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 THAT HAS PASSED THE END DATE: 

National Diploma: Translation 
SAQA QUAL ID QUALIFICATION TITLE
48784  National Diploma: Translation 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
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 Diploma  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2023-12-31  

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 is to enable learners to translate general text between languages for general readership. The qualification requires learners to be able to use computers in the context of translation, to collect the information required for translation and to build up information resources and networks.

Qualifying learners will be able to provide quality services professionally, ethically and with a focus on customer service. They can contextualise text within a target culture when translating general text, to ensure an autonomous text. Competent general text translators are able to involve readers, translate between two cultures, edit two languages, proofread and analyse general text by consulting references and/or sources.

Qualifying learners are capable of:
  • Transforming text from one language to another.
  • Ensuring the relevance of translations to target readership.
  • Transferring source language cultures to target language culture to target language culture.
  • Building information sources.
  • Writing and interpreting translation briefs.
  • Writing text in different contexts in source language and target language.
  • Assessing and adapting source text and target text, also in conjunction with others.
  • Creating or recreating various text types in source language and target language
  • Processing general text in source language and target language.

    In addition, the learner is equipped to contribute economically, by electing to attain outcomes for:
  • Business administration, financial management, and customer service, and/or
  • A third language, and/or
  • Facilitating the learning of others and/or
  • Managing information and communication in areas such as public relations, marketing and journalism.


    Rationale

    A National Diploma in General Translation (NQF Level 5) is required because there is a need for improved competence and recognition of competence in the areas of translation, interpreting and editing. The qualification is intended to build on entry-level language practice competence, and allows progression to NQF Level 6 competence within this domain.

    The attainment of a qualification in general translation allows the transfer of knowledge by the translator to the general public, and the conveying of knowledge to the general public, thus empowering both learners and public. Applying translation competence fosters and promotes multi- lingualism, and cultural linguistic tolerance. In addition, improving intercultural communication maximises understanding, thereby facilitating potential conflict resolution. Translation facilitates social relationships and empowerment by making accessible information and knowledge in all languages used in South Africa.

    This qualification intends providing learners with access to the profession of translation. The qualification has also been designed to provide access to education and training by means of Recognition of Prior Learning within the competence areas. It is also intended to allow learners to obtain credit towards part of the qualification, as the bulk of learners who have not had access to education and training regarding translation, interpreting and editing, have attained sets of competence through workplace experience. Learners often work as freelance service providers, and the qualification is set to improve employment opportunities for learners in this field. Learners include speakers of South African and any other languages. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have already attained the following competencies:
  • Communicating proficiently in their first and at least a second language within their community context.
  • Organising bilingual and intercultural communication flow and assessing the power relations in a community context.
  • Interpreting and conveying verbal and non-verbal communication within and between language groups.
  • Managing own translation activities.
  • Appreciating translation as professional activities, keeping to deadlines and performing activities ethically.
  • Starting a new business venture, and/or Supervising a team of translators, and/or Collecting research data through field work and/or Proofreading text within and between languages contained in the National Certificate in Community Language Practice (NQF Level 4).


    Recognition of prior learning (RPL)

    Learners who have met the requirements of any Unit Standard in this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant will be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standard or Unit Standards. A qualification will be awarded should a candidate demonstrate that all the Unit Standards outcomes have been attained. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is designed as follows.


    Compulsory
  • All Fundamental Unit Standards (15 Credits); Language
  • All Core Unit Standards (205 Credits)


    Optional

    At least 20 credits, from Elective Unit Standards, in the following "packages"


    Manage business
  • Participate in the estimation and preparation of cost budgets for an element of work and monitor and control actual cost against budget (6 Credits), and/or
  • Create and use a range of resources to effectively manage teams, sections, departments or divisions (4 Credits), and/or
  • Apply efficient time management to the work of a department/division/section (4 Credits), and/or
  • Negotiate an agreement or deal in an authentic work situation (5 Credits), and/or
  • Develop a business plan for a small business (5 Credits), and/or
  • Investigate the possibilities of establishing and running a small business enterprise (3 Credits).

