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.

National Certificate: Radio Production 
49125  National Certificate: Radio Production 
SGB Audio-visual Media Production 
Was MICTS until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
National Certificate  Field 04 - Communication Studies and Language  Communication Studies 
Undefined  145  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
Passed the End Date -
Status was "Registered" 
SAQA 0657/04  2004-12-02  2007-12-02 
2008-12-02   2011-12-02  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
62069  National Certificate: Radio Production  Level 5  Level TBA: Pre-2009 was L5  159  Complete 

The purpose of this qualification is for learners to be able to produce radio programs. The National Certificate in Radio Production (NQF Level 5) is generic across commercial, public and community service fields. Qualifying learners are capable of:
  • Building resource networks relevant to radio productions
  • Researching content for radio broadcasts
  • Presenting radio programs/items
  • Creating broadcasting features, programs and items
  • Editing and mixing features, programs and items
  • Interviewing guests/panels/content providers

    Qualifying learners are also required to elect to be capable of:
  • Preparing content for other media OR
  • Developing technology solutions for multimedia OR
  • Managing radio transmissions


    There is currently no recognised qualification for Radio production competence, and most of the learning required takes place in service. A qualification in radio production not only allows learners to access the field of radio, but also recognises the competence that current workers in the sector have, thus adding value to their employability and competence, and redressing the lack of access to qualifications. Typical learners have attained an NQF Level 4 Further Education and Training Certificate, and are in all probability working in the field of broadcasting or entertainment.

    The community impact of this qualification includes the presentation of job opportunities to which all cultural groups have access, through community radio broadcasting. The qualification is also wide ranging, cutting across a broad spectrum of the economy. The qualification was designed to accommodate programs relevant to all audiences.

    A qualification for radio production is required to ensure responsible delivery of messages through a powerful medium with influence. Furthermore, improved radio products will increase listener numbers, thereby increasing advertising revenue for radio stations, and the economy at large. The throughput of learners is sustainable in that a bigger competence pool will feed into commercial endeavours, causing a ripple effect. The qualification will create a larger pool of competent people, as the need for the competence is growing. 

    The following learning is assumed to be in place upon commencement of the qualification:
  • Language and communication competence at NQF Level 4
  • Mathematical literacy at NQF Level 4
  • Plan and conduct research (NLRD ID No: 8559)
  • Participate in groups and/or teams to recommend solutions to problems (NLRD ID No: 14920)
  • Network locally (NLRD ID No: 14549)
  • Contribute to effective working relationships (NLRD ID No: 12609)
  • Record sound from a single source (NLRD ID No: 12608)

    Recognition of prior learning (RPL):

    This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. 


    The qualification does not contain Fundamental Component Unit Standards.
    All the Core Component Unit Standards are compulsory (120 credits).
    For the Elective Component learners are required to attain 25 credits out of 54 credits. 

    All the critical cross-field outcomes are addressed in the Unit Standards.

    Fundamental and Core:

    Build resource networks relevant for radio productions

    Research content for radio broadcasts

    Write scripts for radio broadcasts
    Range: Scripts exclude drama scripts

    Present radio programs/items that meet specified requirements

    Create broadcasting features, programmes and items according to predetermined specifications

    Edit and mix features, programs and items to meet broadcasting requirements

    Interview guests/ panels/content providers in broadcasting context
    Range: Guests include individuals, groups or panels

    Work in teams in the radio context
    Range: Teams may include those in the community, or shareholders

    Elective (15 credits required to qualify):

    Prepare content for other media appropriate to the broadcasting context

    Develop technology solutions for multimedia to enhance efficiency in broadcasting

    Manage transmissions in radio stations 

    Fundamental and Core:

  • Relevant research methods used are effective for eliciting information for specific purposes
    Range: research includes applied research methods only, and not academic/basic research methods or experimental research methods
  • Selected information is relevant for specific purposes
  • Sources accessed are verified credible
  • Sources accessed fit purpose of specified requirements
  • Diversity of sources are appropriate for specified requirements
  • Agreed ethical requirements are adhered to
  • Recorded information is accessible
  • Recorded information is in agreed format
  • Recorded information is correct
  • Information is recorded and updated within agreed time frames

  • Quality of content meets specified broadcasting requirements and standards
  • Research content meets requirements of radio medium and audience
  • Use of computers for research improves content quality
  • Agreed deadlines are met

  • Scripts are written for the ear (rather than the eye)
  • Style is relevant to given formats
  • Writing interest value is relevant to specific audiences
  • Grammar use is correct
  • Language used is appropriate for specified contexts
  • Scripts meet specified requirements (for example, length)
  • Computerised word processing is correct
  • Word processing is effective for meeting product requirements

  • Style is relevant to given formats (including running order)
  • Language is appropriate for specified contexts
  • Style is appropriate for creating specified audience rapport
    Range: Style includes - fluency, pace, tone, inflection, modulation, mood, projection
  • Context includes - time of day
  • Techniques for creating rapport could include: interaction with fellow contributors/listeners

  • Language is appropriate for specified contexts
  • Ideas generated are in style and format of given context
  • Specifications used include required components
  • Delivery meets requirements of given specifications
    Range: Components include: purposes, objectives, duration, audience, time of day
  • Given technical quality requirements and standards are met
  • Editing decisions are justified in terms of context requirements
    Range: Edition decisions include those regarding: Flow, balance, interest, value, spec relevance

