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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Film and Television Production Operations 
SAQA QUAL ID QUALIFICATION TITLE
61450  Further Education and Training Certificate: Film and Television Production Operations 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
MICTS - Media, Information and Communication Technologies Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  157  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
49120  Further Education and Training Certificate: Film, Television and Video Production Operations  Level 4  NQF Level 04  137  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Qualification provides the learner with the necessary competence to enter the film and television industry by ensuring that they understand the context and that they are able to function within the context of film and television productions. Learners further understand the importance of the industry within the broader socio-economic context and can apply this in an employment situation. The competence attained by learners enables them to contribute in a meaningful way, through their use of the media, to the social and economic development of the nation at large through effective participation in film and television production.

Qualifying learners are able to follow the work ethic required in the film and television production sector. They can make an informed career choice based on knowledge of the industry, and provide a valuable support role in the industry. Qualified learners adhere to health and safety legislation, and can operate in a business, including maintaining productive interpersonal relations. Due to the high level of technology in the industry, learners are also required to be computer literate to be awarded this qualification.

Qualifying learners are capable of:
  • Managing own film or television production activities.
  • Delivering customer service with respect to all film or television production stakeholders.
  • Gathering and processing information for film or television production specialisations.
  • Administering film or television production office procedures according to organisation standards.
  • Sourcing film or television production resources for film or television production operations.
  • Using equipment, materials and tools in an area of film or television production specialisation fulfilling specific roles within film and television production teams.
  • Using equipment, materials and tools in elected areas of film and television production specialisation.
  • Processing information in elected areas of film and television production specialisation.

    Rationale:

    This qualification is aimed at learners who wish to enter the film and television industry with no prior competence in the area. Learning towards this qualification allows the learner to experience the various career options in the industry (technical, creative and production) and thereby make an informed choice. In addition, it allows learners to focus on and gain entry-level competence in a chosen area of specialisation. This qualification will equip learners with a minimum competence in all focus areas as well as providing an employable level of competence in their choice of focus area.

    The qualification provides a basis for all further qualifications in the industry. Learners can progress from this qualification to increased, more complex levels of competence in their focus areas. In attaining the required fundamental and core components, the learner gains employment competencies that are transferable.

    This qualification gives learners access to fast-tracked entry through recognised competence. This qualification encourages career choices in previously neglected areas of competence, increasing career opportunities by addressing competence across the sector rather than only competence in parts of the sector, as has happened in the past. Globally, innovation, cultural specificity, the demands of new media and collaboration are influencing the competence required in this sector. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The design of this Qualification is based on the assumption that learners embarking on learning towards this qualification are already competent in the areas of communication in one language, and mathematical literacy at NQF Level 3 of the Further Education and Training Band, and are competent vehicle drivers (not compulsory). In addition, competence in communication using a second language at NQF Level 2 is assumed. The Qualification credits are also based on the assumption that the learner is computer literate. Computer literacy has to be achieved before the learner can qualify, if learning is not in place when embarking on learning towards this qualification, contained in the following unit standards:
  • ID 117867: Managing files in a Graphical User Interface (GUI) environment.
  • ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment.
  • ID 116932: Operate a personal computer system.
  • ID 117867: Managing files in a Graphical User Interface (GUI) environment.
  • ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment.

    Recognition of Prior Learning (RPL):

    This Qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A Qualification will be awarded should a learner demonstrate that the exit level outcomes of the Qualification have been attained. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The fundamental and core components of the qualification are compulsory.
  • Fundamental: 56 Credits.
  • Core: 91 Credits.
  • Electives: 10 Credits.

    Specific choices are provided in the elective as follows:
  • Camera operations (12 Credits).
  • Lighting (11 Credits).
  • Grips (14 Credits).
  • Editing (16 Credits).
  • Sound (11 Credits).
  • Production administration (17 Credits).
  • Production accounting (17 Credits).
  • Production assistant directing (16 Credits) floor managing assistant.
  • Art (16 Credits).
  • Stunts (15 Credits).

    Multicamera studio operations:

    Character generator operator - computer - disk and load package - graphic is loaded - titling 1/3 rds etc - CGEN operator - take it and vision mixer put it in:
  • Auto-cue operator.
  • Studio production assistant.
  • VT unit standard.

