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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: Journalism |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 58978 | National Certificate: Journalism | |||
| ORIGINATOR | ||||
| SGB Journalism | ||||
| 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 04 - Communication Studies and Language | Information Studies | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | 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 06120/18 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2024-06-30 | 2027-06-30 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 49123 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | 120 | Complete |
This qualification is replaced by: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 101872 | Occupational Certificate: Journalist | Not Applicable | NQF Level 05 | 193 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification has been developed for people who work or intend to work as junior journalists and who seek recognition for essential competence. Recipients of this qualification are able to write a variety of journalism texts and report at entry level. The qualification is designed to be flexible and accessible to all in journalism and wishing to enter journalism after undergraduate study or equivalent experience. It allows people to write and report in accordance with the requirements of a specific media news enterprise. The core competencies lay the foundation for a person to develop a career in sub-editing, writing and/or reporting. The elective category makes provision for specialisation in a particular medium or section of a medium and entry into sub-editing, and in doing so, increases the learner`s employment possibilities. The qualification aims to provide a bridge into the industry. Learners who qualify can be employed as junior journalists. They gather information from all media such as television, radio and newspapers, generate story ideas to present to news editors, receive and interact with story briefs, organise themselves going after stories, research backgrounds, make appointments and see people, observe, interview, judge news value, evaluate information, communicate, keep to strict deadlines, debrief, inform others, conduct follow-up meetings, develop story plans, write stories, check contexts and gaps in information, send stories to news editors, and follow-up their stories with the news editor, and plan. Competent junior journalists must be able to interact with other reporters, respect roles, have newsgathering instincts, and an insatiable curiosity. On achieving this qualification learners are capable of: In addition, qualified learners choose to become capable of: Rationale: This qualification has been developed for professional practice across the media industry and is intended to professionalise junior journalists, ensuring the upliftment of the standards in general and the image of journalism. It is applicable to small and large organisations alike. The qualification is aimed at aspirant journalists. Generally, learners have already attained a first qualification, such as a diploma or degree (NQF Level 5 or 6) in any area of specialisation prior to attempting this qualification, and experience as a journalist should be evaluated for recognition of prior learning. Qualified learners will be employable as junior journalists, in print, radio, television, etc. Media organisations require a diversity of journalists but past legacies have prevented this from occurring. Sub-editing skills are currently not given sufficient emphasis or focus in existing journalism qualifications. There is a need for a qualification that recognises this skill area of journalism. It will encourage learners to pursue this particular career path in journalism and give recognition to people who are currently working as journalists and sub-editors but do not have formal qualifications recognising their competence. In recent times, the media have been accused of racism and recommendations were made to address the issue through formal and non-formal training, and recruitment of black staff, especially subeditors and journalists who have an understanding of democratic institutions and human rights (SAHRC: Faultlines, August 2000). There is a need for establishing entry-level programmes for aspirant journalists, including addressing issues of professional standards and ethics, and understanding of the Constitution and human rights. Qualified learners can progress to specialist journalism beats and higher levels of journalistic competence and editorial management. In addition, the inclusion of transferable competence in this qualification allows them to pursue other careers such as academia, graphic design, HTML editing, general management, human resource management, media law, and policy-making. This qualification is aimed at enhancing employability, effective operation in a business or operational environment, producing usable content and products for specific outlets. Improved journalistic competence will result in increased accuracy of information, improved informed public opinion, an improved educated public, and more reliable information, so that people can make a contribution to the South African democracy as citizens. The competencies attained to qualify will contribute towards responsible journalism, freedom of expression, access to information, credibility for the profession, and ethical journalism. Competent journalists can encourage investment, improve economic literacy, and information flow about business and investments, and can improve the saleability of media products to improve the success of the sector. After the King III report, journalists also play an important role in corporate governance, through non-financial reporting. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| This qualification was designed and credited based on the assumption that a learner entering a programme leading to this qualification has achieved a Certificate or Diploma at NQF Level 5 for a baseline of general knowledge in a particular area of interest to the learner, such as politics, sport, or education, or equivalent and has communication and language competence in one language at NQF Level 4. In addition, it is assumed that learners understand sexuality and sexually transmitted infections including HIV/AIDS (NLRD ID Nr 14656). Assumed to be in place are communication and language competencies in one language at NQF Level 5, and another language at NQF Level 3, and mathematic literacy at NQF Level 4.
