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: Radio Station Management

SAQA QUAL ID	QUALIFICATION TITLE
49122	National Certificate: Radio Station Management
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
National Certificate	Field 04 - Communication Studies and Language		Communication Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	157	Level 5	Level TBA: Pre-2009 was L5	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "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 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 for learners to be able to manage the sourcing, selection and maintenance of a radio station's output. The National Certificate in Radio Station Management (NQF Level 5) qualification is generic across commercial, public and community service fields. The qualification will create larger pool of competent station managers to meet the growing need for competence. Apart from the competencies gained, other advantages of the qualification to learners include recognition, mobility, standardisation, and broad competency base across areas (some of which are generic). Qualifying learners are capable of: Compiling business plans in accordance with stakeholders requirements Managing human resources to optimise performance in radio stations Applying financial management principles in order to maximise revenue and minimise costs Developing and implementing marketing strategies in order to optimise brand awareness Maximising advertising sales to optimise financial viability and stability of radio stations Developing, managing and implementing programme strategies that are in line with specific mandates Managing operations and facilities to achieve business objectives Formulating research objectives and interpreting and applying results to inform strategies To qualify, learners are required to elect to become capable of: Selecting music for radio stations OR Managing radio station music databases OR Scheduling music for radio stations Rationale A demand exists for this qualification in that there is no current formal qualification for Radio Management. Rather, It is typical that radio people competent in other job areas get promoted to management level, but are without management experience or training. This is especially so in the Community Radio sector which is currently experiencing much learning and developing. In addition to the former, ICASA plans to increase licences across the sectors, meaning that management skills will be much needed. This qualification thus fills a gap/need for managers in the radio industry. Management competencies (and especially financial competencies) will enhance both the quality and the economic viability and sustainability of a radio station. The qualification will be valuable for people working at a music radio station who need to manage the sourcing, selection and maintenance of a radio station's musical output. The qualification will also help to "professionalise" the community radio sector. The qualification will standardise/equalise station management throughout the industry and provide a bigger pool of competence for key role players. Qualified learners will have enhanced mobility to move across sectors and across various media (generic management skills in particular enhances mobility within and between both sectors and industries). Competencies acquired will include: finance, human resources, marketing, sales, programming, research, technical (outside programming). Qualified learners will also be mentors and expected to impart skills (without a formal qualification standard, this development of others can be left to chance). Leadership qualities overall will be developed.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The design and credits of this qualification was based on the assumption that the following competencies have been attained before commencing with this qualification: Computer literacy (word processing and spreadsheets end use) at NQF Level 3 Project management at NQF Level 4 Achieving audience strategy objectives in radio at NQF Level 5 Research analysis and implementation at NQF Level 4 Writing business reports at NQF Level 4 Time management at NQF Level 4 It is also assumed that learners understand and can explain: At least one Computer Music Scheduling System How to operate digital recording and play out equipment Library indexing (or archiving) The characteristics of the South African music industry International and local music trends Regulatory bodies, legislation and processes (ICASA, SAMRO) Broadcasting Complaints Commission of South Africa's code of conduct Radio stations' programme strategy and music policy requirements 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 think they 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?

Y

QUALIFICATION RULES

All the Fundamental Component Unit Standards are compulsory (22 credits). All the Core Component Unit Standards are compulsory (120 credits). For the Elective Component learners are required to attain 15 credits out of 45 credits.

EXIT LEVEL OUTCOMES

Fundamental and Core 1. Compile business plans in accordance with stakeholders requirements 2. Manage human resources to optimise performance in radio stations 3. Apply financial management principles in order to maximise revenue and minimise costs 4. Develop and implement marketing strategies in order to optimise brand awareness 5. Maximise advertising sales to optimise financial viability and stability of radio stations 6. Develop, manage and implement programme strategies that are in line with given mandates 7. Manage operations and facilities to achieve business objectives 8. Formulate research objectives and interpret and apply results to inform strategies Elective 1. Select music for radio stations 2. Manage radio station music databases 3. Schedule music for radio stations

