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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Photography 
SAQA QUAL ID QUALIFICATION TITLE
71632  Higher Certificate in Photography 
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
Higher Certificate  Field 02 - Culture and Arts  Film, Television and Video 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the programme is to provide education and training in order for the student to be able to fulfil a range of photographic tasks and thus achieve a vocationally specific Qualification. The programme aims to develop the students' ability to manage themselves, develop critical awareness, synthesize complex information, and develop skills pertinent to visual communication.

The programme meets the above purposes by equipping students with knowledge, understanding, and skills essential for successful performance in working life enabling them to make an immediate contribution to Photography in South Africa.

Photography is integral to many aspects of life in South Africa. In a country where language is diverse and culture fragmented, images play an important role in unifying the communication processes. There is an increase in the application of photography in all industries, especially branding, marketing, design and advertising. Companies rely on strong images to promote services and products and create strong brands in competitive markets.

The need for strong imagery that is unique and innovative has motivated the development of a programme aimed at meeting the industries` demands for imagery that is both technically sound and artistically cutting edge.

Students who complete this qualification will have the basic competencies related to general commercial photographic practice that will enable them to apply photographic skills in an entry-level photographic position. Students will have a fundamental understanding of the technical disciplines of analogue and digital photography along with a basic ability to adapt their practice for the context of the workplace. This will enable a commercially acceptable standard of photography as a form of visual communication.

Rationale:

This specialized higher certificate programme is aimed at individuals seeking a vocational career in photography. The course is designed with a balance of practical, theoretical and artistic components which facilitates the enhancement of creative thinking and academic growth.

Advances in digital technologies with regard to photography, web-design, graphic design and associated disciplines have spearheaded the convergence of these previously disassociated fields.

This has created a need for establishing an entry-level programme for prospective photographers.

This qualification will provide the student with the required competencies necessary to be effective in careers such as professional photographic assistance; photographic retail representatives; social and events photography; newspaper, magazines and publication photography; graphic and web design photography; photographic lab assistance and management.

The programme will thus meet the needs of the student by providing a solid grounding in photographic theory and practice-by doing this in a higher education context and not as a training programme the students will be provided with the necessary theory, critical thinking and reflective skills that will differentiate them from those that are simply technically trained to take photographs.

The development of the new programme is in keeping with the IIE and Vega's desire to:
  • Meet the learning needs and aspirations of individuals through the development of their intellectual abilities and aptitude. Higher education affords individuals opportunities offered for self-fulfilment and societal contribution. It is thus an important vehicle for achieving equity in the distribution of opportunity and achievement among South African citizens. In this programme-set at an exit level of NQF Level 5-students are enabled to make a meaningful theoretical and practical contribution in the field. In this particular case exposure to the theory of critical communication as well as the ethical responsibility of the visual communicator are key ways of doing this.
  • Contribute to the socialisation of enlightened, responsible and constructively critical citizens. Higher education encourages the development of a reflective capacity and a willingness to review and renew prevailing ideas, policies and practices based on a commitment to the common good. By ensuring that the qualification attends to African and developmental issues explicitly (rather than the normal tangential approach) this programme meets this objective significantly.
  • Contribute to the creation, sharing and evaluation of knowledge. Higher education engages in the pursuit of academic scholarship and intellectual inquiry in all fields of human understanding, through research, learning and teaching. This programme ensures that students develop their own understanding of the theory and its application rather than simply relying on rote repetition of the ideas of others.
  • Provide higher education to students who choose the more occupationally driven learning programme provided in an environment of small classes and small campuses that make individual student support and success a priority.

    In consideration of relevant stakeholders, the public must be taken into account as it is ultimately the end-user influenced by the imagery presented to them. Photography as a means of communication plays a vital role in our understanding and perception of society. As our democracy evolves, the need for unbiased, ethically sound interpretation of our society in photographs is pivotal to the cultivation of a culture of openness, acceptance and involvement. Photography as a medium has a dramatic influence on our awareness of socio-economic challenges, bringing issues such as HIV/AIDS, poverty and inequality to the fore. The generation and publication of imagery in the media provides us with context, engaging us in both current and historical events. This engagement has the power to move people from apathy to action whilst instilling appreciation for diversity in South Africa.

