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: 

Discuss the benefits and risks of engaging the media in different social contexts 
SAQA US ID UNIT STANDARD TITLE
120085  Discuss the benefits and risks of engaging the media in different social contexts 
ORIGINATOR
SGB Victim Empowerment 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
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 
The qualifying learner will demonstrate an understanding of the role of the media in society and the risks and benefits for the sector in engaging with the media.

Learners will include Government officials and service providers in the Non-Government Organisations (NGOs), Community Based Organisations (CBOs) and Faith Based Organisations (FBOs) sectors.

Learners accredited with this Unit Standard will be capable of:
  • Explaining the role of the media in a democratic society.
  • Explaining the relevance of engaging the media in the South African context.
  • Developing media relations strategies for a specific organisation/department/division. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that a learner will be competent in:
  • Communication at NQF level 3 or equivalent.
  • Mathematical Literacy at NQF level 3 or equivalent. 

  • UNIT STANDARD RANGE 
    Range of ethical considerations includes, but is not limited to: verification and accuracy of facts, freedom of speech, independence of media, protection of sources, confidentiality, etc.

    Range of roles include, but is not limited to: education and informing society with regard to crime and its consequences, crime prevention, recruitment of volunteers, fundraising, marketing of services, accessing services, advocacy relating to key issues, etc.

    Range of ways the media perpetuates stereotypes includes, but is not limited to: reports on extreme/unusual cases at the cost of victims, patriarchy, sensationalism, etc.

    Range of components includes, but is not limited to: communication and approval channels, designated spokesperson, disreputable conduct, confidentiality, issuing of press releases, targeted media engagement, etc.

    "Understating" includes, but is not limited to cases where the effects of criminal acts on victims are overlooked, dismissed or victims are belittled e.g. downplaying the victim's plight in sensational reporting. "Overstating" includes, but is not limited to exaggeration of the victim's suffering or the reactions of the victims.

    Range of relevant legislation includes, but is not limited to: South African Victims' Charter, South African Constitution, Bill of Rights, Privacy laws, etc. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the role of the media in a democratic society. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different types of media are identified with examples. 

    ASSESSMENT CRITERION 2 
    The purpose and the role of the media in society is explained with specific reference to the South African context. 

    ASSESSMENT CRITERION 3 
    The legal and ethical framework within which the media operates in a democratic society is described with reference to a South African context. 
    ASSESSMENT CRITERION RANGE 
    Ethical considerations includes, but is not limited to: verification and accuracy of facts, freedom of speech, independence of media, protection of sources, confidentiality.
     

    ASSESSMENT CRITERION 4 
    Key provisions of South African legislation as it relates to the media are explained with examples. 

    SPECIFIC OUTCOME 2 
    Explain the relevance of engaging the media in the South African context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The potential role of the media in the Victim Empowerment sector is described with examples. 
    ASSESSMENT CRITERION RANGE 
    Roles include, but is not limited to: education and informing society with regard to crime and its consequences, crime prevention, recruitment of volunteers, fundraising, marketing of services, facilitating access to services, advocacy relating to key issues, etc.
     

    ASSESSMENT CRITERION 2 
    The ways in which the media tends to perpetuate stereotypes and influence the attitudes and behaviour in society are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Ways the media perpetuates stereotypes includes, but is not limited to: reports on extreme/unusual cases at the cost of victims, patriarchy, sensationalism, etc.
     

    ASSESSMENT CRITERION 3 
    The consequences of "overstating" or "understating" in relation to victims are explained using examples. 
    ASSESSMENT CRITERION RANGE 
  • "Understating" includes, but is not limited to cases where the effects of criminal acts on victims are overlooked, dismissed or victims are belittled e.g. downplaying the victims plight in sensational reporting.
  • "Overstating" includes, but is not limited to exaggeration of the victim's suffering or the reactions of the victims.
     

  • ASSESSMENT CRITERION 4 
    Examples of responsible and irresponsible reporting are illustrated using recent case studies. 

    ASSESSMENT CRITERION 5 
    The risks of irresponsible reporting for victims, alleged offenders, the criminal investigation and the community are explained using appropriate case studies. 

    ASSESSMENT CRITERION 6 
    Complaint mechanisms for the reporting of irresponsible media coverage are identified and procedures for laying a formal complaint is outlined according to organisational procedures. 

    SPECIFIC OUTCOME 3 
    Develop media relation's strategies for organisations/divisions/departments. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The value of establishing and maintaining good relations with the media is described with examples. 

    ASSESSMENT CRITERION 2 
    Key components of the organisation's media policy are described with examples. 
    ASSESSMENT CRITERION RANGE 
    Components includes, but is not limited to: communication and approval channels, designated spokesperson, disreputable conduct, confidentiality, issuing of press releases, targeted media engagement.
     

    ASSESSMENT CRITERION 3 
    The importance of balancing the public's right to know and the victim's right to privacy is explained with examples. 

    ASSESSMENT CRITERION 4 
    Legislative provisions to protect victim's privacy are explained using examples. 

    ASSESSMENT CRITERION 5 
    Strategies to engage with antagonistic and hostile media are illustrated through role-play. 

    ASSESSMENT CRITERION 6 
    Civil remedies available to victims whose rights have been infringed by the media are described in accordance with relevant legislation. 
    ASSESSMENT CRITERION RANGE 
    Relevant legislation includes, but is not limited to: South African Victims' Charter, South African Constitution, Bill of Rights, Privacy laws, etc.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Moderation:
  • Any institution offering learning that will enable achievement of this Unit Standard and the related Exit Level Outcomes of the Qualification must be accredited by the relevant ETQA.
  • External Moderation of assessment will be overseen by the relevant ETQA at its discretion.
  • The accredited Training Provider will oversee internal moderation of assessment.
  • Internal and external moderation should encompass achievement of competence described in this Unit Standard as well as the integrated competence described in the Exit Level Outcome of the Qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • National Crime Prevention Strategy (NCPS).
  • Integrated Victim Empowerment Policy.
  • South African Victims' Charter. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems associated with engaging the media in Victim Empowerment using responsible decision-making and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community on a daily basis to effectively engage the media in Victim Empowerment. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to engage with the media to the benefit of the Victim Empowerment sector. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using appropriate modes of oral and/or written persuasion in a multidisciplinary and inter-sectoral approach to engaging with the media in Victim Empowerment. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world, as a set of related systems by recognising that problem solving when engaging with the media occurs in a variety of contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors must be registered as assessors with a relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

    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  49836   Further Education and Training Certificate: Gender Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2023-06-30  ETDP SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  49872   Further Education and Training Certificate: Victim Empowerment Co-ordination  Level 4  NQF Level 04  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. Gotsec Skills Training 
    2. LESEDI EDUCARE ASSOCIATION 
    3. MENTORNET (PTY) LTD 
    4. Tembe Service Providers 



    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.