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

Diploma: Communications Management 
SAQA QUAL ID QUALIFICATION TITLE
59058  Diploma: Communications 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 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  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   2023-12-31  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of this learning programme is to impart the necessary skills and knowledge to students in order that they are able to demonstrate the necessary outcomes to be qualified at this level of study and to enable them to enter the industries that include Brand Communications at a junior level. The purpose is to provide learners with the opportunity to prepare themselves for a career in the communications industry as well as to equip them with the relevant skills and the capacity to develop and nurture their creativity.

The Diploma in Communications Management (part time) offers students the opportunity to enter into the communications industry in South Africa, an ever growing and fast changing industry that demands a high level of professional skill, combined with relevant entrepreneurship skills. Students who complete Vega's Diploma course will have these necessary skills as well as a broad knowledge of the variety of industries in which communications and Brand management play a crucial role.

This learning programme is offered on a part time basis to enable students who are working in a variety of industries and professions to register and complete the course whilst retaining their current jobs and profiles. The students are taught a wide range of skills that include theoretical and practical components of the course, and that introduce them to the diverse applications of Brand Communications and related fields of study and practice.

The Diploma in Communications Management is delivered as a three year part time course, where students complete 7 modules; 6 prescribed modules and 1 elective module.

Rationale:

The Diploma in Communications Management was developed to fulfil an industry demand for a part time programme of study in the Brand Communications fields.
This learning programme is offered on a part time basis to enable students who are working in a variety of industries and professions to register and complete the course whilst retaining their current jobs and profiles. The students are taught a wide range of skills that include theoretical and practical components of the course, and that introduce them to the diverse applications of Brand Communications and related fields of study and practice. The Diploma in Communications Management is delivered as a three year part time course, where students complete 7 modules; 6 prescribed modules and 1 elective module.

At Vega, we have committed ourselves to forging a truly South African blend of educational material with both global and local influences, giving our learners the benefit of an immediately relevant curriculum that reflects international trends. Our wide network of industry connections and active support from many individuals in the field help shape this aspect of our programme.

Our commitment to the technological aspect of our industry, and to keeping ourselves abreast of developments in this field, has resulted in Vega becoming an Apple Authorised Training Centre. This, as well as the official Macromedia Accreditation of our state-of-the-art digital studios underscores our capacity to deliver in this arena.

In its relatively recent 5 year history, Vega the Brand Communications School has quickly become well recognized and admired in the industry for produced high caliber students who have good all round knowledge of branding and the communications and visual communications industries. The Diploma programme for which we are applying for registration on the NQF has already been submitted to The Department of Education and The Council on Higher Education.

This course will be offered in Johannesburg and in Durban, and both these cities are epicentres of the creative and communications industries. Offering the course on a part time basis will enable students and professionals who cannot afford to study full time, the opportunity to upgrade their qualifications. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners that enter our programme are assumed to have the equivalent academic learning of a NQF Level 4 National Certificate. In addition, some evidence of creative endeavour and output in any of the relevant fields is expected. Most of the applicants will be working in industries and it is thus assumed that learners who enter the programme will also have an understanding of the workplace.

Recognition of Prior Learning (RPL):

All applicants to Vega The Brand Communications School may apply for Recognition of Prior Learning (RPL). Such candidates are evaluated based on credited and non credited prior learning, relevant work experience and a creative portfolio. They are required to successfully complete the Vega Entrance Challenge and are interviewed by a panel composed of relevant academic staff.

Learners can achieve the Diploma in Communications Management qualification in part through the recognition of prior learning. The Academic Authority group, set up by Advtech and headed by Prof. D. Dowling, is currently developing a comprehensive RPL policy for Vega.

Access to the Qualification:

To be admitted to the Diploma in Communications Management, prospective students carry out the following procedure:
  • Complete the Vega Application Form.
  • Submit the completed form with two letters of reference and a copy of his/her matriculation certificate. If the applicant is still attending school, a copy of the most recent academic results needs to be submitted.
  • Where relevant, submit a portfolio of creative work. If the applicant did not take art as a school subject they are required to submit examples of creative work.
  • All applicants are interviewed by the registrars.
  • All applicants are assessed according to RPL policies and procedures.

