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 THAT HAS PASSED THE END DATE:

Certificate: Advertising

SAQA QUAL ID	QUALIFICATION TITLE
36110	Certificate: Advertising
ORIGINATOR
Varsity College
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 04 - Communication Studies and Language		Communication Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	140	Level 5	Level TBA: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 0144/02	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

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

The purpose of this qualification will be to equip learners to undertake entry level work in the advertising industry. The qualification provides a theoretical and practical framework for functioning in the advertising industry and provides essential skills that will complement a number of alternative career choices such as media buying, media planning, accounts management, marketing and advertising. Learners acquiring the qualification will demonstrate competence at NQF 5 in the area of advertising and will learn towards a range of fundamental and core components leading to the qualification. Rationale for qualification The advertising industry is potentially an engine room for wealth creation in the South African economy. It plays a pivotal role in increasing market share both locally and globally. As such, transformation in the industry and the development of skills, based on a solid theoretical foundation and practical application, will contribute to the growth of this burgeoning advertising industry in South Africa. This, in turn, will have a positive effect on the South African economy. There is a growing need for creative and skilled advertising practitioners to meet the demand of the expanding business sector. This qualification focuses on the practice of advertising as well as its underlying foundation in marketing, thereby enabling successful learners to seek employment in the advertising industry as well as a variety of related industries.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners have English and communication skills at one level below that required for the fundamental components of the qualification. Recognition fo prior learning (RPL) The structure of the qualification makes provision for the recognition of prior learning if the learner is able to provide evidence of competence in the knowledge, skills and abilities implicit in the exit-level outcomes and associated assessment criteria. The College has developed structured means for the recognition of prior learning against exit-level outcomes and associated assessment criteria of the qualification on an individual case-by-case basis. Such procedures, and the evaluation of individual cases, are subject to moderation by independent assessors. Generally, the recognition of prior learning allows for the gaining of credits for particular modules leading towards the award of the qualification. Recognition of prior learning will be achieved through the evaluation of a portfolio of evidence and an interview with the applicant through the RPL process as articulated by the College in the context of the relevant legislation and requirements of the Higher Education Quality Committee.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

Exit-level outcomes related to fundamental learning Qualifying learners can: 1. Engage in sustained oral communication and evaluate spoken texts. 2. Read, analyse and respond critically to a variety of texts produced for a range of purposes, audiences and contexts. 3. Write for a wide range of contexts. 4. Use language and communication in occupational learning programmes. Exit-level outcomes related to core learning Qualifying learners can: 1. Contextualise marketing communication as a discipline 2. Apply ethics and legal practices in marketing communication. 3. Implement integrated marketing communication principles. 4. Understand integrated marketing communication strategies. 5. Contextualise marketing as a discipline. 6. Identify consumer needs and the satisfaction of these needs by marketing. 7. Apply a social conscience in marketing practices. 8. Apply basic understanding of the consumer. 9. Contextualise the role of the product in the marketing mix. 10. Contextualise the role of price in the marketing mix. 11. Contextualise the role of distribution (place) in the marketing mix. 12. Contextualise the role of promotion in the marketing mix. 13. Understand the role and function of the marketing strategy. 14. Contextualise the discipline of advertising. 15. Differentiate between different players in the South African advertising industry. 16. Apply legal and industry-related control measures. 17. Write a rudimentary advertising plan. 18. Brief suppliers on production of various advertisements. 19. Draw up a creative brief. 20. Contextualise the discipline of communication science and its relevance to advertising. 21. Apply the principles of interpersonal communication in the work context. 22. Apply small group communication techniques in a variety of settings. 23. Construct convincing arguments. 24. Write a brief that will solicit a persuasive advertisement. 25. Write various organisational documents and letters. 26. Contextualise the discipline of consumer and buyer behaviour and indicate its relevance to advertising. 27. Place the consumer in a central position as the recipient of all advertising messages and recognise the importance of the consumer. 28. Develop advertising messages that relate to the characteristics of different markets in South Africa. 29. Make use of reference group influences in advertising messages. 30. Apply the principles of the consumer decision-making process in constructing advertising campaigns. 31. Construct messages relevant to individuals and households. 32. Construct advertising campaigns that focus on relationship building. 33. Follow the flow of work through an agency. 34. Write and deliver presentations to clients. 35. Write contact reports. 36. Act as an account executive. 37. Manage the advertising budget in conjunction with the accounts department. 38. Manage the production of advertisements in conjunction with the production department. 39. Manage the advertising campaign in conjunction with an account manager or director. 40. Contextualise the contribution of media planning to successful advertising. 41. Differentiate between different media types in South Africa. 42. Select appropriate media types according to advertising objectives. 43. Use media planning tools. 44. Write a basic media plan. 45. Negotiate with media owners to buy media space. 46. Contextualise the use of research in advertising. 47. Brief research houses on research needed for advertising campaigns. 48. Perform the basic Windows functions needed for personal and corporate use. 49. Demonstrate the ability to construct a professional document for personal use as well as for the business environment. 50. Develop the necessary skills to create and format a formula driven spreadsheet. 51. Construct and deliver a well structured presentation to the specific parties involved in a project. 52. Demonstrate the ability to browse the internet and display proficiency in MS-Outlook. Perform all the basic tasks expected from an employee in most fields.

