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

Analyse publishing research data 
SAQA US ID UNIT STANDARD TITLE
246515  Analyse publishing research data 
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  7 
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 Unit Standard is aimed at learners in the publishing sector of South Africa. Credited learners can analyse research data concerning the publishing environment. The Unit Standard adds value to individuals who are seeking to develop a career pathway within the sub-field of Publishing to enable them to deepen and broaden their understanding of the South African publishing environment through the analysis of research data.

The purpose of the learning is to contextualise and conceptualise the publishing industry in South Africa. Competence will result in a sound foundation for insight into the publishing industry and the ability to access information about the industry. Improved research competence ensures improved access to information and knowledge for South Africans, through the publication of good quality products that will enhance literacy levels and a reading culture in South Africa.

Credited learners are capable of:
  • Selecting and using appropriate analysis tools.
  • Finding relationships between data parts.
  • Recording final analysis for accessibility by decision-makers. 
    		•

    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 by using secondary data relevant to the publishing industry and a specific project. Learners should be given a brief. Range statements are included with the relevant specific outcomes and assessment criteria where appropriate. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select and use appropriate analysis tools. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The purpose of analysis is identified within given specifications. 
    ASSESSMENT CRITERION RANGE 
    The purpose of analysis can include research into markets, market segments and market trends.
     

    ASSESSMENT CRITERION 2 
    Analysis tools are selected for their relevance to specific projects or the organisational requirements. 
    ASSESSMENT CRITERION RANGE 
    Analysis tools can include SWOT, PESTLE, etc.
     

    ASSESSMENT CRITERION 3 
    Given data is broken down into logical parts or facts by applying selected analysis tools. 
    ASSESSMENT CRITERION RANGE 
    Logical parts can include markets and market segments.
     

    SPECIFIC OUTCOME 2 
    Find relationships between data parts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Data parts are compared based on the purpose of analysis. 

    ASSESSMENT CRITERION 2 
    Differences between data parts are identified based on the purpose of analysis. 

    ASSESSMENT CRITERION 3 
    Correlations and conjunctions between data parts are identified based on the purpose of analysis. 

    ASSESSMENT CRITERION 4 
    Trends in the data are identified based on the purpose of analysis. 

    ASSESSMENT CRITERION 5 
    Findings are contextualised within the purpose of analysis and organisational requirements. 

    SPECIFIC OUTCOME 3 
    Record final analysis for accessibility by decision-makers. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis is completed within the agreed time frames and budgets. 

    ASSESSMENT CRITERION 2 
    Defensible assumptions are stated and recorded. 

    ASSESSMENT CRITERION 3 
    Conclusions are formulated in accessible formats. 

    ASSESSMENT CRITERION 4 
    Recommendations relevant to organisational requirements are made. 


    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 and its sub-sectors within the cultural, socio-political, technological, economic and strategic framework.
  • The publishing value chain, publishing process and role-players that function therein.
  • The purpose of collecting information within the publishing process.
  • The ethical implications of collecting research data.
  • The research process.
  • Selection of research instruments.
  • Presentation formats.
  • The impact of successful coordination of documents and information flow to organisational sustainability.
  • Contemporary trends, challenges and opportunities in book publishing industry.
  • How to draw conclusions about markets and market segments based on specific evidence/data.
  • How to contextualise findings based on specific evidence regarding markets, market segments and competitors within those segments.
  • The purpose of analysis, and analysis tools and their relevance.
  • Relationships between data parts, differences, correlations, conjunctions and trends. 
    		•

    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 to select and use appropriate analysis tools. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when analysis is completed within the agreed time frames and budgets. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when given data is broken down into logical parts or facts by applying selected analysis tools, data parts are compared based on the purpose of analysis, and differences, trends, correlations and conjunctions between data parts are identified based on the purpose of analysis. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when defensible assumptions are stated and recorded, and conclusions are formulated in accessible formats. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when applying selected analysis tools. 

    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 analysis tools are selected for their relevance to specific projects or the organisational requirements, findings are contextualised within the purpose of analysis and organisational requirements, and recommendations relevant to organisational requirements are made. 

    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
    Fundamental  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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.