    All applicants are required to write the 'Vega Entrance Challenge'. The 'Entrance Challenge' was designed by a clinical psychologist to reveal the applicants potential to think creatively, critically and laterally, which is a crucial requirement for entering the field of creative communications. The challenge, therefore, does not discriminate between applicants who have had art as a subject and those who did not. Furthermore, the challenge also functions as an aptitude test to indicate whether the applicant would be more suitable for visual or verbal specialisation.

    For borderline cases Vega requires that the applicant is interviewed by a panel of relevant academic staff. These staff members offer guidance and establish whether the student is applying for the right programme.

    All applicants are considered and if the general admission criteria are not met, each case is considered on merit. Each student is assessed according the institution's RPL procedures.

    Over and above the information sources such as the Vega website; full colour brochures, open days and school presentations, Vega maintain an approach of 'everyday is open day'. This means that any prospective student can, at any time, approach the school to discuss their opportunities at Vega and do a walkabout to see the premises and facilities as well as arrange to have a talk to relevant academic staff. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to the qualification:
  • NQF Level: 5.
  • Required number of credits: 243.
  • Minimum number of credits: 240.

    The credits for fundamental, core and elective learning components:

    1st Year Diploma (part time):

    Module 1:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • The Principles of Brand Building; 50 Credits; 504 Hours; Core.

    Module 2:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • Customer Relationship Management and Business Communications; 32 Credits; 315 Hours; Fundamental.

    2nd Year Diploma (part time):

    Module 3:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • The Practice of Brand Communications; 32 Credits; 315 Hours; Core.

    Module 4:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • The Principles and Practice of Media Efficiency in Building Brands and Building brands through Public Relations; 50 Credits; 504 Hours; Fundamental.

    3rd Year Diploma (part time):

    Module 5:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • Digital Design Basics; 20 Credits; 204 Hours; Core.

    Module 6:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • Design Principles and Practice; 20 Credits; 195 Hours; Fundamental.

    Module 7:

    Curriculum; Credit Points; Hours; Fundamental, Core or Elective:
  • Creativity and Innovation; 39 Credits; 390 Hours; Elective.

    Please see Annexure 1 for credits, hours and learning components. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conduct and apply appropriate research to inform successful brand solutions.

    2. Analyse a variety of existing brand, communication and design solutions.

    3. Assess a variety of existing brand, communication and design solutions.

    4. Plan, execute and assess existing and new brand building public relations programmes.

    5. Conceptualise relevant and impactful creative solutions for a variety of briefs.

    6. Solve multiple design problems.

    7. Apply technological hardware and software skills in the execution of design projects.

    8. Apply design principles and elements to brand solutions.

    9. Research, plan, produce and utilise an effective media plan.

    10. Apply alternative brand contact planning.

    11. Apply an understanding of the value of integrated marketing communications in the context of integrated brand contact management.

    12. Apply leadership skills in business situations.

    13. Assess and analyse brands and brand communications using brand contact management skills.

    14. Identify and utilise marketing resources to meet objectives.

    15. Apply an understanding of intercultural communication to the contemporary South African context.

    16. Analyse a variety of contemporary communication using a variety of different communication theories.

    17. Practice business writing skills in the context of communications media. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:

    1.1 The research is valid, substantiated and contextualised.
    1.2 Brand solutions have been informed by an appropriate amount and level of research.
    1.3 Appropriate primary and secondary research has been completed.

    Assessment Criteria for Exit Level Outcome 2:

    2.1 The analyses of solutions are accurate and appropriate.
    2.2 The analyses of solutions are original and are situated within historical and contemporary precedent.
    2.3 The analyses are contextualised appropriately within the relevant frameworks.

    Assessment Criteria for Exit Level Outcome 3:

    3.1 Assessments are accurate and valid.
    3.2 Assessments are contextualised within the appropriate frameworks.

    Assessment Criteria for Exit Level Outcome 4:

    4.1 Programmes are appropriate to the situation and industry.
    4.2 Programmes are planned appropriately within realistic time constraints.
    4.3 Assessment of programmes is valid and substantiated.
    4.4 Execution of programmes are appropriate and contextualised.

