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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Building Science 
SAQA QUAL ID QUALIFICATION TITLE
111127  Bachelor of Building Science 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 12 - Physical Planning and Construction  Building Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-16  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this Bachelor of Building Science is to meet the generic standard for Construction Managers and Quantity Surveyors. This qualification includes a fundamental commitment to educate learners in the various fields of building sciences that will meet the generic standard for a Construction Manager and Quantity Surveyor to solve broadly-defined problems. This qualification will contribute towards the outcomes that will be to develop the necessary knowledge, understanding, abilities and skills required for further learning towards a competent practicing Construction Managers and Quantity Surveyors.

The focus of the Bachelor of Building Science is on Construction Managers and Quantity Surveyors who can apply their skills set in various occupations to address the advanced technical workforce needed in South Africa (SA). The core of the qualification is the integration of theory and practice to ensure a balanced, highly skilled construction manager or quantity surveyor in the building science environment. The knowledge emphasises general principles and application or technology transfer.

The qualification provides learners with a sound knowledge base in a particular field or discipline 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. Qualifications leading to this qualification tend to have a strong professional or career focus and qualifying learners are normally prepared to enter a specific niche in the labour market.

Specifically, the qualification provides:
  • Preparation for careers in Building Sciences and fields of specialisation which benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Construction Manager and Professional Quantity Surveyor with both South African Council for the Project and Construction Management Professions (SACPCMP) and South African Council for the Quantity Surveying Profession (SACQSP).

    For learners with an appropriate level of achievement, the ability to enter a relevant Bachelor of Building Science Honours Degree in any of the two elective streams (Construction Management and Quantity Surveying), and then proceed to master's and Doctorate Degrees.

    Rationale:
    South Africa is currently experiencing an unprecedented demand for infrastructure thus creating demand for human resources. Part of which is contributed by the skills shortage particularly in the scarce categories like the engineering and related professions. In terms of the Department of Higher Education and Training (DHET) list of scarce skills, published in Government Gazette Vol: 578, no 36721 on 2 August 2013, there is a shortage of skills in the construction management and quantity surveying professions. More recently, on the list of the DHET's List of Occupations in High Demand, published in Government Gazette no 39604 on 19 January 2016, the building related occupations are mentioned. This is attributed to the broad set of skills that construction managers and quantity surveyors possess in response to the needs of the dynamics of construction in a challenging socio-economic setup. In view of the adaptable skills construction managers and quantity surveyors have with varied applications in industry, the new terminology to refer to the collection of career areas in both Construction Management and Quantity Surveying fraternity is "building science".

    The rationale for the Bachelor of Building Science arises from three areas. These are:
  • Accelerating the provision of priority skills to address the identified shortage as per the DHET.
  • Promoting greater relevance and responsiveness in the education and training system and strengthen the employability of learners.
  • Identifying blockages and obstacles within the system of education and training that stand in the way.

    The Bachelor of Building Science meets the minimum standard specified in terms of both the Quantity Surveying Profession Act (Act No 49 of 2000) and the Construction Management Act (Act No 48 of 2000). These Acts specify various categories and the requirements that should be met in order to register as competent within that category and addresses changing techniques, science and technology that are defining modern building sciences. Learners will be exposed to the first principles, which will include the historical construction managers and quantity survey techniques, and this will be integrated with its evolution to modern building sciences. This mixture will enable learners to become better skilled professionals that can easily integrate into small and large projects.

    The process of development of a Construction Manager and Quantity Surveyor starts with the attainment of this qualification that meets both (SACPCMP) and (SACQSP) standards and framework. The content of this qualification will prepare the learner to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing Construction Managers and Quantity Surveyors who will contribute to the South African economy and development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institutional policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. The Bachelor of Building Science qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved must not include credits at the exit level.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Bachelor Degree studies.
    Or
  • National Certificate (Vocational) NQF Level 4 with an endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 5, 6, and 7 totalling 410 Credits.

    Compulsory Modules NQF Level 134 Credits:
  • Information Literacy, 1 Credit.
  • Communication Skills, 6 Credits.
  • Life Skills, 2 Credits.
  • Computer Literacy, 5 Credits.
  • Economics IA, 12 Credits.
  • Economics IB, 12 Credits.
  • Mathematics and Statistics, 12 Credits.
  • Applied Construction Science, 12 Credits.
  • Construction Technology I, 24 Credits.
  • Quantity Surveying I, 24 Credits.
  • Construction Management I, 24 Credits.

