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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: |
| National Certificate: Advertising |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 58820 | National Certificate: Advertising | |||
| ORIGINATOR | ||||
| SGB Marketing | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| MICTS - Media, Information and Communication Technologies Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 03 - Business, Commerce and Management Studies | Marketing | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 124 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 9999/99 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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 is replaced by: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 121447 | Higher Occupational Certificate: Advertiser | Not Applicable | NQF Level 05 | 120 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
Advertising practice demands an attention to detail, adherence to deadlines, work ethic, positive regard for others (i.e. colleagues and clients), professionalism and a willingness to go beyond the obvious. The purpose of this qualification is to ensure that qualified learners understand advertising agency processes, systems and technical methods in general, and specialise in the processes, systems and technical methods that they are (to be) involved in by achieving specific competence. These processes, systems and technical methods refer to copywriting, art direction and design, client service, media buying, television/radio production, and print production. For the individual that achieves this qualification, it means improved levels of competence to compete internationally, achieving defined learning outcomes in a shorter space of time, getting a foot in the door to progress to higher levels on the learning and career pathway in Advertising, and improved employment opportunities as a result of the integration of knowledge (theory) and skills (practical) to do their job from day one. The industry also benefits from increased efficiency and saving time and money, and improved competitiveness and quality. Access to information and products and services is improved, with resulting social and economic benefits. Although this qualification provides and exit point from learning and they do not have to achieve an entire degree before earning a living, learners can come back and continue their learning process at any time. In addition, certain outcomes achieved to qualify are transferable to other fields, for example, project management, team work, seeing from another person's point of view, and improves career options for qualified learners. To qualify, learners learn to learn by evaluating progress and outputs, and improving on their own work. Qualified learners are capable of: Rationale: International and national trends that impact on competence needs in the Advertising field include the following: The advertising industry in South Africa generally requires two sets of competence, namely, frontline (with a focus on the big picture) and behind-the-scenes/back-end (with a detail focus) competencies. People employed in advertising agencies apply these sets of competence to fulfil copywriting, art direction and design, client service, media buying, television/radio production and/or print production functions. Historically, agencies have engaged in a large amount of informal training in the workplace, but are facing challenges (i.e. in terms of resources and competitiveness) to address training needs in this way. In addition, training has, for the most part, not been comparable from one agency to the next, as learning outcomes remained undefined, and learners could not receive national recognition for what they have learnt. This qualification is aimed at addressing the needs for competence by ensuring that learning achievements are clearly defined and are nationally recognised. Qualified learners are employed as copywriters, junior account executives, junior producers, etc. Typical learners would enter this qualification after achieving a Further Education and Training Certificate: Advertising (NQF Level 4), or Further Education and Training Certificate in related fields such as Design, or Marketing. Most learners are employed by advertising agencies (about 90% of learners) and some are self-employed: The Advertising learning pathway starts at NQF Level 1 where General Education addresses the communication and numeracy competencies required as a basis for further learning. At Further Education and Training levels, learners acquire competencies as part of many different qualifications, but the first qualification that is Advertising-specific is at NQF Level 4, namely, the Further Education and Training Certificate: Advertising. This NQF Level 5 qualification follows, and learners can then progress to a variety of first degrees, including one that is Advertising-specific. Where the NQF Level 4 qualification requires learners to gather information and coordinate resources for copywriting, art direction and design, client service, media buying, television/radio production, and print production, this NQF Level 5 qualification is set to ensure that the information and resources gathered are screened and selected for higher (NQF Level 6) decision-making. By improving the standards in Advertising education and training, advertising standards will also improve, raising the level of communication and design, and therefore, society benefits in that things work better, and are better communicated. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The qualification was designed based on the assumption that the following competencies have already been achieved:
Recognition of Prior Learning: This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. Access to the qualification: Access to this qualification is open to all learners. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| All Fundamental component unit standards (15 credits) and Core component unit standards (69 credits) are compulsory. For the Elective components, learners must achieve one of the following combinations of unit standards, for at least 40 credits:
Option 1: Art Direction (at least 40 credits): Unit Standard Title;NLRD ID; NQF Level; Credits: Unit Standard Title; NLRD ID; NQF Level; Credits: Option 2: Client Service (at least 36 credits): Unit Standard Title; NLRD ID; NQF Level; Credits: Unit Standard Title; NLRD ID; NQF Level; Credits. Option 3: Copywriting (at least 40 credits): Unit Standard Title; NLRD ID; NQF Level; Credits: Unit Standard Title; NLRD ID; NQF Level; Credits: Option 4: Media (at least 40 credits): Unit Standard Title; NLRD ID; NQF Level; Credits: Unit Standard Title; NLRD ID; NQF Level; Credits: Option 5: Production (at least 40 credits): Unit Standard Title; NLRD ID; NQF Level; Credits: Unit Standard Title; NLRD ID; NQF Level; Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Source and analyse information required for advertising decision-making.