    Assessment Criteria for Exit Level Outcome 5:

    5.1 Solutions are original and creative.
    5.2 Solutions are relevant and contextualised appropriately.
    5.3 Solutions have a high level of impact on the target markets.

    Assessment Criteria for Exit Level Outcome 6:

    6.1 There are a variety of suitable design solutions.
    6.2 Design solutions are relevant and conceptually strong.
    6.3 Problems have been identified, analysed and assessed accurately and appropriately.

    Assessment Criteria for Exit Level Outcome 7:

    7.1 The relevant hardware and software has been used successfully.
    7.2 The relevant and appropriate technology has been identified.
    7.3 Design projects are finished to a professional level using a variety of different technologies.

    Assessment Criteria for Exit Level Outcome 8:

    8.1 Design principles have been identified and analysed accurately.
    8.2 Appropriate design elements and principles have been used effectively.
    8.3 Solutions are effective and creative.

    Assessment Criteria for Exit Level Outcome 9:

    9.1 Media plan is relevant and appropriate.
    9.2 Media plan utilises the most appropriate media.
    9.3 Plan includes appropriate time and cost schedules.

    Assessment Criteria for Exit Level Outcome 10:

    10.1 Planning uses alternative means and methods of brand contact.
    10.2 Brand contact planning is appropriate and successful.
    10.3 The application of the brand contact planning is contextualised appropriately.

    Assessment Criteria for Exit Level Outcome 11:

    11.1 Appropriate understanding of integrated marketing communications is demonstrated.
    11.2 The value of integrated communications is demonstrated in the project development and final solution.

    Assessment Criteria for Exit Level Outcome 12:

    12.1 Application of leadership skills is effective.
    12.2 Leadership skills are appropriate to the business situation.

    Assessment Criteria for Exit Level Outcome 13:

    13.1 Analyses are accurate and appropriate.
    13.2 Analyses are contextualised and relevant.
    13.3 Assessment are valid and substantiated.

    Assessment Criteria for Exit Level Outcome 14:

    14.1 Identification is accurate and valid.
    14.2 Objectives have been met successfully and appropriately.

    Assessment Criteria for Exit Level Outcome 15:

    15.1 Communication is relevant to specific cultures.
    15.2 Communication is sensitive to intercultural issues and situations.
    15.3 Understanding is contextualised appropriately within the contemporary South African situation.

    Assessment Criteria for Exit Level Outcome 16:

    16.1 Analyses are accurate and substantiated.
    16.2 Analyses use a variety of different communication theories successfully.
    16.3 Analyses are appropriate and reflect a good understanding of the subject.

    Assessment Criteria for Exit Level Outcome 17:

    17.1 Business writing is appropriate to and contextualised within the target markets.
    17.2 Writing uses business language and terminology effectively and appropriately.

    Assessment Methods and Tools:

    The following assessment strategies are used in the assessment of exit level outcomes:

    1. Examinations.
    2. Individual projects.
    3. Group presentations.
    4. Practical assignments.
    5. Commercials.

    The following assessment tools are utilised in the assessment of exit level outcomes:

    1. Individual feedback.
    2. Group feedback.
    3. Marking schedules.
    4. Examination feedback.

    Integrated Assessment:

    Quality assurance procedures are based on Vega's policy of fair and transparent assessment. Assessment takes the form of Formative Assessment and Summative Assessment:

    Formative Assessment:
  • Formative Assessment is practised in the form of continuous feedback that is given to students in the form of critiques, feedback and marking schedules for projects, essays and examinations.

    Summative Assessment:
  • Summative Assessment is practised in the form of end of year portfolio reviews and examinations where students are assessed according to their demonstration of the skills and knowledge that they have gained during the course of the year.

    Learning outcomes are assessed per project and assignment, and are re-assessed at the mid year and end of year portfolio assessments and subject examinations.