  • Edits are technically correct
  • Essence/message is retained without repetition
  • All errors are removed (including superfluous information)
  • Time and duration requirements are met
  • Equipment and editing software are used efficiently in terms of content and context requirements, and purpose
  • Final mixes are tight (no gaps/dead air, smooth), clean, without technical abnormalities and meets broadcasting requirements and standards
    Range - Mixes include levels, phasing, distortion, drop-out

  • Questions are formulated to elicit responses relevant for purpose of interview
  • Questions are informed by research
  • All relevant questions are asked
  • Question types selected are relevant for purpose
  • Guests' expectations are confirmed prior to interviews (their and of them)
  • Style and language are relevant to given formats and contexts
  • Time allocation is adhered to
  • Correct equipment is used according to given specifications
  • Equipment is used unobtrusively
  • Agreed interviewing standards are met
  • Panel moderation is fair

  • Team problem solving is contributed to
  • Team functions are contributed to
  • Functioning in team is consistent and to the benefit of the teams
  • Behaviour accommodates team dynamics

    Elective (15 credits required to qualify):

  • Radio content is adapted to accommodate other media
  • Content requirements are sourced
  • Existing information is edited for use with other media
  • Sound is selected and assembled to support visual images

  • Technological solutions are continually updated
  • Sources of technological solutions are identified, approached and assessed for delivery capacity and quality
  • Required equipment is appropriately secured and is in accordance with predetermined specifications
  • Technological solutions are tested for efficacy

  • Equipment is selected and prepared for transmissions
  • Material for transmission is secured timeously
  • Transmission schedules are adhered to
  • Resolution of disparities between schedule and elements meet specific context requirements

    Integrated assessment

    The assessment criteria in the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts, to qualify. Evidence is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and thus its purpose, at the time of the award of the qualification. Workplace experience can be recognised when assessing towards this qualification. 

    A comprehensive search for similar qualifications in other countries in Africa yielded no results. The Australian National Training Authority (ANTA) has two certificates in broadcasting:
  • Certificate II in Broadcasting and
  • Certificate III in Broadcasting

    The latter qualification corresponds with closely with the National Certificate in Radio Production (NQF Level 5) in that it includes the following Units:
  • Collect and organise information
  • Compile material for broadcast transmission
  • Conduct an interview
  • Edit sound
  • Mix sound sources
  • Plan and prepare a program
  • Produce a pre-recorded program segment
  • Record sound
  • Write content and/or copy
  • Write presentation material.

    On Scottish Qualifications Authority framework is registered the following module that correlates closely with the present qualification:
  • Radio: Making a programme
  • Describe features associated with broadcasting radio programmes
  • Set up and operate equipment to make recordings that the requirement of a brief
  • Edit recordings to produce a coherent feature that the requirement of a brief
  • Mix edited recording with other sources to make a complete program that the requirement of a brief

    The present qualification contains Unit Standards that are comparable to those used in other areas of the world, for a similar qualification. Furthermore, this qualification is at NQF Level 5 (below degree level), which further aligns it with international standards. 

    Vertical articulation upwards is possible with various first degrees. Vertical articulation downwards is possible with various National Certificates, for example the National Certificate: Tourism: Event Support (NQF Level 4). Horizontal articulation on the NQF is possible with various NQF Level 5 Certificates and Diplomas, especially those relevant to Broadcasting and Technical Production Services, for example the National Certificate in Radio Station Management (NQF Level 5). 

    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • 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 here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • 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. 

    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 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. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.

    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained, at a level above the level of this qualification.
  • NQF recognised assessor credit.

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. Remember that the learner needs to be declared competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    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 components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageable: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors 

  • NOTES 
    This qualification has been replaced by qualification 62069, which is "National Certificate: Radio Production", Level 5, 165 credits. 

    Core  117557  Analyse scripts for production  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  12499  Edit sound  Level 5  Level TBA: Pre-2009 was L5 
    Core  12603  Final mix sound tracks for a production  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117562  Obtain and transfer sound  Level 5  Level TBA: Pre-2009 was L5 
    Core  117563  Operate studio equipment for broadcast  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  12606  Operate studio equipment for radio production  Level 5  Level TBA: Pre-2009 was L5 
    Core  13813  Package a radio programme using analogue sound equipment  Level 5  Level TBA: Pre-2009 was L5 
    Core  13812  Package a radio programme using digital sound equipment  Level 5  Level TBA: Pre-2009 was L5 
    Core  14365  Prepare and operate sound equipment from a location for a radio broadcast  Level 5  Level TBA: Pre-2009 was L5 
    Core  12607  Produce a live radio broadcast  Level 5  Level TBA: Pre-2009 was L5 
    Core  117559  Produce studio recorded programmes  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  117560  Propose ideas for radio programmes and items  Level 5  Level TBA: Pre-2009 was L5 
    Core  13810  Record a radio drama  Level 5  Level TBA: Pre-2009 was L5 
    Core  12605  Interview and lead discussion for radio broadcast purposes  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  117561  Adapt radio content  Level 5  Level TBA: Pre-2009 was L5 
    Elective  13809  Identify and set up technology solutions for multimedia  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110360  Interview for a variety of journalistic purposes  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12506  Rig and de-rig sound equipment for a production  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12599  Run a transmission on-air  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  13805  Select and assemble sound to support visual images  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117564  Write radio scripts  Level 5  Level TBA: Pre-2009 was L5 

    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

    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.

    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.