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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Pipeline Operations 
SAQA QUAL ID QUALIFICATION TITLE
49216  National Certificate: Pipeline Operations 
ORIGINATOR
SGB Rail and Pipeline Operations 
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 11 - Services  Transport, Operations and Logistics 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  142  Level 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
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 
The purpose of this National Certificate in Pipeline Operations (NQF Level 3) qualification is to instil and maintain service excellence with the focus on safe and efficient working in the field of pipeline transport services.

A learner certified as competent in this qualification will be able to operate, monitor and control pipeline operations for the bulk transport of liquids (typically petroleum products) in, through and out of a pipeline depot safely in accordance with company-specific policies, procedures and instructions.

This includes activities such as:
  • Sampling, blending, storing, transferring of these products.
  • Controlling, monitoring flows, pressures and volumes.
  • Performing product specification tests.
  • Utilising pipeline equipment and communication systems.
  • Communicate with peers, customers and members of supervisory / management levels by expressing opinions in spoken and written form.
  • Performing calculations pertaining to estimated times, tank gauging and meter proving.

    The understanding of the relevant technology is required to empower the learner to make decisions and take responsibility for work in the execution of for example the storing, handling, controlling, monitoring of liquids (typically petroleum products).

    The understanding of the context in which the particular tasks will be performed will also enable the learner to conform to safety, health, environmental and quality criteria in the execution of the particular job. It forms the basis for more advanced learning and could contribute to the full development of the learner, providing recognition within the pipeline operations environment and broader transport sector.

    The qualification serves as an entry level qualification in the specialised area of pipeline transport against the backdrop of the transport industry as a whole. The qualification will form part of the learning pathway for persons in the pipeline transport industry.

    The skills, knowledge and values demonstrated within this qualification are essential to facilitate access to, mobility and progression within the industry in order to achieve the increased employability and productivity, as well as potential and economic transformation and economic growth in the pipeline industry.

    Rationale

    This qualification reflects the need in the pipeline operations industry for personnel with knowledge, skills and understanding to operate, monitor and control pipeline operations for the bulk transport of liquids (typically petroleum products) in, through and out a pipeline depot.

    This qualification reflects the workplace-based needs of pipeline operators working in the pipeline operations industry that is expressed by employers and employees, both now and in the future.

    The qualification will provide a means to set standards in the Pipeline Operations industry and would serve to foster professionalism in the Southern African Transport industry to provide a mechanism for regulating the services provided from a quality and professional point of view.

    The qualification is the first of three levels in the pipeline operations industry. It can be developed further and will allow learners to progress to other qualifications within the pipeline operations - and transport industry. The qualification forms the basis for further learning towards the Further Education and Training Certificate: Pipeline Operations.

    The qualification focuses on the skills, knowledge, values and attitudes required to ensure further progression. The objective is to -
  • Promote the development of knowledge, skills and values that are required in the Pipeline Industry.
  • Release the potential of people.
  • Provide opportunities for people to move up the value chain.
  • Allow access to a National Qualifications Register.
  • Ensure that the quality of education and training is enhanced and be of a world class standard.

    It will provide the broad knowledge, skills and values needed in the Pipeline industry and will facilitate access to, and mobility and progression within education and training and to progress along a learning path for learners who:
  • Have worked in the Pipeline Operations Industry for many years, but have no formal qualification
  • Wish to extend their range of skills and knowledge of the industry so that they can become competent workers in the Pipeline Operations Industry.

    The Transport sector and people operating within the pipeline operations industry will benefit from this qualification and its competence standards, which are instrumental to the development and recognition of the foundational, practical and reflective competence (applied competence) needed to render effective and efficient pipeline transport services.

    These services are essential in and to the following domains:
  • Enabling the rendering of a pipeline transport service.
  • Enabling the rendering of a transport service.
  • Contributing to economic growth.

