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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Journalism

SAQA QUAL ID	QUALIFICATION TITLE
111495	Diploma in Journalism
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 04 - Communication Studies and Language		Communication Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-09-03	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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
72603	National Diploma: Journalism	Level 6	Level N/A: Pre-2009 was L6	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Diploma in Journalism is to provide to learner's entry level professional, vocational and industry specific knowledge in the field of journalism to practice as independent journalists. Qualifying learners will demonstrate a sound understanding of general theoretical principles in the study field of journalism and they will portray the ability to apply theoretical principles, general and specific procedures as competent journalists in various fields and contexts. The express purpose of the qualification is to develop learners that can demonstrate focused knowledge and skills in a variety of fields such as broadcast, print, photo and convergence journalism.

The qualification is purposefully structured in a way to enable learners to gain experience through the application of knowledge and skills through internships and work integrated learning in a variety of journalism and media related contexts and in accordance with mediaindustry standards and changes. The purpose of the qualification is to provide depth and specialisation of knowledge on the one hand and practical skills and experience in the workplace on the other, to enable learners to enter a number of career paths in the broad field of journalism and to apply the intended learning outcomes of the qualification to various employment contexts. Qualifying learners will demonstrate an understanding of the broader role of journalists in society contextualised media subfields such as communication, media law, ethics, history and politics. Through the use of media technology, learners will gain knowledge of the inter-active related media disciplines in this dynamic industry, and will be professionally equipped to contribute meaningfully to the socio-economic and political growth of the country. With a solid foundational understanding of the structures, operations, and legislative framework of the broader media environment, learners will be able to fill the current gap for qualified and competent professionals in the field of journalism. The qualification will be successfully completed after a compulsory six months' internship/work integrated learning within the media and/or communication environment.

The Work Integrated Learning (WIL) component (internships) is a very important part of the Journalism qualification. Not only is this the opportunity for Journalism learners to test their skills and expertise in a safe but real industry environment, but it also creates an opportunity to obtain invaluable industry feedback which can then be used to enhance the qualification.

Rationale:
The mass media play a significant role in the modern world and, being a major means of disseminating messages nationally and globally, affect society at all levels: economic, political, social, cultural, and individual. Knowledge of the media is an important and highly valued aspect inherent to functioning in an information society as well as an essential element of active citizenship. Journalism is, against the aforementioned background, a fastchanging discipline where journalists not only need the ability to "find and tell a story", but also need an array of technical skills in order to communicate information to the public in the most appropriate way. The rationale for the development of the qualification is to provide a pre-workplace academic qualification and practical learning experience for employment in professional journalism. The recent aspect of cross-media cooperation involving broadcast, print, photography and the internet is the important underpinning principle for the rationale and design of the qualification. The rationale for the qualification further provides for learners to also excel in social media platforms such as Facebook, Twitter and blogging as part of the objectives of the qualification. Qualifying learners will be recognised by industry as having the newsroom entry level skills necessary to work in their chosen area of specialisation, which may be print, radio, television or online journalism. As a result of rapid technological advancements media industries worldwide are changing with South Africa no exception.

In the design of the qualification, emphasis is put on the integration of knowledge with respect to traditional media fields (print; broadcast) with the most recent developments in the field of online and convergence journalism. The qualification has been designed to address the urgent need in the media industry to train journalists with knowledge of and experience in the dynamic field of convergence journalism. The underpinning rationale and objectives of existing qualifications are combined with new internet and online based knowledge and skills in the design of this qualifications. Relevant theory is updated in relation to practical work and experience in order to deliver qualified journalists that will be competent to meet current industry needs in South Africa. The offering of the qualification will also benefit from partnerships with the media industry with regard to real-time practical sessions, internships and work integrated learning. Learners will form part of a new generation of journalists who are qualified in accordance to current and future industry needs and standards. In order to fulfil this duty, the qualification had been created according to current changing industry needs.

With a well-rounded foundational understanding of the structures, operations and legislative framework of the broader media environment, the qualification will also prepare learners for postgraduate studies and research in the field of media and journalism. Qualifying learners may go on to complete an Advanced Diploma in Journalism. They will be professionally equipped with the requisite educational background and practical expertise to contribute meaningfully to the democratic development, socioeconomic and political growth of the country, and to fulfil the need for qualified and competent journalists, media and communication professionals. The combination of foundational knowledge with the impact of media technology, and insight into inter-active related media disciplines, will equip learners professionally to contribute meaningfully to the socio-economic and political growth of the country.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) policy of the institution applies. Learners may gain admission to the qualification through RPL, as stipulated in the RPL policy. The institution endorses the viewpoint that RPL, whether obtained formal teaching or informally through experience, is an indispensable element in the decision concerning entry into the qualification. In the assessment of RPL, the most important point of departure is the demonstrable and assessable knowledge, skills and values a learner has obtained, either through formal teaching or through experience.

