|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|
|Further Education and Training Certificate: Railway Signalling: Fault-finding and Repair of Equipment|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49067||Further Education and Training Certificate: Railway Signalling: Fault-finding and Repair of Equipment|
|SGB Electrical Engineering & Construction|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|TETA - Transport Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 12 - Physical Planning and Construction||Electrical Infrastructure Construction|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||179||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 prepare the qualifying learner to progress through learning in the railway signalling environment to a qualification in the safe and effective fault-finding and repair of railway signalling equipment at an NQF Level 5.
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 are able to demonstrate occupational skills which enable them to engage in life skills activities, creation of small businesses and health and environmental issues, through the critical cross-field component of the qualification. Analysis and logical deduction play an important role in this 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. Due to the density of rail traffic and the emphasis placed on reliability, availability and safety of signalling systems, it is vitally important that malfunctioning signalling equipment be repaired in a timeous and safe manner. To enable safe and timeous repair on railway signalling equipment, maintenance personnel must have a sound knowledge of various railway signalling systems and must follow predetermined fault-finding procedures based on recognised signal engineering practices and specifications.
This qualification equips the learner with the required skills, knowledge and understanding to safely and correctly perform faultfinding on malfunctioning railway signalling systems in order to identify a faulty element and to implement the necessary repair task(s) to re-establish availability of the system and hence safe and reliable rail operations.
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:
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?|
|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 - Core - Elective
28 credits at Level 3 - 10 credits at Level 3 - 2 credits at Level 3
56 credits at Level 4 - 73 credits at Level 4 - 38 credits at level 4
84 credits - 83 credits - 40 credits (Select a minimum of 12)
The available credits for this qualification are at least 197, of which a minimum of 169 credits must be done to achieve this qualification.
Motivation for the number of credits assigned
SAQA stipulates that a minimum of 20 compulsory credits at level 4 and a further 20 compulsory credits at a minimum of level 3 are allocated to Communication Studies and Languages. A further 16 credits at level 4 are allocated to Mathematics and Mathematical Literacy.
84 compulsory credits have been allocated to these fundamental competencies.
A minimum of 12 credits have to be selected from the 40 listed elective credits. These credits have been grouped to allow for progression to the next level of learning on the same railway signalling equipment.
|EXIT LEVEL OUTCOMES|
|1. Demonstrate the knowledge and ability to plan and prepare the execution of fault-finding and repair tasks on railway signalling equipment, communicate with roleplayers and solve potential problems that may arise.
2. Demonstrate the knowledge and ability to perform fault-finding and repair tasks safely and effectively on railway signalling equipment according to railway signalling engineering practice and specifications
3. Demonstrate the knowledge and ability to apply safety before, during and after the execution of the fault-finding and repair tasks.
4. Understand the need for communications and demonstrate the ability to communicate effectively while working on live equipment under operational conditions.
Critical cross-field outcomes across the core unit standards and qualification at Level 4.
Critical cross - field outcomes supported by the unit standards
Understand basic electrical and mechanical engineering principles - supports:
Understand basic electronic theory and components - supports:
Construct basic electronic circuits - supports:
Perform corrective preventive maintenance on an apparatus case - supports:
Perform corrective preventive maintenance on an electrical railway signal - supports:
Perform corrective preventive maintenance on a railway track circuit - supports:
Perform corrective preventive maintenance on electrical points - supports:
Perform fault-finding and repairs on railway signalling interlocking equipment - supports:
Perform fault-finding and repairs up to modular level on a remote control system - supports:
Perform fault-finding and repairs on an electrical railway signal - supports:
Perform fault-finding and repairs on a railway track circuit - supports:
Perform fault-finding and repair on electrical points
Perform fault-finding and repairs on an electrical railway signalling cable
Critical cross-field outcomes across the elective unit standards and qualification at Level 4.
Critical cross-field outcomes supported by the unit standards
Perform corrective preventive maintenance on an axle counter
Perform corrective preventive maintenance on a flashlight and boom level crossing warning system
Perform corrective preventive maintenance on railway signalling power supply equipment
Perform fault-finding and repairs up to modular level on an axle counter
Perform fault-finding and repairs on a flashlight and boom level crossing warning system
Perform fault-finding and repairs on power supply equipment
|ASSOCIATED ASSESSMENT CRITERIA|
|1.1 The planning of the task is understood and performed correctly by evaluating and interpreting all fault information.
1.2 The correct resources and materials are procured after evaluating and interpreting all fault information. These recourses include but are not limited to personnel, transport, spare equipment, tools and testing instruments
1.3 Problems regarding the resources required for the fault-finding and repair tasks of railway signalling equipment are solved effectively as measured against company policies and procedures. Problems related to the following include but is not limited to personnel, transport, spare equipment, tools and testing instruments
1.4 Effective communication with all roleplayers is demonstrated by communicating clearly and concisely and within the framework of company specific communication protocols..
1.5 The planning for the scheduled repair tasks is performed effectively according to company-specific procedures
2.1 The fault-finding and repairs, quality checks and functional tests on railway signalling equipment are understood and performed safely, correctly and timeously as per associated company policies procedures and instructions.
2.2 The correct tools, instruments and equipment are used safely and correctly as per tools, instruments and equipment handling procedures.