    Central to the qualification is the development of a culture of a safe and efficient pipeline transport service to meet the needs of clients and consumers. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The following is the learning assumed to be in place for the National Certificate in Pipeline Operations (NQF Level 3):

    Learners accessing this National Certificate in Pipeline Operations (NQF Level 3) will have demonstrated competence against the fundamental component of learning for:
  • Communication/Language NQF Level 2.
  • Mathematics/Numeracy NQF Level 2.
  • Science NQF Level 2.

    Recognition of prior learning (RPL):

    The structure of this Unit Standard-based Qualification makes the recognition of prior learning (RPL) possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Pipeline Operations Qualification.

    Learners who already work in the Pipeline Operations industry and who believe that they possess the competencies to enable them to meet all of the outcomes listed in the unit standards will be able to present themselves for assessment against the unit standards of their choice. Once found competent, these learners will be certified as competent and credited accordingly. Recognition of Prior Learning can also be conducted for these learners at qualification level, by means of an Integrated Assessment (see Exit Level Outcomes and associated Assessment Criteria).

    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 could include inter alia:

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

    RPL will allow for accelerated access to further learning and gaining of credits towards the qualification. All RPL is subject to quality assurance by the TETA ETQA and is conducted by a registered assessor. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    In order for a learner to be credited with this qualification, he/she must achieve:
  • All 16 credits from the Mathematical Sciences unit standards in the fundamental component of learning;
  • All 20 credits from the Communication/ Literacy unit standards in the fundamental component of learning;
  • All 3 credits from the End User Computing unit standards in the fundamental component of learning;
  • All 4 credits pertaining to AIDS in the fundamental component of learning.
  • All the 87 credits from the core component of learning; and
  • At least 12 credits from the elective component of learning, culminating in a total qualification with a minimum credit value of 142 credits. 

  • EXIT LEVEL OUTCOMES 
    1. Prepare for the movement of product in, through and out of pipeline depots via pipeline routes.
    2. Perform a product movement start up at a pipeline depot.
    3. Perform product volume control by accurate metering.
    4. Launch and receive pigs and spheres using launchers and receivers.
    5. Determine the volume of product in a tank.
    6. Perform product quality tests.
    7. Plan and handle transmixture and/or intermixtures at a pipeline depot.
    8. Implement risk control at a pipeline depot.
    9. Perform minor maintenance on pipeline operations equipment.
    10. Demonstrate an understanding of the pipeline industry and equipment.
    11. Perform the shutdown of product movement at a pipeline depot.

    Critical cross-field outcomes

    The critical cross-field outcomes are integrated with the unit standards and assessment criteria of each unit standard were drafted to include assessment of the degree to which critical cross-field competence has been attained. Learner competence can be assessed against a single unit standard or, in cases where learners are enrolled on a skills programme, competence may be assessed against the relevant cluster of standards on which the skills programme is based.

    The following examples illustrate some of the ways in which this unit standard supports critical cross-field outcomes:

    Critical Cross-Field Outcomes supported by the unit standards

    Unit Standard Title

    Pipeline Operations unit standards:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Demonstrate an understanding of the pipeline industry and equipment:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Implement risk control:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Plan and handle transmixture and/or intermixtures:
  • Problem solving
  • Communication
  • Information evaluation
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Perform minor maintenance on pipeline operations equipment:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Launch and receive pigs and spheres:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Perform product quality tests:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Perform product metering:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Perform the shutdown of product movement at a pipeline depot:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Determine the volume of product in a tank:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Perform a product movement start up at a pipeline depot:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems

    Prepare for the movement of product in, through and out of pipeline depots via pipeline routes:
  • Problem solving
  • Communication
  • Information evaluation
  • Organise and manage oneself and one's activities
  • Teamwork
  • Use of science and technology
  • Understand the world as a set of related systems 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • All relevant information as to the status of the depot regarding the preparation of product movement is communicated with all role players by utilising company operating systems in accordance with company operations policies, procedures and instructions.
  • Information is extracted and captured on applicable systems and pipeline equipment is prepared for product movement in accordance with company operations policies, procedures and instructions, and the operations notice.
  • Functional personal protective clothing and equipment for the specific operation is identified and used in accordance with company operations policies, procedures and instructions.
  • A depot check is performed in accordance with company operations policies, procedures and instructions.