    Elective choices allow selection in an area of specialisation from the following:
  • Camera operations.
  • Lighting.
  • Grips.
  • Editing.
  • Sound.
  • Production Administration.
  • Production Accounting.
  • Production assistant directing/assistant floor manager.
  • Production art.
  • Stunts.

    Multicamera studio operations:

    Character generator operator - computer - disk and load package - graphic is loaded - titling 1/3 rds etc - CGEN - take it and vision mixer put it in:
  • Auto-cue operator.
  • Studio production assistant.
  • VT unit standard. 

  • EXIT LEVEL OUTCOMES 
    1. Manage own film or television production activities.
  • Range: Activities include freelancing, managing freelancing activities and includes negotiating agreements with clients.

    2. Deliver customer service with respect to all film or television production stakeholders.

    3. Administer film or television production office procedures according to organisation standards.

    4. Gather and process information for film or television production specialisations.
  • Range: Information includes information regarding areas of specialisation.

    5. Source film or television production resources for film or television production operations.
  • Range: Resources include service providers/suppliers.

    6. Use equipment, materials and tools in an area of film or television production specialisation.

    7. Fulfil specific roles within film and television production teams.

    Critical Cross-field Outcomes:
  • Identifying and solving problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions.
  • Working effectively with others as a member of a team, group, organisation or community.
  • Organising and managing oneself and one's activities responsibly and effectively.
  • Collecting, analysing, organising and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Financial processing, and accounts of freelancing activities are compiled and finances and activities administered to meet all relevant legal and best practice requirements.
    1.2 Own freelancing services are marketed to clients, and resource and client networks are forged, by applying fit-for-purpose strategies.
    1.3 Film or television work ethic and industry accepted practice standards are identified and adhered to at all times.
  • Range: Work ethic and industry accepted practice standards relate to communication, conflict resolution, time management and deadline adherence, efficiency (e.g. in terms of personal and team resources), charging for services, risk management, industry etiquette, customer service, etc.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 All stakeholders and their needs are identified for specific film or television production contexts.
    2.2 Stakeholder needs are interpreted accurately, addressed and constantly monitored in terms of needs being met.
    2.3 Stakeholder contacts are maintained to be up to date and communication with stakeholders adhere to agreed communication processes and procedures.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Project meetings are planned, organised and supported as required for specific film or television productions and all relevant participants are included.
  • Range: Requirements include meeting times, preferences, venues, participants, etc.
    3.2 Stock (supply) levels and equipment are monitored and maintained as per specified organisation standards, processes and procedures.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Information is collected from reliable and verifiable sources that are appropriate for information needs, and is accurate.
  • Range: Information needs include the type of information and the purpose of information gathering.
    4.2 Information is stored in a manner that allows future access and retrieval by all relevant persons.
    4.3 Information is processed in a manner that facilitates actions that are effective for film production requirements and presented according to target audience requirements.

    Associated Assessment Criteria for Exit Level Outcome 5:

    5.1 Resources are identified based on and obtained to meet specified needs for film or television production resources.
    5.2 Service providers are managed according to contractual agreement requirements.
    5.3 Communication with service providers adheres to agreed communication processes and procedures.

    Associated Assessment Criteria for Exit Level Outcome 6:

    6.1 Equipment, materials and tools relevant for specialisation areas in film and television production are identified and described and equipment, materials and tools are used according to manufacturer specifications.
    6.2 Health, safety and environment requirements are identified for specific film or television productions.
    6.3 Equipment, materials and tools are used in line with occupational health, safety and environment requirements relevant for specific film or television production specialisations.

    Associated Assessment Criteria for Exit Level Outcome 7:

    7.1 Factors affecting teams and roles and responsibilities required to work in a team are identified for specific teams within film and television production.
    7.2 Team effectiveness and own participation in the team are reviewed, and findings are justified based on agreed effectiveness and participation criteria.
    7.3 Operations in relation to film and television production processes are described and all roles and responsibilities are identified for specific film or television production specialisations. 

