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: 

Apply basic concepts of Cargo Care 
SAQA US ID UNIT STANDARD TITLE
11410  Apply basic concepts of Cargo Care 
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  2007-11-28  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-11-28   2011-11-28  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
252373  Apply basic concepts of cargo care  Level 2  NQF Level 02  Complete 

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 select the appropriate packing unit, know and understand how the various packing units apply to different transport modes and identify Marks and Numbers as they appear on general cargo.
The purpose of this Unit Standard is also to provide learners with a grounding in the concept of cargo care as it applies to the transportation of all types cargo 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners accessing this unit standard will be competent in:
  • Numeracy at ABET level 4/NQF level 1
  • Literacy at ABET level 4/NQF level 1. 

  • UNIT STANDARD RANGE 
    ! 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 
    Know and understand the concept of Cargo Care 
    OUTCOME NOTES 
    Know and understand the concept of Cargo Care as it applies to the transportation of all types of cargo 
    OUTCOME RANGE 
    Cargo refers to Perishable goods; Dangerous and Hazardous goods (including their applicable markings); live animals; fragile and valuable goods; household and personal effects; bulk cargo 

    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 most appropriate type of packing unit for a mode of transport is selected for six commodities and the reason for the choice is motivated
    2. The commonly used Marks and Numbers as they appear on general cargo are identified and an explanation is given of the type of cargo for which each is used
    3. The concept of Cargo Care is explained as it applies to
    ! Perishable goods
    ! Dangerous and Hazardous goods
    ! Live animals
    ! Fragile and valuable goods
    ! Household and personal effects
    ! Bulk Cargo.

    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 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 
    Select the appropriate packing unit for the type of transport mode 

    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 most appropriate type of packing unit for a mode of transport is selected for six commodities and the reason for the choice is motivated
    2. The commonly used Marks and Numbers as they appear on general cargo are identified and an explanation is given of the type of cargo for which each is used
    3. The concept of Cargo Care is explained as it applies to
    ! Perishable goods
    ! Dangerous and Hazardous goods
    ! Live animals
    ! Fragile and valuable goods
    ! Household and personal effects
    ! Bulk Cargo.

    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 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 
    Identify commonly used Marks and Numbers as they apprear on general cargo 

    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 most appropriate type of packing unit for a mode of transport is selected for six commodities and the reason for the choice is motivated
    2. The commonly used Marks and Numbers as they appear on general cargo are identified and an explanation is given of the type of cargo for which each is used
    3. The concept of Cargo Care is explained as it applies to
    ! Perishable goods
    ! Dangerous and Hazardous goods
    ! Live animals
    ! Fragile and valuable goods
    ! Household and personal effects
    ! Bulk Cargo.

    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 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. Types and uses of packing units
    2. Cargo care as it applies to hazardous goods, live animals, household effects, bulk cargo, perishable cargo, fragile goods
    3. Marks and numbers utilised on packing units
    4. General rules, regulations and legislation as they apply to the transportation of:
    ! Perishable goods
    ! Dangerous and Hazardous goods
    ! Live animals
    ! Fragile and valuable goods
    ! Household and personal effects
    ! Bulk Cargo. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions, using critical thinking, have been made, e.g.
    ! The learner will be able to identify when normal modes of transport and transportation routes cannot be used due to environmental factors such as adverse weather conditions, political unrest etc., and suggest alternative solutions to overcome the problem(s). 

    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, 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 collect, organise and critically evaluate all relevant information relating to the nature of the cargo to be transported in relation to the route to be selected, the packing method to be applied and the cost and time constraints determined by the customer 

    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 describe in writing the planned cargo route, as well as complete the necessary documentation involved in the trade cycle. The learner should be able to communicate clearly and directly with the customer in order to determine customer requirements 

    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 ensure that the relevant procedures are carried out in order to ensure the safety of all parties concerned in the transportation of such 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 world trading partners, and how the location and characteristics of different locations in the world influence the trading cycle. The learner will also be able to comprehend how different world events such as adverse weather (hurricanes, earthquakes) and political events (war etc) influence the international trading cycle and the transportation of goods across international borders. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 252373, which is "Apply basic concepts of cargo care", Level 2, 7 credits. 

    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  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 


    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.