    2.
  • Start up of product movement is performed and related information is communicated to all relevant role players in accordance with company operations policies, procedures and instructions.
  • The start up of product movement and pipeline equipment is monitored and related substandard conditions are corrected in accordance with company operations policies, procedures and instructions.
  • Information relevant to depot start-up is correctly captured on applicable information systems.

    3.
  • All relevant information as to the status of the depot regarding the metering of product is communicated with all role players by utilising company operating systems.
  • Information relevant to product metering is extracted and captured on applicable systems.
  • Functional personal protective equipment for the specific operation is identified and used in accordance with company operations policies, procedures and instructions.
  • Metering equipment is checked for functionality and metering proved for accuracy in accordance with company operations policies, procedures and instructions.

    4.
  • All relevant information as to the status of launching and receiving pigs/spheres is communicated with all role players by utilising company operating systems.
  • Information relevant to the launching and receiving of pigs/spheres is extracted and captured on applicable systems.
  • Functional personal protective clothing and equipment for the launching and receiving of pigs/spheres is identified and used in accordance with company operations policies, procedures and instructions.
  • Pigs/spheres are launched and/or received correctly and unforeseen occurrences are dealt with in accordance with company operations policies, procedures and instructions.

    5.
  • All relevant information regarding the determining of the tank volume is communicated with all role players by utilising company operating systems.
  • Tank gauging procedure is correctly performed, substandard conditions dealt with and volumes are correctly calculated in accordance with company operations policies, procedures and instructions.
  • Information relevant to tank volume calculations is extracted and captured on applicable systems.
  • Functional personal protective clothing and equipment for the gauging of tanks is identified and used in accordance with company operations policies, procedures and instructions.

    6.
  • Test environment and quality testing equipment is prepared to perform relevant product quality test in accordance with company operations policies, procedures and instructions.
  • Relevant product quality tests are performed, results recorded and communicated to all role players.
  • Product samples are retained or disposed of correctly in accordance with company operations policies, procedures and instructions.
  • Product quality test centre is cleared and made safe in accordance with company operations policies, procedures and instructions.

    7.
  • All relevant information regarding the planning and handling of transmixture and intermixtures is communicated with all role players by utilising company operating systems.
  • Information related to the planning and handling of transmixture and/or intermixtures is extracted and captured on applicable information system.
  • Functional personal protective clothing and equipment relative to the planning and handling of transmixture and intermixtures is identified and used in accordance with company operations policies, procedures and instructions.
  • The transmixture and intermixture is handled in accordance with company operations policies, procedures and instructions.
  • The blending of intermixture is planned and handled in accordance with product specifications.

    8.
  • Information as to the risk status of depot is, extracted, captured and communicated to relevant role players.
  • Company and legislative regulations pertaining to risk status of depot is applied.
  • Relevant emergency plan is activated in accordance with company policies, procedures and instructions.
  • Fire-fighting equipment is identified and used correctly.

    9.
  • Information as to the scheduled and unscheduled minor maintenance tasks is extracted, captured and communicated to relevant role players.
  • Scheduled and unscheduled minor maintenance is planned and performed in accordance with company technical instructions.
  • Functional personal protective clothing and equipment relative to the scheduled and unscheduled minor maintenance is identified and used correctly in accordance with company operations policies, procedures and instructions.
  • Company operating systems to control pipeline equipment for preparing for minor maintenance is utilised correctly.

    10.
  • The pipeline transport industry, pipeline terminology, purpose and function of pipeline equipment and company specific operational procedures, policies and instructions are explained and discussed.
  • Pipeline operations documentation and reports are generated and/or obtained in accordance with company operations policies, procedures and instructions.

    11.
  • Information regarding the shut down status of product movement in the pipeline depot is extracted, captured and communicated to relevant role players in accordance with the operations notice.
  • The shut down status of the pipeline equipment is monitored, substandard conditions are dealt with and the corrective actions applied.
  • The pipeline depot and relative pipeline equipment is isolated and made safe in accordance with company operations policies, procedures and instructions.

