ciob education international

8/13/2019 ciob education international

http://slidepdf.com/reader/full/ciob-education-international 1/41

Launch of the CIOB Education

Framework and AccreditationProcess 2007



Curriculum 2000-06

YEAR 3 YEAR 3

YEAR 2

YEAR 1

G r o u p P r o j e c t

Construction

Construction

Technology Environment Specialism

Skills

Level 3:

Synthesis

and

evaluation

Level 2:

Analysis and

application

Level 1:

Principles

and context

KeyThe Functional



The Review

• The review has referenced recent drivers of change with regard to the

output standards of construction education.

• These are namely:

i) To map closely to the CIC Common Graduate Learning Outcomes,ii) National Occupational Standards,

iii) To incorporate feedback and view points concerning the review of

health and safety for education by the HSE and the CIOB Health &

Safety Caucus and

iv) The increasing emphasis upon the reduction of carbon emissions

arising from the construction process arising from the Kyoto

agreement on climate change, the Stern Report and recent

changes in regulatory and design criteria for buildings

v) Relevance of the framework to an increasingly international market

place whereby CIOB standards are applicable to the training and

education of professional construction professionals across theglobe.



The Framework

• Includes:

• The acquisition of a core of common knowledge.

• The inclusion of a diverse range of specialisms.

• The creation of a multi-disciplinary practice base, built on thedevelopment of a body of knowledge, research and practice.

• The reflection of current cultural and social values in producingand managing the built environment.

• The development of an awareness of ethical responsibilities andprofessional conduct.

• The development of key learning skills and the development ofpersonal attributes which are central to the role of the charteredbuilder.



Structure

Level 1: Principlesand context

Level 2: Analysisand application

Level 3: Synthesisand evaluation bythe integration ofsubject themes

Education Framework

Construction

Technology 2

Construction

Environment 2Specialsim 2 Skills 2

Construction

Technology 1

Construction

Environment 1Specialism 1 Skills 1

Construction

Technology 3

ConstructionEnvironment &Management 3

Specialsim 3 Skills 3



Principles

• The boundaries between levels and components are designed to besufficiently flexible to enable programmes to be developed withappropriate justifications,

• Coherent integration of disciplines and progression

• Progression of knowledge and its application throughout the learningprogrammes

• The learning outcomes are not intended to be a set of prescriptivemodule titles, but to frame a base of learning and assessment.

• The quality of assessment is viewed as a balance between theacademic assessment of knowledge, application and innovation andthe demonstration of practice in an appropriate context.

• Providers should design courses that exploit the strengths of theirorganisations.



Level 1 Construction

TechnologyLearning Outcome Indicative Range

To appreciate the key factors affecting

foundation design.

Soil and rock types, S.I. techniques, H&S issues including

temporary support to excavations, contaminated land, ground

improvement, foundation design, detailing and placement.

To demonstrate an understanding of the

performance ratings, interaction and

placement of structural and non-structuralcomponents of buildings.

Structural elements: Foundations, floors, walls, columns, beams,

slabs, roofs including the use of traditional and modern

construction systems including awareness of heritage andsustainable construction methods.

Non structural elements: cladding, doors windows, partitions and

ceilings.

To understand and interpret the

fundamentals of structural behaviour.

Loads, stresses, tension, compression, bending, shear, torsion,

deflection including simple design processes.

To describe the properties of building

materials and understand their performance

characteristics with regard to the naturalenvironment and their impact upon it.

Typical construction materials, including manufacture and use of:

Natural and manmade stone, brick, cements, mortars and

concrete, steel, other metals, timber and timber products, non-ferrous metal, glass, plastics and polymer products, plaster, paint,

bituminous materials, recycled products and achieving

sustainable buildings.




TechnologyTo describe the effects of natural and man

made phenomena upon the life cycle of

building materials.

Performance issues including: Chemical, electro-chemical, bio-

chemical, radiation, heat loss and gain, movement, moisture loss

and ingress including rising dampness, condensation and

penetrating rain.

