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

Bachelor of Human Settlements Development 
SAQA QUAL ID QUALIFICATION TITLE
58246  Bachelor of Human Settlements Development 
ORIGINATOR
SGB Housing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 12 - Physical Planning and Construction  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  379  Level 6  Level TBA: Pre-2009 was L6  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2024-06-30  

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:

This qualification is intended for persons who are currently employed within housing departments at national, provincial or local levels including persons who are interested in housing studies. It is also intended for those school leavers and individuals who wish to start a career and/or profession in housing. It provides learners with opportunities for professional development and career advancement in the field of housing.

The qualification also responds to the capacity building needs of housing departments in all spheres of government. It will enable learners to become active and informed citizens, capable of participating effectively in policy processes, enabling them to contribute to decision-making processes in housing organisations and institutions. It will assist service pro-viders in the development of curricula and learning programmes that will respond to the skills development gaps of employees working within the housing sector.

Recognition of the competencies which are embedded in the set of unit standards that form part of this qualification will allow for opportunities for qualifying learners to enter into a number of employment opportunities in the government service, private sector, Non Governmental Organisations, housing institutions and consultancy field with the expertise that will enhance housing delivery and improve the quality of life of communities. It provides articulation possibilities to qualifying learners who wish to enter other built environment disciplines closely related to housing. Qualifying learners will be able to show responsibility and act independently and effectively manage the development of housing policy, implementation of housing programmes, monitor and evaluate housing projects. Qualifying learners will be able to apply the threshold generic and typical subject knowledge and skills as well as attitudes in performing their roles and functions with specific reference to:
  • Demonstrating knowledge of development issues and effectively engage in the sociology of development debates.
  • Conducting research projects in housing and use research findings for social and economic transformation and upliftment within the housing sector
  • Designing and developing a housing policy for social and economic transformation.
  • Interpreting and applying the legal and regulatory frameworks on housing in social, economic, environmental and physical contexts for sustainable human settlements.
  • Critically evaluating and explaining housing finance and other forms of housing assistance for housing development.
  • Applying a range of organisational and management techniques and principles for housing development projects in the housing context.
  • Analysing and implementing the various housing delivery mechanisms to create sustainable human settlements.
  • Demonstrating knowledge and understanding of the role, responsibilities and functions of social housing institution (SHI) boards and board members.
  • Implementing local economic development policy and programmes to facilitate integrated housing development.

    Rationale:

    Housing education is a priority area within the South African transformation context as it is regarded as a people-centred social discipline which focuses on people and their homes. Historically, housing related education and training has been offered in the built environment disciplines which traditionally focus on construction, architecture and planning, for example, where major aspects of housing have not been satisfactorily dealt with in their widest contexts in terms of addressing the unique combination of competencies required for housing professionals. Housing studies therefore is increasingly being regarded as a profession hence this qualification will set the basis of the professionalisation of the housing sector.

    The government sector, private institutions, Non Governmental Organisations and stateowned enterprises, to name, but a few, are the major employers of housing officials and managers. This qualification is aimed at developing effective housing managers and/or practitioners who will possess the relevant knowledge, skills and attitudes necessary to speed up housing delivery in South Africa and create sustainable human settlements. Currently there is a need for this qualification to provide recognition of prior learning as people with workplace experience in the areas addressed by this qualification will get an opportunity to be assessed against this qualification to ensure that they meet the requirements for competence. In addition, training that is currently taking place in this field is not provided against a nationally registered qualification and associated unit standards, which this qualification will be addressing thus providing a formal learning.

    Housing in its broadest sense is regarded as one of the major contributors to the national economy as it forms a vital part of reconstruction and development in South Africa. This qualification will offer learners with skills and knowledge appropriate to a range of employment opportunities associated with housing. The qualification represents the work based needs of employers and employees within the housing fraternity. Qualifying learners are employed for designing, developing and implementing housing policy, strategies and programmes as well as dealing with common housing problems in different social contexts.

    The achievement of the competencies identified within the qualification is essential for social and economic transformation in that it will improve the performance of the housing sector in general while also serving economic, social, infrastructural, environmental, spatial and physical development goals. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF level 4 or equivalent.

