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: 

National Certificate: Floor Covering Installation 
SAQA QUAL ID QUALIFICATION TITLE
49022  National Certificate: Floor Covering Installation 
ORIGINATOR
SGB Building 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  Building Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  141  Level 2  NQF Level 02  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
A need for competence in floor covering exists at this level. The construction industry requires competent individuals who have:
  • Reliable and robust knowledge and skills regarding floor covering.
  • The ability to meet industry standards and requirements using relevant techniques to their best advantage.
  • The ability to deliver efficiently and effectively with regard to floor covering.

    The composition of this qualification provides an integrated set of competencies to meet the construction industry's floor covering needs.

    The purpose of the qualification is thus that a qualified learner is able to meet specific industry requirements and adopt individual characteristic traits for operating in the field of floor covering. Learners will also gain insight into general operations within the construction industry, developing their insights into career opportunities, relevant legislation and safety and quality systems which govern the system.

    Rationale

    The area of employment for floor coverers currently consists mostly of individuals who are self taught and do not have any recognised qualification/s. This qualification addresses the need to recognise the competencies of floor coverers in order to provide opportunities for recognition and career advancement. Social and economic rationales for this qualification include encouragement of redress, facilitation of access to credit, career advancement and further learning.

    The current application of learning has had little recognition of competence. At the same time, competencies that are required for practice have not been attained. For example, a learner may have attained the floor covering skills, but cannot read or write, or does not understand business principles. The rationale for this qualification is to address the need for applied numeric and communication competence in this learner market (fundamental component), while providing a means of recognising prior learning whereby relevant competence can be credited. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners should have attained the outcomes of NQF Level 1 in the General Education and Training (GET) Band, before embarking on learning towards this qualification. Especially relevant are the NQF Level 1 outcomes regarding mathematics and literacy, as this qualification builds on these competencies.

    Recognition of prior learning:
    This qualification can be achieved, in part or entirely through recognition of prior learning.
    Recognition of prior learning will include formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out.
    Any learner wishing to be directly assessed may arrange to do so, without participating in further training or education. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Compulsory
  • All Fundamental Unit Standards (42 Credits)
  • All Core Unit Standards (87 Credits)

    Optional
    at least 12 credits, from Elective Unit Standards, in the following "packages"
    Building
  • Perform basic building works (8 Credits), and
  • Apply tiles to plastered surfaces (4 Credits)

    Entrepreneurship
  • Setup and manage a small sub-contracting business (12 Credits)

    Screeds
  • Apply screeds to a concrete floor (12 Credits)

    Block paving
  • Prepare and lay precast block paving (12 Credits)

    Under-floor heating
  • Install under-floor heating (12 credits).

    Qualification
  • Fundamental-42
  • Core-87
  • Electives-12
    Total--141 

  • EXIT LEVEL OUTCOMES 
    Fundamental and core:
    1. Communicate effectively about operations in flooring industry
    2. Apply mathematical literacy to the workplace and to personal life
    3. Prepare substrate for the installation of floor coverings
    4. Perform special installations
    5. Work in a team whilst promoting safety of people and equipment
    6. Apply basic business concepts

    Elective:
    1. Apply screeds to concrete floors
    2. Lay precast block paving
    3. Perform basic building works and tiling
    4. Set up and manage a small floor covering sub-contracting business
    5. Install under-floor heating. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental and core:
    1.
  • Oral communication is maintained and adapted
  • Information from text is accessed and used
  • A defined context is written for
  • Language and communication is used in occupational learning programmes.
  • Verbal and non-verbal communication is effective.

    2.
  • Rational and irrational numbers and number systems within the contest of relevant calculations are understood
  • Mathematics is used to investigate and monitor the financial aspects of personal and community life
  • Basic knowledge of statistics is applied to investigate life and work related problems
  • Physical quantities are measured, estimated, calculated and geometrical relationships in 2 dimensions in different like or workplace contexts, are explored, described and represented.
  • A range of patterns and functions are used to solve problems.

    3.
  • Faults in existing substrate are identified responsibly and corrected according to set industry standards and code of practice
  • Screed is assessed for level of tolerance according to set industry standards and code of practice
  • Requirements for flooring to be installed is determined
  • Other works or structures are identified and temporarily protected before commencing activities
  • Access equipment is safely erected, causing no damage to adjoining structures.

    4.
  • Patterned coverings are installed according to industry standards and are aesthetically pleasing
  • Borders are installed according to industry standards and are aesthetically pleasing
  • Coverings to stairwells and staircases are installed according to industry standards and are aesthetically pleasing

    5.
  • Health and safety legislation is adhered to and promoted in the team
  • Basic first aid is correctly administered
  • Tools and equipment are maintained and safely used.

    6.
  • Business is conducted ethically and professionally
  • Customer needs are accurately identified
  • Payments are processed.

    Elective:

    1.
  • Concrete floor is prepared for screed
  • A sand (levelling) screed is mixed and applied to the concrete floor
  • Float finish is applied in accordance with specified requirements.

    2.
  • Area is prepared
  • Suitable founding layer gravel materials are identified and selected
  • Precast block paving is laid

    3.
  • Brick masonry work is set out according to site requirements and specifications
  • Concrete is placed, compacted, and cured according to specifications
  • Precast elements are installed and connected according to site requirements
  • Tiles are applied to plastered surfaces

    4.
  • A contracting business plan is drawn up
  • Prospecting procedures are applied in procuring work
  • A marketing and action plan is setup and implemented
  • Recruitment and retrenchment procedures are implemented.