    "Photojournalism has also played a significant role in capturing some epoch defining moments in socio-historical developments throughout the world. It also serves as both an emotional and symbolic link, which roots the aspirations of our democracy with the international values of human rights. The value and contribution of photography to the cultural and social life of the community is often undervalued. The ordinary citizen often does not have the means to develop such an industry. Photography can provide a means to generate income for people and can contribute significantly to job-creation. We have not acknowledged photography as a sustainable industry and it has been largely part of the so-called second economy. It, therefore, needs to be developed into a viable industry.

    The photographer as artistic expressionist contributes to the process of sharing a common interest and in creating communication channels between generations and between diverse cultures. Through the lens of the camera a history is written of diverse cultures, a growing democracy and the building of a strong nation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Successful completion of a Senior Certificate or equivalent.

    Recognition of Prior Learning:

    This Qualification may be achieved in part through the recognition of prior learning.

    Recognition of Prior Learning for formal learning: (Credit recognition):

    Students may apply for credits or exemptions for subjects already passed in-house or at other recognised Institutes. The IIE RPL Policy (IIE10) and the IIE Academic Credit Policy (IIE04) guide this process.

    Access to the Qualification:

    Senior Certificate or equivalent:

    All prospective students are interviewed by a Relationship Navigator (student advisor) need to show evidence of creative output such as a portfolio. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Credit Value of the Programme:

    Total Credits required for the orogramme: 120.
    Programme is Full-Time/Part-Time: Full-time & Part-time.
    The minimum/maximum duration of the programme for Full-Time: 1 year minimum, 2 years maximum.

    Year 1; Learning Components; Modules; NQF Level; Credits:

    Fundamental Learning: Competencies relating to Fundamental learning:

    Introduction to Photography: theory and techniques, NQF Level 5, Credits 15.
    Characteristics of Light: theory and techniques, NQF Level 5, Credits 20.

    Core learning; Competencies relating to Core learning:

    Introduction to Visual Communications for Photographers, NQF Level 5, Credits 10.
    Photographic Assignments: theory and application, NQF Level 5, Credits 40.
    Digital Imaging, NQF Level 5, Credits 10.
    Business Practice and Entrepreneurship, NQF Level 5, Credits 5.
    Experiential Portfolio, NQF Level 5, Credits 20.

    Summary of the total credits for Fundamental, Core and Electives are:

    Total: 120.
    Total credits for Fundamental Contents year 1: 35 Credits.
    Total credits for Core Contents year 1: 85 Credits.
    Total credits for Elective Contents year 1: 0 Credits.

    List of Electives:

    The purpose of this qualification is to provide qualifying students with the appropriate knowledge, skills and attitudes to effectively pursue a career in photography. This is a career-focused programme designed to suit the needs of the workplace and not a generic qualification that would warrant electives. As this is a one year programme exposing students to the field of photography, electives at this stage are not warranted. 

    EXIT LEVEL OUTCOMES 
    On achieving this qualification, a student will be able to:
  • Understand the basic principles, both theoretical and practical, of creating a photographic image.
  • Understand and utilise the principles of light to create photographic images.
  • Apply visual literacy and critical analysis to photographic work.
  • Produce a professional photographic imagery that meets various industry requirements.
  • Apply digital and design software to correct, enhance and manipulate photographic images professionally.
  • Apply sound knowledge of basic business skills in the photographic industry.
  • Produce professional photographic portfolio and develop the ability to function within the photographic industry. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
  • Demonstrate the ability to understand and use photographic equipment.
  • Demonstrate an ability to create a photographic image and apply basic photographic techniques.
  • Demonstrate a theoretic understanding of the basic principles of photographic equipment and technique.
  • Demonstrate a theoretical understanding of the basic principles of light and its application to photography.
  • Demonstrate an ability to utilise photographic lighting equipment and techniques.
  • Demonstrate basic visual literacy and visual communications skills.
  • Apply visual elements to imagery to achieve a particular aesthetic effect and communications message.
  • Demonstrate an ability to conceptualise, plan, organise and execute photographic assignments in multi disciplinary fields and within given time-constraints.
  • Demonstrate an ability to understand and distinguish between the different disciplines in photography.
  • Demonstrate a theoretical understanding of the basic principles and utilisation of digital imaging software.
  • Demonstrate an ability to apply theoretic understanding of Photoshop to practical application.
  • Demonstrate an ability to professionally edit photographs as required in the industry.
  • Demonstrate sound knowledge of the fundamental principles of running a small photographic business.
  • Demonstrate sound knowledge of the role of accounting and finance in the business of photography.
  • Demonstrate an ability to understand and distinguish between the different roles of a photographer in the workplace.
  • Demonstrate an ability to create a photographic portfolio that can be viewed by prospective clients and employers.