    Recognition of Prior Learning (RPL)

    Learners able to demonstrate competency through the formative and summative assessment processes attached to this qualification will receive recognition of prior learning. It is assumed that candidates may have been performing duties that reflect competencies contained in this qualification at the workplace for many years without having received any formal qualification, as well as those who have undergone short courses or learning programmes in the field of housing that reflect learning outcomes and skills being developed could be recognised upon presenting evidence in a variety of ways as part of the requirements of integrated assessment. Such persons will through this qualification receive recognition of prior learning to enable them to acquire this qualification wholly or in part.

    Access to the qualification

    This qualification is open to learners who have completed matric or equivalent and those learners who have completed level 5 qualifications relevant to the field of housing. Learners who demonstrate competence at level 5 through recognition of prior learning can also access this qualification. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The exit level outcomes for the qualification describe the foundational, practical and reflexive competencies that, together, constitute the applied competencies required of housing managers at this level. The exit level outcomes with associated assessment criteria have been clustered into fundamental, core and electives to allow articulation possibilities with qualifica-tions in other related fields.
  • The Fundamental Component (51 credits) and the Core Component (273 credits) are compulsory.
  • Learners are also required to achieve at least 55 credits from any of the unit standards listed in the Elective Component. 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this qualification, the learner will be able to:

    1. Apply theories and concepts to identify key housing needs, problems and solutions.

    2. Apply the basic principles and procedures in research and data analysis.

    3. Apply models of policy and strategy formulation and implementation in housing.

    4. Interpret and apply legal and regulatory frameworks on housing development and provision in social, economic, environmental and physical contexts for sustainable human settlements.

    5. Critically evaluate and explain housing finance and other forms of housing assistance.

    6. Appraise comparative housing delivery systems.

    7. Evaluate the role, responsibilities and functions of social housing institutions in rental and cooperative housing.

    8. Implement local economic development policy and programmes to facilitate integrated housing development.

    9. Explain critical contemporary issues in public administration.

    Critical Cross-Field Outcomes

    This qualification addresses the following critical cross-field outcomes:

    Problem-solving.
  • Using strategic and critical approaches to decision-making and problem-solving in order to deliver housing and provide value in the housing sector.

    Working effectively with others as a member of a team, group, organisation or community.
  • Working effectively with others as a member of a team, group, organisation, community: learners work in and with communities to mobilize them and to facilitate community participation in public and development processes.

    Organising and managing oneself and one's activities responsibly and effectively.
  • Organizing and managing oneself and one's activities responsibly and effectively: learners identify and explain tools and methods for gathering purposes; use appropriate tools and methods to gather information in a housing context; organize and present information relating to a community context.

    Collecting, analysing and organising information.
  • Collecting, analysing, organizing and critically evaluate information: learners acquire all the competencies, skills, knowledge and values needed for housing development and management processes; and engage in complex procedures, data analysis or interpretation.

    Communicating effectively.
  • Communicating effectively, using visual, mathematical and/or language skills in the modes of oral and/or written communication: learners are competent in communication and have mathematical literacy at the level of the qualification; learners facilitate community participation; reporting is done in a suitably simplified or summarized format.

    Using science.
  • Using science and technology effectively and critically, showing responsibility towards the environment and the well-being of others: learners identify, explain and use tools and methods for information-gathering purposes.

    Understanding the world as a set of related systems.
  • Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation: learners engage with complex interrelated aspects of society and environmental interactions, namely, information-gathering, legal principles, duties and responsibilities, community interactions, development processes.

