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.

Further Education and Training Certificate: Road Transport Supervision 
48439  Further Education and Training Certificate: Road Transport Supervision 
SGB Transport and Logistics Operations 
TETA - Transport Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
Further Ed and Training Cert  Field 11 - Services  Transport, Operations and Logistics 
Undefined  138  Level 4  NQF Level 04  Regular-Unit Stds Based 
Passed the End Date -
Status was "Reregistered" 
SAQA 06120/18  2018-07-01  2023-06-30 
2024-06-30   2027-06-30  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

The purpose of this Qualification is to facilitate training and educational opportunities for individuals currently employed in the Southern African road Transport industry or those wishing to pursue a career in this industry. Individuals will have the opportunity to specialise in either freight or passenger related fields. The training will be applicable and appropriate to companies where transport is a primary or secondary function.

The qualifying learner will obtain the relevant underpinning knowledge of road transport operations in order to apply this to all assigned functions. These core components of learning include knowledge of transport logistics operations, implementing of routing and scheduling, principles of road transport management, marketing strategies and decision making and problem solving to manage the transportation of passengers or freight that is applied in operating successfully in a road transport logistics environment.


This Qualification has been designed as the second of three levels in road transport; to address the specific need as expressed by the road transport industry of South Africa. This Qualification serves as a progression from the National Certificate in Road Transport at NQF level 3 into the specialized area of road transport against the backdrop of the transport industry as a whole. It would serve to foster professionalism in the Southern African Road Transport industry and form the basis for further learning towards the National Certificate in Transport Management at NQF level 5.

This Qualification provides the bridging opportunity for individuals wishing to pursue a career in road transport operations and management. It would also serve to formally recognize the experience gained by learners employed in the sector. This Qualification equips a learner for employment and/or career advancement opportunities within the Transport Industry of Southern Africa, as well as enables him/her to pursue more advanced levels of study in this specific field. 

Learners that wish to enrol for this Qualification are assumed to be in possession of Mathematics/Numeracy and Language/Communication skills at NQF level 3 or the equivalent.

Recognition of prior learning

The structure of this Unit Standards based Qualification makes the recognition of prior learning possible, if the learner is able to demonstrate competence in the knowledge, skills and attitudes implicit in this Road Transport Qualification and the associated Unit Standards. While the assessment criteria outlined in the Unit Standards will inform the nature and depth of the assessment for the recognition of prior learning, integrated assessment will be employed to credit the learner with the Qualification and the successful achievement of the critical cross-field outcomes. 


The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification, learners are required to obtain a minimum of 138 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQFLevel 4 to the value of 16 credits
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 62 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards to the value of 134 credits. Learners are to choose Unit Standards to the minimum of 20 credits. 

    1. Apply knowledge and understanding to the creation and maintenance of customer service and standards.

    2. Apply strategic and critical approaches to general management responsibilities in order to meet organisational objectives.

    3. Manage the transportation of different types of goods to ensure their safe delivery.

    4. Implement and control routing and scheduling requirements for passenger transport.

    5. Manage and control a range of projects to ensure effective execution and successful achievement of organisational objectives and targets.

    6. Strategic and critical approaches to decision-making and problem solving is undertaken to manage the transportation of passengers and/or freight.

    7. Relevant technology is applied to enhance and support transport information, financial activities and manage logistics operations.

    8. Impact in the marketing strategy of the organisation in order to remain market-focused and achieve organisational goals. 

    1.1 Customer service systems and standards are established to meet customer needs.
    1.2 Good working relationships are built with customers.

    2.1 Road transport management principles are explaining and applied in the work situation.
    2.2 Interpersonal skills are used to establish effective team leadership
    2.3 The value of working with diverse, cross-function road transport teams is recognised to ensure best practice by team members.

    3.1 Strategic decisions on the transportation of waste, dangerous and abnormal loads are taken and explained to ensure effective delivery.
    3.2 Organisational requirements are explained and monitored to ensure full implementation of these.
    3.3 Risk factors are analysed and explained to ensure effective implementation of transportation of different types of goods.

    4.1 Relevant information is processed to assist in the creation of routing and scheduling activities.
    4.2 Routes and schedules are monitored and controls implemented to ensure compliance.

    5.1 The project goals are determined and resources needed to achieve these goals are identified and determined.
    5.2 Progress of projects is facilitated and effectively controlled to ensure project success.

    6.1 Legal and regulatory requirements are explained and applied to the transportation of passengers and freight.
    6.2 Professional and ethical standards applicable to passengers` and freight transportation are recognised and applied accordingly.

    7.1 Appropriate electronic databases and references are accessed and used to produce the required operational, financial or logistics information.
    7.2 Access, analyse and disseminate information to effectively manage the logistics of the road transport organisation.
    7.3 Transport, financial and logistics reports are produced to meet road transport organisational requirements.
    7.4 Tender documentation is compiled and presented to accomplish objectives.

