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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

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
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
  • Copyright laws and requirements
  • 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  Reregistered  2021-06-30  CHE 
    Core  48801   National Diploma: Specialised Translation  Level 7  Level N/A: Pre-2009 was L7  Reregistered  2021-06-30  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.
     
    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.