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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Describe the composition, roleplayers and the role of the construction industry in the South African economy 
SAQA US ID UNIT STANDARD TITLE
14672  Describe the composition, roleplayers and the role of the construction industry in the South African economy 
ORIGINATOR
SGB Building Construction 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 12 - Physical Planning and Construction Building Construction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Learners who are assessed as competent against this unit standard will be able to demonstrate a basic understanding of the construction industry, its stakeholders, relevant regulations, legislation and skills development initiatives within the industry. The learner will further be able to identify how these concepts impact on his/her role as an employee within the industry and how the different elements are to be applied in his/her specific work context to enhance performance and promote career development.

This competence lays the foundation for the development of core masonry competencies and underpins the other masonry competencies.

It contributes to the development of a professional community of Masonry practitioners who understand the challenges and opportunities of the South African construction context. The contribution to The National Skills Development Strategy is the key developmental interface between learners and new competencies to be achieved. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
FETC NQF Level 2 Literacy and Numeracy competencies. 

UNIT STANDARD RANGE 
The typical scope of this unit standard is:

Stakeholders include but are not limited to:
Emerging Building/Civil Engineering Industry, Established Building Industry, Specialist Contractor Bodies, Construction Material Manufacturers, Build Environment Professionals, Organised Labour, Government Departments.

Legislation, Regulations and Codes of Practice include but are not limited to:
National Building Regulations, Occupational Health and Safety Legislation and the relevant SABS Codes.

Industry Trends include:
Design and Technology, Codes of Practice, Health and Safety, Employment, Productivity. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Describe the role of the construction industry and its impact on the South African economy 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The importance of the construction industry in terms of the national economy is explained. 

ASSESSMENT CRITERION 2 
2. Current industry trends that impact on the context of the learner are described. 
ASSESSMENT CRITERION RANGE 
Design and technology, codes of practice, health and safety, employment, productivity.
 

ASSESSMENT CRITERION 3 
3. The different types of construction services are identified and explained. 

ASSESSMENT CRITERION 4 
4. The construction needs addressed through the services offered in the context of the learner is explained. 

SPECIFIC OUTCOME 2 
Identify and describe the roles of stakeholders in the construction industry 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Industry stakeholders are identified and their roles described. 

ASSESSMENT CRITERION 2 
2. The impact of these industry stakeholders in the context of the learner is described from the learner's perspective. 

ASSESSMENT CRITERION 3 
3. The roles and responsibilities of the learner within the relevant context are identified. 

ASSESSMENT CRITERION 4 
4. The organisational structure within the learner's context is identified. 

SPECIFIC OUTCOME 3 
Develop an understanding of the impact of legislation, regulations and codes of practice 
OUTCOME NOTES 
Develop an understanding of the impact of legislation, regulations and codes of practice across construction practices. 
OUTCOME RANGE 
National Building Regulations, Occupational Health and Safety Legislation, relevant SABS Codes. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Current legislation and codes of practice applicable to the construction industry are identified in terms of their purpose as well as how they relate to the learner's context. 

ASSESSMENT CRITERION 2 
2. The structure, location, funding and support services of official bodies are explained. 

SPECIFIC OUTCOME 4 
Identify and describe education, training and development initiatives and opportunities 
OUTCOME NOTES 
Identify and describe education, training and development initiatives and opportunities in the construction industry. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Skills development support structures, initiatives and projects within the construction industry are identified. 

ASSESSMENT CRITERION 2 
2. Relevant industry qualifications, learnerships and career opportunities are identified. 

ASSESSMENT CRITERION 3 
3. An action plan for career and self-development within the construction industry is developed by the learner. 

SPECIFIC OUTCOME 5 
Describe the impact of environmental awareness on construction practice 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The learner is able to explain the possible impact of the construction industry on the environment. 

