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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
| National Certificate: Journalism |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 49123 | National Certificate: Journalism | |||
| ORIGINATOR | ||||
| SGB Journalism | ||||
| 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 | ||
| National Certificate | Field 04 - Communication Studies and Language | Information Studies | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | 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 "Registered" |
SAQA 0657/04 | 2004-12-02 | 2007-10-18 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2008-10-18 | 2011-10-18 | |||
| 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 |
| 58978 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | 120 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| This qualification has been developed for people who work or intend to work as junior journalists and who seek recognition for essential competence. Recipients of this qualification are able to write a variety of journalism texts and report at entry level. The qualification is designed to be flexible and accessible to all in journalism and wishing to enter journalism after undergraduate study or equivalent experience. It allows people to write and report in accordance with the requirements of a specific media news enterprise. The core competencies lay the foundation for a person to develop a career in sub-editing, writing and/or reporting. The elective category makes provision for specialisation in a particular medium or section of a medium and entry into sub-editing, and in doing so, increases the learner's employment possibilities.
The qualification aims to provide a bridge into the industry. Learners who qualify can be employed as junior journalists. They gather information from all media such as television, radio and newspapers, generate story ideas to present to news editors, receive and interact with story briefs, organise themselves going after stories, research backgrounds, make appointments and see people, observe, interview, judge news value, evaluate information, communicate, keep to strict deadlines, debrief, inform others, conduct follow-up meetings, develop story plans, write stories, check contexts and gaps in information, send stories to news editors, and follow-up their stories with the news editor, and plan. Competent junior journalists must be able to interact with other reporters, respect roles, have newsgathering instincts, and an insatiable curiosity. On achieving this qualification learners are capable of: In addition, qualified learners choose to become capable of: Rationale This qualification has been developed for professional practice across the media industry and is intended to professionalise junior journalists, ensuring the upliftment of the standards in general and the image of journalism. It is applicable to small and large organisations alike. The qualification is aimed at aspirant journalists. Generally, learners have already attained a first qualification, such as a diploma or degree (NQF Level 5 or 6) in any area of specialisation prior to attempting this qualification, and experience as a journalist should be evaluated for recognition of prior learning. Qualified learners will be employable as junior journalists, in print, radio, television, etc. Media organisations require a diversity of journalists but past legacies have prevented this from occurring. Sub-editing skills are currently not given sufficient emphasis or focus in existing journalism qualifications. There is a need for a qualification that recognises this skill area of journalism. It will encourage learners to pursue this particular career path in journalism and give recognition to people who are currently working as journalists and sub-editors but do not have formal qualifications recognising their competence. In recent times, the media have been accused of racism and recommendations were made to address the issue through formal and non-formal training, and recruitment of black staff, especially subeditors and journalists who have an understanding of democratic institutions and human rights (SAHRC: Faultlines, August 2000). There is a need for establishing entry-level programmes for aspirant journalists, including addressing issues of professional standards and ethics, and understanding of the Constitution and human rights. Qualified learners can progress to specialist journalism beats and higher levels of journalistic competence and editorial management. In addition, the inclusion of transferable competence in this qualification allows them to pursue other careers such as academia, graphic design, HTML editing, general management, human resource management, media law, and policy-making. This qualification is aimed at enhancing employability, effective operation in a business or operational environment, producing usable content and products for specific outlets. Improved journalistic competence will result in increased accuracy of information, improved informed public opinion, an improved educated public, and more reliable information, so that people can make a contribution to the South African democracy as citizens. The competencies attained to qualify will contribute towards responsible journalism, freedom of expression, access to information, credibility for the profession, and ethical journalism. Competent journalists can encourage investment, improve economic literacy, and information flow about business and investments, and can improve the saleability of media products to improve the success of the sector. After the King III report, journalists also play an important role in corporate governance, through non-financial reporting. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| This qualification was designed and credited based on the assumption that a learner entering a programme leading to this qualification has achieved a Certificate or Diploma at NQF level 5 for a baseline of general knowledge in a particular area of interest to the learner, such as politics, sport, or education, or equivalent and has communication and language competence in one language at NQF Level 4. In addition, it is assumed that learners understand sexuality and sexually transmitted infections including HIV/AIDS (NLRD ID Nr 14656). Assumed to be in place are communication and language competencies in one language at NQF level 5, and another language at NQF level 3, and mathematic literacy at NQF Level 4. It also assumes that the following computer literacy competencies have been attained:
This qualification will not be awarded if these computer literacy competencies are not in place. 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? |
| Y |
| QUALIFICATION RULES |
| The Fundamental Component Unit Standards are compulsory (6 credits). All the Core Component Unit Standards are compulsory (74 credits). For the Elective Component learners are required to attain between 40 and 50 credits. The following options are available for the Elective Component:
