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

Contextualise technical information of source text 
SAQA US ID UNIT STANDARD TITLE
115023  Contextualise technical information of source text 
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 6  Level TBA: Pre-2009 was L6  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
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 purpose of the learning is the contextualisation of technical information contained in source texts, based on background information from existing secondary sources. Credited learners are required to gather background information that assists technical translation decision-making regarding decoding source texts in a technically correct way. The competencies attained for credit against this unit standard include aspects of information management.

Credited learners are capable of:
  • Collecting and collating existing background information from secondary sources
  • Consulting parallel texts from the same field
  • Extracting existing background information relevant to specific technical translations
  • Consulting role players that are relevant to specific technical translations regarding technical translation context 

  • 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 specialised 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.

    Sources of background information are limited to existing, published sources, rather than primary sources, and are limited to one of the above fields. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Collect and collate existing background information from secondary sources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Categorisation of collected existing background technical information is accurate in terms of context (field) 

    ASSESSMENT CRITERION 2 
    Recording devices/systems are appropriate for secondary information types. 

    ASSESSMENT CRITERION 3 
    Secondary information currency is maintained over a period of time 

    ASSESSMENT CRITERION 4 
    Secondary background information is verified 

    SPECIFIC OUTCOME 2 
    Consult parallel texts from the same field. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Existing parallel texts consulted are from the same field. 

    ASSESSMENT CRITERION 2 
    Secondary background technical information of parallel text is decoded accurately in context/field 

    ASSESSMENT CRITERION 3 
    Evaluation of secondary background technical information in parallel text is consistent in relation to texts within the same field 

    ASSESSMENT CRITERION 4 
    Consulting background technical information is structured according to focus of translation activity 

    SPECIFIC OUTCOME 3 
    Extract existing background information relevant to specific technical translations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Category system used incorporates a variety of textual aspects/characteristics 

    ASSESSMENT CRITERION 2 
    Category system is consistent and clear 

    ASSESSMENT CRITERION 3 
    Secondary background technical information is relevant in terms of field/context/scope of brief 

    ASSESSMENT CRITERION 4 
    Recording of extracted background technical information allows future retrieval 

    SPECIFIC OUTCOME 4 
    Consult role players that are relevant to specific technical translations. 
    OUTCOME NOTES 
    Consult role players that are relevant to specific technical translations regarding technical translation context 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Role players consulted are relevant to the process 

    ASSESSMENT CRITERION 2 
    Consultation meets ethical requirements 

    ASSESSMENT CRITERION 3 
    Consultation meets professional standards 

    ASSESSMENT CRITERION 4 
    Guidelines for role player input are specific and clear 


    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:
  • Recording devices/systems appropriate for secondary information types
  • Categorisation systems for background technical information
  • Relevant secondary sources
  • Existing parallel texts
  • Role players relevant to the process
  • Ethical and professional requirements
  • Quality criteria 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community to consult role players that are relevant to specific technical translations regarding technical translation context. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively to meet ethical and professional requirements 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating background information from secondary sources. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the modes of oral and written presentation to consult role players that are relevant to specific technical translations regarding technical translation context. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation by consulting parallel texts from the same field. 

    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 in isolation. 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  48785   National Certificate: Specialised Translation  Level 6  Level TBA: Pre-2009 was L6  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 
    Elective  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.