SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Perform routine preventive maintenance on an axle counter 
SAQA US ID UNIT STANDARD TITLE
116840  Perform routine preventive maintenance on an axle counter 
ORIGINATOR
SGB Electrical Engineering & Construction 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 12 - Physical Planning and Construction Electrical Infrastructure Construction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  3 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE OF THE UNIT STANDARD 
A learner credited with this unit standard will be able to perform routine preventive maintenance on an axle counter by applying signalling engineering practice. The learner will also be able to identify, prioritise and report any corrective maintenance tasks. This will ensure the availability of functional axle counters as required, which contribute in part to a reliable railway signalling system; safe and efficient train operations and effective rail transportation. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication NQF L2.
  • Mathematics NQF L2.
  • Knowledge of the principles of electricity.
  • Knowledge of electro-mechanical principles.
  • Knowledge of the relevant statutory requirements related to perform routine preventive maintenance on an axle counter.
  • Knowledge of the company rules and regulations applicable when performing infrastructure maintenance in the vicinity of or near exposed "live" high-voltage overhead track equipment.
  • Apply train working rules as applicable to railway signalling maintenance personnel when working on or in the vicinity of operational railway lines.
  • Principles of train operating methods and railway signalling.
  • Knowledge of and ability to use engineering hand and power tools.
  • Knowledge of and ability to use electrical measuring instruments.
  • Knowledge of and ability to assemble components of an axle counter.
  • Knowledge of and ability to wire components of an axle counter.
  • Knowledge of and ability to install components of an axle counter. 
    		•

    UNIT STANDARD RANGE 
    The credit value assigned to this unit standard is appropriate because performance must be carried out:
    1. In a controlled environment.
    2. Within a specific time.
    3. At a field site (might or might not include overhead traction equipment).
    4. Under simulated or actual operational conditions.

    When overhead traction equipment is present, the learner must have a valid certificate related to high-voltage equipment, which certifies the learner to work under the specific conditions.

    RPM on axle counters is limited to a single section type.

    This standard excludes:
  • Corrective preventive maintenance.
  • Fault finding and repair.
  • Multi-head type axle counters. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan and procure the resources required to perform routine preventive maintenance (RPM) tasks on an axle counter safely and correctly. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The job order is interpreted to establish the relevant resources required to perform RPM tasks on an axle counter. 

    ASSESSMENT CRITERION 2 
    The correct plans and/or diagrams for the RPM of the axle counter are utilised. 

    ASSESSMENT CRITERION 3 
    The correct resource requirements are determined and obtained to perform RPM tasks on an axle counter. 

    ASSESSMENT CRITERION 4 
    The resources are verified against material specifications and any sub-standards rectified. 

    SPECIFIC OUTCOME 2 
    Perform routine preventive maintenance (RPM) tasks on an axle counter. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Prescribed tasks are completed safely and correctly within the specified time frame. 

    ASSESSMENT CRITERION 2 
    Tasks are correctly prioritised and planned. 

    ASSESSMENT CRITERION 3 
    The correct routine preventive maintenance techniques are used by applying signalling engineering practice. 

    ASSESSMENT CRITERION 4 
    The relevant safe working procedures are adhered to. 

    ASSESSMENT CRITERION 5 
    Company-specific specifications and instructions are adhered to. 

    ASSESSMENT CRITERION 6 
    The preparation and execution of RPM tasks are supervised effectively when applicable. 

    SPECIFIC OUTCOME 3 
    Identify, prioritise and report the corrective action to take after a defect or substandard has been identified. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An axle counter is inspected and the state of the equipment compared to the relevant specification and standard. 

    ASSESSMENT CRITERION 2 
    Deviations from standards are correctly prioritised according to the type, extent and safety implications. 

    ASSESSMENT CRITERION 3 
    Deviations from standards are reported and recorded according to company-specific policies, procedures and instructions. 

    ASSESSMENT CRITERION 4 
    Unforeseen circumstances related to the RPM process are addressed effectively. 

    SPECIFIC OUTCOME 4 
    Effectively communicate with control and/or relevant role players before, during and on completion of the RPM process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relevant documentation related to the RPM tasks performed on an axle counter is correctly interpreted and completed according to procedures, policies and instructions. 

    ASSESSMENT CRITERION 2 
    Instructions related to the RPM tasks on an axle counter are communicated clearly and concisely to subordinates. 

    ASSESSMENT CRITERION 3 
    The RPM tasks on an axle counter are communicated and co-ordinated with all relevant role players. 

    ASSESSMENT CRITERION 4 
    Specific communication protocol with relevant role players is adhered to when applicable (e.g. Operating and Protection Personnel). 

    ASSESSMENT CRITERION 5 
    Relevant communication media is used according to company communication protocol. 

    ASSESSMENT CRITERION 6 
    Communication is clear and concise. 