It also assumes that the following computer literacy competencies have been attained: This qualification will not be awarded if these computer literacy competencies are not in place. 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. |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| The Fundamental Component Unit Standards are compulsory (6 credits). All the Core Component Unit Standards are compulsory (74 credits). For the Elective Component learners are required to attain a minimum of 40 credits.
The Elective Component consists of four specialisations. Learners are to choose one of the four specialisations, and must do all the Unit Standards indicated for the specialisation. Should the Unit Standards not give a minimum of 40 credits, learners are to choose Elective Unit Standards from the other specialisations to meet the minimum requirements of 40 credits. The following options are available for the Elective Component: Community Journalism: Learners must achieve the following: ID; Unit Standard Title: 246511; Compose photographs for journalistic purposes. 117666; Demonstrate an understanding of the principles, tools and process of desktop publishing. 117541; Cover a specialist beat as a journalist. 117548; Design creative elements with digital photographic images. 120214; Layout pages for publication. 110059; Plan and conduct research that redress social development issues. Editorial Management: Learners must achieve the following: ID; Unit Standard Title: 10029; Attend briefing and return work on deadline. 10031; Edit, Code and Capture data. 10028; Follow sampling requirements. 10030; Record raw data. 10058; Design a Measuring Instrument to gather the desired information. 10057; Design samples to represent the desired population. 10060; Organise field staff to ensure the desired data is collected. 10061; Plan fieldwork to meet required deadlines and budget. 10059; Write editing, coding and data processing instructions for the desired analysis. 11005; Plan and conduct research that redress social development issues. 13808; Edit and prepare audio, video and 3D content for multimedia. 115375; Create digitized video for a multimedia/web-based computer application. Sub-editing: Learners must achieve the following: ID; Unit Standard Title: 110358; Sub-edit non-specialist text. 117539; Assess the quality of written text. 120214; Lay out pages for publication. 117541; Cover a specialist beat as a journalist. Reporting, for an additional medium in a specialist beat, recording sound and interviewing for radio: Learners must achieve the following: ID; Unit Standard Title: 12608; Record sound from a single source. 117541; Cover a specialist beat as a journalist. 110357; Report for a variety of journalistic purposes 12605; Interview and lead discussion for radio broadcast purposes. |
| EXIT LEVEL OUTCOMES |
| Fundamental and Core:
1. Communicate effectively with interview subjects, sources, the public, and teams. 2. Work in a team to meet given time frames and contribute to effective working relations in teams. 3. Research a variety of topics, events and issues to produce relevant information and verify sources for facts used. 4. Report ethically and professionally to record and produce facts and descriptions. 5. Produce final form output that uses language and idiom correctly and appropriately for specified contexts. 6. Meet production deadlines through the management of time and other resources. 7. Evaluate journalistic conduct and output. 8. Report within specific community contexts. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Fundamental and Core:
Associated Assessment Criteria for Exit Level Outcome 1: Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: > Range: sources include primary and verification sources. Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Elective (one is required to qualify): Associated Assessment Criteria for Exit Level Outcome 1: > Range: People, events, proceeding, findings, topics and issues related to the specialist beats are included. > Range: Requirements can include, style, length of text, language use, structure, headlines, layout, etc. Associated Assessment Criteria for Exit Level Outcome 2: > Range: People, events, proceeding, findings, topics and issues related to the specialist beat are included. > Range: Requirements can include specifications for stories, resources, sources, etc. > Range: Requirements can include various methods and techniques for information gathering, accurate information, principles of balance, diversity and fairness, etc. Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Integrated Assessment: The assessment criteria in the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts, to qualify. Evidence is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and thus its purpose, at the time of the award of the qualification. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment provides learners with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across unit standards to achieve competence in relation to the purpose of this qualification. Before qualifying, the learner will be expected to demonstrate competence that integrates all specific outcomes, for all Unit Standards, for example, applying competence in a practical scenario. In addition, during the learning process to attain the outcomes of each Unit Standard, learners will be expected to give evidence that they have attained the embedded knowledge and specific skills contained in specific outcomes for the relevant Unit Standard. |
| INTERNATIONAL COMPARABILITY |
| This international comparability is done on the basis of the competencies outlined in the unit standards of this qualification. It must be borne in mind that an exact mapping of this qualification to another internationally is not possible. However, the search for similar levels and competencies yielded the following information. The courses and the institutions offering them have been selected on he basis of the extent to which the competencies overlap. The qualification has been compared to others in East and West Africa, India, New Zealand and the United Kingdom.