ASSOCIATED ASSESSMENT CRITERIA

Associated assessment criteria for fundamental learning Competence is evident when learners are able to: 1. Show a clear understanding of complex issues under discussion in one-on-one or group situations Manage discussions and/or conflicts sensitively. Identify and challenge the underlying assumptions, points of view and subtexts in spoken texts when appropriate, and clarify understanding or sustain interaction. Analyse and adjust one`s responses to spoken texts in relation to audience, purpose and context accordingly. Identify characteristics of a speaker`s style, tone and mannerisms that attract or alienate an audience with reference to the particular effect of each feature in creating audience response. Describe, explain and judge the impact of spoken discourse. 2. Dopt reading strategies appropriate to the purpose. Draw conclusions from a synthesis of information from texts and make generalisations of patterns and trends about purpose and audience. Understand surface and embedded meanings in the text and present a viewpoint. Identify and explain the effect of an author`s values and views on selected texts in terms of the impact on meaning and target audience. Cite evidence from texts in defence of a position. Explore the effects of content, language and style on readers` responses in specific texts. Identify and explain the impact of different writing techniques on reader perspective in terms of the particular effect produced by each. Analyse the influence of specific language structures and features. 3. Write imaginative texts that are convincing and appropriate to the topic and purpose. Write expository texts that are well developed with respect to clearly articulated purposes, using fully developed paragraphs and resulting in a unified text. Choose the narrative voice appropriate to context, purpose and audience. Sequence points in an argument logically and deliberately to build up to a convincing conclusion. Check text for coherence, logical sequence and structure; identify and adjust weaknesses and errors to improve coherence and flow. Rearrange information in ways that promote interest in, and impact of, the text for a defined target audience. Check layout, spelling, punctuation and syntax for accuracy and readability. Check the whole, completed text against the purposes for writing to verify that these purposes have been satisfied. 4. Identify relevant learning resources. Utilise and manage learning resources through appropriate selection and cross-referencing of information and acknowledgement of sources- formulate learning strategies by selection of specific tried techniques. Summarise and use information in the learning process. Synthesize and contextualise answers pertaining to relevant questions. Read, interpret, analyse and synthesize texts for detail in a given context. Communicate with others in groups or as individuals. Organise and use occupational learning materials for optimum learning. Understand and use layout, presentation and organisational features of learning materials effectively. Engage with and, if needed, clarify technical language. Conduct basic research, and analyse and present findings. Identify and define appropriate topic and scope. Plan and sequence research steps appropriately. Apply research techniques. Categorise, classify and sort information. Analyse research findings in the appropriate format. Make conclusions and recommendations. Lead and participate actively in group learning situations. Apply responsibilities in the team and group work conventions in learning situations. Practise conflict management and negotiating techniques. Work in a team to achieve meaningful products, outcomes and goals. Describe and discuss features of the occupational environment. Describe and discuss ways in which these features affect learning processes. Associated assessment criteria for core learning Competence is evident when learners are able to.: 1. Describe and understand marketing communication Discuss the evolution of marketing communication Justify the role played by marketing communication in the organisation 2. Discuss the ethical issues in marketing communication Explain the role played by ethics in marketing communication List and discuss the legal aspects surrounding marketing communication Illustrate the role of ethics and legal issues with the help of practical examples 3. Discuss the concept of integrated marketing communication Describe the role of integrated marketing communication in an organisation Identify advertising, personal selling, public relations, sales promotion and direct marketing Describe advertising, personal selling, public relations, sales promotion and direct marketing Differentiate between advertising, personal selling, public relations, sales promotion and direct marketing 4. Outline a basic marketing communication strategy Describe the function of a basic marketing communication strategy Explain the necessity of a basic marketing communication strategy 5. Apply and describe the concept of marketing Justify the need for marketing in society 6. Differentiate between needs, wants and demands Describe the role of needs, wants and demands in the marketing cycle Indicate how consumer needs are identified 7. Describe the concept of societal marketing Justify the need for socially responsible marketing activities Illustrate various societal marketing activities 8. Justify the importance of the consumer in the marketing process Describe briefly certain core concepts of consumer behaviour 9. Explain the concept of the marketing mix Illustrate the marketing mix in action with the use of examples Identify the concept of the product Illustrate the different levels of a product Describe the product life cycle Explain the role of the product life cycle in marketing activities 10. Describe the concept of price Justify the use of different pricing strategies in marketing Explain the role of pricing in marketing activities 11. Describe the concept of place List and describe different distribution channels Explain the role of distribution in marketing activities 12. Describe the concept of promotion Justify the use of different promotion tools in marketing Explain the role of promotion in marketing activities 13. Describe the concept of marketing strategy List the basic steps followed in compiling a marketing strategy Describe each step in the process Justify the need for strategy 14. Understand advertising Differentiate between advertising and other promotional tools Discuss the role of advertising in the economy 15. Explain the role and function of: Advertising agencies Specialist advertising agencies In-house advertising departments Various media owners Production houses Media brokers 16. Justify the need for regulating advertising through legislation and ethical standards Explain the control mechanisms that oversee the control of advertising practice in South Africa Describe the role played by the advertising industry to regulate itself List relevant legislation Explain the effect of this legislation on advertising 17. Indicate which factors are taken into consideration when planning for advertising Explain how these factors interact with each other List the steps followed in planning for advertising Illustrate