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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Manage editing processes 
SAQA US ID UNIT STANDARD TITLE
117949  Manage editing processes 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2005-04-13  2008-04-13  SAQA 0659/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-04-13   2012-04-13  

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 this unit standard is for learners to be able to manage editing processes by making the appropriate choices regarding editing methods, mark-up methods, and approaches. Credited learners approach professionally any discussions with authors, verify the correctness of facts in text, and manage their editing projects to meet agreed deadlines.

Learners who achieve this unit standard are able to provide good customer service and, therefore, can improve their earnings as professional editors. Well-managed editing processes also ensure that the editing field maintains a professional image.

Credited learners are capable of:
  • Selecting appropriate editing methods for specific contexts.
  • Selecting appropriate mark-up methods that meet agreed requirements.
  • Communicate with authors to obtain agreement.
  • Developing own editing approaches for different editing requirements.
  • Checking or querying the correctness of facts with appropriate sources.
  • Managing editing projects to meet agreed requirements. 
    		•

    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:
  • Conduct basic research across a major discipline.
  • Formulate appropriate responses to resolve both concrete and abstract problems. 
    		•

    UNIT STANDARD RANGE 
    Range statements are included in the unit standards where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select appropriate editing methods for specific contexts. 
    OUTCOME RANGE 
    Methods can include on-screen or paper editing. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Advantages and disadvantages of on-screen editing are identified accurately. 

    ASSESSMENT CRITERION 2 
    Advantages and disadvantages of paper editing method for a particular text are accurately identified. 

    ASSESSMENT CRITERION 3 
    Selection of editing method is justified in terms of identified criteria. 

    SPECIFIC OUTCOME 2 
    Select appropriate mark-up methods that meet agreed requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Intended audience of editing marks is identified accurately. 

    ASSESSMENT CRITERION 2 
    Mark-up methods are selected in accordance with given client requirements. 

    ASSESSMENT CRITERION 3 
    Suitable mark-up methods are drawn up based on agreed standards and conventions. 

    SPECIFIC OUTCOME 3 
    Communicate with authors to obtain agreement. 
    OUTCOME RANGE 
    Communication can be about queries, changes, suggestions, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Referencing adheres to agreed requirements. 
    ASSESSMENT CRITERION RANGE 
    Requirements can relate to missing references, unacknowledged sources, format, etc.
     

    ASSESSMENT CRITERION 2 
    Suggested textual changes are conducted in a manner responsive to specific contexts. 

    ASSESSMENT CRITERION 3 
    Consensus on any editing changes or revision has been reached. 
    ASSESSMENT CRITERION RANGE 
    Changes can include copy editing, subsequent revisions, etc.
     

    SPECIFIC OUTCOME 4 
    Develop own editing approaches for different editing requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Approaches are justified in accordance with specific context requirements. 

    ASSESSMENT CRITERION 2 
    Approaches are effective in terms of the requirements of specific contexts. 

    ASSESSMENT CRITERION 3 
    A range of approaches is applied for different editing requirements. 

    ASSESSMENT CRITERION 4 
    Rigid approaches to editing are avoided. 

    SPECIFIC OUTCOME 5 
    Check or query the correctness of facts with appropriate sources. 
    OUTCOME RANGE 
    Facts can relate to general and/or specialist knowledge. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Facts that require checking have been identified based on own and author's level of knowledge. 

    ASSESSMENT CRITERION 2 
    Sources used to check facts are appropriate for specific contexts. 

    ASSESSMENT CRITERION 3 
    Correctness of facts is always checked first with authors. 

    ASSESSMENT CRITERION 4 
    Appropriate subject specialists have been identified based on requirements. 

    ASSESSMENT CRITERION 5 
    Facts are correct. 

    SPECIFIC OUTCOME 6 
    Manage projects to meet agreed requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Specific requirements of project are identified accurately. 

    ASSESSMENT CRITERION 2 
    Feasibility is accurately assessed in terms of project requirements. 

    ASSESSMENT CRITERION 3 
    Team members are selected in accordance with identified requirements. 

    ASSESSMENT CRITERION 4 
    Terms and conditions negotiated are realistic in terms of deadlines, remuneration and delivery mode. 

    ASSESSMENT CRITERION 5 
    Agreed ethical and professional requirements 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:
  • Production processes and stages.
  • Legal requirements (e.g. copyright) for text editing.
  • Editing methods, their advantages and disadvantages and their appropriateness for specific contexts.
  • Mark-up methods and their suitability for specific contexts.
  • Drawing up mark-up methods based on agreed standards and conventions.
  • Referencing requirements.
  • Techniques for obtaining consensus on any editing changes or revision.
  • Editing approaches for different editing requirements.
  • Appropriate sources for checking or querying the correctness of facts.
  • Identification of facts that require checking.
  • Sources used to check facts and their appropriateness for specific contexts.
  • Old and new terminology.
  • Specific requirements of projects.
  • Project feasibility assessment.
  • Team member selection in accordance with identified requirements.
  • Negotiation techniques.
  • Agreed ethical and professional requirements. 
    		•

    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 regarding editing methods. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when mark-up methods are selected in accordance with given client requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to develop own editing approaches for different editing requirements and when managing projects to meet agreed requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to check or query the correctness of facts with appropriate sources. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when communicating with authors to obtain agreement. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to drawn up suitable mark-up methods based on agreed standards and conventions. 

    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 selection of editing method is justified in terms of identified criteria. 

    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, assessment should focus on 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. 
    		•

    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 


    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.