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 THAT HAS PASSED THE END DATE: 

Collect and collate background information for specific contexts 
SAQA US ID UNIT STANDARD TITLE
116804  Collect and collate background information for specific contexts 
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  15 
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
2026-06-30   2029-06-30  

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 collection and collation of background information for a specific assignment, BEFORE the assignment. This advance collection and collation of information will enable learners to optimally prepare themselves for the interpreting assignment. Credited learners are required to identify information that will be relevant to the context, including information that is problematic. Improved preparation by means of collection and collation of information, improves the overall accuracy of interpreting by ensuring that the correct information is transferred into the target message.

Credited learners are capable of:
  • Preparing terminology
  • Collecting new background information
  • Collating new background information
  • Selecting relevant information 
    		•

    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:
  • Analyse and communicate information
  • Communicate effectively using language skills in two languages
  • Situate messages in terms of culture 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the interpreting within professional contexts

    The context of this unit standard includes:
  • Legal interpreting (including high court)
  • Booth, or whispered interpreting
  • Business interpreting (this may include commercial transacting)
  • Diplomatic service interpreting
  • Health interpreting - mental health
  • Conference interpreting
  • Educational interpreting
  • Parliamentary/Legislature/Local Government Council interpreting 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare terminology. 
    OUTCOME RANGE 
    Phrases are included in terminology 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sources of terminology selected (such as parallel texts) are relevant for the purpose of specific assignment 

    ASSESSMENT CRITERION 2 
    List of terms compiled meets requirements of given brief 

    ASSESSMENT CRITERION 3 
    Terminology gaps are accurately identified 

    ASSESSMENT CRITERION 4 
    Strategies selected for term formation (e.g. create, borrow, blend, paraphrase, etc.) are appropriate for specific contexts (e.g. rural, urban, dialects, etc.) 

    ASSESSMENT CRITERION 5 
    Terminology meets linguistic and grammatical norms, conventions and morphological rules 

    ASSESSMENT CRITERION 6 
    Terminology selected is appropriate for specific audiences 

    SPECIFIC OUTCOME 2 
    Collect new background information. 
    OUTCOME RANGE 
    Information can be collected from publications, or in person. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Categories of sources are identified as relevant to the context 

    ASSESSMENT CRITERION 2 
    The range of sources (variety) are appropriate for information needed 

    ASSESSMENT CRITERION 3 
    Sources used are verifiable 

    ASSESSMENT CRITERION 4 
    Sources identified are relevant for specific contexts 

    SPECIFIC OUTCOME 3 
    Collate new background information. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Categorisation systems selected are appropriate for specific contexts 

    ASSESSMENT CRITERION 2 
    Conventions selected are appropriate for specific contexts 

    ASSESSMENT CRITERION 3 
    Collated information is accessible to the learner 

    ASSESSMENT CRITERION 4 
    Organisation of information is logical to the learner 

    SPECIFIC OUTCOME 4 
    Select relevant information. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Format of information synthesised in way that is accessible within time constraints 

    ASSESSMENT CRITERION 2 
    Information is summarised in way that is accessible within time constraints 

    ASSESSMENT CRITERION 3 
    Criteria developed for selecting relevant information are justified in terms of specific context requirements 

    ASSESSMENT CRITERION 4 
    Information selected is relevant for specific context requirements 


    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:
  • Structure, register and style of source and target messages
  • The role of the discourse field in relation to source and target messages
  • Cultural context of source and target messages
  • Source and target messages' norms and conventions
  • Communication barriers
  • Ethical requirements
  • Quality criteria 
    		•

    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 when selecting relevant information. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when collecting and collating new background information. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when collecting and collating new background information. 

    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 collecting and collating background information for specific contexts. 

    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 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. 
    		•

    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
    Fundamental  67460   National Diploma: Public Administration  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  49317   National Certificate: Scriptwriting  Level 7  Level N/A: Pre-2009 was L7  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Fundamental  49062   National Diploma: Interpreting  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.
     
    1. VUTHLARI MARKETING CONSULTING 


    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.