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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: |
| Specialised Occupational Diploma: Professional Construction Project Manager |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 122700 | Specialised Occupational Diploma: Professional Construction Project Manager | |||
| ORIGINATOR | ||||
| Development Quality Partner - CETA | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| QCTO - Quality Council for Trades and Occupations | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Specialised Occupational Dip | Field 12 - Physical Planning and Construction | Physical Planning, Design and Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 180 | Not Applicable | NQF Level 08 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0426/24 | 2024-08-22 | 2029-08-22 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-08-22 | 2033-08-22 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of this qualification is to capacitate the learner to be able to function as a Professional Construction Project Manager. Professional Construction Project Managers (CPM's) are responsible for overseeing the planning, design, construction, and completion of a building project, ensuring that the construction is delivered on time, within budget, and to the required quality standards. They work closely with architects, engineers, contractors, and other stakeholders to ensure that the project meets the client's requirements and specifications and is built within the legal and regulatory requirements that apply to the type of construction, construction site and related environmental protection requirements. The CPM oversees the management of projects in the built environment from conception through to completion, handover, and commissioning. The work includes the coordination of all professional services. The CPM serves as the central point of responsibility for all project activities and decisions during the life cycle of the project. Successfully completing a qualification in Construction Project Management offers learners a comprehensive set of skills and knowledge that are highly valued in the dynamic construction industry. Qualifying learners gain proficiency in project planning, resource allocation, risk management, and effective communication, enabling them to excel as competent project managers. They acquire the ability to navigate complex construction environments, ensuring projects are delivered on time, within budget, and to the highest quality standards. Furthermore, learners develop a deep understanding of regulatory compliance, safety protocols, and ethical considerations, contributing to a safer and more responsible construction practice. With this qualification, learners unlock diverse career opportunities, from overseeing projects of varying scales to contributing to sustainable infrastructure development, all while playing a vital role in shaping the future of the construction sector. This qualification equips individuals with the skills, knowledge, and expertise to effectively manage and oversee various aspects of construction projects. A qualified learner will be able to: Rationale: The construction industry is a pivotal driver of economic growth and development in South Africa, contributing significantly to job creation, infrastructure improvement, and overall economic progress. Within this dynamic sector, construction project managers play a vital role in coordinating and overseeing projects, ensuring their successful execution from inception to completion. However, the absence of a standardised occupational qualification for construction project managers in South Africa poses substantial challenges to the industry's efficiency, safety, and sustainable growth. Effective project management is crucial for timely completion, cost control, and quality assurance of construction projects. A standardised occupational qualification for construction project managers will equip professionals with essential skills, knowledge, and competencies needed to streamline project workflows, allocate resources efficiently, and mitigate potential delays. This will lead to increased project completion rates and reduced financial losses due to inefficiencies. Establishing an official occupational qualification for construction project managers will elevate the professionalism and credibility of individuals in this role. Accreditation and recognition by relevant industry bodies will ensure that project managers possess the necessary qualifications to effectively manage projects, promoting trust among stakeholders such as clients, investors, and regulatory authorities. South Africa's construction industry is grappling with a skills shortage, with a mismatch between the demands of projects and the skills possessed by professionals. A standardised qualification will address this gap by providing targeted education and training, empowering construction project managers with up-to-date knowledge and best practices. This will result in a more competent workforce capable of delivering projects that meet international standards. The development of an occupational qualification for construction project managers in South Africa is not just a necessity but a strategic imperative. Such a qualification will bolster project efficiency, ensure safety and compliance, enhance professionalism, bridge the skills gap, and contribute to the country's economic growth. By addressing these critical areas, South Africa's construction industry can flourish and continue to play a pivotal role in the nation's development journey. The following are qualifications currently registered on the NQF that relates to Construction Project Management: The purpose of this qualification is to equip learners with the skills and knowledge required to manage various aspects of building construction projects. Graduates are capable of supervising and coordinating construction processes, managing resources, and ensuring compliance with relevant regulations. The purpose of this qualification aims to develop individuals into highly skilled construction professionals who can effectively manage construction projects. Graduates are equipped with comprehensive knowledge of project management, construction technology, and related fields. This qualification is designed for individuals who already possess a relevant degree or diploma in a related field. It aims to enhance their skills and knowledge in construction project management, including areas such as contracts management, construction economics, and project planning. This qualification focuses on developing skills for individuals involved in construction contracting. It covers areas such as procurement processes, contract administration, and project documentation. This qualification is designed to train individuals in managing health and safety aspects within construction projects. Qualifying learners are equipped to ensure compliance with safety regulations, implement risk assessments, and maintain a safe working environment. While not solely focused on project management, this qualification includes elements of construction project management within the broader context of civil engineering. Graduates are prepared to work on civil engineering projects, including project planning and execution. None of these qualifications are targeted at capacitating a professional construction project manager. The "Specialised Occupational Diploma: Professional Construction Project Manager," was specifically designed to serve as a dedicated qualification that will underpin professional registration as a Construction Project Manager. In South Africa, the professional designation for a Construction Project Manager is often associated with the "Pr.CPM" (Professional Construction Project Manager) title. This designation is recognised and conferred by the recognised Professional body. The introduction of a standardised occupational qualification for Construction Project Managers in South Africa holds immense potential for multifaceted benefits. For the construction sector, this qualification promises to elevate project management practices to new levels of efficiency and professionalism. It will empower professionals with comprehensive skills and up-to-date knowledge, resulting in streamlined project workflows, enhanced risk management, and improved project completion rates. Moreover, a more skilled workforce will ensure a safer working environment, reducing accidents and enhancing overall construction site safety. On a broader societal level, this qualification will foster confidence among stakeholders, including clients and investors, leading to better project outcomes and greater public trust. In terms of the South African economy, a proficient construction workforce will attract increased investment, stimulate economic growth, and fortify the nation's capacity to undertake ambitious infrastructure projects, thus contributing significantly to the country's sustainable development and progress. This qualification will typically attract a diverse range of learners who aspire to excel in this field. The following are some of the typical learners who may embark on learning for this qualification: In the design and development of this qualification, a range of key stakeholders would typically be involved to ensure its relevance, quality, and alignment with industry needs. Some of the key stakeholders that collaborated include: Industry Associations, Professional Bodies, Academic Institutions, Employers and Construction Companies, Government Agencies, Trade Unions and Subject Matter Experts. A person who has obtained this qualification can pursue a wide range of occupations within the construction industry. Some of the typical occupations that someone with this qualification can work in include: Relevant professional bodies were consulted for this qualification. Holders of this designation are recognized as competent professionals capable of effectively managing construction projects in accordance with industry standards and best practices. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access to Training: Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification, or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. For exemption from modules through RPL Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal, or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. Entry Requirements: An NQF Level 7 qualification in construction and/or Building Sciences. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules Total number of credits for Knowledge Modules: 48 Practical Skill Modules Total number of credits for Practical Skill Modules: 20 Work Experience Modules Total number of credits for Work Experience Modules: 112 |
| EXIT LEVEL OUTCOMES |
| 1. Apply expert knowledge of conducting construction project feasibility studies to create, analyse, document, and present a detailed construction project feasibility report.
