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:

Postgraduate Diploma in Science Communication

SAQA QUAL ID	QUALIFICATION TITLE
118668	Postgraduate Diploma in Science Communication
ORIGINATOR
University of Limpopo
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	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 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 purpose of the Postgraduate Diploma in Science Communication is to skill a community of practitioners that have a background in either science or communication studies, with knowledge and competencies to communicate science in a relevant manner to a variety of stakeholders (or publics) in an appropriate and ethical manner and to promote science awareness, understanding and dialogue.

Learners will be able to use appropriate skills, media, activities, and dialogue to produce one or more of the following responses to science:

Awareness, including familiarity with new aspects of science.

Enjoyment or other affective responses, e.g., appreciating science as entertainment or art.

Develop interest, as evidenced by voluntary involvement with science or its communication.

Express opinions, the forming, reforming or confirming of science-related attitudes.

Develop an understanding of science, its content, processes, and social factors

Upon completion of this qualification, qualifying learners will be able to:

Critically reflect, communicate, and promote science to society in formal and informal situations.

Ethically communicate about issues in science.

Construct, implement and evaluate media strategies to communicate science in given contexts.

Select, analyse and use appropriate media to communicate science.

Communicate science in contextualised knowledge systems.

Research Science and Society issues.

Reflect and theories about the discipline of science communication and its relevance to science.

Interpret relevant policies and regulations that pertain to the field of practising science

Rationale:
The traditional approach of communicating about developments in science and how scientific results are presented has been criticised for not being able to deliver compatible messages to audiences. In addition, the national policy on science engagement, particularly the Science Engagement Strategy (SES), has identified the need for skills in science communication. There is also a need to share science communication knowledge across all disciplines so that all sectors of society can share scientific knowledge and understand innovation. Science knowledge empowers people across all sectors of society to make informed decisions. The need for science communication skills (as advocated for in the White Paper on Science, Technology, and Innovation), and particularly the need for this qualification, was identified for the following target practitioner groups:

Science interpreters
This group is found in institutions such as science centres, museums, botanical, and zoological gardens, as well as other related science awareness public spaces. There is a need to enhance their ability to among others, (a) explain science to the non-scientific community in a simple and user-friendly way; (b) communicate science through exhibits, and (c) conceptualise programmes.

Scientists
They are mainly found in academia, research councils and related non-governmental institutions. Scientists require skills to communicate their research findings to both non-scientific and scientific communities. There are times where communities look upon scientists to provide explanations for natural phenomena (e.g., the heatwave experienced in South Africa during October 2015). Furthermore, scientists require skills to write media articles, to present their findings and themselves well on media platforms.

Communication and Media Professionals
The South African Social Attitude Survey 2013 found that media are the biggest source of scientific information for citizens in South Africa (with television being the highest, followed by radio and then print media). This group has no natural sciences background but possesses communication skills that require training on scientific agencies, scientific thinking and where to obtain objective information. Journalists need to be equipped with the following skills:

Report and write science news.

Extract the information they need from scientists in a way that stimulates scientists to give out more information voluntarily.

Identify sources of science stories, including locating scientists, to provide scientific opinions on their planned stories prior to publishing

Ability to integrate science storylines in social news reports.

Teachers
Between 20% and 25% of the country's population is found within the formal schooling system comprising of learners and teachers. Given the South African constitutional environment, every child should be subjected to at least twelve years of the schooling system. Teachers, in their daily role, impart scientific information to their learners. In addition to the pedagogical skills which they already have, teachers require skills for the following purposes:

Communicate and relate scientific concepts to learners in a way that links to real-world examples relevant to the immediate environment.

Identify sources of additional information.

Use readily available materials to build models that explain scientific concepts.

There is also a need to improve science communication skills in the natural sciences fraternity of higher education will be incurred in capacity-building for the course.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access:
Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.
OR

Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.

In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits:
Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.
OR

Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:

Advanced Diploma in Media Studies, NQF Level 7.
Or

Bachelor of Arts in Media Studies, NQF Level 7.
Or

Bachelor of Arts in Communication Studies, NQF Level 7.
Or

Advanced Diploma in Journalism, NQF Level 7.
Or

Advanced Diploma in Communication Management, NQF Level 7.
Or

A relevant qualification in the related field, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8,100 Credits:

Research Project, 20 Credits.

Nature of Science and Communication, 20 Credits.