1. Language and communication in a second language (at NQF Level 4) (20 credits) and 20 credits from other sectors OR 2. Sub-editing, including two specialist beats, and layout and design of print media (35 credits) and 10 credits from other sectors OR 3. Reporting, for an additional medium in a specialist beat, recording sound and interviewing for radio (33 credits) and 10 credits from other sectors. |
| EXIT LEVEL OUTCOMES |
| Fundamental and Core
1. Communicate effectively with interview subjects, sources, the public, and teams 2. Work in a team to meet given time frames and contribute to effective working relations in teams 3. Research a variety of topics, events and issues to produce relevant information and verify sources for facts used 4. Report ethically and professionally to record and produce facts and descriptions 5. Produce final form output that uses language and idiom correctly and appropriately for specified contexts 6. Time and other resources are managed to consistently meet given production deadlines 7. Evaluate journalistic conduct and output - Range: this does not include writing analysis pieces Elective (one is required to qualify) 1. Sub-edit general text that cover two specialist beats 2. Report regarding a specialist beat and in a second medium 3. Communicate effectively using language skills in the mode of written presentation in a second language |
| ASSOCIATED ASSESSMENT CRITERIA |
| Fundamental and Core
1. 2. 3. Range: sources include primary and verification sources 4. 5. 6. 7. Elective (one is required to qualify) 1. Range: people, events, proceeding, findings, topics and issues related to the specialist beats are included Range: requirements can include, style, length of text, language use, structure, headlines, layout, etc. 2. Range: people, events, proceeding, findings, topics and issues related to the specialist beat are included Range: requirements can include specifications for stories, resources, sources, etc. Range: requirements can include various methods and techniques for information gathering, accurate information, principles of balance, diversity and fairness, etc 3. 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. Integrated assessment provides learners with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across unit standards to achieve competence in relation to the purpose of this qualification. Before qualifying, the learner will be expected to demonstrate competence that integrates all specific outcomes, for all Unit Standards, for example, applying competence in a practical scenario. In addition, during the learning process to attain the outcomes of each Unit Standard, learners will be expected to give evidence that they have attained the embedded knowledge and specific skills contained in specific outcomes for the relevant Unit Standard. |
| INTERNATIONAL COMPARABILITY |
| Journalists can receive their entry-level training in-service (while employed), and most training happens after a learner attains a first qualification. In Uganda, journalists attain a degree in mass communication/journalism, or a degree in another discipline followed by a journalism diploma. Requirements in Sierra-Leone are that a university degree and four years' experience in journalism is equivalent of a qualification in journalism. Similarly, in Yemen, entry-level journalists are required to have a qualification from a college or institute, or have journalistic experience of not less than three years.
In New Zealand, Journalism is classified as part of the community and social services field. Three qualifications exist, including the National Diploma in Journalism with strands in Magazine, Newspaper, Radio, and Television. Notably, the biggest differences between this qualification and the South African one is the presence of streams for each medium in the New Zealand qualification, and the fact that it is at a level lower. Credits are comparable, and the following competencies are addressed in the New Zealand qualification, but not in the South African qualification: reporting the local government sector; using shorthand for journalism; reporting Treaty of Waitangi issues; investigating how different cultural viewpoints are expressed in the media; and taking and selecting news photos. There is only a three-year Diploma in New Zealand that is at a level equivalent to South African NQF Level 5. The qualifications in Pakistan do not achieve what this South African qualification achieves. Most of the training in Pakistan does not include the use of the Internet for information gathering, or web-based publishing, as most institutions do not have Internet facilities. Most learning takes place informally with the competence of most journalists based also on the willingness (and competence) of senior employees in the media organisations. There is little cooperation between institutions, resulting in an undefined and variable national standard. In Holland, journalism qualifications are generally much longer than this South African qualification (up to four years for an entry-level journalism qualification) and start at degree level. However, an exit point is generally available after one year, and is slightly less complex that the South African qualification. Included are typically the following learning components: In the United Kingdom, the only qualification registered on the framework is that of Broadcast Journalism. The qualification is more complex than the South African certificate, and addresses primarily editorial management competence. Nonetheless, various programs are available for journalism. The closest equivalent for this South African qualification is the Higher National Certificate (National Council for the Training of Journalists), considered to be a pre-entry qualification, based on the assumption that a learner has already attained a degree in another discipline. This qualification includes: Electives include feature writing, radio news journalism, desktop publishing techniques, editorial graphic art, editing, and proof reading. Programs are generally context-specific (e.g. newspaper journalism, magazine journalism, or graphics journalism) and duration varies from 20 weeks (6 months) to a year. Most employers in the United States of America prefer individuals with a bachelor's degree in journalism. However, journalism training starts at high school (South African Further Education and Training level equivalent), with mentorship options at some schools. Most qualifications in Journalism are graduate programs (a level above this South African certificate), with specialisations. There are no competencies in the American qualifications that are not addressed here albeit probably at a lower level of complexity. Canadian education and training of journalists include pre-graduate modules from second year (NQF 5 and 6 equivalent), as well as post graduate diplomas aimed at learners with degrees in other disciplines, that are equivalent to components of this South African