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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment 
SAQA QUAL ID QUALIFICATION TITLE
49066  National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment 
ORIGINATOR
SGB Electrical Engineering & Construction 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
TETA - Transport Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 12 - Physical Planning and Construction  Electrical Infrastructure Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  137  Level 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification will:
  • Enable the qualifying learner to safely and effectively install railway signalling equipment and perform scheduled maintenance tasks
  • Prepare the learner to progress through learning in the railway signalling environment to a qualification in the fault-finding and repair of railway signalling equipment at NQF Level 4

    The core and elective unit standards provide credits that allow the learner access to both vertically and horizontally articulated qualifications in the electrical engineering and construction field.

    The social status, productivity and employability of the qualifying learner within the electrical engineering and construction field will be enhanced, thereby contributing to the quality and skills required in this field. Learners will acquire occupational skills, which will enable them to engage in other technically related activities and the creation of small businesses, through the critical cross-field component of the qualification.

    Rationale for the qualification
    Railway signalling forms a critical part of the infrastructure of a rail transport system and contributes to the safe and efficient control of rail traffic. In a railway environment, emphasis is placed on safety, reliability and availability of operating systems. It thus follows that for railway signalling systems and equipment to align to these criteria, it is vitally important that signalling equipment be installed safely and correctly to meet standards as depicted in railway signalling engineering specifications. It is equally important that scheduled maintenance be performed timeously as per specifications to enhance and maintain the reliability, availability and safety of train operations.

    This qualification equips the learner with the required skills, knowledge and understanding required to effectively perform installation and scheduled maintenance of railway signalling equipment to the required standards.

    Learners credited with this qualification and who apply the acquired knowledge and skills can help address the critical shortage of qualified personnel in the railway signalling industry.

    For the new learner, this qualification recognises the applied competence needed by a productive person in a structured workplace and forms the basis for further development.

    For learners who have acquired experience in the workplace, this qualification may be obtained in part or in whole through RPL by formally acknowledging workplace skills acquired without the benefit of formal education or training. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This qualification assumes that the learner's competencies include but are not limited to the following:
  • Knowledge and ability to effectively use engineering hand and power tools.
  • Knowledge of electrical wiring techniques and the ability to harness, route and terminate electrical conductors.
  • Knowledge and ability to solder electrical conductors and components.
  • An understanding of heath and safety in a working environment and the application thereof.
  • Knowledge and ability to perform first-aid and fire-fighting
  • An understanding of the principles of electricity.
  • Knowledge and understanding of railway signalling principles, elements and philosophies.
  • Assembly of railway signalling equipment which must include but is not limited to a railway track circuit, an electrical railway signal, an electrical points machine, components of an electrical signalling interlocking system and an apparatus case.
  • Electrical wiring of railway signalling equipment which must include but is not limited to a railway track circuit, an electrical railway signal, an electrical points machine, components of an electrical signalling interlocking system and an apparatus case.

    Recognition of prior learning

    This qualification may be obtained in part or in whole through RPL. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to this qualification

    The fundamental, core and elective learning components that make up this qualification are listed below.

    Fundamental
    12 credits at Level 2
    36 credits at Level 3
    Total 48

    Core
    7 credits at Level 2
    34 credits at Level 3
    36 credits at Level 4
    Total 77

    Elective
    22 credits at Level 3
    3 credits at Level 4
    Total 25 (Select a minimum of 12)

    The available credits for this qualification are at least 150, of which a minimum of 136 credits must be done to achieve this qualification.

    Motivation for the number of credits assigned

    Fundamental Credits

    SAQA stipulates that a minimum of 20 compulsory credits are allocated to Communication Studies and Languages and 16 credits are allocated to Mathematics and Mathematical Literacy. 47 compulsory credits have been allocated to these fundamental competencies.

    Core

    SAQA stipulates that a minimum of 72 credits are required at or above the level at which the certificate is awarded. Therefore, 77 compulsory credits have been allocated to the core unit standards to sufficiently cover the field of installation and scheduled maintenance of railway signalling equipment.

    Electives

    A minimum of 12 credits has to be selected from the 25 listed elective credits. These credits have been meaningfully grouped together to allow for progression to the next level of learning on the same railway signalling equipment and provide an appropriate understanding of the concepts. 

