SAQA 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 
ORIGINATOR ORIGINATING PROVIDER
SGB Translation, Interpreting and Language Editing   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
-   OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
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" 
SAQA 0480/09  2009-07-01  2012-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-06-30   2014-06-30  

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 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:
  • Communicating proficiently in at least their first language and in a second language within their community context
  • Organising bilingual and intercultural communication flow and managing the power relations in a community context
  • Interpreting and conveying verbal and non-verbal communication within and between language groups
  • Managing own interpreting and translation activities
  • Appreciating interpreting and translation as professional activities, keeping to deadlines and performing activities ethically
  • Starting a new business venture, and/or Supervising a team of interpreters and/or translators, and/or Collecting research data through field work and/or Proof-reading text within and between languages

    Rationale

    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:
  • Engage in a range of speaking and listening interactions
  • Read and respond to a range of text types
  • Write for a variety of different purposes
  • Explore and use a variety of strategies to learn
  • Identify and respond to selected texts
  • Use mathematical literacy to investigate and monitor the financial aspects of personal and business issues
  • Investigate life and work related problems using data and probabilities
  • Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts
  • Measure, estimate, calculate physical quantities, explore, describe and represent, interpret, justify geometrical relationships in 2 & 3-dimensional space relevant to the life or workplace of the community

    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? 

    QUALIFICATION RULES 
    Rules of combination

    Fundamental: 56
    Core: 70
    Electives: 10
    Total: 136

    This qualification is designed as follows:

    Compulsory:

    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

    Integrated assessment

    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. 

    INTERNATIONAL COMPARABILITY 
    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.

    New Zealand

    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:
  • The New Zealand standards include 10 credits for Management practice at Level 6
  • The New Zealand standards include 20 credits each at Level 7 for conference interpreting, court and legal interpreting, and interpreting in health care settings
  • The New Zealand standards include translating literary text (Level 7) from one language to another is assigned 15 credits
  • This South African qualification includes credits for communication and language competence
    Credits assigned to each unit standard are generally higher for the South African standards.

    Australia

    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

    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

    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 

  • ARTICULATION OPTIONS 
    This qualification was developed for articulation between translating, interpreting and editing areas of competence.
  • Horizontal articulation on the Framework is possible with qualifications such as the National Certificate in New Venture Creation (SMME) (NQF Level 4), National Certificate in Human Resources Management and Practices Support (NQF Level 4), and the National Certificate in Marketing Research (NQF Level 4).
  • Vertical articulation with ABET Level 4, the GETC, and with FET Levels 2 and 3 qualifications is possible. The competencies attained during this qualification provide a basis for further learning towards business management and entrepreneurship, research, human resource management, etc.
  • The fundamental Unit Standards (communication and language, and mathematics literacy) also from part of all qualifications at NQF Level 4. 

  • MODERATION OPTIONS 
    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:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained (a Portfolio of Evidence) at a Level on the NQF that is one level above that of this qualification.
  • NQF recognised assessor credit against the Assessor unit standard.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical is not fixed but varies according to the type and level of qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      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 
    Core  114634  Manage own translation activities  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  8600  Care for Customers  Level 4  NQF Level 04 
    Elective  10015  Identify customers of the business  Level 4  NQF Level 04 
    Elective  10386  Investigate the possibilities of establishing and running a small business enterprise (SMME)  Level 4  NQF Level 04 
    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: 
     
    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    NONE 



    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.