2.3 Problems regarding the suitability and functionality of equipment, instrumentation and tools are identified and solved effectively thus preventing delays in the faultfinding and repair tasks.
2.4 Learners would organise and manage themselves effectively by utilising the resources and executing the tasks responsibly and safely as per company policies and procedures.
2.5 Effective communication with relevant role-players related to the fault-finding and repair of railway signalling equipment is demonstrated by communicating clearly and concisely to the correct role players and within the framework of company specific communication protocols.
2.6 The impact of the fault-finding and repair tasks on the equipment being repaired in relation to the railway signalling system is correctly explained.
2.7 The scheduled repair tasks are executed effectively according to company-specific procedures.
2.8 The fault-finding process is performed logically and timeously by using analytical skills.
3.1. Personal and equipment safety is understood and applied as per company policies while executing faultfinding and repair tasks.
3.2 The inter-relatedness of various railway signalling elements and implications thereof on safety is understood and demonstrated.
3.3. The electrical test and measuring instruments and gauges are checked to ensure that they comply with manufacturers and company safety specifications.
3.4. Problems with regard to the safety of equipment and tools are identified and solved effectively as per company policies and instructions.
3.5. Learners would organise and manage themselves by adhering to safety and company-specific policies and procedures.
3.6. Safety in the workplace, as well as in the whole environment in understood and demonstrated while performing the tasks.
3.7 The knowledge and ability to restore the work site and solve any related problems effectively as per company policies and procedures is demonstrated.
4.1 The relevant communication media, protocols and procedures are used correctly while performing tasks as per company policies, procedures and instructions.
4.2 Verbal communication is done in an assertive, clear and concise manner.
4.3 Written reports are presented clearly in a timely manner in the required format to appropriate parties as per company specific policies.
4.4 Technical and work-related documentation is analysed, interpreted and/or completed correctly to prevent ambiguity and promote operational safety.
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.
|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 was 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 registered qualifications on the NVQs were not accessible from the website due to some financial implications 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.
|This is a qualification in a series of railway signalling qualifications 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.
Faultfinding and repair of railway signalling equipments, will skill the learner in logical electrical faultfinding procedures, which may be articulated to faultfinding and repair on other commercial type electrical equipment as well as to non-commercial apparatus. The focus on reliability and availability of equipment, and the safety consciousness embedded in learners, will develop learners into delivering work compatible with international best practice.
|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:
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.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||10270||Construct Basic Electronic Circuits||Level 3||NQF Level 03||4|
|Core||116884||Perform corrective preventive maintenance on an apparatus case||Level 3||NQF Level 03||2|
|Core||114406||Understand basic electronic theory and components||Level 3||NQF Level 03||4|
|Core||116877||Perform corrective preventive maintenance on a railway track circuit||Level 4||NQF Level 04||3|
|Core||116881||Perform corrective preventive maintenance on an electrical railway signal||Level 4||NQF Level 04||5|
|Core||116868||Perform corrective preventive maintenance on electrical points||Level 4||NQF Level 04||5|
|Core||116878||Perform fault-finding and repair up to modular level on a remote control system||Level 4||NQF Level 04||10|
|Core||116879||Perform fault-finding and repairs on a railway track circuit||Level 4||NQF Level 04||7|
|Core||116890||Perform fault-finding and repairs on an electrical railway signal||Level 4||NQF Level 04||7|
|Core||116889||Perform fault-finding and repairs on an electrical railway signalling cable||Level 4||NQF Level 04||4|
|Core||116886||Perform fault-finding and repairs on electrical points||Level 4||NQF Level 04||8|
|Core||116883||Perform fault-finding and repairs on railway signalling interlocking equipment||Level 4||NQF Level 04||16|
|Core||113873||Understand basic electrical and mechanical engineering principles||Level 4||NQF Level 04||8|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||13915||Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace||Level 3||NQF Level 03||4|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||116714||Lead a team, plan, allocate and assess their work||Level 3||NQF Level 03||4|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||12154||Apply comprehension skills to engage oral texts in a business environment||Level 4||NQF Level 04||5|
|Fundamental||12155||Apply comprehension skills to engage written texts in a business environment||Level 4||NQF Level 04||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||116380||Supervise workers at levels 2 and 3||Level 4||NQF Level 04||6|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Fundamental||116389||Write a technical report||Level 4||NQF Level 04||4|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||116888||Perform corrective preventive maintenance on an axle counter||Level 3||NQF Level 03||2|
|Elective||11473||Manage individual and team performance||Level 4||NQF Level 04||8|
|Elective||116876||Perform corrective preventive maintenance on a flashlight and boom level crossing warning system||Level 4||NQF Level 04||5|
|Elective||116872||Perform corrective preventive maintenance on railway signalling power supply equipment||Level 4||NQF Level 04||6|
|Elective||116880||Perform fault-finding and repairs on a flashlight and boom level crossing warning system||Level 4||NQF Level 04||7|
|Elective||116885||Perform fault-finding and repairs on railway signalling power supply equipment||Level 4||NQF Level 04||7|
|Elective||116859||Perform fault-finding and repairs up to modular level on an axle counter||Level 4||NQF Level 04||5|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.