To integrate the basic scientific principles in

the context of the built environment andunderstand their relevance to building

design and performance.

Performance concepts such as: Thermal capacity and insulation,

vapour and condensation, ventilation, natural and artificiallighting, smoke, fire, sound, weather. Building Regulation control

including the conservation of energy, carbon emissions and

performance control.

To appreciate the function and design of

building services.

Building services, including water: cold and hot water supply and

sewerage. Power including fossil and renewable resources.

Communication. Human comfort including heating, cooling and

ventilation. Fire and security protection.

To explain the basic principles of land

surveying.

Linear, angular, tacheometric, geodetic.

To demonstrate a satisfactory competence

in land surveying.

Tape, level, theodolite, use of total station. The capture, use and

retrieval of data. Levelling, traverse and setting out.




EnvironmentLearning Outcome Indicative Range

To describe the nature and extent of the

national and international construction

industry.

Output, scope, history.

To describe and apply the social and

economic performance requirements of the

construction process.

Social, political and cultural issues and their implications and

significance to planning, design, development and use of the built

environment. The impact of developments upon the environmentand society at large.

To demonstrate an understanding of the

legal system in application to the

construction process in terms of contract

performance, obligations, tort and statutory

requirements.

To include the national legal system including civil and criminal

law, tort, contract, property, H&S, environment, statutory control

and constraints on action and interaction.

To describe the economic principles of the

construction industry. Their application andsignificance to the sector and the principles

of management, business operation and

commercial risk as they apply to the

construction industry.

Macro and micro economic principles including supply/demand

and their relevance to the construction industry. Market, structureand dynamics, land, materials, plant, labour, finance. The

principles of business management including the development of

management science, human relations and HRM, business

operation, commercial risk.

To describe the elements of the design and

construction processes.

Concept, brief, feasibility, design, current procurement methods,

planning, execution, operation, maintenance, disposal, re-use of

property. The make up on the construction professions and their

roles. The input of the construction professions to the designprocess through integrated teams.



Level 1 Specialism

Learning Outcome Indicative Range

Principles

Contextualisation

Application to the Construction Process.

Key issues.

The use of best practice.



Level 1 Skills


To acquire, develop and use

communication skills.

To demonstrate the ability to product original, clear and lucid

written reports. Complete an oral presentation to a peer group.

Demonstrate an ability to prepare a curriculum vitae and

undertake a mock interview.

To demonstrate an ability to process, useand present analytical information,

including the use of the necessary range of

numerical methods for calculating,

checking, presenting and communicating

solutions to problems.

Process and manipulate numerical information, conduct basicmathematical operations. Evaluate, interpret and present

graphical and tabulated data.

To demonstrate an ability to research and

use textual sources of information.

The use of the library, accessing textual information including texts

and journals. Referencing and using references in report writing.

To demonstrate the ability to use basic ICTskills.

Use of hardware and peripherals. Management of files. Ability touse office software including word processing, spreadsheets and

presentations. Use of the internet and email. Ability to write to

html and create simple web sites. Understanding of the use of

construction applications including: programming and cost

information as examples.



Level 1 Skills

To demonstrate the ability to work with

others.

Group discussions, project work, preparing & presenting

information, effective teamwork, developing group dynamics,

produce goals, review and evaluate progress.

To agree a personal learning plan and

record progress against that plan.

The planning, undertaking and recording of achievement, review

and identify learning needs and resources, the demonstration ofpersonal development through the process.

For example, using the CIOB RAPID programme for recording

achievement will provide a suitable vehicle for the demonstration

of personal development.

To demonstrate an understanding and useof health and safety as it applies to the

working environment.

Awareness of personal and the managerial responsibility for H&S. Awareness of safe working practices in the learning environment

for self, others and environment. To prepare for site visits and

communicate that process to others. Ability to conduct a risk

assessment in a real or simulated working environment. Use of

PPE.




TechnologyLearning Outcome Indicative Range

To understand and apply further concepts in

ground technology and engineering

techniques.