    Understanding the learner and society.
  • Participating as responsible citizens in the life of local, national and global communities as the knowledge and skills acquired will contribute towards effective and efficient housing delivery and create sustainable human settlements in South Africa and empower the general public in housing issues. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 The different concepts and theories of poverty and underdevelopment are analysed from an economic, political and cultural dimensions of social change.
    1.2 The origins and development of housing are discussed in accordance with the models of development.
    1.3 Development theories are applied to housing provision and allocation in terms of the patterns of development.
    1.4 The role of the housing market is discussed in the context of affordability and equity.
    1.5 The consequences of housing inadequacies and/or shortages are analysed and discussed within a South African context.
    1.6 The reasons for state intervention in the housing market is critically analysed in relation to the changing nature of production and consumption of housing.
    1.7 The concept of sustainable development is explained in the context of creating human settlements using the three pillars of sustainable development.
    > Range: The pillars of sustainable development include but not limited to: economic growth, socio-cultural responsiveness and institutional capacity.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Different research designs are critically evaluated to determine.
    2.2 The advantages and disadvantages of different research designs are explained in order to determine the choice of research design and procedures in conducting research.
    2.3 Different housing research methods and methodologies are analysed in terms of their strengths and weaknesses.
    2.4 Data are measured according to the types of measurement.
    > Range: Types of measurement include, but not limited to, nominal, ordinal, interval and ratio measurements.
    2.5 Information collected is analysed, synthesised and interpreted to establish the significance of data.
    2.6 Housing research findings are interpreted in order to use them to resolve housing problems.
    2.7 The findings and conclusions drawn from the research are presented in written submission.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 The specific stages in housing policy formulation and implementation are explained for effective policy design and development.
    3.2 A framework for the formulation of a housing policy is developed using relevant sources.
    3.3 Housing policy development principles are applied to ensure effective service delivery.
    3.4 The current housing policy is analysed to determine its impact on a diverse population in the context of social and economic transformation.
    3.5 The importance of incorporating national and international guidelines for integrated housing development is explained in order to create sustainable human settlements.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Human rights are analysed with specific reference to the right to adequate housing for all people and other related rights to determine its meaning and application in housing delivery.
    4.2 Legislation and regulatory frameworks impacting on housing development are analysed and interpreted in the context of housing delivery.
    > Range: Legislation and regulatory frameworks include but not limited to housing, land, town planning, property development, human rights, engineering, geotechnical conditions, environmental and other built environment related legislation.
    4.3 The various functions, roles and responsibilities of the various role-players in housing provision are analysed from a legal and policy contexts.
    4.4 The guidelines and principles for housing development are examined and applied to ensure integrated housing development.
    4.5 Legal principles are interpreted and applied in relation to the provision and consumption of housing.

    Associated Assessment Criteria for Exit Level Outcome 5:

    5.1 Basic concepts and principles of economics are explained from the theoretical framework of choice and the laws of demand and supply.
    5.2 The reasons and importance of government intervention and financial arrangements for housing provision to the poor is explained within context.
    5.3 The problems of housing finance and credit are analysed to determine better ways to mobilise finance for housing in South Africa.
    5.4 Financial products provided by the various financial institutions for housing, are critically evaluated to determine appropriateness to housing consumers needs.
    > Range: Financial institutions include but not limited to banks, micro-lenders, state-owned finance related institutions (e.g National Housing Finance Corporation, Rural Housing Loan Fund, National Urban Reconstruction and Housing Agency).
    5.5 The processes and procedures to access housing finance are evaluated for effectiveness and efficiency.
    5.6 Housing consumers are referred to relevant financial institutions to access housing finance according to individual housing preferences and choices.

    Associated Assessment Criteria for Exit Level Outcome 6:

    6.1 The complexities of housing needs across variables such as cultural norms, values, household characteristics, health and safety laws, and special needs are described and discussed in the context of housing delivery mechanisms.
    6.2 Different housing delivery mechanisms are analysed within context.
    6.3 Housing delivery mechanisms are analysed and compared in terms of their relevance in meeting community housing needs, choices and preferences.

    Associated Assessment Criteria for Exit Level Outcome 7:

    7.1 Knowledge of the policies governing social housing is demonstrated within context.
    7.2 Knowledge of the principles guiding social housing institutions operations is demonstrated with examples.
    7.3 The concept of corporate governance is discussed in social housing context.
    > Range: Social housing includes but is not limited to rental housing; co-operative housing etc.

    Associated Assessment Criteria for Exit Level Outcome 8:

    8.1 Local economic development policies are identified and analysed to determine relevance of application in housing development projects.
    8.2 Housing projects are evaluated to determine their impact on potential job creation and employment opportunities.

    Associated Assessment Criteria for Exit Level Outcome 9:

    9.1 Contemporary theories and concepts are applied to analyse public administration.
    9.2 The relationship between public administration and politics is examined in order to determine role clarity in terms of service delivery.
    9.3 The structure and operation of government organisations are analysed to determine the trends of privatisation and corporatisation in terms of their efficiency and effectiveness.

    Integrated Assessment:

    Both formative and summative forms of assessment may be used to determine competencies acquired through learning. This may include a combination of formal and informal learning, self-learning, training programmes, short-courses and work-based experience. Assessors must assess and give credit for the evidence of learning that has already been acquired through the above learning process including knowledge acquired through learner-ships. Providers should conduct both formative and summative assessment throughout the learning process.

    Assessment must take place in an integrated manner in that both theoretical and practical components should be assessed together. The assessment practices must be open, trans-parent, fair, valid and reliable and must ensure that the learner is not disadvantaged in any way whatsoever.

