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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Text Editing and Document Design 
SAQA QUAL ID QUALIFICATION TITLE
49316  National Certificate: Text Editing and Document Design 
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 Certificate  Field 04 - Communication Studies and Language  Language 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  145  Level 7  NQF Level 07  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   2022-12-31  

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 
This qualification is aimed at practising and aspirant text editors and document designers. For the purpose of this qualification, text is defined as a piece of language usage experienced and accepted by the text participants involved as a unit on the basis of syntactic, semantic and pragmatic grounds (based on a definition by Carstens, 1997). The qualification aims to enhance the quality of education and training in text editing and document design by ensuring that both practical and underpinning theoretical components are incorporated. The qualification also contributes to an integrated national framework for learning achievements through its articulation with other qualifications in this field and sub-field.

For many learners who have been practicing in the field of text editing, this qualification will provide recognition of their competence. It will facilitate access to the NQF by recognizing learner competence, and improve their mobility and progression within education, training and career paths at higher levels on the NQF. This qualification will also allow new entrants to achieve and ensure their employability and productivity as text editors, thereby improving their employment opportunities. Qualified, competent text editors and document designers will ensure that South African published text is of suitable quality, and will contribute to transforming South Africa's reading culture. In addition, quality text contributes to the development of a multi-lingual society, especially in terms of languages that are in the process of further development and transformation for academic, economic, scientific and other purposes. A positive contribution can be made to increasing publishing in African languages by facilitating the documentation of existing terminology and the development of new and/or equivalent terminology in African languages.

Qualified learners are capable of:
  • Using information sources in the editing process.
  • Adapting text structure and sequence for intended medium, audience and purpose.
  • Adapting language, style and presentation for intended medium and audience.
  • Correcting language errors in a particular language.
  • Ensuring accuracy and consistency in text based on specific requirements.
  • Ensuring acceptability of language in terms of social and cultural context.
  • Selecting editing method and strategies appropriate for specific contexts.
  • Checking proofs in page layout form against design specification.
  • Designing documents for intended purpose, medium and audience.

    In addition, qualified learners elect to become capable of:
  • Writing specialised information for specific audiences.
  • Contextualising information in specialised text.
  • Analysing technical information in text.
  • Editing language usage in text in a second language.

    Rationale

    To date in South Africa no recognition has been given for competence in text editing and document design, and learning takes place mainly within an in-service context. There has been no structured career-oriented programme delivery. A National Certificate in Text Editing and Document Design (NQF Level 7) is required because there is a need for improved competence and recognition for competence in these areas. Currently there are fewer opportunities for in-service training than in the past. Moreover, in-service training has focused primarily on learners' attaining practical experience and has not included sufficiently underpinning theory.

    There is a need for the improvement of standards in text editing and document design in South Africa, where the application of these competencies in a professional capacity will ensure that qualifying learners are market-ready and productive as soon as they qualify.

    Learners include users of all official South African and any other languages. The qualification has also been designed to provide access to education and training by means of Recognition of Prior Learning within the competence areas. The qualification design includes a planned combination of outcomes aimed at meeting the demand for:
  • Increased employability of qualifying learners.
  • Enhanced quality of text in order to increase credibility and readability, for improved communication.
    Learners are mostly freelancers who prepare text for publication (i.e., editing such text) in one or more medium, for print or electronic media. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The qualification design and size is based on the assumption that a learner embarking on learning towards this qualification has already attained a first degree (NQF Level 6). It is specifically assumed that the learner is already able to:
  • Conduct basic research across a major discipline.
  • Analyse, evaluate and reformat a wide range of information.
  • Formulate appropriate responses to resolve both concrete and abstract problems.
  • Generate ideas by analysing information and concepts at an abstract level.

    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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
  • All the Fundamental Component Unit Standards are compulsory (20 credits).
  • All the Core Component Unit Standards are compulsory (100 credits).
  • For the Elective Component learners are required to attain at least 25 credits out of 186 available credits.

