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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Plan the encoding process for technical translation

SAQA US ID	UNIT STANDARD TITLE
115024	Plan the encoding process for technical translation
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	20
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
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

The purpose of the learning is to develop a plan for the technical information encoding process, that is, transferring text into target text in two languages. Credited learners are required to select their approach to encoding. Improved planning improves the overall quality of technical translations into target texts as planning facilitates delivery within time limits and accuracy of work. In this way the competency of planning the encoding process, improves economic efficiency and effectiveness of technical translation work.

Credited learners are capable of:

Determining conventions appropriate for target languages

Interpreting technical translation briefs for planning encoding

Selecting translation approaches appropriate for specific contexts

Selecting encoding strategies in terms of specific briefs

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:

Collect, analyse, organise and communicate information

Communicate effectively using language skills in the mode of written presentation in two languages

Situate text in terms of culture

Translate pragmatic text

Collect and organise information resources for pragmatic text translation (Range: Networking, storing information, annotation of text, etc.)

Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations

UNIT STANDARD RANGE

The typical scope of this unit standard is competence relating to the translation of specialised text for specialised readership, rather than general readership, and pragmatic text.

Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Determine linguistic, stylistic and syntactic conventions appropriate for the target language.

OUTCOME NOTES

Linguistic: lexical/words
Syntactic conventions: terms, style, register

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Planned encoding conforms to target language lexical conventions.

ASSESSMENT CRITERION 2

Planned encoding conforms to target language syntactic conventions.

ASSESSMENT CRITERION 3

Planned encoding conforms to target language stylistic conventions.

ASSESSMENT CRITERION 4

Process of determining the conventions is justified.

SPECIFIC OUTCOME 2

Interpret the technical translation brief for planning encoding.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Planned encoding is in accordance with the brief.

ASSESSMENT CRITERION 2

The process for interpreting the brief is justified.

SPECIFIC OUTCOME 3

Select translation approaches appropriate for specific contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Planned encoding conforms to a selected approach.

ASSESSMENT CRITERION 2

The selected approach is appropriate to the function of the translation.

ASSESSMENT CRITERION 3

The selected approach is appropriate to the translation brief.

ASSESSMENT CRITERION 4

The selection of one or a combination of approaches from a range of approaches is justified.

SPECIFIC OUTCOME 4

Select encoding strategies in terms of specific briefs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The process of selecting encoding strategies is justified.

ASSESSMENT CRITERION 2

Encoding strategies used are in accordance with the brief.

ASSESSMENT CRITERION 3

Encoding strategies used are in accordance with the function of the target text.

ASSESSMENT CRITERION 4

Encoding strategies selected are in accordance with the norms and conventions of the target language.

ASSESSMENT CRITERION 5

Encoding strategies are selected in accordance with the linguistic structures of the target language.

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:

Linguistic (lexical/words), stylistic and syntactic conventions (terms, style, register)

Translation brief

Translation approaches for specific contexts

Encoding strategies in terms of specific briefs

Ethical requirements

Quality criteria

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's activities responsibly and effectively to justify the process for interpreting the brief, process of determining the conventions, the selection of one or a combination of approaches from a range, and the process of selecting encoding strategies.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating linguistic, stylistic and syntactic convention, translation approach, and encoding strategy information.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using language skills in the mode of written presentation to justify selection of conventions, strategies and approaches.

UNIT STANDARD ASSESSOR CRITERIA

Notes to assessors:

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 candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion in isolation. 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 candidate 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
Core	48785	National Certificate: Specialised Translation	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE
Core	48801	National Diploma: Specialised Translation	Level 7	Level N/A: Pre-2009 was L7	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.

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