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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Railway Signalling: Assembly and Wiring of Equipment 
SAQA QUAL ID QUALIFICATION TITLE
49068  National Certificate: Railway Signalling: Assembly and Wiring 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  162  Level 2  NQF Level 02  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "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 assemble and wire railway signalling equipment.
  • Prepare the learner to progress through learning in the railway signalling environment to a qualification in the installation and scheduled maintenance of railway signalling equipment at NQF Level 3.

    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 would be 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. Hand skills play a vital role in this qualification.

    Qualified learners will also understand:
  • The basics of how the business functions and their role in the business, i.e. in railway signalling maintenance and related activities.
  • How they are affected by legislation, regulations, agreements and policies related to their particular work environment.

    With this understanding, learners will be able to participate in workplace activities.

    Rationale for the qualification

    This qualification forms the basis for learners who want to follow a career in railway signalling and related fields. Railway signalling forms a critical part of the infrastructure of a rail transport system and contributes to reliable, available, safe and efficient train operations. It is therefore vitally important that signalling equipment be safely and correctly assembled and wired in order to meet standards set in associated railway signal engineering specifications.

    The qualification equips the learner with the skills, knowledge and understanding to safely and correctly assemble and wire railway signalling equipment, such as, track circuits, signals and points 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 learners have a General Education and Training Certificate at NQF Level 1 including mathematics, or equivalent.

    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? 
    Y 

    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
  • 4 credits at Level 1
  • 51 credits at Level 2
  • 55 credits

    Core
  • 5 credits at Level 1
  • 52 credits at Level 2
  • 38 credits at Level 3
  • 95 credits

    Elective
  • 42 credits at Level 2
  • 19 credits at level 3
  • 61 credits (Select a minimum of 12 credits)

    The total credits for this qualification are 211, of which a minimum of 162 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 should be allocated to Communication Studies and Languages and 16 credits are allocated to Mathematics and Mathematical Literacy. 55 compulsory credits have been allocated to these fundamental competencies.
  • Core.

    SAQA stipulates that a minimum of 72 credits should be required at or above the level at which the certificate is awarded.

    95 compulsory credits have been allocated to the core unit standards to cover the field of assembly and wiring of railway signalling equipment sufficiently.
  • Electives.

    A minimum of 12 credits should be selected from the 61 listed elective credits. These credits have been grouped to give a learner a meaningful understanding of the section and 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 work effectively at a worksite when performing the assembly and wiring of railway signalling equipment.

    2. Demonstrate the knowledge and ability to assemble and wire railway signalling equipment to specifications.

    3. Demonstrate the knowledge and ability to apply quality checks on the assembled and wired railway signalling equipment.

    4. Demonstrate an understanding of options for further learning in this or a related field of learning, as well as the preparation requirements for such learning.

    5. Understand and apply health and safety regulations to a work area.

    The table below shows the spread of critical cross-field outcomes across the core unit standards and qualification at level 2.
    Critical cross-field outcomes supportedby the unit standards:

    Core

    Perform basic first aid:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.

    Perform basic fire fighting:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.

    Select, use and care for electrical measuring instruments:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.

    Select, use and care for power tools:
  • Problem-solving.
  • Self-organisation and self-management.
  • Communication.

    Identify, inspect, use, maintain and care for engineering hand tools:
  • Problem-solving.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.

    Apply soldering techniques:
  • Problem-solving.
  • Team work.
  • Communication.

    Apply and maintain safety in an electrical environment:
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Use of scienceand technology.

    Apply health and safety to a work area:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.

    Understand fundamentals of electricity:
  • Information evaluation.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Use of scienceand technology.

    Demonstrate an understanding of the fundamental elements of railway signalling:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.
  • Learner and societal development

    Identify, route, harness and terminate electrical conductors used in railway signalling:
  • Information evaluation.
  • Self-organisation and self-management.
  • Inter-relatedness of systems.
  • Learner and societal development

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

    Assemble an electrical points machine:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.
  • Learner and societal development

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

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

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

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

    Wire an electrical points machine:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.
  • Learner and societal development

    Wire components of an electrical railway signalling interlocking system:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology.
  • Learner and societal development

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

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


    Electives

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

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

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

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

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

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

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

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

    Carry out basic electric arc welding in an electrical environment:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.

    Carry out basic gas welding, brazing and cutting in an electrical environment:
  • Information evaluation.
  • Problem-solving.
  • Team work.
  • Self-organisation and self-management.
  • Communication.