    The unit standard entitled "Edit Language usage in text" appears in both Core and Elective components. In the Core component it refers to the learner's first language and the elective it refers to the learner's second language. 
    		•

    EXIT LEVEL OUTCOMES 
    Fundamental and Core

    1. Use information sources in the editing process Range: information sources can include persons, reference books, etc.
    2. Adapt text structure and sequence for intended medium, audience and purpose.
    3. Adapt language, style and presentation for intended medium and audience.
    4. Correct language errors in a particular languageRange: errors include spelling, usage, vocabulary, grammar, punctuation and style errors.
    5. Ensure accuracy and consistency in text based on specific requirementsRange: specific requirements can be based on expert knowledge, general knowledge, format requirements, logic, facts, and conventions
    6. Ensure acceptability of language in terms of social and cultural context, medium and audience
    7. Select editing method and strategies appropriate for specific contextsRange: editing method is on-screen or paper; method has implications for strategies, methodologies, techniques, etc.
    8. Check proofs in page layout form against design specifications.
    9. Design documents for intended purpose, media and audiences.

    Elective (achievement of one outcome is required to qualify)

    10. Write specialised information for specific audiencesRange: specific audiences can be specialist or general audiences.
    11. Contextualise information in specialised text.
    12. Analyse technical information in text.
    13. Edit language usage in text in a second language. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental and Core

    1.
  • Sources identified are relevant for specific content.
  • Subject specialists are consulted where appropriate.
  • Original text is consulted in the case of translated text where relevant and possible.
  • Specified ethical and professional requirements are met.

    2.
  • Criteria used for assessment of suitability (of structure and sequence) are in line with identified standards and conventions
    Range: standards and conventions can include length, complexity, register, etc.
  • Any deletions, additions and rearrangements improve suitability.
  • Changes to text structure and sequence (to suit the intended mediumand audience) have been justified in terms of identified standards and conventions.
  • Changes adhere to standards of textuality.
    Range: standards include logic, coherence, cohesion (e.g. links, references), etc.
  • Text is analysed according to identified methodologies of text analysis.
  • Text analysis identifies purpose and function of text.
  • Intended audience is accurately described in terms of relevant characteristics.
  • Specified ethical and professional requirements are met.

    3.
  • Sentence complexity (including length) and choice of vocabulary are suitable for identified medium and audience.
  • Sentence complexity (including length) and choice of vocabulary have been justified in terms of medium and audience requirements.
  • Register and level of formality are appropriate for specific medium and audience.
  • Selected presentation form is appropriate for content.
    Range: presentation form can include prose, tables, graphs, diagrams, illustrations, lists, etc.
  • Selected presentation form is appropriate for specific audience.
  • Inappropriate jargon, redundancy and ambiguity have been eliminated.
  • Handling of elements of other languages is appropriate for specific medium and audience.
  • Use of standard proofreading symbols is effective for specific contexts.
  • Use of stylistic devices has been justified in terms of medium and audience.
    Range: Stylistic devices include metaphors, figures of speech, clichés, idioms, proverbs, inversions, etc.
  • Specified ethical and professional requirements are met.

    4.
  • Relevant rules and standards of spelling, usage, grammar and punctuation are adhered to.
  • Errors are correctly identified.
  • Corrections address common errors in a particular language.
  • Use of standard proofreading symbols is effective for specific contexts.
  • Specified ethical and professional requirements are met.

    5.
  • Sources selected are appropriate for checking accuracy and consistency.
    Range: sources may include source text in the case of editing translated text.
  • Aspects for checking have been justified in relation to own and author's frame of reference/background.
  • Given categories are checked for accuracy.
    Range: categories can include dates, numbers, acronyms, etc.
  • Corrections made are consistent.
  • Elements requiring checking are referred to author or relevant subject specialist.
  • Internal consistency is ensured.
    Range: internal consistency relates to headings, subheadings, tables, figures, captions, lists, running headers, table of contents, cross-references, etc.
  • Given style sheets are adhered to.
  • Style sheets developed are appropriate and adequate for specific contexts.
    Range: A style sheet is developed if one is not supplied.
  • References are included, correct and consistent.
  • Specified ethical and professional requirements are met.

    6.
  • Strategies selected for avoiding language that is unacceptable for a specific social and cultural context, medium and audience are effective.
  • Language that is unacceptable for a specific social and cultural context, medium and audience is eliminated.
  • Language that is unacceptable for a specific social and cultural context, medium and audience is identified correctly.
  • Specified ethical and professional requirements are met.