    Integrated assessment:

    Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.

    Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

    Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Pipeline Operations contexts wherever possible.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, foundational and reflective competencies (applied competence).

    Assessors and moderators should make use of a range of formative and summative assessment methods. 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.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.

    Formative Assessment

    This kind of assessment will typically take place during training and merely serves to guide the learner towards full competence.

    Assessment can be done in any agreed upon method of assessment of the knowledge required to perform the various competencies.

    To be allowed access to the final qualifying assessment a learner must show that she/he has reached a level of overall integrated competence.

    Summative Assessment

    For the learner to be certified competent against the qualification, s/he must prove overall integration of the competencies expressed in the unit standards. The elements of importance here are overall abilities, problem solving capability and safe working. In addition assessors should be satisfied that the learner has achieved that level of competence to be able to take charge of any aspect of pipeline operations.

    The learner's ability to demonstrate competence against a particular unit standard, under real-life working conditions and in the presence of an assessor, will be assessed. The summative assessment can also be used as a diagnostic assessment tool aimed at identifying the learner's skills gaps.

    Workplace Assessment

    Workplaces are used for assessment purposes provided that the appropriate facilities, tools, equipment, and support systems are available and accessible to both the assessor and the learner. The pipeline operations industry agreed on the following requirements for workplace assessment:
  • Assessment needs to occur in a familiar environment so that the learner is not asked to cope with different equipment and a strange environment at the time of assessment. (This will not detract from the portability of the generic skill being assessed. Portability will be supported through a short depot or region specific orientation session.)
  • Assessment needs to take place at a time and venue mutually agreed to by the assessor and the learner. 

  • INTERNATIONAL COMPARABILITY 
    The qualification and the content of the standards themselves were the focus of international and national benchmarking, which occurred continually throughout the project, through an open communication process, consultation as well as requested comments.

    The following websites had been explored:
    1. http://apprenticeship.det.nsw.edu..au
    2. http://www.ntis.gov.au
    3. http://www.anta.gov.au
    4. http://www.alis.gov.ab.ca
    5. http://www.open.ac.uk
    6. http://www.transportation.org.uk
    7. http://www.sqa.org.uk
    8. http://www.nzqa.govt.nz
    9. http://www.openequals.org.uk
    10. http://www.city-and-guilds.co.uk
    11. http://www.api-ep.api.org
    12. http://www.enbridgetechnology.com
    13. http://www.saqa.org.za
    14. http://www.apia.net.a
    15. http://www.api-ep.api.org

    Qualifications, unit standards and institutional bodies had been used for benchmarking thus far:

    New zealand qualifications and unit standards:

    Employees in New Zealand fulfil a multi functional role - they are responsible for the operating as well as the maintenance aspects (mechanical, electrical) of the pipeline environments. In South Africa however, these functions are divided in two main streams: employees are performing either the operations function or the maintenance function.

    The maintenance function in South Africa is sub divided in various sub fields: Mechanical, Electrical, Metering and Instrumentation and Information Technology. Employees in the pipeline industry specialises in the various sub fields. The main function of the Mechanical Technicians is the repair of valves, pumps, mechanical parts of motors, fans, etc. The Electrical Technicians perform maintenance on valve actuators, transformers, overhead circuit breakers, corrosion control, etc. The Metering and Instrumentation Technicians are mainly responsible for the calibration of metering equipment, analogue displays and relevant equipment. Information Technologists are mainly responsible for the maintenance of all the computer systems.

    The operations function is focussed on the operation of the pipeline; the main responsibility is the transportation of bulk petroleum products from one point to another. There are three different gradings in the operations environment in the South African context - each responsible for different aspects of the pipeline operations. The pipeline controllers are employed at pipeline depots (intake- , delivery- and pump stations) and are mainly responsible for the operations of pipeline equipment, monitoring pressures and flows, equipment limitations, volume and quality control and limited minor maintenance at a specific pipeline depot. The co-ordinator officers are mainly responsible for the monitoring and operating of the pipeline network (consisting of a number of depots) via remote control or by means of a verbal communication network linked to the depots. The pipeline planners are mainly responsible for the scheduling of the transport of pipeline products and constant updating of the schedule.

