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 QUALIFICATION: 

Further Education and Training Certificate: Train Driving 
SAQA QUAL ID QUALIFICATION TITLE
61849  Further Education and Training Certificate: Train Driving 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
TETA - Transport Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 11 - Services  Transport, Operations and Logistics 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  145  Level 4  NQF Level 04  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 
Purpose:

The purpose of this qualification is to ensure service excellence with a focus on safe working in the field of rail transport services. The qualification is an entry level qualification in a series of qualifications that will form the learning pathway for persons in the rail transport industry (train driving). This qualification provides for the recognition of foundational knowledge, skills and values required and will facilitate access to, and mobility and progression within the industry.

A learner certified as competent in terms of this qualification will be able to move rail vehicles from one point to another safely, on rail, under specific conditions and within defined working environments, in accordance with the Principles of Safe Movement on Rail (POSMOR) and company-specific policies, procedures and instructions.

A learner obtaining this qualification will be able to:
  • Operate locomotives within a defined working area.
  • Carry out shunting duties.
  • Prepare and start locomotives and related equipment.

    The skills, knowledge, values and understanding in this qualification are essential for national competitiveness and will have a positive impact on social and economic transformation.

    Rationale:

    The South African government has set as a priority the shifting of as much traffic as possible - both freight and passenger services - from road to rail. A move such as this necessitates the timely development of the critical competence of train driving that will make the shift possible and sustainable.

    Persons operating within this industry, as well as other transport services, will benefit from this qualification and its competence standards, which are instrumental to the development and recognition of the foundational, practical and reflexive competence (applied competence) needed to render effective and efficient rail transport services. Given the number of drivers entering South Africa from neighbouring countries, this qualification and/or its unit standards is essential to set the benchmark for all drivers operating in the country.

    These services are essential in and to the following domains:
  • Enabling the economy.
  • Recognising the support services provided to rail operations by drivers other than mainline operations drivers.
  • Linking private rail users into the national rail network.

    Central to the qualification is the development of a culture of safe working. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the leaner entering this qualification will be competent in:
  • Mathematical Literacy at NQF Level 3.
  • Communication at NQF Level 3.

    Recognition of Prior Learning (RPL):

    This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

    Access to the Qualification:

    Access to this Qualification is open to all learners taking into consideration learning assumed to be in place. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    For award of the whole qualification, learners must achieve the required number of credits as specified in the rules of combination below as well as the criteria specified for integrated assessment in the Integrated Assessment Criteria below.

    Rules of Combination:

    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 145 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 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 77 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of individual unit standards from which the learner must choose unit standards totalling a minimum of 12 credits.

    Note: Learners must select one of the unit standards to do with operating a locomotive; this will be a prerequisite for performing actual driving duties in the defined working environment.

    Note: Apart from obtaining the generic competencies required for Drivers at this level (fundamental and core unit standards) the learner has specialisation options made possible through appropriate combinations of Electives. Elective choices will determine the scope of qualification and operation for the driver.

    Assistant Train Drivers, Shedmen, Loco Drivers, Shunt Drivers, and Rail and Road Vehicle (RRV) Operators, operate in defined working environments. Providers of learning in these environments need to ensure that learning opportunities towards the competence required is provided in the appropriate context. Practical exposure is required to enable a learner to make intelligent decisions with regard to locomotive handling to ensure safe movement of the locomotives and/or trains on rail.

    In a specific operational environment it is normally expected from drivers to operate different locomotives in one shift, which requires appropriate qualifications. 

  • EXIT LEVEL OUTCOMES 
    1. Prepare locomotives and related equipment.

    2. Operate locomotives within a defined working area.

    3. Carry out shunting duties.

    Critical Cross-field Outcomes:

    This qualification addresses the following critical cross-field outcomes, as detailed in the associated unit standards:
  • Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
  • Working effectively with others as a member of a team, group, organisation or community.
  • Organising and managing oneself and one's activities responsibly and effectively.
  • Collecting, analysing, organising and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Different brake systems are identified and described in terms of their key features, operation, and advantages and disadvantages.
  • Locomotive tests are carried out according to set procedures, and results reported in accordance with site specific requirements.
  • The consequences for individuals and/or the team for not complying with sign-on and sign-off procedures are explained with reference to legal and company-specific liability.