    7.
  • Selected editing method is appropriate for specific contexts.
  • Selected strategies, methodologies and techniques are appropriate for the selected editing method.
  • Textual changes are negotiated with authors where appropriate.
  • Negotiation strategies are appropriate for the type of suggested change.
  • Strategies selected take into account author preferences.
  • Specified ethical and professional requirements are met.

    8.
  • Elements of page layout that do not adhere to design specifications are identified accurately.
  • Identified elements of page layout that do not adhere to design specifications are communicated to relevant persons in an effective manner.
  • Errors resulting from electronic conversion of material are accurately identified.
  • Final stage tasks are completed satisfactorily for particular context.
    Range: final stage tasks cannot be done before proof stage; final stage tasks include page numbers in table of contents and index, running heads, footnotes, etc.
  • Specified ethical and professional requirements are met.

    9.
  • Specified ethical and professional requirements are met.
  • Document design meets identified requirements of audiences, contexts, media and purpose of documents.
  • Evaluation of document designs identify improvements that are relevant for specific contexts and justified in terms of audiences, contexts, media and purpose of documents.
  • Text is created or laid out according to own or designer specifications.
  • Typographic and design principles are used correctly.
  • Document design principles and elements are used effectively in terms of audiences, contexts, media and purpose of documents.
  • Documents are organised, coherent, easy to understand, and visually appealing in terms of specified audience requirements.

    Elective (achievement of one outcome is required to qualify)

    10.
  • Written specialised information is appropriate for a variety of specific audiences.
  • Use of technical language meets identified standards and conventions.
  • Reformulation of specialised information is appropriate for any audience.

    11.
  • Methods used to collect and collate background information are appropriate for specific purposes.
  • Research planning meets specified requirements.
  • Specified ethical and professional requirements are met.
  • Technical information and terminology used are technically correct.

    12.
  • Analysis of technical information is justified in terms of identified sources and source texts.
  • Interpretation of technical information is justified in terms of identified sources and source messages.

    13.
  • Linguistic structures are accurately identified.
  • Analysis of linguistic structures meets identified process and methodology requirements.
  • Errors in spelling and grammar are accurately identified and corrected.
  • Editing of language usage improves text and clarity.
    Range: language usage includes spelling and grammar, usage of vocabulary and terminology, punctuation marks, elements of other languages, style, register, level of formality.
  • Editing of language usage is consistent.
  • Edited text is appropriate for specific media and audiences.
  • Language that is unacceptable for specific media and audiences is eliminated.

    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.

    Assessment should not consist only of a single, summative assessment. Formative assessment should be included in assessment plans and implementation, for the purpose of diagnosing, development and remediation. The formative assessment results could form part of a portfolio of evidence for a summative assessment of the overall purpose of learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, editing competence is mostly achieved via short training courses, the shortest being one day, and these courses are often software focused. The area of competence is generally located within the sub-field of publishing in the field of communication, and is described as copy editing, text editing, or language editing. Structured education and training is presented in Italy, the United Kingdom, Spain, the Netherlands, Austria, Germany, Australia, Canada, the United Arab Emirates, the United States of America, Japan, etc.

    In Japan, the Netherlands and Germany, editing is presented primarily in the form of short courses. Competence addressed includes equivalent components of the South African qualification: briefing of authors, evaluation of text quality, outline-level restructuring of text, structure analysis and improvement, correcting text, and using images.

    In Australia, most programs combine editing with publishing or writing competence. The qualification that is the equivalent of this South African qualification (in terms of level and credits), a Postgraduate Certificate in Editing, addresses the following areas of competence:
  • Structural Editing.
  • Editorial English.
  • The Contemporary Publishing Industry: Australia and Asia Pacific.
  • Business and Professional Communications.
  • Technical Writing and Editing.
  • Editing and Publishing for the Internet.
  • Print Production and Design.