advertising planning by the use of relevant examples 18. List different production techniques used in print and electronic media Differentiate between the production techniques Describe the role played by production in advertising Write concise briefs to production houses Compile a production budget based on quotes obtained 19. Delineate what is meant by "creativity" Describe the constitution of a creative department Identify and describe the role and function of the copywriter, art director and creative director Outline the contents of an advertising brief Describe the role of the brief Write a creative brief based on given information 20. Delineate what is meant by "communication science" Describe key aspects of communication Indicate the relationship between communication science and advertising principles 21. Delineate and describe the concept "interpersonal communication" Discuss the role played by perception in interpersonal communication Indicate how perception has positive and negative impacts on interpersonal communication- 22. Understand what is meant by "small group communication" List and describe a variety of small group communication techniques Demonstrate an ability to communicate effectively in various small group settings 23. Justify the importance of argumentation in decision-making processes Describe techniques used in constructing arguments Analyse the use of argumentation in the construction of advertising messages 24. Understand what is meant by "persuasion" Discuss the dynamics of building a persuasive argument Differentiate between various techniques of persuasion and the legality of each Indicate the link between a creative brief and persuasive advertising 25. Understand and describe the processes of organisational communication Justify the need for structured forms of communication, such as memoranda, letters, minutes and advertising and creative briefs Differentiate between the above organisational communication tools Describe the role played by these tools in facilitating organisational communication 26. Describe consumer and buyer behaviour Discuss the development of consumer and buyer behaviour as a field of study Indicate the relevance of consumer and buyer behaviour to advertising 27. Describe the concept "consumer" Differentiate between consumer, customer and client Justify the importance of the consumer to the marketing and advertising processes 28. Describe the concept "market" Describe the make-up of the South African market Differentiate between large market groupings List the characteristics of various markets Justify the use of target marketing and its relevance to the advertising message 29 Describe and discuss the concept "reference group" Discuss the impact of reference groups on consumer decisions Describe the selection of reference group characteristics in developing advertising messages 30 Outline the consumer decision-making process Discuss the influence that advertising has on the decision-making process Indicate the relevance of different advertising campaigns in influencing consumer decisions 31 Differentiate between the "individual" and the "household" Indicate how the role played by the individual and the household influence advertising Illustrate various techniques that could be used to influence these 2 entities 32 Discuss the role played by relationship marketing in consumer decision-making Identify various approaches to relationship marketing- Justify the role of advertising in building relationships between the organisation and the consumer 33. Understand and describe the concept "work flow" Outline the normal flow of work from client brief to finished advertisement Justify the importance of traffic Indicate the role played by various departments 34. Discuss the importance of presentation of advertising campaigns to obtain client approval Llist and describe basic presentation skills Outline the format for basic presentations Deliver presentations under supervision 35 Justify the use of the contact report as a vital record of decisions List and describe the elements of a good contact report Write contact reports based on information of meetings held 36. Describe the role of account service within an agency List the various functions of account executives Indicate which functions are vital to successful advertising Describe the general tasks of account executives 37. Discuss the elements of an advertising budget Analyse a basic advertising budget 38. Describe the process used to obtain quotes Discuss the role of a quote 39. List and describe the various elements contained in an advertising campaign Indicate all relevant steps taken from pitch to final execution in an advertising campaign 40. Understand the concept "media planning" Describe the role and function of media planning Discuss the make-up of a media planning department Justify the contribution of media planning to advertising 41. List different media types Describe functions of media types Describe each according to audience Differentiate between printed, electronic and outdoor media 42. Identify advertising objectives and describe how media objectives are written to meet advertising objectives Match target market with audiences of different media types Select correct media types 43. Justify the use of media planning tools such as Telmar in planning for media Describe the information that can be obtained from these tools Outline the use of these tools in media planning 44. Discuss the role and function of the media plan List the steps followed in drawing up a media plan Outline the basic media plan Describe each step in the planning process Draw up a basic media plan 45. Describe what is meant by "media buying" Discuss the importance of discounts and forward booking in media buying Justify the role of the media buying contract Explain the use of the rate card 46. Define the concept of research Describe the use of research Discuss the contribution of research to advertising Differentiate between various advertising research tools List standard research resources used in South Africa 47. Differentiate between pre-testing, post-testing and tracking Describe the use of each method of research Discuss research houses and identify the top 5 in South Africa Differentiate between qualitative and quantitative research Outline a basic research brief Describe each component of a research brief Discuss the process of briefing a research house 48. Start and logon to Windows Understand the Windows 98 screen Use the mouse Use the keyboard 49. Use menus and toolbars Create a new document Use the keyboard and mouse functions Use text formatting Save, close and open a document Format characters Preview and print a document 50. Create a new workbook Open and save a workbook Navigate a worksheet Enter labels and values in a worksheet Calculate value totals Enter formulas Format fonts 51. Create a new presentation Open, save and view a presentation Navigate a presentation Insert slides and text Promote and demote paragraphs Deliver a presentation Use slide transition, animation, text and objects 52. Display a specific web page Browse and search the web Add a web page to favourites Change their home page Compose, send and receive e-mai Add a name to the address book Reply, forward and delete a message

