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 QUALIFICATION: 

Higher Certificate in Communication Practices 
SAQA QUAL ID QUALIFICATION TITLE
112899  Higher Certificate in Communication Practices 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0921/24  2019-11-22  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification will provide learners with foundational knowledge, cognitive and conceptual tools and practical techniques applicable to English Language and Communication Practices. Learners will:
  • Develop skills to gather, process, produce and present information,
  • Gain foundational knowledge and conceptual tools in ideation and visualisation, and active social media practices.

    On completion of this qualification, learners would have developed academic, professional writing and presentation skills which they can apply in both the academic context and entry-level work positions. The qualification provides learners with basic knowledge of fundamental methodology which provides a framework for identifying, conceptualising and solving fundamental communication problems in the work environment. Learners will acquire basic knowledge about a design thinking framework which is a useful tool for innovative ideation and problem solving within academic and organisational contexts. The exposure to the design thinking framework will enable students to identify areas which can hinder the effectiveness of communication processes and practices in the work context.

    Rationale:
    Communication Practices are vital organisational tools and processes that maintain the functioning of the organisation. In their most recent work, Communication in the Workplace: Guidelines For Improving Effectiveness, Adu-oppong and Agyin-Birikorang (2014), argue that ineffective communication practices may hinder the company from reaching its strategic goals. The International Research by Strategic Insight Solutions (SIS) indicates that 70% of small to medium-size businesses identify ineffective communication as one of the contributors to significant financial losses (SIS International Research, 2017). According to National Research Foundation (NRF) B1-rated researcher, Professor Keyan Tomaselli (2018: 22), "South Africans make good bureaucrats and technicians, but they lack the capacity for problem-solving, for lateral thinking, for showing initiative, and for social responsibility. While communication degrees are valuable in addressing lack of capacity issues.It has become evident that students are often underprepared to handle academic demands of tertiary level" (Council on Higher Education, 2016). However, Higher Education Institutions have a mandate to increase access to higher education by providing alternative pathways to admission to formal qualifications and initiating academic literacy qualification. In line with this argument, the Higher Certificate will not only serve as a formal qualification but will equip students with academic and foundational skills to gain more extensive access to higher education, develop essential communication competencies and enter the world of work.

    This qualification will also cater for:
  • Mature learners who are currently employed and would like to re-enter higher education to obtain essential 21st-Century communication skills in their current industry.
    Or
  • Learners who need to change career paths into a cognate Humanities or Social Sciences field.
    On completion of this qualification, learners will develop competencies to adapt to the study demands in higher education and to assist with essential internal and external communication functions such as report writing, proofreading, editing, compiling presentations, working on in-house media publications, designing and developing social media content. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution uses RPL to admit a cohort of learners who do not meet the admission requirements. However, very few learners gothrough the formal RPL process which is governed by the relevant policies.

    RPL processes are qualification specific in that the learning determines the criteria used to evaluate evidence of prior learning assumed to be in place for qualifications at the level concerned in the field concerned.

    Designed instruments are provided on-demand as they are expensive to design, implement and assess.

    The Credit Accumulation and Transfer govern the procedure including Recognition of Prior Learning and qualification Completion Policy (IIE010). In addition to RPL, a Credit Accumulation and Transfer mechanism exists for access and advance standing for formal learning from a recognised, a registered and accredited institution on a registered and accredited qualification. If an applicant applies for an RPL admission, the learning assumed to be in place for the qualification is assessed against Exit Level Outcomes equivalent to the formal learning required for admission. Learners prepare a portfolio against these stated requirements which are then assessed by a team of experts/ academics in line with the policy.

    Criteria for Recognition of Prior Learning:
  • Learning, and not for experience per se;
  • Learning that is on the level of the specific level descriptors of the qualification/ unit standard;
    And
  • Learning that is in line with applied competence and has a balance between theory and practical application appropriate to the subject or unit standard.

    Entry requirements:
    The minimum entry requirement for this qualification is:
    ¿ National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
    OR
    ¿ National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.
    OR
    ¿ Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory NQF Level 5 totalling 120 Credits.
  • English Language Practice A, 15 Credits.
  • Introduction to Personal Computing, 15 Credits.
  • Business Communication, 10 Credits.
  • Design Thinking and Problem-Solving, 18 Credits.
  • Introduction to Academic and Digital Literacy, 12 Credits.
  • English Language Practice B, 15 Credits.
  • Fundamentals of Media Studies, 15 Credits.
  • Communication Science, 15 Credits.
  • Work Integrated Learning, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the use, structure and significance of appropriate language in written, oral, visual, and multi-modal communication.
    2. Apply the academic and digital literacies, critical thinking, ideation, and problem-solving skills necessary to understand and interpret information, solve problems and communicate effectively.
    3. Present information within different communication contexts by gathering, interpreting, and constructing messages for diverse purposes and audiences. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate informed knowledge and understanding of the use and significance of English language conventions within various communication contexts.
  • Show capacity to source, analyse and evaluate information to complete academic and work-relevant tasks.
  • Analyse multi-modal communication in given academic and organisational contexts to identify and solve fundamental communication problems.
  • Apply digital literacy skills to communicate effectively across traditional and new media platforms.
  • Use problem-finding frameworks to identify and engage with underlying problems.
  • Construct accurate and well-structured English sentences and paragraphs for a variety of communication contexts, purposes and audiences.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply digital literacy skills to communicate effectively across traditional and new media platforms.
  • Use problem-finding frameworks to identify and engage with underlying problems.
  • Construct accurate and well-structured English sentences and paragraphs for a variety of communication contexts, purposes and audiences.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Write meaningful texts using English language conventions for a variety of communication contexts, purposes and audiences.
  • Display an ability to correct, revise and proofread language texts accurately for a variety of communication contexts, purposes and audiences.
  • Present communication-based material for various contexts.

    Integrated Assessment:
    Formative assessment allows for learners to access feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests and an integrated programme portfolio based on the learning material. The process is continuous and focuses on smaller sections of the work and limited numbers.

    The summative assessment also tests the leaner's ability to manage and integrate a large body of knowledge. The assessment is concerned with the judgement of the learning about the Exit Level Outcomes of the qualification. The judgement includes integrated assessments which test the leaner's ability to integrate the larger body of knowledge, skills and attitudes.

    Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification proposed by the institution compares favourably with similar qualifications offered by institutions outside of South Africa in terms of purpose and scope, albeit a different focus. The South African qualification is similar to the international qualification in components such as:
  • Creating, Maintaining and Managing Online Communications;
  • Public Communication, Social Network Management, Professional Writing and Language, Media and Multi-Modal Communication Skills and Interpersonal and Business Practices.

    The South African qualifications are comparable to qualifications in the following countries:
  • Certificate in Internet Communications (Curtin University in Australia);
  • Advanced Certificate in Communication (Okanagan College in Canada);
  • Certificate in Communications Media (The Institute of Canterbury-ARA, New Zealand). 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Vertical Articulation:
  • Diploma in Commerce in Business Management, Level 6.
  • Bachelor of Arts in Corporate Communication, Level 7.
  • Bachelor of Arts in Strategic Communication, Level 7.

    Horizontal Articulation:
  • Higher Certificate in Business Management, Level 5.
  • Higher Certificate in Creative Development, Level 5.
  • Higher Certificate in Event Management, Level 5.
  • Higher Certificate in Marketing Communication, Level 5. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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. The Independent Institute of Education (Pty) Ltd 


    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.