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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 UNIT STANDARD THAT HAS PASSED THE END DATE: |
| Analyse and communicate workplace data |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 8662 | Analyse and communicate workplace data | |||
| ORIGINATOR | ||||
| SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 11 - Services | Hospitality, Tourism, Travel, Gaming and Leisure | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
|
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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 |
| A person assessed as competent against this unit standard will be able to:
Use appropriate forms of tables, graphs, diagrams or charts to analyse and communicate information relating to the work environment. This competence will equip individuals with the numeracy skills to operate more effectively in their workplace and in their learning. It will contribute to more numerate workplace and learning environments. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| A person taking this unit standard is assumed to have acquired the competence described in the standard entitled `Collate, Understand and Communicate Workplace Data (NQF4)`. |
| UNIT STANDARD RANGE |
| Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
NSB 1: Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Select appropriate forms of tables, graphs, diagrams and charts. |
| OUTCOME NOTES |
| Select appropriate forms of tables, graphs, diagrams and charts to capture information relevant to a variety of workplace functions. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. 1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied. 2. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent. 4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| SPECIFIC OUTCOME 2 |
| Develop the tables, graphs, diagrams and charts. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. 1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied. 2. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent. 4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| SPECIFIC OUTCOME 3 |
| Analyse the information to draw relevant conclusions. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. 1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied. 2. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent. 4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| SPECIFIC OUTCOME 4 |
| Present information using tables, graphs, diagrams and charts. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. 1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied. 2. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent. 4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| 1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. 4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:
1. The purpose and nature of a wide variety of graphs, tables, charts and diagrams for analysing and presenting information. 2. How to use these in analysing and presenting information relevant to the workplace through appropriate means. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO WORKING |
| Working effectively with others as a member of a team, group, organisation or community (relates to all outcomes). |
| UNIT STANDARD CCFO COLLECTING |
| Collect, analyse, organise and critically evaluate information (relates to all outcomes). |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively (relates to all outcomes). |
| UNIT STANDARD CCFO CONTRIBUTING |
| Personal development. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
| UNIT STANDARD NOTES |
| Supplementary Information:
Assessment case studies and other supplementary to be developed through the learnership pilots. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Fundamental | 35925 | Certificate: Fisheries Observation: Deep Sea | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Fundamental | 13740 | Certificate: Occupation-directed Education, Training and Development Practice | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2003-10-11 | Was ETDP SETA until Last Date for Achievement |
| Fundamental | 13741 | Diploma: Occupation-directed Education, Training and Development Practice | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2003-10-11 | Was ETDP SETA until Last Date for Achievement |
| Fundamental | 59409 | National Certificate: Agricultural Extension | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Fundamental | 49086 | National Certificate: Auctioneering Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2011-02-16 | Was SERVICES until Last Date for Achievement |
| Fundamental | 48886 | National Certificate: Business Advising | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2010-11-11 | Was SERVICES until Last Date for Achievement |
| Fundamental | 48874 | National Certificate: Business Consulting Practice (Enterprise Resource Planning) | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Fundamental | 24195 | National Certificate: Community Conservation: Practice and Co-ordination | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2006-04-09 | CATHSSETA |
| Fundamental | 20153 | National Certificate: Conservation: Fisheries Resource Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | CATHSSETA |
| Fundamental | 20416 | National Certificate: Conservation: Natural Resource Management: Terrestrial | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2008-03-12 | Was CATHSSETA until Last Date for Achievement |
| Fundamental | 48855 | National Certificate: Emergency Services Operations | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-02-18 | Was LG SETA until Last Date for Achievement |
| Fundamental | 22901 | National Certificate: Environmental Education, Training and Development Practice | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
| Fundamental | 93993 | National Certificate: Labour Relations Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 36438 | National Certificate: Local Economic Development | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | LG SETA |
| Fundamental | 59949 | National Certificate: Natural Resource Management: Terrestrial | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 48908 | National Certificate: Sanitation Project Co-ordination | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| Fundamental | 18943 | National Certificate: Tourism: Cabin Crew | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-01-10 | CATHSSETA |
| Fundamental | 63249 | National Diploma: Agricultural Extension | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Fundamental | 67692 | National Diploma: Coaching Science | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 49469 | National Diploma: Complex Procurement | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | |
| Fundamental | 20613 | National Diploma: Event Co-ordination | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 21789 | National Diploma: Funeral Services Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Fundamental | 20414 | National Diploma: Service Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 36213 | National Diploma: Technical Financial Accounting | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | FASSET |
| Fundamental | 13742 | Degree: Occupation-directed Education, Training and Development Practice | Level 6 | Level TBA: Pre-2009 was L6 | Passed the End Date - Status was "Registered" |
2003-10-11 | ETDP SETA |
| Elective | 50419 | National Certificate: Port Control and Admissions | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2009-06-29 | Was PSETA until Last Date for Achievement |
| Elective | 48553 | National Diploma: Corrections Science | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | SAS SETA |
| 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. | A4 Consultancy CC |
| 2. | AFRICA COMPETENCY DEVELOPMENT (PTY) LTD |
| 3. | Agricultural Research Council |
| 4. | Assessment and Entrepreneurship Centre |
| 5. | AVAX SA 481 CC. T/A Mandisa Development Services |
| 6. | Business Development Unit (PTY)Ltd |
| 7. | Central Institute of Professional Studies and Services |
| 8. | CORE TRAINING INTERNATIONAL |
| 9. | DELTA ENVIRONMENTAL CENTRE NPC |
| 10. | EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC |
| 11. | EDUTEL SKILLS DEVELOPMENT PTY LTD |
| 12. | Edutraining Business College |
| 13. | Elvis Koena Consulting (Pty) Ltd |
| 14. | ERGO MAPHELONG INSTITUTE (PTY) LTD |
| 15. | Giamanje TVET College |
| 16. | Growth Management Consulting |
| 17. | HDPSA |
| 18. | ICM t/a Institute for Career Management |
| 19. | Josmap Training Institute |
| 20. | Khehli Institute |
| 21. | Learning Performance Link |
| 22. | MACCAUVLEI LEARNING ACADEMY (PTY) LTD |
| 23. | Mamuhle Academy |
| 24. | MANCOSA Pty (Ltd) |
| 25. | MENTORNET (PTY) LTD |
| 26. | Mortarboard Training Solutions |
| 27. | NTI College |
| 28. | Petra Institute of Development |
| 29. | PFIM Trading (Pty) Ltd |
| 30. | PMA Holdings (PTY ) LTD. |
| 31. | Progressive School of Business and Engineering (Pty) |
| 32. | PTDEV (Pty) Ltd |
| 33. | QPD CONSULTANTS |
| 34. | Reflections Development Institute |
| 35. | Regent Business School (Pty) Ltd t/a Regent Business School |
| 36. | Resonance Institute of Learning |
| 37. | Retshetse Training Project |
| 38. | Siza Nesu Training and Consultants |
| 39. | South West Gauteng Tvet College |
| 40. | SPS Consulting (Pty) Ltd |
| 41. | THE GMC GROUP PTY LTD |
| 42. | The Institute of People Development |
| 43. | Thinking Mind Trading |
| 44. | Transafric Consulting Pty Ltd |
| 45. | Tshepang Consulting & Project |
| 46. | Ulwazi Training & Development |
| 47. | Umqondo Consultancy |
| 48. | Umzansi Educational Programs Centre |
| 49. | UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD |
| 50. | University of Venda |
| 51. | VERYCOOLIDEAS |
| 52. | Wildlife and Enviroment Society of South Africa |
| 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. |