2. Interrogate multiple sources of knowledge and information to produce a detailed project brief based on an approved feasibility study and specific customer requirements. 3. Demonstrate the ability to take full responsibility for own work, decision-making and use of resources, to guide and lead a professional project team in producing a detailed construction project design including all the required architectural, structural, and engineering plans. 4. Apply ethical and professional practice, to guide and lead the selection and appointment of a full range of suppliers to meet the needs of a designed and approved construction project. 5. Identify, analyse, evaluate, critically reflect on, and address complex problems, to effectively coordinate and manage all stages of the construction process applying evidence-based solutions and theory-driven arguments in line with the project brief and customer requirements. 6. Access, processes and manage information to ensure that independently validated information is available and effectively utilised for guiding and managing the construction project close out phase, ensuring the sign off all required procedural, legal and contractual documents. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO:1 Apply expert level knowledge of conducting construction project feasibility studies to create, analyse, document, and present a detailed construction project feasibility report. Associated Assessment Criteria for Exit Level Outcome 2: ELO:2 Interrogate multiple sources of knowledge and information to produce a detailed project brief based on an approved feasibility study and specific customer requirements. Associated Assessment Criteria for Exit Level Outcome 3: ELO:3 Take full responsibility for own work, decision-making and use of resources, to guide and lead a professional project team in producing a detailed construction project design including all the required architectural, structural, and engineering plans. Associated Assessment Criteria for Exit Level Outcome 4: ELO:4 Apply ethical and professional practice, to guide and lead the selection and appointment of a full range of suppliers to meet the needs of a designed and approved construction project. Associated Assessment Criteria for Exit Level Outcome 5: ELO:5 Identify, analyse, evaluate, critically reflect on, and address complex problems, to effectively coordinate and manage all stages of the construction process applying evidence-based solutions and theory-driven arguments in line with the project brief and customer requirements. Associated Assessment Criteria for Exit Level Outcome 6: ELO:6 Access, processes and manage information to ensure that independently validated information is available and effectively utilised for guiding and managing the construction project close out phase, ensuring the sign off of all required procedural, legal and contractual documents Integrated Assessment: Integrated Formative Assessment Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weaknesses, and to ensure the learner's ability to apply knowledge, skills, and workplace experience gained. Formative assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Integrated Summative Assessment Integrated assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification, or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification, or skills programme. Internal Summative Assessments are developed, moderated, and conducted by the SDP at the end of each module or after integration of relevant modules, e.g., applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared with the following international qualifications from Australia and India:
Australia Master of Construction Project Management Institutions offering this qualification are: Entry Requirements: The curriculum of a Master of Construction Project Management program generally covers a range of topics aimed at providing comprehensive knowledge and skills in construction project management. Some major subjects/modules might include: In the Australian Qualifications Framework (AQF), a master's degree is categorised at Level 9. The AQF is like the South African NQF (National Qualifications Framework) in terms of levels, with Level 9 corresponding to postgraduate degrees. Typical Learners The typical learners for a Master of Construction Project Management program in Australia might include: Similarities Differences INDIA Post Graduate Diploma in Construction Project Management (India) Institutions: Entry Requirements Duration Typically, 1 to 2 years of full-time study. Major Subjects/Modules The curriculum of a Post Graduate Diploma in Construction Project Management program in India generally covers a range of topics aimed at providing specialised knowledge and skills in construction project management. Some major subjects/modules might include: Qualification Level Comparison In India, a Post Graduate Diploma is typically considered a postgraduate-level qualification. On the Indian education system, it is generally equivalent to a Level 8 qualification on the National Qualifications Framework (NQF) of South Africa. Typical Learners The typical learners for a Post Graduate Diploma in Construction Project Management program in India might include: Similarities Differences Conclusion: There is a favourable comparison between the South African qualification and the international qualifications compared with. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for horizontal and vertical articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| NOTES |
| Qualifying for External Assessment:
To qualify for an external assessment, learners must provide proof of completion of all required knowledge and practical modules by means of statements of results and a record of completed work experience. Additional Legal or Physical Entry Requirements: None. Criteria for the accreditation of providers Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below: The curriculum title and code: Professional Construction Project Manager: 132301-000-00-00. Encompassed Trade: None. Assessment Quality Partner (AQP) Services Sector Education and Training Authority (SSETA). |
| 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. |