    Demonstrate an understanding of the uses and safety aspects associated with flammable energy sources:
  • Problem-solving.
  • Self-organisation and self-management.
  • Communication.
  • Inter-relatedness of systems.
  • Use of scienceand technology. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • The planning and procurement of railway signalling equipment is performed according to procurement guidelines.
  • The contents of assembly and wiring plans and relevant documents is interpreted in such a manner as to enable the procurement of the correct resources.
  • Problems regarding the correctness, quantity and quality of tools, material, parts and components required for the assembly and wiring of railway signalling equipment are solved effectively according to worksite procedures.
  • Effective communication skills related to the work are demonstrated by communicating clearly and concisely and by adhering to company-specific communication protocols.
  • Learners would organise and manage themselves effectively by executing the task responsibly and safely.
  • The work site is safely and correctly restored as per company-specific procedures, policies and instructions and the non-compliance of these policies, procedures and instructions are clearly understood.

    2.
  • The assembly and wiring of railway signalling equipment is performed according to assembly and wiring specifications.
  • Problems regarding the suitability and functionality of equipment and tools are solved within the parameters of the worksite procedures and suitability to the task.
  • Learners would organise and manage themselves effectively by having the knowledge to utilise the resources and to execute the task responsibly and safely, by adhering to safety and company-specific policies and procedures.
  • Effective communication with relevant role-players related to the assembly and wiring of railway signalling equipment is demonstrated by communicating clearly and concisely, and by knowing how to apply and adhere to company-specific communication protocols.
  • Working effectively in teams is understood and demonstrated by displaying participative interaction when assembling and wiring railway signalling equipment.
  • Safety in the workplace as well as in the whole environment is understood and demonstrated by applying safe working practices according to safe working procedures while performing the tasks.
  • The role of the relevant equipment being assembled and wired is understood and explained in relation to the railway signalling system.
  • The role of the individual in the work situation and organisation is demonstrated by:
  • Organising and managing themselves and their activities related to assembly and wiring of railway signalling equipment, by understanding and applying organisational procedures and concepts.
  • Describing how the organisation functions, by the collection, analysis, organisation and critical evaluation of related information.

    3.
  • The reasons for performing quality checks on railway signalling equipment are understood, and the quality checks are performed correctly, according to assembly and wiring test procedure.
  • Learners would use science and technology by knowing how to use, and demonstrating the use of measuring instruments, test instruments and gauges to comply with specifications.
  • Problems with regard to the suitability and functionality of equipment and tools are solved effectively by knowing and applying the methods used to solve problems.
  • Learners would organise and manage themselves effectively by having the knowledge to utilise the resources and to execute the task responsibly and safely, by adhering to safety and company-specific policies and procedures.

    4.
  • Learners would organise and manage themselves and their activities to gather a portfolio of evidence.
  • Learners would collect, analyse, organise and critically evaluate information to:
  • Analyse qualifications and assess self to determine learning plan requirements.
  • Analyse unit standards and assess self to determine readiness for assessment and evidence requirements.
  • Clear and concise communication would be demonstrated when presenting a:
  • Learning plan
  • Portfolio of evidence for assessment
  • An understanding of the world as a set of related systems is demonstrated by explaining the relationship between stakeholders within the learning and assessment system.
  • The learner can demonstrate an understanding of how the knowledge and skills obtained in this qualification can contribute to the creation of a small business.

    5.
  • Health and safety regulations are understood and applied by:
  • Identifying potential hazards in the work area correctly
  • Effectively limiting damage to persons or property in case of an emergency
  • Correctly following procedures that apply to illness or injury in the work area
  • Communication with relevant role players is clear and concise and is demonstrated effectively in the case of:
  • An incident/accident
  • A fire
  • An injury or sickness
  • Learners would organise and manage themselves by understanding and correctly:
  • Following procedures that apply to illness or injury in the work area.
  • Demonstrating the procedures for reporting and recording of potential hazards.
  • Identifying and using protective clothing.
  • Problems with regard to the following would be solved effectively by:
  • Identifying the potential hazards in the work area.
  • Limiting damage to persons or property in case of an emergency.
  • Limiting exposure to, and correctly disposing of hazardous substances.

    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 railway signalling qualifications from NQF Level 2 to 5. This series of qualifications articulates directly to learning programmes and qualifications in railway signalling. It also opens the possibility for further learning in the sub-fields of Electrical Infrastructure Construction, Engineering and Related Design and Manufacturing and Assembly. As one of the focus areas within the Railway Signalling domain is on safety, the embedded safety consciousness within the working environment will be favourable to any employer. 

