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: Journalism 
SAQA QUAL ID QUALIFICATION TITLE
58342  Diploma: Journalism 
ORIGINATOR
General SGB 04 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 06  Regular-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   2028-06-30  

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 qualification is to provide learners with the skills and knowledge to work in the print and electronic media sector. On successful completion of the programme, graduates will be able to seek entry level positions in the field of journalism in a range of areas such as publication editing, news reporting, news investigation, sub-editing, copywriting and freelance writing. Graduates will have developed a sound foundation to function in the media industry.

Some key areas of study include news writing, media studies, law of libel and communication, copy-editing, communications, feature and magazine writing and internet journalism.

Rationale:

A robust and critical media cornerstone to the promotion of democratic values in South Africa. The freedom and independence of the media is enshrined in the South African Constitution and commented on in a proliferation of documentation issued by government and various statutory bodies which support the goals of an independent, critical and free media industry. In order to build further capacity in the media industry, it is important to provide media practitioners with the requisite skills, knowledge and abilities to function in this expanding, globalised industry.

The Diploma in Journalism will complete the two-year qualification in Journalism, and will focus on giving learners practical experience in the fields of gathering, reporting, and presenting news. Learners who complete the Diploma will be able to start working as trainee-reporters or copy editors in printed and electronic media. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners have English and communication skills at one level below that required for the fundamental components of the qualification. Learners should have completed English and one other South African language at Matric level.

Recognition of prior learning:

The structure of the qualification makes provision for the recognition of prior learning if the learner is able to provide evidence of competence in the knowledge, skills and abilities implicit in the exit-level outcomes and associated assessment criteria. Generally, the recognition of prior learning allows for the gaining of credits for particular modules leading towards the award of the qualification.

Recognition of prior learning will be achieved through the evaluation of a portfolio of evidence and an interview with the applicant through the RPL process as articulated by the institution in the context of the relevant legislation and requirements of the Higher Education Quality Committee.

Access to the Qualification:

The qualification is open to all learners with a Grade 12 (Matric) school-leaving certificate or equivalent and to learners who have completed the prerequisite modules on the Certificate in Journalism. Learners will also be given access to the qualification on the basis of recognition of prior learning. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
Level, credits and learning components assigned to qualification:

Fundamental:
  • Level 4: 20 Credits
  • Total: 20 Credits

    Core:
  • Level 5: 240 Credits
  • Total: 240 Credits

    Qualification Total: 260 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    Fundamental Component:

    Qualifying learners can:

    1. Engage in sustained oral communication and evaluate spoken texts.
    2. Read, analyse and respond critically to a variety of texts produced for a range of purposes, audiences and contexts.
    3. Write for a wide range of contexts.
    4. Use language and communication in occupational learning programmes.

    Core Component:

    Qualifying learners can:

    5. Research and record information.
    6. Analyse news.
    7. Draw up profiles of newsworthy people.
    8. Write narrative reconstructions.
    9. Understand the basics of radio journalism.
    10. Understand the basics of television journalism.
    11. Understand the nature of freelance journalism.
    12. Explain the role of small group and public communication in journalism.
    13. Apply the principles of mass communication.
    14. Understand the principles of persuasive communication.
    15. Identify the challenges of development communication.
    16. Understand ethical guidelines.
    17. Apply ethics in a variety of settings.
    18. Know the regulatory bodies.
    19. Understand media policy.
    20. Understand factors that impact on media policy making.
    21. Apply practical copy editing skills.
    22. Write headlines.
    23. Use pictures and graphics to enhance news reports.
    > Understand the foundations of media studies.
    24. Design basic newspapers.
    25. Magazine editing.
    26. Edit broadcast news.
    27. Understand the role of opinion writing in shaping public opinion.
    28. Know the nature of opinion.
    > Develop a sensibility for the role of a copy editor.
    29. Understand the nature of propaganda.
    30. Understand specialist writing.
    31. Write court reports.
    32. Write reports on medicine and science.
    33. Write reports on television.
    34. Write political reports.
    35. Understand electronic journalism.
    36. Understand the impact of technology on news reporting.
    37. Apply electronic editing skills.
    38. Understand future technological developments.