    Where it is not possible to assess the learner in the workplace or on-the-job, role-plays, simulations, case studies, assignments, projects, and other similar assessment techniques should be used to provide a context appropriate to the assessment.

    The applied competence (practical, foundational and reflexive competencies) of this qualifi-cation will be achieved if the learner is able to demonstrate adequate competency against the exit level outcomes of this qualification. 

    INTERNATIONAL COMPARABILITY 
    International qualifications and programmes in the field of housing were examined to ensure that the qualification is comparable with qualification models, unit standards generated, and competencies required for learners at this level in the field of housing to assess similarities or contrasts in the qualifications. The learning programmes and short courses offered in countries where the search was conducted were compared in terms of the scope, content, duration, and qualification levels to benchmark best practices. The comparison focused on learning programmes offered by accredited training institutions and organisations which include, amongst others, universities, non-governmental organisations, providers, in both developing and developed nations.

    Searches indicate that no developing country, other than South Africa, has offered housing specific qualifications. Countries that face similar social, economic, technological challenges like South Africa within the SADC region in particular such as Botswana, Malawi, Swaziland, Zimbabwe, Namibia, Rwanda, Ghana, Kenya, and Tanzania to name but a few, have been examined in terms of the qualifications or learning programmes offered, unfortunately none of these have been found to have qualifications and/or standards in place. This qualification will therefore provide a model that could be benchmarked by other countries especially within the SADC region.

    The search indicated that most countries especially the Netherlands, Norway, Hong Kong, and Australia offer only conventional built environment qualifications such as architecture, construction management, property management, civil engineering and town and regional planning courses. Housing specific courses are mainly aimed at social housing or rental housing as most of their housing provision is predominantly rental accommodation, compared to community and individual based type of housing found in South Africa.

    Other countries compared in developed economies include amongst others, New Zealand, United States of America, United Kingdom, Ireland, Scotland, Sri Lanka, India, and Nether-lands. However, the countries examined have been found to have qualifications and/or learning programmes offered by some institutions and/or service providers that are registered with the Centre for Housing Institute (CIH) in the United Kingdom, an institute that has relations with the South African government through the National Department of Housing. The qualifications identified compare well with this qualification in terms of content, scope and duration although they are not specifically addressing housing at the level and context that South Africa does, given the dynamics in terms of social, economic and cultural diversity orientation. However, some of the countries are using a curriculum model as opposed to outcomes-based model in which this qualification is structured.

    The results indicated that the countries that are affiliated to the Centre for Housing Institute (CIH) offer programmes that contain some elements of the qualification generated and showed prevalence of the themes in terms of content of the unit standards of courses offered mainly in the United Kingdom and New Zealand which are recognised as leaders in the generation of qualifications and unit standards. The qualification and unit standards are based on the international courses for housing.

    United Kingdom

    A web-site search was conducted in the United Kingdom web-site for the Qualification and Curriculum Authority (QCA) which is responsible for standards in education and training.

    The site covers the school curriculum, accreditation and monitoring of qualifications in schools, colleges and workplace based learning. A number of institutions of higher learning that provide qualifications at degree levels were searched and a list of qualifications relating to housing were found. However, most of the qualifications are either at entry level.

    (Certificate and Professional Diploma in Housing Studies) or Bachelor of Science (Hons) in Housing Management, Policy and Practice. These are awarded by a number of universities such as:
  • University of Wales Institute, Cardiff.
  • University of Ulster.
  • University of the West England, Bristol.
  • University of Northumbria, Newcastle.
  • University of Greenwich.
  • University of Central England, Birmingham.
  • Southampton Institute.
  • Sheffield Hallem University.

    The qualification that compared favourably with this degree is the one offered by the University of Central England, Birmingham, United Kingdom. The qualification: Professional Housing Studies Foundation Degree addresses most of the scope and content. However, the duration of the qualification is two years.

    Course Content:

    Modules in Year 1 include:
  • Government and Social policy- Housing Practice.
  • Housing Policy.
  • Housing Construction and Property Management.
  • Personal Development Planning.
  • Management Skills.
  • Contemporary Housing Issues.
  • Social and Economic Perspectives.
  • Diversity and Housing.

