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: |
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 | 4 |
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 |
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'. |
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'. |
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'. |
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'. |
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'. |
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:
|
UNIT STANDARD CCFO WORKING |
Working effectively with others as a member of a team, group, organisation or community - relates to the following outcomes:
|
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information - relates to the following outcomes:
|
UNIT STANDARD CCFO CONTRIBUTING |
Personal development - relates to the following outcomes:
|
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 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Fundamental | 17174 | National Certificate: Tourism: Guiding | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Elective | 23833 | National Certificate: Business Administration Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "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 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Elective | 49279 | National Certificate: Victim Empowerment and Support | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | HW SETA |
Elective | 50285 | National Certificate: Professional Driving | Level 3 | NQF Level 03 | Passed the End Date - Status was "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 | Passed the End Date - Status was "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. | Adimire Operators Skills Training Centre |
2. | Akane Training Academy |
3. | Aldabri 106 Institute for Quality Pty Ltd |
4. | Algoa Bus Company |
5. | All-in-one Driving Academy |
6. | Andebe Group |
7. | Andzanie Trading Enterprise (Pty) Ltd |
8. | Bakubung Driver Training and consultants CC |
9. | Bidvest Panalpina Logistics (BPL) |
10. | Biva Investments (Pty) Ltd |
11. | Bolton Business College & Computer Studies |
12. | Bumbene Safety Consultants (Pty) Ltd |
13. | Buscor |
14. | Centre for Logistics Excellence (Pty) Ltd |
15. | CHAMDOR DRIVER TRAINING CC |
16. | Clearline Consulting Pty Ltd |
17. | Dee-Bravo Training Centre |
18. | Dionysus Skills Development Initiative (Pty) Ltd |
19. | Dynamic Institute of Training S.A |
20. | Excellect 209 (PTY) LTD |
21. | Excellect 209 PTY LTD |
22. | Golden Arrow Bus Services_pty Ltd |
23. | He and She Driver Training Centre |
24. | Inkqubela Consultants |
25. | Kempston Driver Academy |
26. | Kempston Driving Academy |
27. | Khulani HR Consultancy (Pty) Ltd |
28. | KKH Operator Training and Projects Pty Ltd |
29. | KZN Taxi and Commuter Corporation NPC |
30. | Learncorp |
31. | Learning Exchange Pty (Ltd) |
32. | Little Treehouse Holdings (PTY) Ltd |
33. | LTM Training & Remote Learning Solutions |
34. | LTM Training and Remote Learning Solutions |
35. | Lwaze Lwanda General Traders CC |
36. | Madidi Supply Chain Institute & Business Institute |
37. | Makwedeng Training |
38. | Maliwa Investment (Pty)Ltd |
39. | Maritime Business Institute |
40. | Mnce Trading cc |
41. | Ncameni Kasizane Skills Development PTY LTD |
42. | Ndikho Ndinani Protection (Pty) Ltd |
43. | NOSA LOGISTICS PTY LTD |
44. | Nowethu Learning Institute cc |
45. | Ntsoaki Driving School |
46. | Pal Passenger Bus Services |
47. | Phephani Learnerships cc |
48. | Phumelela Sisonke African Foundation |
49. | PPLE Group Pty Ltd |
50. | Precision skills development and training |
51. | Primeserv Corporate Solutions (Pty) Ltd |
52. | PUTCO Limited |
53. | PUTCO Pty Ltd |
54. | Quantum Leap College Pty Ltd |
55. | Royal Impression Academy |
56. | Safe and Eco Driving Pty Ltd |
57. | Sanda Skills Development (Pty) Ltd |
58. | Segaole Driving School |
59. | Seshego Risk Management Solutions (Pty) Ltd |
60. | South African Transport Centre of Excellence |
61. | SPINA Consultancy cc Cape Town |
62. | SSS Advanced Driver Training |
63. | SUCAT Management |
64. | SVA Training |
65. | THABO Training and Services |
66. | The Skills Authority |
67. | THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD |
68. | Thobologo Training and Education Group |
69. | Thwala Training Services (Pty) Ltd |
70. | TIESPRO (Pty) Ltd |
71. | Tinotel Communications |
72. | Training Consultant and SD College |
73. | Vhonisani Training Academy & Projects |
74. | VSL General Trading CC |
75. | Wildlife and Environment Society of SA |
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. |