    Critical Cross-Field Outcomes:

    The ability to:
  • Communicate effectively in writing or verbally, to understand and interpret specifications and instructions and ask questions to clarify any uncertainties.
  • Organise and manage oneself and one's activities to be able to collate resources and stick to deadlines.
  • Use science and technology including equipment such as measuring tools, pen, CAD systems and computers.
  • Work effectively with others to interact with all departments for successful and efficient productions and end products.
  • Collect, analyse and organise information including ideas, materials and specifications to compile basic technical drawings.
  • Identify and solve problems, comparing specifications and prototypes, and identify variances, reasons and solutions within an area of control.
  • Demonstrate an understanding of the world as a set of related systems, understanding the impact of design on the rest of the business. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental Component:

    Competence is evident when learners are able to:

    1:
  • Show a clear understanding of complex issues under discussion in one-on-one or group situations.
  • Manage discussions and/or conflicts sensitively.
  • Identify and challenge the underlying assumptions, points of view and subtexts in spoken texts when appropriate, and clarify understanding or sustain interaction.
  • Analyse and adjust one's responses to spoken texts in relation to audience, purpose and context accordingly.
  • Identify characteristics of a speaker's style, tone and mannerisms that attract or alienate an audience with reference to the particular effect of each feature in creating audience response.
  • Describe, explain and judge the impact of spoken discourse.

    2:
  • Adopt reading strategies appropriate to the purpose.
  • Draw conclusions from a synthesis of information from texts and make generalizations of patterns and trends about purpose and audience.
  • Understand surface and embedded meanings in the text and present a viewpoint.
  • Identify and explain the effect of an author's values and views on selected texts in terms of the impact on meaning and target audience.
  • Cite evidence from texts in defence of a position.
  • Explore the effects of content, language and style on readers' responses in specific texts.
  • Identify and explain the impact of different writing techniques on reader perspective in terms of the particular effect produced by each.
  • Analyse the influence of specific language structures and features.

    3:
  • Write imaginative texts that are convincing and appropriate to the topic and purpose.
  • Write expository texts that are well developed with respect to clearly articulated purposes, using fully developed paragraphs and resulting in a unified text.
  • Choose the narrative voice appropriate to context, purpose and audience.
  • Sequence points in an argument logically and deliberately to build up to a convincing conclusion.
  • Check text for coherence, logical sequence and structure; identify and adjust weaknesses and errors to improve coherence and flow.
  • Rearrange information in ways that promote interest in, and impact of, the text for a defined target audience.
  • Check layout, spelling, punctuation and syntax for accuracy and readability.
  • Check the whole, completed text against the purposes for writing to verify that these purposes have been satisfied.

    4:
  • Identify relevant learning resources.
  • Utilise and manage learning resources through appropriate selection and cross-referencing of information and acknowledgement of sources.
  • Formulate learning strategies by selection of specific tried techniques.
  • Summarise and use information in the learning process.
  • Synthesize and contextualise answers pertaining to relevant questions.
  • Read, interpret, analyse and synthesize texts for detail in a given context.
  • Communicate with others in groups or as individuals.
  • Organise and use occupational learning materials for optimum learning.
  • Understand and use layout, presentation and organisational features of learning materials effectively.
  • Engage with and, if needed, clarify technical language.
  • Conduct basic research, and analyse and present findings.
  • Identify and define appropriate topic and scope.
  • Plan and sequence research steps appropriately.
  • Apply research techniques.
  • Categorise, classify and sort information.
  • Analyse research findings in the appropriate format.
  • Make conclusions and recommendations.
  • Lead and participate actively in group learning situations.
  • Apply responsibilities in the team and group work conventions in learning situations.
  • Practise conflict management and negotiating techniques.
  • Work in a team to achieve meaningful products, outcomes and goals.
  • Describe and discuss features of the occupational environment.
  • Describe and discuss ways in which these features affect learning processes.

    Core Component:

    Competence is evident when learners are able to:

    5:
  • Identify and describe primary sources of information.
  • Identify and describe secondary sources of information.
  • Differentiate between primary and secondary information sources.
  • Explain how information is obtained and recorded.
  • Apply these skills in practical situations.

    6:
  • Apply the characteristics of newsworthiness to current events.
  • Explain why some events are newsworthy and some are not.
  • Conduct an ongoing analysis of daily news events.

    7:
  • Explain the need for profiles in news reporting.
  • Critically discuss the characteristics of a profile.
  • Write profiles given certain facts.

    8:
  • Explain the concept of narrative reconstructions.
  • Describe the characteristics of a narrative reconstruction.
  • Write narrative reconstructions given certain facts.

