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Quantity  Surveying and Construction management
The UFS Department of Quantity Surveying and Construction Management received the stamp of approval from SACQSP when it was fully accredited by this body for its course content.

The Department of Quantity Surveying and Construction Management in the Faculty of Natural and Agricultural Sciences at the University of the Free State (UFS) remains a preferred destination for built-environment programmes.
 
It received full accreditation for the BSc Quantity Surveying Level 7 (undergraduate) and the BSc Quantity Surveying Level 8 (honours degree) from the South African Council for the Quantity Surveying Profession (SACQSP) for the period 2018-2022.

The Head of Department, Prof Kahilu Kajimo-Shakantu, says: “This is not only a validation that we are meeting and exceeding the minimum requirements set by SACQSP, but that as one of only five tertiary institutions offering degree courses with full accreditation in the country, we compete and are counted among the best of the best.”

She believes it is extremely important for the Department of Quantity Surveying and Construction Management to maintain its accreditation. The next accreditation visit is scheduled for 29 July 2022 for accreditation for the period 2023-2027. 

According to Pierre Oosthuizen, Lecturer in the department, both their residential and compact (formally distance) contact learning programmes – bachelor’s and honours degrees – received full accreditation. 

This achievement is also in line with the department’s vision of constantly striving to attain the highest level of quality and credibility; to always reflect an image of established principles in science practice. 

Valuable and accepted qualification

Oosthuizen continues, saying: “The main goal of the Quantity Surveying programme is to prepare competent and industry-ready professional candidates. With this stamp of approval from SACQSP, we are giving prospective and current students the assurance that the degrees presented by our department are recognised by the South African built environment as a relevant, valuable, and accepted qualification for the profession.”

“Graduates from accredited institutions also have a better chance of getting employment, and they can register as candidates with the council to become professional quantity surveyors,” adds Prof Kajimo-Shakantu.

Receiving accreditation for its degrees, the department improves its standing among peer institutions and industry stakeholders. Furthermore, it is in a favourable position to contribute to the South African government’s list of scarce skills with the quantity surveying, construction management, and property-related programmes it offers.

Of the most popular modules presented by the department is the compact (formally distance) contact learning programmes. These programmes also adhere to the requirements of the South African Qualification Authority (SAQA) and the National Qualification Framework (NQF). 

Oosthuizen states: “Accredited compact (formally distance) contact learning Quantity Surveying programmes are uncommon in South Africa. Our department is proud to have a stellar history of presenting Quantity Surveying programmes over the past 15 years to students who do not have the resources to attend classes on campus or who are working full time in the construction industry.” 

“The department is now also considering alternative entry routes via the UFS extended programme and the recognition of prior learning initiative,” Oosthuizen adds. 

According to Prof Kajimo-Shakantu, the department is also proud of the customised work-integrated learning modules it has introduced in its programme – effective 2021 – giving students better opportunities to link theory with industry/practice. “The value of the BSc programme called Construction Economics and Management (CEM) cannot be overemphasised, because it gives students the core knowledge of both Quantity Surveying and Construction Management. Students can decide which honours to do upon completion of the Quantity Surveying and Construction Management modules, thus helping to prepare the career readiness of our students early in their formative years.”

Allow students to fulfil their dreams

“Professional quantity surveyors play an undeniably crucial role in the construction industry, contributing to the physical, economic, and social environments,” says Oosthuizen. 

Adhering to a list of more than 19 accreditation criteria, including matters related to programme design, academic staffing, programme effectiveness, teaching and learning strategy, student assessment policies and procedures, and its assessment system, the department is fulfilling a valuable role in preparing candidate quantity surveying professionals for the South African and international built environment.

Besides the quality of its course content and processes, the department is also proud of the students it delivers. According to Prof Kajimo-Shakantu, several of their students received national recognition for their academic excellence as well as leadership potential, for example scooping up the prestigious Association of South African Quantity Surveyors (ASAQS) Gold Medal award a few times.

News Archive

Teachers should deal with diversity in education - Prof. Francis
2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za  
7 October 2010
 

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