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: 

Conduct research and liaison relevant to the learning situation 
SAQA US ID UNIT STANDARD TITLE
10292  Conduct research and liaison relevant to the learning situation 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
Persons credited with this unit standard will be able to use observation, interviews, group discussions and questionnaires effectively in order to undertake basic research and liaison relevant to the learning situation. 

UNIT STANDARD RANGE 
The scope of research envisaged in this unit standard is restricted to documenting and investigating issues in the learning or local context, not generating new knowledge or theory. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Conduct productive interviews and group discussions. 
OUTCOME RANGE 
Interviews/discussions are conducted with one learner, peer or a small group for the following purposes:
  • entry level interviews with learners
  • interviews to analyse critical incidents like dropout, absenteeism
  • learner needs analyses
  • contributions to programme evaluations. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Practitioner and participant(s) introduce themselves (if first meeting). 

    ASSESSMENT CRITERION 2 
    2. Purpose and scope of the interview/discussion, and intended uses of information collected, are explained to participants 

    ASSESSMENT CRITERION 3 
    3. Participants are given an opportunity to question the purpose, scope and uses of the interview/discussion. 

    ASSESSMENT CRITERION 4 
    4. Manner of the practitioner is professional, courteous, empathic and shows sensitivity to issues of race, class and gender 

    ASSESSMENT CRITERION 5 
    5. Open-ended questions are asked using clear language, with alternative explanations when necessary. 

    ASSESSMENT CRITERION 6 
    6. Secondary questions, which probe subjects' responses, are formulated and asked. 

    ASSESSMENT CRITERION 7 
    7. Time is managed. 

    ASSESSMENT CRITERION 8 
    8. Participants are encouraged to pose own questions. 

    ASSESSMENT CRITERION 9 
    9. Participants are reminded of the purpose and scope of interview/discussion when necessary. 

    ASSESSMENT CRITERION 10 
    10. Interview/ discussion is summed up for participants(s) to confirm or amend conclusions. 

    ASSESSMENT CRITERION 11 
    11. Outcomes of the interview/discussion are reported accurately to the relevant person. 

    SPECIFIC OUTCOME 2 
    Compile and administer a simple questionnaire. 
    OUTCOME RANGE 
    The questionnaire is for documenting or investigating a particular issue in the learning context, rather than large scale social research. It could be used for oral or written responses. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Questions/ instructions are relevant to the target audience and the issue being researched 

    ASSESSMENT CRITERION 2 
    2. Instructions or questions are clear and unambiguous. 

    ASSESSMENT CRITERION 3 
    3. Sequencing of questions or instructions is logical. 

    ASSESSMENT CRITERION 4 
    4. Format is clear. (e.g. how and where to fill in required information). 

    ASSESSMENT CRITERION 5 
    5. Nature of questions/instructions shows sensitivity to issues of race, class, religion and gender. 

    ASSESSMENT CRITERION 6 
    6. Questionnaire is administered in a proper and ethical manner. 

    SPECIFIC OUTCOME 3 
    Observe and report on an ETD event. 
    OUTCOME RANGE 
    The report may in written or oral form. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Essential details of the event are included in the report.
    (e.g. purpose, type of event, facilitator, participants, date, venue) 

    ASSESSMENT CRITERION 2 
    2. Main points made or main developments at the event are summarised concisely. 

    ASSESSMENT CRITERION 3 
    3. Observed outcomes are reported. 

    ASSESSMENT CRITERION 4 
    4. Report is accurate and impartial. 

    ASSESSMENT CRITERION 5 
    5. Critical comment on strengths and weaknesses of the event is presented and supported with reasons. 

    SPECIFIC OUTCOME 4 
    Compile a profile of learning group. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Profile of personal details of learners is current and accurate. 

    ASSESSMENT CRITERION 2 
    2. Learners' expressed needs are documented. 

    ASSESSMENT CRITERION 3 
    3. Consultation process used to identify and analyse learner needs is described. 

    ASSESSMENT CRITERION 4 
    4. Dominant development issues in the local context are identified.
    (e.g. unemployment, homelessness, access to water) 

    SPECIFIC OUTCOME 5 
    Describe the local, provincial and national contexts in which teaching and learning occur. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Appropriate structures, stakeholders and social groups involved in ETD and related services are identified on a micro and macro level. 

    ASSESSMENT CRITERION 2 
    2. Relevant information from appropriate groups, stakeholders, and structures is collected, organised and updated. 

    ASSESSMENT CRITERION 3 
    3. Current developments in the context are analysed in terms of their impact on learners and the learning context. 

    ASSESSMENT CRITERION 4 
    4. Current developments in context, which affect learners, are explained to them timeously. 

    SPECIFIC OUTCOME 6 
    Contribute to a programme or organisational evaluation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Purpose of the evaluation is explained to participants (usually learners or peers). 

    ASSESSMENT CRITERION 2 
    2. Data on own learning group, relevant to the purpose of the evaluation, is collected and presented. 

    ASSESSMENT CRITERION 3 
    3. Data is collected and presented in a manner in keeping with agreed ethical codes. 



    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's actions responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    (i) reflecting on and exploring a variety of strategies to learn more effectively;
    (ii) participating as responsible citizens in the life of local, national and global communities;
    (iii) being culturally and aesthetically sensitive across a range of social contexts;
    (iv) exploring education and career opportunities; and
    (v) developing entrepreneurial opportunities. 

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

    UNIT STANDARD NOTES 
    1) Many ABET practitioners will find employment as facilitators of learning groups. Others may be involved in advocacy, recruitment, liaison and fieldwork. This unit standard ensures that practitioners have skills for extension and outreach activities.
    2) The research methods/techniques emphasised in this standard are those which form the foundations for fieldwork in all social research (observation, interviews, group discussions, questionnaires). 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Core  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  ETDP SETA 
    Fundamental  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  49087   National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-07-29  Was ETDP SETA until Last Date for Achievement 


    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. African Learning & Development Academy (Pty) Ltd (ALDA) 
    2. Amaqamu Project Management and Consulting 
    3. Business Development Unit (PTY)Ltd 
    4. CURMO Designs (Pty) Ltd Co 
    5. Early Learning Resource Unit (ELRU) 
    6. Hlengana Sibiya Training and Associates cc 
    7. Igugu Training and Investments 
    8. Isibani Skills Academy 
    9. Josmap Training Institute 
    10. Jothavir Skilling t/a Eduskills Rainbow 
    11. KITSO TRAINING AND DEVELOPMENT 
    12. Kula Institute 
    13. Letlhabile Institute Of Management and Training 
    14. Montague Education and Training (PTY)Ltd 
    15. Nkinane Training Institute and Consulting (Pty) Ltd 
    16. Nsovo Learning Academy 
    17. Ntevho-Ketso Training and Recruitement Consultancy cc 
    18. Organisation Test 1 
    19. Professional Development and Training Institute (Pty) Ltd 
    20. Project Literacy 
    21. QPD CONSULTANTS 
    22. Regenesys Management (Pty) Ltd 
    23. Resonance Institue of Learning 
    24. SEOPOSENGOE TRAINING CONSULTANCY CC 
    25. South African Guide-Dogs Association for the Blind 
    26. Thuto Botshabelo Training Academy 
    27. TMG Quality Services 
    28. Ulwazi Training & Development 
    29. Ungaphelamandla Consultancy Private College (PTY) LTD 



    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.