Evidence of formal, informal and non-formal learning experiences are submitted for RPL and will be assessed against the current qualification and module requirements.

Entry Requirements:
The minimum entry requirement for this qualification is:

Senior Certificate, Level 4 with endorsement;
Or

National Senior Certificate, Level 4 granting access to Diploma studies;
Or

National Certificate (Vocational) granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at Level 5 and 6 totalling 360 Credits.

Compulsory Modules at Level 5, 110 Credits:

English for Journalists, 15 Credits;

Mass Communication and Ethics I, 10 Credits;

Photojournalism, 10 Credits;

Information and Communications Technology (ICT) for Journalists, 2 Credits;

Life Skills, 2 Credits;

Media Law, 10 credits;

Political Studies 1, 10 Credits;

Broadcast Journalism I, 18 Credits;

Print Journalism I - News Writing and Reporting, 18 Credits;

Multimedia Journalism I, 15 Credits.

Elective Modules at Level 5, 10 Credits (Choose one):

Afrikaans for Journalists 1, 10 Credits;

Northern Sotho for Journalists, 10 Credits;

Zulu for Journalists 1, 10 Credits;

French for Journalists 1, 10 Credits;

German for Journalists, 10 Credits.

Compulsory Modules at Level 6,210 Credits:

English for Journalists, 20 Credits;

Mass Communication and Ethics II, 12 Credits;

Political Studies II, 15 Credits;

Advanced Reporting and Investigative Journalism, 10 Credits;

Media Entrepreneurship, 8 Credits;

Broadcast Journalism II, 20 Credits;

Print Journalism II, 20 Credits;

Multimedia Journalism, 15 Credits;

Research for Mass Media, 10 Credits;

Specialist Reporting, 20 Credits;

Media Practice - Work Integrated Learning, 60 Credits.

Elective Modules at Level 6, 30 Credits (Choose one):

Broadcast Media III, 30 Credits;

Print Media III, 30 Credits.

EXIT LEVEL OUTCOMES

1. Apply knowledge of the main areas, disciplines and practices in the field of journalism including an understanding of and the ability to apply the key terms, rules and theories to relevant contexts in the field of journalism.
2. Engage in a variety of fields such as broadcast, print, photo and convergence journalism and demonstrate the necessary insight and skills to apply this knowledge in a variety of media and journalism related contexts.
3. Evaluate different sources of media information, to select information appropriate to the context and task and to apply well-developed processes of analysis, synthesis and evaluation to that information.
4. Demonstrate an understanding of the broader role of journalists in society contextualised in media subfields such as communication, media law, ethics, history and politics. Learners will portray knowledge of the inter-active relation between media disciplines and the aforementioned subfields in this dynamic industry, and will be professionally equipped to contribute meaningfully to the socio-economic and political growth of the country.
5. Manage and take accountability of own learning in a selfdirected and self-critical manner. Learners will demonstrate the ability to evaluate performance against given criteria, and accurately identify and address his or her task specific learning needs in a given journalism and media related context.
6. Work effectively in a team or group showing their potential to act as professional journalists in a given context. Learners will demonstrate the ability to take responsibility for his or her decisions and actions and the decisions and actions of others within well-defined media contexts, including the responsibility for the use of resources where appropriate.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate detailed knowledge of the content, areas and themes of specialisation in the field of journalism;

Demonstrate the ability to produce news packages within a specified context, communicate with information and interview sources accordingly;

Demonstrate the ability to produce news pieces by applying advanced reporting skills within a specific context when presenting news or information material gathered through interviewing or other newsgathering methods;

Explain the relation between the areas of specialisation in journalism and other subfields and practices such as media law, history, communication, ethics and politics;

Apply theoretical principles in relation to general and specific procedures as competent journalists in various media fields and contexts;

Outline specific knowledge with regard to the media industry and explain the significance of this knowledge for the work and role of the journalist in a variety of contexts in the field of journalism;

Portray a foundational understanding of the structures operations and legislative framework of the broader media environment;

Apply detailed knowledge of how to manage information.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply the appropriate methods, procedures and techniques of investigation and reporting with respect to the fields of broadcast, print, photo and convergence journalism;

Present and communicate complex media related information reliably and coherently using appropriate professional and occupational conventions and. technologies with respect to the fields of broadcast, print, photo and convergence journalism;