    9:
  • Describe the nature of radio journalism.
  • Differentiate between radio and print journalism.
  • Analyse the characteristics of radio journalism.
  • Explain how news is written for radio.
  • Write radio copy given certain facts.

    10:
  • Describe the nature of television journalism.
  • Differentiate between television and print journalism.
  • Analyse the characteristics of television journalism.
  • Explain how news is written for television.
  • Differentiate between short features and news programmes.
  • Write television copy given certain facts.

    11:
  • Discuss the nature, advantages, and disadvantages of freelance journalism.

    12:
  • Differentiate between small group and public communication.
  • Compare and contrast the nature of small group communication with that of public communication.
  • Explain the role played by both forms of communication in journalism.

    13:
  • Describe the nature of mass communication.
  • Identify the processes of mass communication.
  • Critically discuss the ethics of mass communication.
  • Indicate how the ethics of mass communication impacts on the ethics of journalism.
  • Explain how the processes of mass communication are implemented in journalism.

    14:
  • Explain the nature of persuasive communication.
  • Identify and differentiate between different forms of persuasive communication.
  • Justify the need for persuasive communication in journalism.
  • Indicate the role that persuasive communication plays in journalism.

    15:
  • Explain the concepts of development communication.
  • Identify and describe the challenges facing mass communicators in the South African development context.
  • Explain the need for various "non-traditional" mass communication vehicles that are used in development communication.

    16:
  • Justify the need for ethical journalism.
  • Identify and describe various theories governing media ethics.
  • Select a variety of ethical situations and discuss ethical issues pertaining to those situations.

    17:
  • Critically discuss ethical questions.
  • Identify situations representing ethical pitfalls.
  • Apply knowledge of ethics in providing ethical guidelines to given practical situations.

    18:
  • Defend the need for ethical bodies.
  • Identify ethical bodies in South Africa.
  • Explain the roles played by these bodies.

    19:
  • Explain the nature of media policy.
  • Critically analyse media policy in South Africa.
  • Critically analyse international media policy.

    20:
  • Identify and describe political factors that influence media policy.
  • Identify and describe economic factors that influence media policy.
  • Identify and describe technological factors that influence media policy.

    21:
  • Apply knowledge gained in first year by editing written work in class.
  • Critically analyse edited copy done by peers.

    22:
  • Apply knowledge of headlines by writing own headlines for news reports.

    23:
  • Explain the use of pictures and graphics in news reports.
  • Identify and describe the characteristics of effective pictures and graphics.
  • Identify various picture editing skills.
  • Apply picture-editing skills in practical situations.
  • Construct graphics from given sets of facts.
  • Apply pictures and graphics in a variety of practical settings.

    24:
  • Identify and describe the fundamental elements of newspaper design.
  • Compare and contrast a variety of newspaper designs, with a view to critical analysis of designs used.
  • Apply knowledge of design fundamentals by designing own newspapers in given practical settings.

    25:
  • Identify and explain the fundamentals of magazine editing.
  • Differentiate between magazine and newspaper editing.
  • Apply editing skills in practical setting.

    26:
  • Identify and explain the fundamentals of broadcast news editing.
  • Differentiate between broadcast and print editing.
  • Apply editing skills in practical setting.

    27:
  • Explain the role of news media in shaping public opinion.
  • Differentiate between straight news and opinion.
  • Justify the need for opinion writing.
  • Identify and describe the characteristics of opinion writing.

    28:
  • Explain how opinion is formed.
  • Discuss the importance of public opinion in society.
  • Indicate how public opinion may be reflected in news media.

    29:
  • Identify and discuss the characteristics of propaganda.
  • Explain why propaganda is detrimental to society.
  • Differentiate between propaganda, public opinion, and commercial messages.
  • Critically analyse a variety of news reports to indicate possible propaganda items.

    30:
  • Identify and discuss the nature and characteristics of generalist writing.
  • Identify and discuss the nature and characteristics of specialist writing.
  • Compare and contrast specialist writing and generalist writing.

    31:
  • Discuss the nature of court reporting.
  • Explain the characteristics of court reporting.
  • Apply knowledge about court reporting in a variety of practical settings by writing reports on court cases.

    32:
  • Identify and explain the characteristics of medicine and science reporting.
  • Identify the characteristics of a successful medicine and science reporter.
  • Explain pitfalls in medicine and science reporting, and how to overcome those.
  • Apply knowledge in a variety of practical settings.