    Facilitate learning
  • Plan learning events (10 Credits), and/or
  • Facilitate an adult learning event (16 Credits), and/or
  • Managing a learnership/learning programme (12 Credits), and/or
  • Manage staff development (6 Credits), and/or
  • Plan and conduct assessment of learning outcomes (15 Credits).

    Manage information and communication
  • Create opportunities for innovation and lead projects to meet innovative ideas (4 Credits), and
  • Implement systems to meet the flow of information in a team, department or division (4 Credits) and
  • Present an informed argument on a current issue in a business sector (5 Credits), and
  • Manage customer requirements and needs and implement action plans (8 Credits).

    Communicate proficiently in a third language
  • Engage in sustained oral communication and evaluate spoken texts (5 Credits), and
  • Read, analyse and respond to a variety of texts, andWrite for a wide variety of texts, and
  • Use language and communication in occupational learning programs.


    Credits:

    Fundamental Level 4: 15 credits
    Total Fundamental: 15 credits

    Core Level 4: 16 credits
    Core Level 5: 186 credits
    Total Core: 205 credits

    Elective Level 4: 65 credits
    Elective Level 5: 62 credits
    Total Elective: 20 credits

    TOTAL: 240 credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively using language skills in the mode of written presentation in two languages.

    2. Identify and solve problems where responses to translation problems show that critical and creative thinking has been used to make responsible decisions to situate text culturally.

    3. Work effectively with others as a member of a team, group, organisation or community to translate general text, demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    4. Collect and organise information resources for general text translation. (Range: Networking, storing information, annotation of text, etc.)

    5. Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and translations of others.


    Elective: (two outcomes are required to qualify)

    6. Manage business by demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    7. Work effectively with others as a member of a team, group, organisation or community to facilitate others' learning.

    8. Collect, analyse, organise and critically evaluate information using information science and technology effectively and critically.

    9. Organise and manage self and translation activities responsibly and effectively to address customer requirements.

    10. Communicate effectively using language skills in the mode of written presentation in a third language. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Text types, text features and text functions are correctly identified, selected and verified in relation to parallel texts.
  • Texts are design-based on context-specific requirements.
  • The writing process is planned effectively.
  • Errors in text are accurately identified and analysed.
  • Feedback regarding text is both obtained and provided.
  • Linguistic or textual features are accurately assessed in terms of conventions of source and target language.
  • Text assessment findings are justified.
  • Strategies selected to improve and transform text are context-appropriate and justified.
  • Comparison of own composition with similar text types is relevant.
  • Text quality is improved where relevant.
  • Adaptations of text for different readerships are appropriate for specific readership profiles.
  • The conceptual level of text is adjusted to correct readership level.

    2.
  • Text conforms to target culture norms.
  • Text created is an autonomous text. (Range: translation and/or adapting text)
  • Terminology used is acceptable in terms of level of readership.
  • Grammatical features meet requirements of target language.
  • Cultural features in target language reflect assessment of source compared to source message type and functions.
  • Cultural features in target language adheres to target language norms. (Range: cultural features include relationships between stakeholders)
  • Solutions reflect sensitivity to both cultures.

    3.
  • Text is coherent with context.
  • Strategies are appropriate in context.
  • Text form, type and function coincides with given form, type and function.
  • Translations meet required readership profile/expectations.
  • Translations adhere to grammatical rules and translation and language conventions.
  • Translations reflect source context in line with brief.
  • Register and tenor of authors are adapted in line with readership requirements.

    4.
  • Sources are referenced using agreed conventions.
  • Sources used are credible within the profession.
  • Methods selected for collection and storage are productive in terms of spread of sources.
  • Data and information selected are relevant for the purpose of collection.
  • Selection of data and information is governed by text type, function, culture, topic, readership and brief.

