Occupational profile - rail industry

Level 2 apprenticeship

The railway is a key part of the Northern Ireland’s transport infrastructure for commuting, leisure and business travel. Those working within the occupation of rail engineering are responsible for supporting the safe construction, installation, maintenance, and renewal of the railway in Northern Ireland and are part of the effort to provide a safe and reliable railway for customers.

Rail engineering operators provide support to rail engineers in the following areas of rail infrastructure and train work - track (including minor works), signalling, and traction and rolling stock. While other areas are also a feature of rail operative’s work, this framework focuses on the three pathways named.

Rail engineering operatives provide support to rail technicians and engineers. The engineering disciplines cover the following areas of “The Railway” (infrastructure and trains); track (including minor works), electrification, overhead line, signalling, telecommunications and traction & rolling stock. Apprentices will undertake the core learning and also specialise in one particular discipline.

The rail industry has a high level of safety critical work activities requiring a disciplined and responsible approach. A rail engineering operative may work on site or in a depot. Their work could involve:

• assisting in the construction, installation, renewal, enhancement and modification of the railway
• assisting with fault finding and diagnosis to prevent or address equipment failures
• maintenance and replacement of components
• assisting in functional and operational testing and inspection of The Railway using specialist equipment

Core knowledge and skills

Across all three rail engineering pathways apprentices are required to learn how to work safely in rail engineering and understand rail engineering principles and practices. Apprentices also are required to learn the knowledge and understanding related to key competences and safe performance in their chosen pathway. 

Apprentices are required to comply with statutory regulations and organisational safety requirements in the rail industry, use and communicate technical information and work efficiently and effectively as a rail engineering operative. Apprentices will also develop the skills needed to demonstrate key competences and safe performance in their chosen pathway. 

Core behaviours

Apprentices will develop as part of normal working practice, behaviour that demonstrates the ability to act professionally, be risk aware, display a self-disciplined, self-motivated, proactive approach to work and to work reliably and safely. They will also be able to work effectively and efficiently, individually and as part of a team.

The presence of a shared, core knowledge, skills and behaviour allows both an integrated delivery model (integrating core and pathway learning), or sequential delivery. The latter approach allows deferred decision taking about chosen pathway route for the apprentice.

The apprenticeship framework knowledge-based qualifications and competence-based qualifications create a range of naturally occurring opportunities to develop, consolidate and secure transversal skills at a high level. Many of the transversal skills are introduced, developed and reinforced throughout the learning and skills development phase of the apprenticeship. The clear focus on aspects of self-management, team working, and safe working practice mean that much of what is considered transversal is both discretely addressed and integrated into pathway specific learning and development expectations.

The same is also true of numeracy and communication, and problem-solving skills, though numeracy and communication carry their own discrete qualification requirements at level 1. Modern working practice within the rail industry also means there is a clear need to develop digital literacy in using technology as a part of the apprentice’s active work role.

Most transversal skills are capable of being addressed at the intermediate level, though citizenship/participating in society may need particular attention in the delivery of training to realise this fully. Employers may also have corporate expectations and create learning experiences that may generate opportunities for Intermediate level expectations. Additional competence-based enhancements provide further opportunities to develop and demonstrate transversal skills.

Transversal skills

As an apprentice you will gain the following transversal skills:

Self-management

Accept responsibility.

Typical performance evidence will show you can at basic level:

• identify own strengths and weaknesses
• ask for help if needed
• take responsibility for actions
• manage one’s own feelings
• prioritise work and time
• take responsibility for own safety

Working with others

Work collaboratively with both internal and with external customers and an awareness of interdependence.

Typical performance evidence will show you can at basic level:

• get along with others
• put aside differences
• try to work effectively in a team
• see others’ points of view

Citizenship/ taking part in society

Understand and be considerate of the differing needs of different individuals and groups.

Typical performance evidence will show you can at basic level:

• value ideas from others
• respect individuals' differences in terms of disability, ethnicity, background, gender, sexuality and religion

Work professionalism

Behave appropriately and with a professional attitude.

Typical performance evidence will show you can at basic level:

• turn up on time
• follow instructions from seniors
• dress appropriately
• understand the nature of the business and the codes of conduct

Problem solving and decision making

Weigh up the pros and cons of new situations and identify key issues.

Typical performance evidence will show you can at basic level:

• adopt a problem solving attitude

Numeracy

Use data and arithmetic to support evidence or demonstrate a point.

Typical performance evidence will show you can at basic level:

• reason and apply simple numerical concepts such as percentages, decimals and fractions

Digital literacy

Find, evaluate, use, share and create content using information technologies and the internet.

Typical performance evidence will show you can at basic level:

• use specialist programmes related to specific discipline

Communication and literacy

Use verbal, non-verbal and written communication and an awareness of the interpersonal skills of effective listening, negotiating, persuasion and presentation.

Typical performance evidence will show you can at basic level:

• ask and respond to questions
• listen to others
• communicate considering people involved in terms of gender, background, age and position

Progression

The achievement of the apprenticeship framework mandatory requirements will prepare the apprentice for professional recognition with the Institution of Railway Operators (IRO), should they wish. Institution of Railway Operators (IRO) membership would give the apprentice professional affiliation and recognition. It also offers access to a great network of professional expertise, professional development opportunities and industry endorsed qualifications.

Institution of Railway Signal Engineers (IRSE) has an affiliate category of membership open to those currently in full-time or part-time education relevant to the profession or who are currently on a formal training programme relating to railway systems engineering.

Progression to higher levels of qualifications and apprenticeship frameworks include the potential to progress on to the Rail Industry Level 3 framework.

National occupational standards (NOS)

Every framework must be underpinned by national occupational standards (NOS) which will indicate the standards of performance individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding. Behaviours may be detailed within or alongside the NOS.

Pathways can be displayed by splitting NOS into core and optional depending on the occupational profile.

Core NOS for all pathways

More useful links

• Rail industry - level 2 apprenticeship framework