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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Define target audience profiles and skills gaps 
SAQA US ID UNIT STANDARD TITLE
123396  Define target audience profiles and skills gaps 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9940  Conduct elementary field research in education, training and development or occupation  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will be useful for training coordinators, trainers, facilitators, or anyone responsible for identifying skills gaps and developing target audience profiles in order to inform learning interventions and/or learning design. The Unit Standard will also be useful for those who provide guidance and advice to learners about their learning, assessment and recognition opportunities. The target audience profile will be developed using basic data collection methods and a basic research process.

People credited with this unit standard are capable of:
  • Preparing for information gathering.
  • Gathering information on learners.
  • Carrying out a basic skills audit.
  • Compiling a report on the target audience and skills gaps. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in Communications at NQF level 3 and are able to use basic data gathering methods. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • A target audience profile provides details about potential and actual learners for the purpose of planning, designing, facilitating, evaluating and supporting learning. The details would typically include demographics, socio-economic status, age, language, literacy levels, qualifications, previous experience with different learning media, preferred learning styles, levels of experience, levels of motivation, special needs and possible barriers to learning.
  • A skills gap identifies the gap between the skills required for a particular job or set of jobs and the findings concerning learner's current skills in relation to the requirements; thus a skills gap highlights the gaps between skills needed and skills in place.
  • For the purposes of this Unit Standard, the learner would not be expected to carry out a skills analysis i.e. the learner would not be expected to identify the skills associated with the various roles and jobs of employees. Rather, this analysis would be available to the learner, usually in the form of a given skills audit instrument.
  • At this level, it is expected that learners will gather information through document reviews, interviews and basic questionnaires developed by self to elicit answers to the above. It is assumed that the learner would define the target audience profile and skills gap as per a given project plan to serve the research needs of needs/performance analysis, skills planning, learning design, facilitation and evaluation. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare to profile learners and carry out a basic skills audit. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The scope, target and objectives of the profiling are identified and agreed with the project leader. 

    ASSESSMENT CRITERION 2 
    A variety of data gathering techniques are selected to ensure coverage of the scope of the project. 
    ASSESSMENT CRITERION RANGE 
    Techniques include document reviews, interviews and basic questionnaires.
     

    ASSESSMENT CRITERION 3 
    Data gathering techniques selected are manageable, time- and cost-effective. 

    ASSESSMENT CRITERION 4 
    Appropriate information gathering instruments are selected and/or prepared to meet the objectives. 
    ASSESSMENT CRITERION RANGE 
    Instruments include questionnaires and checklists.
     

    ASSESSMENT CRITERION 5 
    Sources of information are identified to ensure the profile covers the intended scope as per given objectives. 
    ASSESSMENT CRITERION RANGE 
    Sources include, subject experts, managers, employees, learners, ETD practitioners, previous audits, workplace skills plans, training records, course evaluations, CVs, learner records.
     

    SPECIFIC OUTCOME 2 
    Profile learners. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information about learners is gathered from a range of relevant sources as per the plan. 

    ASSESSMENT CRITERION 2 
    Methods of gathering information are chosen which are appropriate to the situation and maintain confidentiality where required. 

    ASSESSMENT CRITERION 3 
    Information is valid, relevant to the project objectives, representative of the target audience and covers the full scope of the project. 

    ASSESSMENT CRITERION 4 
    Information is recorded accurately and in a manner that facilitates further analysis. 

    SPECIFIC OUTCOME 3 
    Carry out a basic skills audit. 
    OUTCOME RANGE 
    The audit will be carried out using given basic skills audit instruments. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The audit is carried out in line with organisational policy and project plan. 

    ASSESSMENT CRITERION 2 
    The audit covers the intended scope of the project within agreed timeframes. 

    ASSESSMENT CRITERION 3 
    The audit is targeted at the appropriate groups of people as per the project plan. 

    ASSESSMENT CRITERION 4 
    Audit information is gathered and recorded accurately and in a manner that facilitates basic analysis. 

    ASSESSMENT CRITERION 5 
    The audit is valid and is successful in identifying the skills gap. 

    SPECIFIC OUTCOME 4 
    Compile a report on the target audience profile and skills gaps. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The report covers the full scope of the project such that all key information required is presented in the report. 
    ASSESSMENT CRITERION RANGE 
    The details to cover the skills gaps and the target audience profile, including demographics, socio-economic status, age, language, literacy levels, qualifications, previous experience with different learning media, preferred learning styles, levels of experience, levels of motivation, special needs and possible barriers to learning.
     

    ASSESSMENT CRITERION 2 
    The structure of the report is useful for further analysis, whether this be to assist in planning, designing, facilitating or evaluating learning or any other objectives. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Data-gathering methods and instruments.
  • Sources and effects of bias.
  • The basic principles of an outcomes-based system. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams - this outcome will be demonstrated in the way the learner cooperates with team members and others to gather information. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively - this outcome will be demonstrated through the general and specific activities related to preparing and implementing the information gathering process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information - this outcome will be demonstrated when learners gather information and carry out a skills audit. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills - this outcome will be demonstrated in the way the learner communicates to team members and sources of information, as well as in the quality of the report. 

    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 
    This unit standard replaces unit standard 9940, "Conduct Elementary field research in ETD or occupation.", Level 4, 8 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  65051   Further Education and Training Certificate: Arts and Culture Development Support  Level 4  NQF Level 04  Reregistered  2018-06-30  CATHSSETA 
    Core  50332   Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices  Level 4  NQF Level 04  Reregistered  2018-06-30  ETDP SETA 
    Core  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  ETDP SETA 
    Core  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Reregistered  2018-06-30  ETDP SETA 


    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.
     
    1. Academy of People Development Primary Co-operative Limited 
    2. Aquila Summa Offensa Responsio Iugales Praestructio (ASORIP) 
    3. Brain Boosters Business Education (PTY) LTD 
    4. Chartall Business College 
    5. Karabo Info Centre and Training 
    6. Khaas Training Academy 
    7. Mawethu Training 
    8. Mgwezane Training and Events Management CC. 
    9. Netgrow Training Solutions 
    10. NOMAKU TRADERS CC 
    11. Opehst Trading 
    12. QPD Consultants Pty Ltd 
    13. SAKHISISIZWE PROJECTS 
    14. SIZA NESU CONSULTANTS 
    15. THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAININD CC 
    16. TPN Training and Recruitment cc 



    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.