2. Present ideas and make recommendations regarding appropriateness and relevance of ideas and recommendations. 3. Interpret information for advertising assignments to determine resource requirements. 4. Evaluate advertising assignment progress. 5. Evaluate advertising assignment outputs. 6. Implement and coordinate advertising assignment activities according to brief. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Gathered information quality and quantity is analysed in terms of the requirements of the specified brief. 1.2 Gathered information is checked in terms of relevance for specific projects, and the inclusion or exclusion of information is motivated in terms of potential for application. 1.3 Quality of information is verified by confirming the credibility of sources. Associated Assessment Criteria for Exit Level Outcome 2: 2.1 Information is assessed in terms of its potential for eliciting new ideas and new ways of finding information are identified and recommended using a variety of sources. 2.2 Ideas are collated for presentation based on business viability, based on accurate cost estimation and cost implications, and optimum application of resources. 2.3 Ideas are presented with confidence and arrangement of content is coherent. Associated Assessment Criteria for Exit Level Outcome 3: 3.1 Brief (specification) requirements are adhered to when communicating with the role-players. 3.2 Resources are assessed for adequacy in terms of, appropriateness and scheduled brief (specification) requirements. Associated Assessment Criteria for Exit Level Outcome 4: 4.1 Progress is evaluated taking into account the entire advertising process. 4.2 Progress is evaluated objectively using given criteria. 4.3Review schedules are adhered to and additions or changes are made timeously and adhere to brief (specification) requirements. Associated Assessment Criteria for Exit Level Outcome 5: 5.1 Outputs are evaluated objectively using given criteria. 5.2 Outputs are reviewed and compared with other work over time. 5.3 Outputs are pre-tested to determine others' reaction and to compare these reactions with intended reactions. Associated Assessment Criteria for Exit Level Outcome 6: 6.1 Project activities are adhered to brief requirements when carried out. 6.2 Communication techniques are identified to ensure that project activities meet project objectives. Integrated Assessment: The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification. Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification. Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. |
| INTERNATIONAL COMPARABILITY |
| Although the advertising industry in South Africa is relatively small, it is internationally acclaimed as one of the industry leaders in terms of its outputs. The leading international agencies are based in the United States of America (USA), Europe (United Kingdom, and France) and Japan. Information about French and Japanese qualifications was inaccessible due to the (French or Japanese) language of publication.