  • INTERNATIONAL COMPARABILITY 
    Countries that are the most active in the film and television industry are India, Australia, New Zealand, France, Germany, Canada, Switzerland, the United Kingdom (UK), Russia and the United States of America (USA). USA and UK programmes separate film from television, and combine television and radio in other programmes. The South African market cannot sustain this separation at the present time, thus this entry-level qualification allows for both television and film specialisations (radio is included in the South African entry-level journalism qualification). Also, many countries do not have a qualification at a level equivalent to this qualification, and entry level is undergraduate programmes. However, prior to undergraduate programmes, many short courses are available. The South African qualification is the only one that includes a component for stunt performance competence.

    The countries that have formal industry and support associations include: Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Burkina Faso, Canada, Chile, China, Croatia, Cuba, Czech Republic, Denmark, Estonia, Egypt, Espana, Finland, France, Georgia, Germany, Ghana, Greece, Hungary, Iceland, India, Indonesia, Ireland, Israel, Italy, Jamaica, Japan, Kazakhstan, Kenya, Korea, Lebanon, Lithuania, Luxemburg, Malaysia, Malta, Maroc, Mexico, Netherlands, New Zealand, Nigeria, Norway, Philippines, Poland, Portugal, Romania, Russia, Scotland, Serbia - Montenegro, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sri Lanka, Sweden, Switzerland, Taiwan, Thailand, Tunisia, The Netherlands, Ukraine, UK, Uruguay, USA, Venezuela, Vietnam, and Zimbabwe.

    For purposes of international comparison, entry level education and training in film and television operations in India, Australia, New Zealand, France, Germany, Canada, Switzerland, the UK, Russia and the USA were selected as they are the leading industries internationally. However, information could only be obtained for India, Australia, New Zealand, the UK, and the USA. In addition, Argentina, Brazil and several African countries were also selected. Argentina and Brazil were selected as they are also emerging economies.

    In Brazil entry level programmes are offered over one year. The programmes include learning how to write, direct, shoot and edit own films, and to work in crew positions in films. Very similar to this South African entry-level qualification, the aim of the qualification is for learners to find their way into a career as screenwriters, directors, cinematographers, editors or documentary filmmakers, and then choosing a main area from the following: directing, cinematography, post-production, screenwriting or documentary. The most notable difference between this South African and the Brazilian entry-level qualification is that the South African qualification does not include documentaries as a separate set of competence. Other differences include Brazilian programmes include that acting, and screenwriting.

    The Kenya entry-level qualification is a three year qualification in film and television production, and is not the equivalent of this South African qualification. In Ghana learners can attain a Higher Diploma, Diploma or Certificate, but at Higher Education level only. Other African countries that offer film and television production undergraduate, graduate and post graduate programmes include Liberia (B.A.), Nigeria (Diploma, Higher Diploma, Postgraduate Diploma, B.A., M.A., Ph.D.), Tanzania (Diploma), Uganda (Diploma), Zambia (Diploma, Certificate, B.A.) and Zimbabwe (Diploma). In Zimbabwe, UNESCO is sponsoring a film and video training project that runs between 4 and 8 weeks, which is also a post NQF Level 4 course.

    India is said to be the largest film producing country in the world, with around eight hundred films in various languages being made in the country every year. Close to sixty satellite television channels are currently operating in the country. Learning programmes include from 3 month to more than 3 year programmes. At a level equivalent to this qualification, only short programmes of 3 months each are recognised. The programmes in India also combine film and television competence. Four three month programmes are recognised. There are major differences between the South African qualification and the programs offered in India. Radio, music, still photography, writing/journalism, designing sets, developing projects, and acting and presenting are included in programs in India, but are not part of this qualification. The learning time is also much shorter than this South African qualification.

    In the USA, television and radio production programmes are combined, and film learning programmes are separate. Most programmes are at undergraduate and graduate level, and one year programmes (usually not accredited) are offered by some providers, focusing more on skills than knowledge components. The one-year programmes usually include entry level competence for 16mm, 35mm and digital filmmaking, acting, cinema studies, screenwriting , film production, casting, producing, sync-sound recording, cinematography, editing and sound design, pre-production, and post-production. Differences with this qualification (in addition to the level assigned to it) include that the South African qualification does not include screenwriting and acting.