    Associated Assessment Criteria for Exit Level Outcome 2:

    Range: A defined work area is any area in which the operator is required to operate and which is governed by specific sets of legislation, regulations and/or procedures.

    Range: Areas include but are not limited to yards, sidings, sheds, railroads.

    Range: Locomotives may include rolling stock and carriages.
  • Road knowledge is applied to regulate the acceleration and deceleration of a train.
    Range: Road knowledge includes but is not limited to gradient, signal-layout, curves, train/trajectory speed.
  • Railroad topographical concepts are interpreted in accordance with train dynamic and train handling principles.
  • Railroad trajectory operating equipment is used in accordance with specific operating instructions.
    Range: Operating equipment includes but is not limited to signals, points, derailers, catch points.
  • A locomotive in service is operated in accordance with manufacturer's specifications and company specific procedures.
  • A train is prepared and despatched in accordance with company specific requirements.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A shunting plan is drafted to compile a train.
  • The shunting area is inspected and made safe in terms of the planned activities.
  • Shunting is conducted in terms of the shunting plan.

    Integrated Assessment:

    Assessment should take place within the context of:
  • Given Quality Assurance policies, procedures and processes.
  • A guided and supported learning environment.

    Assessment will take place according to the detailed specifications indicated in the unit standards above.

    Assessors should note that the evidence of integration (as above) could well be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration. 

  • INTERNATIONAL COMPARABILITY 
    Qualifications from the following countries were sourced for a comparison:
  • Canada.
  • Australia.
  • New Zealand.
  • Scotland.
  • United Kingdom.

    The countries were selected by the major rail service providers as being of most relevance to the South African context in terms of infrastructure, equipment, rolling stock, and skills requirements and development. In addition, these examples are recognized internationally as quality providers of training in rail and related services.

    It is important to note that Spoornet commissioned their own independent study into risk factors that influence safe operation, with a particular emphasis on human factors and their impact on safe working. The research commissioned by Spoornet is known as the 1996 SPAD (Signals Passed at Danger) Report. This research studied the basic causes of SPADs and related incidents, with a focus on the role of the driver. The SPAD Brief was formulated as follows: "To comprehensively investigate and to report with recommendations, on the underlying causes and contributory factors which may lead to the impairment of train driver/crew functioning at critical moments during the shift cycle".

    The research concentrated on Canadian, Scottish and British Rail. It involved close working relationships with international experts including:
  • Dr George Kuehn (Rail Simulation and Training Institute, Chicago).
  • Simon Folkard (Medical Research Council, Sheffield University, UK).

    Local and international academic and research institutions at the time of the research expressed interest in Spoornet's SPAD investigation. The research provided this standards generating body with valuable insight, which is reflected in the qualification and unit standards for train drivers.

    In more detail, the reviewed qualifications include:

    1. Burlington North Railway Academic Science School (BNRAS), Canada/Australia Rail. These Rail Road Operators were chosen for their similarity to the railroad setup within RSA.
  • BNRAS does not have unit standard based qualifications for comparison purposes. The learning programmes, though, correlate with the contents of learning programmes and syllabi in the South African context.
  • Different profiles exist in the rail transport environment within Canada, for example:
    > Locomotive engineer vs Train Driver in the Republic of South Africa (RSA).
    > Train Dispatcher vs Train Control Officer in RSA.
    > There is no Train Assistant in a Canadian context.
  • Australia is in the process of generating Unit Standards for the Train Driver environment and expressed interest in exchanging ideas and standards related to the qualification Train Driving (Mainline Operations) to assist in the generating process. The only Australian profile which correlates with RSA is that of the Train Driver. There is no Train Assistant in an Australian context.

    2. New Zealand:

    New Zealand has registered qualifications for rail which cover similar outcomes. Qualifications include:
  • An introductory certificate at Level 2 for people entering a career in rail transport. The aim of this qualification is to provide recognition for the attainment of a basic level of competence across the range of skills that comprise rail transport. These cover the following areas:
    > Health and safety in the workplace.
    > Safe work practices in the workplace.
    > Basic knowledge of railway signals.
    > Knowledge of rail transport.
    > Engineering hand tools; portable hand held engineering power tools.
  • A qualification at Level 3 designed to recognise the skills and knowledge required to operate as a Locomotive Engineer in one of three contexts: the haulage of freight trains; the haulage of passenger trains, and the operation of multiple units and/or railcars all on network routes.

