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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 QUALIFICATION: |
| Intermediate Occupational Certificate: Bus Driver |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 122581 | Intermediate Occupational Certificate: Bus Driver | |||
| ORIGINATOR | ||||
| Development Quality Partner-TETA | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| QCTO - Quality Council for Trades and Occupations | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Occupational Certificate | Field 11 - Services | Transport, Operations and Logistics | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 03 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0426/24 | 2024-08-22 | 2029-08-22 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-08-22 | 2033-08-22 | |||
| 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 qualification is to prepare a learner to operate as a Bus Driver. A Bus Driver drives a bus or coach to transport passengers and their luggage, safely and economically, short and/or long distances on scheduled local and or intercity services over established routes and time schedules. A qualified learner will be able to: A qualified learner will demonstrate the following key attributes: Rationale: The need for this qualification resulted from the requirement to review and align an expired qualification to meet new policy requirements. Bus transport play a crucial role in the South African economy and culture, both as a means of inter-city transport and long-distance travelling, thus, resulting in an increase in the demand for qualified bus drivers with the knowledge and skills to safely and economically transport passengers of different cultures and different needs in terms of assistance required for embarking, disembarking and luggage handling. This qualification is developed and aligned as a result of this need. The increase of road accidents and incidents is a major concern in South Africa and the most common causes thereof are considered to be reckless or negligent driving, poor road conditions, vehicle defects and mechanical failures, and human factors such as fatigue, stress, and medical conditions. Bus accidents specifically pose a risk of injuries to many people. The Bus Driver qualification focus on all these aspects as well as the ability to drive economically and be more energy efficient. This qualification will benefit the road transport sector and the economy as qualified Bus Drivers with enhanced driving skills (both safety wise and economically) will have the skills to drive economically, provide better assistance to passengers, and decrease the risk of accidents and incidents. Companies employing learners who have successfully completed this qualification will be able to reduce their operational costs and improve overall productivity, leading to economic growth. Road accidents often result in injury or even death which impact negatively on society. Society will thus benefit from drivers with enhanced driving skills resulting in an increase in road safety. Bus Drivers with the skills to drive economically, using less fuel and thereby minimizing the negative impact of greenhouse gas emissions which is a major contributor to global warming and air pollution and have adverse health effects on humans and the environment. By saving on diesel usage, these harmful emissions can be reduced and air quality improved, leading to better public health outcomes. In addition, diesel extraction and refining have ecological impacts, including habitat destruction, water pollution, and biodiversity loss. By reducing the demand for diesel, these environmental consequences can be mitigated, and sustainable resource management promoted. Typical learners of this qualification are those who have a valid and appropriate driver's license and Professional Drivers Permit (PrDP) and interested in transporting passengers as a career. The Intermediate Occupational Certificate: Bus Driver is not complex in nature and provides an opportunity to learners with an NQF Level 2 qualification an opportunity to enter a well-established career as a professional driver in a variety of companies or self-employment. It will further contribute to the development of the learner by providing learners with the skills, knowledge, insights and competencies to enable them to ensure bus roadworthiness, professionally drive and manoeuvre a bus, and provide assistance and services to passengers. Stakeholders from the road transport sector participated in the review of the qualification. Qualifying learners will be able to operate as Bus Drivers or as Coach Drivers. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. RPL for Credits For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for Access to the External Integrated Summative Assessment. A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met prior to the FISA and keep record of such evidence. Upon successful completion of the EISA/FISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO. Entry Requirements: An NQF Level 2 qualification. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules: Total number of credits for Knowledge Modules: 44 Practical Skill Modules: Total number of credits for Practical Skill Modules: 46 Work Experience Modules: Total number of credits for Work Experience Modules: 30 |
| EXIT LEVEL OUTCOMES |
| 1. Conduct pre and post trip bus or coach inspection and maintain operational documentation within a managed environment by applying basic key concepts.
