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

Diploma: Advertising Management 
SAQA QUAL ID QUALIFICATION TITLE
58677  Diploma: Advertising Management 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 240)  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  260  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
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   2021-12-31  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
50439  Diploma: Advertising Management  Level 5  Level TBA: Pre-2009 was L5  260  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of this qualification will be to equip learners to undertake entry-level work in the advertising industry. The qualification provides a theoretical and practical framework for functioning in the advertising industry and provides essential skills that will complement a number of alternative career choices such as media buying, media planning, accounts management, marketing and advertising.

Learners acquiring the qualification will demonstrate competence at NQF 5 in the area of advertising and will learn towards a range of fundamental and core components leading to the qualification.

Rationale

The Diploma in Advertising will complete the two-year qualification in this discipline, and will introduce learners to the basics of managing advertising campaigns, as well as advertising departments. Learners who complete the second year will be able to function on management levels in advertising agencies.

It is important to keep in mind that Government has, inter alia, identified the advertising industry as an area in which employment for (especially) black South Africans should be created. As such, the industry will need people who not only have a fundamental understanding of the workings of an advertising agency, but who are also able to link the industry to related fields, such as marketing. The second year in this Diploma will equip the learner to be effective in the workplace, at an entry- and lower-management level, within the advertising industry with particular emphasis on basic advertising campaign management skills. 

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. The College has developed structured means for the recognition of prior learning against exit-level outcomes and associated assessment criteria of the qualification on an individual case-by-case basis. Such procedures, and the evaluation of individual cases, are subject to moderation by independent assessors. 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 College in the context of the relevant legislation and requirements of the Higher Education Quality Committee.

Access to 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 Advertising. Learners will also be given access to the qualification on the basis of recognition of prior learning. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
Fundamental:
  • 20 credits at NQF Level 4.

    Core:
  • 240 credits at NQF Level 5.

    Total:
  • 260 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit-level outcomes related to fundamental learning

    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.

    Exit-level outcomes related to core learning

    Qualifying learners can:

    1. Discuss the role and scope of advertising.
    2. Contextualise the advertising industry.
    3. Implement advertising planning.
    4. Understand advertising processes.
    5. Implement the principles of branding and brand building.
    6. Manage advertising processes.
    7. Apply a social conscience in marketing practices.
    8. Implement account planning.
    9. Contextualise marketing management.
    10. Justify and implement the marketing philosophy.
    11. Implement market segmentation.
    12. Develop and implement a positioning statement.
    13. Understand the role and function of brand building.
    14. Develop a brand plan.
    15. Design a comprehensive Integrated Marketing Communication plan.
    16. Explain the brand communication process.
    17. Develop a basic IMC strategy.
    18. Plan for and implement measurement and evaluation of IMC programmes.
    19. Explain the role of small group and public communication in the advertising process.
    20. Apply the principles of mass communication.
    21. Understand the principles of persuasive communication.
    22. Identify the challenges of development communication.
    23. Explain the role of finances in an advertising agency.
    24. Understand and manage the advertising budget.
    25. Manage the system whereby payments are made to the agency.
    26. Know how budgets are managed by account service people.
    27. Demonstrate a thorough understanding of the creative process.
    28. Interact with, and manage, the creative person.
    29. Write and implement a creative brief.
    30. Delineate the role of copy in various media.
    31. Understand various copywriting processes.
    32. Defend the role of media planning in advertising.
    33. Manage the media department.
    34. Develop media strategies.
    35. Understand media challenges in the Twenty-first Century.
    36. Understand the changing environment.
    37. Conduct environmental scanning.
    38. Understand corporate strategic planning.
    39. Apply growth strategies to advertising plans.
    40. Understand the role of the Production Department in the Agency.
    41. Use the billing process.
    42. Manage the traffic in an agency.
    43. Know how paper is used in production processes.
    44. Reproduction processes.
    45. Understand basic production methods.
    46. Manage cinema production.
    47. Manage television production.
    48. Manage radio production.
    49. Outdoor media production.

    Critial 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 
    Associated assessment criteria for fundamental learning

    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 generalisations 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 conceptualise 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.

    Associated assessment criteria for core learning

    Competence is evident when learners are able to:

    1.
  • Identify the issues currently facing advertising, especially in South Africa.
  • Explain how these issues will impact on the industry.
  • Discuss the reasons for declining advertising credibility and brand loyalty.