In Africa the following survey was undertaken to gauge the nature and types of journalism qualifications. They range from university degrees to certificates to short courses. Generally, information on several journalism institutes in Africa is sparse. As a matter of interest several African universities surveyed - in Kenya, Tanzania and Ghana - offer degree programmes in journalism. The School of Journalism at the University of Nairobi in Kenya offers a BA: Journalism and Media Studies and the United States International University - Africa now offers a Bachelor of Arts degree in Journalism, both of which cover aspects of journalism extensively and deeply. Makerere University in Uganda offers postgraduate programmes in Journalism. More pertinent to this qualification are the certificate and diploma courses offered by other institutions. One such institution is the Kenya Institute of Mass Communication (KIMC). The following are some of the courses on offer at KIMC, some of which have a resemblance to this qualification: Information technology, News Reporting and News Writing, Features and specialised writing, Radio News Production, Television News Production, Photography, Communication Research, Advertising and Media Laws and Ethics. The Institute of Business Management and Journalism in Ghana offers a two-year Diploma in Journalism. The following courses are offered: Journalism, Advertising, Public Relations, Mass Communication, Communication Studies, Special English and Current Affairs in the first year, with specialisation in Journalism and Advertising in the second year. The Ghana Institute of Journalism - attached to the University of Ghana - offers a two-year Diploma Programme in Communication Studies over four semesters. The following courses constitute the programme: Print Journalism, Broadcast Journalism, Public Relations, Advertising, Mass Communication, Communication Research Methods, Social Sciences (Political Science, Philosophy and Psychology), Photo-Journalism,, Media Law, Marketing. The Institute of Journalism and Mass Communication - attached to the University of Dar es Salaam in Tanzania offers a one year Certificate: Journalism course, intensive and effective enough to produce competent reporters for the print and electronic media. The course will be offered to cater for the demand and needs of those who do not have the qualifications for the degree programme. The certificate will fulfill a requirement for those interested in pursuing degree programmes. The following subjects - pertinent to this qualification - partly constitute the programme: Introduction to Mass Communication, Computer Application for Journalism, Introduction to Journalism and its history, Reporting and Editing for Print Media, Media Law, Journalism Ethics and practical work. The Liberian Institute of Journalism (LIJ) is a non-profit, non-partisan journalism training organization based in Monrovia, Liberia. It is an offshoot of the Africa Institute of Journalism and Communications (AIJC) based in Ghana. The institute trains Liberians and other international students in prospective courses like journalism, advertising, public relations in the Sub-Region. However, the course details are sketchy. In India, about 45,000 newspapers, journals and periodicals are now brought out in 105 languages and dialects. There are over 4000 daily newspapers and magazines. India also produces the largest number of feature films and newsreels in the world. All India Radio is known as the largest radio network in the world. It runs 195 radio stations. At present some 60 Universities, 25 agricultural universities and 100 private institutions annually train about 2000 students in various aspects of Mass Communication and Journalism including reporting, editing, photography, videography, printing, designing, advertising, public relations and so on. The Savio Da Silva Institute of Management Studies (SDIMS) offers one year Diploma courses in Mass Communication & Journalism including Mass Media. There is a special emphasis placed on practical training, case studies, best training methods and highly skilled trainers in mass media management. Some of the aspects covered are: mass media management, journalism, public relations management, event management, advertising, sales, brand management, etc. The important part of this course at SDIMS is the field training that students get during the course in Journalism for 2 months. This includes, among other aspects, writing over 50 articles as part of journalism project work. The project work also includes conducting interviews, writing assignments, internet assignments, etc. The syllabus for the Mass Communication and Journalism Diploma Course includes Report writing, article writing, biography writing, review writing, headline writing, column writing, sports journalism, TV journalism, rights and responsibilities of a reporter, political, developmental & commercial reporting, editing as a concept, structure, functions, editorial set up of a daily newspaper, layout of a daily newspaper, news values & ethics, how to research topics and conducting press interviews. The India Institute of Mass Communication (IIMC) started a major international training programme, the Post-Graduate Diploma Course in Journalism for Developing Countries, for middle level working journalists from Afro-Asian countries. To meet further requirements of the Third World Non-Aligned countries, the Institute organises two five-month agency journalism courses in