INTERNATIONAL COMPARABILITY

The exit-level outcomes and associated assessment criteria of the qualification have been benchmarked against similar qualifications from the following countries: New Zealand, Australia and Scotland. Integrated Assessment An integrated approach to assessment is adopted to ensure that the qualification is open, transparent, fair, valid and reliable. In this respect, both summative and formative assessment processes are accounted for. Integrated assessment provides the learner with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across exit-level outcomes to achieve competence in relation to the purpose of this qualification. The competence that the learner is required to demonstrate is clearly articulated in the associated assessment criteria of the qualification. The learner must achieve all exit-level outcomes for the award of the qualification.

ARTICULATION OPTIONS

The qualification articulates vertically with a Diploma in Advertising in the sub-field and may grant the learner exemption from the first year of study in full or part of such qualifications, depending on learning offerings and regulations of institutions. Articulation is also possible both vertically and horizontally with other fields and may enable the learner to apply for exemption from common learning offerings or modules which have been successfully completed in the qualification. On completion of this qualification, learners may be able to pursue a career at entry-level in, though not limited to: Media buying Media marketing Account management Advertising Media planning

MODERATION OPTIONS

Moderation includes both internal and external moderation of learner assessments at exit points in the qualification. Whilst the College accepts responsibility for moderation of assessments both internal and external, it will be guided by criteria and standards outlined by the Higher Education Quality Committee in the Programme Accreditation Framework documentation. The policies and procedures for moderation of assessments are detailed in the relevant handbooks of the College. Anyone assessing learners must have formal qualifications one level higher than the qualification being offered. External moderators must have at least an Honours level qualification or related qualification in the field of study and have assessed the qualification or similar qualification for a period of at least 5 years.

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

---

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.