SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Construction: Roadworks 
SAQA QUAL ID QUALIFICATION TITLE
22977  National Certificate: Construction: Roadworks 
ORIGINATOR
SGB Civil Engineering Construction 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CETA - Construction Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 12 - Physical Planning and Construction  Civil Engineering Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 1  NQF Level 01  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 0345/02  2002-12-04  2005-12-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-12-04   2009-12-04  

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 
This qualification is aimed at learners who work or intend to work within a construction context on a site, and who seek recognition for essential skills in basic construction operations.

Recipients of this qualification will have the knowledge and skills to conduct the essential operations associated with efficient and safe work in at least one of the streams of roadworks, structures or drainage and services.
The qualification is designed to be flexible and accessible so that learners are able to demonstrate the competencies required to work safely in construction generally and more specifically in one of the streams.

People credited with this qualification are able to:
  • Communicate in a variety of ways
  • Use mathematics in real life situations
  • Conduct minor construction activities safely
  • Develop an awareness of construction work
  • Work effectively as part of a team
  • Conduct minor stream specific construction activities
  • Perform supplementary stream specific construction activities

    Rationale

    The introduction of a National Certificate in Construction based on unit standards will allow learners to develop skills required in the workplace in a particular stream of construction, i.e. roadworks, structures or drainage. The generic competence contained in the Fundamental and Core learning, enhances portability - enabling learners to transfer this competence to other streams of specialisation within the Construction Industry.

    The majority of the candidates for this qualification are likely to be working in the construction sector. The qualification will give them the opportunity to balance their practical skills with the essential knowledge needed to earn a formal qualification in basic construction without formal education becoming an impassable barrier.

    There is a critical need in the industry to identify people who are able to conduct the essential operations associated with efficient and safe construction work in at least one of roadworks, structures or drainage and services streams. This will lead to competence in the field of work and thereby add value to the industry and improve the economy of the country. It will also lead to a balanced society in that learners will understand how the work they do fits into the greater construction industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This is an entry-level qualification and it is assumed that candidates embarking on learning towards this qualification are employed in the construction industry. These learners may have had little or no formal schooling and may not be literate.

    Recognition of prior learning:

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the criteria laid out in item 13 above.

    Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence should be judged according to the general principles of assessment described in the note to assessors in item 20 below. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Exit level outcomes and rules of combination:

    Fundamental exit level outcomes:
  • Communicate in a variety of ways
  • Use mathematics in real life situations
    Core exit level outcomes:
  • Develop an awareness of construction work
  • Work effectively as part of a team
  • Conduct minor construction activities safely
    Stream core exit level outcomes:
  • Conduct minor stream specific construction activities
    Elective exit level outcomes:
    There are no elective exit level outcomes

    Critical cross-field outcomes

    This qualification addresses the following critical cross-field outcomes. The way in which the critical cross-field outcomes are addressed is presented in detail in the unit standards outlined in the matrix.
  • Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Working effectively with others as a member of a team, group, organisation, or community.
  • Organizing and managing oneself and one`s activities responsibly and effectively.
  • Collecting, analysing, organizing and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment:

    Integrated assessment provides a requirement for learners to display an ability to integrate practical performance, actions, concepts and theory across unit standards to achieve competence in relation to the purpose of this qualification. For award of the qualification, a candidate must achieve each unit standard as per item 13 above.

    In addition, candidates must demonstrate the ability to engage in the outcomes selected in an integrative way, i.e. they must demonstrate the ability to perform all the outcomes required in an Exit Level Outcome as a whole. This means that assessment should be designed in such a way as to gather evidence of the candidate`s competence for more than one unit standard at a time through assessment activities that relate to these outcomes.

    Evidence is further required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Evidence of this may be gathered through various assessment activities. 

