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 information for publishing processes 
SAQA US ID UNIT STANDARD TITLE
246530  Collect information for publishing processes 
ORIGINATOR
SGB Publishing 
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 5  Level TBA: Pre-2009 was L5 
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 Unit Standard is aimed at learners in the publishing sector of South Africa. Credited learners are able to collect research data for publishing processes. The Unit Standard adds value to individuals who are seeking to develop a career pathway within the field of Communications and Language, by deepening and broadening their understanding of their environment.

The purpose of the learning is to collect data from a variety of sources, after successful planning of the research, based on given specifications. Quality data can result in new publishing markets and products. The learning also provides a basis for learning to analyse research.

Credited learners are capable of:
  • Planning research according to given specifications of the organisation.
  • Identifying and assessing different sources for data collection.
  • Collecting and recording data from different sources.
  • Organising information in a cohesive and accessible manner for analysis. 

  • 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 and language (NQF Level 4).
  • Computer Literacy (NQF Level 3). 

  • UNIT STANDARD RANGE 
    All outcomes for this unit standard must be achieved within the parameters of given briefs. Range statements are included with the relevant specific outcomes and assessment criteria where appropriate. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan research according to given specifications. 
    OUTCOME RANGE 
    Specifications can include budgets, time frames, methodology (including approach, design, sampling, instruments, and ethical procedures). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The need for research is explained in terms of relevance to particular contexts. 
    ASSESSMENT CRITERION RANGE 
    Contexts can include specific publishing processes.
     

    ASSESSMENT CRITERION 2 
    Types of research appropriate to the publishing environment are correctly identified. 

    ASSESSMENT CRITERION 3 
    The type of research selected is appropriate based on given specifications. 

    ASSESSMENT CRITERION 4 
    Core steps in the appropriate research processes are correctly identified. 

    ASSESSMENT CRITERION 5 
    Given specifications are interpreted to identify research question(s). 

    ASSESSMENT CRITERION 6 
    Research instruments are identified and selected according to given specifications. 

    ASSESSMENT CRITERION 7 
    Planning adheres to given specifications. 

    ASSESSMENT CRITERION 8 
    Research plans are documented in a format that can be used during the research process. 

    ASSESSMENT CRITERION 9 
    All relevant ethical requirements are adhered to. 

    SPECIFIC OUTCOME 2 
    Identify and assess different sources for data collection. 
    OUTCOME RANGE 
    Specifications can include budgets, time frames, methodology (including approach, design, sampling, instruments, and ethical procedures). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Criteria for identifying a variety of data sources are developed according to research plan requirements. 

    ASSESSMENT CRITERION 2 
    Sources are identified and selected for data collection appropriate to specific research questions. 

    ASSESSMENT CRITERION 3 
    Each source is assessed in terms of its usefulness for specific research questions. 
    ASSESSMENT CRITERION RANGE 
    A source is useful when it is valid, reliable and appropriate to the given specifications.
     

    ASSESSMENT CRITERION 4 
    Advantages and disadvantages of different sources are expressed clearly within the context of the research plan. 

    ASSESSMENT CRITERION 5 
    All relevant ethical requirements are adhered to. 

    SPECIFIC OUTCOME 3 
    Collect and record data from different sources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Research data is collected from identified sources. 

    ASSESSMENT CRITERION 2 
    Research data is collected according to given specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications can include budgets, time frames, methodology (including approach, design, sampling, instruments, and ethical procedures).
     

    ASSESSMENT CRITERION 3 
    Data is recorded accurately. 

    ASSESSMENT CRITERION 4 
    Data is documented in a format that can be used for specified analysis. 

    ASSESSMENT CRITERION 5 
    All relevant ethical requirements are adhered to. 

    SPECIFIC OUTCOME 4 
    Organise collected data for analysis. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Formats are identified for organising data appropriate to given specifications. 

    ASSESSMENT CRITERION 2 
    Collected data is categorised according to given specifications. 

    ASSESSMENT CRITERION 3 
    Collected data is organised in accessible formats. 
    ASSESSMENT CRITERION RANGE 
    Formats can include written reports, spreadsheets, etc.
     

    ASSESSMENT CRITERION 4 
    Collected data is thoroughly checked for errors and all errors are eliminated. 
    ASSESSMENT CRITERION RANGE 
    Errors can include input errors, missing values, illogical relationships between data, etc.
     

    ASSESSMENT CRITERION 5 
    All relevant ethical 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:
  • The South African publishing environment.
  • The publishing value chain and publishing process.
  • The purpose of collecting information and the need for research within the publishing process.
  • The ethical implications of and requirements for collecting research data.
  • Types of research, the research process and planning.
  • The selection of research instruments.
  • Presentation formats.
  • Research question formulation.
  • Sources for data collection and their usefulness for specific research questions.
  • Advantages and disadvantages of different sources.
  • Data collection and recording techniques.
  • Formats for organising data.
  • Data categorisation.
  • Data errors and editing. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve data collection problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when types of research appropriate to the publishing environment are correctly identified, given specifications are interpreted to identify research question(s), criteria for identifying a variety of data sources are developed according to research plan requirements, and each source is assessed in terms of its usefulness for specific research questions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when research data is collected from identified sources according to given specifications. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's research activities responsibly and effectively when planning adheres to given specifications, all relevant ethical requirements are adhered to, and collected data is thoroughly checked for errors and all errors are eliminated. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to collect and record data from different sources, and organise collected data for analysis. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when research plans are documented in a format that can be used during the research process. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when data is recorded accurately, data is documented in a format that can be used for specified analysis, and collected data is organised in accessible formats. 

    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 the need for research is explained in terms of relevance to particular contexts, the type of research selected is appropriate based on given specifications, research instruments are identified and selected according to given specifications, sources are identified and selected for data collection appropriate to specific research questions, advantages and disadvantages of different sources are expressed clearly within the context of the research plan, and formats are identified for organising data appropriate to given specifications. 

    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  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Elective  60549   National Diploma: Aeronautical Information Management Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2016-12-31  TETA 


    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.