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: 

Operate a tippler 
SAQA US ID UNIT STANDARD TITLE
15014  Operate a tippler 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  10 
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
2026-06-30   2029-06-30  

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

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

PURPOSE OF THE UNIT STANDARD 
This unit standard is for operators who are responsible for using tipplers to offload bulk-products from rail-trucks at bulk-product handling plants or for learners who wish to be employed in this capacity.

Learners credited with this unit standard are able to:
  • Efficiently, productively and safely operate various classes of tipplers in support of the goals of a bulk-product handling facility
  • Appreciate the importance of their role in terms of its impact on productivity, safety and the activities of other workers and departments of the employer-organisation
  • Understand the specific characteristics of the operating environment and of the bulk products they will handle with a tippler
  • Plan and anticipate far ahead enough to ensure optimal continuity and minimal inactivity. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Mathematics/numeracy skills equivalent to NQF 2
  • Language/communication skills equivalent to NQF 2
  • Freight Handling Unit Standard - "Maintaining occupational health, safety and general housekeeping standards"
  • Freight Handling Unit Standard - "Operating Computer Systems" 
    		•

    UNIT STANDARD RANGE 
    The level assigned to this standard is appropriate because applied competence must be displayed:
  • across all types of tipplers utilised at the employer organization (eg: electrically or hydraulically
  • powered machines; tandem tipplers or single tipplers)
  • in any mode of operation (eg: automatic, manual, single-mode or dual-mode)
  • for all grades and types of bulk-product handled
  • by day or night
  • in a variety of environmental conditions
  • by liaison and co-ordination with internal staff (eg: Supervisors, Controllers)
  • in co-operation with other machinery used at the bulk-product handling facility (eg: silo`s, conveyors, stacker-reclaimers and shiploaders)
  • in such a way as to illustrate that the learner has significant responsibility for efficient practice (including safety and productivity) where limited discretion and judgement are required. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Operate tipplers to offload bulk-product from trains with due regard to product characteristics. 
    OUTCOME NOTES 
    Operate tipplers to offload bulk-product from trains with due regard to product characteristics (e.g. grade), environmental regulations, laid-down procedures and manufacturer regulations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Identify all tippler types in operation at the employer organization, together with their respective functionalities, components, locations and safety equipment. 

    ASSESSMENT CRITERION 2 
    2. Identify each separate tippler at the employer organization, together with it's associated rail and conveyor routes, silo's and product grades handled. 

    ASSESSMENT CRITERION 3 
    3. Carry out a typical pre-use tippler inspection, with accurate completion of checklists. 

    ASSESSMENT CRITERION 4 
    4. Operate all different tippler machine types at the employer organisation with equal proficiency, in all possible modes of operation. 
    ASSESSMENT CRITERION RANGE 
  • Hydraulic, electrical
  • Automatic, manual, single mode, dual mode).
     
    		•

    ASSESSMENT CRITERION 5 
    5. Operate the tippler within organisational performance requirements (including, for example):-
  • tippler cycle time
  • time-in-tippler
  • no unnecessary stoppages
  • no unavoidable stoppages unaccounted for 
    		•

    ASSESSMENT CRITERION 6 
    6. Identify operating parameters applicable to each machine (eg: optimal offloading rate) and be able to operate all different tippler types at the employer organization with equal proficiency within these applicable operating parameters. 

    ASSESSMENT CRITERION 7 
    7. Demonstrate correct tipping activities and techniques. For example:-
  • first two trucks in tipplers weighed on manual
  • tippler print-outs, marked with train number, tippler number, date and time, given to Supervisor
  • maximum tipping rates attained through skilled operations
  • unnecessary stoppages avoided through skilled operations
  • all unavoidable stoppages accounted for
  • no contaminations
  • no pollution (eg: dust control methods and procedures correctly used)
  • power usage within set limts 
    		•

    ASSESSMENT CRITERION 8 
    8. Complete work assignments in accordance with the agreed plan and outcomes. 

    ASSESSMENT CRITERION 9 
    9. Explain and demonstrate how to optimise productivity in respect of utilisation of tipplers, having consulted sources of relevant operational information (eg: operating manuals; training manuals; Supervisors; etc.) 

    ASSESSMENT CRITERION 10 
    10. Demonstrate consistency of performance, determined in relation to local conditions and other variable factors. 

    ASSESSMENT CRITERION 11 
    11. Monitor machine systems and alarms, and act upon or report these in accordance with manufacturer's instructions and site procedures. 

    ASSESSMENT CRITERION 12 
    12. Comply with, and answer questions that indicate a full appreciation of the content and implications of applicable site Standard Operating Procedures. For example:-
  • tippler operation
  • handling of full trains
  • handling of empty trains
  • setting up truck target and train lengths for tippler shift change-over
  • maintenance handover procedures
  • evacuation of tippler 
    		•

    SPECIFIC OUTCOME 2 
    Identify appropriate solutions to problems that may occur, and timeously carry out proactive steps. 
    OUTCOME NOTES 
    Identify appropriate solutions to problems that may occur, and timeously carry out proactive steps in response to extraordinary situations, to the benefit of the organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Describe several typical problem situations and demonstrate the ability to satisfactorily resolve these. For instance:-
    Where automatic cycles are interrupted due to faults, rectify this quickly and manually complete remaining portion of the cycle 

    SPECIFIC OUTCOME 3 
    Consistently meet or exceed the minimum safety, health and environmental requirements applicable. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Conform with the employer organisation's safety, health and environment policies and procedures, including, inter-alia:-
  • protective clothing and equipment
  • compliance With OHS Act
  • safety, health and environmental induction
  • environmental management 
    		•

    ASSESSMENT CRITERION 2 
    2. Demonstrate the various safety responses required to be known by tippler operators, including:-
  • location and use of fire extinguishers
  • evacuation of the tippler control room in emergencies
  • bad weather shut-down procedure 
    		•

    ASSESSMENT CRITERION 3 
    3. Deal with emergency situations, including weather and fire. 