    Other utility groups such as the supply of electricity and telecommunications also support the South African Pipeline Transport industry.

    In New Zealand pigs are mainly used for cleaning of the pipeline and for product batch protection. In South Africa pigs are used for cleaning or batching, however spheres are mainly used for batching of product in the pipeline. According to the available information it seems that pigs in New Zealand are physically tracked, whereas in South Africa this is not the case. It appears that the average operating pressures in South Africa are higher than those in New Zealand.

    The New Zealand unit standards were generated around refinery processes. In the Southern African context provision is made for the generation of unit standards and qualifications for the chemical industries however unit standards and qualifications for the pipeline industry need to based on the transportation of petrochemical products.

    Due to the difference of the product types passed through the pipeline the product quality testing differs vastly as South Africa is still in the process of phasing out leaded petrol and New Zealand does not have synthetic fuels. Product type and company codes used are unique to the South African context.

    In both countries statutory regulations impact on the safe operation of the pipelines although different regulations apply e.g. Environmental, Occupational Health and Safety and National Key Point Acts.

    Australia qualifications and unit standards:

    Similarities could be traced between the operations of the pipeline in South Africa versus Australia. More unit standards for the Australian context exist. Competencies needed to operate the pipeline in Australia are expressed in various unit standards. The existing Australian unit standards express the competencies required in the pipeline operations environment in little chunks. No credits were indicated in these unit standards and the levels differ vastly from that in the South African context. Similar competencies are required for the South African context but were captured in less unit standards due to the SAQA requirements in terms of the number of outcomes required per unit standard as well as the credit allocation.

    As with the findings in New Zealand the following also apply in the South African context:
  • Multi-skilled personnel.
  • Statutory regulations.
  • Product types.
  • Refinery based processes vs. pipeline transportation.
  • Gas vs. synthetic/liquid fuels.

    According to the available information it seems that the Australian unit standards and qualifications are more focused on the operation of gas pipelines.

    The Australian Qualification Framework makes provision for different qualifications with regard to the gas industry, for example:
  • Certificate II - Gas Industry Operations.
  • Certificate III - Gas Industry Operations.
  • Certificate IV - Gas Industry Operations.
  • Diploma - Gas Industry Operations.
  • Advanced Diploma - Gas Systems.

    These qualifications are gas specific, excluding liquid fuels. In the South African context various qualifications on different levels of the National Qualifications Framework were identified to make provision for the competency requirements of the pipeline industry.

    Canadian qualifications and unit standards:
  • Alberta:

    From the information available in the document it is assumed that Alberta are mainly involved in the oil and gas extraction and storage which is distributed to refineries by means of the pipeline.

    Employees can advance to different occupations in the industry e.g. Utility Workers, Gaugers, Tank Farm Operators and these employees are skilled according to the specific occupational requirements of the various companies in the industry. These employees enter into employment with a specific high school education as well as a driver's license. They are subjected to in-house training for progression to higher gradings.

    Some of the competencies of the Tank Farm Operators and Gaugers relate to that of the South African Controller, for example both are responsible for the following:
  • Routine checks of the pumping station or remote stations.
  • Take readings and make necessary adjustments.
  • Keep detailed records of product flow, temperature, density and pressure in the pipeline.
  • Take samples of product to evaluate quality.
  • Take readings from meters.
  • Send and receive pigs.
  • Calculations for receipts and deliveries of products.
  • Routing of products.
  • Perform quality test of product.
  • Monitoring the metering system.

    The operators in Alberta are multi-skilled and are responsible for the maintenance aspects of the pipeline equipment, which is not the case in the South Africa.

    No specific qualifications or unit standards could be accessed.