Site investigation, ground water, ground stabilisation, soil

mechanics, adjacent structures, the design of deep foundations

and basements, dewatering and stabilisation. Complex

foundations and piling. The impact of structure solutions upon

superstructure. Ground movement and design solutions.

To evaluate the characteristics of various

construction techniques and materials and

their effect on building production.

Excavations and associated safety issues, roads & services,

formwork, reinforcement, materials selection component

installation. Off site manufacture and modern methods of

construction.

To analyse the design of the superstructure

for commercial and multi-storey buildings.

Frames, stability and movement considerations. The use of in

situ concrete, steel and timber frame erection, precast concrete.

Building systems and processes.

To appraise the provision of non structuralcladding and internal partitions.

The selection, design and installation of building cladding, fixing,performance and detailing.




TechnologyTo gain an understanding of the design and

installation of building services.

The review of the selection and operation of building services

systems for commercial and multi-storey structures. Heating and

cooling. Fire, safety and security. Movement and circulation.

Ventilation and conditioning. Energy and carbon management

and intelligent buildings.

To critically review the design process andintegrate the various technology-related

issues to the development of the built

environment.

Architecture/aesthetics, integrated design, industrialised building,refurbishment, change of use, environmental sustainability &

legislation, clients & user requirements, design factors including

safe design methods, fitness for purpose, design information,

modification, communication, environmental, social political &

cultural issues in design & development.

To apply construction knowledge to the use

and operation of buildings.

Performance and service life issues. The principles of the life

time operation. Building maintenance, management and thereuse of property, structures and services. Asset management.

To understand the design and use of

sustainable construction including the

environmental impact of buildings.

The integration of sustainable technologies and systems in the

building design and production processes. Waste minimisation,

control, sorting, closed loop recycling and disposal options.




EnvironmentLearning Outcome Indicative Range

To describe the concepts and obligations

set by construction law.

Contracts, liabilities, negligence, trespass, nuisance, breach of

contract, damages, third parties, risks, insurance, warranties,

covenants, employment law. The impact upon the construction

management process. Corporate responsibility for safe working

practices.

To apply knowledge to the management of

the procurement process.

Procurement methods. The review of contract law and its

management, Problem resolution and the use of innovative

solutions.

To demonstrate an appreciation of the

various aspects of property development.

Project scope, planning and development. Commercial risk

factors. Markets, property finance, investment, land building

purchase, partnerships, sale and rental strategy, bespoke and

speculative development, letting, disposal.

To understand, interpret and apply health,

safety and welfare issues in the context of

building production

CDM procedures (or equivalent relating safe design and safe

management): the safety plan and safety file or equivalent

documentation controls to aid safe design and safe processes on

site. Hazard identification and risk management. The

construction site and H&S procedures.



Level 2 Specialism


Principles

Contextualisation

Application to the Construction Process.

Key issues.

The use of best practice.



Level 2 Skills


To demonstrate applied communication

and analytical skills.

Oral and written presentation. The use of numerical information

and graphical techniques. Presentation skills. The demonstration

of uses in the construction environment.

To apply ICT skills to the construction

process.

Information handling, reports, spreadsheets, preparing &

presenting information for construction projects. Usingconstruction applications. Using CAD to create drawings and / or

the management and manipulation of data. Appreciate the

opportunities arising and the use of multidimensional information.

The management and presentation of digital project information

To acquire and apply research skills

including the definition, investigation and

analysis of problems

Non routine and unfamiliar problem solution. The solution of

practical and creative solutions. Definition of the project,

hypothesis design, identification, gathering and analysis of

information needs, formulate conclusions, referencing.

Preparation and presentation of a report.

To demonstrate the understanding and

application of project management skills to

construction projects.

Leadership, delegation, teamwork, negotiation, decision making.

Project definition, design, planning and programming. Quality and

risk management systems and issues. Project review and

continuous improvement cycles.