ASSOCIATED ASSESSMENT CRITERIA

Fundamental and Core 1. Stakeholder needs are identified, defined and described according to given specifications Financial statements are interpreted within the context of underlying assumptions and external environments Financial projections are realistic for stations and the sector Business plans are compiled according to accepted business practices Business plans are communicated to all stakeholders in a way that is accessible and meets legal requirements 2. Station human resource strategies are in accordance with relevant legislation Performance appraisals are implemented and monitored according to set strategies Management style employed optimises motivation to enhance performance Recruitment and selection are optimal for specific radio station contexts and support the success of set strategies Training and development strategies facilitate skills development that enables career development 3. Budgets are compiled, implemented and monitored in a way that maximises profit Relevant financial statements are interpreted, monitored and acted upon in a pre-emptive manner Financial information is communicated to relevant stakeholders at predetermined and specified intervals Finance is managed in accordance with company policy and legislation 4. Marketing strategies clearly define target markets and delineate plans to target specific target markets Marketing strategies developed are clearly communicated to all relevant persons Marketing strategies reflect regional requirements and appeal to specific target groups Marketing strategies are implemented in a way that optimises brand awareness Marketing strategies are justified in terms of appeal to specific audience needs Marketing plan implementation exploits opportunities to generate revenue Marketing strategies are communicated to stakeholders in a way that is effective for specific contexts Marketing strategies devised are in line with specific business plans 5. Sales strategies are realistic for identified target markets Sales strategies are justified in terms of appeal to specific advertisers Sales strategies implemented promote brand awareness for advertisers Sales strategies implemented are justified in terms of optimising sales Sales strategies implemented are justified in terms of exploiting opportunities Sales strategies implemented contain mechanisms to reach revenue targets Sales strategies devised are in line with specific business plans 6. Programme strategies implemented and managed meet criteria of given mandates and licence conditions Programme strategies designed are justified in terms of growing target audiences Programme strategies developed meet business plan requirements Programme strategies developed address all regulatory obligations Programme strategies designed inform policies Range: policies include - music, advertising acceptance, interview, outside broadcast, local content, style guide, language, competition 7. Facilities are secured, managed and maintained efficiently to ensure consistency of station output Operations are managed effectively to support core business Operations are designed to enhance efficiency and increase accuracy within business objectives Day to day running of station is efficient and promotes best practices 8. Research objectives are formulated in a way that will satisfy desired outcome Results are interpreted accurately Strategies are reviewed taking into account research results Results are evaluated against research methodology Elective 1. Music is selected that complies with the station's music format The lyrics meet the positioning of the station's brand Offensive lyrics are evaluated in accordance with the Broadcasting Complaints Commission of South Africa's code of conduct and appropriate actions steps taken if needed Audience response is assessed using predetermined measures 2. Rotation of music is according to station's music policy Audience appeal is objectively assessed Projected turnover versus actual turnover are checked to ensure the effectiveness of the music scheduling system All the necessary song information is in the database and are correctly filled in 3. Daily music schedules and DJ logs are provided on deadline Weekly ICASA reports reflect local content and are compiled for management, including 'in kind' contributions Activities are reported on regularly to station management Audio fault book is accurately maintained- any audio faults entered by presenters or producers Integrated assessment The assessment criteria in the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts, to qualify. Evidence is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and thus its purpose, at the time of the award of the qualification. Workplace experience can be recognised when assessing towards this qualification.