    INTERNATIONAL COMPARABILITY 
    International comparability:

    This qualification and the component unit standards have been compared with similar qualifications from the following countries:
  • New Zealand
  • Australia
  • Scotland

    The closest match to this qualification is found in New Zealand: a National certificate in construction works - level 1, consisting of a total of 49 credits, made up as follows:
  • 6 Level 1 unit standards, totalling 14 credits
  • 10 level 2 unit standards, totalling 40 credits
  • 1 level 3 unit standard with 5 credits

    In New Zealand qualifications were developed specifically for Civil Engineering, Civil Plant Operation & Management, Civil Works & Services, Engineering, Highway Construction & Maintenance, Pavement Surfacing. All these qualifications contain unit standards relevant to the South African Construction Industry.

    The formatting of these qualifications differs from the South African Qualifications Criteria for qualification compilation. Small qualifications with a total of 50 credits are allowed. Fundamental unit standards are not specified, as is the case in South Africa.

    The closest New Zealand qualifications can be compared to the contextual model, is that they refer to "strand" - which is similar in concept to our "stream concept" In one qualifications they specified the following "strand" options: Demolition strand, drainage strand and Earthworks strand. In this particular qualification, the core component was 182 credits - ranging from level 1 to 5 with the bulk at level 4. Depending on the "strand" selected - the total qualification credits came to a maximum of 223 credits for this level 4 qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification has been developed as an introduction to the Construction Industry and is intended to facilitate progression to other qualifications in construction, construction related sub-fields and construction supervision. This qualification leads directly to a National Certificate in Construction (level 2). 

    MODERATION OPTIONS 
    Accreditation and moderation:

    Providers offering learning towards achievement of any of the unit standards that make up this qualification must be accredited through the relevant ETQA by SAQA.

    Internal moderation of assessment must take place at the point of assessment with external moderation provided by the relevant ETQA according to the moderation
    guidelines and the agreed ETQA procedures.

    Assessors registered with the relevant ETQA must carry out the assessment of candidates for any of the unit standards that make up this qualification.

    Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA.

    Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Notes for assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. The aim is to declare the person competent in terms of the qualification purpose. Where assessment across titles or at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • All assessments should be conducted in line with the following well documented principles of assessment as defined below:

    Principles of assessment:
  • Appropriate:
    The method of assessment is suited to the performance being assessed.
  • Fair:
    The method of assessment does not present any barriers to achievements, which are not related to the evidence. In particular, the method of assessment is sensitive to language diversity.
  • Manageable:
    The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integrated into work or learning:
    Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid:
    The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct:
    The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authentic:
    The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient:
    The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently.
  • Systematic:
    Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open:
    Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
  • Consistent:
    The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. 
    		•

    NOTES 
    Range statements:

    The unit standards provide the details of the ranges within which candidates are required to perform. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  14443  Demonstrate a critical understanding of the role and impact of technology in society  Level 1  NQF Level 01  3 
    Core  13995  Demonstrate an understanding of contracts and their sources  Level 1  NQF Level 01  2 
    Core  7503  Demonstrate effective self-management skills  Level 1  NQF Level 01  2 
    Core  7495  Demonstrate that a person is a physical, mental, spiritual and social being  Level 1  NQF Level 01  2 
    Core  13971  Describe and interpret the composition, roleplayers, processes and role of the construction industry  Level 1  NQF Level 01  3 
    Core  7502  Discuss and explain social diversity, human rights and alternative perspectives  Level 1  NQF Level 01  2 
    Core  13973  Identify and use protective clothing and equipment in general construction  Level 1  NQF Level 01  4 
    Core  14014  Read and interpret construction drawings and specifications  Level 1  NQF Level 01  3 
    Core  14092  Understand and apply technological knowledge and skills in systems and control  Level 1  NQF Level 01  3 
    Core  12877  Use and maintain Hand tools on a Construction Site  Level 1  NQF Level 01  4 
    Core  12878  Use and maintain Power Hand Tools on a construction Site  Level 1  NQF Level 01  5 
    Core  9965  Render basic first aid  Level 2  NQF Level 02  3 
    Core  12875  Use and maintain small plant and equipment on a construction site  Level 2  NQF Level 02  10 
    Fundamental  13505  Apply concepts of lines of sight, views and perspectives to make sense of and decisions relative to the world around us  Below Level 1  Level TBA:Pre-2009 BelowL1  1 
    Fundamental  14080  Describe routes and locations and draw simple maps  Below Level 1  Level TBA:Pre-2009 BelowL1  1 
    Fundamental  7464  Analyse cultural products and processes as representations of shape, space and time  Level 1  NQF Level 01  2 
    Fundamental  7463  Describe and represent objects and the environment in terms of shape, space, time and motion  Level 1  NQF Level 01  2 
    Fundamental  7452  Describe, represent and interpret mathematical models in different contexts  Level 1  NQF Level 01  6 
    Fundamental  7526  Engage with aesthetic, affective, cultural and social values in texts  Level 1  NQF Level 01  3 
    Fundamental  7535  Engage with meaning, organisation and structure of texts  Level 1  NQF Level 01  3 
    Fundamental  7534  Explore and use a variety of strategies to learn  Level 1  NQF Level 01  3 
    Fundamental  7528  Identify, access, analyse, use and present information  Level 1  NQF Level 01  4 
    Fundamental  7524  Show a critical awareness of language usage  Level 1  NQF Level 01  3 
    Fundamental  7453  Use algebraic notation, conventions and terminology to solve problems  Level 1  NQF Level 01  3 
    Fundamental  7530  Use appropriate communication skills, conventions and structures for specific purposes and situations  Level 1  NQF Level 01  4 
    Fundamental  7461  Use maps to access and communicate information concerning routes, location and direction  Level 1  NQF Level 01  1 
    Elective  12916  Batch and mix concrete by volume  Level 1  NQF Level 01  5 
    Elective  10006  Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities  Level 1  NQF Level 01  2 
    Elective  9357  Develop and use keyboard skills to enter text  Level 1  NQF Level 01  4 
    Elective  10007  Identify, analyse and select business opportunities  Level 1  NQF Level 01  3 
    Elective  12904  Install Gabion Baskets on a Construction Site  Level 1  NQF Level 01  5 
    Elective  12901  Maintain vegetation and minor structures within the road reserve  Level 1  NQF Level 01  6 
    Elective  10567  Transport personnel, material and equipment using Light Delivery Vehicle  Level 1  NQF Level 01  4 
    Elective  12918  Control vegetation by use of herbicides  Level 2  NQF Level 02  2 
    Elective  114219  Demonstrate an understanding and implement environmental initiatives on a construction activity  Level 2  NQF Level 02  4 
    Elective  12900  Erect and maintain guardrails on a road construction site  Level 2  NQF Level 02  5 
    Elective  12911  Erect Anti-Dazzle screen  Level 2  NQF Level 02  1 
    Elective  13972  Identify describe and use materials in civil engineering construction  Level 2  NQF Level 02  4 
    Elective  12899  Install and maintain road furniture  Level 2  NQF Level 02  2 
    Elective  15182  Install manholes and chambers on a civil construction site  Level 2  NQF Level 02  5 
    Elective  12903  Install precast concrete pipes  Level 2  NQF Level 02  5 
    Elective  12909  Install road studs  Level 2  NQF Level 02  2 
    Elective  12913  Mix and apply slurry (By mixer)  Level 2  NQF Level 02  4 
    Elective  12912  Operate a mechanical core drill  Level 2  NQF Level 02  1 
    Elective  12905  Paint road symbols by spray gun  Level 2  NQF Level 02  1 
    Elective  12907  Protect banks  Level 2  NQF Level 02  2 
    Elective  12914  Replace batter poles/boards, profiles and layer works pegs from given survey data  Level 2  NQF Level 02  2 
    Elective  12908  Set out control point for centre line and edge line marking for road marking  Level 2  NQF Level 02  5 
    Elective  12910  Erect fencing  Level 3  NQF Level 03  2 


    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. Academy for Construction Skills (Pty) Ltd (ACS) 
    2. Construction Resource Development College 
    3. Tjeka Training Matters Pty Ltd 
    4. Zama Training & Development cc 


    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.