Level 3Learning Outcome Indicative Range Construction Technology

To demonstrate an integration of

knowledge and skills of construction

technology within a construction

environment.

This outcome could be achieved via a project based scenario

or applied study that demonstrates integration, current

issues, future challenges and environmental awareness.

Construction Environment & ManagementTo demonstrate a critical approach to

project and site management skills

through team work and continuous

improvement.

This outcome could be achieved in the context of a real or

simulated group project. Project and role definition, team

selection, target setting, operational and production control,

decision making, problem solving, feedback, analysis,

subsequent action. Management factors include planning

and programme, resource, production, health & safety,

quality systems and defect control, cost and value, HR,

environment.

To apply and review health and safety

management systems.

Review health and safety, risk management and contingency

approaches to the management of projects.

Specialism

To develop an evaluative approach to

the study of the chosen specialism and

to show its integration within the totalbuilding process.

This will depend on the functional specialism and will be

assessed accordingly.



Level 3

Skills

To demonstrate the manage and

control of the personal learning plan,

the record of its achievement, the

reflective evaluation of its success

and to update this plan for future

uses.

The further demonstration of control over career

development, the review and identification of learning

needs and resources, the use of planned Continuing

Professional Development (CPD) and the use of the

recording of achievement as a development of life long

learning will satisfy this outcome.

To plan, implement and conduct a

programme of research and todemonstrate an understanding and

development of innovation in

practice in this study.

Research skills. Research project and/or in depth project

or study in an applied area.



Specialist Areas

Discipline Area Indicative Degree Titles

Commercial Management < Commercial ManagementQuantity Surveying

Construction Management < Construction Management

Project Management

Design Management < Architectural Technology

Civil Engineering

Property Management < Facilities Management

Building Surveying



Masters Programmes

• A critical awareness of current issues in construction/propertyinformed by epistemological issues and leading edge research andpractice.

• A high level capacity to undertake and reflect upon complex projectdecision-making and associated risk management.

• An in-depth knowledge of health and safety issues.• An advanced ability to evaluate the rigour and validity of published

research.

• An understanding of professional ethics with an ability to applyethical values to situations and choices.

• A thorough understanding of issues of sustainability and other

environmental considerations.• A high level ability to conduct research using appropriate data

sources and methodologies, to analyse results and to articulatefindings.



Structure

• Pre-requisite knowledge

– Construction Technology

– Construction Environment• Masters level M

– Professional Context

– Specialism – Skills

– Dissertation



Pre-requisite -

Construction TechnologyLearning Outcome Range

Appreciate the key factors affecting

foundation design and understand ground

engineering techniques.

Soil/rock types, S.I techniques, H&S issues,

contaminated land, ground improvement.

Understand the functions of basic

structural and non-structural members in

buildings.

Foundations, floors, walls, columns, beams, slabs,

partitions, ceilings, roofs.

Understand the nature and properties of

building materials.

Stone, brick, concrete, steel, timber, non-ferrous

metal, glass, plastic, plaster, paint.

Appreciate the design and functions of

building services.

Water, gas, electricity, phone, cable and satellite,

sewerage, heating, ventilation, air conditioning,

energy and carbon emissions management.



Pre-requisite -

Construction EnvironmentLearning Outcome Range Understand the nature of the

construction and property industry. Output, scope, history. Understand the economics of the

construction and property industry. Market, structure, land, materials, plant, labour, finance,

supply and demand, management, business operation,commercial risk. Understand and apply a knowledge of

the legal process in as much as it

affects the construction and property

industry.

Civil and criminal law, tort, contract, property, H&S,

environment, statutory control and constraints on action

and interaction. Understand the concepts and

constraints imposed by constructionand property law.

Planning, social, material, technological, environmental.

Understand and interpret health,

safety, welfare and environmental

issues in the context of building

production and use

Safety plan, CDM procedures or equivalent, hazard and

risk management, site H&S procedures, waste,

pollution, recycling.



