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: 

Demonstrate a knowledge and understanding of elementary Freight Forwarding Procedures, Processes and Systems 
SAQA US ID UNIT STANDARD TITLE
11411  Demonstrate a knowledge and understanding of elementary Freight Forwarding Procedures, Processes and Systems 
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 demonstrate a knowledge and understanding of the freight forwarding procedures, processes and systems as they apply to the transport of specialised freight in the context of national movement of imports and exports within the International Trade environment 

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

UNIT STANDARD RANGE 
The applied competency expressed in this standard covers a variety of familiar and unfamiliar processes requiring a range of responses based on informed judgment and reliant largely on the ability of the learner to analytically interpret and disseminate information, in order to achieve a desired outcome.

Competence includes the application of influencing and negotiation techniques, in the pursuit of the required result. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Display a comprehension of how airline procedures apply to imports and exports 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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 
Demonstrate an understanding of clearing procedures 
OUTCOME NOTES 
Demonstrate an understanding of clearing procedures for goods imported by airfreight and sea freight 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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 
Explain the procedures used in a container depot 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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 4 
Display an understanding of the principles surrounding Customs House procedures 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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 5 
Distinguish between the roles of Transnet, Portnet and Spoornet 
OUTCOME NOTES 
Distinguish between the roles of Transnet, Portnet and Spoornet within the international trade environment 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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 6 
Assess the various modes of transport and identify their role in specialised freight 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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 7 
Demonstrate an understanding of the role of technology transfers 
OUTCOME NOTES 
Demonstrate an understanding of the role of technology transfers in the international trade environment 

ASSESSMENT CRITERIA
 

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

1. Airline procedures that are applicable to imports and exports are identified and an explanation of how they apply to each is given
2. The clearing procedures for goods imported by airfreight and sea freight are explained and illustrated by way of a table
3. The procedures used in a container depot are listed
4. The principles surrounding Customs House procedures are explained and an indication given of how they are applied to different goods
5. The roles of Transnet, Portnet and Spoornet within the international trade environment are explained by way of a table
6. The role of technology transfers in the international trade environment, are listed.

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. Trade terms and "jargon"
2. Airline procedures
3. Clearing procedures
4. Container depot procedures
5. Principles of Customs House procedures
6. The roles of Spoornet, Transnet and Portnet within South Africa
7. Information transfers. 


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,

! Identify and apply knowledge of Specialised Freight in arriving at workable solutions. 

UNIT STANDARD CCFO WORKING 
Work effectively with others as a member of a team, group, organisation or community,
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,

! 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,

! The learner will be able to collect, organise and critically evaluate all relevant information relating to the all aspects of Specialised Freight as it applies in the International Trade environment. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively using visual, mathematical, and/or language skills in the modes of written and/or oral presentation,

! Identify from written material and verbal interaction the basic concepts, principles and procedures of Specialised Freight as the apply in the International trade environment in order to achieve optimal results in further studies 

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 
Elective  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2023-06-30  TETA 


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.