    SPECIFIC OUTCOME 5 
    Restore the site as per company-specific procedures, policies and instructions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The site is restored as per company-specific procedures, policies and instructions. 

    ASSESSMENT CRITERION 2 
    All equipment housing lids, doors, covers, locks, etc. are replaced and secured as per company-specific procedures, policies and instructions. 

    ASSESSMENT CRITERION 3 
    Hazardous and waste material is safely disposed of as per company-specific procedures, policies and instructions. 

    ASSESSMENT CRITERION 4 
    Material, equipment and tools are returned for storage or repair as per company-specific procedures, policies and instructions. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by the relevant ETQA.
    2. Anyone assessing a learner against this unit standard 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. Anyone assessing a learner against this unit standard must be certified as competent against this unit standard and registered as an assessor to assess this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learners can understand and explain the following related to routine preventive maintenance on an axle counter:
  • Planning and procurement.
  • Station layout plans and associated symbols.
  • Interpretation and completion of documentation applicable to RPM tasks.
  • Use and operation of relevant communication media.
  • Various types and functions of axle counters.
  • Identification, purpose and function of parts and components of an axle counters.
  • Principles of operation of axle counters at modular level.
  • Function of the specific axle counter in the signalling installation.
  • Impact of axle counter failures on operational efficiency.
  • Installation specifications related to the RPM task.
  • Identification and safe handling of materials.
  • RPM Processes related to the maintenance tasks on an axle counter.
  • Restoration of site.
  • Relevant extracts from:
  • OHS Act and regulations.
  • Safe working procedures.
  • Company-specific policies, procedures and instructions. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem-solving.
    Learners can solve problems with regard to:
  • The correctness, quantity and quality of material, parts and components.
  • The suitability and functionality of equipment and tools.
  • The routine preventive maintenance process.
  • Operational changes relating to maintenance on an axle counter.
  • Availability and competence of assisting personnel. 
    		•

    UNIT STANDARD CCFO WORKING 
    Team work
    Learners can work effectively in teams when:
  • Implementing safe working procedures.
  • Performing routine preventive maintenance tasks.
  • Inspecting the site where routine preventive maintenance tasks are performed.
  • Restoring the site. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and self-management.
    A learner can organise and manage himself by:
  • Executing the task responsibly.
  • Maintaining a high level of discipline.
  • Adherence to time frames.
  • Adherence to safety and company-specific policies and procedures. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation.
    Learners can interpret and evaluate the contents of:
  • A job order.
  • A station layout plan with associated symbols.
  • Routine preventive maintenance procedures. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication.
  • Learners can communicate effectively with relevant role-players related to the routine preventive maintenance process. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology.
    Learners can use science and technology by using:
  • Test instruments.
  • Electric tools.
  • Communication media. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems.
  • Learners can understand the role of the axle counter in a railway signalling system. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development.
    Learners can understand the importance of:
  • Safety in the workplace as well as in the whole environment.
  • Being a team player in the work environment and in society.
  • Communicating effectively in the work environment and in society.
  • Their responsibility for the safety and well-being of fellow-workers and society at large. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Assessment process:

    Assessment methods:

    1. Written tests.
    2. Practical test.
    3. Oral questioning.
    4. Observation of practical task execution.
    5. Simulation.
    6. Role-play/structured classroom discussions and oral tests.
    7. Practical verification against specifications.

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

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

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

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

    Values:
    In addition, the following values should be demonstrated:
  • Safety consciousness.
  • Responsibility.
  • Integrity.
  • Quality consciousness.
  • Time consciousness.
  • Sobriety.

    Supplementary information:

    Terminology

    RPM refers to routine preventive maintenance.

    Job order refers to:
  • Job card.
  • Job instruction.
    Diagram refers to a drawing or plan.
    Sub-standard refers to the deviation from specifications and/or standards.
    Site refers to the location where the RPM task is to be performed.

    Communication can include, but is not limited to:
  • Personnel structures, e.g. supervisors and subordinates.
  • Verification of messages/instructions.

    Communication media can include, but is not limited to:
  • 2-way radios.
  • Cellular phones.
  • Trunk radios.
  • Hand-held emergency telephones.
  • Hand signals & Coloured flags.
  • Hand-held lamps.

    Logbook refers to evidence of training and job performance.
    High-voltage equipment refers to overhead traction equipment (OHTE) used to power electric locomotives and high-voltage transmission lines.

    Certification:
    The learner will be certified as competent when RPM was successfully performed on a single section axle counter.

    Credits:
    Total hours required by the learner to achieve the required outcomes:

    Activity
  • Theory-12 Hours
  • Practical-6 Hours
  • Self-directed learning-1 Hour
  • On-the-job learning-6 Hours
  • Assessment-2 Hours
  • Total- 27 Hours

    Credits achieved: 3 Hours 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49066   National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    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.