    Integrated Assessment:

    The Independent Institute of Education (Pty) Ltd practices an integrated system of assessment, in terms of which students are assessed on an ongoing basis. Students are required to write class tests and examinations and complete assignments. The results thereof count towards the final mark for each module. The components of the final mark are determined separately for each module.

    Assessment Methods and Instruments:

    Need to indicate different Assessment Instruments for this programme:

    Instrument; Methods:

    Portfolios: Product evaluation; Questioning:written/oral.
    Simulations: Observation.
    Written examinations: Questioning:written/oral.
    Practical examinations, Observation.
    Assignments: Product evaluation.
    Classroom presentations: Observation; Product evaluation; Questioning:written/oral.
    Participation in group discussions: Observation; Product evaluation.
    Mid-term Tests: Questioning:written/oral.
    Class Tests: Product evaluation; Questioning:written/oral.
    Practical exercises/demonstrations: Product evaluation; Questioning:written/oral.
    Projects; Observation; Product evaluation: Questioning:written/oral. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Qualification has been compared with both local and international providers:

    This Qualification was compared to local providers and compared favourably.

    The Local Providers include:

    A local and international comparison is difficult in that this Higher Certificate is quite unique in its format and purpose.

    The reason for this difficulty lies in both the nature and extensive scope of photography. As a medium, photography allows access to both non-professionals and those seeking formal education. This has largely resulted in a polarization of the level of education available in this field. In South Africa and abroad, many private and public providers offer non-accredited short courses of a few weeks (The Photo Workshop-Market Theatre JHB, Digital Photography-The Design School SA, Complete Course in Professional Photography-New York Institute of Photography). In most cases the non-accredited short courses are designed for enthusiasts, not for students wishing to pursue photography as a career.

    Inversely, nationally and internationally there are many photography specific programs aimed at the level of Diploma or Degree, allowing access to MA and PHD Qualifications (Degree, BA and MA in Photography - Brooks Institute of Photography Santa Barbara USA).

    In many other Diploma and Degree programs photography is used only as a component of other studies such as Multimedia studies (BA with specialization in Multimedia Studies in Digital Visual Arts-UNISA), Visual Communication (BA in Visual Communications-Open Window), or Graphic Design (BA in Graphic Design-The Design School of Southern Africa). In many of these programs the focus has been on the integration and relationship of photography to these fields of study, rather than as a specialized practice.

    The vast range of levels in photographic education is further motivated by the fact that the instruction of photography extends from distinctly vocational to strongly academic.
    Although there are no formal educational or legislative requirements for practicing photographers in South Africa, the technical knowledge gained via a certificate program in Photography can be invaluable to new photographers entering the market.

    The demand for skilled individuals with a comprehensive understanding of the fundamental principles of photography has been recognized by various sectors of the photographic industry. International and local providers are striving to develop certificate programmes to facilitate this demand for skills in multi-disciplinary photographic fields (James Cook University, Cairns, AU: Certificate in Photography, International Centre of Photography-One Year Certificate in General Studies, Photo Access College, Christchurch, NZ-Certificate in Professional Photography, Griffith College, Dublin, IRE-BTEC in Photography, Edexcel, UK-National Higher Certificate in Photography.

