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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Journalism 
SAQA QUAL ID QUALIFICATION TITLE
100729  Diploma in Journalism 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Diploma in Journalism aims to provide learners with the theoretical knowledge and the critical intellectual and practical skills that they need to function as journalists in an ever-changing and convergent media environment in a complex society. The qualification further provides learners with the graduate attributes of a strong focus on ethics, and a desire to contribute meaningfully to the developmental agenda of the country and the continent.
While emphasis is placed on the acquisition of journalistic skills, the revised curriculum aims to engender the ability to exercise fundamental cognitive skills such as clear, critical thinking and an appreciation of sub-text and symbolism, in order to augment the professional skills of writing, editing and cross-platform media production which span industries. The intent is to confer attributes that benefit both the graduate and the wider social context as opposed to the simple transference of skills.

More specifically, the revised curriculum aims provide a framework for learners to learn:
  • To think and write clearly and critically in an ethically, socially and environmentally conscious manner, and across print, broadcast and digital/online media platforms;
  • To exercise basic skills of media production in various journalistic and non-journalistic media environments, including film and photography, while at the same time preparing learners for the local journalism industry;
  • To exercise ethical journalistic exactitude and professionalism across media platforms in a globalised environment of media convergence.

    Rationale:
    The journalism industry is currently experiencing a number of interesting developments that present both challenges and opportunities. These include the following:
  • The ubiquitous advancement in technology (especially concerning New Media and newsroom convergence);
  • Changing audience needs;
  • Intricate political and economic contexts;
  • The urgent need for increased awareness of environmental issues (e.g. climate change, pollution, wildlife, depletion of natural resources);
  • General shortage of skills and Juniorisation of the newsroom (see SANEF's National Skills Audit Report).
  • Unethical journalistic practices such as the recent phone hacking scandal in Britain.

    Journalism education has therefore become an important theme across the world, as many countries realise the importance of university education in addressing some of these challenges. As such, the qualification seeks to:
  • Respond to the challenges of the industry stakeholders by producing high quality ethically oriented learners with the right intellectual stimulation, theoretical knowledge and practical skills (hands and minds) for the challenges in the media industry. Such learners think clearly, write well and make ethical distinctions in a rapidly changing convergent media environment. In this regard, we have taken into consideration stakeholder needs, growth and expansion in the field of technology, research and teaching. We conducted a thorough situational analysis to identify gaps in the current curriculum.
  • Facilitate the education of learners who contribute to the social, cultural and economic development of South Africa and participate successfully in the global economy and knowledge society. The core focus of this curriculum is to equip learners with conceptual, applied and critical thinking skills necessary in the ever-changing media environment. Such learners are competent in journalistic writing and reporting for various media platforms. They use technology in gathering information and producing journalistic texts and having a good grasp of the legal and ethical principles of collecting information and dealing with sources.
  • Compatible with similar qualifications offered internationally to ensure recognition and comparability of standards.
  • Facilitate clear qualification articulation that can assist learners in identifying potential progression routes they can follow in the context of lifelong learning. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In keeping with national and institutional policy frameworks and the institution's mission and vision, the institution promotes and widens access through Recognition of Prior Learning.

    The RPL process is multidimensional and multi-contextual, aims at the individual needs of learners and is handled following an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Diploma studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 5 and 6 totalling 370 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Media Design 1, 20 Credits.
  • Media Production 1, 20 Credits.
  • Professional Literacy Studies, 20 Credits.
  • Mass Communication and Culture, 20 Credits.
  • Mass Communication and Politics 1, 20 Credits.
  • News Writing 1, 20 Credits.