    33:
  • Justify the need for reporting on television programmes.
  • Discuss media ethics surrounding television reporting.
  • Apply knowledge in practical settings by writing reports on television broadcasts.

    34:
  • Defend the need for political reporting.
  • Outline and describe major political and economic systems.
  • Identify South African political systems, and know the government structure and representatives.
  • Analyse current political events in South Africa.

    35:
  • Identify and describe the characteristics of electronic newspapers.
  • Justify the need for electronic newspapers.
  • Outline and discuss the history of electronic newspapers, and ethical considerations surrounding electronic news reporting.

    36:
  • Outline the development of news reporting, especially with reference to electronic reporting.
  • Critically compare electronic newspapers with printed newspapers.
  • Examine ethical issues on electronic publishing.
  • Contextualise the prevalence of electronic news in the "developed" world with the situation in development contexts.

    37:
  • Explain the processes involved in electronic editing.
  • Discuss how technology can assist editors in speeding up the editing process.
  • Identify and discuss the process of editing Internet newspapers.
  • Apply these skills in a variety of practical settings.

    38:
  • Identify trends in future technological developments.
  • Discuss the potential impact of these developments on journalism.

    Integrated assessment:

    An integrated approach to assessment is adopted to ensure that the qualification is open, transparent, fair, valid and reliable. In this respect, both summative and formative assessment processes are accounted for. Integrated assessment provides the learner with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across exit-level outcomes to achieve competence in relation to the purpose of this qualification.

    The competence that the learner is required to demonstrate is clearly articulated in the associated assessment criteria of the qualification. The learner must achieve all exit-level outcomes for the award of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The exit-level outcomes and associated assessment criteria of the qualification have been benchmarked against similar qualifications from the following countries: New Zealand, Australia and Scotland. 

    ARTICULATION OPTIONS 
    The qualification articulates vertically with a Diploma or Degree in Journalism in the sub-field and may grant the learner exemption from the first year of study in full or part of such qualifications, depending on learning offerings and regulations of institutions. Articulation is also possible both vertically and horizontally with other fields and may enable the learner to apply for exemption from common learning offerings or modules which have been successfully completed in the qualification.

    On completion of this qualification, learners may be able to pursue a career at entry-level in, though not limited to:
  • Journalism.
  • Publication editing.
  • Copywriting.
  • Freelance writing.
  • News reporting. 
    		•

    MODERATION OPTIONS 
    Moderation includes both internal and external moderation of learner assessments at exit points in the qualification. Whilst the institution accepts responsibility for moderation of assessments both internal and external, it will be guided by criteria and standards outlined by the Higher Education Quality Committee in the Programme Accreditation Framework documentation. The policies and procedures for moderation of assessments are detailed in the relevant handbooks of the institution.

    Anyone assessing learners must have formal qualifications one level higher than the qualification being offered. External moderators must have at least an Honours level qualification or related qualification in the field of study and have assessed the qualification or similar qualification for a period of at least 2 years. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    This qualification has been derived from a provider-based qualification, in order to record Learning Programmes against it. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    61699  Diploma: Journalism  Anchorlite College  Level 5  Level N/A: Pre-2009 was L5  243  2018-12-31  CHE  HEQSF 
    48833  Diploma: Journalism  Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education)  Level 5  Level N/A: Pre-2009 was L5  270  2018-12-31  CHE  HEQSF 
    87277  Diploma: Journalism  Nelson Mandela University  Level 5  Level N/A: Pre-2009 was L5  260  2018-12-31  CHE  HEQSF 
    36091  Diploma: Journalism  Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd)  Level 5  Level TBA: Pre-2009 was L5  240  2006-06-30  CHE  HEQSF 
    58692  Diploma: Journalism  The Independent Institute of Education (Pty) Ltd  Level 5  Level N/A: Pre-2009 was L5  260  2011-11-02  CHE  HEQSF 
    49775  Diploma: Journalism  Varsity College  Level 5  Level N/A: Pre-2009 was L5  260  2018-12-31  CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    61699  Diploma: Journalism  Anchorlite College  
    87277  Diploma: Journalism  Nelson Mandela University  
    58692  Diploma: Journalism  The Independent Institute of Education (Pty) Ltd  
    49775  Diploma: Journalism  Varsity 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.