    This Higher Certificate is a photography specific program, aimed at entry level photographers starting out as they seek to demonstrate to employers/customers that they possess the skills necessary to practice in the commercial workplace.

    Name of local Provider; Qualifications offered; Status:

    Stellebosch Academy; Certificate in Commercial Photography; Compares favourably.
    Intec College; National Certificate in Photography; Compares favourably.
    Ruth Prowse College Of Art And Design; National Diploma in Photography; Compares favourably.
    City Varsity; National Diploma in Professional Photography; Compares favourably.

    This Qualification was also compared to International Qualifications.

    The International Providers include:

    Name of International Qualifications; Qualifications offered; Status:

    James Cook University; Certificate in Photography; Compares favourably.
    International Centre of Photography; Certificate in General Studies; Compares favourably.
    PhotoAccess College; Certificate in Professional Photography; Compares favourably.
    Griffith College; BTEC in Photography; Compares favourably.
    Edexcel; National Higher Certificate in Photography; Compares favourably.

    In general this Qualification compares well with its international counterparts; the only differences are the NQF level structures which make direct comparison difficult. 

    ARTICULATION OPTIONS 
    The Independent Institute of Education has used the skills and expertise of teams associated with Vega The Brand Communications School to develop this career focused Higher Certificate in Photography. This has opened up definite possibilities for articulation between programmes.

    Horizontal Articulation:

    The Higher Certificate in Photography has been designed for professional practice in industries with a strong focus on: marketing; communication; fine arts and visual design. The purpose of the programme is to ensure the upliftment of photography in general.

    A student will be able to transfer to programmes within the Independent Institute of Education or other institutions that specialize in Fine Arts, Communication, Journalism and Advertising at NQF Level 5.

    Vertical Articulation:

    Completion of the Higher Certificate meets the minimum entry requirement for admission to an appropriate Advanced Certificate. In keeping with the ethos of providing learning pathways the IIE is developing an Advanced Certificate programme for submission later in 2008 for offering in 2010. This will enable students to further develop in this field and hone more technical and conceptual skills. Accumulated credits may also be presented for admission into a cognate Diploma. The knowledge and skills acquired during the course of the Higher Certificate in Photography, is more than a sufficient standard to proceed into a Diploma programmes focusing on the following:

    Photography, Multimedia, Photo Journalism, Graphic Design, New Media Studies, Public Relations. 

    MODERATION OPTIONS 
    Note that in line with all other higher education providers registration as an assessor through the ETDP or any other SETA is not required-while the principles of outcomes based learning and thus assessment are critical to the programme we share the perspective that assessing at HE level is not necessarily always supported by current SETA driven assessor training.

    The system of internal and external moderation with its feedback loop assists all teaching and assessing staff to upgrade their competence in their subject field. Staff are also regularly evaluated in terms of teaching competence and assessment, both through student evaluation and peer review processes. Where necessary subsequent support for improvement in this area is available to all staff through Vega's Staff Capacity Building Programme.

    Moderation Procedures:

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

    Internal Moderation:
  • Projects, tests and examinations are moderated by internal academic moderators. Final marks are made up of a number individual project marks and examination marks.

    External Moderators:
  • External moderators are used to moderate the examination papers and scripts as well as final portfolios of students who are completing exit level courses. As this is a one year programme all examinations and portfolios will be externally moderated. External moderators are appointed according to their academic qualification, industry profile and relevant experience.

    The IIE and Vega fully ascribe to the principle of external moderation where not only the assessment instruments and methods are moderated but also the scripts of the exit level summative assessments. We feel that this process not only provides our learning programmes with the academic credibility they so rightfully deserve but also adheres to the principles associated with assessment and therefore ensures that the rights of the students are protected and maintained.

    Assessments and examinations are one of the core areas in which quality assurance systems are implemented, particularly in regard to the centralisation of such procedures across all three sites of delivery.

    Qualifications of external examiners and moderators:

    The criteria for the appointment of External Moderators is as follows:
  • For practical subjects, the External Moderator needs to have relevant and extensive industry/educational experience in the specific field of study.
  • For theoretical subjects, the External Moderator needs to have relevant educational experience and needs to have a qualification higher than the programme which they are moderating.
  • External Moderators need to be drawn from a variety and range of backgrounds and territories.
  • External Moderators need to be approved by the Field Navigator and National Academic Operations Navigator.

