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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts in Communication 
SAQA QUAL ID QUALIFICATION TITLE
58335  Bachelor of Arts in Communication 
ORIGINATOR
Helderberg College 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 
Purpose:
The purpose of the Bachelor of Arts in Communication is to develop learners for the corporate and media environment by providing them with a broad-based education. There is substantial theory covered, and sufficient skills are developed to equip and enable learners to operate within the communications industry. Learners are provided with the basic communication skills required for initial job placement. The qualification encourages learners to prepare for leadership communication positions and service in their various communities.

The purpose includes the following:
  • To prepare learners for the corporate and media communication environment by providing them with specialised knowledge in the areas of Corporate Communication or Media Studies.
  • To enable learners to operate effectively within the Communication field by way of an industry-centred curriculum design with a practical emphasis.
  • To prepare learners for the actual workplace by requiring them to engage in a work-integrated learning module.
  • To equip Corporate Communication learners with the skill of public relations event planning by researching, planning, executing and evaluating an actual campus event.
  • To empower Media Studies learners with the skills of compiling a photography portfolio, producing a radio programme and a video programme.
  • To prepare learners for postgraduate studies or further professional studies.

    Upon successful completion of the qualification, a qualifying learner will be able to:
  • Process, synthesise, and present substantial amounts of information concisely in written, spoken or visual formats.
  • Conduct effective research and produce research reports in the required format.
  • Write appropriately for a range of media platforms, including print, television, radio, social media, blogs, advertisements and websites.
  • Produce well-structured academic reports and assignments.
  • Analyse and evaluate individual and group behaviour through effective teamwork.

    Rationale:
    A qualification in Communication, or an equivalent qualification, is offered by many higher education institutions worldwide. It has been identified as essential in the media sector, which requires skilled video producers, radio producers, journalists, social media managers and sound engineers.

    The corporate sector requires expertise in effective organisational communication, corporate branding, public relations, advertising and integrated marketing communication. This includes the ability to create sales funnel and work with automated email systems, such as MailChimp. These needs are reflected by professional bodies and industry platforms, including PRISA, the Marketing Association of South Africa, the International Association of Journalists, BizCommunity and LinkedIn.

    The typical learner is a qualifying learner with an interest in communication, either in Media Studies, including photography, radio and video production, or in Corporate Communication, including organisational management and marketing. The qualification also accommodates mature learners who enter higher education to complete a degree or improve their qualifications for promotion in their current fields of work. These individuals are often employed in marketing or advertising management, public relations management or social media management. The qualifying learners may operate in any of these areas, as well as in journalism, brand management, digital marketing, social media marketing, affiliate marketing and e-commerce.

    Several Communication learners progress to Honours studies in Communication to position themselves favourably for roles such as Communication Manager, Brand Manager, Marketing Manager, Media Planner or Media Buyer. The qualification has two streams: Corporate Communication and Media Studies. The Corporate Communition stream prepares learners with practical skills such as data analysis, and the ability to engage with the digital marketing economy and business models such as affiliate marketing, e-commerce, drop-shipping, and print-on-demand. The Media Studies stream provides learners with the opportunity to develop practical skills in photography, video production and radio production, including the use of relevant equipment and software such as Adobe Premiere Pro. Learners who acquire these technical skills, together with soft skills such as critical thinking, problem-solving and emotional intelligence, are in demand in the current economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and
    competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4, with endorsement.
    Or
  • Higher Certificate in Communication Practices, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    The qualification consists of compulsory and elective modules at the National Qualifications Framework, Level 5, 6, and 7, totalling 384 credits. The student must achieve 384 credits. The programme has elective modules which are packaged together into either a concentration in Corporate or Media Communication. Students therefore take the compulsory modules (280 credits,) and the specific modules (104 credits) selected as electives for either Corporate or Media Communication respectively.