Science Communication and Contextualised Knowledge, 20 Credits.

Science Communication Management, 20 Credits.

Applied Science Communication, 20 Credits.

Elective Modules, Level 8, 20 Credits (Select one module from the following):

Digital Science Communication, 20 Credits.

Science communication for public spaces, 20 Credits.

Science Communication in Education, 20 Credits.

EXIT LEVEL OUTCOMES

1. Critically reflect, communicate and promote science to society in formal and informal situations.
2. Ethically communicate about issues in science.
3. Construct, implement and evaluate media strategies to communicate science in given contexts.
4. Select, analyse, and use appropriate media to communicate science.
5. Communicate science in contextualized knowledge systems.
6. Research Science and Society issues.
7. Reflect and theorise about the discipline of science communication and its relevance to science.
8. Interpret relevant policies and regulations that pertain to the field of practicing science.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Critique the different approaches used in public engagements on Scientific topics.

Plan, organise and manage public engagement activities for relevant audiences.

Identify different advantages and disadvantages for different approaches used for public engagement activities on scientific topics.

Associated Assessment Criteria for Exit Level Outcome 2:

Contextualise the paradoxes of practising science as a subject discipline in different paradigms.

Identify and debunk myths about science.

Critically discuss the contemporary global dilemmas and catastrophes in science.

Associated Assessment Criteria for Exit Level Outcome 3:

Draft and provide a plan for a science event that uses established project management principles.

Identify relevant stakeholders in given contexts of science communication and suggest strategies for identification, positioning, and management of target markets.

Discuss the challenges and opportunities associated with communicating science to stakeholders through various media channels.

Suggest ways to advocate awareness, interest, participation, and enjoyment of science among members of the society.

Associated Assessment Criteria for Exit Level Outcome 4:

Evaluate the suitability of different media for different science topics.

Evaluate the choice of multimedia output for communication efficacy.

Generate a script and storyboard appropriate to a science communication topic.

Generate and compile multimedia material covering an event.

Edit and convert the multimedia for posting, appropriate to the chosen medium.

Display ability to use basic multimedia techniques in representing scientific activities.

Generate appropriate science communication campaigns and publications for multimedia.

Associated Assessment Criteria for Exit Level Outcome 5:

Recommend appropriate intercultural communication strategies for case-based problems.

Provide an account of the development of indigenous African science.

Relate intercultural challenges in modern-day contexts to communicating the practice of science.

Associated Assessment Criteria for Exit Level Outcome 6:

Describe the stages applied in a science communication research process.

Contextualise a science communication research problem within existing literature and theoretical framework.

Identify an appropriate research problem for implementation.

Present data and concomitant analysis in an academically acceptable manner.

Apply appropriate theoretical framework and methodology to analyse and interpret data.

Synthesise the research findings and make informed conclusions and recommendations.

Associated Assessment Criteria for Exit Level Outcome 7:

Contrast different theories of learning in science communication.

Distinguish various theories on childhood learning, adult basic education and training as well as life-long learning.

Associated Assessment Criteria for Exit Level Outcome 8:

Critically discuss global science policy in the South African context.

INTERNATIONAL COMPARABILITY

An extensive comparison exercise was conducted internationally with the University of West England (UWE) in the United Kingdom, Laurentian University in Canada, and the University of Otago in New Zealand.

Country: United Kingdom
Institution: University of West England (UWE)
Qualification Title: The Postgraduate Diploma in Science Communication

The qualification is taught online, consists of a two-year programme and it covers the following six modules:
Year 1:
Applied Science Communication: Connecting People and Creating Events.
Applied Science Communication: Online and Media Writing
Applied Research Skills (Online)
Year 2:
Applied Science Communication Project (Online) in any of the following areas:
Empirical Research
Professional Practice

Similarities:

The qualification consists of two modules that share the same nomenclature with the programme developed by the South African institution; the first two modules mentioned in the preceding list bear reference.

Generally, the qualification articulates from a first degree. The UWE qualification seeks to close the gap between science and society, thereby creating a situation where science is seen as part of the cultural fabric of society.

It focuses on digital and face to face communication settings, contemporary science communication formats, including science writing, festivals, museums, community engagement, a research project that is relevant to the learners' own personal interest or professional experiences.

This focus compares well to the content and outcomes of the new qualification.