    Enbridge technology

    Enbridge Technology is a training and technology provider, providing custom- designed training and consulting services for clients in the oil and gas industry worldwide. A list of the possible pipeline operations training modules could be accessed, covering both the operations and maintenance aspects, but the contents of these modules could not be accessed (available on a for sale basis only). The modules contain information on how to complete the covered tasks. The courses are designed in accordance with API-approved principles, and the API naming conventions. From the list it seems that the modules cover similar pipeline operations competencies with regard to this specific qualification. The list includes, for example:
  • Use Pipeline Pigs.
  • Gauging a Tank.
  • Prove Meters.
  • Taking Tank Temperatures and Samples.
  • Testing Refined Product - Haze and Diesel Flash Points.

    From the available document, it is clear that a qualification for pipeline operators exists (Pipeline Operator Qualification), however there is no indication whether or not unit standards, levels or credits apply. It seems that the training became into being due to the regulatory requirements for pipeline operations.

    United kingdom qualifications and unit standards:
  • Open university

    With regard to the initial research done on this web site it seems that current occupational infrastructures are diverse and fragmented and include an extensive number of jobs roles where competence based standards for pipelines (oil and gas) and gas networks exist, except for the level 4.

    National Certificates as well as Higher National Certificates exist. These qualifications cover various occupational areas such as the Installation and Construction, Maintenance, Design and Project Management of pipelines (oil and gas) and gas networks. These areas of specialising also exist in South Africa but are not related to this specific qualification.

    These pipelines and networks transport highly volatile natural gas and oil in a range of pipe sizes and pressures thus similar to the South African context. These pipelines appear to be dedicated product-specific and no reference is made to multi-product pipelines, as is the case in South Africa. A high standard of safety and competence is required in terms of the operation of their pipelines, also similar to the South African context.
  • City and guilds

    The site was accessed. Reference was made to oil and gas extraction, petroleum and chemical industries but no documents were available.

    American qualifications
  • American petroleum institute

    The web site was accessed and various training programmes exist, for example:
  • Introduction to Pipelining.
  • Introduction to Oil and Gas Production and Equipment.
  • Introduction to Gas Processing.
  • Petroleum Industry in Canada.
  • Pipeline Environment Inspection.
  • Petroleum Safety Training.
  • Oil Spill Containment and Recovery.
  • Oil Production Operators Course.
  • Oil and Gas Production Operator Basics.
  • Environmental Perspectives.

    These courses are in existence but could not be accessed on the web in order to determine more detail. The web site is set up as an advert to training rather than access to available competencies.

    However the South African petroleum industry has adopted the American Petroleum Institute (API) standards as well as American Standards of Temperature Measurement (ASTM) and these standards are internationally accepted.

    Belgium qualifications

    The Transport SETA (TETA) undertook a visit to Belgium for benchmarking purposes and was requested to investigate the possibility of the existence of unit standards and or qualifications pertaining to pipeline operations. The report back was that no unit standards for pipeline operations were found.

    National benchmarking

    South african qualifications and unit standards

    Petrochemical qualifications and unit standards

    Qualifications and unit standards related to the petrochemical industry were explored. Various qualifications and related unit standards on different levels of the NQF exist. These qualifications refer to chemical processes and thus process workers rather than the pipeline transportation. A number of the outcomes stated in these unit standards could have been utilised but the range statements limit the equipment used in the industry and could therefore not be utilised.

    Water sector qualifications and unit standards

    Qualifications and unit standards related to the water industry were explored and it was found that these unit standards were written for the water industry specifically. Similarities in terms of the maintenance aspects could be related to which has no impact on this specific qualification. The water industry pipelines are not being operated and therefore the need for operators in this industry does not exist. The commodity (water) transported is a non-hazardous liquid as opposed to the petroleum liquids. The water pipeline is operated at very low pressures whereas the petroleum pipeline working pressure is in the access of 8000 kPa. For the reasons above these qualifications and unit standards are not suitable.

    Gas network operations

    The Energy SETA funded a project with regards to the generation of unit standards for the operations of gas networks. Some of these workshops were attended but the unit standards generated were gas specific and not appropriate to this qualification. These unit standards make provision for a wide range of competencies, varying from filling and distributing gas cylinders to distribution via gas pipelines. The gas is distributed using compressed air with low pressure whereas the liquid pipeline makes use of centrifugal pumps with high-pressures. There is a similarity between the Metering Systems used; however gas is measured in kilojoules and liquid is measured in litres.

