SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Conduct elementary field research in education, training and development or occupation

SAQA US ID	UNIT STANDARD TITLE
9940	Conduct elementary field research in education, training and development or occupation
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	8
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0532/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
123396	Define target audience profiles and skills gaps	Level 4	NQF Level 04	6

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will, under guidance, be able to develop a focused research question; select a research technique from a given list of techniques; choose a research instrument; and conduct, write up and report on the research they have conducted.

This competence complements other ETD competences and lays the basis for further development of research skills.

In addition, it forms a solid base for on-going occupational research and development. By promoting enquiry into lifelong learning, which is related to practice, it contributes to the ongoing development of an inquiring community of ETD practitioners.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence, which will be needed for them to conduct elementary field research in ETD or their occupation within their occupational competence.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be consciously following a set of "rules" or principles which inform what they do, rather than performing "internalised rules".
2. The specific outcomes should be performed in line with an established methodology for conduct elementary field research in ETD or occupation. At this level the practitioner should be able to describe one alternative methodology; to explain how their performance would differ if they used them and to justify their choice of methodology.
3. At this level, practitioners are not expected to draw on or integrate insights from beyond their occupational and ETD competences.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select an area of ETD or occupational practice for investigation.

OUTCOME NOTES

Select an area of ETD or occupational practice for investigation by, e.g.:

formulating a research question, and stating why it is a worthwhile topic of investigation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this.

SPECIFIC OUTCOME 2

Select a research technique or instrument.

OUTCOME NOTES

Select a research technique or instrument by, e.g.:

justifying the selection with reference to the area to be researched.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Develop a realistic action plan for conducting the research.

OUTCOME NOTES

Develop a realistic action plan for conducting the research by, e.g.:

considering the research objectives, the context, and resources available.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Conduct and manage the research in accordance with the action plan.

OUTCOME NOTES

Conduct and manage the research in accordance with the action plan by, e.g.:

adapting both the plan and the implementation as necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Reflect on the appropriateness of the research instrument.

OUTCOME NOTES

Reflect on the appropriateness of the research instrument, including, e.g.:

the appropriateness of the research instrument;

the success of the action plan; and

the outcomes of the research.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Write and present a final report on the research.

OUTCOME NOTES

Write and present a final report on the research e.g.:

in a format useful and acceptable to relevant stakeholders.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Practitioners should be able to demonstrate a knowledge and understanding of:
1. How to select and focus a research topic to ensure that the research question can be answered within the scope of the research project.
2. The principles and procedures involved in structuring and using particular research tools.
3. Research ethics appropriate to the particular research tool or technique used.
4. Criteria for writing a research report which is appropriate to the purposes of the research.
5. Presentation skills and technology appropriate to a chosen audience.
6. Use of technology necessary for the conducting of the research.
7. The nature of and differences between primary and secondary sources of information.
8. How to access secondary information sources using a classification system.
9. Outcomes-based forms of conducting elementary field research in ETD or in their occupation, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
10. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems, by, e.g.:

Having a research question which implies a problem, which the research will attempt to solve or address.

Reflecting on any problems experienced in conducting the research and making suggestions for overcoming these in future research.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information by, e.g.:

Sufficiently organising a data collection, which is critical to any research to draw conclusions and evaluate them.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e.g.:

Using effective communication to report on the research.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 123396, which is "Define target audience profiles and skills gaps ", Level 4, 6 credits.

Values

The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	13739	Certificate in Occupation-directed Education, Training and Development Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	23976	National Certificate: Local Employment and Skills Development Practices	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2006-08-13	PSETA
Elective	20893	National Certificate: Human Resources Management and Practices Support	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2005-02-13	Was SABPP until Last Date for Achievement

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.

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