The three modules for the UWE share the same name (namely, "Applied Science Communication") with one module developed for the South African qualification, although they differ in terms of content.

The module "Applied Science Communication: Connecting People and Creating Events" shares the same resemblance with the South African qualification modules: "Applied Science Communication" and "Science Communication for Public Spaces".

The module titled "Applied Research Skills (Online)" for the UWE can be compared to the "Research Project" module for the South African qualification.

Both module streams (namely the empirical research and the professional practices streams) of the "Applied Science Communication Project (Online)" for the UWE qualification, share similar aspects with the content of the following two modules encompassed within the South African qualification: "Science Communication Management" and "Research Project".

Although the nomenclature and the terminology used at the two institutions, there are overlaps and similarities in terms of the content of the modules.

Differences:

The University of West England (UWE) qualification has a different admission requirement based on the premise that it is offered in a different country that has its own classifications of qualification.

Country: Canada
Institution: Laurentian University (LU)
Qualification Title: The Graduate Diploma in Science Communication

Similarities:

The Graduate Diploma in Science Communication comprises similar modules that are offered in the South African qualification.

The Laurentian University (LU) qualification comprises eight compulsory modules and one elective.

The admission requirements and articulation are similar to the South African qualification.

The entry requirement is a Bachelor's degree.

Qualifying learners proceed to Master's degree in Science Communication by completing an additional three months of study.

Both qualifications are similar in length, with the LU qualification being nine months and the South African qualification a year.

LU's Graduate Diploma in Science Communication is aimed at equipping learners with experiential learning opportunities for research and application of Science Communication principles.

The modules offered by LU are listed below.

Audiences and Issues

Learning: Theories and Practice

Theories and Principles of Science Communication

Design Theory in Science Communication

Science Communication Practice

Research Methods in Science Communication

Communicating Science Through New Media

Science Communication Practice

One of the following 2 courses (offered in the second term as electives):

Communicating Science Through Exhibits

Communicating Science Through Traditional Media

The list shows modules such as Communicating Science Through Traditional Media, Communicating Science Through Exhibits, Communicating Science Through New Media, -Science Communication Practice, Audiences and Issues, Learning: Theories and Practice, Theories and Principles of Science Communication, Design Theory in Science Communication Practice that is related to the South African qualification's offerings.

Country: New Zealand
Institution: University of Otago
Qualification Title: The Postgraduate Diploma in Science Communication

Comparison:
The Postgraduate Diploma in Science Communication comprises of an unendorsed (or general) stream and three (streams) or endorsements: firstly, Creative Non-Fiction Writing in Science; secondly, Science and Natural History Filmmaking; and, thirdly, Science in Society.
The first stream or endorsement, endorsed in Creative Non-Fiction Writing in Science, comprises of the following modules:

The Craft of Storytelling.

Science and Creative Non-Fiction Writing.

Introduction to Science Communication.

Digital Production for Science Communication; and two other 400-level papers approved by the Director of the Centre for Science Communication.

The South African qualifications module "Science Communication and Contextualised Knowledge" compares well with the Introduction to Science Communication", whilst the "Digital Science Communication" module is comparative to the Digital Production for Science Communication.

The second stream or endorsement, endorsed in Science and Natural History Filmmaking, comprises of the following modules:

The Craft of Storytelling

Business of Filmmaking

Introduction to Science Communication

The Techniques of Natural History and Science Filmmaking 1

The Techniques of Natural History and Science Filmmaking 2; and one other 400-level paper approved by the Director of the Centre for Science Communication.

Although natural history is not explicitly stated as a core aspect of the South African qualification, it has been incorporated into the module called "The Nature of Science and Science Communication".

The techniques of Filmmaking, included in the University of Otago are encompassed in the "Digital Communication" module of the South African qualification.

The third stream or endorsement, endorsed in Science in Society, comprises of the following modules:

The Craft of Storytelling

Science Exhibitions and Interpretation

Introduction to Science Communication>Digital Production for Science Communication; and two other 400-level papers approved by the Director of the Centre for Science Communication.

This stream from the University of Otago compares well with the South African qualification's modules of "Science communication for public spaces" and the "Digital communication" modules which are electives.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Arts Honours in Communication, NQF Level 8.

Postgraduate Diploma in Media Studies, NQF level 8.

Vertical Articulation:

Master of Arts in Media Studies, NQF Level 9.

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.

NONE