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

Further Education and Training Certificate: Pipeline Operations 
SAQA QUAL ID QUALIFICATION TITLE
49553  Further Education and Training 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
Further Ed and Training Cert  Field 11 - Services  Transport, Operations and Logistics 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  142  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 EXCO 07158/17  2015-07-01  2016-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2017-12-31   2019-12-31  

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 
Purpose:

The purpose of this Further Education and Training Certificate in Pipeline Operations 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 remotely operate, monitor and control pipeline operations for the bulk transport of liquids (typically petroleum products) in, through and out a pipeline network safely in accordance with company-specific policies, procedures and instructions.

This includes activities such as:
  • Operating and controlling pipeline equipment remotely.
  • Monitoring flows, pressures, volumes and status of equipment on the entire pipeline network.
  • Utilising pipeline equipment and communication systems.
  • Communicating with peers, customers and members of supervisory/management levels by expressing opinions in spoken and written form.
  • Performing calculations pertaining to estimated times of arrival for: Tranmixtures/pigs/spheres/switching/helicopter/start/stop of intakes and deliveries as well as product adjustment volumes.

    The understanding of the relevant technology is required to empower the learner to make decisions and take responsibility in the execution of the work by controlling and monitoring pipeline equipment (typically petroleum products) remotely throughout the pipeline network.

    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 tasks. It could contribute to the full development of the learner, providing recognition within the pipeline operations environment and broader transport sector.

    This qualification is part of the specialised area in pipeline transportation and will form part of the learning pathway for persons in the pipeline transport industry against the backdrop of the transport sector as a whole.

    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 and related industries.

    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 network.

    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 second of three qualifications 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 National Diploma: Pipeline Operations: NQF level 5.

    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 Operations Industry.
  • Release the potential of people.
  • Provide opportunities for people to move up the value chain.
  • Ensure that the quality of education and training is enhanced and of a world class standard.

    It will provide the broad knowledge, skills and values needed in the Pipeline Operations 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 Further Education and Training Certificate in Pipeline Operations (NQF Level 4):

    Learners accessing this Further Education and Training Certificate in Pipeline Operations (NQF Level 4) will have demonstrated competence in:
  • Communication NQF Level 3.
  • Mathematical Literacy NQF Level 3.

    The Unit Standard entitled:
  • "Demonstrate an understanding of HIV/AIDS and its implication".
  • "Perform basic first aid".

    Recognition of prior learning:

    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 (Refer to Qual 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:
  • Written statements from persons (e.g. current and/or previous employers, colleagues, peers, managers, external customers, supervisors) confirming competence of the learner.
  • Relevant certificates or awards.
  • Previous assessment records.
  • 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 relevant ETQA and is conducted by a registered assessor.

    Access to the qualification:

    Access to the qualification is open bearing in mind the learning assumed to be in place. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 142 credits as detailed below.

    Fundamental Component

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at Level 4 to the value of 16 credits.
  • Communication at Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 66 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards to the value of 60 credits. Learners are to choose Unit Standards to the minimum of 20 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this qualification the learner will be able to:

    1. Prepare for the movement of product throughout the pipeline network.

    2. Perform and coordinate a pipeline network start up.

    3. Manage and co-ordinate the movement and volumes of product through a (multi-product/dedicated-product) pipeline network.

    4. Manage and control the movement of transmixtures, off-specification product, pigs and spheres throughout the pipeline network.

    5. Monitor and implement risk control.

    6. Perform pipeline network shut-down.

    Critical Cross-Field Outcomes:

    The Critical Cross-field Outcomes were 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. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1:
  • All relevant information as to the status of the pipeline network 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, verified, calculated, adjusted, 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.
  • Pipeline network check and equipment line-up for product movement 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 sub-standard conditions are corrected in accordance with company operations policies, procedures and instructions.
  • Information relevant to pipeline network start-up is correctly evaluated, reacted to and captured on applicable information systems.

    3:
  • The movement of product volumes through the pipeline network is calculated correctly and timeously.
  • Relevant information regarding the product movement and volumes throughout the pipeline network is communicated to all relevant role players.
  • Company specific systems/software are used to co-ordinate and control the movement of specific product volumes according to operations notices and company specific operations procedures, policies and instructions.
  • The volumes, intakes, deliveries, losses and gains of the product throughout the pipeline network are safely and efficiently managed, coordinated and controlled.

    4:
  • All relevant information as to the movement of transmixtures, off-specification product, pigs and spheres is captured and communicated with all role players by utilising company operating systems.
  • Stations for the handling of transmixtures or off-specification products, launching/receiving of pigs/spheres are prepared in accordance with the operations notice and company policies, procedures and instructions.
  • Movement of transmixtures/off-specification products or pigs/spheres through the pipeline network is calculated correctly.

    5:
  • Information as to the risk status of pipeline network is captured and communicated to relevant role players.
  • Company and legislative regulations pertaining to risk status of pipeline network is adhered to in accordance with company policies, procedures and instructions.
  • Relevant emergency plan is activated in accordance with company policies, procedures and instructions.
  • Helicopter movements are monitored and ETA's communicated to relevant role players in accordance with company policies, procedures and instructions.

    6:
  • Information regarding the shutdown status of product movement in the pipeline network is extracted, captured and communicated to relevant role players in accordance with the operations notice.
  • Pipeline network is prepared and shut down in accordance with the operations notice and company operations policies, procedures and instructions.
  • The shutdown status of the pipeline equipment is monitored, sub-standard conditions are dealt with and the corrective actions applied in accordance with company policies, procedures and instructions.
  • The pipeline depots and related 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, the qualification applies an integrated assessment approach.

