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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Video and Photography 
SAQA QUAL ID QUALIFICATION TITLE
117916  Higher Certificate in Video and Photography 
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 02 - Culture and Arts  Film, Television and Video 
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
Reregistered  EXCO 0821/24  2020-11-20  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
71632  Higher Certificate in Photography  Level 5  NQF Level 05  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Higher Certificate in Video and Photography is an entry-level higher education qualification that is primarily vocational, with a strong industry-oriented focus. The purpose of the qualification is to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in the field of video and photography. The qualification is designed with a balance of practical, theoretical and creative components that facilitate the enhancement of creative thinking and academic growth.

This qualification aims to develop the learners' ethical awareness and ability to become economically viable as entrepreneurs and to acquire the creative and practical technical skills needed to create video and photographic content for different purposes.

The qualification focuses on the selected general principles, together with more specific procedures and their application. Successful completion of this qualification signifies that the learner has attained a basic level of higher education knowledge and competence in the field of video and photography and can apply such knowledge and competence in an occupation or role in the workplace. The qualification includes a simulated work-integrated learning component.

Rationale:
The qualification develops the knowledge, practical skills, and creative ability to enter the video and photography industries or to proceed with further studies. This qualification replaces the existing accredited Higher Certificate in Photography because the changes in the disciplines and industry have made it vital for a different focus in such an entry-level qualification.

The combination of video, sound and photography is aligned with growth in demand for digital content by brands, businesses and other organisations for online marketing, general use on the web, and social media. According to the Department of Higher Education and Training (2018) sound technicians, camera operators (film, television, video) and production assistants in film, television and radio, as well as multimedia designers who incorporate stills and moving images in their work, are on the 2018 National Occupations High Demand list. These skills are in demand in sectors such as education, training and development, tourism, journalism and entertainment. According to Georgopoulos (2019), social media postings form part of a business' digital marketing plan, social media marketing incorporates still photographs, videos and animations to attract potential customers.

International industry trends indicate the importance of the use of visual images as part of social media marketing, with an increase in the use of video as content. The mobile video specifically is predicted to make up 82% of all consumer internet traffic by 2021 and consumers increasingly want to see video content from a brand that they support (Brouwer, 2017; Mawhinney, 2019; Window, 2018 and Wyzowl, 2019). These indications point to employment potential that is ideally suited for a qualification where video, photography and entrepreneurial knowledge and skills are combined for entry-level positions and also for future studies.

Video is a highly effective tool for learning across ages (from pre-school, school, higher education, adult education and corporate and industrial education) (Brame, 2015). South Africa continues to grow in this space with improved technologies and systems. With this, and the acceptance of video as instruction on platforms such as YouTube, the demand for practitioners who can create locally-focused visual media content can also be anticipated to grow across all levels (from entry-level to expert). Part of this is the drive of the government to supply school children with tablets, which opens opportunities to produce interactive material and video content (Bizcommunity, 2019).

Technology in the field of photography and media has evolved rapidly from film to digital outputs and tools (PIV, 2016). These shifts open the field for the photographer to also include video. The use of the software is now also an intrinsic part of the photographer's domain, including photo and video editing. These developments contribute to a changing workplace, with photographers having to compete more with amateurs due to the increased availability of technology and changes in local employment. While demands for content are growing, this sector relies to a large degree on freelance work with fewer formal job opportunities. This drives the need to prepare learners going into the world of work with a better understanding of entrepreneurship and freelance photography. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution's Credit Accumulation and Transfer (CAT), Recognition of Prior Learning (RPL) and Qualification Completion Policy distinguishes between RPL for access, which provides an alternative access route into a programme of learning, (referred to in our policy as RPL) and RPL for credit, which provides for the awarding of credits for, or towards a qualification or part qualification registered on the NQF.

RPL applications are evaluated against the entry requirements to a qualification. Precise identification and articulation of what prior learning is required to do this qualification. The outcome of the evaluation is communicated to the learner. RPL will acknowledge the learner's skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past. The RPL assessment seeks only to establish if the learner has, through a process other than the "ordinary formal certificated educational route" acquired the knowledge, competence and skills that would normally be expected for those being granted admission. Content knowledge is often not the primary consideration if it is something that can be readily acquired and will not inhibit progression, therefore, a Portfolio of Evidence (PoE) is presented. The PoE seeks to recognise:
  • Learning resulting from experience, and not for the quantum of experience per se;
  • Learning that is on the level of the qualification/module for which admission is sought; and
  • Learning that is in line with applied competence and has a balance between theory and practical application, appropriate to the qualification the candidate wishes to pursue.