    Compulsory Modules, NQF Level 5, 72 Credits:
  • Philosophy of Education and Service, 8 Credits.
  • End User Computing I and End User Computing II, 20 Credits.
  • Values, Character and Personal Enrichment I, II and III, 24 Credits.
  • Principles of Health, 8 Credits.
  • Public Relations I, 12 Credits.

    Compulsory Modules, NQF Level 6, 100 Credits:
  • Communication Theory, 8 Credits.
  • Academic Writing, 16 Credits.
  • Fundamentals of Psychology, 12 Credits.
  • Principles of Sociology, 12 Credits.
  • Effective Presentations, 12 Credits.
  • Voice and Diction, 12 Credits.
  • Work Integrated Learning, 16 Credits.
  • Public Relations II, 12 Credits.

    Compulsory Modules, NQF Level 7, 108 Credits:
  • Studies in English, 16 Credits.
  • Research Methodology and Design, 12 Credits.
  • Research Project, 8 Credits.
  • Intercultural Communication, 12 Credits.
  • Interpersonal Communication, 12 Credits.
  • Web Design, 16 Credits.
  • Advanced Advertising, 12 Credits.
  • Integrated Marketing Communication, 8 Credits.
  • Group Dynamics, 12 Credits.

    Electives Modules, NQF Level 5:
    Media
  • Media Production I, 12 Credits.

    Electives Modules, NQF Level 6:
    Corporate
  • Principles of Management, 12 Credits.
  • Industrial Psychology, 12 Credits.
  • Business Communication, 12 Credits.

    Media
  • Photography I, 8 Credits.
  • Media Theory, 8 Credits.
  • Media Writing I, 12 Credits.
  • Media Production II: Radio, 12 Credits.

    Electives Modules, NQF Level 7:
    Corporate
  • Human Resources Management, 12 Credits.
  • Principles of Marketing, 12 Credits.
  • Information Management, 8 Credits.
  • Organizational Communication, 12 Credits.
  • Corporate Communication, 12 Credits.
  • Industrial Relations, 12 Credits.

    Media
  • Photography II, 12 Credits.
  • Media Criticism, 12 Credits.
  • Media Writing II, 12 Credits.
  • Media Production III: Video, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Process, synthesise, and present substantial amounts of information concisely in written, spoken or visual formats.
    2. Conduct effective research and produce research reports in the required format.
    3. Write appropriately for a range of media platforms, including print, television, radio, social media, blogs, advertisements and websites.
    4. Produce well-structured academic reports and assignments.
    5. Analyse and evaluate individual and group behaviour through effective teamwork.
    6. Apply reasoning, problem-solving, critical and analytical thinking, information organisation and planning techniques, such as mind maps and graphic organisers.
    7. Write effectively for business communication formats, including press releases, memoranda, reports and proposals, and create advertisements and posters.
    8. Research, plan, promote and execute a public relations event.
    9. Corporate Communication: evaluate the effectiveness of organisational communication within a corporation and produce a report with recommendations.
    10. Media Studies: research, plan and produce a television or radio programme, and design a professional newsletter or magazine. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Write a research proposal or report in a concise style or present the information in spoken or visual format.
  • Present a section of a chapter in dual teaching mode.
  • Design a graphic organiser that represents the content of an entire chapter.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply research procedures effectively to produce an academic research report.
  • Construct a research report based on an organisational communication audit.
  • Summarise an entire chapter or video in their own words.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Create a storyboard for a video, an introduction section for a website, or copy for a radio programme.
  • Write a press release for a newspaper or blog.
  • Complete the pre-production, production and post-production stages of a video for TikTok or YouTube.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate the ability to self-edit a document using Word spelling and grammar tools or Grammarly.
  • Respond appropriately to lecturer feedback and document suggestions.
  • Apply APA referencing and appropriate proposal or report structure.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Participate appropriately in a team-building activity.
  • Apply group-dynamics principles to their own behaviour in a group activity.
  • Write a report on their experience as part of a team-building project.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Create a mind map to represent the content of a chapter, module or abstract concept.
  • Apply a problem-solving model to a real-life problem.
  • Participate in class discussions that critically address a topic or media offering.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Write a correctly structured press release, blog post, video script or advertisement copy.
  • Write a business proposal or report.
  • Produce a business letter, memorandum or social media profile.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Work in a group to brainstorm, plan, promote and execute a PR programme.
  • Create an event proposal.
  • Prepare a detailed event budget.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Collect data using questionnaires, interviews or other appropriate methods.
  • Analyse the results.
  • Produce a report with recommendations for management.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Produce a television programme through the stages of pre-production, production and post-production.
  • Follow the required steps to produce a radio programme and work collaboratively on the different content pieces.
  • Produce a professional newsletter or magazine as a group, with each learner contributing according to their strengths in writing, editing or graphic design.