    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 ETQA`s (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 2. 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  9839  Apply and maintain safety in an electrical environment  Level 1  NQF Level 01  5 
    Core  9964  Apply health and safety to a work area  Level 2  NQF Level 02  3 
    Core  113863  Apply soldering techniques  Level 2  NQF Level 02  2 
    Core  116839  Assemble a railway track circuit  Level 2  NQF Level 02  2 
    Core  116841  Assemble an apparatus case  Level 2  NQF Level 02  3 
    Core  116842  Assemble an electrical railway signal  Level 2  NQF Level 02  5 
    Core  10252  Identify, inspect, use, maintain and care for engineering hand tools  Level 2  NQF Level 02  6 
    Core  116853  Identify, route, harness and terminate electrical conductors used in railway signalling  Level 2  NQF Level 02  6 
    Core  12484  Perform basic fire fighting  Level 2  NQF Level 02  4 
    Core  12483  Perform basic first aid  Level 2  NQF Level 02  4 
    Core  10237  Select, use and care for electrical measuring instruments  Level 2  NQF Level 02  4 
    Core  10255  Select, use and care for power tools  Level 2  NQF Level 02  5 
    Core  113877  Understand fundamentals of electricity  Level 2  NQF Level 02  8 
    Core  116844  Assemble an electrical points machine  Level 3  NQF Level 03  6 
    Core  116847  Assemble components of a railway signalling interlocking system  Level 3  NQF Level 03  6 
    Core  116858  Demonstrate an understanding of the fundamental elements of railway signalling  Level 3  NQF Level 03  8 
    Core  116856  Wire a railway track circuit  Level 3  NQF Level 03  3 
    Core  116855  Wire an apparatus case  Level 3  NQF Level 03  3 
    Core  116851  Wire an electrical points machine  Level 3  NQF Level 03  3 
    Core  116860  Wire an electrical railway signal  Level 3  NQF Level 03  4 
    Core  116863  Wire components of an electrical railway signalling interlocking system  Level 3  NQF Level 03  5 
    Fundamental  13169  Describe and discuss issues relating to HIV-AIDS, TB and sexually transmitted illnesses and their impact on the workplace  Level 1  NQF Level 01  4 
    Fundamental  8963  Access and use information from texts  Level 2  NQF Level 02  5 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02  3 
    Fundamental  13217  Collect and use information  Level 2  NQF Level 02  5 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02  3 
    Fundamental  12465  Develop a learning plan and a portfolio for assessment  Level 2  NQF Level 02  6 
    Fundamental  12466  Explain the individual`s role within business  Level 2  NQF Level 02  4 
    Fundamental  9008  Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts  Level 2  NQF Level 02  3 
    Fundamental  8962  Maintain and adapt oral communication  Level 2  NQF Level 02  5 
    Fundamental  8967  Use language and communication in occupational learning programmes  Level 2  NQF Level 02  5 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02  2 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02  5 
    Fundamental  8964  Write for a defined context  Level 2  NQF Level 02  5 
    Elective  116898  Assemble components of a flashlight and boom level crossing warning system  Level 2  NQF Level 02  3 
    Elective  116894  Assemble components of a remote control system  Level 2  NQF Level 02  3 
    Elective  116891  Assemble components of an axle counter  Level 2  NQF Level 02  2 
    Elective  114669  Carry out basic electric arc welding in an electrical environment  Level 2  NQF Level 02  8 
    Elective  114616  Carry out basic gas welding, brazing and cutting in an electrical environment  Level 2  NQF Level 02  8 
    Elective  113860  Demonstrate an understanding of the uses and safety aspect associated with flammable energy sources  Level 2  NQF Level 02  3 
    Elective  7572  Demonstrate knowledge of and produce computer spreadsheets using basic functions  Level 2  NQF Level 02  3 
    Elective  7568  Demonstrate knowledge of and produce word processing documents using basic functions  Level 2  NQF Level 02  3 
    Elective  7547  Operate a personal computer system  Level 2  NQF Level 02  6 
    Elective  116897  Wire components of a flashlight and boom level crossing warning system  Level 2  NQF Level 02  3 
    Elective  116895  Assemble railway signalling power supply equipment  Level 3  NQF Level 03  6 
    Elective  116896  Wire components of a remote control system  Level 3  NQF Level 03  3 
    Elective  116893  Wire components of an axle counter  Level 3  NQF Level 03  4 
    Elective  116892  Wire railway signalling power supply equipment  Level 3  NQF Level 03  6 


    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.