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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Explore research problems

SAQA US ID	UNIT STANDARD TITLE
115083	Explore research problems
ORIGINATOR
SGB Translation, Interpreting and Language Editing
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Communication Studies
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	30
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
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

This unit standard requires learners to be able to conduct research employing an exploratory strategy, following quantitative or qualitative research approaches. Credited learners are required to gather data from primary sources in order to contribute to the body of knowledge in a particular field. The findings from the research must be disseminated outside the learners' immediate sphere of familiarity.

Credited learners are capable of:

Identify research problems within the context of a specific field

Develop rationales for research problems following an acceptable process

Gather research data following approaches appropriate to relevant contexts

Analyse research data using recognised techniques

Record and disseminate findings outside immediate sphere of familiarity

Evaluate contribution to existing body/bodies of knowledge in a relevant field

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:

Collect, analyse, organise and communicate information

Communicate effectively using language skills in the mode of written presentation in two languages

Situate text in terms of culture

Translate pragmatic text

Collect and organise information resources for pragmatic text translation

Range: Networking, storing information, annotation of text, etc.

Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations

UNIT STANDARD RANGE

The typical scope of this unit standard is competence relating to the translation of technical text for specialised readership, rather than general readership, and pragmatic text.

Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify research problems within the context of a specific field.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Problems are clearly stated

ASSESSMENT CRITERION 2

Problems are valid within the context of the field

ASSESSMENT CRITERION 3

Problems can be researched within the context of the field.

SPECIFIC OUTCOME 2

Specific outcome 8: Develop rationales for research problems following an acceptable process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Investigation of research problems is justified

ASSESSMENT CRITERION 2

Research problems have clear application in the field

ASSESSMENT CRITERION 3

Rationale is clearly stated

ASSESSMENT CRITERION 4

Steps in the process of developing a rationale are identified

SPECIFIC OUTCOME 3

Gather research data following approaches appropriate to relevant contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Data quality and weight is sufficient to address research problem in the research context

ASSESSMENT CRITERION 2

Type/s of data are selected according to research methodology

ASSESSMENT CRITERION 3

Data is collected based on recognised research techniques

ASSESSMENT CRITERION 4

Recognised research techniques are adapted to suit specific research focuses/areas

ASSESSMENT CRITERION 5

Data gathered is relevant to specific research focuses/areas

SPECIFIC OUTCOME 4

Analyse research data using recognised techniques.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Research results are verified

ASSESSMENT CRITERION 2

Analysis is carried out according to recognised qualitative of quantitative information/data analysis techniques.

SPECIFIC OUTCOME 5

Record and disseminate findings outside immediate sphere of familiarity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Results are recorded in appropriate format

ASSESSMENT CRITERION 2

Results are recorded in accordance with scholarly conventions

ASSESSMENT CRITERION 3

Results are disseminated in a manner accessible to the audience

ASSESSMENT CRITERION 4

Results are disseminated outside immediate sphere of activity.

ASSESSMENT CRITERION 5

Conclusions of analysis are presented in an appropriate scholarly format

SPECIFIC OUTCOME 6

Evaluate contribution to existing body/bodies of knowledge in a relevant field.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Limitations of contribution are clearly stated

ASSESSMENT CRITERION 2

Scope of further research in the field is identified

ASSESSMENT CRITERION 3

Relationships between hypotheses and results are stated correctly

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:

Research problem formulation

Validity of research problems

Recognised sources of previous research

Academic conventions for referencing

Research rationale development

Hypothesis development

Quantitative and qualitative exploratory research methodologies

Data quality and weight

Methods of analysis of data and results

Scholarly recording of research results

Methods of communicating research results

Limitations of contribution

Scope of further research

Ethical requirements

Quality criteria

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving research problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding adapted research methodologies and techniques, analysis of data, and presentation of results.

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation or community to survey existing information in appropriate sources, and to collect data from primary sources.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's activities responsibly and effectively by adhering to ethical requirements.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information regarding previous research, and collecting, analysing, organising and critically evaluating information during own exploratory research, and to determine contribution to existing body/bodies of knowledge in a relevant field.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using visual, mathematical and language skills in the modes of oral and written presentation to communicate findings to audiences.

UNIT STANDARD CCFO SCIENCE

Using science and technology effectively and critically, showing responsibility towards the environment and health of others when collecting data in a way that meets ethical requirements, and communicating findings to audiences outside immediate sphere of familiarity.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems by recognizing that research-based problem-solving contexts do not exist in isolation by ensuring that data quality and weight is sufficient to address research problem in the research context.

UNIT STANDARD ASSESSOR CRITERIA

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, then 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 candidate 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 candidate 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.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49316	National Certificate: Text Editing and Document Design	Level 7	NQF Level 07	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE
Core	48801	National Diploma: Specialised Translation	Level 7	Level N/A: Pre-2009 was L7	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE
Fundamental	63711	Bachelor of Geographical Information Science (GISc)	Level 7	NQF Level 07	Passed the End Date - Status was "Reregistered"	2018-06-30

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.

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