SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Evaluate and select Seafreight Carriers and Agents 
SAQA US ID UNIT STANDARD TITLE
11395  Evaluate and select Seafreight Carriers and Agents 
ORIGINATOR
SGB Procurement, Logistics and Supply Chain Mngt 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Procurement 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-09-13  2007-11-20  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-11-20   2011-11-20  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
252430  Explain and identify sea freight carriers and agents  Level 3  NQF Level 03  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for people who are, or who wish to be employed in the forwarding of surface cargo at relatively junior levels within the forwarding, import and export environments.
Individuals who are credited with the Unit Standard will be able to distinguish between the roles of the respective parties involved in the carriage of goods by sea, identify South Africa`s major trade routes and internationally traded commodities, and evaluate and select sea freight carriers and their agents serving South Africa`s trading partners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners accessing this unit standard will be competent in unit standards entitled:
  • "Apply a Knowledge of Basic Geographic Principles"
  • "Understand the Basic Concepts of Importing and Exporting". 

  • UNIT STANDARD RANGE 
    Learners are expected to perform the specific outcomes, as expressed in this Unit Standard, within a highly regulated and structured work environment. Learners are able to select and implement the most effective solution(s) to familiar problems, guided by clearly defined industry practices.

    The specific outcomes as reflected in this unit standard are performed in a structured work context with supervision that allows for learners to engage in self-directed activities. Learners are expected to have access to the relevant industry guidelines. Due to the prescriptive nature of the industry, learners chose responses and solutions to problems from a range of familiar options.

    The meeting of time deadlines is critical in the demonstration of outcomes in accordance with assessment criteria, and all assessment criteria must be performed at the required standard, within the time parameter specified. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Distinguish between the roles of the respective parties 
    OUTCOME NOTES 
    Distinguish between the roles of the respective parties involved in the carriage of goods by sea 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following Assessment Criteria should be applied in an integrated way to assess the Specific Outcomes listed above:

    1. The major commodities, exported and imported to and from South Africa by sea, and their popular methods of shipment are listed.
    2. All abbreviations on sailing schedules are identified and explained orally
    3. The shipping lines and their agents operating on the trade routes contained in each sailing schedule are identified and given in table form.
    4. The differences between tramp and liner shipping services are given in table form.
    5. The differences between the sub-divisions within services are explained by way of a table.
    Range: with particular emphasis on liner services.
    6. The roles of ship owners, shipbrokers, forwarders, clearing agents, ship's agents, marketing agent's, owner's representatives, stevedores, longshoremen, depot operators and other relevant parties involved in the carriage of goods by sea are explained in table form.

    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 2 
    Identify South Africa's major trade routes and commodities 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following Assessment Criteria should be applied in an integrated way to assess the Specific Outcomes listed above:

    1. The major commodities, exported and imported to and from South Africa by sea, and their popular methods of shipment are listed.
    2. All abbreviations on sailing schedules are identified and explained orally
    3. The shipping lines and their agents operating on the trade routes contained in each sailing schedule are identified and given in table form.
    4. The differences between tramp and liner shipping services are given in table form.
    5. The differences between the sub-divisions within services are explained by way of a table.
    Range: with particular emphasis on liner services.
    6. The roles of ship owners, shipbrokers, forwarders, clearing agents, ship's agents, marketing agent's, owner's representatives, stevedores, longshoremen, depot operators and other relevant parties involved in the carriage of goods by sea are explained in table form.

    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 3 
    Evaluate and select sea freight carriers and their agents serving South Africa's trading partners 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following Assessment Criteria should be applied in an integrated way to assess the Specific Outcomes listed above:

    1. The major commodities, exported and imported to and from South Africa by sea, and their popular methods of shipment are listed.
    2. All abbreviations on sailing schedules are identified and explained orally
    3. The shipping lines and their agents operating on the trade routes contained in each sailing schedule are identified and given in table form.
    4. The differences between tramp and liner shipping services are given in table form.
    5. The differences between the sub-divisions within services are explained by way of a table.
    Range: with particular emphasis on liner services.
    6. The roles of ship owners, shipbrokers, forwarders, clearing agents, ship's agents, marketing agent's, owner's representatives, stevedores, longshoremen, depot operators and other relevant parties involved in the carriage of goods by sea are explained in table form.

    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA.
    3. Moderation of assessment will be done by the relevant ETQA, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learners can understand, explain and apply the services offered and the respective roles played by:

    1. Shipping Lines
    ! names and abbreviations
    ! offices
    ! services - routes, ports, frequencies
    ! service types
    ! vessel types
    2. Ships Agents: (port/liner)
    ! names and abbreviations
    ! offices
    ! duties
    ! services - rates, documentation, payment terms
    ! legal responsibilities
    3. Charters and charter parties
    4. Commercial Geography
    ! Identification of the main commodities exported to and imported from South Africa, their routings and popular methods of shipment
    5. Ship Owners, shipbrokers, forwarders, clearing agents, ship`s agents, marketing agent`s, owner`s representatives, stevedores, longshoremen, depot operators
    6. Bill of Lading 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions, using critical thinking, have been made.
    ! Identify and apply the facts pertaining to sea freight carriers and agents to the selection of sea freight carriers and agents in terms of commodities to be carried and the routes along which they must be conveyed. 

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

    * since the Forwarding Industry is practised in an international environment at the micro, meso and macro levels it operates in systems which are reliant on others and which address the processing of data,
    * the processing systems approach as well as the productivity orientation of Forwarding companies demands high levels of teamwork and the understanding, reaction and maintenance of team coherence and co- operation,
    * the level of competency is largely dependent on the individual`s ability and capacity to operate effectively with peers, supervisors, internal and external customers. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively,
    ! Prioritise and blend daily activities in such a way as to enable the working process to run effectively and efficiently. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information,
    ! Apply the skills and knowledge necessary to comprehend and effectively select sea freight carriers and agents in the forwarding, logistics and sea freight carrier operations.
    ! Collect, organise and analyse information contained in the source documentation described to arrive at a rational decision, concerning sea freight carriers and agent selection, within a time acceptable to the industry. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical, and/or language skills in the modes of written and/or oral presentation,
    ! Identify from written material the specific requirements and needs of the internal and external customer, communicate the resulting outcome of each selection decision to the affected parties by written and oral persuasion. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 252430, which is "Explain and identify sea freight carriers and agents", Level 3, 4 credits.

    Specified requirements include legal, industry and workplace specific requirements and are contained in the documents cited in the Essential Embedded Knowledge section above. These can be located as follows:

    INDUSTRY
    ! All documentation and applicable local and international regulations cited above in the Essential Embedded Knowledge section is available in organisations and/or from the Forwarding and Clearing Chamber
    ! A glossary of terms about the terminology issued by the Forwarding and Clearing Chamber
    SITE SPECIFIC
    ! The employer`s policies, procedures and systems. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22442   National Certificate: Freight Forwarding  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2008-09-13  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.
     
    1. Aldabri 106 Institute for Quality Pty Ltd 



    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.