    SPECIFIC OUTCOME 4 
    Interact effectively with colleagues, giving and receiving information and co-operation. 
    OUTCOME NOTES 
    Interact effectively with colleagues, giving and receiving information and co-operation in support of the employer organisation's operational targets. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Communicate effectively with Control Room and/or Supervisor (where applicable), receiving instructions and relaying relevant information. 

    ASSESSMENT CRITERION 2 
    2. Convey all relevant information that could impact on operating performance to colleagues at all times. 

    ASSESSMENT CRITERION 3 
    3. Demonstrate co-operation and effective communications with both immediate team members and the wider network of colleagues at the employer organization. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. The Freight Handling Chamber at the TETA and/or relevant ETQA must accredit any institution offering learning that will enable achievement of this unit standard.
    3. Moderation of assessment will be conducted by the relevant ETQA at its discretion

    Accreditation Mechanisms

    1. An individual wishing to be assessed against this standard may apply to an assessment agency, assessor or provider institution that has been accredited by the relevant ETQA.
    2. The learner will be assessed by an assessor who has been certified as competent against the National Certificate in Freight Handling, which must include this unit standard.
    3. Any assessor and training provider must ensure that the relevant company-specific procedures / rules are used as reference material when designing facilitator and assessor guides, assessment and / or when selecting pre-designed assessments. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:

    Learners can understand and explain/apply:

    1.The relevant standards, codes and legislation pertaining to the employer organisation`s tipping operations. For example:
  • All applicable Standard Operating Procedures
  • All applicable Safe-Work Procedures
  • ISO 14001
  • ISO 9000
  • The OSH Act
  • NOSA requirements

    2. The employer organisation`s Engineering Maintenance support system, and how to obtain advance information about scheduled maintenance

    3. Bulk-product handling characteristics and the associated safety, health and environmental hazards (e.g. hot coal, iron-ore dust, non-contamination of food products, etc.), together with the precautions required (e.g. protective clothing)

    4. Technological developments in respect of bulk-product handling equipment and processes (e.g. tipping best-practice techniques, use of computerized instrument feedback (display windows) to enhance operator and machine performance)

    5. Bulk-product handling processes and workflow and the implications of individuals` actions for the overall operation, and co-ordination of operational functions.

    6. Basic information about the various bulk products and train types, including (as applicable):-
  • how to avoid contaminations
  • truck types
  • handling of "Not-To-Go`s" (hospital trucks) 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decision using critical and creative thinking have been made.

    Identify, in advance, potential operational problems, hazards and opportunities, and address these effectively through proactive, timeous, appropriate action. 

    UNIT STANDARD CCFO WORKING 
    Share and receive ideas and information using appropriate communication systems (e.g. personal contacts; two-way radios). 

    UNIT STANDARD CCFO ORGANISING 
    Critically evaluate.

    Anticipate and plan ahead for at least a full 24-hour shift cycle, scheduling activities and notifying team members, where applicable, with information that could promote enhanced productivity. 

    UNIT STANDARD CCFO SCIENCE 
    Take advantage of learning opportunities to progress knowledge, skills and understanding regarding advancements on science and technology, in order to improve operational performance or processes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

    Show an appreciation for the complete work-flow of the employer organisation`s business, with understanding of the inter-dependency of the various operations (eg: how tipping operations can contribute to enhanced performance and achievement of the organisation`s operating targets; how optimizing offloading rates can save costs) 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full personal development of each learner and the social underlying intention of any programme of learning to make an individual aware of the importance of:
  • reflecting on and exploring a variety of strategies to learn more effectively;
  • participating as responsible citizens in the life of local, national and global communities;
  • being culturally and aesthetically sensitive across a range of social contexts;
  • exploring education and career opportunities;
  • developing entrepreneurial opportunities

    Through the operator training programmes and emphasis on teamwork, the learner will acquire an appreciation for the bigger picture of the bulk-product handling facility`s operations, as well as the dynamics of group interaction. Many skills and insights acquired will be transferable to the learner`s home and future employment environments. The learner will realize the importance of grasping learning opportunities in order to develop skills and enhance personal and career prospects and rewards. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be assessed through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    UNIT STANDARD NOTES 
    Methods of Assessment:

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the above-mentioned Performance Assessment Criteria:

    1. Written tests / case studies / projects
    2. Workplace (on-the-job) assessment
    3. Simulations
    4. Third-party reports
    5. Oral assessment methods (e.g. discussions, question-and-answer sessions)

    These methods must be carefully selected based on the purpose of the assessment (for example, the written method could be used to assess knowledge or on-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.

    Assessment must be integrated in nature, including summative and formative assessment.

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may also serve to supplement the assessment of applied competence. The portfolio should include, inter alia:
  • Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
  • Previous training records
  • Previous assessment records
  • Relevant certificates or awards
  • Operator Logbook/Journal
  • Accident/incident records
  • Operations Department performance targets


    Supplementary Information:

    This unit standard is aimed at operator-level employees responsible for offloading bulk-products in the most sensible, safe, productive and efficient manner possible, for the benefit of the organisation.

    An accredited assessor should either him/herself be, or should be accompanied by, an expert who is familiar with the operations of tipplers, so that applied competence may be accurately assessed. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64829   National Certificate: Lifting Machine Operations  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.
     
    1. RICHARDS BAY COAL TEMINAL COMPANY LIMITED (Legacy) 
    2. Transnet Maritime School of Excellence 


    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.