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the knowledge and ability to plan and prepare the execution of installation and scheduled maintenance tasks on railway signalling equipment, communicate tasks and responsibilities within the work team and solve potential problems that may arise.

    2. Demonstrate the knowledge and ability to safely install railway signalling equipment according to signalling practice and specifications within a team environment, by using effective communication, and the correct application of specific tools, instrumentation and equipment.

    3. Demonstrate knowledge and the ability to safely perform scheduled maintenance on railway signalling equipment according to signalling practice and specifications within a team environment, by using effective communication and the correct application and use of specific tools, instrumentation and equipment and adhering to company maintenance policies and safe working procedures.

    4. Understand the need for safety and demonstrate the ability to apply safe working before, during and after the execution of the tasks related to the railway signalling equipment being installed or maintained.

    5. Understand the need for communication and demonstrate verbal and written communication skills.

    Critical cross-field outcomes across the core unit standards and qualification at Level 3.
    Critical cross-field outcomes supported by the unit standards

    Demonstrate an understanding of the principles of mechanical railway signalling - supports:
  • Information evaluation
  • Self-organisation and self-management
  • Inter-relatedness of systems
  • Learner and societal development

    Joint electrical railway signalling cables - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install electrical railway signalling cables - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Apply train working rules as applicable to railway signalling maintenance personnel - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform infrastructure maintenance in the vicinity of or near exposed live high-voltage overhead track equipment - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology

    Maintain and repair a bank of batteries as used in railway signalling - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install components of flashlights and booms - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install an apparatus case - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install components of a railway signalling interlocking system - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install an electrical railway signal - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install a railway track circuit - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install electrical points - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on an apparatus case - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on electrical points - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on an electrical railway signal - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on a railway track circuit - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Critical cross-field outcomes across the elective unit standards and qualification at Level 3.
    Critical cross-field outcomes supported by the unit standards

    Install batteries - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication

    Install components of an axle counter - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install components of a flashlight and boom level crossing warning system - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install railway signalling power supply equipment - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Install components of a remote control system - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on an axle counter - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on a flashlight and boom level crossing warning system - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development

    Perform routine preventive maintenance on power supply equipment - supports:
  • Information evaluation
  • Problem-solving
  • Team work
  • Self-organisation and self-management
  • Communication
  • Inter-relatedness of systems
  • Use of science and technology
  • Learner and societal development 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • The planning of the task is performed correctly by evaluating and interpreting relevant documentation.
  • The correct resources and materials are procured after evaluating and interpreting relevant documentation. This includes but is not limited to required personnel, transport, tools, lifting equipment and lubricating and cleaning materials.
  • Problems regarding the correctness, quantity and quality of materials, parts and components as measured against quantities needed and material specifications, to perform the tasks of installation and scheduled maintenance of railway signalling equipment, can be solved effectively.
  • Effective communication in the work environment is demonstrated

    2.
  • The installation of, and quality checks on railway signalling equipment is performed safely and correctly as per railway signalling practices and specifications.
  • Problems regarding the suitability and functionality of equipment, instrumentation and tools are solved effectively by demonstrating the knowledge required for identifying sub-standards and by being able to improvise within acceptable signalling practices.
  • Learners would organise and manage themselves effectively by utilising the resources and executing the task responsibly and safely.
  • Effective communication with relevant role-players related to the installation of railway signalling equipment is demonstrated by communicating clearly and concisely and within the framework of company specific communication protocols.
  • The need for working effectively in teams is understood and is demonstrated by displaying participative interaction when installing railway signalling equipment.
  • The use and function of the equipment being installed in relation to the railway signalling system is explained correctly in terms of signalling practices and philosophies.

