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: 

Understand the basics of Ships Design and Cargo operations 
SAQA US ID UNIT STANDARD TITLE
117638  Understand the basics of Ships Design and Cargo operations 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner credited with this standard will know and be able to demonstrate a comprehension of:
  • The different ship types
  • Ship-borne cargo-handling equipment
  • Types uses and dimensions of shipping containers
  • Specialized cargo handling vessels
  • Terminology of measurement and dimensions of vessels
  • The stresses, forces and stability issues at play on the ship during cargo work and whilst at sea
  • The registration and classification vessels
  • The nature and importance of ship surveys
  • The typical structure of a ships personnel
  • The general principles of ship cargo operations
  • The different types of cargoes carried by ships and the methods of loading, discharging and stowage 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following unit standards or areas of learning when starting to learn towards this unit standard:
  • Understand the basics of International Trade 
    		•

    UNIT STANDARD RANGE 
    The scope of this Unit Standard is for any person working in the maritime environment where knowledge and application of the processes of various ships operations from arrival to departure from a port and the nature and role of the various vessels in the movement of all types of cargo - from containers to bulk, break-bulk and liquid products, needs to be applied.

    The range includes innovative responses to concrete but sometimes unfamiliar problems within the shipping environment using basic analytical interpretation of information.

    The context of this Unit Standard refers to knowledge components, aspects and practices encountered within the shipping environment, as they impact trade in South Africa.

    The level assigned to this Unit Standard is appropriate because a fairly narrow range of knowledge and cognitive skills is applied. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Know and recognise. 
    OUTCOME NOTES 
  • The different vessel types and purposes (including specialised vessels)
  • Terminology of measurements and dimensions of vessels, and
  • The registration and classification of vessels 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The different types of vessels, their typical profiles, features and general arrangements are recognised and identified. 

    ASSESSMENT CRITERION 2 
    The use of various specialised vessel types is explained. 

    ASSESSMENT CRITERION 3 
    The various types of registration and classification of vessels are explained. 

    ASSESSMENT CRITERION 4 
    The measurements and dimensions of vessels are applied. 

    ASSESSMENT CRITERION 5 
    The types of forces affecting ship stability during loading and discharging operations and whilst at sea is explained. 

    SPECIFIC OUTCOME 2 
    Know and understand the nature of the different cargoes handled by vessels as well as the specialised cargo handling equipment used and the required safety regulations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The different types of cargo carried by the various vessel types is identified and explained. 

    ASSESSMENT CRITERION 2 
    The operation and application of the specialised freight handling equipment used on different vessel types is explained. 

    ASSESSMENT CRITERION 3 
    Freight handling equipment safety legislation and the practical implications of compliance is explained. 

    ASSESSMENT CRITERION 4 
    The different types of shipping containers, their uses, dimensions and method of loading, discharge and onboard stowage is explained 

    ASSESSMENT CRITERION 5 
    The method of stowage of various cargoes, relevant IMO recommendations and local regulations is explained. 

    SPECIFIC OUTCOME 3 
    Understand, and be able to control, ships operations in the port. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The interdependencies between the agency operations and other departments can be explained. 

    ASSESSMENT CRITERION 2 
    The monitoring of ships loading and discharging operations and associated documentation is demonstrated. 

    ASSESSMENT CRITERION 3 
    The importance of vessel repair, maintenance and dry docking programmes is explained. 

    ASSESSMENT CRITERION 4 
    The importance of vessel operational performance in port for liner and non-liner trades is explained 

    SPECIFIC OUTCOME 4 
    Know and understand the nature and importance of the various ship surveys, dry-docking operations, certification and bunkering operations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The nature and importance of ship and equipment surveys and certification is explained. 

    ASSESSMENT CRITERION 2 
    The reasons for dry-docking can be explained 

    ASSESSMENT CRITERION 3 
    The types of fuels, their uses and characteristics and method of intake and storage onboard is demonstrated and explained. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Any institution offering learning that will enable achievement of this unit standard must be accredited by the Transport SETA and/or relevant ETQA.

    2. Moderation of assessment will be overseen by the relevant ETQA at its discretion.

    3. Moderation should encompass achievement of competence described in both individual unit standards as well as the integrated competence described in the qualification. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the Specific outcomes in terms of the stipulated Assessment criteria. Candidates are unlikely to achieve all the Specific outcomes, to the standards described in the Assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, Assessment criteria have been included in the body of the unit standard.
    The following embedded knowledge is addressed in an integrated way in the unit standard:
    1. Knowledge and understanding of the various types of ships, including specialised cargo ships.
    2. Knowledge and understanding of the use of ship-borne cargo handling equipment.
    3. Terminology of measurement and dimensions of vessels.
    4. The types of forces and stresses affecting ship stability during loading and discharging operations and whilst at sea
    5. The registration and classification of vessels.
    6. Knowledge and understanding of the different types of shipping containers, their uses and dimensions and the method of loading, discharging and onboard stowage
    7. Knowledge and understanding of methods of stowage of various cargoes and relevant IMO codes, regulations and relevant legislation.
    8. Knowledge and understanding of ship surveys, dry-docking operations, certifications and bunkering operations
    9. The general principles of ship cargo operations
    10. The different types of cargoes carried by ships, methods of loading, discharging and stowage. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify problems relating to ships operations in port using critical thinking skills. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of the team responsible for managing the vessel. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities in such a manner that the entire ships operation in port is correctly managed. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information concerning any aspects of ships operations in port 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills - orally or written - with all parties involved in the ships operations, from ships principals to stevedores 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation particularly with regard to shipping of cargo across the globe 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each Specific outcome, or groups of Specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the Assessment criteria.
  • The Assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be Assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

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

    UNIT STANDARD NOTES 
    Accreditation process (including moderation):
    Methods and tools of assessment:
    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the above-mentioned Assessment Criteria

    1. Oral assessment methods (e.g. presentations)
    2. Written tests/case studies/projects
    3. A portfolio of evidence - valid, reliable and authentic evidence from past achievements and experience may serve to supplement the assessment of applied competence.

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than two of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook

    Conducting assessments

    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA and be familiar with the full text and subject matter content of the Unit Standard being assessed.

    2. The assessor must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    Additional Notes
    In presentation of this Unit Standard, the training approach should be proportioned as follows:

    1. Theory: 60%
    2. Tutorial: 40%

    NOTE: It is recommended that, where possible, the tutorial component should be supplemented by structured harbour/vessels visits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49155   Further Education and Training Certificate: Shipping  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Core  58759   National Certificate: Ports and Harbours  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  TETA 
    Elective  58473   National Diploma: Freight Handling Logistics  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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 
    2. Dee-Bravo Training Centre 
    3. Makwedeng Training 
    4. P and R Development and Training (Pty) Ltd 
    5. SA Maritime School and Transport College 
    6. Transnet Academy - Faculty of Maritime 
    7. Transnet Maritime School of Excellence 


    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.