    Compulsory Modules, Level 6, 250 Credits:
  • Media Design 2, 20 Credits.
  • Media Production 2, 20 Credits.
  • Mass Communication and Culture 2, 20 Credits.
  • Mass Communication and Politics 2, 20 Credits.
  • General News Writing 2, 20 Credits.
  • Specialist News Writing 2, 20 Credits.
  • Media Design 3, 25 Credits.
  • Media Production 3, 25 Credits.
  • General News Writing 3, 25 Credits.
  • Specialist News Writing 3, 25 Credits.
  • Professional Practice, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Produce journalistic content across multiple media platforms.
    2. Demonstrate strategic and self-directed skills of inquiry in researching topics or news items in an historical and current context.
    3. Demonstrate strategic and self-directed critical thinking and problem-solving abilities when facing information being subjected to journalistic enquiry.
    4. Demonstrate a working knowledge of applied media ethics and law, so as to reflect critically on the legal, ethical and societal responsibilities of a journalist.
    5. Demonstrate industry-standard communication skills in English and one second language, through reading, listening, speaking and writing.
    6. Write news, current affairs, documentary and lifestyle journalistic content across broadcast, print and internet media.
    7. Effectively self-direct and work with others to produce news, current affairs, documentary and lifestyle journalistic content across broadcast, print and internet media. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate understanding of the standard range of journalistic procedures, audiences and institutions.
  • Produce written and visual journalistic content across multiple media platforms.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Describe and explain the use of various basic research methods used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
  • Describe and explain the use of various sources of information used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
  • Apply various basic research methods used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
  • Choose various sources of information used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
  • Collate and curate narrative information and numerical data that is suitable for news and feature reporting on the most commonly found in public media platforms, channels and genres.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe and explain the most common meanings of written and oral information on historical and current topics and events that is available in the public domain in the form news and feature reports.
  • Analyse written and oral information on historical and current topics and events that is available in the public domain in the form news and feature reports.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify the most common ethical and legal problems found in the practice of journalism and media production.
  • Analyse the most common ethical and legal problems found in the practice of journalism and media production.
  • Identify the most relevant remedies to common ethical and legal problems found in the practice of journalism and media production.
  • Describe and explain in writing the application of the most relevant remedies to common ethical and legal problems found in the practice of journalism and media production.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand basic news and current affairs issues through reading and listening in English and one second language.
  • Communicate basic news and current affairs clearly and coherently in written English and one second language in line with professional conventions of language use, genre and content types across the main news platforms.
  • Present basic news and current affairs clearly and coherently in spoken English and one second language in line with professional conventions of language use, genre and content types across the main news platforms.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Communicate basic news, current affairs, documentary and lifestyle journalistic content clearly and coherently in written form in line with professional conventions of language use, genre and content types for broadcast media, print media and internet based media.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Understand the most common methods, procedures and techniques of Information and Communication Technologies (ICTs) used by the news industry for production of news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.
  • Critically reflect on the most common methods, procedures and techniques of Information and Communication Technologies (ICTs) used by the news industry for production of news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.
  • Choose the most appropriate methods, procedures and techniques of Information and Communication Technologies (ICTs) for production of news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.
  • Effectively apply the most appropriate methods, procedures and techniques of Information and Communication Technologies (ICTs) to produce news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.

    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative assessment is aimed at enhancing learner learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management.

    Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and other means of promoting learning.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

    Integrated assessment often cuts across a number of subjects/modules of a qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

    Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability was conducted to determine the extent qualification and subject structures compare with similar offerings at similar institutions. The international comparability exercise happened in terms of institutional requirements and guidelines, which includes the following:
  • Determining the scope of the comparability exercise;
  • The selection of a variety of reputable Higher Education institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications;
  • Analysis and evaluation of qualification design of the selected qualifications;
  • Conclusions and recommendations for curriculum renewal at the institution.

    Internationally, the institution reviewed the offerings of the Journalism and Media Studies Centre at the University of Hong Kong (one of the leading institutions offering Journalism on the Asian continent). We also reviewed, and the USC Annenberg School for Communication and Journalism at the University of Southern California, which is internationally renowned. Moreover, City University of London, Cardiff University, University of South Australia, University of Nairobi, Thammasat University, Medill University, and reference to the AparIndia Institute of Management and Technology occurred in the process.

    Many traditional universities incorporate electives in their courses, provision for which the academic department has incorporated in the Specialist News writing courses. Many focus strongly on cultural and political awareness and the importance of navigating economic circumstances while in the business of journalism. The academic department has incorporated these foci in the Mass Communication and Culture, and Mass Communication and Politics courses. In the News writing stream, there is a focus on generalist writing supported by a strong socio-political, socio-cultural and the socio-economic context. An important aspect of ecology and the natural world also exists.

    Most modern journalism courses incorporate elements of print, online and broadcast journalism. The academic department has re-focused the course to engage a tri-fold parallel stream of growth for learners to enable them to navigate the phenomenon of media convergence.

    This qualification shows a significant degree of similarity with the qualifications of other institutions. The qualification takes into account local needs and concerns and is on par with the best in the field in terms of curriculum structure. This qualification though has a special focus on media convergence and critical relevance. Some of the modules introduced as a result of this comparability are Online Journalism, Digital Media and Society, Globalisation and Covering the Environment.

    In terms of this comparability, the qualification is definitely on par with the best internationally and addresses important concerns and fills gaps that existed in the old curriculum. Not only does this happen in terms of structure but also in terms of the topicality of the content. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Diploma in Film Production, Photography or Public Relations, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Journalism, Film Production, Photography or Public Relations, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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. Cape Peninsula University of Technology 


    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.