SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Prepare a locomotive for service

SAQA US ID	UNIT STANDARD TITLE
256194	Prepare a locomotive for service
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	5
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
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This unit standard will be useful for people starting on a learning pathway in the rail transport industry (train driving), and contributes towards the specialist skills and knowledge they require for specific roles within rail transport. It is intended to describe key skills and knowledge requirements for those Drivers who operate in defined working environments, in compliance with legislative requirements, codes and practices.

This unit standard will recognise the essential knowledge and skills required to prepare locomotive/s for service in accordance with company specific procedures.

People credited with this unit standard are able to:

Assess operating conditions to identify hazardous/unsafe conditions.

Inspect the locomotive and auxiliary equipment.

Start up and shut down a locomotive.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners are competent in:

Communications at NQF Level 3.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Assess operating conditions to identify hazardous and/or unsafe conditions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The immediate surroundings of a locomotive are assessed for hazardous and/or unsafe conditions in accordance with company specific risk assessment procedures.

ASSESSMENT CRITERION RANGE

Hazardous conditions include but are not limited to:

Water; sand; overhead HT supply; vehicle standing foul; traffic; maintenance work being carried out; production operations; structural defects; tracks; overhead equipment.

ASSESSMENT CRITERION 2

Identified hazardous and/or unsafe conditions are responded to in compliance with company specific procedures.

ASSESSMENT CRITERION RANGE

Response include but are not limited to:

Reporting; safe working practices; rectifying.

ASSESSMENT CRITERION 3

A locomotive is assessed for serviceability using prescribed checklists.

ASSESSMENT CRITERION 4

Sub-standard conditions are rectified in accordance with company specific procedures.

ASSESSMENT CRITERION 5

Persons in the immediate surroundings affected by work to take place are informed of the nature and duration of the task/s, potential dangers and appropriate safe working practices.

ASSESSMENT CRITERION RANGE

Work includes but is not limited to:

Own tasks; work to rectify sub-standard conditions.

SPECIFIC OUTCOME 2

Inspect the locomotive and auxiliary equipment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The condition of the locomotive is assessed using prescribed checklists.

ASSESSMENT CRITERION 2

The auxiliary equipment of a locomotive is assessed to determine if it is fit for purpose in accordance with company specific procedures.

ASSESSMENT CRITERION 3

Identified sub-standard locomotive and auxiliary equipment conditions are rectified in accordance with company specific procedures.

SPECIFIC OUTCOME 3

Start up and shut down a locomotive.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The start up procedure is conducted in terms of prescribed company specific standards for the type and class of locomotive.

ASSESSMENT CRITERION 2

Specific tests required at start up are conducted in accordance with company specific standards.

ASSESSMENT CRITERION RANGE

Tests include but are not limited to:

Power; brake; mechanical.

ASSESSMENT CRITERION 3

Shut down of the locomotive is conducted in terms of prescribed company specific standards for the type and class of locomotive.

ASSESSMENT CRITERION 4

The locomotive is checked and ensured to be stable and secure after shut down in accordance with company specific procedures.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Options:

Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by a relevant ETQA.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be registered and accredited as a provider with the relevant ETQA.

Moderation Option:

The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

N/A

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems and make decisions using critical and creative thinking.

Note: Learners have acquired the generic ability to identify hazards within the rail environment (main line, sidings, sheds, etc.) in accordance with company specific procedures, take remedial action to reduce/eliminate hazards and take the necessary corrective action to rectify sub-standard conditions.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

Note: Learners have acquired the generic ability to organise and collate train equipment and relevant documentation and work to a structured work sequence to test and confirm locomotives are fit for service or service worthy.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

Note: Learners have acquired the generic ability to communicate and report all sub-standard conditions to ensure that remedial action is taken.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and health of others.

Note: Learners have acquired the generic ability to:
> Interpret information from gauges and warning systems to assess the correct operation of the locomotive.
> Evaluate company procedures related to the working environment to ensure all work performed adheres to company standards.

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.

Note: The learner has learned the importance of testing procedures to ensure service worthiness of locomotive in accordance of company and legislative requirements.

UNIT STANDARD ASSESSOR CRITERIA

N/A

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Notes to Assessors:

Assessors should keep the following general 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 that 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 judgements 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.

The following particular issues should be taken into consideration when assessing against this unit standard:

Methods of assessment should include:
> Written tests/case studies.
> Oral/on-the-job.
> In situ (on-the-job) observations.
> Simulation.
> Role-play/structured classroom discussions and oral tests.

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-the-job demonstration for practical competence).

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	61849	Further Education and Training Certificate: Train Driving	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Elective	65589	Further Education and Training Certificate: High Speed Inter-City Commuter Railway Operations	Level 4	NQF Level 04	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.

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