Level M Specialism


Principles

Contextualisation

Application to the construction

process

Key issues



Level M SkillsLearning Outcome Range

Critical thinking and creativity. Managing creative processes in self and others, organising thoughts,

analysis, synthesis and critical appraisal. Capability to identify

assumptions, evaluate statements in terms of evidence, detect false

logic or reasoning, identify implicit value, define terms adequately,

generalise appropriately Complex problem solving and decision

making. Establishing criteria using appropriate decision techniques.

Identifying, formulating and solving strategic problems, ability to

create, identify and evaluate options, ability to implement and reviewdecisions

Numeracy and quantitative skills. Application of mathematical skills, interpretation, dissemination and

evaluation, as

Demonstrate effective communication

skills. Oral, written, presentation Demonstrate competency in the use of

ICT. Verbal/numerical documents, e-mail, website

Demonstrate high level management

skills Leadership, delegation, teamwork, negotiation, decision making,

problem solving, foster & promote working relationships, develop

methods of conflict, avoiding & resolving conflict, analytical approach

to non-routine problems, application of judgement to provide

solutions, integrated teamwork & benefits. Demonstrate advanced research skills Define project, identify, gather and analyse information needed,

formulate conclusions, prepare and present report. Agree personal learning plan and

record progress As noted within indicative core learning outcomes.



Level M Professional ContextLearning Outcome Indicative range Demonstrate a critical awareness of

current issues in construction/property Informed by epistemological issues and leading edge research and

practice. Demonstrate an ability to undertake and

reflect upon complex project decision

making and associated risk management Strategic approaches and techniques used to manage the

implementation of projects. Evaluating and managing risk – use of

models. Conceptual framework for rational decision-making in the

construction and property industry. Integrating risk assessment into

the decision making process. Demonstrate an in-depth knowledge of

health and safety issues. Recognise safety and health hazards present in the workplace and

the types of control measures needed to manage them. Understand

the main legal responsibilities of employers and managers,

including COSHH, CDM and / or equivalents concerning safe

management of design, process and materials and risk

management. Demonstrate an understanding of

professional ethics with an ability to apply

ethical values to situations and choices. Nature of Professionalism. Morality, negligence, integrity,

responsibility. Commercialism, liability, change, risk. Evaluation of

issues confronting practicing professionals. Understanding of the"hidden costs" of ethical decisions.

Demonstrate a thorough understanding of

issues of sustainability and other

environmental considerations Sustainability: origins/concept/definitions, recent developments at

national and international levels. Functions, operation and critical

evaluation of environmental assessment. Demonstrate an in-depth knowledge of

management theory in the

construction/property fields. Management theory, HRM procedures, organisational theory,

finance, economics, marketing. Benchmarking, identifying the need

for change, strategic development, change management.



Level M Dissertation

Learning Outcome Range



Accreditation Process 2007

• CIOB Accredits

• Centres and

• Courses



Accredited Centre Status

(ACS)• This is aimed at institutions who are

able to deliver a suite of CIOB

recognised programmes• A defined centre of provision that values

CIOB and delivers a focused range of

academic provision including researchand knowledge transfer that integrates

with the CIOB’s values and policies



ACS Process

• The completion of 9 “templates”.

• Each template includes the provision of awritten statement of not more than 500 words

with additional evidence in the form of keyperformance indicators and / or appendedwritten document as appropriate.

• The templates are designed to be developed

as working tools to aid the teaching institutionand CIOB’s accreditation panel to review andreport actions as the accreditation processdevelops towards its final conclusion.



Criteria

ACS 1. Strategic and Operational Planning: PolicyFormation

ACS 2. Institutional Setting

ACS 3. CIOB Ethos and Professional Development ACS 4. Industrial Context

ACS 5. Staffing & Staff Development

ACS 6. Learning Environment & Resources

ACS 7. Quality Assurance & Enhancement ACS 8. Corporate and Social Responsibility

ACS 9. Management of Health & Safety



Criteria

• ACS 1. Strategic and Operational Planning: Policy Formation – Criteria: To determine extent of strategic and operational planning in (a) the

establishment and future development of programmes, (b) the continuedoperation of the existing programmes and (c) the contribution to knowledgeand best practice

• ACS 2. Institutional Setting – Criteria: The Institution and ACS should demonstrate the value ascribed to

the programme in terms of its status, continuity, resource provision andvalidity. As part of this, the means by which the role of the professionalbuilder is identified and nurtured should be clearly in evidence.