Demonstrate an understanding of the relationship between the media industry and other systems and constructs such as media law, history, communication, ethics and politics as well as the ability to integrate the impact of these systems to the various fields and practices of journalism;

Make use of a variety of journalism and media related internships as part of a structured component of work integrated learning as application of knowledge and skills in the fields of broadcast, print, photo and convergence journalism;

Demonstrate the ability to produce features, documentaries and reality qualifications;

Apply a broad journalistic body of knowledge pertaining to print reporting practices and document design aesthetics mainly within the South African mass media context in articulation 'with the specific field of journalism;

Apply a theoretical and practical body of knowledge pertaining to online and convergence journalism, mainly within a South African context in articulation with the specific field of journalism;

Apply a broad journalistic body of knowledge pertaining to news reporting practices, mainly within the South African mass media context in articulation with the specific field of Journalism;

Apply a broad photography body of knowledge, mainly within a South African context in articulation with the specific field of photo journalism;

Apply a broad journalistic body of knowledge pertaining to specialist reporting practices within the South African mass media context in articulation with the specific field of journalism;

Produce media products across all media platforms demonstrating the ability to deliver news products and/or relevant media material according to occupational conventions, formats and technologies.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate an ability to evaluate, select and apply appropriate information gathering methodologies, investigative principles and methods, procedures or techniques in the process of investigating topics and issues as well as the verification of sources in these processes within the different environments;

Demonstrate an ability to identify, analyse facts and descriptions that are accurate, and to reveal relevant information and contributing to the public's understanding of stories covered and reported;

Apply theories and techniques of basic academic writing and research for the media with an eye on the South African context;

Conduct research for investigative stories by means of sourcing relevant information;

Apply writing techniques specifically used in investigative journalism reporting practices;

Produce investigative stories for a specific target audience;

Outline the role of investigative reporting in society;

Classify different sources of media information in order to analyse and evaluate appropriate information for the purposes of reporting;

Demonstrate an understanding of different forms of general knowledge relating to the media in general;

Demonstrate an understanding of acquired background knowledge of news and factual information for application in media products.

Associated Assessment Criteria for Exit Level Outcome 4:

Make decisions and act appropriately in familiar and new contexts demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in intra-organisational and extra-organisational systems impact on each other;

Outline the legal body of knowledge pertaining to media law practices within the South African context;

Identify relevant aspects of the law in relation to professional practice and outline the impact thereof on professional journalistic practice in the South African media environment;

Summarise the legal, ethical and regulatory framework within which journalism is practiced in the South African context;

Demonstrate detailed knowledge of ethical implications of decisions and actions within a journalism context and media organisations and its perceived professional context, based on an awareness of the complexity of ethical dilemmas;

Explain the fundamental theories of mass communication and the effect thereof on the media and society in general;

Explain the development structure and functions of both traditional and new media in South Africa in relation to economic and cultural trends;

Interpret the influence of the current South African political environment on political reporting and reporting in general.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate an ability to plan in terms of given time requirements, all relevant identified deadlines, and make certain that relevant operational requirements are adhered to;

Communicate media reports in an acceptable academic and professional discourse;

Portray an understanding of the ethical implications of media reporting;

Present academic assignments in an accountable way;

Synthesise information and arguments from academic sources on a specific topic within the field of journalism and mass media;

Identify main points and arguments in scholarly texts and review specialised scholarly texts within the journalism field based on supplied criteria;

Formulate a coherent introduction, body and conclusion for an academic essay;

Apply correct in-text citations in academic essays write a list of references according to Tshwane University of Technology's (TUT's) referencing guidelines.

Associated Assessment Criteria for Exit Level Outcome 6:

Demonstrate a sound understanding of general theoretical principles and the application thereof towards professional journalist;

Utilise the contexts of internships and work integrated learning as an opportunity to apply theoretical knowledge and skills effectively in cooperation with peers and senior journalists in a variety of journalism and media related contexts;

Portray entrepreneurial skills and the ability to conceptualise a media business start-up.

Integrated Assessment:
All assessment of learning in the qualification is based upon the institutional s policy framework on assessment. Assessment activities are appropriately structured and varied to accommodate the qualification purpose, its intellectual levels as defined in skills, competencies and attitudes, as well as the diversity of its learner body and is designed to support more independent, autonomous and accurate self-learning.

There are two modes of assessment used in the design of this qualification. In alignment with the policy, a module is either designed to assess in a non-examination termination mode, or an examination termination mode.