    Integrated Assessment
    Integrated assessment practices must be open, transparent, fair, valid and reliable, and must ensure that no learner is disadvantaged. The integrated assessment approach must assess combinations of practical, applied, foundational and reflective competencies through appropriate formative and summative assessment tools and methods.

    The final integrated assessment should demonstrate the following characteristics:
  • Assess the extent to which the learner can operate efficiently within a professional communication environment.
  • Measure the extent to which the learner has integrated the roles, knowledge and skills developed through the modules that make up the qualification.
  • Ensure that the various assessment components are aligned with the relevant specialisation, namely Corporate Communication or Media Studies.
  • Measure applied competence by assessing the learner's ability to perform important practical communication functions competently, understand the theoretical basis for those actions, and reflect on performance in order to improve future practice.

    The assessment criteria and evidence requirements are as follows:
  • In a practical in vivo and in situ work setting, a learning setting, a simulated setting, or a situation that combines the practical, the simulated and the written, the learner will:
  • Generate, explore and consider options for appropriate action.
  • Identify the most appropriate course of action in relation to the context, topic, and resources available.
  • Explain the reasons for that particular selection as well as what was taken into account in making the selection.
  • Perform the identified action, while continuously monitoring and adapting performance as required.
  • Explain the reasons for the performance.
  • Evaluate his or her performance and identify areas for improvement.
  • Reflect on the learning and performance.
  • Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.

    Formative Assessment:
    A range of assessment strategies are used, and include reaction papers, reading reports, short essays, presentations and/or the preparation and execution of workshops. Opportunities for peer assessment are included. In addition, the following creative assessment strategies are used: mind maps, graphic organisers, TikTok videos, advertisement and poster designs and organisational communication audits.

    For media studies, formative assessments give learners opportunities to practise skills, receive feedback and prepare for larger tasks. These include class quizzes, discussions, written reflections and interactive activities such as games. Practical sessions involve camera exercises, storyboarding, script writing, voice practice, short recordings and mock broadcasts. Learners also complete shorter writing tasks, such as news pieces or practice articles. Draft submissions, peer reviews, and presentations provide additional chances to refine their work before final submission.

    Summative Assessment:
    Summative assessments may take the form of term papers, portfolios of learning, formal module tests, research projects, as well as end-term examinations. For the Work Integrated Learning (WIL) module, evidence of work performed is submitted digitally. For example, photographs or videos taken, events planned, social media posts written, minutes taken, websites or presentations created.

    For Media Studies, summative assessments measure overall achievement through larger creative and written tasks. These include video production projects, photo storytelling, research essays, feature stories, critical reviews, podcasts and formal exams. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with similar qualifications from the United Kingdom and Australia.

    Country: United Kingdom (UK)
    Institution: University College London (UCL)
    Qualification title: Communications BA
    Duration: Three academic years full-time

    Purpose/rationale:
    The Communications BA at University College London prepares learners to promote effective communication in societies, organisations and communities. It develops theoretical, research and design skills that can be applied to communication processes and outcomes in different professional contexts. The qualification also includes a work placement and a research project, allowing learners to connect theory with practice and to investigate a chosen communication topic independently.