    The qualification provides a foundation of core skills and knowledge which build on the units contained in the core of the National Certificate in Rail Transport (Level 2) and includes:
  • Workplace health and safety.
  • Emergency response units.
  • Advanced knowledge of railway signals.
  • Three elective strands which provide options for learners to demonstrate competence using the signalling/track control systems operating in their geographical area; recognition of specialists; and in-depth skills and knowledge relating to either freight or passenger or multiple unit/railcar operation, including:

    3. Scotland/UK:

    The qualification was also benchmarked against Scotland and the United Kingdom Qualification Authorities.
  • Scotland, Ireland and the United Kingdom make use of the same qualification database with mutual understanding agreements.
  • The training, provided by train operating companies, lasts 9 - 18 months. This includes classroom training on train types, company procedures, safe working practices and emergency procedures. It also offers the opportunity to practice driving trains under expert supervision. Learners can achieve a Scottish Vocational Qualifications (SVQs) in Rail Transport Operations (Driving). Topics include the following:
    > Preparation for duty.
    > Contributing to provision of a safe and secure work environment.
    > Coupling and uncoupling rail vehicles.
    > Assisting in the safe operation of trains in service.
    > Assisting in preparation of rail vehicles/trains to meet operational requirements.
    > Assisting in the local movement of rail vehicles to meet operational requirements.
    > Bringing trains into service; operating and controlling trains in service; handover and despatch of trains.
    > Responding to abnormal working situations.
    > Responding to emergency situations on railway premises.

    4. Spoornet Research:
  • Over and above the benchmarking to establish the international comparability of the qualification and unit standards, local and international research around risk factors that influence safe operation has been consulted to ensure the qualification adequately emphasises human factors impacting on safe working. The research consulted as part of the local benchmarking effort is the 1996 SPAD (Signals Passed at Danger) Report commissioned by Spoornet. This research studied the basic causes of SPADs and related incidents, with a focus on the role of the driver. The SPAD Brief was formulated as follows: "To comprehensively
    investigate and to report with recommendations, on the underlying causes and contributory factors which may lead to the impairment of train driver/crew functioning at critical moments during the shift cycle." In the course of this research a close working relationship and understanding had been established with the following international parties:
    > Dr George Kuehn (Rail Simulation and Training Institute, Chicago).
    > Simon Folkard (Medical Research Council, Sheffield University, UK).

    Local and international academic and research institutions at the time of the research expressed interest in Spoornet`s SPAD investigation. The research provided this standards generating body with valuable insight, which is reflected in the qualification and unit standards for train drivers.

    5. Conclusion:

    Most international rail operations do not have separate qualifications for Drivers under defined working conditions, but there are clear indications of provision for this type of Driver in the unit standards within qualifications. There is every indication that the competence envisaged as outcomes for this qualification have their parallel in other countries.

    The South African, with its emphasis on transformation, and particularly the provision of routes to qualification, fully justifies this qualification as part of a career and learning pathway for Train Drivers. 

  • ARTICULATION OPTIONS 
    The qualification lends itself to both horizontal and vertical articulation possibilities, which allow mobility and progression for the learner in the rail sector in particular, and the transport sector in general.

    Horizontal articulation possibilities lie with qualifications such as:
  • ID 49489: Further Education and Training Certificate: Road Transport Management in the Public Sector.
  • ID 24498: Further Education and Training Certificate: Rail Operations (Train Control).
  • ID 57849: Further Education and Training Certificate: Dangerous Goods: Multi-modal Transportation.

    This qualification has vertical articulation possibilities with the following qualification:
  • ID 57407: National Diploma: Train Driving (Mainline Operations), Level 5.
  • ID 61489: National Certificate: Transport Operations, Level 5. 

  • MODERATION OPTIONS 
  • Providers offering learning towards this qualification or the component unit standards must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation principles and the agreed ETQA procedures.