In the United States of America (USA), programmes are aimed at comparable levels for advertising media planners, traffic personnel, copywriters, illustrators, directors, account executives, etc. The lowest level of advertising qualification in the USA is at the equivalent of this NQF Level 5 qualification, although most qualifications are at the equivalent of NQF Level 6 (first degrees). For example, the Academy of Art University - School of Advertising (San Francisco), offers a Bachelor of Fine Arts degree that includes account planning, art direction, copywriting and television commercials. Although presumably aimed at a level above this South African qualification, a number of similarities can be noted: Bachelor of Fine Arts; Advertising (USA): South African qualification: The Art Institute of Phoenix (USA) offers a similar programme, although learners qualify for a Bachelor of Arts: Advertising. The qualification compares as follows with this South African qualification: Bachelor of Arts: Advertising (USA); Year; South African qualification: > Account Management; 3 Years; Core. > Externship EX400; 3 Years; Not prescribed. > Environmental Science; 3 Years; Not included. > Ethics; 3 Years; Integrated across all unit standards. > Japanese Pop Culture; 3 Years; Core - embedded knowledge. > Mythology; 3 Years; Core - embedded knowledge. > Science Fiction Literature; 3 Years; Core - embedded knowledge. > Creative Writing; 3 Years; Fundamental, Elective. One of the leading USA schools is the New York School of Visual Arts. The Advertising degree is a two-year programme that compares as follows with this South African qualification: Degree in Advertising (USA); Year; South African qualification: The South African qualification compares well with the New York School of Visual Arts degree, with the main difference being that, due to the South African qualification design with a larger elective component, the Visual Arts degree is longer. Seneca College and York University in the USA offer a two-year Creative Advertising Diploma/Bachelor of Arts to prepare advertising copywriters, account executives, media buyers, and marketing communications co-ordinators for employment. Comparable to this South African qualification, the Diploma focuses on the strategic planning and creation of advertising, with attention to principles of advertising, creative concept development and the writing of persuasive advertising copy. The first year of the Diploma/Degree compares as follows with the South African qualification: Creative Advertising Diploma/Bachelor of Arts (USA); South African qualification: The remainder of the Diploma/Degree programme addresses planning and producing all aspects of complete advertising campaigns, and specialising in either creative development or business management. The content of the Diploma/Degree first year is the equivalent of the South African qualification, and the structure of the qualifications overall is similar, in spite of varying duration. An example of a qualification of equivalent duration when compared with this South African qualification is the Dallas Baptist University Certificate in Advertising and Promotions, that introduces learners to promotional strategy, marketing, and graphic design. Certificate in Advertising and Promotions (USA); South African qualification: Although there seems to be overlap with this South African qualification, the level of complexity of the USA qualification is lower. Various Universities and Colleges in the USA offer Certificates of equal duration or longer, that are less complex. Nonetheless, most of these programmes also combine business and art, as does this South African qualification. Some also combine advertising with related areas, such as journalism, design, public relations, etc. For example, the equivalent qualification at the University of Scranton is a Certificate in Advertising/Public Relations, and Rhode Island School of Design offers a Certificate in Advertising Design. The South African qualification allows for these various related areas in the Elective component. In the United Kingdom relevant qualifications are offered at undergraduate level. For example, the University of Northampton offers an Advertising and Promotion first degree. The qualification includes contemporary advertising and public relations theory and practice, and knowledge and skills in a range of activities falling into the category of marketing communications. At the equivalent level to this South African qualification, learners are required to examine a broad range of marketing communication topics and key operational areas of the advertising and PR industries, and include modules regarding campaign planning, consumer behaviour, customer relationship management, integrated marketing communications, issues in advertising and design, and PR management. Most of these aspects are covered in the elective component of the South African qualification. Another, more similar example, although offered over two years, is the Higher National Diploma in Advertising and Media Communications at Southampton Solent University. The qualification compares as follows with this South African qualification: Higher National Diploma: Advertising and Media Communications (United Kingdom); South African qualification: > Image and Realisation; Not included. > Photography; Elective. > Advertising Culture; Integrated in Core. > Editorial Planning and Design; Elective. > Photojournalism; Not included. > History of Design; Integrated in Elective. > New Media; Elective. > Career and Personal Development; Critical cross-field outcome. Various certificates are also on offer in the United Kingdom. For example, the Communications and Management Institute (Ireland) offers a Certificate in Advertising that covers topics such as definitions of advertising, advertising media and creativity, budgeting and briefing, the communication mix, sponsorship, direct mail & response, advertising analysis, creative appeals, printing