There is no specific final or year-end examination in modules assessed in a non examination termination mode. The formative assessment opportunities completed during the learning process accumulates into a final module mark. The weights or contributions of the assessment opportunities may vary according to needs. There should be not less than four assessment opportunities per semester module and six for a year module. This form of assessment includes a concluding assessment opportunity that integrates the learning in a module. The final mark for modules that are assessed continuously will be compiled from the accumulation of marks obtained for tests, assignments, papers, projects and other opportunity instruments. A mark of 50% is required in non-examination termination assessment modules. A single assessment opportunity may not contribute more than 40% towards the final mark for the module.

Modules which are assessed in an examination termination mode is developed as such: Year modules require a minimum of six assessment opportunities during the course of the year, while a minimum of three assessment opportunities are required for semester modules Scores obtained in these assessments will be collectively calculated to determine the predicate mark. The predicate mark and examination mark will then each contribute 50% to the year mark.

The Work-Integrated Learning (WIL) module (Work-Integrated Learning) is also a non-examination termination module, and includes both formative assessment (entry report by the learner and mentor, monthly reports by mentors and personal evaluative visits by lecturer) and summative assessment (exit reports by learner and mentor, portfolio of work from learner).

The final WIL (Work Integrated Learning) assessment is undertaken to determine the learners' applied competence and successful completion of learning in the qualification. This integrated assessment evaluates the space in which theory/module content and knowledge interconnects meaningfully with practical application.

Formative assessment is rationalised as assessment for learning in order to prepare learners appropriately for a level of learning meeting the cognitive demands and expected competency levels of the qualification. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Formative assessments include assignments, projects, research papers, case studies, role play, selfassessment; presentations; fieldwork and on-line assessment; tests and quizzes. On-line tests and quizzes are automatically graded and include feedback to learners. They are also used to monitor progress of the learners with regard to the attainment of learning outcomes. Quizzes are also used to evaluate the quality of delivery, teaching and tutoring. Quizzes accommodate the following types of questions: Multiple choice; matching questions and answers; true or false; fill in the blank, etc. Written assignments include activities such as summaries (e.g. to summarise an article); short/essay answers, paragraphs, full-length essay type assignments. The following information is included in an assignment: Purpose of the assignment/activity, deadlines for completion, a description of assignment and the assessment criteria. Throughout the qualification, formative assessment strategies will be used to ensure that exit level and critical cross-field outcomes are achieved.

Summative assessment is regarded as assessment of learning and a means to establish the overall performance of a learner upon completion of a module or completion of the entire qualification. Information will be gathered about a learner's level of competence upon completion of a module. Summative assessment includes written and/or oral tests I assignments/presentations/examinations/portfolio (work integrated learning; internships). Results are expressed in marks in terms of the level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This type of assessment is used for promotional purposes.

INTERNATIONAL COMPARABILITY

In contextualising the Diploma in Journalism in the international context, comparisons were done internationally with Christelijke Hogeschool Windesheim (Netherlands, Europe).
The curriculum of the Diploma in Journalism is comparable with Windesheim's curriculum.

Similarities:

Modules such as English, news awareness/news knowledge, politics, cross media skills (i.e. online/convergence), and investigative reporting are included in both universities' first and second year curricula.

News reporting is offered by both departments as a first year subject.

Both departments have a work-integrated learning component of a semester (six months) in the third year of study.

Differences:

Windesheim's curriculum is only offered in Dutch with English as an additional subject.

Windesheim's core focus is more on theoretical subjects.

Windesheim introduces learners to research methodology (quantitative and qualitative data collection) at the second year level.

Windesheim's fourth year is more practically-oriented. Although the learners spend a semester focusing on in-depth specialisation subjects, their final mark (based on work completed in one semester of six months) comprises a portfolio of evidence.

The Diploma in Journalism exposes learners to four media streams online, print, television and radio in the foundational years (first and second year). Learners only choose a specialisation area (print/online or broadcasting) in their second year.

Part of Windesheim's third year is a semester's practical freelance work. As such, third year learners spend six months completing their work-integrated learning component and six months as a freelance journalist. Learners have to find freelance work on their own and the department does not assist with the employment process.

Windesheims' journalism qualification is a four-year Bachelor's qualification while this qualification is a three qualification.

Windesheim does not offer modules such as computer skills, newspaper/magazine layout and design, media information management: database or media law.

While this qualification offers Life Skills in the first year, Windesheim offers career counselling as a first and second year modules with minor credits attached to it.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Diploma in Journalism and Media Studies, Level 6.

Vertical Articulation:

Advanced Diploma in Journalism, Level 7.

Bachelor of Arts in Journalism, Level 7.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

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.

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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.

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