    3.
  • The scheduled maintenance tasks and quality checks on railway signalling equipment are understood and performed safely and correctly by implementing safe working procedures and adhering to maintenance policies.
  • Problems regarding the suitability and functionality of equipment, instrumentation and tools are solved effectively by demonstrating the knowledge required for identifying sub-standards and by being able to improvise within acceptable signalling practices.
  • Learners would organise and manage themselves effectively by utilising the resources and executing the task responsibly and safely.
  • Effective communication with relevant role-players related to the scheduled maintenance of railway signalling equipment is demonstrated by communicating clearly and concisely and within the framework of company specific communication protocols.
  • The need for working effectively in teams is understood and demonstrated by displaying participative interaction whilst performing scheduled maintenance.
  • The use and function of the equipment being maintained in relation to the railway signalling system as a whole is explained correctly.
  • The ability to identify, prioritise and report the corrective action to take after a defect or substandard has been identified is demonstrated correctly as measured against equipment standards, company maintenance procedures and reporting lines

    4.
  • Personal and equipment safety are understood and applied while executing the tasks.
  • The inter-relatedness of various railway signalling elements and the safety implications of not considering such interrelationships is understood and demonstrated.
  • Learners would understand the use of science and technology that is utilised during performance of tasks by using electrical test instruments, measuring instruments and gauges to check compliance with safety specifications.
  • Problems with regard to the safety of equipment and tools are understood, identified, and solved effectively by applying judgement of the state of equipment and tools against tool and equipment standards and implementing company policies related to safety in the workplace.
  • Learners would organise and manage themselves by adhering to safety and company-specific policies and procedures.
  • Safety in the workplace as well as in the whole environment is understood and demonstrated while performing the tasks.
  • The ability to restore the work site and solve any related problems effectively is demonstrated by adherence to company-specific procedures, policies and instructions and the non-compliance of these policies, procedures and instructions are clearly understood.

    5.
  • Information is clearly presented in a timely manner in the required format and to appropriate parties as stipulated in company specific policies and procedures.
  • The relevant communication media and protocol is used correctly while performing tasks.
  • Verbal communication is clear and concise.
  • Documentation related to the task is fully completed in recognisable writing and as per company specific language policies.

    Integrated assessment

    Assessors and moderators should develop and conduct their own integrated assessment by using a range of formative and summative assessment methods.

    Unit standards in the qualification must be used to assess specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    During integrated assessments the assessor should use formative and summative assessment methods and should assess applied competence.

    The applied competence (practical, foundational and reflexive competencies) of this qualification will be achieved if a learner is able to achieve all the exit level outcomes of this qualification.

    Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    A detailed portfolio of evidence is required to prove practical, applied and foundational competencies of the learner. 

  • INTERNATIONAL COMPARABILITY 
    This qualification was compared with the Transport and Distribution Qualifications (Rail Infrastructure) on the Australian National Training Information Service.

    Units of competencies related to railway signalling as generated in Australia were obtained from the National Training Information Service (Web Site: www.ntis.gov.au), Certificate (levels i - iv) in Transport and Distribution (Rail Infrastructure).

    After scrutinising these, it was evident that the format and structure utilised within the Transport and Distribution Industry Specific Units (TDT02) - Equipment Checking and Maintenance, was different to those prescribed by SAQA. The technical content in the units of competencies were not specific and covered a broad spectrum of equipment and tasks. This resulted in broad assessment criteria.

    It was also found that although the Australian Qualifications Framework comprises thirteen national qualifications, the first five qualifications in the vocational education and training sector compare favourably with the FET levels within the NQF.

    The SGG/SGA could not find any standards within the discipline of Railway Signalling in other African countries where Railway Signalling is utilised.

    Various Railway companies in Africa have approached Transnet to assist in the training of their signalling maintenance officials. Once this is effected, the unit standards generated in South Africa will be utilised for such training.

    The core and elective unit standards that form part of this qualification have been developed to ensure alignment with the engineering practices embraced by the Institution of Railway Signal Engineers (IRSE).

    The IRSE is an international professional institution associated with railway signalling and allied professions. The institution aims to advance for public benefit, the science and practice of signalling engineering within the industry and to maintain high standards of knowledge of the profession. The IRSE recognises and encourages Continuing Professional Development (CPD) to keep abreast of new developments in science and technology within the railway signalling and associated disciplines.

    Efforts to obtain British National Vocational Qualifications (NVQs) related railway signalling were unsuccessful. The NVQs are not accessible and could not be used for benchmarking.

    During the development of the unit standards cognisance was taken of the implementation of a National Railway Safety Regulator. The National Railway Safety Regulator promotes and controls safe rail operations and recognises that this is fundamental to the safety of all persons and the environment. The unit standards in railway signalling were aligned to these ideals. 