a year. The name of the course is the Diploma in Development Journalism courses for Non-Aligned and other developing countries. This course offers training in a number of competencies that are part of the Certificate: Journalism. The following is a description of the courses offered. Note that (b) is of particular significance to this qualification: a. Introduction to Communication. b. Reporting and Editing - This includes: Reporting I and Reporting II practical; Editing - Concepts and Process and Editing - Practical; Interviews, feature, opinions and other forms of journalistic writings; Layout, Design and Production. c. Economic Journalism. d. Media Freedom, Laws and Ethics - This includes Media freedom; Media Laws; Media Ethics and Human Rights. A one -year Diploma in Journalism is offered by the India Institute of Journalism and New Media (IIJNM), based in Bangalore. Core courses introduce students to reporting and writing, and provide a foundation from which much of the subsequent program work is done. The emphasis is on developing their reporting and writing skills. Students also learn the techniques and tools available to them, and understand the ethical and legal issues involved in professional journalism. Elective courses allow students to specialize in one or more subject areas such as political reporting, international news coverage, investigative reporting, business reporting, digital photojournalism and others. Some of the core courses-pertinent to the Certificate: Journalism - are the following: The Manipal Institute of Communication (MIC) attached to Manipal University is a college that provides undergraduate, postgraduate and doctorate degrees in media, communication and journalism. An undergraduate program was started in 2001 to train competent skilful professionals who are equally sensitive to social values. The courses in MIC aim at providing students with high-level knowledge of the media and communication infrastructure in current industry in India, and to enable professionals entering into the field with favourable experience and expertise in their area of specialisation. The current, predominant emphasis is on print and broadcast media, with additional significance given to new media and the internet. At the Asian College of Journalism students are initially given instruction in computer-assisted reporting and research, and in photojournalism, and all are required to familiarise themselves with commonly used computer programmes and software packages. During the first term, all students study the five required courses Reporting, Writing, and Editing; Tools of the Modern Journalist (included in this course are segments on photojournalism, interviewing skills, the art of developing sources, computer-assisted reporting and research, new media resources, the use and abuse of statistics, and graphics, layout, and design); Key Issues in Journalism (subjects include the role of journalists in society, the ethical decisions they are called upon to make, the value of media diversity and pluralism, the effects of concentration of media ownership, and the impact of technological change); History of the Media; and The Media, Law and Society and many of the critical and contemporary economic, political, social and environmental issues. Critical analysis of the existing news media is another important element of the curriculum in the first term. In the second term, students begin to specialise. They learn to select, report, edit, and produce pieces in the form required by the particular stream they have chosen. Under the guidance of professionals, they develop their skills in interviewing, researching and news-gathering, and sharpen their ability to recognise and develop stories. In New Zealand most of the ten tertiary schools recognised by the news media industry teach qualifications for print, radio, television and new media. Almost all of the schools teach to the unit standards registered on the National Qualifications Framework. The National Diploma in Journalism which is endorsed by the Journalists Training Organisation (JTO), resembles this qualification to a large extent. It is usually taught as a one year course, although it may be incorporated within degrees as well. The programme is offered on-line by Western Institute of Technology. The National Diploma in Journalism is the initial qualification for a professional journalist. People who have gained this award are recognised by industry as having the skills necessary to work in their chosen area of specialisation, whether it be magazine, newspaper, radio or television journalism. The qualification consists of a mandatory core which is designed to recognise the broad range of skills required of the working journalist. There is an elective section designed to give providers some flexibility in the programmes that they offer and strands to cater for the specialist knowledge required by particular sectors. Core Compulsory: All the unit standards listed below are required. Unit No; Unit Standard Title; Level; Credit: Core Elective 1: One of the following unit standards is required. Unit No; Unit Standard Title; Level; Credit: In England, there are many institutions (including universities) that offer courses in journalism. The National Council for the Training of Journalists (NCTJ) delivers the premier journalism training scheme in the UK. Their range of journalism training products and services includes inter alia: accredited courses; qualifications and examinations; distance