    In the United Kingdom, editing and publishing are also combined in qualifications. Proofreading and editing programs run over one year, and include the following:
  • Proofread text and collate corrections-Edit text-Edit tables, academic apparatus and indexes.
  • Edit images-The editor's role -Reading proofs.
  • The production process -Marking the typescript -Structure and headings.
  • Spelling and vocabulary -Grammar -Meaning and clarity.
  • Punctuation -Capitals and hyphens -Dialogue and extracts.
  • Perspective and level -The author's voice -Consistency and house style.
  • Numbers and mathematics -Use of italic -Styling a bibliography.
  • Notes and short title references -Author - date references -Making cuts.
  • Tables -Poetry and drama -Lists.
  • Design and layout -Specific mark-up -Illustrations.
  • Figures -Captions -Editing the index.
  • Permissions and libel -Prelim pages -Jacket blurbs .

    In the United Arab Emirates, editing is included as a short course as part of journalism programs. Courses include editing of written articles or spoken presentations and editing of reports in the media.

    Language barriers prevented comparison with Spain, Austria, Italy, and Germany.

    A Certificate in Editing program offered in the Unit States of America (USA) includes copy-editing, indexing, manuscript work for publishing and information services, grammar, usage, style, punctuation, content, spelling, how to edit and rewrite text on paper or in digital form. The program design differs from this South African qualification, especially in terms of the Elective component: the USA programs include areas of specialisation such as financial copy editing, book indexing, disk and online editing, manuscript editing, production editing, magazine copyediting, scientific/technical/medical copyediting, legal proofreading, etc. Proofreading and copyediting are core.

    In Canada, a certification program in English editing is currently being developed. The program is based on an exam covering the following four core areas of skills and knowledge:
  • Structural and stylistic editing.
  • Copy editing.
  • Proofreading.
  • Elementary knowledge of the publishing process.

    The Standards Generating Body for Translation, Interpreting and Language Editing wishes to acknowledge the following document consulted: Professional Editorial Standards (Copyright © 1999 by the Editors' Association of Canada/Association canadienne des réviseurs; published online at www.editors.ca). Also, some material in this document is adapted with permission, from Professional Editorial Standards (Copyright © 1999 by the Editors' Association of Canada/Association canadienne des réviseurs; published online at www.editors.ca). 
    		•

    ARTICULATION OPTIONS 
    Vertical articulation is possible with the National Certificate in Specialised Translation (NQF Level 6). Horizontal articulation on the NQF is possible with the National Diploma in Specialised Translation (NQF Level 7) and the National Diploma in Interpreting (NQF Level 7). 

    MODERATION OPTIONS 
    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. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    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 should 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.
  • Manage: 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. 
    		•

    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  117945  Design documents  Level 7  Level TBA: Pre-2009 was L7  20 
    Core  117946  Edit language usage in text  Level 7  Level TBA: Pre-2009 was L7  10 
    Core  117947  Edit text format and layout  Level 7  Level TBA: Pre-2009 was L7  10 
    Core  117950  Edit text structure  Level 7  Level TBA: Pre-2009 was L7  20 
    Core  115083  Explore research problems  Level 7  Level TBA: Pre-2009 was L7  30 
    Core  117949  Manage editing processes  Level 7  Level TBA: Pre-2009 was L7  5 
    Core  117948  Proofread text for production  Level 7  Level TBA: Pre-2009 was L7  5 
    Fundamental  117951  Analyse text for editing purposes  Level 7  Level TBA: Pre-2009 was L7  20 
    Elective  116804  Collect and collate background information for specific contexts  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  115023  Contextualise technical information of source text  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  115085  Decode technical information of source text  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  12157  Develop and produce information products for government  Level 6  Level TBA: Pre-2009 was L6  4 
    Elective  115021  Identify field-specific technical information of source texts  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  115020  Use standardised technical language  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  110361  Write stories for a variety of journalistic purpose in print  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  115081  Write technical text within a specific field  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  116796  Analyse linguistic structures  Level 7  Level TBA: Pre-2009 was L7  15 
    Elective  116794  Analyse source messages  Level 7  Level TBA: Pre-2009 was L7  15 
    Elective  115080  Analyse technical information of source texts  Level 7  Level TBA: Pre-2009 was L7  20 
    Elective  115082  Formulate research plans  Level 7  Level TBA: Pre-2009 was L7  20 
    Elective  115084  Reformulate specialised information for any audience  Level 7  Level TBA: Pre-2009 was L7  25 
    Elective  115018  Select technical terminology  Level 7  Level TBA: Pre-2009 was L7  10 


    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.