    2.
  • Describe the fundamental relationship between advertising agencies, media buying agencies, and clients.
  • Explain how these relationships are managed.
  • Indicate the role that advertising plays in the South African economy.

    3.
  • Explain the role of planning in the agency.
  • Discuss the importance and role of the brief in developing advertising strategies.
  • Indicate how advertising strategies are used to manage the advertising processes.

    4.
  • Differentiate between the advertising strategy, the creative strategy, and the media strategy.
  • Explain how these strategies are developed.
  • Discuss how creative and media proposals are judged.
  • Explain how staff is motivated.

    5.
  • Explain the role played by advertising in the various stages of the product life cycle.
  • Justify the need for branding and brand building.
  • Describe how strategic planning methods can add value in the brand building processes.

    6.
  • Differentiate between marketing and advertising goals.
  • Explain the relationship between marketing and advertising goals, and the corporate strategic plan.

    7.
  • Justify the interaction between these goals.
  • Draw up advertising goals based on corporate and marketing goals.

    8.
  • Identify the various components of an advertising strategy plan.
  • Write a basic advertising strategy plan.

    9.
  • Identify and explain the various steps in the marketing management process.
  • Differentiate between the roles played by various functional departments in marketing planning, implementation, and control.
  • Justify the synergy between marketing management and advertising.

    10.
  • Identify the characteristics of the customer-driven business.
  • Explain the nature of the marketing philosophy.
  • Describe how business organisations may be transformed into customer-driven firms.

    11.
  • Segment markets, given specific market research information.
  • Justify and explain the need for market segmentation, and contextualise the role of market segmentation in effective advertising.

    12.
  • Justify the role of positioning in marketing.
  • Draw up and use positioning maps to develop positioning statements.
  • Write basic positioning strategies.
  • Explain the link between the positioning strategy and effective advertising.

    13.
  • Identify and explain the basics of brand building.
  • Indicate the role that advertising plays in brand building processes.
  • Justify the need for brand equity.

    14.
  • Identify and explain the components of a brand plan.
  • Explain the role of a brand plan in marketing planning.
  • Develop a brand plan, given certain information.

    15.
  • Identify the various components of an IMC plan.
  • Explain the rationale behind the use of an IMC plan.
  • Discuss the concept of zero-based planning, and justify the need for this planning process.
  • Design an IMC plan, given certain information.

    16.
  • Identify and explain the stages in the brand communication process.
  • Identify and describe the contribution of various IMC tools in the brand communication process.

    17.
  • Justify the need for strategic consistency with reference to the following:
    > core values.
    > marketing levels.
    > consistency triangle.
  • Explain and describe the concepts of core values, marketing levels, and the consistency triangle.

    18.
  • Justify the need for measurement of the contribution of IMC to organisational success.
  • Explain various measurement and evaluation methods.
  • Compare and contrast the measurement methods, and select the method best suited to a given set of circumstances.

    19.
  • 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 the advertising process.

    20.
  • 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 advertising.
  • Explain how the processes of mass communication are implemented in advertising.

    21.
  • Explain the nature of persuasive communication.
  • Identify and differentiate between different forms of persuasive communication.
  • Justify the need for persuasive communication in advertising.
  • Indicate the role that persuasive communication plays in advertising.

    22.
  • 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.

    23.
  • Justify the need for a financial system in an advertising agency.
  • Identify and describe the financial function.
  • Discuss the financial documents and processes used in an advertising agency.

    24.
  • Explain the format of an advertising budget.
  • Identify the role of the budget in advertising financial planning.
  • Justify the need for a budget in financial management.
  • Discuss how the budget fits into the agency's financial processes.

    25.
  • Explain the concept of agency remuneration.
  • Describe how payments are managed by the account service team, and how payments are handled by the agency's financial department.
  • Describe how agency's are remunerated by:
    > Clients.
    > Suppliers.
    > Media owners.
  • Explain the concept of, and need for, breakeven.

    26.
  • Explain how the account team plays a pivotal role in managing the advertising budget.
  • Discuss the way in which an advertising budget is calculated.
  • Explain the processes involved whereby account service people draw up a provisional budget for client consideration.
  • Indicate how account management can interact with clients in finalising advertising budgets.

    27.
  • Explain the various creative processes followed in advertising agencies.
  • Explain the following concepts thoroughly:
    > Creative concept.
    > Strategy and creativity.
    > Message design.
    > Message strategy.
    > Message construction.
  • Indicate the pivotal role played by account management in the creative processes.

