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 THAT HAS PASSED THE END DATE:

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
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

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	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Core	49277	National Diploma: Braille Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Core	67373	National Diploma: Orientation and Mobility Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Core	20485	National First Degree: ABET Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2018-12-31	ETDP SETA
Fundamental	20159	National Diploma: ABET Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	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 Learing and Development Academy for Adults ALDAA
2.	African Learning & Development Academy (Pty) Ltd (ALDA)
3.	Amaqamu Project Management and Consulting
4.	Aubrey Nyiko Business Enterprise cc
5.	B T Group of Companies Pty Ltd
6.	Business Development Unit (PTY)Ltd
7.	CURMO Designs (Pty) Ltd Co
8.	Early Learning Resource Unit (ELRU)
9.	Guru Group of Learning (Pty) Ltd
10.	Hlengana Sibiya Training and Associates cc
11.	HOPE ACADEMIC AND SKILL CENTRE
12.	Igugu Training and Investments
13.	Isibani Skills Academy
14.	KITSO TRAINING AND DEVELOPMENT
15.	Montague Education and Training (PTY)Ltd
16.	Nsovo Learning Academy
17.	Ntevho-Ketso Training and Recruitement Consultancy cc
18.	NTI College
19.	Professional Development and Training Institute (Pty) Ltd
20.	Project Literacy
21.	QPD CONSULTANTS
22.	Regenesys Management (Pty) Ltd
23.	Resonance Institute of Learning
24.	Retshetse Training Project
25.	SEOPOSENGOE TRAINING CONSULTANCY CC
26.	South African Guide-Dogs Association for the Blind
27.	South West Gauteng Tvet College
28.	Tembe Service Providers
29.	The Finishing College (Pty) Lt
30.	Thembekile training consulting
31.	Thuto-Botshabelo Training and Projects (Pty) Ltd
32.	TMG Quality Services
33.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
34.	Ulwazi Training & Development
35.	Ungaphelamandla Consultancy Private College (PTY) LTD
36.	VUWA PROJECTS
37.	Yellow Media Learning Institute (Pty) Ltd