|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: Community-Based Language Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|48701||National Certificate: Community-Based Language Practice|
|SGB Translation, Interpreting and Language Editing|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|-||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 04 - Communication Studies and Language||Communication Studies|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||136||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|The purpose of the National Certificate in Community-Based Language Practice (NQF Level 4) is to ensure that credited learners are able to render translating, interpreting and editing services in a community context. This is hoped to improve the status of translating, interpreting and editing services in general, and specifically at community level, by increasing the pool of competence, improving professionalism and ensuring ethical conduct.
Learners who qualify are able to improve their earning capacity, by acquiring recognised professional competence. In addition, an elective component would provide the competence required for entrepreneurship, allowing credited learners to contribute to the South African economy. Credited learners can also contribute to community upliftment by ensuring linguistic human rights, improving access to public services and resolving conflict that arises from ineffective communication.
Qualifying learners are capable of:
A National Certificate in Community-Based Language Practice (NQF Level 4) is required because there is a need for improved competence and recognition of competence in the areas of translating, interpreting and editing at community level. The qualification is intended to achieve entry-level language practice competence, and allows progression to Higher Education and Training at NQF Level 5. The competence attained as part of this qualification also improves learning in any other area of competence, as it facilitates literacy and focuses on linguistic competence.
Research regarding translating, interpreting and language editing indicates that the understanding of language allows citizens to interact with social systems. Their human rights, including linguistic human rights, are protected and their voices are heard. This form of empowerment results from an understanding of social systems, and the resulting ability to help oneself and others to function effectively within social systems. The competence attained allows credited learners to positively impact on communication between different cultures. In addition, access to information has been shown to have a positive, profitable, economic impact throughout the world.
The qualification has been designed to provide access to education and training by means of Recognition of Prior Learning within the competence areas. It is also intended to allow learners to obtain credit towards part of the qualification, as the majority of learners who have not had access to formal education and training regarding translating, interpreting and editing have attained sets of competence through workplace experience. These learners often work as freelance service providers in one of the above areas, within their communities, and the qualification is set to improve employment opportunities for learners in this field. The learners include speakers of all official African, South African and any other languages.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|To successfully engage with learning towards this qualification, it is assumed that learners have attained sufficient language and communication competence in their home language and another language to:
These competencies are contained in registered Unit Standards for Communication and Language Studies, and Mathematic Literacy, both at NQF Level 3
Recognition of prior learning (RPL)
Learners who have met the requirements of any Unit Standard in this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant will be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standard or Unit Standards. A qualification will be awarded should a candidate demonstrate that all the Unit Standards outcomes have been attained.
|RECOGNISE PREVIOUS LEARNING?|
|Rules of combination
This qualification is designed as follows:
All Fundamental Unit Standards
All Core Unit Standards
Optional: at least 10 credits, from Elective Unit Standards:
Investigate the possibilities of establishing and running a small business enterprise (SMME) (10386) (3 Credits)
Identify customers of the business (10015) (4 Credits)
Care for Customers (8600) (3 Credits)
Supervise work unit to achieve work unit objectives (individuals and teams) (10981) (12 Credits)
Plan and conduct research activities that redress social development issues (110059) (10 Credits)
Minimum credits required at each NQF level:
Credits NQF Level
Component L4 L5 Total
Fundamental: 56 0 56
Core: 60 10 70
Subtotal: 116 10 126
Elective: 22 10 10
Total: 138 20 136
|EXIT LEVEL OUTCOMES|
|1. Communicate proficiently in at least the first and a second language within the community context
2. Use mathematical literacy for personal and business applications
3. Organise bilingual and intercultural communication flow
4. Manage the power relations in a community context
5. Interpret and convey verbal and non-verbal communication within and between language groups
6. Manage own interpreting and translation activities
7. Appreciate interpreting and translation as professional activities, keeping to deadlines and performing activities ethically
8. Start and maintain a business venture OR
9. Supervise a work unit OR
10. Plan and conduct research activities
|ASSOCIATED ASSESSMENT CRITERIA|
|1. Verbal and non-verbal communication is used effectively and critically, yet sensitively.Text and subtext of verbal and non-verbal communication is identified and appropriately reacted to.Communication is used to facilitate understanding individually or in groups, effectively and efficiently.
2. National, regional and personal budgets are analysed in order to manage own affairsCalculations and the use of statistics are correct for own purpose and when dealing with clientsCalculations and instruments are used and taken into account when reporting final values
3. Strategies are selected for intercultural communicationStrategies are used and monitored to facilitate respectful intercultural communication.
4. Tenor of discourse is applied for respectful intercultural communication.Tenor of discourse is monitored to facilitate respectful intercultural communication.
5. Target language is used appropriately, and in contextVerbal and non-verbal communication methods of target culture are respectedVocabulary, idiom, terminology reflect the intended message.
