SAQA 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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Understand the basic concepts of Importing and Exporting 
SAQA US ID UNIT STANDARD TITLE
11408  Understand the basic concepts of Importing and Exporting 
ORIGINATOR
SGB Procurement, Logistics and Supply Chain Mngt 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Procurement 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-09-13  2008-09-13  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-09-13   2012-09-13  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for people who wish to pursue a career in the Forwarding and Clearing industry, and is intended as part of a bridging programme to introduce learners to industry principles, processes, practices and systems.
Individuals who are credited with this Unit Standard will be able to understand the basic concepts of imports and exports, and contextualise the relationship between the importer and exporter within the International Trade Cycle. Learners will also be able to analyse and compare the various means of international transport in terms of cost, duration, labour intensity and availability.
This Unit Standard serves to introduce the learner to Customs procedures and provides the learner with an understanding of the relationship between Customs and the Trade Industry. Learners will be able to comprehend the role and importance of the various stakeholders in the trade Industry, and their inter-relationship within the trade cycle. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners assessing this unit standard are expected to be competent in:
  • Numeracy at ABET level 4/NQF level 1
  • Literacy at ABET level 4/NQF level 1. 

  • UNIT STANDARD RANGE 
    Learning accredited with this standard will reflect the ability to:

    ! Employ a narrow range of applied knowledge, skills and basic comprehension within a limited range of predictable and structured contexts, including working with others under direct supervision, but with a very limited degree of discretion and judgement about possible action

    ! Demonstrate the acquisition of a knowledge base without which the tasks and procedures cannot be undertaken. This knowledge base consists of a discrete and limited set of data and known responses. Learners are not expected to generate ideas from information supplied, but they are expected to make choices from a limited range of options.

    Learners will be expected to demonstrate applied competence within the context of a clearly defined (structured) role within a cooperative working environment.

    Learners should be able to operate independently in familiar contexts taking some responsibility for the tasks and procedures, with guidance, support and regular quality control. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Contextualise the relationship between the importer and exporter 
    OUTCOME NOTES 
    Contextualise the relationship between the importer and exporter within the international trade cycle. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following assessment criteria should be applied in an integrated way to assess
    the Specific outcomes listed above:

    1. The basic concepts of imports and exports and their relation to society as a whole is demonstrated and examples given
    2. An explanation of the role of the importer and the role of the exporter in the trade industry i.e. the trade cycle, is given and the inter-relationship between their roles is demonstrated
    3. The various means of International Transport are analysed and compared in terms of cost, duration, labour intensity and availability and given in a table.
    4. The roles and responsibilities of local transporters, freight forwarders/clearing agents and importers and exporters are described and their inter-relationship in the trade cycle is recognised.


    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration ol) could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 2 
    Assess various means of international transport 
    OUTCOME NOTES 
    Assess various means of international transport in terms of cost, duration, labour intensity and availability. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following assessment criteria should be applied in an integrated way to assess
    the Specific outcomes listed above:

    1. The basic concepts of imports and exports and their relation to society as a whole is demonstrated and examples given
    2. An explanation of the role of the importer and the role of the exporter in the trade industry i.e. the trade cycle, is given and the inter-relationship between their roles is demonstrated
    3. The various means of International Transport are analysed and compared in terms of cost, duration, labour intensity and availability and given in a table.
    4. The roles and responsibilities of local transporters, freight forwarders/clearing agents and importers and exporters are described and their inter-relationship in the trade cycle is recognised.


    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration ol) could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of basic Customs procedures 
    OUTCOME NOTES 
    Demonstrate an understanding of basic Customs procedures and the relationship between Customs and the trade industry 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following assessment criteria should be applied in an integrated way to assess
    the Specific outcomes listed above:

    1. The basic concepts of imports and exports and their relation to society as a whole is demonstrated and examples given
    2. An explanation of the role of the importer and the role of the exporter in the trade industry i.e. the trade cycle, is given and the inter-relationship between their roles is demonstrated
    3. The various means of International Transport are analysed and compared in terms of cost, duration, labour intensity and availability and given in a table.
    4. The roles and responsibilities of local transporters, freight forwarders/clearing agents and importers and exporters are described and their inter-relationship in the trade cycle is recognised.


    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration ol) could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 4 
    Comprehend the role and importance of the various stakeholders in the trade industry 
    OUTCOME NOTES 
    Comprehend the role and importance of the various stakeholders in the trade industry, and their inter-relationship within the trade cycle. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following assessment criteria should be applied in an integrated way to assess
    the Specific outcomes listed above:

    1. The basic concepts of imports and exports and their relation to society as a whole is demonstrated and examples given
    2. An explanation of the role of the importer and the role of the exporter in the trade industry i.e. the trade cycle, is given and the inter-relationship between their roles is demonstrated
    3. The various means of International Transport are analysed and compared in terms of cost, duration, labour intensity and availability and given in a table.
    4. The roles and responsibilities of local transporters, freight forwarders/clearing agents and importers and exporters are described and their inter-relationship in the trade cycle is recognised.


    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration ol) could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA.
    3. Moderation of assessment will be done by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learners can understand, explain and apply:

    1. Concepts of Imports and Exports
    2. Basic concepts of International Transport
    3. Basic concepts and procedures surrounding Customs
    4. The trading cycle including the role of the parties involved, e.g. exporter, importer, customs clearing agent, freight forwarder, the bank, the insurance company
    5. The role of SARS in imports
    6. The Functions of Port and Airport Authorities
    7. The Functions of Insurance Companies in the Trade Industry. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community, e.g.
    Appreciate that:

    * since the Forwarding and Clearing Industry is practised in an international environment at the micro, meso and macro levels, it operates in systems which are reliant on others and which address the processing of data,
    * the processing systems approach as well as the productivity orientation of Forwarding and Clearing companies, demands high levels of teamwork and the understanding, reaction and maintenance of team coherence and co- operation,
    * the level of competency is largely dependent on the individual`s ability and capacity to operate effectively with peers, supervisors and internal and external customers. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively e.g.
    ! The learner will be able to recognise the importance of structured self-management in meeting the time requirements of the Forwarding and Clearing industry, and that this is a critical factor contributing to achievement of customer satisfaction. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, e.g.
    ! The learner will be able to analyse the of various means of international transport in terms of cost, duration, labour intensity and availability 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical, and/or language skills in the modes of written and/or oral presentation, e.g.
    ! The learner will be able to communicate understanding, knowledge and application in appropriate oral and written modes. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others, e.g.
    ! The learner will be able to recognise the hazards involved in transporting different types of cargo, and display a comprehension of the importance of ensuring that the correct procedures are carried out in order to ensure the safety of all parties involved in the transportation of cargo. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, e.g.
    ! The learner will be able to understand the interrelationship between import and exports and society as a whole 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22439   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Elective  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2023-06-30  TETA 
    Elective  35953   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was TETA until Last Date for Achievement 
    Elective  48806   National Certificate: Craft Production  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  96401   National Certificate: Export Administration  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.