learning; short courses and continuing professional development. They play an influential role in all areas of journalism education and training. Each year journalists take the National Certificate Examination, the professional qualification for senior newspaper journalists, press photographers and photo-journalists. Even more sit the preliminary qualifications in newspaper and magazine journalism, press photography and photojournalism, media law, public affairs and shorthand. There are 40 journalism schools across the UK, accredited by the NCTJ, to offer approved journalism training courses leading to the prelims. These include the BA, BA(Hons), MA/Postgraduate Diploma in Journalism. The NCTJ also offers Preliminary Certificates in Journalism which have competencies in this qualification. Below is a brief description of some of the examinations and assessments which make up the Preliminary Certificates in Journalism offered by NCTJ. Some of the competencies are reflected in this qualification. For Newspaper reporters: News Writing; Public Affairs Parts 1 & 2; Media Law Parts 1 & 2, Shorthand, Portfolio and Subbing. For Photojournalists: General Photographic Knowledge, Newspaper Practice and Law for photographers and News Writing for Photojournalists. The Diploma in Newspaper Journalism at Cardiff University has the competencies included in this qualification and is widely recognized by editors as providing the ideal transition between undergraduate life and the pressures of journalism. The course concentrates on the fundamental skills of journalism: Some aspects that are taught include sub-editing, layout and design skills in page make-up using the most up-to-date Quark publishing technology. In the second term, through operating bi-weekly production days, candidates create their own full colour newspaper. The candidate undertakes all the main newsroom tasks, tackling real stories in the heart of a busy capital city. Cardonald College in Glasgow offers a Higher National Certificate/Diploma in Practical Journalism that allows candidates to develop the skills appropriate for employment in the industry. For graduates with degrees in other disciplines, this provides relevant core skills. Competencies include practical news writing skills, research and interview techniques for journalists, law, shorthand, public affairs and word processing skills. Options include feature writing, radio news, introduction to desktop publishing techniques, editing and proof reading. Students produce a newspaper and a number have won national awards during their course. In conclusion, this qualification compares well with similar qualifications in other parts of the world, even though the context and emphases elsewhere are quite different. There is a need for good quality journalism and this qualification compares favourably with others and will provide the right kind of journalistic training in South Africa. |
| ARTICULATION OPTIONS |
| The qualification builds on other certificates, diplomas and degrees at NQF Level 5 and 6, from a range of sub-sectors and provides articulation with a range of qualifications in communications, media studies and journalism, such as:
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| 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 |
| This qualification replaces qualification 49123, "National Certificate: Journalism", Level 5,120 credits. |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 8555 | Contribute to information distribution regarding HIV/AIDS in the workplace | Level 4 | NQF Level 04 | 4 |
| Core | 242868 | Demonstrate and apply knowledge of role and responsibility of local government in South Africa | Level 4 | NQF Level 04 | 6 |
| Core | 15096 | Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 110360 | Interview for a variety of journalistic purposes | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 11994 | Monitor, reflect and improve on own performance | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 110359 | Perform journalism-related tasks and generate journalistic material in an editorial environment | Level 5 | Level TBA: Pre-2009 was L5 | 20 |
| Core | 117545 | Present journalistic story ideas | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 110357 | Report for a variety of journalistic purposes | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 110361 | Write stories for a variety of journalistic purpose in print | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
| Fundamental | 117546 | Collect information for journalistic use | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 114600 | Apply innovative thinking to the development of a small business | Level 4 | NQF Level 04 | 4 |
| Elective | 10029 | Attend briefing and return work on deadline | Level 4 | NQF Level 04 | 7 |
| Elective | 114742 | Calculate tax payable by a small business | Level 4 | NQF Level 04 | 6 |
| Elective | 117241 | Develop a business plan for a small business | Level 4 | NQF Level 04 | 5 |
| Elective | 10031 | Edit, Code and Capture data | Level 4 | NQF Level 04 | 5 |
| Elective | 10028 | Follow sampling requirements | Level 4 | NQF Level 04 | 9 |
| Elective | 117156 | Interpret basic financial statements | Level 4 | NQF Level 04 | 4 |
| Elective | 117244 | Investigate the possibilities of establishing and running a small business enterprise (SMME) | Level 4 | NQF Level 04 | 3 |
| Elective | 114738 | Perform financial planning and control functions for a small business | Level 4 | NQF Level 04 | 6 |