6. Data gathering strategies are appropriate to culture and contextContracts with clients are negotiated appropriatelyQuality assurance strategies are in place
7. Briefs are interpreted, adhered to and renegotiated where required Codes of conduct and codes of ethics of the profession are adhered to
Elective (attainment of one outcome is required to qualify)
8. Opportunities for a new business are identified and pursuedCustomers are identified and cared for to ensure repeat business
9. Objectives of the team are clearly stated and communicatedAction plans are developed and adhered to, to promote adherence to objectives and time frames
10. Research plans and schedules are compiledand adhered toFindings of research are interpreted correctly
Before qualifying, the learner will be expected to demonstrate competence that integrates the assessment of all specific outcomes, for all Unit Standards, for example, applying competence in a practical scenario. This will require learners to translate, interpret and proofread within and between at least two languages. 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.
|These standards have been developed in line with international standards for the same level of learning and application. Specific comparisons have been made with the standards employed in New Zealand, Scotland and Australia.
These standards have been developed in line with international standards for the same level of learning and application. Specific comparisons have been made with the standards employed in New Zealand, Scotland and Australia.
The New Zealand National Qualifications Framework has ten levels of progression. The Translating and Interpreting Unit Standards (no qualification exists on the New Zealand framework) are registered at Levels 6 and 7. Level 6 is described as involving carrying out processes that require a command of wide-ranging highly specialised technical or scholastic skills, a wide choice of standard and non-standard procedures, often in non-standard combinations, in highly variable routine and non-routine contexts. This is the equivalent of the South African NQF Level 5 or 6. The decision was made to develop this lower level qualification to meet the relatively greater need for interpreting and translating competence in South African due to the unique South African environment, for example the multi-cultural, multilingual context. Apart from this difference in complexity, various differences and similarities are noted in the (core) Unit Standards.
Other countries that have qualifications in Translation that compare well to the current one, include France and the Canada. These countries have range of qualifications across a range of levels.
Comparison between New Zealand and South Africa:
(a) New Zealand:
Demonstrate knowledge of the theory and techniques of interpreting and/or translating; L 7; 15 credits
Interpret and translate for the media between English and New Zealand Sign Language; L 7; 15 credits
Interpret from Maori to English at ceremonial occasions; L 7; 15 credits
Interpret in community settings ; L 6; 35 credits
Translate written or other recorded materials from one language into another language; L 7; 45 credits
Apply management practices to the provision of interpreting and translation services; L 6; 10 credits
Demonstrate knowledge of the ethics and role of the professional interpreter and/or translator; L 6; 15 credits
Prepare for a translating assignment; L 6; 5 credits
Prepare for an interpreting assignment; L 6; 5 credits
Total 160 credits
(b) South Africa:
Organise bilingual and intercultural communication flow in community-based interpreting; Core; L 4; 10 credits
Organise bilingual and intercultural communication flow in community translation; Core; L 4; 10 credits
Interpret oral text from one language to another; Core; L 4; 20 credits
Translate written text from one language to another; Core; L 4; 20 credits
Manage own interpreting activities; Core; L 5; 5 credits
Manage own translation activities; Core; L 5; 5 credits
Total 70 credits
Other differences include that:
Credits assigned to each unit standard are generally higher for the South African standards.
Australia has a range of Translation and Interpretation qualifications all of which compare to the present qualification to various degrees, for example:
Certificate III in translating (Indigenous) (Certificates III have replaced trade certificates)
Diploma of Interpreting and Translation
Advanced Diploma of Translating
Advanced Diploma of Interpreting and Translating (Diplomas and Advanced Diplomas recognise capacity for initiative and judgement across a broad range of technical and/or management functions. The Advanced Diploma is a more specialised qualification and signifies skill and knowledge of a greater complexity and a higher level of personal accountability than is required at a Diploma level.)
Scotland provides a range of registered Unit Standards that comprise a Scottish Vocational Qualification in Translation. The Unit Standards, which compare well to the present qualification's Unit Standards include:
Mandatory Unit Standards
Translate General Texts
Translate Technical Texts
Translate Creative Texts
Translate Complex Technical Texts
Develop Own Performance as a Translator
Optional Unit Standards:
Provide Sight Interpretations of Information on Everyday Topics
Research, Prepare and Present Information for Translation Purposes
Access, Process and Retrieve Language Information from a Database for Translation Purposes
Assess the Requirements for the Translation Service
Other countries that have qualifications in Translation that compare well to the current qualification include France and the Canada. These countries have range of qualifications across a range of levels
|This qualification was developed for articulation between translating, interpreting and editing areas of competence.
|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 the National Certificate in Community-based Language Practice (NQF Level 4). The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of 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. Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed below.
Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in Unit Standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
To register as an assessor, the following are required:
In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114633||Facilitate bilingual and intercultural communication flow in community based translation||Level 4||NQF Level 04||10|
|Core||114630||Facilitate bilingual and intercultural communication flow in community-based interpreting||Level 4||NQF Level 04||10|
|Core||114635||Interpret from One Language to Another||Level 4||NQF Level 04||20|
|Core||114632||Manage own interpreting activities||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||114634||Manage own translation activities||Level 5||Level TBA: Pre-2009 was L5||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||8979||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||8600||Care for Customers||Level 4||NQF Level 04||3|
|Elective||10015||Identify customers of the business||Level 4||NQF Level 04||4|
|Elective||10386||Investigate the possibilities of establishing and running a small business enterprise (SMME)||Level 4||NQF Level 04||3|
|Elective||10981||Supervise work unit to achieve work unit objectives (individuals and teams)||Level 4||NQF Level 04||12|
|Elective||110059||Plan and conduct research that redresses social development issues||Level 5||Level TBA: Pre-2009 was L5||10|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.