TETA Certificate: Professional Driving (NQF 3)

This qualification is unit standard based. The course duration is 12 months and is TETA accredited with the awarding of a certificate at the end of the course once the learner has been assessed as “competent” (minimum 122 credits required) in all unit standards. Summative and formative assessments are a requirement of each unit standard. The 3 focus areas are: Core Unit Standards (compulsory), Fundamental Unit Standards (compulsory) and Elective Unit Standards. Workplace based modules

The purpose of the learning credited in this unit standard is to ensure that learners are able to safely load, secure and off-load freight carried on vehicles. Credited learners can adhere to given time frames and specified requirements for specific types of freight. Improved general freight loading prevents accidents where vehicles lose loads, and ensures that loads and persons are not damaged or injured. If the condition of loads is preserved, customer service and profitability are improved, and the professional image of the transport sector will be maintained. This set of competence is transferable to all other fields where loading of general freight is required, and thus improves the employability of credited learners.

A person assessed as competent against this unit standard will be able to: Operate in a team, understanding the structure of the team, and the roles and responsibilities of each team member. The learner will be able to identify and take into account external (environmental) factors that influence the workings and success of the team; and evaluate the success of the team. This competence will enhance the ability of learners and workers to participate in teams. It will also contribute to ensuring that teamwork is more effective in workplaces and in provider organisations, as well as contribute to transforming workplaces into sites of learning.

A learner accredited with this standard will be able to understand and effectively apply basic business principles in order to improve productivity and efficiency of practice within the Freight Handling Environment.

This Unit Standard focuses on coaching individuals in a business environment in order to improve the level of performance to meet a team`s required service levels. The learner is required to demonstrate knowledge and skill in an authentic work situation.

The purpose of learning is to ensure safe, professional operation of vehicle combinations with a gross vehicle mass exceeding 3.5 tons, and consisting of a drawing vehicle and trailer/s. Credited learners can drive a specific vehicle combination in accordance with legal, safety, manufacturer and other relevant requirements and reflect on the manner in which the vehicle is operated.

This unit standard provides a broad introduction to HIV/AIDS in the workplace. It introduces knowledge about HIV/AIDS that will enable learners to be informed and caring workers in an industry and managers to develop appropriate policies to deal with the pandemic. The focus is knowledge, skills, values and attitudes in relation to the learner and management with a view to creating a caring environment in the workplace and the community.

A manager in the context of this Unit Standard is the manager of a small business and first line managers of business units, team leaders and supervisors in medium and large organisations. The term business unit implies a small business, cost centre, section or department.

The Unit Standard was developed as a means of contributing to change in leadership focus and empowering managers to look at people issues.

The purpose of the learning credited in this unit standard is to ensure that learners are able to interact professionally with customers. Improved customer relations leads to improved customer service, which, in turn, results in business growth and profitability. Professional driving services are improved, thereby improving the image and profitability of the field of transport services. This set of competence is transferable to all other fields where services are provided to customers, and thus improves the employability of credited learners, by enhancing their understanding of the processes and the context of customer service.

A learner accredited with this standard will be able to demonstrate applied competence in occupational health, safety awareness of environmental issues and general housekeeping based on statutory and industry requirements.

The applied competence expressed in this standard cover largely familiar scenarios requiring limited discretion and judgement. The learner will have significant responsibility however, for ensuring the quality of health, safety, environmental and general housekeeping across a wide range of freight handling contexts.

The purpose of the learning is to ensure that professional drivers are able to deliver road transport services in a professional manner by contextualising their own service delivery within the broader sector and industry, planning their trips, and anticipating various scenarios that may occur once they are driving vehicles on the open road. By achieving this unit standard, learners are able to make informed choices regarding their own performance, as well as the performance of vehicles. This will improve the level of road transport service, and will ensure that unnecessary expenditure is prevented, improving the profitability of road transport service delivery. The competencies attained to achieve this unit standard will allow the learner to pursue a career in any related road transport service area.

Learners at this level are aware of their audiences and purposes for communication. They adapt their style and language register to the requirements of different situations. They are able to listen and speak/sign confidently in both formal and familiar settings. They can articulate their purposes and reasons for the adoption of a particular register and style in any situation. They can usually identify the assumptions and inferences implicit in what people say/sign and how they say/sign it.

This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:

This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 3. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:

Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts. They are also able to evaluate the effectiveness of different texts for different audiences and purposes by using a set of criteria for analysis.

This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in:

The purpose of this unit standard is to facilitate learning and to ensure that learners are able to cope with learning in the context of learnerships, skills programmes, and other learning programmes. Many adult learners in the FET band have not been in a learning situation for a long time, and need learning and study strategies and skills to enable successful progression.

Learners competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do this with an understanding of the features and processes of the workplace and occupations to which their learning programme refer.

This unit standard will be useful to people who aim to achieve recognition at some level in Further Education and Training or to meet the Fundamental requirement of a wide range of qualifications registered on the National Qualifications Framework.

Learners at this level write/present/sign texts with complex subject matter and a need for various levels of formality in language and construction. They select text type, subject matter and language to suit specific audiences, purposes and contexts. Writers/signers can use linguistic structures and features to influence readers/their audience. They draft, redraft and edit own writing/signing to meet the demands of a range of text-types. They use language appropriate to the socio-cultural, learning or workplace/technical environment as required. They explore presentation techniques as an alternative to writing/signing own texts.