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: 

Collect and analyse information for research purpose 
SAQA US ID UNIT STANDARD TITLE
255678  Collect and analyse information for research purpose 
ORIGINATOR
SGB Heritage Management Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Cultural Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
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 
The purpose of the learning is to collect information about resources, from local, national and international sources. Credited learners can gather new information to compliment existing information. They are able to access information from relevant sources, and can process and record such information.

Information collection is a transferable competence that is required in any field or sector. It is also generic in that learners learn the value of new learning per se, and they learn how to use new information to their advantage. Improved information management will impact positively on the heritage sector as resources will be more accessible and resource management will be more effective.

Credited learners are capable of:
  • Accessing published information sources relevant for specific research questions.
  • Liaising with researchers regarding specific resource management information.
  • Recording information about resources for future reference.
  • Processing information collected about resources. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Communication at NQF Level 4.
  • Develop stakeholder partnerships at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Learners are required to create mechanisms that ensure that given Acts, policies and procedures are implemented. Range statements are provided with specific outcomes and assessment criteria where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Access published (secondary) and primary information sources relevant for specific research questions. 
    OUTCOME RANGE 
    Information can include visual, material, written/text and numeric information about heritage resources, their cultural association and/or their historical context; information sources can include electronic online and offline sources, and printed sources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose for which information is sought is identified and clarified in consultation with relevant persons prior to accessing sources. 

    ASSESSMENT CRITERION 2 
    Information gathering methodologies are employed correctly to gather the relevant information. 
    ASSESSMENT CRITERION RANGE 
    Methodologies can include interviewing, database subscription, questionnaire administration, etc. and include recruiting sources.
     

    ASSESSMENT CRITERION 3 
    All available sources relevant for specific purposes are accessed according to agreed organisation policies and procedures. 
    ASSESSMENT CRITERION RANGE 
    Access can be via any relevant channel, including the Internet, telephone, etc.
     

    ASSESSMENT CRITERION 4 
    Sources and methods relevant for collecting information about the management of specific heritage resources are identified and utilised. 

    ASSESSMENT CRITERION 5 
    Agreed ethical and legal requirements for information access are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Ethical requirements relate to, for example, privacy and confidentiality, and legal requirements relate to, for example, copyright and ownership.
     

    ASSESSMENT CRITERION 6 
    Agreed budgets and deadlines are adhered to and implemented. 

    ASSESSMENT CRITERION 7 
    Authorisation for expenses are obtained from relevant persons prior to expenses being incurred. 

    ASSESSMENT CRITERION 8 
    Information is assessed to determine whether it achieves the purpose for which it is intended. 

    SPECIFIC OUTCOME 2 
    Liaise with researchers regarding resource management information. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Contact with researchers is established where relevant according to agreed organisation policies and procedures. 
    ASSESSMENT CRITERION RANGE 
    Contact can be established with local, national or international researchers, as is relevant for specific contexts.
     

    ASSESSMENT CRITERION 2 
    Contact details are kept up to date. 

    ASSESSMENT CRITERION 3 
    Information about research and researchers is organised and stored securely according to agreed organisation policies and procedures. 

    ASSESSMENT CRITERION 4 
    Contributions of researchers are acknowledged where used, according to agreed formats for acknowledgment. 

    ASSESSMENT CRITERION 5 
    Information is used only as agreed with the source of such information. 

    ASSESSMENT CRITERION 6 
    Agreed ethical and legal requirements for information use are adhered to. 

    SPECIFIC OUTCOME 3 
    Record information about resources for future reference. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information is captured accurately and according to specified policies and procedures for resource management, and all specified fields are completed. 
    ASSESSMENT CRITERION RANGE 
    Capturing can be electronic systems such as computer databases and spreadsheets.
     

    ASSESSMENT CRITERION 2 
    Information is stored in mediums suitable for the type of information and access requirements. 

    ASSESSMENT CRITERION 3 
    Information is stored securely and according to agreed organisation policies and procedures for archiving. 

    ASSESSMENT CRITERION 4 
    Information is stored in a manner and format that ensures future accessibility and prevents deterioration. 

    ASSESSMENT CRITERION 5 
    Information records are up to date, and all relevant information about sources is recorded. 

    ASSESSMENT CRITERION 6 
    Errors are identified and corrected as required. 

    ASSESSMENT CRITERION 7 
    Deadlines are adhered to. 

    SPECIFIC OUTCOME 4 
    Process information collected. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information is categorised and organised according to agreed requirements for application and interpretation. 
    ASSESSMENT CRITERION RANGE 
    The requirements for categorisation could be for intangible and tangible heritage resources at a specific organisation, site, or building, or according to requirements set nationally; organisation can include cataloguing, filing, labelling, referencing, etc.
     

    ASSESSMENT CRITERION 2 
    Information is evaluated against predetermined quality criteria, validated using appropriate tools, and cross-checked with more than one source. 
    ASSESSMENT CRITERION RANGE 
    Criteria can include format, relevance, accuracy, currency, completeness, etc.
     

    ASSESSMENT CRITERION 3 
    The validity, reliability, authenticity and credibility of the information are discussed to determine whether or how to use the information. 

    ASSESSMENT CRITERION 4 
    Information gaps are identified and steps are taken to collect additional information from relevant sources. 

    ASSESSMENT CRITERION 5 
    Processing tools are selected for their relevance to specific contexts and used correctly to contextualise and integrate information. 
    ASSESSMENT CRITERION RANGE 
    Processing tools can include statistical analysis tools.
     

    ASSESSMENT CRITERION 6 
    Analysis is tested for accuracy using appropriate tools correctly. 

    ASSESSMENT CRITERION 7 
    Agreed deadlines are adhered to. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Published information sources (i.e. electronic and printed) relevant for resource management.
  • Information management principles and procedures (e.g. collection, capturing, storage, organisation and categorisation).
  • Information gathering methodologies.
  • Referencing, and acknowledgement of sources.
  • Ethical and legal requirements for information access and use.
  • Procurement authorisation policies and procedures.
  • Quality, reliability, authenticity and credibility of information.
  • Information processing tools and their application.
  • Issues of community participation, ownership and indigenous knowledge. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when information is assessed to determine whether it achieves the purpose for which it is intended. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to liaise with researchers regarding resource management information, and to obtain authorisation for expenses from relevant persons prior to expenses being incurred, and to store information in a manner and format that ensures future accessibility. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when agreed ethical and legal requirements for information access are adhered to, agreed budgets and deadlines are adhered to, contributions of researchers are acknowledged where used, information is used only as agreed with the source of such information, and agreed ethical and legal requirements for information access are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to access published information sources relevant for specific heritage research questions, process information collected about heritage, and keep information records up to date. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when contact with researchers is established where relevant according to agreed organisation policies and procedures, and contact details are kept up to date, and to record information about heritage for future reference. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when all available records relevant for specific purposes are accessed according to agreed organisation policies and procedures, information is captured accurately and according to specified policies and procedures for heritage resource management, all specified fields are completed, information is stored securely and according to agreed organisation policies and procedures for archiving, and processing tools are selected for their relevance to specific contexts and used correctly to contextualise and integrate information. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when references selected are relevant for the management of specific resources, information is stored in mediums suitable for the type of information and access requirements, and information is categorised and organised according to agreed requirements for application and interpretation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to Assessors:

    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, 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 learner 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 tested 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 learner 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  61349   National Certificate: Heritage Resource Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Core  73129   National Diploma: Public Relations Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 


    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.
     
    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.