INTERNATIONAL COMPARABILITY

Internationally, almost no qualifications were found specifically addressing radio station management competence. Mostly short courses are provided after initial qualifications in various fields. For example, in Bulgaria, short courses address competence in strategic planning, sales management, marketing, managing human resources, promotions, and advertising, and in Cambodia, short courses for radio station managers focus on audience research. All these sets of competence are contained within this South African qualification. Many countries, including the United Kingdom, base their radio station management learning programs on general management programs, and are conceptualised as progression from or part of radio production and radio presenting learning programs. In the Netherlands, most programs focus on content development and journalism. The Australian framework contains only one qualification, a one-year Diploma of Broadcasting, which is at a level equivalent to this South African qualification. Although the qualification is aimed at radio and television broadcasting industry personnel who are involved in producing and presenting programs, including on-air presenting, it addresses similar sets of competence in its elective components. The South African qualification has more of a business focus, and addresses more strategic planning competence than the Australian qualification, that focuses more on production. The qualifications compare as follows: Australia-South Africa Develop and apply industry knowledge-(Essential embedded knowledge for all unit standards) Implement workplace health, safety and security procedures-(Assessment criteria in all unit standards) Elect three from the following:- Conduct a briefing-Formulating research objectives and interpreting and applying results to inform strategies Develop and monitor a program schedule -Scheduling music for radio stations Operate master control -- Produce live-to-air programs-- Produce pre-recorded programs -- Supervise technical operations-Managing operations and facilities to achieve business objectives Elect three from the following:- Compile a production schedule -- Conduct an interview -- Conduct an on-air presentation -- Control the transmission of television material -- Develop and maintain the general knowledge required by presenters -- Plan and prepare a program - Schedule radio play lists -Selecting music for radio stations Vision mix a multisource television production to tape or air -- Write content and/or copy -- Write narration-- Elect five from the following:- Address copyright requirements-(Integrated within the unit standards) Address legal and administrative requirements-(Integrated within the unit standards) Develop a budget-Applying financial management principles in order to maximise revenue and minimise costs Develop and implement an operational plan-Managing operations and facilities to achieve business objectives Establish and manage contracts-Managing human resources to optimise performance in radio stations Manage a budget-Applying financial management principles in order to maximise revenue and minimise costs Manage a project-- Manage physical assets-Managing operations and facilities to achieve business objectives Participate in, lead and facilitate a team-Managing human resources to optimise performance in radio stations Promote products and services-Maximising advertising sales to optimise financial viability and stability of radio stations Developing and implementing marketing strategies in order to optimise brand awareness Recruit and select staff-Managing human resources to optimise performance in radio stations Any four other electives-Developing, managing and implementing program strategies that are in line with specific mandate Compiling business plans in accordance with stakeholders requirements Managing radio station music databases In the United States of America (USA), radio station management competence is often achieved after an initial Bachelor of Arts degree (often in Communication) - this is at a higher level than this South African qualification. Competent/qualified radio station managers are required to apply their competence under limited supervision. Competencies addressed in learning programs compare as follows with this South African qualification: USA-South Africa Conducting research, including audience needs assessment-Formulating research objectives and interpreting and applying results to inform strategies Establishing communication lines-(Integrated within the unit standards) Designing and coordinating fundraising activities and other projects -Maximising advertising sales to optimise financial viability and stability of radio stations Maintaining public relations, in the promotion of station activities-Developing and implementing marketing strategies in order to optimise brand awareness Administering, monitoring and controlling budgets-Applying financial management principles in order to maximise revenue and minimise costs Overseeing (planning, coordinating and directing) administration, and generating and maintaining station procedures and records (such as inventories) and reports-Compiling business plans in accordance with stakeholders requirements Overseeing operations in all radio departments -Managing operations and facilities to achieve business objectives Selecting, purchasing, installing and maintaining operating equipment, supplies and facilities by monitoring equipment usage and reparability, and ensuring the maintenance of equipment inventories-- Supervising human resources, including appointment, performance management and evaluation, training, work allocation, and problem resolution-Managing human resources to optimise performance in radio stations Ensuring compliance with regulations and standards for public broadcasting-(Integrated within the unit standards) Initiating and implementing new programming and/or to revise existing programming-Developing, managing and implementing program strategies that are in line with specific mandates Ensuring that all broadcasting is in accordance with published schedules-(Integrated within the unit standards) Overseeing the appropriate recording and broadcasting of program sources-- Performing on-air programming, interviews, and announcements (elective)-- Set radio station goals and objectives (elective)-- Recording for airplay (elective)-- Programming music logs (elective)-Selecting music for radio stations Scheduling music for radio stations Updating music database with new releases (elective)-Managing radio station music databases (elective) Developing radio station web sites (elective)-- Driver's license (elective)-- Radio station management competence in Afghanistan (where new independent radio stations are currently developing) compares as follows with the South African qualification: Afghanistan-South Africa Coordinating radio station operations-Managing operations and facilities to achieve business objectives Purchasing equipment, maintaining it and supervising repairs-Managing operations and facilities to achieve business objectives Coordinating radio station personnel -Managing human resources to optimise performance in radio stations Coordinating radio budgets-Applying financial management principles in order to maximise revenue and minimise costs Reporting to stakeholders- Developing content and scheduling programs-Developing, managing and implementing program strategies that are in line with specific mandates Establishing and applying standards of journalism -- Planning and fundraising-- Writing proposals-Compiling business plans in accordance with stakeholders requirements Liaising, sharing content and collaborating with media organisations operating within Afghanistan -- Communication and facilitation of communication -- Driver's licence- None of the electives in the South African qualification is included in Afghanistan training programs, and marketing, sales and research competences are not addressed in Afghanistan. The South African qualification was found to be unique, as most other countries do not award a qualification for radio station management, or include this area of competence with radio production or radio presenting qualifications.