2. Operate a bus or coach and respond to emergency and non-standard situations by applying appropriate procedures and interpreting information related to the situation. 3. Assist passengers with boarding, disembarking, and luggage by selecting and applying appropriate procedures to solve problems. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Conduct pre and post trip bus or coach inspection and maintain operational documentation within a managed environment by applying basic key concepts. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Operate a bus or coach and respond to emergency and non-standard situations by applying appropriate procedures and interpreting information related to the situation. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Assist passengers with boarding, disembarking, and luggage by selecting and applying appropriate procedures to solve problems. Integrated Assessment: Formative Assessments Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Summative Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification or skills programme. Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment (EISA) The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| Canada and Australia were chosen for comparison because both countries have highly developed and structured systems for driver licensing and training, with a strong emphasis on safety. Both the countries require a thorough understanding of road rules, vehicle operation, and emergency procedures from their bus drivers. In addition, both countries have made significant strides in using technology in the transport industry and emphasize the health and wellness of their drivers.
Canada In Canada, driving a bus typically requires a special class of driver's license. The specific class varies by province and territory. In addition to basic requirements that relate to age, valid driver's license, medical fitness, air brake endorsement (if relevant), Professional Driver's License, a criminal record check and a clean driving record, there are additional training requirements (standards) that must be adhered to. Additionally, requirements related to a school bus driver may be different from those for a city transit bus driver. The Commercial Safety College in Nova Scotia offers Certified Bus Driver Training that includes both classroom and practical instruction in terms of additional training standards that is not restricted to school bus drivers only. The duration for this Certificate is at least 3 weeks and approximately 3 months on the job training. Entry requirements include that the candidate must be 25 years or older, Minimum Grade 12 Education or GED, and a license endorsed with air brakes. The knowledge, skills and competencies (KSC) of Bus Drivers in Canada comprise the following: Skills: Knowledge: Competencies: Similarities: Both Canadian and South African standards focus on vehicle inspections and ensuring they are in good operating condition. Local traffic laws and regulations; basic principles of health, safety, and emergency procedures, proficiency in driving and manoeuvring large vehicles safely, ability to communicate effectively with passengers and other road user and responding appropriately to emergency and non-standard situations. Differences: Additional training standards in Canada varies by province and territory and are not reflected in any nationally recognised qualification. The specific training related to additional training standards offered by the Commercial Safety College is shorter in duration (approximately 4 months) than the South African Occupational Certificate. Australia Australia is a federal state. Different states have different requirements. In New South Wales, a driver of a bus or coach must hold an NSW "Driver Authority" issued by Transport for NSW (TfNSW). This is in addition to holding the relevant class of Drivers Licence. To obtain an Authority to drive buses in NSW, an applicant must meet the required criteria: TAFE NSW offers a qualification "Pathways to Employment Program (PEP) Introduction to Bus Driving" (a recognised Driver Authority Training Course). The duration of the cqualification is 10 weeks and includes 40 hours work experience with a transport company. In addition to these requirements, SDS Training in Rockhampton offers the Certificate III in Driving Operations, registered on the Australian Qualifications Framework (AQF). The qualification is aimed at those engaged in driving operation job roles within the Transport and Logistics Industry (including busses, coaches and other heavy vehicles). There are no specific entry requirements, and the duration is between 6-12 months. The qualification requires a total of 15 units of competency comprising five compulsory core units, one driver awareness elective unit from the driver awareness elective units, plus nine general elective units from a total of 128. All core and elective units are listed below and only those appropriate for bus or coach driving are listed under the elective units. Core units Driver awareness elective units. General elective units Similarities The Australian standards are similar to the South African standards in terms of duration and focus. Both qualifications focus on vehicle inspections and ensuring they are in good operating condition, local traffic laws and regulations; basic principles of health, safety, and emergency procedures, proficiency in driving and manoeuvring large vehicles safely, ability to communicate effectively with passengers and other road user and responding appropriately to emergency and non-standard situations. Differences: The Australian standards may be different from the South African standards in terms of approximate level as Certificate III on the AQF is approximately between a Level 3 - 4 on the South African NQF. Conclusion: In general, the South African qualification compares well with the Canadian and Australian standards as both countries need a similar set of skills, knowledge, and competencies. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for horizontal, vertical and diagonal articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| NOTES |
| Qualifying for External Assessment:
To qualify for an external assessment, learners must provide proof of completion of all required knowledge and practical modules by means of statements of results and a record of completed work experience. Additional Legal or Physical Entry Requirements: A valid and appropriate driver's licence and Professional Drivers Permit (PrDP). Criteria for the accreditation of providers. Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below: The curriculum title and code is: Bus Driver: 733101-000-01-00. Encompassed Trade: None. Assessment Quality Partner (AQP): Transport Education Training Authority (TETA). |
| 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. |