processes, and legal & ethical considerations. Brandford College offers a Higher National Certificate: Advertising and Marketing Communications over two years, including eight business units, four marketing communications units and a further four options. All these aspects are also covered in the South African qualification, mostly as part of the Core component, and with a few aspects addressed in the Elective component. Other courses on offer in the United Kingdom at an equivalent level are short courses, for example, the Irish Academy's Certificate in Advertising & Marketing, a twelve-week course that addresses the key areas of marketing (product, price, place, promotion, segmentation and distribution), the role of research in advertising, the functions of the advertising agency, different forms of advertising and how to structure an advertising campaign. Distance learning courses are also on offer, for example, Stonebridge Advertising courses including a nine-lesson Advertising Diploma (the equivalent of 11 credits on the South African NQF) that includes an introduction to advertising; advertising for the small business; media costs; putting the advertisement together; the agency; types of advertising controls; public relations. A course specialising in advertising is also on offer, including definitions of advertising, theories and models, message design, media planning, elements of media planning, concepts and techniques in media planning, evaluating and controlling advertising. The equivalent of such short courses is addressed either in the essential embedded knowledge or integrated into the Core and Elective components of this South African qualification. In Southern Africa (i.e. SADC countries), although not relevant for direct comparison due to the purpose of the qualification and the fact that it is at a level above this qualification, the following Higher Education institutions offer the Professional Certificate in Marketing (Chartered Institute of Marketing): Malawi College of Accountancy; Seychelles Institute of Management; Synergy School of Marketing (Maldives); Zambia Centre for Accountancy Studies; Zambia Insurance Business College Trust. In Angola and Botswana learning programmes focus mainly on multi-media, with no comparable qualifications found. In the Democratic Republic of Congo a first degree in Marketing is offered, with limited overlap with this South African qualification - it includes information management, research methods, ethics, marketing, communication, negotiation and resource allocation, as does the South African qualification, but also addresses applied statistics, economics and econometrics, and electives in international exchange theory, which this qualification does not. Other aspects in the Democratic Republic of Congo qualification programmes are contained in the South African qualification's Elective component, for example, financial analysis and management. The National University of Lesotho offers a Bachelor of Arts and a Bachelor of Commerce, but both qualifications are generic, and the latter includes marketing as a subject only. Most higher education institutions in Madagascar focus on medicine, sciences, law, and general management. The University of Malawi, Mzuzu University and University of Livingstonia do not offer equivalent qualifications, although the University of Malawi Polytechnic faculty of Commerce offers business administration and management programmes, and the faculty of Education and Media Studies offers Journalism and Media Studies, and Language and Communication. The Mzuzu programme in Information and Communication Science does not include any equivalent components. The relevant Faculties at the University of Mauritius do not offer equivalent programmes, and in Mozambique the Catholic University of Mozambique combines Education and Communication, with no comparable programmes. In Namibia, advertising qualifications are placed within the field of Visual Arts, and qualifications start at a level above this qualification, for example, a Bachelor's degree in Art for Advertising, including typography, graphic design, African arts, colour theory, and illustration. The focus of this qualification is on art, whereas the South African qualification focuses on advertising management, with art as an elective. When comparing this South African qualification with the (one year) National Certificate programmes offered at the Polytechnic of Namibia, the only related programme is a the National Certificate: Marketing and Sales, and is comparable only with parts of the Elective component of this South African qualification. The University of Seychelles does not offer any programmes relevant for comparison. In Swaziland (e.g. University of Swaziland) and Tanzania (e.g. at the University of Dar-es-Salaam) programmes are either generic, for example, a Diploma in Commerce, or not directly relevant for comparison, for example, a Diploma in Journalism and Mass Communication. In Zambia (e.g. University of Zambia) and Zimbabwe (e.g. Africa University, National University of Science and Technology), programmes offered are mostly generic, starting at first degree level, and running over four years. The South African qualification is a local innovation insofar as a National Certificate is awarded after. The aim is to provide improved access to Higher Education and into the advertising industry. The outcomes required for this South African qualification are comparable with the first and in some instances second year achievements required of undergraduate learners in the leading advertising countries. |
| ARTICULATION OPTIONS |
| The qualification articulates vertically with the following NQF Level 6 qualifications:
Horizontal articulation on the NQF is possible with the following NQF Level 5 qualifications: |
| MODERATION OPTIONS |
| Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
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| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.
