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: 

Do basic research 
SAQA US ID UNIT STANDARD TITLE
8418  Do basic research 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
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 
A person assessed as competent against this unit standard will be able to:

Plan, conduct and evaluate basic research in the organisation. This competence will equip individuals with the competence to pose and answer questions in the workplace through a simple structured research process. It lays the foundation for research skills at higher levels, and contributes to the development of more reflective workers and workplaces. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No prior learning is presupposed. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Plan a research project. 
OUTCOME RANGE 
A focus on mapping the flow of work through which a product or service is delivered. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

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 not be assessed as competent.

Method of assessment:
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

Integrated assessment:
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Collate data using a simple research technique. 
    OUTCOME RANGE 
    One simple research technique such as interviews. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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 not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Analyse data using a simple research technique. 
    OUTCOME RANGE 
    One simple data technique such as a flow chart. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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 not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Prepare and present a brief report on the findings. 
    OUTCOME RANGE 
    A brief five-minute oral presentation with slides is expected. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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 not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Evaluate own performance in the research project. 
    OUTCOME RANGE 
    Evaluation is restricted to reflections on own role in each phase. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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 not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
    3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
    4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification 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 
    The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:

    1. How to plan, conduct, report on and evaluate a simple research project.

    2. Simple research techniques for collating and analysing data.

    3. The purposes for which research is used in workplace contexts. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems - relates to the following outcomes:
  • Plan a research project.
  • Collate data using a simple research technique.
  • Analyse data using a simple research technique.
  • Prepare and present a brief report on the findings. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community - relates to the following outcomes:
  • Plan a research project.
  • Collate data using a simple research technique.
  • Analyse data using a simple research technique.
  • Prepare and present a brief report on the findings. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information - relates to the following outcomes:
  • Plan a research project.
  • Collate data using a simple research technique.
  • Analyse data using a simple research technique.
  • Prepare and present a brief report on the findings. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Personal development - relates to the following outcomes:
  • Plan a research project.
  • Collate data using a simple research technique.
  • Analyse data using a simple research technique.
  • Prepare and present a brief report on the findings. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Assessment case studies and other supplementary to be developed through the learnership pilots. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Fundamental  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Fundamental  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  23833   National Certificate: Business Administration Services  Level 2  NQF Level 02  Reregistered  2023-06-30  SERVICES 
    Elective  22439   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Elective  59389   National Certificate: Nature Conservation: Resource Guardianship  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  49279   National Certificate: Victim Empowerment and Support  Level 2  NQF Level 02  Reregistered  2023-06-30  HW SETA 
    Elective  50285   National Certificate: Professional Driving  Level 3  NQF Level 03  Reregistered  2023-06-30  TETA 
    Elective  13716   National Certificate: Professional Driving  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2006-06-29  TETA 