    28.
  • Identify and describe the creative person's personality.
  • Differentiate between the roles played by copywriters, design artists, and creative directors.
  • Describe the creative process from start to finish.

    29.
  • Critically discuss the role of the creative brief in soliciting creative proposals.
  • Explain how a creative brief fits into the management process.
  • Write a creative brief, given certain information.

    30.
  • Explain why copy will require different approaches in different media.
  • Differentiate between copywriting activities for:
    > Print.
    > Radio.
    > Television/cinema.
    > Internet.

    31.
  • Outline and discuss the general procedures followed in copywriting.
  • Explain how copywriting procedures in an agency will differ according to various media.
  • Explain the characteristics of effective copy.

    32.
  • Justify the need for media planning in advertising agencies.
  • Explain the role of the media planning department/media planning agency in advertising.
  • Indicate why media planning is an important account management function.

    33.
  • Identify and explain the various roles played in the media department.
  • Indicate the levels of interaction between the media department, account management, and the creative department.
  • Explain the need for managing the media department.
  • Discuss how the media department is managed by means of the media brief.

    34.
  • Justify the need for media objectives.
  • Discuss characteristics of media objectives.
  • Explain how media objectives are set.
  • Discuss the nature of media strategies.
  • Identify the components of media strategies.
  • Write and develop media strategies based on given information.

    35.
  • Identify challenges facing the media buyer in a development communication context.
  • Explain how these challenges will impact on the media planning function in an agency.
  • Indicate possible ways in which these challenges can be met successfully.

    36.
  • Explain the Systems Theory.
  • Indicate how the agency and its environment interact with one another.
  • Differentiate between various external and internal environments.
  • Describe the different impacts on the agency by these various environments.

    37.
  • Justify the need for environmental scanning.
  • Explain the characteristics and nature of environmental scanning.
  • Identify various sources used in environmental scanning.
  • Explain the role of environmental scanning in strategic planning.
  • Conduct environmental scanning based on given facts.

    38.
  • Justify the need for, and role of, corporate strategic planning.
  • Identify and describe the components of strategic planning processes.
  • Identify and describe basic strategic options facing organisations.

    39.
  • Defend the need for advertising in implementing growth strategies.
  • Identify and describe various growth strategies.
  • Indicate how advertising can help the organisation to implement successful growth strategies.
  • Demonstrate an ability to integrate advertising plans into corporate growth strategies.

    40.
  • Justify the need for a production department in an advertising agency.
  • Describe the organisational structure of a production department, and explain the rationale behind this structure.
  • Identify and discuss the roles of different functions in the production department.

    41.
  • Differentiate between various billing processes used in an agency.
  • Explain why different processes are needed.
  • Use the billing processes, given certain facts.

    42.
  • Explain the need for a traffic function in an agency.
  • Identify and describe the characteristics of a traffic manager.
  • Outline and describe the traffic management process.

    43.
  • Explain the uses of various kinds of paper in the production process.
  • Differentiate between basic types of paper used in advertising production.
  • Explain how paper is selected and used.

    44.
  • Justify the need for reproduction processes.
  • Identify and differentiate between various reproduction processes.
  • Indicate how an understanding of reproduction processes will have an impact on advertising planning.

    45.
  • Identify, differentiate, and describe the following production methods:
    > Die cutting.
    > Paper folding.
    > Paper binding.
    > Printing processes.

    46.
  • Identify and describe the following processes:
    > filmmaking.
    > editing.
    > printing (film).
    > animation.
  • Explain the impact of these processes on advertising planning.

    47.
  • Identify and describe television production processes.
  • Discuss the use of film-to-video transfers.
  • Explain the use of the chroma key.
  • Indicate how these processes impact on advertising planning.

    48.
  • Explain radio production methods.
  • Indicate the impact of radio production on advertising planning.

    49.
  • Differentiate between major outdoor media types.
  • Explain the various different production processes.
  • Indicate the impact of these on advertising planning.

    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 in Advertising 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:
  • Media buying.
  • Media marketing.
  • Account management.
  • Advertising-Media planning.
  • Advertising traffic management.
  • Advertising production. 
    		•

    MODERATION OPTIONS 
    Moderation includes both internal and external moderation of learner assessments at exit points in the qualification. Whilst the College 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 College.

    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 2009; 2012; 2015. 

    NOTES 
    This qualification replaces qualification 50439, "Diploma: Advertising Management", Level 5, 260 credits. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. The Independent Institute of Education (Pty) Ltd 


    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.