    Internal Moderation:

    The purpose of moderation is twofold:
  • To ensure that assessments are fair, valid, consistent and reliable.
  • To act as a benchmarking tool for the standard and quality of student work and for the standard and quality of assessment across the campuses.

    Procedures regulating internal moderation:

    The moderation of assessment is core to the IIE's principles of fair, valid and transparent assessment. Its role is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all Vega campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, tests, portfolios, etc.

    Vega Field and Module Navigators criss-cross the Vega campuses to ensure an integrated, balanced and holistic approach to moderation.

    Once per term each Module Navigator selects a set of assessment points for moderation. The final module examinations (exam question papers and scripts) and portfolio are automatically moderated as these are summative assessments. There is a minimum of one formative and one summative moderation point per module per annum.

    The sample size for formative and summative moderation is nine from each campus, representing three of the highest, three of the middle and three of the lowest marks achieved.

    Lecturers prepare and distribute the sample packs and submit them to their Module Navigators accompanied by a full class mark sheet. Student marks for the selected moderation assessment points may only be released on completion of the moderation cycle.

    Marking cycle:

    Day 1 to 10: Marking by Module Lecturers and inputting of marks into ALIAS.
    Day 11: Relationship Navigator to receive and verify marks.
    Day 12: Marks released and feedback given to students.

    Marking and internal moderation cycle:

    Day 1 to 10: Marking by Module Lecturers and inputting of marks into ALIAS.
    Day 11: Relationship Navigator to receive and verify marks.
    Day 10 to 14: Distribution to and moderation by Module Navigator.
    Day 15: Moderator Feedback Report to Module Lecturers.
    Day 15: Relationship Navigator inputs adjusted marks if necessary.
    Day 15: Marks released and feedback given to students.

    Moderation of assessment is formalised within the institution on both an internal and external level through the IIE endorsed National Navigation System (NNS).

    In regards to staff involvement in this process, the NNS necessitates the following portfolios detailed below:

    National School Navigator;

    The Head of Vega on a national level is expected to have a full understanding of the Quality Management system and to provide support for such systems in the management and running of the School. This is aided by a National Operations, IT and Academic Management Team.

    Academic Navigator:
  • Guides, develops and tracks the academic strategy and performance of Vega.
  • Guides and develops Vega's methodology and school of thinking in the following areas:
    > Programme and curriculum development.
    > Management and development of the NNS.
    > Field and Module Navigator methodological practices.
    > The Teaching and Learning Models.
  • Represents Vega academic strategy in National Management, the National Advisory Council, the IIE Faculty and the IIE Senate.

    Academic Operations Navigator:
  • Manages the Vega team of Field and Module Navigators in a quality assurance capacity to ensure the NNS purpose is fulfilled in regards to:
    > Exams, marking memos, moderation and report cycles.
    > The Student Code and Compass.
  • Co-directs, plans and manages Quality Assurance of all Vega programmes with regard to:
    > Maintaining Quality Assurance systems/standards.
    > Quality Assurance documentation and reports.
    > Ensuring the implementation of IIE policies.
    > Vega Quality Assurance interests at the Field Indabas.
  • Oversees the academic computer system: ALIAS for all Vega programmes.
  • Represents Vega academic operations in National Management, National Advisory Council, the IIE Teaching and Learning Committee, the IIE Faculty Board and Senate.

    National Academic Development Navigator:
  • Represents and manages academic research interests and the integration of staff research into academic operations through the following:
    > The Vega Research Programme and policy.
    > Research synergy at the Field Indaba.
    > The Vega Research Portal documents.
    > Staff capacity workshops.
    > The Vega Academic Referencing guide.
    > Reports back on national research outputs.
  • Manages Vega's programme development.
  • Identifies and manages priority areas (in conjunction with the A&QA Management Team and Field Navigators and the Academic Co-nav) that require Academic staff capacity and skills delivery.
  • Plans and manages Vega Navigator information sessions to ensure NNS purpose and role clarity.
  • Represents the channel of communication with the IIE National Library Committee.
  • Represents Vega academic development in National Management, the National Advisory Council, the IIE Faculty Board and Senate.

