|
|
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: |
| Further Education and Training Certificate: Film, Television and Video Production Operations |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 49120 | Further Education and Training Certificate: Film, Television and Video Production Operations | |||
| ORIGINATOR | ||||
| SGB Audio-visual Media Production | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| Was MICTS until Last Date for Achievement | 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 | 137 | 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 "Registered" |
SAQA 0657/04 | 2004-12-02 | 2007-12-02 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2008-12-02 | 2011-12-02 | |||
| 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 is replaced by: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 61450 | Further Education and Training Certificate: Film and Television Production Operations | Level 4 | NQF Level 04 | 157 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| This qualification provides the learner with the necessary competence to enter the film, television and video industry by ensuring that they understand the context and that they are able to function within the context of film, television and video production. 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, television and video production.
Qualifying learners are able to follow the work ethic required in the film, television and video 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: In addition, elective learning components result in learners being capable of: Rationale This qualification is aimed at learners who wish to enter the film, television and video 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 the 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:
Recognition of prior learning (RPL) This qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out. 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 assessment criteria for the relevant Unit Standard or Unit Standards. A qualification will be awarded should a learner demonstrate that all the exit level outcomes have been attained. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The fundamental and core components of the qualification are compulsory. The core component also requires learners to select an area of specialisation from the following:
Within each area, further choices are provided as follows in the elective: Learning components Fundamental-56 Core-70 Elective-152, minimum 11 Total-137 minimum |
| EXIT LEVEL OUTCOMES |
| Fundamental and Core
1. Operate a personal computer 2. Communicating in a variety of ways in two languages 3. Using mathematics in film, television and video production 4. Manage oneself as a film, television and video freelancer 5. Deliver customer service with respect to all film, television and video production stakeholders 6. Meet health, safety and environment requirements during film, television and video production assisting 7. Adhere to film, television and video work ethic and industry accepted practice standards 8. Fulfil specific roles within film, television and video production teams 9. Administer film, television and video production financial and office procedures 10. Gather information for film, television and video production 11. Source film, television and video production resources 12. Select areas of specialisation in film, television and video production Elective 13. Use equipment, materials and tools in an area of film, television and video production specialisation 14. Process information in an area of film, television and video production specialisation |
| ASSOCIATED ASSESSMENT CRITERIA |
| Fundamental and Core Components
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Elective 13. 14. Integrated assessment Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome. Integrated assessment must judge the quality of the observable performance, and also the quality of thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance. The assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). Thus, workplace experience may be recognised when awarding credits towards this qualification. A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and discipline knowledge maintained so that each takes its rightful place. Unit standards in the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. While the foundational component (communication and mathematic literacy) of this qualification on NQF level 4 can be assessed through occupational contexts and activities relating to film, television and video production, care must be taken in both the learning programme and the assessment to ensure that these foundational competencies are portable. The primary aim of this qualification is to ensure that learners have a sound basis to prepare them for further learning, whatever career path they may choose. |
| 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 programs separate film from television, and combines television and radio in other programs. 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 programs. However, prior to undergraduate programs, 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, television and video 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 programs are offered over one year. The programs 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 that the Brazilian programs include 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, television and video production undergraduate, graduate and post graduate programs 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, UNSCO is sponsoring a film and video training project that runs between 4 and 8 weeks, which is also a pos 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 programs include from 3 month to more than 3 year programs. At a level equivalent to this qualification, only short programs of 3 months each are recognised. The programs in India also combine film and television competence. Four three month programs 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 programs are combined, and film learning programs are separate. Most programs are at undergraduate and graduate level, and one year programs (usually not accredited) are offered by some providers, focusing more on skills than knowledge components. The one-year programs 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) includes 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, television and video 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 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 National Certificate 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). |
| ARTICULATION OPTIONS |
| Vertical articulation upwards is possible with NQF Level 5 film, television and video production qualifications, for example, the National Certificate in Film, Television and Video Production, and other NQF Level 5 qualifications through the core component unit standards such as Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division (15215) in, for example, the National Certificate: Management (24493, NQF Level 5), and Care for customers (8600) in, for example, the National Diploma in Event Co-ordination (20613, NQF Level 5).