    Compulsory Modules NQF Level 6, 144 Credits:
  • Introduction to Commercial and Mercantile Law, 12 Credits.
  • Site Surveying, 12 Credits.
  • Construction Accounting, 12 Credits.
  • Real Estate Studies, 12 Credits.
  • Construction Technology II, 24 Credits.
  • Quantity Surveying II, 24 Credits.
  • Construction Management II, 24 Credits.
  • Structural Analysis I, 24 Credits.

    Compulsory Modules NQF Level 7, Credits:
  • Construction Law I, 12 Credits.
  • Construction Technology III, 24 Credits.
  • Price Determination, 24 Credits.

    Elective Modules (Construction Management), NQF Level 7, 72 Credits:
  • Health and Safety Management, 12 Credits.
  • Construction Management III, 24 Credits.
  • Construction Management Project, 12 Credits.
  • Structural Analysis II, 24 Credits.
    Or
    Elective Modules (Quantity Surveying), NQF Level 7, 72 Credits:
  • Facilities Management, 12 Credits.
  • Construction Economics, 24 Credits.
  • Quantity Surveying III, 24 Credits.
  • Quantity Surveying Project, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply construction management and quantity surveying principles to systematically diagnose and solve broadly-defined construction management and quantity surveying problems.
    2. Apply knowledge of mathematics, basic science and construction management and quantity surveying sciences to wide practical procedures and practices to solve broadly-define built environment problems.
    3. Apply scientific and technological knowledge in the built environment as well as procedural process to manage a project to meet desired needs within applicable standards, codes of practice and legislation.
    4. Use appropriate established techniques, resources, and modern built environment tools including information technology for the solution of broadly defined built environment problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
    5. Communicate effectively, both orally and in writing, with construction management and quantity surveying sector audiences and the effected parties.
    6. Apply knowledge and understanding of the impact of the built environment activities on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    7. Apply knowledge and understanding economic and legal principles and apply in the built environment.
    8. Apply knowledge and understanding commercial, entrepreneurial and management principles and application in the built environment.
    9. Apply knowledge and understanding of technology principles used in the built environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Relevant information and construction management and quantity surveying knowledge and skills are identified for solving the problem.
  • Possible solutions are modelled and analysed.
  • Possible solutions are evaluated and the best solution is selected.
  • The solution is formulated and presented in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of knowledge of Mathematics, Numerical Analysis, Statistics and Natural Science is applied.
  • Construction management and quantity surveying at a fundamental level and in a specialist area is applied to solve broadly-defined construction management and quantity surveying problems in the built environment.
  • Theories, principles and laws are used.
  • Formal analysis and modelling is performed using construction management and quantity surveying materials, components, systems or processes.
  • Concepts, ideas and theories are imparted.
  • Logical application of concepts in construction management and quantity surveying, materials, components, systems or processes is performed.
  • Uncertainty and risk is handled.
  • Work is performed within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The project problem is formulated to satisfy user needs and adhere to applicable standards, codes of practice and legislation.
  • The project is planned and managed to focus on important issues and recognises and deals with constraints.
  • Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
  • Project tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
  • Alternatives are evaluated for implementation and a preferred solution is selected based on techno economic analysis and judgment.
  • The selected project is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • The project logic and relevant information is applied in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The method, skill or tool is assessed for applicability and limitations against the required result.
  • The method, skill or tool is applied correctly to achieve the required result.
  • Results produced by the method, skill or tool are tested and assessed against required results.
  • Computer applications are identified, selected and used as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
  • Graphics used are appropriate and effective in enhancing the meaning of text.
  • Visual materials used to enhance oral communications.
  • Accepted methods are used for providing information to others involved in the construction management and quantity surveying activity.
  • Oral communication is delivered fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The impact of technology is explained in terms of the benefits and limitations to society.
  • The built environment activities are analysed in terms of the impact on occupational and public health and safety.
  • The built environment activities are analysed in terms of the impact on the physical environment.
  • Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the built environment activities.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Principles of production, distribution and consumption of goods and services are explained and applied in the built environment.
  • The theories explain individual businesses and household's behaviour in the face of scarcity and government interactions are applied in the built environment.
  • The interactions between national income, inflation and employment and the impact on the built environment industry are explained.
  • Legal principles that relate to the built environment and application thereof are explained.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The transactions of buying and selling goods and services in the built environment are explained.
  • The theories of enterprise formation and development in the built environment are explained.
  • The knowledge of financial management, cash flow, profit and risk are applied in the built environment.
  • The management function of organising, controlling and directing of organisational resources and the application thereof in the built environment are explained.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Materials, tools and techniques used in the construction industry are explained.
  • Technological knowledge is applied to solve problems in the built environment.
  • Standards and specifications related to specific technology application is discussed and applied where appropriate.
  • Terminologies used in the built environment are explained.