    National Academic Administration Navigator:
  • Manages the Vega team of Relationship Navigators in their academic administration capacity.
  • Oversees, in conjunction with the Academic Operations Navigator, the academic content of all national marketing information to prospective students.
  • Manages all Vega admissions queries and requests.
  • Manages all Vega promotion queries and requests (including certification of degrees to IIE registrar for graduation).
  • Manages the student Teaching and Learning processes and support.

    Field Navigator;

    Field Navigators act nationally to ensure the Vega vision and positioning is achieved in curricula development and delivery. They are responsible for ensuring that curricula are domestically and globally relevant. They also oversee implementation and delivery across campuses; this includes:
  • Represent Vega's Academic Panel in the assessment and approval of mid year and end of year reports.
  • Guide Vega Subject/Module Navigators in the delivery of curriculum.
  • Communicate curriculum changes from the Field Navigator Indabas to the relevant Module Navigators on each campus.

    Programme Navigator:

    Act nationally to ensure equity of provision in terms of staffing, resources and curriculum delivery. The programme Navigator works closely with the Heads of Year to track success rates and performance on the programme.

    Module/Subject Navigators:

    Act nationally, within the context of a particular year of learning to guide a specific module's delivery and to screen briefs, assignments, projects, tests and proposed questions for mid year and end of year papers and to track student progress marks. Module Navigators are responsible for setting the mid year and end of exam year papers in collaboration with module lecturers. They present curriculum insights to Field Navigators, working toward the Vega vision and positioning.

    Module Navigators are expected to regulate the content and delivery of the course material across all three sites of delivery, and are thus responsible for communicating with Lecturers across all campuses. Module Navigators report to Field Navigators.

    Campus Navigator:

    The individual School principals are expected to monitor the implementation and success of the Quality Management system and to evaluate its implementation on a regular basis. This is done in weekly staff meetings, individual meetings with academic staff, as well as feedback gained from staff and students. Heads of sites are expected to report in this regard to the Head of School and to the National Operations Navigator. The National School and Campus Navigators are also responsible for the sustainability of the School.

    Heads of Year:

    Heads of Year are expected to monitor the implementation and success of Quality Assurance procedures within the core areas in any given one year of study. Heads of Year support, track, collate and constructively manage student progress in collaboration with Vega Relationship Navigators. They oversee the teaching and learning with their respective lecturers and report in this regard to the Academic Head, Field Navigators and the Quality Assurance Navigator. These responsibilities include:
  • Act on campus as the coordinator and manager of the year of teaching.
  • Present year learning insights to Field Navigators, working toward the Vega vision and positioning.
  • Co-ordinates monthly year group meetings, to monitor student progress, subject collaboration and monitor guest lecturing during the year.
  • At the beginning of each term draws up a deadline timetable for the year in conjunction with lecturers, to be handed out to students.
  • Co-ordinates Red Flag Procedure in conjunction with the Relationship Navigator.
  • Conducts disciplinary hearings in conjunction with the Relationship Navigator and the Academic Panel.
  • Co-ordinates contact evenings in conjunction with the Relationship Navigator.

    Module Lecturers:

    Module lecturers are expected to adhere to and where necessary, carry out the implementation of Quality Assurance policies and procedures in regards to the delivery and assessment of the learning programme. They lecture and set briefs, assignments, projects and tests, ensuring that they are assessed by Module Navigators. The lecturer's assess student progress and present progress marks to Heads of Year, Module Navigators and Relationship Navigators. They also present Module Navigators with any module and teaching insights that will contribute toward the Vega vision and positioning. Module Lecturers report to Module Navigators and Heads of Years.

    Relationship Navigators (in context of curriculum development and delivery):

    Campus Relationship Navigators support Heads of Year in tracking and constructively managing student progress. They set and manage deadlines for examination paper submissions, moderation and photocopying. They also ensure that student-lecturer feedbacks are completed for each lecturer within that year twice per year.

