| [Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards] |
|
|
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: |
| Advanced Occupational Diploma: Building Engineering Inspector |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125101 | Advanced Occupational Diploma: Building Engineering Inspector | |||
| ORIGINATOR | ||||
| Development Quality Partner - LG SETA | ||||
| 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 | ||
| Advanced 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 | 172 | Not Applicable | NQF Level 07 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0936/25 | 2025-11-13 | 2029-11-13 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-11-13 | 2033-11-13 | |||
| 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 prepare learners to operate as Building Engineering Inspectors. A Building Engineering Inspector is a professional who conducts inspections of buildings and structures to identify defects, violations, and potential hazards. Building Engineering Inspector reviews building plans, specifications, and permits to ensure compliance with regulations, issues permits and provides guidance to builders. The qualification aims to produce highly skilled and ethical Building Engineering Inspectors who can uphold safety and compliance standards within the built environment. It seeks to address the critical need for qualified professionals capable of managing complex regulatory requirements for multi-level building projects, as per national building regulations, and promoting best practices. By preparing qualified learners to handle tasks such as building plan reviews, compliance monitoring, and expert testimony, the qualification strengthens the sector's capacity for sustainable and compliant development, ultimately contributing to the quality and safety of building infrastructure. A qualified Building Inspector will be able to: This qualification equips learners, particularly those already working or aspiring to work in the construction, building, or engineering sectors, with the advanced knowledge and skills necessary to excel as Building Engineering Inspectors in the dynamic built environment sector. By focusing on the ability to manage, review, and recommend the approval of building plans, learners will gain comprehensive expertise in enforcing compliance with the National Building Regulations, SANS codes, and related legislation. Additionally, the qualification enhances professional credibility and opens opportunities for career advancement by developing competencies in inspections, legal processes, and reporting. Targeted at individuals with prior experience or qualifications in construction or engineering fields, this qualification will enable learners to navigate the complexities of modern construction, ensuring their contributions are both impactful and highly valued in the industry. A qualified learner will demonstrate the following typical attributes: Rationale: The Building Engineering Inspector qualification is designed to address the growing need for skilled professionals in South Africa's rapidly evolving built environment, which is a key contributor to the national economy. This qualification will enable learners to operate as Building Engineering Inspectors, equipped to manage, review, and recommend building plan approvals while enforcing compliance with the National Building Regulations, SANS codes, and other relevant legislation. Qualified learners will gain expertise in processing applications, inspecting construction work, assessing existing buildings, and ensuring adherence to safety, structural, and regulatory standards. They will also be trained to prepare legal reports, support legal case preparation, and act as expert witnesses. Targeted at individuals aspiring to enter the profession and those in related roles such as engineering, architecture, construction management, and quantity surveying, this qualification provides upskilling opportunities and supports the establishment of a regulatory framework for Building Engineering Inspectors. The Building Engineering Inspector qualification will significantly benefit the built environment sector by equipping professionals with the advanced skills required to enforce compliance with national building regulations and safety standards. This ensures higher construction quality, sustainable practices, and reduced risks associated with defective workmanship. The qualification promotes safer living and working environments, contributing to public health and well-being in society. From an economic perspective, skilled Building Engineering Inspectors enhance the efficiency of construction processes, reduce costly demolition and remedial works, and support infrastructure development, driving growth in one of South Africa's fastest-growing sectors of the economy. By fostering professionalism and accountability, the qualification strengthens trust in the built environment, benefiting all stakeholders. Typical learners for this qualification include individuals aspiring to enter the building inspection profession and those seeking to upskill in related fields such as engineering, architecture, quantity surveying, and construction management. This qualification will also provide a pathway to upskill professional practitioners to enable them to apply for certification on building applications. It is also designed for such as building plan assessors, building control officers, work inspectors, MAP inspectors, and home inspectors who need specialised training to align with industry requirements. The qualification offers a pathway for career advancement and formal recognition, catering to both new entrants and experienced professionals seeking to refine their expertise and expand their roles within the built environment. Collaboration with relevant stakeholders: Qualified learners of the Building Engineering Inspector qualification will operate in various occupations such as: Qualified learners will operate within professions such as: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access: Learners may use the RPL process to gain access to training opportunities for a qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a qualification. Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider that offers that specific qualification. 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 from modules: For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a qualification 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 towards relevant modules: Learners who have gained the stipulated competencies of the modules of a qualification 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, which confirms achievement of all internal assessment criteria for all modules outlined in the related curriculum document. Upon successful completion of the EISA, RPL learners will be issued the QCTO certificate for the qualification. Quality Partners are responsible for ensuring that the RPL mechanism and process for qualifications and part-qualifications are approved by the QCTO. Entry Requirements: |
| 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: 62 Practical Skill Modules: Total number of credits for Practical Skill Modules: 40 Work Experience Modules: Total number of credits for Work Experience Modules: 70 |
| EXIT LEVEL OUTCOMES |
| Exit Level Outcomes:
1. Assess the structural integrity, fire safety, energy efficiency, and environmental impact of buildings against regulatory benchmarks. 2. Interpret regulatory provisions in real-world scenarios, balancing safety, sustainability, and economic feasibility. 3. Evaluate construction projects for environmental sustainability and recommend regulatory-compliant sustainable building solutions. 4. Negotiate and mediate conflicts between stakeholders regarding regulatory enforcement while upholding public interest. 5. Propose policy amendments or best-practice models based on case study evaluations and emerging building trends. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Assess the structural integrity, fire safety, energy efficiency, and environmental impact of buildings against regulatory benchmarks. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Interpret regulatory provisions in real-world scenarios, balancing safety, sustainability, and economic feasibility. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Evaluate construction projects for environmental sustainability and recommend regulatory-compliant sustainable building solutions. Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Negotiate and mediate conflicts between stakeholders regarding regulatory enforcement while upholding public interest. Associated Assessment Criteria for Exit Level Outcome 5: ELO 5: Propose policy amendments or best-practice models based on case study evaluations and emerging building trends. Integrated Assessment: Integrated Formative Assessments: Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities is 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, and interviews. Continuous feedback must be provided. Integrated Summative Assessments: 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. 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. External Integrated Summative Assessment (EISA): The Quality Partner is responsible for managing, conducting, and implementing the External Integrated Summative Assessment (EISA) in accordance with the QCTO's 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. Or The attainment of all modules for the Knowledge and Application Components. |
| INTERNATIONAL COMPARABILITY |
| For purposes of international comparability, the qualification was compared to similar qualifications in the United Kingdom and Australia
Country: United Kingdom Institution: Royal Institution of Chartered Surveyors (RICS) Qualification Title: Chartered Building Surveyor Purpose: The RICS Chartered Building Surveyor qualification aims to develop professionals with the expertise to manage complex building projects, conduct inspections, and provide technical advice. Entry Requirements: Similarities: Differences Country: Australia Institution: Central Queensland University (CQU) Qualification Title: Bachelor of Building Surveying and Certification (Honours) Duration: 3 Years Full-time Entry requirements: Or Or Or Purpose: CQU's Bachelor qualification prepares qualified learners to assess building documentation and ensure compliance with the Building Code of Australia (BCA). Similarities: Differences: Conclusion: In general, South African qualification compares well with the UK and Australian qualifications, as all three aim to equip learners with the knowledge and skills required for professional roles in building inspection and regulatory compliance. The South African and UK qualifications share similarities in entry requirements and target a comparable level of competence, while the Australian qualification aligns in terms of purpose and exit-level outcomes. However, key differences arise from contextual factors such as local building regulations, the structure and duration of the qualifications, and the specific professional outcomes each qualification is designed to support. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for the following articulation options.
Horizontal Articulation: Vertical Articulation: There were no vertical articulation possibilities within the OQSF, as there were no registered qualifications available at the time when this qualification was recommended. Diagonal Articulation: |
| MODERATION OPTIONS |
| N/A. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A. |
| NOTES |
| Additional Legal or Physical Entry Requirements:
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 are: Advanced Occupational Diploma: Building Engineering Inspector: 335913-002-00-00. Encompassed Trade: Assessment Quality Partner (AQP) |
| 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. |