To register as an assessor, the following are required: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: All assessments should be conducted in line with the following well-documented principles: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| MAPPP intends to use this qualification by 2010-01-01. M. Phenya 2009-08-31 |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 244580 | Develop advertising activity specifications | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 10064 | Investigate and explain marketing communications concepts | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 244560 | Present advertising ideas | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Core | 244616 | Recommend resources for advertising assignments | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 244613 | Select information for advertising assignments | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 10147 | Supervise a project team of a technical project to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Fundamental | 115792 | Access, process, adapt and use data from a wide range of texts | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 115789 | Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 115790 | Write and present for a wide range of purposes, audiences and contexts | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 115499 | Gather, record and interpret business related information | Level 4 | NQF Level 04 | 4 |
| Elective | 117532 | Operate lights for film and video production | Level 4 | NQF Level 04 | 7 |
| Elective | 117530 | Operate sound for film, television and video production | Level 4 | NQF Level 04 | 7 |
| Elective | 115410 | Perform support duties related to various types of PR events | Level 4 | NQF Level 04 | 8 |
| Elective | 115414 | Perform support functions for media liaison, publicity campaigns and corporate social investment programmes | Level 4 | NQF Level 04 | 9 |
| Elective | 114547 | Practice physical techniques for communication in performance | Level 4 | NQF Level 04 | 20 |
| Elective | 12608 | Record sound from a single source | Level 4 | NQF Level 04 | 3 |
| Elective | 117533 | Set-up visual appearance for film, television and video production | Level 4 | NQF Level 04 | 12 |
| Elective | 115015 | Adapt source and target text | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 10056 | Analyse and interpret data and marketing information | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 115368 | Apply advanced HTML and associated techniques to build a web site for business applications | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 115363 | Apply fundamental principles of Object Oriented Programming to solve a given problem | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115392 | Apply principles of creating computer software by developing a complete programme to meet given business specifications | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 115386 | Apply the principles of creating batch and interactive computer programs using a procedural programming language | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115007 | Assess source and target texts | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 13482 | Co-ordinate an event | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 114518 | Co-ordinate the use of equipment, material and tools | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 115154 | Conceptualise a range of ideas to solve design problems | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 244586 | Contract suppliers for advertising assignments | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 115163 | Convey a specific design message | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115390 | Create an application for a single-user personal computer using a fourth generation language | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115364 | Create animation for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115371 | Create digitised sound for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115370 | Create digitised still images for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115375 | Create digitised video for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115366 | Create graphic elements for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115379 | Create object scripts for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 20 |
| Elective | 115116 | Create original design messages, forms and arguments | Level 5 | Level TBA: Pre-2009 was L5 | 16 |
| Elective | 115383 | Demonstrate an understanding of the principles of designing and building an e-Commerce web site | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115385 | Demonstrate an understanding of the principles of implementing and managing an e-Commerce web site | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 115380 | Demonstrate an understanding of the various types of e-commerce applications | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 10058 | Design a Measuring Instrument to gather the desired information | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 14806 | Design an event | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 10067 | Develop customer needs and relationships | Level 5 | Level TBA: Pre-2009 was L5 | 16 |
| Elective | 242651 | Develop visual elements for animation | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 242652 | Draw from life | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 10066 | Establish customer needs and relationships | Level 5 | Level TBA: Pre-2009 was L5 | 16 |
| Elective | 244576 | Evaluate advertising production quotations | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 13483 | Evaluate an event to ensure sustainable events | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 115153 | Find and assess design problems | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115161 | Identify elements and principles of a design message | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 10049 | Identify financial implications for making decisions | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 116786 | Manage the cash flow of a small business or a business unit | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 114516 | Operate (apply) equipment, material and tools | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 13484 | Perform successful event administration | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 13485 | Plan an event | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 117559 | Produce studio recorded programmes | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 13486 | Research an event | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 12505 | Rig and de-rig cameras for a video production | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 12507 | Rig lighting for locations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 115146 | Select materials, media and processes for production | Level 5 | Level TBA: Pre-2009 was L5 | 16 |
| Elective | 244612 | Write advertising copy | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 10059 | Write editing, coding and data processing instructions for the desired analysis | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 117558 | Write scripts for an audio visual medium | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 116338 | Apply basic business accounting practices | Level 6 | Level TBA: Pre-2009 was L6 | 9 |
| Elective | 116365 | Evaluate the financial practices of a business | Level 6 | Level TBA: Pre-2009 was L6 | 9 |
| Elective | 115126 | Operate industry related computer hardware and software for design | Level 6 | Level TBA: Pre-2009 was L6 | 14 |
| Elective | 115164 | Solve diverse design problems | Level 6 | Level TBA: Pre-2009 was L6 | 14 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement. |
| 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. | African Academy of Cinematic Arts (Pty) Ltd |
| 2. | Revolution Media Academy (Pty) Ltd |
| 3. | The Finishing College |
| 4. | Umuzi Photo Club - NPO |
| 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. |