    Modules in Year 2 include:
  • Supporting People.
  • Strategic and Organisational Management.
  • Law and Good Practice.
  • Regeneration and Partnerships.
  • Personal Development Planning.
  • Managing Housing.
  • Housing Finance.
  • Development Process.
  • Project Management.
  • De Montfort University, Leicester, East Midlands: Foundation Degree in Housing, Communities and Regeneration.

    The above university offers the Foundation Degree in Housing, Communities and Regeneration which links housing, urban and rural regeneration and community involvement. This course is aimed at housing practitioners and others who are seeking to develop a career in the housing and regeneration sectors. The programme focuses on policy and practice, mainly in the social housing field. Emphasis is also given to the development of academic skills and professional competencies to enable students to make a full and effective contribu-tion across a range of roles. In the first year, the focus is on skills and knowledge in housing construction and development, regeneration, housing policy-making and community in-volvement. In the second year, housing management finance and area regeneration are considered in more detail, plus skills in ICT, report writing and numeracy are developed. The final year focuses on the development of specific skills and expertise such as housing and the customer and housing law. Considering the content of the programme, it is reflective of modules such as housing laws, housing policy-making and community involvement, these compare well with this qualification although the context may not be the same given the dynamics and South African environment.

    In general, most of the B.A Degree courses are offered at an Honours level and at a Diploma level but found to be closer to this qualification although it is offered on a part-time basis.

    New Zealand

    Research was also conducted in New Zealand to identify housing programmes or degrees offered at this level and there was no housing degree found that could compare with this qualification. However, some of the programmes found are pegged at lower levels than the level of the qualification. 
    		•

    ARTICULATION OPTIONS 
    The qualification allows for vertical articulation and horizontal articulation possibilities with other qualifications within the built environment which include, amongst others:

    Horizontal Articulation
  • Bachelors Degree in Town and Regional Planning.
  • Bachelor Degree: Architecture Level 6.
  • Bachelor Degree: Human Resources Level 6.
  • Bachelor in Science in Construction Management Level 6.
  • Bachelor Degree in Sociology Level 6.
  • Bachelor Degree in Land Surveying Level 6.
  • National Certificate at NQF Level 6 in Social Housing.
  • National Certificate at NQF Level 6 in Local Economic Development.
  • National Diploma in Building and Construction Management.

    Vertical Articulation
  • Masters Degree: Town and Regional Planning.
  • Master: Construction Management. 
    		•

