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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Occupational Certificate: Video, Film and Multimedia Practitioner 
SAQA QUAL ID QUALIFICATION TITLE
124900  Higher Occupational Certificate: Video, Film and Multimedia Practitioner 
ORIGINATOR
Development Quality Partner - MICTSETA 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Occupational Cert  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  143  Not Applicable  NQF Level 05  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0435/25  2025-10-02  2030-10-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2031-10-02   2034-10-02  

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
61450  Further Education and Training Certificate: Film and Television Production Operations  Level 4  NQF Level 04  157  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Higher Occupational Certificate: Video, Film and Multimedia Practitioner is to prepare a learner to function as a Video, Film and Multimedia Practitioner.
Video, Film and Multimedia Practitioner plans, organise and administers the production of film, television, digital or social audio-visual, advertising, music, or other audio-visual content.

A qualified learner will be able to:
  • Plan and co-ordinate audio-visual content production processes.
  • Source and maintain a network of audio-visual content production supports, resources, providers, and clients.
  • Develop project proposals and prepare for the creation of audio-visual content production.
  • Set up and produce the planned and defined audio-visual content.
  • Finalise produced audio-visual content for presentation to stakeholders and make the developed audio-visual content available to clients and potential markets.

    The qualification shall enable learners to develop and produce high-quality content, establish enterprises and open employment opportunities for new entrants into the video and film industry.
    A qualified learner will demonstrate the following key attributes: sense of urgency, adaptability, team player, critical, practical, customer oriented, innovative, technology inclined and culturally sensitive.

    Rationale:
    The South African film industry has been growing rapidly in recent years, with a growing demand for high-quality audio-visual content. To meet this demand, there is a need for a qualification that focuses specifically on the development of audio-visual content.

    There are no similar qualifications registered on the National Qualifications Framework.
    This qualification provides aspiring audio-visual content developers in the sector with the necessary knowledge and skills to create compelling audio-visual content that meets industry standards. It covers a wide range of topics, including story development, script writing, sound design, editing, and post-production. In addition to technical skills, the qualification also covers a much-needed focus on business and marketing aspects of the film industry, such as budgeting, financing, distribution, and promotion. This will equip audiovisual content developers with the knowledge and tools required to succeed in the highly competitive world of film and video production.

    South African society will benefit from the emphasis the qualification places on sensitivity to culture, traditions, and stories, fostering a sense of identity and pride among citizens. The qualification formally equips new and current operators to function within the context of film and television productions. This also improves the potential for local and international employment opportunities.

    The economy benefits from the sustainable jobs created by the South African film industry. A qualification in audio-visual content development and production will be a valuable addition to the South African film industry, providing aspiring filmmakers with the skills and knowledge required to create high-quality content that is competitive on a global stage.

    Typical learners include people who are already working within audio-visual content development environment and new entrants.
    The qualification was developed in collaboration with relevant stakeholders:
  • Audio-visual content development practitioners.
  • Audio-visual content development businesses.
  • Private Skills Development Providers.
  • Institutions of higher education.
  • Audio-visual content development workers unions. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    RPL for Access to Training:
    Learners may use the RPL process to gain access to training opportunities for a qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a qualification.
    Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider that offers that specific qualification. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

    For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal, or nonformal learning and/or work experience may be awarded credits towards relevant modules and gaps identified for training, which is then concluded.

    RPL for Access to the External Integrated Summative Assessment (EISA):
    Learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal, or non-formal learning and/or work experience may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

    A valid Statement of Results is required for admission to the EISA, in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

    For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met before the FISA and keep a record of such evidence.
    Upon successful completion of the EISA, RPL learners will be issued the QCTO certificate for the qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part- part- qualification is approved by the QCTO.

    Entry Requirements:
  • An NQF Level 4 qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:

    Knowledge Modules:
  • 352102-001-00-KM-01, Audio-visual Content Production Administration and Governance, NQF Level 4, 8 Credits.
  • 352102-001-00-KM-02, Audio-visual Content Production Concepts and Principles, NQF Level 5, 10 Credits.
  • 352102-001-00-KM-03, Audio-visual Content Production Equipment Principles and Functionality, NQF Level 5, 10 Credits.
  • 352102-001-00-KM-04, Audio-visual Conceptualisation and Creation, NQF Level 5, 12 Credits.