    5.
  • Guidelines in briefs include extra and intratextual features.
  • Reformulations are justified with reference to extra and intratextual features.
  • Consensus between the learner and translation initiators is reached regarding briefs, before translation commences.
  • Errors are identified.
  • Own text contains no major errors (grammatical, orthographic, terminology, textual and presentation). (Range: Misinterpretation, mistranslation or omissions)
  • Own text meets requirements of brief.
  • Changes are justified in terms of the translation process.
  • Translations conform to cultural norms.
  • Translations use appropriate registers.
  • Evaluation criteria are based on comparison with parallel text.
  • Texts have been evaluated according to specified criteria. (Range: Comparison include all textual features on encoding and decoding levels)

    6.
  • Contribution to estimation and preparation of cost budgets for element s of work is accurate and adequate for specified contexts.
  • Monitoring and controlling of actual costs against budgets are accurate and meet specified requirements.
  • Creation and use of a range of resources to manage teams, sections, departments or divisions are effective in terms of required management objectives and outputs.
  • Management of time and work processes is effective in relation to a business environment.
  • Negotiation in an authentic work situation results in an agreement or deal.
  • Business plan development for small business takes into account relevant factors that impact on feasibility and meets context-specific requirements.
  • Investigation of the possibilities of establishing and running a small business enterprise (SMME) is comprehensive in terms of relevant considerations.

    7.
  • Planning of learning events meets specified requirements.
  • Facilitation of adult learning events meets specified requirements.
  • Management of learnerships/learning programmes facilitates achievement of programme objectives.
  • Management of staff development meets specified requirements.
  • Assessment of learning outcomes meets specified, recognised requirements for good assessment practice.

    8.
  • Basic concepts of databases are correctly described.
  • Planning and creating a simple database meets specified database development specifications and purpose.
  • Planning, monitoring and controlling an information system in a business environment facilitates effective use of information.
  • Production of presentaion documents for business meet specified business requirements.

    9.
  • Presentation of informed arguments on a current issue in a business sector is justified in terms of relevant sector information.
  • Management of customer requirements and needs and implementation of action plans meet client requirements.

    10.
  • Text types, text features and text functions are correctly identified, selected and verified in relation to parallel texts.
  • Texts are design based on context-specific requirements.
  • The writing process is planned effectively.
  • Errors in text are accurately identified and analysed.
  • Feedback regarding text is obtained and provided.
  • Linguistic or textual features are accurately assessed in terms of conventions of source and target language.
  • Text assessment findings are justified.
  • Strategies selected to improve and transform text are context-appropriate and justified.
  • Comparison of own composition with similar text types is relevant.
  • Text quality is improved where relevant.
  • Adaptations of text for different readerships are appropriate for specific readership profiles.
  • The conceptual level of text is adjusted to correct readership level.


    Integrated assessment

    Before qualifying, the learner will be expected to demonstrate competence that integrates the assessment of all specific outcomes, for all Unit Standards, for example, applying competence in a practical scenario. This will require learners to translate between at least two languages. In addition, during the learning process to attain the outcomes of each Unit Standard, learners will be expected to give evidence that they have attained the embedded knowledge and specific skills contained in specific outcomes for the relevant Unit Standard. 
    		•

    INTERNATIONAL COMPARABILITY 
    These Unit Standards and the qualification standard have been developed in line with international standards for the same level of learning and application. Specific comparisons have been made with the standards employed in New Zealand, Australia and Scotland.


    New Zealand

    The New Zealand National Qualifications Framework has ten levels of progression. The Translating and Interpreting Unit Standards (no qualification exists on the New Zealand framework) are registered at Levels 6 and 7. Level 6 is described as involving carrying out processes that require a command of wide-ranging highly specialised technical or scholastic skills, a wide choice of standard and non-standard procedures, often in non-standard combinations, in highly variable routine and non-routine contexts. This is the equivalent of the South African NQF Level 5 or 6.

