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: 

Diploma: Translation 
SAQA QUAL ID QUALIFICATION TITLE
5525  Diploma: Translation 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 primary purpose of the postgraduate Diploma in Translation is to provide qualifiers with the knowledge, specific skills and applied and theoretical competence in the field of Translation Studies to provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in one of a number of learning fields in order to ensure that the leadership base of innovative and knowledge-based economic and scholarly activity is widened.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can perform the constructive role they need to play as intellectual leaders in their society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from predominantly written material;
  • Comprehensively communicate knowledge of the discipline/field of study;
  • Take responsibility for their own progress within a specific area of study;
  • Demonstrate proficiency in at least two languages. The Diploma in Translation papers do NOT teach the acquisition of language but presuppose a high level of competence in at least two languages, using this foundation to develop translation skills and to improve existing language skills.


    Recognition of prior learning:

    This qualification recognises:

    Formal prior learning:
  • Students need a Bachelor's degree to register for the Diploma in Translation.
  • Students' prior accredited learning at tertiary level in translation which constitute credit-bearing units is recognised.

    Non-formal and informal prior experiential learning:
  • Students may be given recognition of prior learning (RPL) for individual papers if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. Blocks of credits may also be awarded. The RPL policy and procedures are still being investigated at Unisa. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. The Diploma in Translation graduate can identify, analyse, formulate and solve convergent and divergent translation problems responsibly.

    2. The Diploma in Translation graduate can work effectively with others as a leader of a team, group, organisation, community, and provide leadership to the group output in problem-oriented tasks in translation studies.

    3. The Diploma in Translation graduate can manage and organise her or his activities and life responsible and effectively, including her or his studies and career.

    4. The Diploma in Translation graduate can collect, analyse, organise and critically evaluate information.

    5. The Diploma in Translation graduate can communicate effectively using language skills in the modes of oral and or written presentation, in sustained discourse.

    6. The Diploma in Translation graduate can, where appropriate, use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

    7. The Diploma in Translation graduate can demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The Diploma in Translation graduate can reflect on and explore a variety of strategies to learn more effectively.

    2. The Diploma in Translation graduate can participate as a responsible citizen in the life of local, national and global communities.

    3. The Diploma in Translation graduate can be culturally and aesthetically sensitive across a range of social contexts.

    4. The Diploma in Translation graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    5. The Diploma in Translation graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.


    Specific:

    A Diploma in Translation student is actively engaged in preparing for the professional work environment or possibly for further specific study. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification variously in the SAQA field of Communications Studies and Language (including literature) 04.

    1. Engage in critical thinking when studying topics of a complex and specialised nature in Translation Studies.

    2. Display specialised knowledge of the scope of Translation Studies and demonstrate a good understanding of its methodological and theoretical foundations.

    3. Translate a range of a given texts relating to journalism, finance, law, science and technology, literature, advertising, etc.

    4. Conduct practically oriented research in the field of Translation Studies.

    5. Display professional and practical skills required by the field of Translation Studies.

    6. Communicate knowledge about the discipline and results of research clearly and systematically. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    Evidence generated in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, will show that graduates:

    1.
  • Identify, analyse and solve complex and advanced concrete and abstract problems by drawing on their own practical experience as well as theoretical knowledge within the field of translation studies.
  • Identify, analyse and solve concrete and abstract problems within a variety of routine and non-routine contexts by drawing on the theoretical knowledge and experiential base of translation studies as a discipline.
  • Solve translation problems by generating alternative strategies for dealing with those problems and then selecting the best option for the context.

    2.
  • Show evidence of 'people skills' (tolerance, empathy, listening skills, etc.) in-group situations.
  • Undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with others.
  • Use advanced multilingual skills within translation contexts.

    3.
  • Demonstrate the requisite theoretical and professional skills and learning strategies.
  • Organize their study plans and engage in effective time management.
  • Evolve strategies best suited to their personal situations and contexts.
  • Think independently, and offer sustained theoretical evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop organizational strategies.