    Total number of credits for Knowledge Modules: 40

    Practical Skill Modules:
  • 352102-001-00-PM-01, Conduct Audio-visual Content Production Administration, Budgeting, and Logistic Processing, NQF Level 4, 5 Credits.
  • 352102-001-00-PM-02, Compile and Supervise a Project Plan and Schedule for an Audiovisual Content Production, NQF Level 5, 5 Credits.
  • 352102-001-00-PM-03, Source and Maintain a Network of Media Content Production Support Resources and Possible Clients/Funders or Market Opportunities, NQF Level 5, 8 Credits.
  • 352102-001-00-PM-04, Develop Audio-visual Content Proposals, NQF Level 5, 12 Credits.
  • 352102-001-00-PM-05, Prepare for the Creation of the Audio-visual Content Production, NQF Level 5, 18 Credits.
  • 352102-001-00-PM-06, Set up and Produce Planned and Defined Audio-visual Content, NQF Level 5, 15 Credits.
  • 352102-001-00-PM-07, Finalise Produced Audio-Visual Content and Avail to Clients and Markets, NQF Level 5, 10 Credits.

    Total number of credits for Practical Skill Modules: 73

    Work Experience Modules:
  • 352102-001-00WM01, Processes for Conducting Audiovisual Content Administration and Logistics, NQF Leve 4, 5 Credits.
  • 352102-001-00WM02, Processes for Compiling and Supervising a Project Plan and Schedule for an Audio-visual Content Production, NQF Level 5, 5 Credits.
  • 352102-001-00WM03, Processes for Identifying a Network of Media Content Production Support Resources and Possible Market Opportunities, NQF Level 5, 10 Credits.
  • 352102-001-00WM04, Processes for Availing the Developed Audio-Visual Content to Clients and Potential Markets, NQF Level 5, 10 Credits.

    Total number of credits for Work Experience Modules: 30 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply business and logistics management processes for audio-visual content production.
    2. Liaise with audio-visual content production support resource providers and clients.
    3. Develop audio-visual content production project proposals.
    4. Research content, resources and talent for creation of audio-visual content.
    5. Produce planned and defined audio-visual content.
    6. Commission produced and developed audio-visual content to clients and potential markets. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Apply business and logistics management processes for audio-visual content production.
  • Interpret and analyse Production documents outlining the expectations of production.
  • Develop production administration and budget plans.
  • Apply media law and regulations to monitor and oversee the legal compliance of a production.
  • Arrange Audio-Visual content production resource requirements and logistics for production.
  • Develop and implement an Audio-visual content production project management plan.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO 2: Liaise with audio-visual content production support resource providers and clients.
  • Analyse Audio-Visual production support requirements and determine network requirements.
  • Define and determine stakeholder network to support and address audio-visual production requirements.
  • Determine, maintain, and retain stakeholder interaction and management parameters to maintain and retain continuous support for audio-visual productions.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Develop audio-visual content production project proposals.
  • Analyse market trend information to inform the process of conceptualising and developing innovative audio-visual content.
  • Draft creative script and treatment to outline content for an audiovisual production.
  • Analyse and select supporting resources for audio-visual production to be developed.
  • Develop Audio-visual content proposals to inform decisions on audio-visual content production projects.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO 4: Research content, resources, and talent for creation of audio-visual content.
  • Apply creative writing principles and analyse and integrate audience responsiveness to write and develop a script for a production.
  • Compile production budget using cost-benefit analysis processes and accounting principles.
  • Conduct a scout for production resources and talent related to specific audio-visual content being produced and apply appropriate processes to formalise their availability for the production.
  • Apply appropriate production principles to draft a storyboard and shot production.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO 5:. Produce planned and defined audio-visual content.
  • Prepare the site for audio-visual content production, incorporating relevant safety precautions.
  • Co-ordinate, set up, and operate camera equipment according to set requirements.
  • Co-ordinate, set up, and operate lighting equipment to set requirements.
  • Co-ordinate, set up and operate audio equipment to set requirements.
  • Organise and supervise human resources, hospitality service, make-up and wardrobe to set requirements.
  • Shoot and record Audio-visual content as required by the set.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO 6: Commission produced and developed audio-visual content to clients and potential markets.
  • Finalise the produced audio-visual content is artistically and technically for presentation to stakeholders.
  • Analyse and quality assure developed audio-visual content for presentation to clients and potential markets.
  • Commission produced and developed audio-visual content for presentation or distribution to clients and potential markets.

    Integrated Assessment:
    Integrated Formative Assessment:
    Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

    Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weaknesses, and to ensure the learner's ability to apply knowledge, skills, and workplace experience gained.

    Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, and interviews. Continuous feedback must be provided.

    Integrated Summative Assessment:
    Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

    An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification.
    Internal Summative Assessments are developed, moderated, and conducted by the SDP at the end of each module or after integration of relevant modules, e.g., applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

    External Integrated Summative Assessment:
    The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with qualifications related to audio-visual content production in the United Kingdom and Australia.

