that is embedded in a construction enterprise.
5. Demonstrate knowledge and understanding of construction administrative procedures and apply these as a member and/or leader in a technical team to manage projects effectively.
6. Understand and commit to professional ethics, responsibilities and norms applicable to construction practices including workplace practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse construction design elements and components.
• Design construction administrative and production methods and systems for problem solving.
• Analyse construction elements, components, procedures and methods.
• Design construction procedures, methods and systems.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse construction elements and components.
• Design construction methods, procedures and systems for construction work.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse efficiency elements and components.
• Design construction methods, procedures and systems for construction.
• Analyse the design and constructability of construction elements through the use of technical information, systems and models.
• Solve contract documentation, procurement, planning and production control procedures with technical administrative procedures and application computer software.

Associated Assessment Criteria for Exit Level Outcome 4

• Compile design and feasibility reports for basic and elementary construction projects.
• Compile cost budget, cost control and production planning, progress and quality standards reports for basic and elementary construction projects under construction.
• Present and communicate reports.
• Prepare technical progress reports throughout all project stages.
• Present and demonstrate innovative project production solutions.
• Write elementary technical reports on innovative and appropriate technical construction production solutions.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply construction principles as a member of a technical team engaged with the application of basic and elementary construction projects.
• Work within a team as a team member and demonstrate an understanding of the requirements for effective team contribution.
• Demonstrate an understanding of the application of current and advanced construction tools and techniques applicable to basic and elementary construction projects.
• Apply knowledge to contribute to innovative construction production solutions to socio-economic development issues involving basic and elementary physical development structures.
• Understand the impact of construction activity on the society, economy, industrial and physical environment, and address issues using defined procedures.

Associated Assessment Criteria for Exit Level Outcome 6

• Adopt ethics, responsibilities and norms associated with professionalism.
• Develop a process for the inculcation of professional ethics.
• Apply norms and standards to adhere to professional ethics and responsibilities.
• Develop health and safety rules and regulations.
• Demonstrate work place safety rules and practices.

Integrated Assessment

Description of the number and types of tests/assignments/projects/case studies Assessments take place in accordance with the institution's Assessment Policy and the Faculty specific assessment policy. The Department uses Continuous Assessment (CA) as a means of evaluation.

Formative and Summative Assessment

Learner progress shall be checked by means of Continuous Assessment (CA) and their performance assessed at various formative points in the learning programme. In CA, rules are in place regarding eligibility for supplementary assessments should learners not pass one of the summative assessments. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

Formative assessment refers to assessment that takes place during the process of learning and teaching. Formative assessment:

• Supports the teaching and learning process.
• Provides progress feedbacks to students.
• Diagnoses learner strengths and weaknesses.
• Assists in the planning of future learning.

Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a unit, module and/or programme. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required is specified in the Academic Regulations.

The department uses various integrated assessment strategies, depending on the focus of the subject. Apart from class tests and the traditional examination where appropriate, learners are continuously assessed through assignments, research projects, practical work, work-based projects, case studies etc.