    4.
  • Demonstrate research skills within a discipline or field of study.
  • Use library and other resources effectively to suit the needs of the particular area of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (egg appropriate referencing, avoiding plagiarism, etc).
  • Show awareness of the conventions of scholarship in the discipline under study.
  • Demonstrate awareness of relevant discipline-related conventions and guidelines to their professional and personal purposes.
  • Critically evaluate theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Use bilingual/ multilingual skills to achieve an accurate translation of given texts that show sensitivity to idiom, style, line of argument, etc.
  • Use appropriate models of organization and presentation as required in the relevant discipline.
  • Use language to analyse, evaluate and critique the ideas of others.

    6.
  • Use technology for professional translation purposes.
  • Use scientific methods of investigation, testing and evaluation (see number 1).
  • Show respect and openness towards psychological, health and physical environment of others when translating.

    7.
  • Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
  • Understand the complex relationship between the way in which different languages encode meaning and reflect this understanding in their translations.


    Developmental:

    1.
  • Apply what they study in different contexts, personal and public, real and simulated.
  • Show evidence of advanced study and research skills (e.g. analysis and synthesis).

    2.
  • Apply what they know and study in linguistically and culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to professional contexts.
  • Promote multilingualism in line with the language policy enshrined in the Constitution of South Africa.

    3.
  • Use various skills to draw out the cultural and linguistic accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.)
  • Show awareness that all texts are cultural artefacts and try to represent the original perspective in the translation as well as to make the translation accessible to other languages and cultures.

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Diploma in Translation and those of the community at large (local and global).
  • Use the skills required for efficiency in most translation-related professions: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the Diploma in Translation.
  • Demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Diploma in Translation qualification.
  • Deal with various unknown situations with flexibility and adaptability.


    Specific:

    Evidence generated through tasks in study materials, written (and in some cases oral) assignments, portfolio tasks, projects, practical assignments, case studies and examinations, must show that learners:

    1.
  • Identify significant problems and problem-areas in Translation Studies.
  • Describe and analyse the main issues involved.
  • Take an academically reasoned position on such issues.
  • Apply theoretical concepts to practical domains of Translation Studies.
  • Solve translation problems using own linguistic skills and relevant sources such as subject dictionaries.

    2.
  • Where relevant contextualise problems studied within their own experience.
  • Take cognisance of divergent viewpoints and critically evaluate their relative merits.
  • Formulate sustained and coherent arguments in response to a variety of discipline-related issues.

    3.
  • Translate accurately and idiomatically, reflecting the factual meaning, style, line of argument, etc. of the source text.
  • Take into account the target leadership and the function of the translation in the target culture.

    4.
  • Collect, organise and evaluate information relevant to the field of study.
  • Document problems and select appropriate methods to be followed in attempting to generate solutions.
  • Apply theories and models to collected data.
  • Make reasoned theoretical judgements based on practical research experience.

    5.
  • Use resources appropriately such as the relevant dictionaries, term lists, journals, specialist bibliographies, parallel tests and websites.
  • Are able to brief and invoice a client in a professional translation context, and show understanding of how a client contract operates.
  • Use accepted research methods and subject-specific academic conventions in structuring and presenting an argument and or in justifying a particular translation strategy.

    6.
  • Use an acceptable discipline-related academic style.
  • Communicate material according to standard academic conventions of presentation (e.g. structuring, referencing, bibliographies).


    Integrated assessment:

    1. Formative assessment: The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes. Students are also encouraged t o attend workshops and seminars in the field.

    2. Summative assessment: Examinations, or equivalent assessment such as an essay or practical task or translation portfolio consisting of a translation brief, annotated translation, client contract and invoice in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. In disciplines such as translation studies summative assessment focuses on the integration of skills and knowledge in the production of practical translation work.

    3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other tertiary institutions and with other qualifications. For example, recognition will be given to translation modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the Diploma in Translation, graduates have options for further study. For example, graduates may proceed to postgraduate study at M.A. level after completion of at least 1 Honours paper for non-degree purposes. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for Unisa Diploma in Translation papers.

    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. The South African Translator's Institute and the Regulatory Body for Language Workers (currently being established) could be involved in moderation. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the Diploma in Translation.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. Where possible, lecturers involved in the Diploma in Translation should themselves hold at least a Master's qualification and/or possess substantial professional experience in the field of translation.
  • Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    The title of this qualification has been changed from Postgraduate Diploma: Translation, as requested by UNISA and approved by the Department of Education.

    . 

    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.
     
    1. University of South Africa 


    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.