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: 

Analyse and review design research information 
SAQA US ID UNIT STANDARD TITLE
115133  Analyse and review design research information 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Visual Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  14 
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 purpose of the learning credited in this unit standard is to enable learners to independently analyse and review research information that they have collected and compiled, in order to extract the relevance of the information and therefore understand how research informs the design process and helps support visual, verbal and written arguments. Learners are able to independently apply critical and evaluative skills in order to extract and synthesise relevant information from research information.
Design research learning is especially relevant to learners who will be pursuing careers as design researchers and/or as practising designers. The outcomes achieved in this unit standard contribute to the competence of those learners who want to develop a career path in the design or research sector and will, therefore, be an important contributor to the economic and social development of the design community.

Credited learners are capable of:
1. Extracting information relevant to projects.
2. Interpreting gathered information.
3. Determining the relationship between the different components of research.
4. Interpreting the research into the design process. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 

  • UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The scope and context of research relates directly to the specific discipline of study. Learners in a particular area, for example jewelry design, should be able to apply these competencies to their area of focus.
    2. The context will be determined by the project and specific discipline of study, but could integrate design history, theory, practice and process.
    3. This unit standard refers directly to the research that is conducted for design projects, essays, arguments, technologies, processes and theories.
    4. Design research is an evolving and growing area that has not yet been adequately defined nor articulated. However, it is noted that both research for design and design research involves qualitative design methodologies and methods as opposed to quantitative design methodologies and methods. This unit standard should thus be assessed according the qualitative nature of design research and its substantiation and relevant contextualisation.
    5. It is important to differentiate between the two different types of research: research about design; and research for designing. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Extract information relevant to projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identification of research information is accurate and valid to its contextualisation. 

    ASSESSMENT CRITERION 2 
    The evaluation of information is accurate and uses recognised criteria in terms of its relevance to the argument/project. 

    ASSESSMENT CRITERION 3 
    The extracted research is valid, qualitative and relevant to the project/argument. 

    SPECIFIC OUTCOME 2 
    Interpret gathered information. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The interpretation of the research data is accurate, substantiated and contextualised. 

    ASSESSMENT CRITERION 2 
    The interpretation of the research is well founded and relevant to the project/argument. 

    ASSESSMENT CRITERION 3 
    Research information has been synthesised logically and coherently. 

    SPECIFIC OUTCOME 3 
    Determine the relationship between the different components of research. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identification of the various different components of the research information is accurate and contextualised. 

    ASSESSMENT CRITERION 2 
    The grouping of the research components is appropriate according to content, source and subject. 

    ASSESSMENT CRITERION 3 
    Identified relationships between different groups of information are coherent and interrelated in regards to content, quality and subject matter. 

    SPECIFIC OUTCOME 4 
    Interpreting the research into the design process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Research is aligned to the aims and problems within practical and theoretical design projects. 

    ASSESSMENT CRITERION 2 
    The research component has been given due weighting as part of the theoretical practical design processes. 

    ASSESSMENT CRITERION 3 
    The research component is of substantial content and substantive quality in order to inform the design project. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
    2. Design research encompasses learners who will be pursuing careers as design researchers, design historians and/or as practising designers. Assessors therefore need to accommodate all these fields in the assessment of this unit standard.
    3. Assessors need to be aware of the relationship between research and the design process and credited learners should demonstrate the link between these. As this unit standard is part of a design and learning process, it should be evaluated as such.
    4. The particular research areas are informed by the nature of specific projects, as well as the area of design study and should be evaluated as such. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Factors influencing the interpretation of research information.
    2. Cultural bias in historical writings and recording of design.
    3. Subjective and objective viewpoints and the relevance of both.
    4. The different types and modes of analysis and evaluation.
    5. Design as an integrated discipline.
    6. Historical theories, movements, and discourses influencing design.
    7. Current trends and practices of design.
    8. The planning and organisation inherent in the research process. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking
  • Analyse and evaluate research information. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Independently analyse and review research information. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Analyse and evaluate research information. 

  • UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Extract relevant research information using recognised methods of analysis. 

  • 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.
  • Relate different research components to each other in the context of a design problem/project. 

  • 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. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  65030   National Certificate: Arts and Culture Development Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Core  79809   Bachelor of Design  Level 6  NQF Level 07  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    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.