    In conclusion, should more information pertaining to benchmarking be required, an in depth benchmarking programme will have to be embarked on which would include visits to actual sites as the information from the web has been exhausted. 

  • ARTICULATION OPTIONS 
    The qualification lends itself to both horizontal and vertical articulation possibilities, which allow mobility and progression for the learner.

    Horizontal articulation possibilities lie with other qualifications at the same level in the learning area of transport, freight handling, logistics and pipeline operations.

    Vertical articulation possibilities can be achieved by continuing up the learning pathway in pipeline operations, freight handling, logistics and / or transport management. 

    MODERATION OPTIONS 
  • Anyone moderating the assessment of a learner against this qualification must be registered as a moderator by the relevant ETQA.
  • Moderation of assessment will be overseen according to the ETQA's policies and guidelines for moderation; in terms of agreements reached around moderation between ETQA's (including professional bodies). 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Anyone assessing a learner against this qualification must be registered as an assessor by the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA.
  • Assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment; in terms of agreements reached around assessment between ETQA's (including professional bodies).
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA for this purpose.

    Methods of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria:
    1. Written tests.
    2. Practical tests.
    3. Oral assessment methods.
    4. In-situ (on-the-job) observations.
    5. Simulation.
    6. Structured classroom discussions and oral tests.

    These methods will be carefully selected based on the purpose of the assessment. For example, the written method will 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. 

  • 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  110080  Demonstrate an understanding of occupational health, safety and personal hygiene within the transport industry  Level 2  NQF Level 02 
    Core  117765  Demonstrate an understanding of the pipeline industry and equipment  Level 3  NQF Level 03  17 
    Core  117704  Determine the volume of product in a tank  Level 3  NQF Level 03 
    Core  117780  Implement risk control  Level 3  NQF Level 03 
    Core  117776  Launch and receive pigs and spheres  Level 3  NQF Level 03 
    Core  117703  Perform a product movement start-up at a pipeline depot  Level 3  NQF Level 03  14 
    Core  117783  Perform minor maintenance on pipeline operations equipment  Level 3  NQF Level 03 
    Core  117771  Perform product metering  Level 3  NQF Level 03 
    Core  117774  Perform product quality tests  Level 3  NQF Level 03 
    Core  117779  Perform the shut-down of product movement at a pipeline depot  Level 3  NQF Level 03 
    Core  117777  Plan, handle and monitor transmixture and/or intermixtures  Level 3  NQF Level 03 
    Core  117702  Prepare for the movement of product in, through and out of pipeline depots via pipeline routes  Level 3  NQF Level 03  15 
    Fundamental  8494  Demonstrate an understanding of HIV/AIDS and its implications  Level 2  NQF Level 02 
    Fundamental  7548  Use personal computer operating system  Level 2  NQF Level 02 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03 
    Fundamental  8972  Interpret a variety of literary texts  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Elective  11406  Apply a knowledge of Basic Geographic Principles  Level 2  NQF Level 02 
    Elective  7573  Demonstrate ability to use the World Wide Web  Level 2  NQF Level 02 
    Elective  7572  Demonstrate knowledge of and produce computer spreadsheets using basic functions  Level 2  NQF Level 02 
    Elective  7568  Demonstrate knowledge of and produce word processing documents using basic functions  Level 2  NQF Level 02 
    Elective  7571  Demonstrate the ability to use electronic mail software to send and receive messages  Level 2  NQF Level 02 
    Elective  12484  Perform basic fire fighting  Level 2  NQF Level 02 
    Elective  12483  Perform basic first aid  Level 2  NQF Level 02 
    Elective  8000  Apply basic business principles  Level 3  NQF Level 03 
    Elective  7570  Produce word processing documents for business  Level 3  NQF Level 03 
    Elective  8035  Processing and controlling documentation  Level 4  NQF Level 04 


    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.
     
    1. Transnet School of Pipelines 



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