|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|
|National Certificate: Railway Signalling: Assembly and Wiring of Equipment|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49068||National Certificate: Railway Signalling: Assembly and Wiring 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|
|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|
|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:
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:
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?|
|Level, credits and learning components assigned to this qualification
The fundamental, core and elective learning components that make up this qualification are listed below.
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.
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.
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.
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:
Perform basic first aid:
Perform basic fire fighting:
Select, use and care for electrical measuring instruments:
Select, use and care for power tools:
Identify, inspect, use, maintain and care for engineering hand tools:
Apply soldering techniques:
Apply and maintain safety in an electrical environment:
Apply health and safety to a work area:
Understand fundamentals of electricity:
Demonstrate an understanding of the fundamental elements of railway signalling:
Identify, route, harness and terminate electrical conductors used in railway signalling:
Assemble an apparatus case:
Assemble an electrical points machine:
Assemble components of a railway signalling interlocking system:
Assemble an electrical railway signal:
Assemble a railway track circuit:
Wire an apparatus case:
Wire an electrical points machine:
Wire components of an electrical railway signalling interlocking system:
Wire an electrical railway signal:
Wire a railway track circuit:
Assemble components of an axle counter:
Assemble components of a flashlight and boom level crossing warning system:
Assemble railway signalling power supply equipment:
Assemble components of a remote control system:
Wire components of an axle counter:
Wire components of a flashlight and boom level crossing warning system:
Wire railway signalling power supply equipment:
Wire components of a remote control system:
Carry out basic electric arc welding in an electrical environment:
Carry out basic gas welding, brazing and cutting in an electrical environment:
Demonstrate an understanding of the uses and safety aspects associated with flammable energy sources:
|ASSOCIATED ASSESSMENT CRITERIA|
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 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.
|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.|
|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:
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.
|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||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:|
|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.