    The moderator has the following functions:
  • Monitoring and evaluating the standard of all summative assessments in terms of the ETQA policy.
  • Reviewing both substantive and process related matters in the case of an appeal against an assessment decision.
  • Maintaining standards by exercising appropriate influence and control over assessors to ensure good standards of practice.
  • Exercising a moderation function in case of a dispute between assessors, or between any assessor and learner.
  • Giving written feedback to Workplace Education and Training Committees the relevant ETQA and when required.
  • Submitting reports to the ETQA in terms of the ETQA policy. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Assessors must be registered in terms of the requirements of SAQA and the relevant ETQA. Assessors are assumed to have competence in rail transport above the level of this qualification.
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification must be must be registered with relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • 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 ETQA for this purpose. 

  • 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  260957  Compile a train  Level 3  NQF Level 03  12 
    Core  256199  Comply with employer requirements to perform railway duties  Level 3  NQF Level 03 
    Core  262446  Despatch a train  Level 3  NQF Level 03 
    Core  262449  Devise strategies for the maintenance of a healthy lifestyle  Level 3  NQF Level 03 
    Core  262445  Provide on-track protection  Level 3  NQF Level 03 
    Core  262448  Utilise fixed and temporary trackside indicators for rail movement  Level 3  NQF Level 03 
    Core  242815  Apply the organisation's code of conduct in a work environment  Level 4  NQF Level 04 
    Core  256198  Demonstrate knowledge of a train operating system  Level 4  NQF Level 04 
    Core  256204  Demonstrate understanding of brake systems, and brake tests  Level 4  NQF Level 04 
    Core  260920  Explain the topographical concepts of a trajectory within the rail environment  Level 4  NQF Level 04  10 
    Core  256200  Observe and repeat signals and train authorisations  Level 4  NQF Level 04 
    Core  230418  Operate, and regulate the safe movement of locomotive/s  Level 4  NQF Level 04  10 
    Core  256194  Prepare a locomotive for service  Level 4  NQF Level 04 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    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  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  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  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  256202  Compile a duty roster  Level 3  NQF Level 03 
    Elective  256214  Control locomotive movements within a specified work environment using an information system  Level 3  NQF Level 03 
    Elective  256195  Operate a diesel locomotive  Level 3  NQF Level 03  16 
    Elective  256201  Operate a motor trolley  Level 3  NQF Level 03  16 
    Elective  260918  Operate a radio transceiver  Level 3  NQF Level 03 
    Elective  256197  Operate a steam heating vehicle  Level 3  NQF Level 03 
    Elective  13936  Outline the legal environment of a selected industry  Level 3  NQF Level 03 
    Elective  260937  Utilise a Radio Train Token system of train control for safe movement on rail  Level 3  NQF Level 03 
    Elective  264396  Utilise radio order system of train control  Level 3  NQF Level 03 
    Elective  264378  Utilise semaphore signals for rail movement on double lines  Level 3  NQF Level 03 
    Elective  264381  Utilise semaphore signals for rail movement on single lines  Level 3  NQF Level 03 
    Elective  264401  Utilise telegraph order system for safe movement on rail  Level 3  NQF Level 03 
    Elective  264394  Utilise the wooden train staff system of train control for safe movement on rail  Level 3  NQF Level 03 
    Elective  264399  Utilise Van Schoor method of train control for safe movement on rail  Level 3  NQF Level 03 
    Elective  260917  Administer a Radio Train Token System for safe movement on rail  Level 4  NQF Level 04 
    Elective  256196  Operate a steam locomotive  Level 4  NQF Level 04  14 
    Elective  230402  Operate a train equipped with a vacuum brake system  Level 4  NQF Level 04  12 
    Elective  230405  Operate electric locomotive class 5E1 including all upgrades  Level 4  NQF Level 04  24 
    Elective  260919  Operate near and underneath high-voltage equipment  Level 4  NQF Level 04 
    Elective  264372  Utilise colour-light signalling for rail movement  Level 4  NQF Level 04  18 
    Elective  264418  Utilise pilot working for safe movement on rail  Level 4  NQF Level 04 
    Elective  264294  Utilise track warrant system of train control  Level 4  NQF Level 04 
    Elective  230417  Operate a train equipped with a pneumatic controlled air brake system  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  230407  Operate diesel electric locomotive class GM/GE including all upgrades  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  230419  Operate electric locomotive series 6E including all upgrades  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  230412  Operate electric motor coach train set 3 kV direct current type 5M2A including all upgrades  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  230413  Operate electronically controlled pneumatic train air brake system  Level 5  Level TBA: Pre-2009 was L5  12 


    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 



    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.