qualification. Aspects that differ most from the South African qualification include Broadcast Public Affairs (3 credits), and the fact that ethics is covered much later in the program, falling outside the equivalent for the South African qualification. In Australia, a Graduate Certificate of Journalism (6 months) exists. However, the Graduate Diploma of Journalism (one year) is the equivalent of this qualification. The qualification requires a first degree at entry. Competence included in the core is the equivalent of this South African qualification, and electives in the Australian qualification include professional writing, literary studies, children's literature, media and communication, public relations, etc. In Tanzania various professional and 'sub professional' qualifications in journalism offered. There an equivalent of this South African qualification, namely, a one-year certificate program. Tanzania also has post-graduate diploma courses (generally two years), intermediate certificate courses, advanced certificate courses, and advanced diploma courses (up to 3 years of learning) with some overlap with the South African qualification. Also, short courses offered include courses about news writing, public relations, mass communication, and broadcasting, a 1 to 3 month basic certificate in journalism and short courses in social ethics, press law, gender issues and development studies. |
| ARTICULATION OPTIONS |
| The qualification builds on other certificates, diplomas and degrees at NQF Level 5 and 6, from a range of sub-sectors and provides articulation with a range of qualifications in communications, media studies and journalism, such as:
|
| 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:
|
| 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: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: 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. |
| NOTES |
| This qualification has been replaced by qualification 58978, which is " National Certificate: Journalism", Level 5, 120 credits. |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 8555 | Contribute to information distribution regarding HIV/AIDS in the workplace | Level 4 | NQF Level 04 | 4 |
| Core | 15096 | Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 15093 | Demonstrate insight into democracy as a form of governance and its implications for a diverse society | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 110360 | Interview for a variety of journalistic purposes | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 11994 | Monitor, reflect and improve on own performance | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 110359 | Perform journalism-related tasks and generate journalistic material in an editorial environment | Level 5 | Level TBA: Pre-2009 was L5 | 20 |
| Core | 117545 | Present journalistic story ideas | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 110357 | Report for a variety of journalistic purposes | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 110361 | Write stories for a variety of journalistic purpose in print | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
| Fundamental | 117546 | Collect information for journalistic use | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 114600 | Apply innovative thinking to the development of a small business | Level 4 | NQF Level 04 | 4 |
| Elective | 114742 | Calculate tax payable by a small business | Level 4 | NQF Level 04 | 6 |
| Elective | 117241 | Develop a business plan for a small business | Level 4 | NQF Level 04 | 5 |
| Elective | 8974 | Engage in sustained oral communication and evaluate spoken texts | Level 4 | NQF Level 04 | 5 |
| Elective | 117244 | Investigate the possibilities of establishing and running a small business enterprise (SMME) | Level 4 | NQF Level 04 | 3 |
| Elective | 114738 | Perform financial planning and control functions for a small business | Level 4 | NQF Level 04 | 6 |
| Elective | 8975 | Read analyse and respond to a variety of texts | Level 4 | NQF Level 04 | 5 |
| Elective | 12608 | Record sound from a single source | Level 4 | NQF Level 04 | 3 |
| Elective | 12153 | Use the writing process to compose texts required in the business environment | Level 4 | NQF Level 04 | 5 |
| Elective | 8976 | Write for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
| Elective | 15234 | Apply efficient time management to the work of a department/division/section | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 8647 | Apply workplace communication skills | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 117539 | Assess the quality of written text | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15237 | Build teams to meet set goals and objectives | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 117541 | Cover a specialist beat as a journalist | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 15231 | Create and use a range of resources to effectively manage teams, sections, departments or divisions | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 15216 | Create opportunities for innovation and lead projects to meet innovative ideas | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 15219 | Develop and implement a strategy and action plans for a team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 10043 | Develop, implement and manage a project/activity plan | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 114481 | Develop, maintain and monitor media relations to communicate government information | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15238 | Devise and apply strategies to establish and maintain relationships | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 15224 | Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 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 |
| Elective | 15229 | Implement codes of conduct in the team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 15230 | Monitor team members and measure effectiveness of performance | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 12606 | Operate studio equipment for radio production | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 14525 | Present an informed argument on a current issue in a business sector | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15214 | Recognise areas in need of change, make recommendations and implement change in the team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 110358 | Sub-edit non-specialist text | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 12605 | Interview and lead discussion for radio broadcast purposes | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
| Elective | 115020 | Use standardised technical language | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| Elective | 115081 | Write technical text within a specific field | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| Elective | 117945 | Design documents | Level 7 | Level TBA: Pre-2009 was L7 | 20 |
| 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. |