    Integrated Assessment:
    There are two modes of assessment used in the design of this qualification namely continuous or examination.

    There is no specific final or year-end examination in modules assessed in a continuous assessment mode. The assessment opportunities completed during the learning process accumulates into a final module mark. The weights or contributions of the assessment opportunities may vary according to needs. There should be not less than four assessment opportunities per semester module and six for a year module. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module. The final mark for modules that are assessed continuously will be compiled from the accumulation of marks obtained for tests, assignments, papers, projects and other opportunity instruments.

    Modules which are assessed in an examination termination mode is developed as such: Year modules require a minimum of six assessment opportunities during the course of the year, while a minimum of three assessment opportunities are required for semester modules. Scores obtained in these assessments will be collectively calculated to determine the predicate mark. A minimum of forty percent is required from accumulated summative assessments as the predicate mark for examination entry. Learners obtaining less than forty percent predicate will be excluded from examination entry and will fail the particular module. The predicate mark and examination mark will then each equally contribute to the year mark.

    Formative assessment will be used to inform learners about their progress on a continuous basis throughout the course of study. Self and peer assessments are used for formative assessment purposes. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of learner and lecturer reflection, growth and development. Formative assessment will be used to support the learner developmentally and to provide feedback to all involved in the learning process about how teaching and learning can be improved. Formative assessment will be conducted by means of theoretical and practical assessment with group and individual assignments and projects. Throughout the qualification, formative assessment strategies will be used to ensure that exit level outcomes are achieved.

    Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a learner's level of competence upon completion of a module. Results will be expressed in marks in terms specific modules and its related exit level outcomes. This type of assessment will be used for promotional purposes and will take the form of theoretical examinations, practical examinations and projects to integrate learning. This qualification is designed to enable learners to apply their skills in the world of work therefore applied competence is assessed accordingly. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with two international institutions. The comparability exercise included BSc Quantity Surveying/Construction Management at the University of Reading in the United Kingdom and the Bachelor of Construction Management and Property Studies at the University of New South Wales in Australia.

    BSc Quantity Surveying/Construction Management offered at the University of Reading in the United Kingdom (UK).
    BSc Quantity Surveying/Construction Management offered by Reading is similar to this qualification. This three-year Honours qualification, which is accredited by the Royal Institute of Chartered Surveyors (RICS) and the Chartered Institute of Building (CIOB) in the UK. These professional bodies are the equivalent of our Professional Bodies namely, South African Council for Quantity Surveying Professions (SACQSP) and South African Council for the Construction and Project Management Professions (SACPCMP).

    Year 1 to year 3 of the Reading 3 year Honours qualification covers similar competencies and outcomes as reflected in this qualification.

    Bachelor of Construction Management and Property Studies offered at the University of New South Wales in Australia (UNSW).
    Most Australian universities offer a four-year fulltime professional built environment qualification. UNSW offers a combined or generic four-year qualification encompassing both disciplines and specialisations. When learners graduate, they choose the respective specialisation in practice, either Quantity Surveying or Construction Management. In this qualification, the qualification is a three-year first-Degree, NQF Level 7 and learners may continue their studies for an additional one year Honours, NQF Level 8. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Science in Quantity Surveying, Level 7.

    Vertical Articulation:
  • Bachelor of Science Honours in Quantity Surveying, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Tshwane University of Technology (TUT) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.