    Qualification structure/modules:
  • Communication theory comparable to Helderberg's Interpersonal Communication.
  • Research Design comparable to Helderberg's Research Methodology and Design.
  • Professional communication and applied learning, comparable to Helderberg's Intercultural Communication, Public Relations, Web Design, Corporate Communication and Media Studies components.
  • Work placement, comparable to Helderberg's Work Integrated Learning.
  • Research project, comparable to Helderberg's Research Project.

    Assessment:
    Assessment is aligned with academic and applied communication outcomes and includes research-based work and practical professional learning. This is comparable to the Helderberg qualification, which uses formative and summative assessment methods such as written assignments, presentations, portfolios, research projects, media production tasks, public relations activities and Work Integrated Learning evidence.

    Similarities:
  • Both qualifications develop theoretical and applied communication knowledge for professional contexts.
  • Both qualifications include research-related learning and support the development of independent inquiry.
  • Both qualifications connect classroom learning with professional practice through applied projects, work placement or Work Integrated Learning.
  • Both qualifications prepare graduates for communication-related roles in organisations, communities, media environments and public-facing sectors.

    Differences:
  • The UCL qualification is a three-year UK undergraduate degree, while the Helderberg qualification is located within the South African Higher Education Qualifications Sub-Framework at NQF Level 7 and totals 384 credits.
  • The UCL qualification has a broader communication, society, organisation and community orientation, while the Helderberg qualification is more specifically structured around Corporate Communication and Media Studies streams.
  • Helderberg's curriculum includes specific media production, public relations event planning, organisational communication audits and stream-specific practical outputs, while UCL places stronger emphasis on communication research, design and communication processes across professional fields.

    Country: Australia
    Institution: Monash University
    Qualification title: Bachelor of Media Communication
    Duration: Three years full-time

    Purpose/rationale:
    The Bachelor of Media Communication at Monash University addresses the demand for graduates with diverse communication and media skills and a critical understanding of the role of media in contemporary society. The programme allows learners to specialise in Journalism, Media, Public Relations or Screen and supports the development of a professional portfolio through practical work, media production, internships and industry engagement.

    Qualification structure/modules:
  • Journalism, comparable to Helderberg's Media Writing, Media Production, Photography, Integrated Marketing Communication, Corporate Communication.
  • Media, comparable to Helderberg's Media Studies and Corporate Communication.
  • Public Relations and Screen, comparable to Helderberg's Media Writing, Media Production, Photography, Public Relations, Integrated Marketing Communication, Web Design, Corporate Communication and Work Integrated Learning.

    Similarities:
  • Both qualifications prepare learners for professional roles in media, public relations, corporate communication and related communication industries.
  • Both qualifications include practical media and communication production, including writing, digital content and broadcast-related skills.
  • Both qualifications offer specialised pathways that allow learners to focus on different areas of communication and media practice.
  • Both qualifications emphasise industry readiness through applied projects, portfolio development, internships or Work Integrated Learning.

    Difference:
  • Monash offers a Bachelor of Media Communication with specialisations in Journalism, Media, Public Relations and Screen, while Helderberg offers a Bachelor of Arts in Communication with two streams: Corporate Communication and Media Studies.

    Conclusion:
    The United Kingdom and Australian qualifications provide appropriate international benchmarks because they are offered by institutions in two different countries and share a common focus on communication theory, media studies, public relations, digital communication, research and applied professional practice. The Helderberg College of Higher Education Bachelor of Arts in Communication compares favourably with these qualifications while retaining its own South African orientation through stream-based specialisation, Work Integrated Learning, public relations event planning, organisational communication audits and media production outputs. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides possibilities for the following articulation options:

    Horizontal Articulation:
  • Bachelor of Arts in Journalism, NQF Level 7.
  • There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

    Vertical Articulation:
  • Bachelor of Arts Honours in Communication Science, NQF Level 8.
  • Postgraduate Diploma in Marketing, NQF Level 8.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Media/Programme Content Production Manager, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Helderberg College 


    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.