    Various qualifications exist in the UK for each of the unit standards in the South African qualification. For example, learners can attain a qualification in camera assistance, or camera operations. There are three qualifications for film and television production, at the equivalent of South African NQF Levels 3, 4 and 5. The UK Level 3 qualification (South African NQF Level 4 equivalent) is very similar to this South African qualification's core component and aspects of the production administration, accounting and assistant directing elective components.

    New Zealand has an equivalent qualification, at an equivalent level and of equivalent duration. The Further Education and Training in Film and Television contains 60 credits in the elective component, for camera, delivery, foundation skills, post production, production management, script writing, technical management, production design, production lighting and production sound. The major differences between the New Zealand and the South African qualification are that compulsory unit standards in the New Zealand qualification are elective unit standards in the South African qualification, and the core of the South African qualification is not included in the New Zealand qualification (or any of the other international qualifications).

    The seeming differences between this South African qualification and programmes offered in the UK and USA, namely that the programmes for film and television are separated, is in fact the way in which programmes in South Africa are also structured, although they lead to this (one) qualification. Programmes in India focus more on performance and aesthetic components, whereas this South African qualification is longer and more production-focused. Compared with other African countries, the entry-level in South Africa is at a lower level, allowing improved access to the sector.

    Overall, the South African qualification compares favourably with the leading industries internationally, in India, Australia, New Zealand, the UK, and the USA, as well as with other emerging economies and developing countries (Argentina, Brazil and other African countries). 

    ARTICULATION OPTIONS 
    Vertical articulation is possible with:
  • NQF Level 5 film and television production qualifications, for example:
    > ID 58394: National Certificate in Film and Television Production.
  • Other NQF Level 5 qualifications through the core component unit standards, for example:
    > ID 24493: National Certificate: Management.
    > ID 20613: National Diploma: Event Co-ordination.

    The core component articulates horizontally with various NQF Level 4 qualifications, for example:
  • ID 59276: National Certificate: Marketing Communications.
  • ID 50080: National Certificate: Generic Project Management.
  • ID 35928: National Certificate: Business Administration Services. 

  • MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • 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 here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • 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.

    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 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. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and/or experience gained in the relevant field at an NQF Level above the level of this qualification.
  • Detailed documentary proof of relevant qualification/s, practical training completed, and/or experience gained in assessment at the appropriate NQF Level (i.e. credit against the registered unit standard). 

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

    NOTES 
    This qualification replaces qualification 49120, "Further Education and Training Certificate: Film, Television and Video Production Operations", Level 4, 137 credits.

    The Qualification can be achieved for production in studio, or outside/on location.

