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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Control locomotive movements within a specified work environment using an information system 
SAQA US ID UNIT STANDARD TITLE
256214  Control locomotive movements within a specified work environment using an information system 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
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 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 will be useful for people starting on a learning pathway in the rail transport industry (train driving), and contributes towards the specialist skills and knowledge they require for specific roles within rail transport. It is intended to describe key skills and knowledge requirements for those Drivers who operate in defined working environments, in compliance with legislative requirements, codes and practices.
This unit standard will recognise the essential knowledge and skills required to use technology to track and/or schedule the movements of locomotives in a defined working environment.

People credited with this unit standard are able to:
  • Identify system components and software application for work role.
  • Input, store and retrieve data.
  • Allocate locomotives to trains for every day operations.
  • Apply workplace procedures for management and security of data. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in:
  • Communications at NQF Level 2.
  • Mathematical Literacy at NQF Level 2.
  • Computer Literacy at NQF Level 2. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify system components and software application for work role. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Computer equipment input system components and software programme for the management of locomotive movements are identified for a specific site. 

    ASSESSMENT CRITERION 2 
    Equipment is set up for work requirements in accordance with site specific procedures and manufacturer's guidelines. 

    ASSESSMENT CRITERION 3 
    The purpose of the system is described in accordance with site specific requirements for locomotive movement. 

    SPECIFIC OUTCOME 2 
    Input, store and retrieve data. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data is entered making use of appropriate signal equipment, keyboard and/or mouse, or other system, in accordance with site specific procedures. 

    ASSESSMENT CRITERION 2 
    Data is manipulated in accordance with locomotive movement requirements. 
    ASSESSMENT CRITERION RANGE 
    Data includes but is not limited to:
  • History of all trains, wagons, and maintenance; demand, supply and scheduled services; dates for operations.
     

  • ASSESSMENT CRITERION 3 
    Data is filed, retrieved and/or updated in accordance with site specific policies and procedures. 
    ASSESSMENT CRITERION RANGE 
    Policies include but are not limited to:
  • Commands; codes; authority; user profiles.

    Updates include but are not limited to:
  • Locomotive availability and movement.
     

  • ASSESSMENT CRITERION 4 
    Updates include but are not limited to: locomotive availability and movement. 

    SPECIFIC OUTCOME 3 
    Allocate locomotives to trains for every day operations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Locomotives are allocated for designated tasks according to the schedule on the information management system. 
    ASSESSMENT CRITERION RANGE 
    Tasks include:
  • Trains assignment; return to depot.
     

  • ASSESSMENT CRITERION 2 
    Locomotives are allocated for shedding according to the schedule on the information management system. 

    ASSESSMENT CRITERION 3 
    Locomotives are allocated for repairs and/or maintenance according to the schedule on the information management system. 
    ASSESSMENT CRITERION RANGE 
    Schedules include:
  • Different types of services, at different intervals.
     

  • ASSESSMENT CRITERION 4 
    The procedure to follow up repairs and/or maintenance schedules are described in terms organisational procedures. 

    SPECIFIC OUTCOME 4 
    Apply workplace procedures for management and security of data. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data security procedures are described as per site specific policies. 

    ASSESSMENT CRITERION 2 
    Information systems are logged on and off as per site specific procedures and manufacturer's guidelines. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.
  • An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by a relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be registered and accredited as a provider with the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note:
  • Critical-using information systems to rack and trace movement and ensure that locomotives are correctly assigned. 

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

    Note:
  • Implied-team work is essential to ensure that locomotives and crews are correctly assigned. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note:
  • Core to the standard-is about organisation and attention to detail. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note:
  • Must gather and analyse information for correct assignment of locomotives. 

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

    Note:
  • Essential-must communicate clearly to ensure correct assignment. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note:
  • The standard is about the application of technology. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Note:
  • Must have a 'big picture' view of operations. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • 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. Remember we want 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 that 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 judgements 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 this unit standard, that the candidate can achieve the outcomes again and again and again. 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.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • Methods of assessment should include:
    > Written tests/case studies.
    > Oral/on-the-job.
    > In situ (on-the-job) observations.
    > Simulation.
    > Role-play/structured classroom discussions and oral tests.
  • These methods must be carefully selected based on the purpose of the assessment (for example, the written method could be used to assess knowledge or on-the-job demonstration for practical competence). 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  61849   Further Education and Training Certificate: Train Driving  Level 4  NQF Level 04  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.