| Elective | 10030 | Record raw data | Level 4 | NQF Level 04 | 3 |
| Elective | 12608 | Record sound from a single source | Level 4 | NQF Level 04 | 3 |
| Elective | 119459 | Write/present/sign for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
| Elective | 15234 | Apply efficient time management to the work of a department/division/section | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 8647 | Apply workplace communication skills | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 117539 | Assess the quality of written text | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15237 | Build teams to meet set goals and objectives | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 246511 | Compose a photograph for journalism | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 117853 | Conduct negotiations to deal with conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 117541 | Cover a specialist beat as a journalist | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 15231 | Create and use a range of resources to effectively manage teams, sections, departments or divisions | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 15216 | Create opportunities for innovation and lead projects to meet innovative ideas | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 117666 | Demonstrate an understanding of the principles, tools and process of desktop publishing | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 119766 | Deploy community development workers | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 116491 | Describe ethical procedures and practices for social justice | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 10058 | Design a Measuring Instrument to gather the desired information | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 117548 | Design creative elements with digital photographic images | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 119763 | Design learning events | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 10057 | Design samples to represent the desired population | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 15219 | Develop and implement a strategy and action plans for a team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 10043 | Develop, implement and manage a project/activity plan | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 114481 | Develop, maintain and monitor media relations to communicate government information | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15238 | Devise and apply strategies to establish and maintain relationships | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 15224 | Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 116494 | Explain ethical principles for equality of opportunity | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 117871 | Facilitate learning using a variety of given methodologies | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 15225 | Identify and interpret related legislation and its impact on the team, department or division and ensure compliance | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 15229 | Implement codes of conduct in the team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 114226 | Interpret and manage conflicts within the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 120214 | Lay out pages for publication | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 14020 | Monitor budgets related to community projects | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 15230 | Monitor team members and measure effectiveness of performance | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 12606 | Operate studio equipment for radio production | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 10060 | Organise field staff to ensure the desired data is collected | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 110063 | Plan advocacy campaigns and workshops in development practice | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 110059 | Plan and conduct research that redresses social development issues | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 10061 | Plan fieldwork to meet required deadlines and budget | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 230070 | Present an informed argument on a current issue in a business sector | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15214 | Recognise areas in need of change, make recommendations and implement change in the team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 110358 | Sub-edit non-specialist text | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 10146 | Supervise a project team of a developmental project to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Elective | 117515 | Tender for projects | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Elective | 10059 | Write editing, coding and data processing instructions for the desired analysis | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 12605 | Interview and lead discussion for radio broadcast purposes | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
| Elective | 115020 | Use standardised technical language | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| Elective | 115081 | Write technical text within a specific field | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| 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 Media Workshop |
| 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. |