    MODERATION OPTIONS 
  • Moderation includes both internal and external moderation of assessments at exit points of the qualification, (unless the relevant ETQA's policies specifies otherwise) and also involves the achievement of competence described in unit standards.
  • Anyone moderating the assessment of a learner against this qualification must be registered as a moderator, with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies).
  • Moderation should encompass achievement described in both individual unit standards, exit level outcomes as well as integrated competence described in the qualification.
  • 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.
  • Moderators must be registered as moderators with the appropriate ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria should be applied by the relevant ETQA:
  • For an applicant to register as an assessor, the applicant needs interpersonal skills, subject matter expertise and a minimum of two years experience in a housing environment. The subject matter expertise of the assessor can be established by the recognition of prior learning.
  • Registration as an assessor with the relevant ETQA and other relevant ETQA which has signed a Memorandum of Understanding with relevant ETQA.
  • Any other criteria required by the ETQA.
  • Must have appropriate experience and understanding of assessment theory, processes and practices. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  117853  Conduct negotiations to deal with conflict situations  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  120504  Determine the impact and policy implications of the concepts of 'integrated sustainable development' and 'sustainable human settlements' for a municipal area  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  7886  Develop and implement a business plan  Level 5  NQF Level 05  8 
    Core  243736  Evaluate and discuss the impact of HIV/AIDS on housing  Level 5  Level TBA: Pre-2009 was L5  2 
    Core  116919  Use the principles of employment equity to relate corporate social responsibility to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  243743  Demonstrate an understanding of and explain housing finance mechanisms and products  Level 6  Level TBA: Pre-2009 was L6  8 
    Core  243746  Demonstrate an understanding of disaster management policy framework and related programmes in response to emergency housing situations  Level 6  Level TBA: Pre-2009 was L6  6 
    Core  243734  Demonstrate an understanding of housing development and management processes and procedures  Level 6  Level TBA: Pre-2009 was L6  12 
    Core  243730  Demonstrate an understanding of land acquisition processes for housing development  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  243740  Demonstrate an understanding of the township establishment process  Level 6  Level TBA: Pre-2009 was L6  15 
    Core  117724  Demonstrate knowledge and understanding of the role, responsibilities and functions of social housing institution (SHI) boards and board members  Level 6  Level TBA: Pre-2009 was L6  8 
    Core  243742  Design and develop housing provision programmes  Level 6  Level TBA: Pre-2009 was L6  12 
    Core  243731  Design and develop the housing policy for effective housing provision  Level 6  Level TBA: Pre-2009 was L6  15 
    Core  115590  Design public participation processes  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115446  Develop a business vision and strategy  Level 6  Level TBA: Pre-2009 was L6  20 
    Core  115329  Develop competent officials  Level 6  Level TBA: Pre-2009 was L6  3 
    Core  243741  Evaluate and explain the development theories and origins of housing development in national and international contexts  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  243733  Examine and appraise the housing institutions responsible for housing provision  Level 6  Level TBA: Pre-2009 was L6  4 
    Core  243738  Examine and interpret the legal and policy contexts of intergovernmental relations  Level 6  Level TBA: Pre-2009 was L6  8 
    Core  117721  Explain and evaluate social housing concepts, principles and processes  Level 6  Level TBA: Pre-2009 was L6  12 
    Core  243745  Implement the various housing delivery mechanisms in response to housing needs  Level 6  Level TBA: Pre-2009 was L6  12 
    Core  243732  Interpret and apply housing laws and related legislative frameworks affecting housing development  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  243735  Manage capacity building functions to improve organisational performance  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  243739  Monitor and evaluate housing projects  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  242910  Demonstrate an understanding of public administration functions and policy within the broader market economy  Level 7  Level TBA: Pre-2009 was L7  12 
    Core  114913  Develop and promote labour intensive construction strategies  Level 7  Level TBA: Pre-2009 was L7  20 
    Core  116424  Integrate construction management principles  Level 7  Level TBA: Pre-2009 was L7  10 
    Fundamental  230078  Apply the principles of ethics to a business environment  Level 6  Level TBA: Pre-2009 was L6  10 
    Fundamental  116365  Evaluate the financial practices of a business  Level 6  Level TBA: Pre-2009 was L6  9 
    Fundamental  123430  Evaluate the impact of human rights provision and democratic governance on South African society  Level 6  Level TBA: Pre-2009 was L6  12 
    Fundamental  116350  Undertake a research project in the built environment  Level 7  Level TBA: Pre-2009 was L7  20 
    Elective  242585  Analyse the dynamics of different interactive styles in client relationships  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  115365  Apply the principles of designing computer system inputs and outputs  Level 5  Level TBA: Pre-2009 was L5  7 
    Elective  114049  Demonstrate an understanding of Computer Database Management Systems  Level 5  Level TBA: Pre-2009 was L5  7 
    Elective  115376  Demonstrate an understanding of the principles of implementing and managing a web server  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115372  Demonstrate an understanding of tools and products available for web-site development  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  115369  Design and build a web-site using simple HTML  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  10044  Implement a generic communication strategy  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  117750  Manage company documentation and records in a social housing institution  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  10053  Manage customer requirements and needs and implement action plans  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  10052  Monitor handling of customers by frontline customer service  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  116368  Apply basic business marketing practices  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  116367  Apply basic human resources practices  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  12885  Apply concepts and principles relevant to the practical aspects of corporate governance and accountability  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  110516  Compile and implement a resource plan to support the local economic development policy and strategic plan for a local economic development programme  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  15080  Conceptualise and maintain the marketing, selling and leasing of residential properties  Level 6  Level TBA: Pre-2009 was L6  17 
    Elective  110477  Design and apply appropriate value management systems and techniques for an local economic development unit  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  110492  Develop and implement a local economic development policy for the local economic development unit  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  110496  Develop and implement a strategic plan for a local economic development programme with specific reference to identified economic variables and priorities  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  7887  Develop and Manage Marketing Plans and Strategies  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  117757  Establish a social housing institution  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  115449  Manage construction projects  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  10604  Manage skills, training and development within a team in a manufacturing unit  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  117739  Manage the development of social housing stock  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  117736  Plan, design and manage a maintenance programme for social housing  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  117743  Structure a property finance solution to meet social housing development needs  Level 6  Level TBA: Pre-2009 was L6  16 
    Elective  115442  Understand and apply building construction technology  Level 6  Level TBA: Pre-2009 was L6  20 


    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.
     
    NONE 


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