    5.
  • Substrate is readied for optimal under-floor heating installation
  • Components are prepared and set out for optimal under-floor heating installation
  • Under-floor heating is installed, according to industry standards
  • Under-floor heating system is tested during follow up visit after suitable time to allow for maturing of materials (screed).

    Integrated assessment
    Learners are expected to demonstrate competence in a way that integrates all outcomes, showing their ability to integrate concepts, ideas and actions across unit standards, in order to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Assessors should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies.

    Integrated assessment must assess the quality of the observable performance, as well as the quality of thinking that lies behind it. Assessment tools must thus encourage learners to explain the thinking and decision-making that underpin their performance. Assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). Workplace experience may be recognised when awarding credits towards this qualification.

    A broad range of task-orientated and theoretical assessment tools may be used, and the distinction between practical knowledge and disciplinary knowledge must be maintained. 

  • INTERNATIONAL COMPARABILITY 
    Various countries have qualifications related to floor covering, which compare closely with the present South African qualification. Some examples include:

    1. Australia
    Australia has 2 registered flooring qualifications, with the level 2 qualification correlating with the South African qualification:
  • Certificate in Floor Covering and Finishing (LMF20102)This qualification covers basic floor covering (addressed in the SAQA accredited Level 1 qualification), as well as the following Units of Competency that relate closely to the competencies addressed in this qualification:
  • Use flooring sector hand and power tools
  • Provide advice to customers on [various] floor coverings
  • Apply finishes to [various] floors
    Although the content of the level 2 Australian qualification correlates with that of the South African qualification, the Australian qualification's components are more specific and smaller, covering fewer competencies per unit than that of the present qualification.

    2. New Zealand
    New Zealand has various flooring qualifications, the level 2 of which correlates closely with the South African qualification, for example it includes the following Units:
  • Provide first aid
  • Protect health and safety in the workplace
  • Participate in a team or group to complete routine tasks
  • Maintain and store flooring equipment
  • Examine and evaluate substrate in the flooring industry 

  • ARTICULATION OPTIONS 
    This qualification provides the learner with the flexibility to pursue different careers in the Building Industry. For example, the qualification articulates:
  • Vertically to: National Certificate: Construction Painting (NQF Level 3)
  • Horizontally to: National Certificate: Community House Building (NQF Level 2).
    The level of flexibility within the range of electives will allow an individual to pursue further learning within specialist flooring, building and entrepreneurship, both vertically and horizontally. 

  • MODERATION OPTIONS 
    Moderation includes both internal and external moderation of assessments at exit points of the qualification and encompasses achievement of the competence described both in unit standards as well as the integrated competence described in the qualification.
    Assessment of learner achievements take place at ETQA accredited providers for the provision of programs that result in the outcomes specified for the National Certificate in Floor Covering, NQF level 2. These providers are responsible for the moderation of learner achievements of learners who meet the requirements of each unit standard. Those assessing the outcomes of this Unit Standard should be qualified and registered with the relevant ETQA.
    Each Unit Standard will be externally moderated by a moderator registered 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.

    To register as an assessor, the following is required:
    3 Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained (a Portfolio of Evidence)
    3 NQF recognised assessor credit. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • 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 learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve and repeatedly demonstrate the outcomes. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability and integration into work or learning. 

  • 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  9976  Apply basic business concepts  Level 2  NQF Level 02 
    Core  9964  Apply health and safety to a work area  Level 2  NQF Level 02 
    Core  9966  Establish and prepare a work area  Level 2  NQF Level 02 
    Core  116611  Install borders of new flooring  Level 2  NQF Level 02  15 
    Core  116609  Install coverings to stairwells and staircases  Level 2  NQF Level 02  15 
    Core  116612  Install patterned floor coverings  Level 2  NQF Level 02  15 
    Core  116605  Prepare substrates for the installation of flooring  Level 2  NQF Level 02 
    Core  9965  Render basic first aid  Level 2  NQF Level 02 
    Core  9879  Use and care for tools and equipment  Level 2  NQF Level 02  10 
    Core  9322  Work in a team  Level 2  NQF Level 02 
    Core  9967  Erect, use and dismantle access equipment  Level 3  NQF Level 03 
    Fundamental  8963  Access and use information from texts  Level 2  NQF Level 02 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02 
    Fundamental  14889  Describe the composition, roleplayers and the role of the construction industry in the South African economy  Level 2  NQF Level 02 
    Fundamental  12444  Measure, estimate and calculate physical quantities and explore, describe and represent geometrical relationships in 2-dimensions in different life or workplace contexts  Level 2  NQF Level 02 
    Fundamental  8967  Use language and communication in occupational learning programmes  Level 2  NQF Level 02 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02 
    Fundamental  8964  Write for a defined context  Level 2  NQF Level 02 
    Fundamental  9960  Communicate verbally and non-verbally in the workplace  Level 3  NQF Level 03 
    Elective  14882  Apply screeds to a concrete floor  Level 2  NQF Level 02  15 
    Elective  14883  Apply tiles to plastered surfaces  Level 2  NQF Level 02 
    Elective  116602  Install under-floor heating  Level 2  NQF Level 02  12 
    Elective  11553  Setup and manage a construction contracting business  Level 2  NQF Level 02  12 
    Elective  11782  Perform basic building works  Level 3  NQF Level 03 
    Elective  9974  Prepare and lay precast block paving  Level 3  NQF Level 03  12 


    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 



    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.