• ACS 3. CIOB Ethos and Professional Development – Criteria Evaluating engendered approach to incorporation of CIOB

standards of professional integrity, ethics, diversity and development.Promotion of links and integration with CIOB regions and events to marketwork of CIOB across the construction industry



Criteria

• ACS 4. Industrial Context – Criteria: Liaison and development initiatives with industry

partners to ensure programme validity. The provision shouldhave a clear and progressive vocational relevance, whichprepares students for employment and the lifelong learning

necessary for career change and development.• ACS 5. Staffing & Staff Development

– Criteria: Allocation and development of academic and supportstaff for management, delivery and ancillary aspects of theprogramme(s)

• ACS 6. Learning Environment & Resources

– Criteria: Level and appropriate facilities and resources to supportthe programme(s) and student requirements



Criteria

• ACS 7. Quality Assurance & Enhancement – Criteria: Operation of QA and enhancement policies to ensure

continual maintenance and probity of standards relating tocourse delivery

• ACS 8. Corporate and Social Responsibility – Criteria: Review of policies and facilities to ensure inclusion and

plans for improvement

• ACS 9. Management of Health & Safety

– Criteria: The approach to Health and Safety should bedemonstrated as a core commitment to the management of

academic provision and to the delivery teaching and learning.



Course Accreditation

• The new requirements include:

• Descriptive element

• KPI data

• Appended documentation where

necessary



Criteria

• AP 1. Programme Aims & Objectives

– Criteria: Programmes to have clearly stated aims andobjectives which guide curriculum in achieving balance ofacademic and vocational outcomes, consistent with CIOB

expectations• AP 2. Programme Structure & Content

– Criteria: The composition of the programme in terms of itsduration and timing, disposition of subjects, focus oremphasis and allocation of academic credit should relateclearly to stated aims and objectives denoting progressionroutes and credit transfer. Course submissions should bemapped against the CIOB Education framework.Institutions are expected to provide a detailed comparisonagainst the respective levels of the framework withparticular regard to learning outcomes.



Criteria

• AP 3. Assessment & Feedback

– Criteria: Programme assessment regime and strategy coherent withmechanisms for feedback and support.

• AP 4. Student Perceptions

– Criteria: Active support, development and liaison with students toensure tangible improvements in service and delivery

• AP 5. Course Mapping

– Criteria: Course submissions should be mapped against the CIOBEducation framework. Institutions are expected to provide adetailed comparison against the respective levels of the frameworkwith particular regard to learning outcomes.

• AP 6. Programme Information & Data

– Criteria: Submission of factual data with regard to the operation of

the course



Example Mapping Template

Learning Outcome Cross Reference toProgramme Modules

Method of Assessment

To appreciate the key factors

affecting foundation design.Module 1: Foundation

design

Coursework assignment

(5000 words)

To demonstrate anunderstanding of the

performance ratings, interaction

and placement of structural and

non-structural components of

buildings.

Module 2: ConstructionPrinciples

Group Project (5000words)

To understand and interpret the

fundamentals of structuralbehaviour.

Module 3: Structural

Principles

Tutorial exercises –

programme of 4 projecttasks

To describe the properties of

building materials and

understand their performance

characteristics with regard to the

natural environment and their

impact upon it.

Module 4: Materials

Science

Laboratory exercises –

programme of 10 tests



Review Process

• Documentation set submitted –

templates, appended information in

electronic format• Rapporteur will review and provide

comments

• These are reviewed by the accreditationpanel

• Accreditation visits will take place for

ACS b i i

ciob education international

Documents

Transcript of ciob education international