|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|
|National Diploma: Translation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|48784||National Diploma: Translation|
|SGB Translation, Interpreting and Language Editing|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CHE - Council on Higher Education||HEQSF - Higher Education Qualifications Sub-framework|
|National Diploma||Field 04 - Communication Studies and Language||Communication Studies|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||240||Level 5||NQF Level 05||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|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 this qualification is to enable learners to translate general text between languages for general readership. The qualification requires learners to be able to use computers in the context of translation, to collect the information required for translation and to build up information resources and networks.
Qualifying learners will be able to provide quality services professionally, ethically and with a focus on customer service. They can contextualise text within a target culture when translating general text, to ensure an autonomous text. Competent general text translators are able to involve readers, translate between two cultures, edit two languages, proofread and analyse general text by consulting references and/or sources.
Qualifying learners are capable of:
In addition, the learner is equipped to contribute economically, by electing to attain outcomes for:
A National Diploma in General Translation (NQF Level 5) is required because there is a need for improved competence and recognition of competence in the areas of translation, interpreting and editing. The qualification is intended to build on entry-level language practice competence, and allows progression to NQF Level 6 competence within this domain.
The attainment of a qualification in general translation allows the transfer of knowledge by the translator to the general public, and the conveying of knowledge to the general public, thus empowering both learners and public. Applying translation competence fosters and promotes multi- lingualism, and cultural linguistic tolerance. In addition, improving intercultural communication maximises understanding, thereby facilitating potential conflict resolution. Translation facilitates social relationships and empowerment by making accessible information and knowledge in all languages used in South Africa.
This qualification intends providing learners with access to the profession of translation. The qualification has also 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 bulk of learners who have not had access to education and training regarding translation, interpreting and editing, have attained sets of competence through workplace experience. Learners often work as freelance service providers, and the qualification is set to improve employment opportunities for learners in this field. Learners include speakers of South African and any other languages.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners have already attained the following competencies:
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?|
|This qualification is designed as follows.
At least 20 credits, from Elective Unit Standards, in the following "packages"
Manage information and communication
Communicate proficiently in a third language
Fundamental Level 4: 15 credits
Total Fundamental: 15 credits
Core Level 4: 16 credits
Core Level 5: 186 credits
Total Core: 205 credits
Elective Level 4: 65 credits
Elective Level 5: 62 credits
Total Elective: 20 credits
TOTAL: 240 credits
|EXIT LEVEL OUTCOMES|
|1. Communicate effectively using language skills in the mode of written presentation in two languages.
2. Identify and solve problems where responses to translation problems show that critical and creative thinking has been used to make responsible decisions to situate text culturally.
3. Work effectively with others as a member of a team, group, organisation or community to translate general text, demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
4. Collect and organise information resources for general text translation. (Range: Networking, storing information, annotation of text, etc.)
5. Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and translations of others.
Elective: (two outcomes are required to qualify)
6. Manage business by demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
7. Work effectively with others as a member of a team, group, organisation or community to facilitate others' learning.
8. Collect, analyse, organise and critically evaluate information using information science and technology effectively and critically.
9. Organise and manage self and translation activities responsibly and effectively to address customer requirements.
10. Communicate effectively using language skills in the mode of written presentation in a third language.
|ASSOCIATED ASSESSMENT CRITERIA|
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 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 Unit Standards and the qualification standard 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, Australia and Scotland.
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 New Zealand standards include:
Credits assigned to each unit standard are generally higher for the South African standards.
Australia has three Translation and Interpretation qualifications which compare to the present qualification:
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 this qualification's Unit Standards, include:
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.
|This qualification was developed for articulation between translation, 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 Diploma in General Translation (NQF Level 5). 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.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|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:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||115009||Ensure relevance of general text translations||Level 4||NQF Level 04||20|
|Core||115015||Adapt source and target text||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||115006||Analyse various texts in different contexts||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||115007||Assess source and target texts||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||115011||Build information resources for translation||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||115014||Decode source culture||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||115012||Decode source language||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||15219||Develop and implement a strategy and action plans for a team, department or division||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||115017||Express general text in target language||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||14609||Participate in management of conflict||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||115005||Process general text in source and target languages||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||115008||Transfer into target culture||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||115010||Transfer text (encode) from one language to another||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||115016||Transform source and target text types||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||115013||Write and interpret general translation briefs||Level 5||Level TBA: Pre-2009 was L5||16|
|Fundamental||12155||Apply comprehension skills to engage written texts in a business environment||Level 4||NQF Level 04||5|
|Fundamental||8978||Motivate judgements on selected literary texts||Level 4||NQF Level 04||5|
|Fundamental||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Elective||10385||Develop a business plan for a small business||Level 4||NQF Level 04||5|
|Elective||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Elective||10386||Investigate the possibilities of establishing and running a small business enterprise (SMME)||Level 4||NQF Level 04||3|
|Elective||13948||Negotiate an agreement or deal in an authentic work situation||Level 4||NQF Level 04||5|
|Elective||10134||Participate in the estimation and preparation of cost budgets for an element of work and monitor and control actual cost against budget||Level 4||NQF Level 04||6|
|Elective||10231||Plan a learning event||Level 4||NQF Level 04||8|
|Elective||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Elective||8979||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Elective||15234||Apply efficient time management to the work of a department/division/section||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15231||Create and use a range of resources to effectively manage teams, sections, departments or divisions||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15216||Create opportunities for innovation and lead projects to meet innovative ideas||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15226||Implement systems to meet the flow of information in a team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||10053||Manage customer requirements and needs and implement action plans||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7863||Manage staff development||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||14525||Present an informed argument on a current issue in a business sector||Level 5||Level TBA: Pre-2009 was L5||5|
|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.