    The quality and integrity of learner assessment procedures are maintained through quality assurance mechanisms on a number of levels:

    Moderation:
  • Student's projects, portfolios and examinations are moderated by internal academic moderators. Student's portfolio marks are made up of individual project marks that are re-evaluated and moderated at mid year assessment and at end of year assessment.

    Project/Assignment Assessment:
  • Individual projects are assessed throughout the year and these marks accrue to an end of year aggregate for the subject. These assessments are completed by the relevant academic staff for the given project/sassignments.

    Mid year Assessment:
  • Students submit their portfolios for a mid year assessment which encourages them to revisit and refine work done in the first half of the year. These assessments are completed by the relevant academic staff and are reflected in mid year reports that are sent to each individual student.

    External Examiners:
  • External examiners are used to moderate the portfolios of students who are completing their course. External Examiners are appointed according to their industry profile and relevant experience.

    Academic Planning and Development:
  • Quality Assurance policies and procedures are developed and maintained within the framework of Academic Planning and Development workshops. These workshops are held regularly and frequently and address curriculum and Quality Assurance matters. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Brand Communications Industry is in the process of radical transformation. It is moving away from the traditional agency structure and 'beauticians' role at the consumer end of the marketing cycle towards a virtual agency and a strategic business partner in the development and positioning of products that results in an improved bottom-line.

    It is a growing trend, particularly amongst institutions in the United States, the United Kingdom, and selected institutions in Asia and South East Asia, that Brand and Strategic Management be combined with the more creative fields of Design and the more practical skills of software application. There are a number of similar international qualifications that straddle the Services, Communications and Design sectors.

    Vega is at the forefront of developing programmes that address this shifting environment. The staff are involved in national and international curriculum development on a number of levels, and the school is closely aligned with the Icograda Education Network, an international network of schools that offer programmes in design and branding.

    It is also becoming an international trends for institutions to offer HE programmes on a part time basis to enable people within the workplace and these particular industries to upskill their qualifications and continue with life long education. 

    ARTICULATION OPTIONS 
    In a horizontal articulation, the number of credit points and hours are the same as those required of other Diplomas in the creative and marketing fields. The credit points for this part time Diploma are less that those required to complete Vega's full time Degree in Creative Brand Communications. Although the combined theoretical and practical nature of this course is unique, this qualification articulates with programmes run by the IMM, as well as other programmes run by both private and public Higher Education Institutions.

    In a vertical articulation, learners enter the programme after receiving a relevant NQF Level 4 qualification. Learners who successfully pass this diploma programme will be able to register for further courses of a similar nature at institutions that offer further qualifications in design, marketing, and brand communications. They would be able to register for degrees or higher degrees in marketing, communications, branding or design at appropriate institutions that offer these courses. 

    MODERATION OPTIONS 
    External examiners are only appointed to moderate exit-level students in all qualifications. In the context of practical subjects, examiners are selected on the basis of their industry experience. In the context of theory subjects examiners are selected on the basis of a combination of academic and industry experience.

    The findings of external examiners are mediated by internal assessment procedures. Examination Board meetings provide a platform to act on the findings of the External Examiners in a positive and constructive manner.

    Assessment of students' performance at Vega is undertaken at an internal level and at an external level.

    Internal Assessors:

    Internal Assessors are used for the assessment of individual projects and assignments, examinations, mid year portfolio review and end of year portfolio review. Relevant Internal Assessors are appointed according to the nature of the project, assignment, examination and subject.

    External Assessors:

    External Examiners are appointed to moderate the assessment of exit level students and their portfolios. External Assessors are appointed according to their relevant academic qualifications, assessment experience and industry experience. External Assessors are interviewed and briefed according to the nature of Vega's assessment policies and strategies.

    The following list of industry and academic experts are actively involved in our programme. As this course is not yet running, we expect to complete our selection by the end of the year:
  • Professor Tim Couzens (Wits English Lit. Department).
  • Nathan Reddy (TBWA Gavin Reddy).
  • Dr Michelle Serfontein (Institute for Marketing Management).
  • Johan Van Wyk (former owner of Delapse).
  • Sue Anderson (TBWA Hunt Lascaris). 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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