    8.1 Factors that effect and motivate the marketing strategy are identified to maximise the image and effectiveness of the organisation
    8.2 Strategies that ensure and build good relationships are identified and included into the marketing strategy
    8.3 A marketing strategy to meet the needs of the organisation is developed.

    Intergrated assessment

    It is proposed that assessment for this Qualification will be formative and summative in nature. It is furthermore suggested that the assessment is conducted individually per Unit Standard, allowing the learner to be declared competent in specific Unit Standards, or combinations of Unit Standards. Assessment has to be conducted by means of varied methods of assessment by registered assessors, accredited by the relevant ETQA. Assessment will include written assessment, group work, syndicate work, case studies role play as well as any additional method designed to successfully and credibly assess his/her competence in the specific Unit Standards.

    The learner`s ability to apply the theoretical information and actually be able to "do the job" (applied competence) specifically in the road transport workplace environment has to be assessed and confirmed before by a registered assessor, after which time, he or she will be declared competent.

    Assessors have been given the following pointers to keep in mind when designing and conducting assessment against each of the Unit Standards:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. The intention is to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in the Unit Standard, that the candidate can achieve the outcomes repeatedly. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    Method and tools of assessment:
    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Assessment Criteria:

    1. Written tests/case studies/projects
    2. Role-play/structured classroom discussions
    2. Portfolio of evidence
    3. Workplace assessment
    4. Structured classroom discussion
    5. Simulation
    6. Syndicate work
    7. Group work
    8. Classroom presentations

    These methods will be carefully selected based on the purpose of the assessment (For example, the written method will be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence.

    The portfolio should include at least:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    The content of the standards themselves were the focus of international benchmarking, which occurred continually throughout the Project, through an open communication process, consultation as well as requested comments.

    Standards, Qualifications and institutional bodies that have been used for benchmarking thus far:
  • UK Standards (as obtained from TRANSAID)
  • New Zealand standards
  • Academic benchmarking from the Huddersfield University in the UK
  • Swedish University (school of Logistics), Jonkoping University.

    The majority of our consultation processes included in depth industry consultation with individuals in constant contact with international academic and trade bodies assisting us with the content and applications. 

    This Qualification presents possibilities for both horizontal and vertical articulation. A qualifying learner may progress to the National Certificate in Transport Management at NQF level 5 or the National Diploma in Freight handling Logistics at NQF level 5, for example. An example of horizontal articulation may be the National Certificate: Tourism: Car Rental at NQF level 4. 

  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education and Training Quality Assurance (ETQA) Body.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    For an applicant to register as an assessor, the applicant needs:
  • A minimum of an NQF level 5 Qualification in this or a related sub-field
  • To be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by South African Qualifications Authority (SAQA)

    Detailed documentary proof of educational qualification, practical training undergone, and experience gained by the applicant must be provided (Portfolio of evidence). 

    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 


    Core  113852  Apply occupational health, safety and environmental principles  Level 3  NQF Level 03  10 
    Core  113834  Apply standard operating procedures and practices  Level 4  NQF Level 04 
    Core  113833  Manage customer satisfaction in a road transport activity  Level 4  NQF Level 04 
    Core  113839  Manage road transport work teams  Level 4  NQF Level 04  10 
    Core  113827  Operate the fleet  Level 4  NQF Level 04  12 
    Core  113853  Apply strategic road transport management principles  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  12417  Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  113826  Collate and process road transport operational information  Level 4  NQF Level 04 
    Elective  8555  Contribute to information distribution regarding HIV/AIDS in the workplace  Level 4  NQF Level 04 
    Elective  113835  Manage logistics operations  Level 4  NQF Level 04  12 
    Elective  113849  Manage the transportation of waste  Level 4  NQF Level 04 
    Elective  113828  Record and report road transport related income and expenses  Level 4  NQF Level 04  12 
    Elective  10133  Schedule project activities to facilitate effective project execution  Level 4  NQF Level 04 
    Elective  113841  Transport freight  Level 4  NQF Level 04  10 
    Elective  113832  Transport passengers  Level 4  NQF Level 04  10 
    Elective  113850  Compile tender documents and contracts  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  113856  Develop and manage the road transport marketing strategy  Level 5  Level TBA: Pre-2009 was L5  13 
    Elective  11286  Institute disciplinary action  Level 5  Level TBA: Pre-2009 was L5 
    Elective  113855  Manage the transportation of abnormal loads  Level 5  Level TBA: Pre-2009 was L5 
    Elective  113851  Manage the transportation of dangerous goods  Level 5  Level TBA: Pre-2009 was L5 
    Elective  113854  Monitor and manage the routing and scheduling function  Level 5  Level TBA: Pre-2009 was L5  14 


    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.
    1. Andebe Group 
    2. Bev Short Training Consultants 
    3. EDU - FLEET 
    4. Learncorp 
    5. Learning Exchange Pty (Ltd) 
    6. Open Learning Group 
    7. Quantum Leap College Pty Ltd 
    8. Training Consultant and SD College 

    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.