    Librarians:

    Campus librarians guide students in research, the sourcing of appropriate texts and journals and in the utilisation of the internet as a research medium.

    Ulimi Lwami Academic Support:

    In addition to librarian support Ulimi Lwami Centres develop language support programmes which will assist students on second language issues.

    Feedback of internal moderation:

    Module Navigators provides feedback to their respective lecturers across the campuses through a moderation report. The findings of the Module Navigators' moderation form the basis of the quarterly reports which are sent to their respective Field Navigator and to the national Academic Management team.

    Navigational Progress Reports:

    Module Navigators submit a brief Module Navigational Progress Report to their respective Field Navigator (Visual Communications) at the end of each calendar term. These reports will summarise the effectiveness and efficiency of the marking and moderation cycles. The Module Navigators will in turn share these reports with the Subject Lecturers.

    National Report Moderation:

    This takes place biannually before July Progress reports and December Final reports are produced. This meeting is attended by the Academic Head, QA Navigator, Field Navigators and National Relationship Navigator. Averages per module/subject per campus as well as the number pf failures and distinctions are compared and assessed. Variances between the campuses over 5% are investigated.

    External Moderation:

    The Assessment of Students at exit Qualification:

    External Moderation:

    External Moderators within Vega are only appointed to moderate exit-level students in all qualifications. External Moderators are appointed according to their relevant academic qualifications, assessment experience and industry experience. External Moderators are interviewed and briefed by Field Navigators according to the nature of Vega's assessment policies and strategies.

    The findings of External Moderators are mediated by internal assessment procedures. Regional and National Report Moderation meetings provide a platform to act on the findings of the External Moderators in a positive and constructive manner.

    External Moderation procedures:

    The procedures to appoint and facilitate External Moderators is as follows:
  • Nominations for all External moderators for all subjects are compiled by the Field Navigator and forwarded to the Quality Assurance Navigator.
  • Cv's for all nominations need to be secured and forwarded to the Quality Assurance Navigator.
  • Nominations and Cv's of all External Moderators need to be approved by the respective Field Navigator.
  • Following agreement from the External Moderator, the curriculum outline, the learning outcomes, a sample of the work, the assessment criteria and the learning outcomes for the subject are sent to the External Moderator.
  • The External Moderator meets with the Field or Subject Navigator to discuss and perform the moderation.
  • External Moderators assess a sample of student work across all campuses, and this is centralised at the Johannesburg campus.
  • The External Moderator submits a formal report using the External Moderator report template.

    External moderation assessment points:

    The following summative assessments and assessment instruments on the exit level of study are moderated:
  • Examination question papers and memos-all final year exam question papers and marking memoranda are externally moderated.
  • Examination scripts-a sample of all final year exam scripts are externally moderated. The sample size for moderation is nine from each campus, representing three of the highest, three of the middle and three of the lowest marks achieved.
  • Final summative portfolio-a sample of portfolios are externally moderated.

    Variance-assessing examination scripts and tests where the variance between the marker and the moderator is less than 5% and the moderator found no specific marking errors, the original marks will stand.
    Where the variance is equal to or more than 5% and the moderator did pick up errors in the marking then the entire batch of assessment needs to be remarked by the moderator.

    External Moderators reports:

    External Moderators are required to submit formal reports using the given template. External Moderators are asked to report on the following:
  • The consistency and fairness of assessment.
  • The assessment process.
  • The overall standard of work.
  • The standard of work in relation to other courses of the same nature.

    The same external moderator is used across the sites to ensure consistency.

    External Moderators reports are forwarded onto the respective Field and Module Navigators and are presented at the end of year Report Moderation meeting and are used in proceeding Academic Planning meetings. The Field Navigator ensures that all pertinent feedback is taken into account for the following years programme and curriculum. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Not applicable. According to the HEQC, assessors in higher education need not be registered with the ETDP SETA or any other structure. 

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

    NOTES 
    This qualification replaces qualification 66711, "Certificate: Photography", Level 5, 120 credits.
    . 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


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


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.