ARTICULATION OPTIONS

Vertical articulation upwards is possible with, for example, the National First Degree in Customer Management at NQF Level 6. Vertical articulation downwards is possible with, for example, the National Certificate in Music Industry Business and Management at NQF Level 4. Horizontal articulation on the NQF is possible with, for example, the National Certificate in Management at NQF Level 5 (24493), and the National Certificate in Radio Production (NQF Level 5).

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.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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. To register as an assessor, the following are required: Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained, at a level above the level of this qualification. NQF recognised assessor credit 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. Remember that the learner needs to 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. Manageable: 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

REREGISTRATION HISTORY

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

NOTES

N/A

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	15234	Apply efficient time management to the work of a department/division/section	Level 5	Level TBA: Pre-2009 was L5	4
Core	15236	Apply financial analysis	Level 5	Level TBA: Pre-2009 was L5	4
Core	7886	Develop and implement a business plan	Level 5	NQF Level 05	8
Core	10070	Develop and implement marketing plan in line with marketing strategy	Level 5	Level TBA: Pre-2009 was L5	20
Core	15224	Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks	Level 5	Level TBA: Pre-2009 was L5	4
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
Core	15226	Implement systems to meet the flow of information in a team, department or division	Level 5	Level TBA: Pre-2009 was L5	3
Core	15223	Implement training needs for teams and individuals to upgrade skills levels	Level 5	Level TBA: Pre-2009 was L5	3
Core	7877	Plan, implement and evaluate sales development activities	Level 5	Level TBA: Pre-2009 was L5	10
Core	15235	Prepare and conduct staff selection interviews	Level 5	Level TBA: Pre-2009 was L5	3
Core	10055	Present data to stakeholders	Level 5	Level TBA: Pre-2009 was L5	5
Core	117544	Source music for radio stations	Level 5	Level TBA: Pre-2009 was L5	15
Core	10082	Design a research brief	Level 6	Level TBA: Pre-2009 was L6	10
Core	10071	Develop a strategic plan	Level 6	Level TBA: Pre-2009 was L6	15
Core	7887	Develop and Manage Marketing Plans and Strategies	Level 6	Level TBA: Pre-2009 was L6	12
Fundamental	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
Fundamental	15225	Identify and interpret related legislation and its impact on the team, department or division and ensure compliance	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	15220	Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	10081	Conceptualise and research requirements	Level 6	Level TBA: Pre-2009 was L6	10
Elective	117543	Schedule music for radio stations	Level 5	Level TBA: Pre-2009 was L5	15
Elective	117540	Select music for radio stations	Level 5	Level TBA: Pre-2009 was L5	15
Elective	117542	Manage radio station music databases	Level 6	Level TBA: Pre-2009 was L6	15

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 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

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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.