Occupational Certificate: Falsework Erector

Purpose

The purpose of this part-qualification is to prepare a learner to operate as a Falsework Erector. The qualified learner who has completed the Qualification Falsework Erector may operate in any of a range of occupations in different industries. In addition, learner attributes (including problem-solving, decision-making, ethics, interpreting information, and communication) will be integrated into the learning process. Learners will have to prove competence of the above knowledge, skills, attitudes, responsibilities, and tasks embedded in the exit level outcomes. A Falsework Erector prepares the work area for falsework and erects, modifies, and dismantles falsework structures during a construction process.

A qualified learner will be able to

• Prepare for falsework erection activities.
• Construct and maintain falsework structures.

A competent Falsework Erector will exhibit key attributes amongst others, the following

• Effective communication.
• Conflict resolutions.
• Negotiation.
• Acts and regulations.
• Analytical and decision-making skills.
• Report writing skills.
• Calm and focused.
• Accurate and precise.
• Organised and efficient.
• Ethical and professional.

Rationale

The need for this Part Qualification: Falsework Erector was identified during the development of the National Occupational Certificate: Falsework Foreman. Currently, there is no registered qualification aimed at falsework (including formwork and support work) construction. Falsework consists of a temporary structure used in construction to support a permanent structure (such as buildings and bridges) until it has gained sufficient strength to support itself. Currently, there are no SANS (South African National Standards) for Falsework, and the British and EN (European Nations) Standards have mainly been adopted in industry to ensure minimum standards in the quality of work. There is a specific need for a qualification for Falsework Erectors as part of the career path for false workers.

The necessity of a nationally registered qualification will ensure standardised training of all falsework erectors in preparing the work area for falsework and erecting, modifying, and dismantling falsework structures during the construction process. This part qualification is structured to allow first-time entrants into the building/construction sector, and many other industries access and caters for several job advancement opportunities as the person progresses through the various exit points. It envisages a person starting as a semi-skilled worker and progressing up to the Supervisor level over a period of time without ever having to relinquish previously acquired skills.

A qualifying falsework erector typically operates in professions related to construction and engineering, where temporary structures are needed to support or hold other construction elements in place. The professions that collaborated in the development of this qualification are either involved, working with, or overseeing falsework in their various capacities to ensure that temporary support systems are properly installed, maintained, and removed as needed during the construction process.

Professional registration with the relevant professional body is a requirement for this occupation and the learning process. This part qualification will benefit a variety of industries by providing employers with competent and certified Falsework Erectors with knowledge and skills to contribute to safer workplaces.

The wellbeing of the South African economy is reliant on the creation of work opportunities in the building, construction, and infrastructure sectors. Key skills to drive these industries are in short supply and this part qualification opens the door for the inclusion of previously disadvantaged persons so that they can contribute to the growth of the economy and at the same time, build lifelong careers that will improve their lives.

Qualified Falsework Erectors will enhance safe working conditions on construction sites and decrease the number of incidents at height. The quality of falsework structures also directly impacts the quality and safety of the structure being supported. Construction-related accidents contribute not only to human loss and injury but also economic losses. This part-qualification will thus benefit the sector, society and the economy.

Typical learners likely to be attracted to this part-qualification are those who have been working in the construction industry as well as new entrants to the industry with a specific interest in falsework. This part-qualification will contribute to the development of the learner within the construction industry by providing them with the skills, knowledge, insights and competence to erect, modify and dismantle falsework in national, provincial or local construction projects. This part-qualification provides for further learning and career progression opportunities. Learners who have completed this part-qualification will be able to enrol for the Part Qualification: Falsework Inspector, NQF Level 4 or the National Occupational Certificate: Falsework Foreman. Learners following this route will be granted recognition for modules already completed through Credit Accumulation and Transfer.

The typical learners who could enrol for the Falsework Erector qualification include employees in various industries as part of the organisational legal requirements.

The vertical and diagonal articulation possibilities could not be accomplished, as this is a part qualification. Furthermore, prospective youth and local community members with an interest in Falsework will also form part of the typical learners.

Collaboration with relevant stakeholders

• Representatives from relevant industries, including manufacturing, mining, construction, retail, and cleaning and hiring.
• Regulators -Department of Employment and Labour.
• The Professional Body.
• Subject matter experts in the Work at height industry.
• Educators and trainers with experience in facilitating, assessment and moderation of Falsework.

List typical occupations in which the qualifying learner will operate include

• Construction workers
• Builders
• Machine operators
• Maintenance workers
• Painters
• Cleaners
• Mine workers
• Facilitators/trainers who have to train others.

Profession(s) related

Collaboration with relevant stakeholders

• Representatives from relevant industries, including manufacturing, mining, construction, retail, and cleaning and hiring.
• Regulators - Department of Employment and Labour.
• Subject matter experts in the Work at height industry.
• Educators and trainers with experience in facilitating, assessment and moderation of Falsework.