    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. The learner must be declared competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    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 components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  246740  Care for customers  Level 4  NQF Level 04 
    Core  120374  Contribute to the management of project risk within own field of expertise  Level 4  NQF Level 04 
    Core  120127  Demonstrate knowledge and understanding of issues of compliance or non-activity that could result in civil or criminal liability in terms of business law  Level 4  NQF Level 04 
    Core  120366  Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place  Level 4  NQF Level 04 
    Core  13945  Describe and apply the management of stock and fixed assets in a business unit  Level 4  NQF Level 04 
    Core  120384  Develop a simple schedule to facilitate effective project execution  Level 4  NQF Level 04 
    Core  252195  Identify expertise and resources  Level 4  NQF Level 04 
    Core  252218  Liaise with a range of customers of a business  Level 4  NQF Level 04 
    Core  109999  Manage service providers in a selected organisation  Level 4  NQF Level 04 
    Core  120387  Monitor, evaluate and communicate simple project schedules  Level 4  NQF Level 04 
    Core  13948  Negotiate an agreement or deal in an authentic work situation  Level 4  NQF Level 04 
    Core  120375  Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget  Level 4  NQF Level 04 
    Core  120382  Plan, organise and support project meetings and workshops  Level 4  NQF Level 04 
    Core  117536  Select areas of specialisation in film, television and video production  Level 4  NQF Level 04  15 
    Core  120379  Work as a project team member  Level 4  NQF Level 04 
    Core  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5 
    Core  252024  Evaluate current practices against best practice  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119466  Interpret a variety of literary texts  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    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  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  12417  Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  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  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  13932  Prepare and process documents for financial and banking processes  Level 3  NQF Level 03 
    Elective  116940  Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem  Level 3  NQF Level 03 
    Elective  116942  Use a GUI-based word processor to create merged documents  Level 3  NQF Level 03 
    Elective  119078  Use a GUI-based word processor to enhance a document through the use of tables and columns  Level 3  NQF Level 03 
    Elective  114529  Check sound source quality  Level 4  NQF Level 04 
    Elective  255754  Create character generating pages  Level 4  NQF Level 04 
    Elective  117534  Digitise picture and sound for non-linear editing  Level 4  NQF Level 04 
    Elective  114533  Evaluate acoustics  Level 4  NQF Level 04 
    Elective  114555  Maintain professional sound engineering equipment  Level 4  NQF Level 04 
    Elective  117538  Maintain the functioning of electronic post-production environments  Level 4  NQF Level 04 
    Elective  114544  Meet recording session requirements  Level 4  NQF Level 04 
    Elective  117531  Mount and move cameras  Level 4  NQF Level 04  14 
    Elective  114557  Operate Controls and Functions  Level 4  NQF Level 04 
    Elective  114559  Operate digital recording software  Level 4  NQF Level 04 
    Elective  255756  Operate lights for film and television productions  Level 4  NQF Level 04 
    Elective  117530  Operate sound for film, television and video production  Level 4  NQF Level 04 
    Elective  117535  Perform stunts for film, television, video and live events  Level 4  NQF Level 04  15 
    Elective  114556  Plan pre-production  Level 4  NQF Level 04 
    Elective  114558  Record a stereo production  Level 4  NQF Level 04 
    Elective  12608  Record sound from a single source  Level 4  NQF Level 04 
    Elective  117533  Set-up visual appearance for film, television and video production  Level 4  NQF Level 04  12 
    Elective  117537  Transfer video tape materials to broadcast and non - broadcast formats  Level 4  NQF Level 04 
    Elective  117927  Use a Graphical User Interface (GUI)-based database application to solve a given problem  Level 4  NQF Level 04 
    Elective  13793  Assemble pictures and sound to specification  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12499  Edit sound  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12493  Load and unload film camera magazines  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12494  Operate a clapper board for a film shoot  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12500  Prepare lighting equipment for production  Level 5  Level TBA: Pre-2009 was L5 
    Elective  255774  Rig and de-rig cameras for television productions  Level 5  Level TBA: Pre-2009 was L5 
    Elective  255765  Rig lighting for film and television productions  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12492  Set up and operate a video assist for film camera  Level 5  Level TBA: Pre-2009 was L5 


    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. African Academy of Cinematic Arts-AACA 
    2. Amplify Africa (PTY) LTD 
    3. Big Fish School of Digital Filmmaking (Pty) Ltd 
    4. Creative Arts College 
    5. Ditorong Group Pty Ltd 
    6. East Coast Media cc 
    7. eMedia Investment 
    8. FILM Mentorship & Training 
    9. FOE Foundation (Face of Earth) 
    10. Footprint Media academy Pty ltd 
    11. GAUTENG ARMATURE WINDERS CC (Benoni) 
    12. Gauteng City College 
    13. Guquka Management and Consulting Pty Ltd 
    14. HILLCROSS BUSINESS SCHOOL (PTY) LTD 
    15. IALE School of Advanced Learning and Education (Pty) Ltd 
    16. Information Technology Resource Centre 
    17. Limco Consulting and management (Pty) Ltd 
    18. Madiba Media and Production 
    19. Mass Computer Training And Printers 
    20. NEMISA 
    21. Oakfields College 
    22. Oakfields College (Head Office) 
    23. Pendosync Skills Development and Training 
    24. Posh Multimedia 
    25. Regent-Comp 
    26. Revolution Media Academy (Pty) Ltd 
    27. Supersport Pty Ltd 
    28. TBL Empowerment Hub 
    29. The Media Workshop cc 
    30. WYZA Media Solutions 



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