ASSESSMENT CRITERION 2 
2. The role of the learner in sustaining environmental awareness within his/her work context is identified and discussed. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the CETA - ETQA for "The National Certificate in Construction Masonry".
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the CETA - ETQA.
  • CETA - ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Overview of the South African construction industry: past, present and future focus.
  • Local trends vs international trends. Trends include: design and technology, codes of practice, health and safety, employment, productivity.
  • The impact of the construction industry on sustainable economic growth.
  • Construction industry stakeholders, structures and roles within the industry.
  • The impact of industry stakeholders in the context of the learner.
  • Legislation, regulations and codes of practice governing the construction industry - a basic awareness of the title and purpose of the Act/Regulation/Code of Practice is required.
  • The major provisions of the Skills Development Legislation.
  • Support structures available in the construction industry.
  • Current skills development initiatives and projects being undertaken by the construction industry.
  • Qualifications, learnerships and career and learning pathways for designated trades.
  • Basic awareness of the possible impact of the construction industry on the environment.
  • The role of the learner in sustaining environmental awareness. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Identify the qualifications, learnerships and RPL processes that have a direct impact on your trade and determine which of these will assist you in achieving your future career aspirations within the construction industry. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage your activities responsibly and effectively.
  • Apply what you have learnt about health and safety to all activities carried out by you in your specific construction practice. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Identify industry stakeholders and the impact of these stakeholders on your role as an employee within the construction industry.
  • Identify the regulations, legislation and codes of practice and link the application of these to your specific construction practice. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic, and/or language skills in various modes.
  • Prepare an action plan for presentation to your employer either in verbal or written format that will assist your employer to gain a clear understanding of your career and self-development aspirations. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environments and the health of others.
  • Apply effective measures to preserve and sustain the natural environment when performing all activities within your specific construction practice. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Explore education and career opportunities.
  • Use the understanding you have gained of skills development support structures and initiatives being undertaken by the construction industry to develop an action plan that highlights your career and self-development aspirations and which indicates the goals and milestones that you have set in order to achieve these aspirations. 
    		•

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  65409   National Certificate: Building and Civil Construction  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  22670   National Certificate: Construction Carpentry  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-03-12  Was CETA until Last Date for Achievement 
    Fundamental  22671   National Certificate: Construction Masonry  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-03-12  Was CETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. Abasizi Contractor Development Services Pty Ltd 
    2. Academy for Construction Skills (Pty) Ltd (ACS) 
    3. AFRICA SKILLS VILLAGE 
    4. Akaf Bodyguards 
    5. ALLINA FRANCIS (SA) 
    6. Aveng Grinaker -LTA Civil Engineering 
    7. Better Best Agri Development 
    8. Bhekwell Group 
    9. Big Tree Group 
    10. Bright Storm Projects 
    11. CBM Training (Pty) Ltd 
    12. Certified Training Solutions (Pty) Ltd 
    13. CLEAN HEAT ENERGY SAVING SOLUTIONS (PTY) LTD 
    14. Construction Resource Development College 
    15. CSTA Training Academy 
    16. Eastcape Training Centre 
    17. EDUCATORY ELECTRO SERVICES 
    18. Ekurhuleni Artisans and Skills Training Pty Ltd 
    19. Ekurhuleni East College For TVET 
    20. Elangeni College for FET - Central Office 
    21. Esayidi TVET College 
    22. Goitsebasadi Construction Project 
    23. Goldfields FET College 
    24. Ikemeleng Training and Development Services 
    25. In Touch Community Development & Project Managers 
    26. Isivuno HR and Solutions 
    27. Leps Training Consultants 
    28. LNT Trading Enterprise 
    29. Mahumani Empowerment Servives Centre 
    30. Majuba TVET College 
    31. Masana Social Consultants cc 
    32. Microzone Training CC 
    33. Mnambithi TVET College 
    34. MOLOKO SMALL ENTERPRISE 
    35. Moraba Training and Civil Construction (Pty) Ltd 
    36. Motheo TVET College 
    37. MPUMALANGA REGIONAL TRAINING TRUST 
    38. MTL Training and Projects 
    39. Namuntlha Training and Development (Pty)Ltd 
    40. Northlink TVET College 
    41. Novi General Services 
    42. Othandweni Training Centre 
    43. Pam's Educational Consultancy CC 
    44. PIONEER BUSINESS CONSULTING (PTY) LTD 
    45. Primeserv Corporate Solutions (Pty) Ltd 
    46. Protech Training (Pty) Ltd 
    47. Raubex Construction Pty (Ltd) 
    48. Reflections Development Institute 
    49. RESISA LOGISTICS (Ltd) Pty 
    50. Sakhisizwe Development Training 
    51. Sheq and Environmental Projects 
    52. Sonani Training and Communications 
    53. Thabomeleng 
    54. Tjeka Training Matters Pty Ltd 
    55. Tovani Traiding 299 
    56. Tshwane North College for FET - Central Office 
    57. TSK Projects(PTY)LTD 
    58. Umfolozi FET College 
    59. West Coast TVET College 


    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.