    RPL also allows gaining credits towards the qualification. The learner must complete the requisite academic modules resulting in the completion of sufficient approved credits in the approved period. Some of the credits for these modules can be granted in recognition of formal learning from another qualification or approved short learning programme. For a module to be recognised for academic credit there needs to be sufficient equivalence between the module or course completed and the outcomes and level of the module for which credit is sought.

    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 modules at NQF Level 5 totalling 120 Credits.

    Compulsory modules, Level 5, 120 Credits:
  • Principles of Video and Photography, 15 Credits.
  • Visual and Media Literacy, 15 Credits.
  • Digital Imaging, 15 Credits.
  • Applied Photography, 15 Credits.
  • Introduction to Entrepreneurship, 15 Credits.
  • Video Editing, 15 Credits.
  • Applied Videography, 15 Credits.
  • Work Integrated Learning (WIL), 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the fundamental principles and theories of video and photography appropriately and ethically in practice.
    2. Conduct basic visual research, analysis and interpretation of videos and photographs.
    3. Create innovative video and photographic content for different media and brand contexts.
    4. Apply imaging and editing techniques and technologies using contemporary software.
    5. Understand and apply business practices common to the photography and videography industry. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate the ability to apply basic video and photographic principles.
  • Use basic video and photographic equipment and technologies such as on-camera flash and studio lighting.
  • Apply the creative processes from planning to completion within ethical requirements.
  • Apply problem-solving strategies, both inside and outside a studio environment.
  • Demonstrate an understanding of key genres and trends.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain how viewers perceive and process visual information.
  • Analyse and develop visual information in a methodical manner.
  • Consider the ethical use of images.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan narratives for video production.
  • Execute briefs for a range of purposes, within a given time frame.
  • Demonstrate an understanding of the conceptualisation and visualisation of a body of work into a portfolio.
  • Demonstrate the ability to interpret a brief, formulate a concept, identify potential pitfalls and challenges, and problem-solve issues related to a brief.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate an understanding of the basic theory and application of digital manipulation of photographic content.
  • Demonstrate an understanding of basic video editing tools and their effects.
  • Create a workflow process for digital procedures.
  • Demonstrate an understanding of ethical principles when editing photographic content.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Display an understanding of entrepreneurial skills within a photographic and video context.
  • Develop an understanding of the dynamics and workings of the workplace.

    Integrated Assessment:
    Formative Assessment:
    Learning and assessment are integrated. Continual formative assessment is required so that learners are given 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 and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    Summative Assessment:
    Summative assessment is concerned with the judgement of the learning concerning the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments that test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. The summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Integrated assessments will be designed to achieve:
  • Integrate the achievement of Exit Level Outcomes in a way that demonstrates that the purpose of the qualification has been achieved.
  • The evaluation of learner performance which can provide evidence of applied competence.

    Criterion-referenced assessment, which is clearly explained to, and understood by, the students and which can be applied in the Recognition of Prior Learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    The institution looked for qualifications that extend the traditional Photography qualification to also include video making for comparison purpose. Furthermore, the institution differentiated between videography and film making, although there are overlaps between the two. Foundation courses or one-year certificates that could compare with this qualification design were also considered.

    United Kingdom (UK):
    Both De Montford University and Leicester College present a Photography with Video Foundation Degree. Both qualifications are partially comparable to a Higher Certificate in South Africa in that they are entry-level qualifications. The UK qualification structure is a combination of practical, technological and profession industry-related modules, very similar to the design of this qualification. Leicester College and De Montford University combine a photographic pathway with a video pathway. Modules such as Photographic techniques, Video production, Digital imaging and Professional media practice are similar to the modules offered by the South African qualification.

    Australia:
    The Australian College of Information Technology and Institute of Film and Television presents a Certificate IV in Digital Media Technologies: Video Production. The focus of this qualification is creating digital video and multimedia resource content with social media in mind. The course contents share the following similarities with the Higher Certificate in Video and Photography: fundamentals of photo and video editing software, theory and practical techniques of shooting digital video, generation of contents for social media platforms such as YouTube and basic project management skills. 

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

    Horizontal Articulation:
  • Higher Certificate in Creative Development, NQF Level 5.
  • Higher Certificate in Business Management, NQF Level 5.
  • Higher Certificate in Film, TV and Entertainment Production, NQF Level 5.

    Vertical Articulation:
  • Diploma in Computer-based Graphic Development, NQF Level 6. 
    		•

    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. 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.