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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: |
| Occupational Certificate: Quantity Surveying Viability Planner |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124426 | Occupational Certificate: Quantity Surveying Viability Planner | |||
| 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 | ||
| Higher Occupational Cert | Field 12 - Physical Planning and Construction | Physical Planning, Design and Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 53 | Not Applicable | NQF Level 05 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0632/25 | 2025-06-03 | 2030-06-03 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2031-06-03 | 2034-06-03 | |||
| 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 |
| The purpose of this part qualification is to prepare a learner to be a Quantity Surveying Viability Planner.
A qualified learner will be able to: Achieving this Quantity Surveying Viability Planner part qualification will provide several benefits to the learner, including: Typical graduate attributes include proficiency, efficiency, and effectiveness in completing various viability studies-related tasks. A Quantity Surveying Viability Planner is a person of integrity and high ethical standards as they need to ensure that construction projects, which are inherently costly, are only undertaken if the viability study indicates or predicts their likely success, thus ensuring completion of projects without getting into budgetary difficulties. Rationale: There is a significant need for this part qualification to exist. A viability study is a detailed look at how profitable a business idea might be. This type of study does not consider whether something can be done instead, it looks at whether or not it is worth doing. Because it helps uncover potential problems or dangers associated with a project before major financial resources are committed to it, a viability study is an important tool for all stakeholders in the Built Environment profession. A viability study increases success probability. These points emphasise the importance of the Occupational Certificate: Quantity Surveying Viability Planner. The Quantity Surveying Viability Planner operates in the broad construction sector, making a significant contribution to the South African economy. According to a report titled 'South Africa Construction Market Size, Trend Analysis by Sector, Competitive Landscape and Forecast to 2027' (December 2023), the South Africa construction market size was $25.5 billion in 2022. The market is projected to achieve an Average Annual Growth Rate (AAGR) of more than 3% during 2024-2027. This emphasises the potential role that can and will be played by the Quantity Surveying Viability Planner, as part of a very niche function within the Quantity Surveying profession. The Quantity Surveying Viability Planner part qualification is becoming increasingly sought after by those involved in the quantity surveying and construction sectors. Currently, there is neither a qualification nor a part-qualification on a viability or feasibility study registered on the NQF, and neither is there any skills programme on viability studies recorded at the QCTO. The Quantity Surveying sector and by extension the Built Environment sector will benefit substantially because the Quantity Surveying Viability Planner will assist project owners to determine whether a construction project is financially viable before any construction starts. It also allows the Quantity Surveying Viability Planner the opportunity to give project owners an informed indication of their expected return on investment, which would influence the owner's investment decision (i.e. whether to proceed with a project, make amendments to the project or discontinue the project altogether and look for a different investment alternative). This qualification will become an enabling mechanism and will ensure the increased success of projects whose owners have the wherewithal to start and complete projects. This qualification will also save prospective clients and property developers from starting on a project that is not financially viable and which could potentially place them in huge financial debt. Concept and viability planning encompass many areas of the built environment, including residential, commercial, industrial, civil construction and shopping centre developments. Successful feasibilities lead to the successful execution of many projects which, in turn, provide an impetus for job creation opportunities for many industry participants. This qualification would lead to skills enhancement and create and eco-system for employment. Increased employment brings about a concomitant beneficial impact on the economy because the construction/quantity surveying industry plays such a significant role in the economy. Typical learners will be school leavers and those already working in the quantity surveying, construction, and engineering sectors. This part qualification is also for people wanting to work in the built environment and construction sectors, with an interest in quantity surveying and who need core knowledge and skills required in the sector. In terms of the learning pathway, they could pursue the Quantity Surveying Assistant qualification once it is registered. At the current moment this is the only part qualification available which is the lead in this space, therefore the articulation possibilities are not viable at the current moment. There could be qualifications in future perhaps during the review where the articulation within and across will be possible. Various stakeholders participated in the development of this part qualification. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| 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. RPL for Exemption of Modules: 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. RPL for credits 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. RPL for Access to the External Integrated Summative Assessment (EISA): A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification are approved by the QCTO. Entry Requirements: An NQF Level 4 qualification, with mathematics and science. |
| 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: 16 Practical Skill Modules Total number of credits for Practical Skill Modules: 20 Work Experience Modules Total number of credits for Work Experience Modules: 17 |
| EXIT LEVEL OUTCOMES |
| 1. Perform project cost estimation, conduct a viability study and develop a viability report. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Perform project cost estimation, conduct a viability study and develop a viability report. Integrated Assessment Formative Assessments conducted internally 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 weakness, 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 Assessments conducted Internally Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, 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. 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 final 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. External Integrated Summative Assessment (EISA) - a national assessment The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| An international comparability study was undertaken to identify qualifications similar to this South African part qualification in terms of scope, cognitive levels and content of the curricula. In essence, the purpose of the exercise was to compare the Quantity Surveying Viability Planner Assistant part qualification against comparable qualifications in two other countries, namely, New Zealand and the United Kingdom.
An analysis of the qualifications in these countries has revealed that there is a significant level of similarity between this part qualification and those in the identified countries. New Zealand Open Polytechnic is an institution that offers an online course entitled "Feasibility and Analytical Reports for Construction Projects" at NQF Level 5 over a period of 16 weeks. The site on which a building is developed places constraints that identify the limitations in a site; to demonstrate knowledge of the research, feasibility and environmental study in terms of legislative requirements; establish the condition of an existing building; and present information from the research, feasibility and environmental study on the design and construction of that building. Students who complete this course will be able to: Similarities The following similarities are noted: Differences The following aspects are noted: United Kingdom Rcademy offers "The Feasibility Studies and Business Planning Training Course". It is structured for a range of people working in different sectors of the economy like Project Managers, Change Managers, Company Directors, Business Analysts, HR Professionals, etc. The course objectives are: The training content is as follows. There are ten modules; all are listed below. Only those components in each module which have relevance for this comparability exercise have been retained. Similarities: The following similarities in terms of course objectives are noted: The following similarities in terms of course content is noted: Differences: The following differences in terms of course content are noted: The UK course is a combination of Feasibility Studies and Business Planning all the way through the course. Other differences are: Conclusion: Both the international qualification and course compare well with the South African qualification. However, the New Zealand qualification compares more favourably with the South African qualification in terms of course content, duration and NQF level. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for horizontal and vertical articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| NOTES |
| 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 is: Occupational Certificate: Quantity Surveying Viability Planner: 214904-001-00-01. Encompassed Trade: None Assessment Quality Partner (AQP) Construction Sector and Education Authority (CETA). |
| 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. |