    Elective  49688   National Certificate: Victim Empowerment  Level 3  NQF Level 03  Reregistered  2023-06-30  HW 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. 123 Mulani Investment 
    2. Adimire Operators Skills Training Centre 
    3. Akane Training Academy 
    4. Aldabri 106 Institute for Quality Pty Ltd 
    5. Algoa Bus Company 
    6. All-in-one Driving Academy 
    7. Almenta 240 
    8. AMA Training Skills Devleopment Centre 
    9. Andebe Training and Skills Development 
    10. Andzanie Trading Enterprise (Pty) Ltd 
    11. Bakubung Driver Training and consultants CC 
    12. BCM FET college (pty) Ltd 
    13. Benchmark Consultancy 
    14. Biva Investments (Pty) Ltd 
    15. Bolton Business College & Computer Studies 
    16. BOTJHABATSATSI TRAINING AND CONSULTING (Pty) Ltd 
    17. Broad Market Academy 
    18. Bumbene Safety Consultants (Pty) Ltd 
    19. Buscor 
    20. Camblish Training Institute Pty Ltd 
    21. Centre for Logistics Excellence (Pty) Ltd 
    22. CHAMDOR DRIVER TRAINING CC 
    23. Chanrose Training and Development Projects 
    24. Clearline Consulting Pty Ltd t/a LogTrain 
    25. Climamark (PTY) Ltd 
    26. Dee-Bravo Training Centre 
    27. Dionysus Skills Development Initiative 
    28. Driving Sense 
    29. Dynamic Institute of Training S.A 
    30. EBUS-TECH CONSULTING 
    31. Euro Blitz 
    32. Excellect 209 (PTY) LTD 
    33. Excellect 209 PTY LTD 
    34. Garden City Trading (Pty) Ltd 
    35. Global Star Trading (Pty) Ltd 
    36. Golden Arrow Bus Services_pty Ltd 
    37. He and She Driver Training Centre 
    38. Heslop Brothers (Pty) Ltd 
    39. Ikaheng HR Services Pty Ltd 
    40. Ikusasa Lethu Projects and Training (Pty) Ltd 
    41. Inkqubela Consultants 
    42. Izithelo Strategic Partners 
    43. Jumpstart Training Institute Pty Ltd 
    44. K Boneng Consulting Services 
    45. Kahisano Skills Development and Training 
    46. Kempston Driving Academy 
    47. KZN Taxi and Commuter Corporation NPC 
    48. Learncorp 
    49. Learning Exchange Pty (Ltd) 
    50. Little Treehouse Holdings (PTY) Ltd 
    51. LTM Training & Remote Learning Solutions 
    52. LTM Training and Remote Learning Solutions 
    53. Lwaze Lwanda General Traders CC 
    54. Madidi Supply Chain Institute & Business Institute 
    55. MAITE BUSINESS CONSULTING AND TRAINING AGENCY 
    56. Makwedeng Training 
    57. Maliwa Investment (Pty)Ltd 
    58. Maritime Business Institute 
    59. MASUNGULO YA HINA 
    60. Mnce Trading cc 
    61. MSPD Consulting 
    62. Ncameni Kasizane Skills Development PTY LTD 
    63. Ndikho Ndinani Protection (Pty) Ltd 
    64. New Business Solution Cosulting and Training Services 
    65. NKESI YA MATHARI TRADING 
    66. NOSA LOGISTICS PTY LTD 
    67. Nowethu Learning Institute cc 
    68. Ntalo Training & Consulting Services 
    69. Ntsoaki Driving School 
    70. Pal Passenger Bus Services 
    71. Pax Projects 
    72. Performance Development Group 
    73. Phephani Learnerships cc 
    74. Precision skills development and training 
    75. Primeserv Corporate Solutions (Pty) Ltd 
    76. PUTCO Limited 
    77. PUTCO Pty Ltd 
    78. Quantum Leap College Pty Ltd 
    79. Royal Impression Academy 
    80. S-Squared Training Solutions (Pty) Ltd 
    81. S-Squared Training Solutions Pty Ltd 
    82. SA Business School 
    83. SADHANA GOVENDER PROJECT CONSULTANTS 
    84. Safe and Eco Driving Pty Ltd 
    85. Safety Skills Development Training 
    86. Sanda Skills Development (Pty) Ltd 
    87. Sardonix Properties and Investments Pty Ltd 
    88. Segaole Driving School 
    89. Seonyatseng Learning Institute 
    90. Seshego Risk Management Solutions (Pty) Ltd 
    91. Skills Junction 
    92. Sonani Training and Communications 
    93. South African Transport Centre of Excellence 
    94. Southern Seas Institute CC 
    95. SPINA Consultancy cc Cape Town 
    96. SSS Advanced Driver Training 
    97. SVA Training 
    98. Tasa Training Services cc 
    99. THABO Training and Services 
    100. The Learning Collection 
    101. The Skills Authority 
    102. THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD 
    103. Thelin t/a TL Consulting 
    104. Thobologo Training and Education Group 
    105. Thwala Training Services (Pty) Ltd 
    106. TIESPRO (Pty) Ltd 
    107. Tinotel Communications 
    108. TOMM TRAINING SOLUTIONS 
    109. Training Consultant and SD College 
    110. TRAINING YOUNG MINDS 
    111. Try Easy Electrical Solutions Pty Ltd 
    112. Twin Mark Strategy and Management Consultants (Pty) Ltd 
    113. Ukwakhile Training 
    114. Uzoyithola Training and Consulting 
    115. Vhonisani Training Academy & Projects 
    116. VSL General Trading CC 
    117. Wildlife and Environment sociey of SA 
    118. Yab Business Solution 
    119. Yes We Can Consulting Pty Ltd 
    120. Zitha Driving School (Pty) Ltd 



    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.