List typical professions in which the qualifying learner will operate includes

• Construction: General construction workers often need to erect and dismantle falsework for various construction projects, including building structures and bridges.
• Civil Engineer: Civil engineers may work closely with falsework erectors to plan and design temporary support structures for infrastructure projects like bridges, highways, and tunnels.
• Structural Engineer: Structural engineers design and oversee the construction of load-bearing structures and may require falsework for temporary support during the building process.
• Construction Foreman/Supervisor: Construction foremen or supervisors manage construction sites and oversee the erection and dismantling of falsework to ensure safety and compliance with engineering plans.
• Scaffold Erector: Scaffold erectors build and dismantle scaffolding systems that are often used in conjunction with falsework for supporting work platforms at various heights.
• Bridge Builder: In bridge construction, falsework is crucial for supporting the bridge deck and other components during construction.
• Concrete Formwork Specialist: Specialists in concrete formwork use falsework to support formwork systems that mold concrete into desired shapes.
• Heavy Equipment Operator: Operators of cranes and other heavy equipment may work with falsework erectors to position and secure temporary support structures.
• Construction Safety Officer: Safety officers ensure that falsework and other temporary structures meet safety standards and regulations to prevent accidents on construction sites.

These professions involve working with or overseeing falsework in various capacities to ensure that temporary support systems are properly installed, maintained, and removed as needed during the construction process.

Recognition of Prior Learning (RPL)

RPL process to gain access to training

Learners may use the RPL process to gain access to training opportunities for a programme of learning, part-qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, part-qualification. Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific part qualification. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

RPL for exemption from modules

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, part-qualification through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for admission to the External Integrated Summative Assessment

A valid Statement of Results is required for admission to the EISA, in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the part-qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF Level 3 qualification.

This qualification is made up of compulsory Knowledge, Practical Skill, and Work Experience Modules

Knowledge Modules

• 641902-002-00-KM-01, Business Ethics and Time Management, NQF Level 3, 2 Credits.
• 641902-002-00-KM-02, Knowledge of Self to Contribute to Team Performance, NQF Level 2, 4 Credits.
• 641902-002-00-KM-03, Introduction to the Construction Workplace, NQF Level 2, 2 Credits.
• 641902-002-00-KM-04, Introduction to Falsework, NQF Level 2, 2 Credits.
• 641902-002-00-KM-05, Introduction to Scaffolding, NQF Level 2, 2 Credits.
• 641902-002-00-KM-06, Principles of Falsework Erection, NQF Level 3, 4 Credits.

Total number of credits for Knowledge Modules: 16

Practical Skill Modules

• 641902-002-00-PM-01, Conduct Housekeeping and Safeguard Equipment, Tools and Personal Protective Equipment (PPE) Required for Falsework, NQF Level 2, 2 Credits.
• 641902-002-00-PM-02, Perform Fall Protection Activities, NQF Level 2, 1 Credits.
• 641902-002-00-PM-03, Handle Falsework Components and Prepare the Worksite, NQF Level 3, 3 Credits.
• 641902-002-00-PM-04, Erect, Modify, and Dismantle Falsework (Formwork and Support Work), NQF Level 4, 6 Credits.

Total number of credits for Practical Skill Modules:12

Work Experience Modules

• 641902-002-00-WM-01, Processes and Procedures to Prepare for Falsework Erection, Modification, and Dismantling, NQF Level 4, 40 Credits.
• 641902-002-00-WM-02, Processes and Procedures for the Erection, Modification, and Dismantling of Falsework, NQF Level 4, 40 Credits.

Total number of credits for Work Experience Modules: 80

Exit Level Outcomes

1. Conduct preparatory activities for the erection of falsework within a managed environment.
2. Construct and maintain safe falsework structures applying essential knowledge, methods, procedures, and techniques.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Conduct preparatory activities for the erection of falsework within a managed environment.

• Care tools and equipment for according to proper housekeeping principles.
• Set out falsework from a "setting out point" on pre-prepared founding.
• Prepare work area in accordance with safety requirements and project specifications, ensuring accessibility and minimising potential hazards.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Construct and maintain safe falsework structures applying essential knowledge, methods, procedures, and techniques.

• Erect and dismantle a soffit wall formwork and beam sides according to design drawings and procedures, applying correct components, erection methods and sequence safely.
• Erect and dismantle a vertical formwork according to design drawings and specifications, applying correct components, erection methods, and sequence safely.
• Maintain falsework structure throughout the construction phase, identifying and rectifying instability in accordance with safety standards.

INTEGRATED ASSESSMENT

Formative Assessments conducted internally

Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification, or skills programme.

Summative Assessments conducted internally

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment (EISA)

An external integrated summative assessment, conducted through the relevant QCTO Assessment Quality Partner, is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria. The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certifying a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating, the attainment of all modules for the Knowledge, Practical and Work Experience modules.