    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 use formative and summative assessment methods and assess combinations of practical, foundational and reflective competencies (applied competence).

    Assessors and moderators should use 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 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 he/she has reached a level of overall integrated competence.

    Summative Assessment:

    For the learner to be certified competent against the qualification, he/she must prove overall competence through the 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 a 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.

    Methods of assessment:

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

    These methods will be selected carefully based on the purpose of the assessment. For example, the written method will be used to assess knowledge and on-the-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. 
    		•

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

    The following websites were explored:
  • http://apprenticeship.det.nsw.edu.au/
  • http://www.ntis.gov.au/
  • http://www.anta.gov.au/
  • http://www.alis.gov.ab.ca/
  • http://www.open.ac.uk/
  • http://www.transportation.org.uk/
  • http://www.sqa.org.uk/
  • http://www.nzqa.govt.nz/
  • http://www.openequals.org.uk/
  • http://www.city-and-guilds.co.uk/
  • http://www.api-ep.api.org/
  • http://www.enbridgetechnology.com/
  • http://www.saqa.org.za/
  • http://www.apia.net.a/
  • http://www.api-ep.api.org/

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

    1. New Zealand qualifications and unit standards:

    Employees in New Zealand fulfil a multi-functional role. They are responsible for operations, as well as maintenance in the pipeline environment. However, no specific evidence could be found for the coordinating function. In South Africa, however, these functions are divided in two main streams: an operations function and a maintenance function.

    The operations function focuses 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 coordinating officers are mainly responsible for the monitoring and operating of the pipeline network (consisting of a number of depots) via remote control computer system or by means of a verbal communication network linked to the depots. 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 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.

    Internal sections, such as technical workshops, information technology, financial, human recourses, projects, meter and instrumentation, etc. ensure the continuous operations of the pipeline.

    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 be based on the transportation of petrochemical products.

    The product types that are passed through the pipeline differ 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.

    2. Australian qualifications and unit standards:

    Similarities could be traced between the operations of the pipeline in South Africa and that of Australia. More unit standards for the Australian context exist. Competencies required 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 are indicated in these unit standards and the levels differ vastly from those in the South African context. Similar competencies are required for the South African context, but are captured in fewer 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 to the Australian 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.

    3. Canadian qualifications and unit standards:

    3.1. Alberta:

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

    Employees can advance to different occupations in the industry, e.g. Utility Workers, Gaugers, Tank Farm Operators, Control Centre 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 licence. They are subjected to in-house training for progression to higher grades.

    Some of the competencies of the Control Centre Operators relate to that of the South African Coordinating Officer, for example both are responsible for the following:
  • Monitor operations, including flow, pressures and leak detection.
  • Provide information to depot and other personnel.
  • Control pipeline network activities.
  • Operate valves product separations and pumps.

    No specific qualifications or unit standards could be accessed.

    3.2. 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:
  • Induction to fluid behaviour.
  • Induction to batch tracking.
  • Pump operations.
  • Induction to Pipeline Control System (SCADA).
  • Pumping Gradients.
  • Pump unit selection.
  • Trend Analysis.

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

    4. United Kingdom qualifications and unit standards:

    4.1. 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 where competence-based standards for pipelines (oil and gas) and gas networks exist, except for 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.

    The 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.

    4.2. City and Guilds:

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

    5. American qualifications:

    5.1. 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 accepted internationally.

    6. 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 feedback was that no unit standards for pipeline operations had been found. 
    		•

    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 - FETC Road Transport Management at NQF level 4, National Certificate: Pipeline Operations NQF level 4.
  • Vertical articulation possibilities can be achieved by continuing on the learning pathway in pipeline operations, freight handling, logistics and/or transport management at level 5. 
    		•

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

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Be registered as assessor with the relevant ETQA.
  • Be in a possession of a relevant Qualification at NQF Level 5 or higher.
  • Have work experience in Pipeline Operations. 
    		•

    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  13156  Devise strategies for the maintenance of a healthy lifestyle  Level 3  NQF Level 03  4 
    Core  119329  Manage and control the movement of transmixtures, off-specification product, pigs and/or spheres throughout the pipeline network  Level 4  NQF Level 04  14 
    Core  119330  Monitor and implement risk control  Level 4  NQF Level 04  3 
    Core  119328  Perform and coordinate a pipeline network start-up  Level 4  NQF Level 04  20 
    Core  119307  Perform basic planning of petroleum product movement  Level 4  NQF Level 04  4 
    Core  119327  Perform pipeline network shut-down  Level 4  NQF Level 04  12 
    Core  119310  Prepare for the movement of product throughout the pipeline network  Level 4  NQF Level 04  9 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03  5 
    Fundamental  8972  Interpret a variety of literary texts  Level 3  NQF Level 03  5 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  12154  Apply comprehension skills to engage oral texts in a business environment  Level 4  NQF Level 04  5 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04  5 
    Elective  116940  Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem  Level 3  NQF Level 03  6 
    Elective  119309  Manage and coordinate the movement and volumes of multi-product throughout the pipeline network  Level 4  NQF Level 04  30 
    Elective  119308  Manage and coordinate the movement and volumes of product through a dedicated-product pipeline network  Level 4  NQF Level 04  20 
    Elective  8035  Processing and controlling documentation  Level 4  NQF Level 04  4 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.