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:

Design and conduct research

SAQA US ID	UNIT STANDARD TITLE
9941	Design and conduct research
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Higher Education and Training
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	10
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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will be able to design a research project and conduct, write up and report on the research they have conducted.

This competence complements other ETD and occupational competences, and provides practitioners with a range 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 design and conduct research in 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 have internalised the "rules" or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established methodology for designing and conducting research. At this level the practitioner should be able to describe two alternative methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select an area and topic for research

OUTCOME NOTES

Select an area and topic for research by, e. g.,

considering the aims and objectives of the skills development strategy;

considering sector and workplace skills development plans; and

selecting areas or topics that will transform an element of ETD or occupational practice.

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 and apply appropriate research methodologies

OUTCOME NOTES

Select and apply appropriate research methodologies by, e. g.,

considering research aims and resources available.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Design a research action plan

OUTCOME NOTES

Design a research action plan by, e. g.,

considering research aims and selected methodologies as well as the resources available.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Conduct and manage the research process according to the research action plan

OUTCOME NOTES

Conduct and manage the research process according to the research 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

Evaluate the research process

OUTCOME NOTES

Evaluate the research process by, e. g.,

considering the intended process and the extent to which the research question has been satisfactorily answered.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Make recommendations regarding future improvements to research.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Produce and present a research report

OUTCOME NOTES

Produce and present a research report by, e. g.,

considering a format appropriate to the target audience; and

considering a format appropriate to the occupation or discipline.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Interpret data collected.

OUTCOME NOTES

Interpret the data collected with regard to the research question and methodology, hypothesis and topic concepts.

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. A range of research methodologies.
2. Communication techniques.
3. Validation techniques.
4. Data interpretation techniques.
5. Self management techniques.
6. Project management techniques.
7. Concepts underpinning research.
8. Acceptable formats for research action plans and techniques for compiling an action plan.
9. Information retrieval, including resource centres, libraries and electronic sources.
10. Acceptable methods for publishing research findings.
11. Appropriate research technologies.
12. Group dynamics and facilitation of groups skills.
13. Conceptual knowledge relating to the research topic.
14. Outcomes-based forms of designing and conducting research which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
15. 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 regarding, e. g.,

Issues relating to group/stakeholder dynamics involved in the research; issues arising from the implementation of the research project; and issues relating to the research question/s.

UNIT STANDARD CCFO WORKING

Work in teams, e.g.,

With stakeholders involved in the research, which would apply to both colleagues as well as to anybody else involved in the research.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information, as this is the essence of the research project.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively as both in the process of research as well as in the sharing of research results; communication is an essential part of the research project.

UNIT STANDARD NOTES

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	13740	Certificate: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	13741	Diploma: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	13742	Degree: Occupation-directed Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA
Elective	64650	National Diploma: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	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.

1.	ACADEMY OF PEOPLE DEVELOPMENT PTY LTD
2.	Accreditation & Training Services
3.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
4.	Aldabri 106 Institute for Quality (Pty) Ltd
5.	Amogelang Marketing and Training
6.	Assessment and Entrepreneurship Centre
7.	ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD
8.	ATS Institute
9.	ATTE - The Training Edge
10.	BOLAND COLLEGE
11.	Brainwave Projects 1997 CC
12.	Business Development Unit (PTY)Ltd
13.	Caversham Education Institute
14.	College of Cape Town - Athlone Campus
15.	Compass Academy of Learning
16.	Convergent Ideas cc
17.	CORE TRAINING INTERNATIONAL
18.	Dee s Training PTY LTD
19.	Directflo
20.	Early Learning Foundation Montessori Teacher Training
21.	EDU-Bless College
22.	Edu-Build Institute
23.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
24.	EDUTEL SKILLS DEVELOPMENT PTY LTD
25.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
26.	FLAVIUS MAREKA FET COLLEGE
27.	FURNITURE WORLD TRAINING CENTRE
28.	Goldfields TVET College
29.	Grassroots Adult Education and Training Trust
30.	Guru Group of Learning (Pty) Ltd
31.	GWALA TRAINING SERVICES
32.	HDPSA
33.	Headspace Consulting (PTY) Ltd
34.	INGWE FET COLLEGE
35.	Institute of Professional Studies and Services
36.	Isibani Skills Academy
37.	Itireleng Bokamoso Trading Development Services and Associates
38.	Katiso-kuno Consulting
39.	Khululeka Community Education Centre
40.	Klein Karoo Resource Centre
41.	Learning Performance Link
42.	Leronsa Trading Enterprise
43.	Li Lichule Trading cc
44.	Loago Business Consulting
45.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
46.	MATHS CENTRE INCORPORATING SCIENCES
47.	MENTORNET (PTY) LTD
48.	Mochochonono Training Solutions cc
49.	Montessori Teacher Training Centre South Africa
50.	Northern Cape Urban College: Kimberley Campus
51.	Northlink College
52.	Northshore Trading 19CC t/a Makakhaunye Training and Development Agency
53.	Orbit FET College - Central Office
54.	Petra institute of Development (PTY) Ltd
55.	Pro-Ed Training
56.	QPD CONSULTANTS
57.	Resonance Institute of Learning
58.	Rhodes University
59.	SANTS College
60.	Sirius Training
61.	Sisazi Consulting
62.	Siyahluma Education Institute
63.	SKU Training and Assessment
64.	South Cape Public FET College - George Campus
65.	Sustainability Institute Trust
66.	Tembe Service Providers
67.	Thabelanang t/a Thabelanang Trading Enterprise
68.	The College of Modern Montessori
69.	THE GMC GROUP PTY LTD
70.	The Institute of People Development
71.	The Iscariota Group (Pty) Ltd
72.	Tshwane Leadership & Management Academy/Tshwane Metro Police
73.	Tshwane South College for (ECD Academy)
74.	Ulwazi Training & Development
75.	Umzansi Educational Programs Centre
76.	UNIVERSAL COLLEGE OUTCOMES SA
77.	VERYCOOLIDEAS
78.	Vuselela TVET College
79.	Winston Academy
80.	World Wide Education Providers(Pty)Ltd