    ARTICULATION OPTIONS 
    This is a qualification in a series of qualifications in railway signalling from NQF Level 2 to 5. These qualifications articulate directly to other learning programmes and qualifications in railway signalling technology. It also opens the possibility for further learning in the sub-fields of Electrical Infrastructure Construction, Engineering and Related Design and Manufacturing and Assembly. On successful completion of this qualification, the learner will be equipped with skills that will be useful in any electrical construction environment. 

    MODERATION OPTIONS 
    1. An individual wishing to apply for assessment against this qualification may apply to an assessment agency, assessor or provider institution that has been accredited by the relevant ETQA.

    2. Any person assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA.

    3. Any institution offering learning that will enable achievement of this unit standard must be registered and accredited as a provider with the relevant ETQA as prescribed.

    4. Moderation of assessment will be done by the relevant ETQA as prescribed.

    5. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s 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 in item 6.

    6. 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, exit level outcomes, as well as the integrated competence described in the qualification 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Assessors need experience in the following areas:
  • Interpersonal skills
  • Subject matter
  • Assessment

    2. The assessor needs to be competent in planning, conducting and providing feedback on assessment of learning outcomes and in the design and development of assessments as described in the Unit Standards. The assessor must also be able to plan, conduct and provide feedback on the assessment of the learning outcomes at NQF Level 3. Subject matter experience must be well developed within the field of railway signalling, quality assurance tests and practices. The assessor must comply with the criteria set by the relevant ETQA.

    3. The subject matter experience of the assessor can be established by recognition of prior learning.

    4. Assessors need to be registered with the relevant Education and Training Quality Assurance Body.

    5. Anyone assessing a learner against a unit standard must be certified as competent against that specific unit standard and registered as an assessor to assess such unit standard 

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  116900  Apply electrical high voltage safety instructions when working in the vicinity of or near exposed "live" high-voltage overhead track equipment  Level 2  NQF Level 02 
    Core  116846  Demonstrate an understanding of the principles of mechanical railway signalling  Level 2  NQF Level 02 
    Core  116852  Install an apparatus case  Level 3  NQF Level 03 
    Core  116850  Install an electrical railway signal  Level 3  NQF Level 03 
    Core  116867  Install electrical railway signalling cables  Level 3  NQF Level 03 
    Core  116875  Joint electrical railway signalling cables  Level 3  NQF Level 03 
    Core  116882  Maintain and repair a bank of batteries as used in railway signalling  Level 3  NQF Level 03 
    Core  116843  Perform routine preventive maintenance on a railway track circuit  Level 3  NQF Level 03 
    Core  116887  Perform routine preventive maintenance on an apparatus case  Level 3  NQF Level 03 
    Core  116845  Perform routine preventive maintenance on an electrical railway signal  Level 3  NQF Level 03 
    Core  116848  Perform routine preventive maintenance on electrical points  Level 3  NQF Level 03 
    Core  116866  Apply train working rules as applicable to railway signalling maintenance personnel  Level 4  NQF Level 04  13 
    Core  116865  Install a railway track circuit  Level 4  NQF Level 04 
    Core  116871  Install components of a railway signalling interlocking system  Level 4  NQF Level 04 
    Core  116870  Install electrical points  Level 4  NQF Level 04  11 
    Fundamental  110001  Communicate effectively in teams  Level 2  NQF Level 02 
    Fundamental  7569  Demonstrate understanding of the basic concepts of databases and the ability to plan and create a simple database  Level 2  NQF Level 02 
    Fundamental  8420  Operate in a team  Level 2  NQF Level 02 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Elective  113902  Install batteries  Level 3  NQF Level 03 
    Elective  116854  Install components of a flashlight and boom level crossing warning system  Level 3  NQF Level 03 
    Elective  116857  Install components of a remote control system  Level 3  NQF Level 03 
    Elective  116862  Install components of an axle counter  Level 3  NQF Level 03 
    Elective  116873  Install railway signalling power supply equipment  Level 3  NQF Level 03 
    Elective  116840  Perform routine preventive maintenance on an axle counter  Level 3  NQF Level 03 
    Elective  116849  Perform routine preventive maintenance on railway signalling power supply equipment  Level 3  NQF Level 03 
    Elective  116861  Perform routine preventive maintenance on a flashlight and boom level crossing warning system  Level 4  NQF Level 04 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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 



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