    Country: United Kingdom (UK)
    Institution: The Apprenticeship College Ltd
    Qualiification title: The apprenticeship: Content Creator

    Entry requirements:
  • Learners require a minimum of grade 4 at General Certificate of Secondary Education.
    Or
  • Equivalent in Maths and English.

    Purpose/Rationale:
    The broad purpose of the apprenticeship is to develop and create written and audio-visual content that can be used across a variety of platforms and media.


    The duration of the apprenticeship programme is 15 months, covering the following skills:
  • Interpret the aims of the brief.
  • Research ideas and concepts to meet the brief.
  • Evaluate brand requirements and brand guidelines.
  • Prepare a mood board or other visual aid for the content to be created.
  • Present ideas, pitches, and proposals for creative content to be further developed.
  • Storyboard and outline script their ideas for content to be developed.
  • Interpret data, consider its integrity, and use it to inform content.
  • Develop accessible written content for different platforms and devices.
  • Apply best practice and inclusive language when creating content.
  • Write and edit copy or scripts for use on different channels and platforms.
  • Create or capture visuals and audio using standard packages and equipment.
  • Source, obtain and prepare media assets for use; using industry standard packages to adapt and edit content.
  • Use industry standard tools and content management systems to organise, structure and label content effectively, methodically, and securely enabling efficient search and retrieval.
  • Identify and recommend the platform/s or channel/s to use for the media campaign.
  • Develop and maintain effective working relationships with clients, colleagues, and suppliers, establishing and using professional contacts.
  • Engage and respond with audiences through social media, adapting content to respond to evolving circumstances.
  • Monitor user experience to ensure content is focused on maximising engagement.
  • Analyse the differences between audiences using audience segmentation techniques and data.
  • Use lessons learned to evaluate the success of the content and identify areas for improvement for future campaigns.
  • Use continuing professional development planning to support own current and future training and development needs.
  • Operate effectively within the production workflow to meet production timelines and budgets.

    Similarities:
  • The United Kingdome qualification's duration, content and entry requirements are similar to the South African Higher Occupational Certificate: Video, Film and Multimedia Practitioner.
  • The apprenticeship also focuses on practical and work integrated learning, similar to the practical and work experience modules of the South African qualification.

    Differences:
  • No significant differences noted in comparing the qualification presented in the UK with the South African qualification.

    Country: Australia
    Qualification title: Certificate IV in Screen and Media (Content Creation and Production)
    Duration: 12 months

    Entry requirements:
  • No entry requirements.

    The qualification focuses on the following outcomes: plan, write, edit, and publish digital content for fast turnaround. Learners are skilled in researching, planning program content, interviewing, publishing, and storytelling.

    The Royal Melbourne Institute of Technology (RMIT) University is one of the providers presenting this qualification. Their content has been packaged around the following outcomes:
  • Studio and location media production.
  • Live streaming for physical and virtual productions.
  • Multi-camera directing and vision mixing.
  • On-location and studio camera operation.
  • Broadcast audio mixing.
  • Visual effects, Colour grading, and editing.

    Similarities:
  • The qualification content resonates well with the South African qualification.
  • The qualification content also includes core subjects related to applying work, health, and safety practices, as well as how to develop and implement self-care plans and work effectively in creative industries.

    Differences:
  • The Australian qualification has a strong emphasis on the technical aspects of audiovisual content production, with less focus on the creation of scripts or content for production.
  • The Australian qualification has no entry requirements.

    Conclusion:
    The topics or content, module components, entry requirements, and focus of the Higher Occupational Certificate:
    Video, Film and Multimedia Practitioners compare favourably with the two international qualifications used for the comparability study. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for the following options.

    Horizontal Articulation:
  • Higher Occupational Certificate: Radio and Multimedia Content Practitioner, NQF Level 5.
  • Higher Certificate in Visual Communication, NQF Level 5.

    Vertical Articulation:
  • Advanced Occupational Certificate: Media/Programme Content Production Manager, NQF Level 6.

    Diagonal Articulation:
  • Diploma in Visual Communication, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    Qualifying for External Assessment:
    The Quality Partner is responsible for the management, conducting, and implementation of the External Integrated Summative Assessment (EISA), in accordance with the QCTO set standards.

    Additional Legal or Physical Entry Requirements:
    None.

    Criteria for the accreditation of providers:
    The curriculum title and code are: Higher Occupational Certificate: Video, Film and Multimedia Practitioner: 352102- 001-00-00

    Encompassed Trade:
    None.

    Assessment Quality Partner (AQP):
    MICTSETA 

    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.
     
    NONE 


    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.