Vertical articulation downwards is possible with all Further Education and Training qualifications at NQF Level 3, through the Fundamental component of this qualification. Horizontal articulation on the NQF is possible with all Further Education and Training Certificates through the Fundamental component for mathematic literacy and communication. Also, the qualification articulates downwards through, for example, Co-ordinate meetings, minor events and travel arrangements (13929), with the National Certificate in Business Administration Services (23655, NQF Level 3). The core component articulates horizontally with many NQF qualifications, for example: |
| 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 qualification. 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 |
| N/A |
| NOTES |
| This qualification has been replaced by qualification 61450, which is "FETC: Film and Television Production Operations", Level 4, 157 credits. |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 13929 | Co-ordinate meetings, minor events and travel arrangements | Level 3 | NQF Level 03 | 3 |
| Core | 9849 | Maintain health, safety and security within the internal environment | Level 3 | NQF Level 03 | 4 |
| Core | 13918 | Manage time and the work process in a business environment | Level 3 | NQF Level 03 | 4 |
| Core | 13937 | Monitor and control office supplies | Level 3 | NQF Level 03 | 2 |
| Core | 13931 | Monitor and control the maintenance of office equipment | Level 3 | NQF Level 03 | 4 |
| Core | 13933 | Plan, monitor and control an information system in a business environment | Level 3 | NQF Level 03 | 3 |
| Core | 8600 | Care for Customers | Level 4 | NQF Level 04 | 3 |
| Core | 10141 | Contribute to the management of project risk within own field of expertise | Level 4 | NQF Level 04 | 5 |
| Core | 14979 | Describe issues of compliance or non-activity that could result in civil or criminal liability in terms of business law | Level 4 | NQF Level 04 | 2 |
| Core | 8561 | Function in a Team | Level 4 | NQF Level 04 | 4 |
| Core | 10026 | Identify expertise and resources | Level 4 | NQF Level 04 | 3 |
| Core | 10139 | Implement project administration processes according to requirements | Level 4 | NQF Level 04 | 5 |
| Core | 10024 | Liaise with a range of customers of a business | Level 4 | NQF Level 04 | 4 |
| Core | 13948 | Negotiate an agreement or deal in an authentic work situation | Level 4 | NQF Level 04 | 5 |
| Core | 117536 | Select areas of specialisation in film, television and video production | Level 4 | NQF Level 04 | 15 |
| Core | 15215 | Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Fundamental | 8968 | Accommodate audience and context needs in oral communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 8969 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 8973 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
| Fundamental | 8970 | Write texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 12154 | Apply comprehension skills to engage oral texts in a business environment | Level 4 | NQF Level 04 | 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 | 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 | 7576 | Demonstrate the ability to use a database for business purposes | Level 3 | NQF Level 03 | 5 |
| Elective | 13932 | Prepare and process documents for financial and banking processes | Level 3 | NQF Level 03 | 5 |
| Elective | 7567 | Produce and use spreadsheets for business | Level 3 | NQF Level 03 | 5 |
| Elective | 7570 | Produce word processing documents for business | Level 3 | NQF Level 03 | 5 |
| Elective | 10137 | Conduct project documentation management to support project processes | Level 4 | NQF Level 04 | 6 |
| Elective | 117534 | Digitise picture and sound for non-linear editing | Level 4 | NQF Level 04 | 3 |
| Elective | 117538 | Maintain the functioning of electronic post-production environments | Level 4 | NQF Level 04 | 4 |
| Elective | 10143 | Monitor, evaluate and communicate project schedules | Level 4 | NQF Level 04 | 4 |
| Elective | 117531 | Mount and move cameras | Level 4 | NQF Level 04 | 14 |
| Elective | 117532 | Operate lights for film and video production | Level 4 | NQF Level 04 | 7 |
| Elective | 117530 | Operate sound for film, television and video production | Level 4 | NQF Level 04 | 7 |
| Elective | 117535 | Perform stunts for film, television, video and live events | Level 4 | NQF Level 04 | 15 |
| Elective | 12608 | Record sound from a single source | Level 4 | NQF Level 04 | 3 |
| 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 | 4 |
| Elective | 13793 | Assemble pictures and sound to specification | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 13799 | Capture quality sound with a handheld pole microphone | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 13795 | Conform pictures and sound to videotape | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 12499 | Edit sound | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 12493 | Load and unload film camera magazines | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 12494 | Operate a clapper board for a film shoot | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 12500 | Prepare lighting equipment for production | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 12505 | Rig and de-rig cameras for a video production | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 12507 | Rig lighting for locations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 12492 | Set up and operate a video assist for film camera | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement. |
| 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. |
| 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. |