    The New Zealand standards include:
  • Credits for Management practice at Level 6
  • 20 credits each at Level 7 for conference interpreting, court and legal interpreting, and interpreting in health care settings
  • Translating literary text (Level 7) from one language to another, assigned 15 credits

    Credits assigned to each unit standard are generally higher for the South African standards.


    Australia

    Australia has three Translation and Interpretation qualifications which compare to the present qualification:
  • Diploma of Interpreting and Translation
  • Advanced Diploma of Translating
  • Advanced Diploma of Interpreting and Translating

    Diplomas and Advanced Diplomas recognise capacity for initiative and judgement across a broad range of technical and/or management functions. The Advanced Diploma is a more specialised qualification and signifies skill and knowledge of a greater complexity and a higher level of personal accountability than is required at a Diploma level.


    Scotland

    Scotland provides a range of registered Unit Standards that comprise a Scottish Vocational Qualification in Translation. The Unit Standards, which compare well to this qualification's Unit Standards, include:
  • Mandatory Unit Standards: Translate technical texts; Translate creative texts and Develop own performance as a translator
  • Optional Unit Standards: Research, prepare and present information for translation purposes, and Assess the requirements for the translation service


    Other countries that have qualifications in Translation that compare well to the current one, include France and the Canada. These countries have range of qualifications across a range of levels. 
    		•

    ARTICULATION OPTIONS 
    This qualification was developed for articulation between translation, interpreting and editing areas of competence.
  • Horizontal articulation on the Framework is possible with various qualifications containing the above registered Unit Standards addressing business management, learning facilitation, database use, and information and communication management.
  • Vertical articulation upward is possible with most generic first degrees. The competencies attained during this qualification provide a basis for further learning, for example, towards business management and entrepreneurship. 
    		•

    MODERATION OPTIONS 
    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for the National Diploma in General Translation (NQF Level 5). The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed below.

    Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in Unit Standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained (a Portfolio of Evidence).
  • NQF recognised assessor credit.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical is not fixed but varies according to the type and level of qualification. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  115009  Ensure relevance of general text translations  Level 4  NQF Level 04  20 
    Core  115015  Adapt source and target text  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115006  Analyse various texts in different contexts  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115007  Assess source and target texts  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115011  Build information resources for translation  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  115014  Decode source culture  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115012  Decode source language  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  15219  Develop and implement a strategy and action plans for a team, department or division  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  115017  Express general text in target language  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  14609  Participate in management of conflict  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  115005  Process general text in source and target languages  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  115008  Transfer into target culture  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115010  Transfer text (encode) from one language to another  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  115016  Transform source and target text types  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  115013  Write and interpret general translation briefs  Level 5  Level TBA: Pre-2009 was L5  16 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04  5 
    Fundamental  8978  Motivate judgements on selected literary texts  Level 4  NQF Level 04  5 
    Fundamental  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04  5 
    Elective  10385  Develop a business plan for a small business  Level 4  NQF Level 04  5 
    Elective  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04  5 
    Elective  10386  Investigate the possibilities of establishing and running a small business enterprise (SMME)  Level 4  NQF Level 04  3 
    Elective  13948  Negotiate an agreement or deal in an authentic work situation  Level 4  NQF Level 04  5 
    Elective  10134  Participate in the estimation and preparation of cost budgets for an element of work and monitor and control actual cost against budget  Level 4  NQF Level 04  6 
    Elective  10231  Plan a learning event  Level 4  NQF Level 04  8 
    Elective  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Elective  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Elective  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15231  Create and use a range of resources to effectively manage teams, sections, departments or divisions  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15226  Implement systems to meet the flow of information in a team, department or division  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  10053  Manage customer requirements and needs and implement action plans  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  7863  Manage staff development  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  14525  Present an informed argument on a current issue in a business sector  Level 5  Level TBA: Pre-2009 was L5  5 


    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.