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:

Decode technical information of source text

SAQA US ID	UNIT STANDARD TITLE
115085	Decode technical information of source text
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	10
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 learning is the interpretation of technical information contained in source texts, based on background information from primary sources. Credited learners are required to gather background information that assists technical translation decision-making regarding decoding source texts in a technically correct way. The competencies attained for credit against this unit standard include aspects of information management.

Credited learners are capable of:

Collecting and collating new background information from primary sources

Consulting parallel texts from the same field

Extracting new background information relevant to specific technical translations

Consulting role players that are relevant to specific technical translations regarding technical translation context

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 technical 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.

Sources of background information are limited to primary and/or new sources, rather than secondary sources, and background technical information pertaining to sub-fields within a particular field of information, and/or more than one field of information is included.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Collect and collate new information from primary sources.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Categorisation of collected new specialised information is accurate in terms of context (field).

ASSESSMENT CRITERION 2

Recording devices/systems are appropriate for primary information types.

ASSESSMENT CRITERION 3

Primary information currency is maintained over a period of time.

ASSESSMENT CRITERION 4

Primary background information is verified.

SPECIFIC OUTCOME 2

Consult parallel texts from the same field.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Existing parallel texts consulted are from the same field.

ASSESSMENT CRITERION 2

Primary background technical information of parallel text is decoded accurately in context/field.

ASSESSMENT CRITERION 3

Evaluation of primary background technical information in parallel text is consistent in relation to texts within the same field.

ASSESSMENT CRITERION 4

Consulting background technical information is structured according to focus of translation activity.

SPECIFIC OUTCOME 3

Extract new information relevant to specific technical translations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Category system used incorporates a variety of textual aspects/characteristics.

ASSESSMENT CRITERION 2

Category system is consistent and clear.

ASSESSMENT CRITERION 3

Primary background technical information is relevant in terms of field/context/scope of brief.

ASSESSMENT CRITERION 4

Recording of extracted background technical information allows future retrieval.

SPECIFIC OUTCOME 4

Consult role players that are relevant to specific technical translations.

OUTCOME NOTES

Consult role players that are relevant to specific technical translations regarding technical translation context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Role players consulted are relevant to the process.

ASSESSMENT CRITERION 2

Consultation meets ethical requirements.

ASSESSMENT CRITERION 3

Consultation meets professional standards.

ASSESSMENT CRITERION 4

Guidelines for role player input are specific and clear.

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:

Recording devices/systems appropriate for primary information types

Categorisation systems for background technical information

Relevant primary sources

Existing parallel texts

Role players relevant to the process

Ethical and professional requirements

Quality criteria

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation or community to consult role players that are relevant to specific technical translations regarding technical translation context.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's activities responsibly and effectively to meet ethical and professional requirements.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating background information from primary sources.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using language skills in the modes of oral and written presentation to consult role players that are relevant to specific technical translations regarding technical translation context.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation by consulting parallel texts from the same field.

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	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
Elective	49316	National Certificate: Text Editing and Document Design	Level 7	NQF Level 07	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.

NONE