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National Certificate: Journalism 
49123  National Certificate: Journalism 
SGB Journalism 
Was MICTS until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
National Certificate  Field 04 - Communication Studies and Language  Information Studies 
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
Passed the End Date -
Status was "Registered" 
SAQA 0657/04  2004-12-02  2007-10-18 
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 

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:
  • Collecting information for journalistic purposes
  • Reporting for a variety of general journalistic purposes
  • Writing stories for a variety of journalistic purposes
  • Interviewing for a variety of general journalistic purposes
  • Performing journalism related tasks in an editorial environment
  • Employing work-related stress management strategies
  • Improving their own performance
  • Presenting story ideas
  • Describing the implications of democracy for a diverse society
  • Contributing to information distribution regarding HIV/AIDS

    In addition, qualified learners choose to become capable of:
  • Sub-editing, for two specialist beats OR
  • Reporting, for a specialist beat, in two mediums OR
  • Communicating proficiently in a second language as a junior journalist


    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. 

    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:
  • Demonstrate the ability to use electronic mail software to send and receive messages (NLRD ID Nr 7571)
  • Demonstrate knowledge of and produce word processing documents using basic functions (NLRD ID Nr 7568)
  • Demonstrate ability to use the World Wide Web (NLRD ID Nr 7573)
    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. 


    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. 

    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 

    Fundamental and Core

  • Information produced is relevant for specified contexts
  • Communication is clear, unambiguous, understandable, focused, direct and complete
  • Communication is regular
  • Communication format is relevant for contexts and purpose
  • Communication allows for feedback
  • Questions are appropriate for contexts to require and clarify information
  • Identification of criteria for relevance of information is correct

  • Information sharing is continuous and appropriate for given goals, objectives, and roles of specific teams
  • Description of team roles is accurate
  • Input from others is sought and encouraged
  • Assistance offered is appropriate for specific needs, and in a manner appropriate for the working style of specific teams

  • Legal requirements are adhered to
  • Sources used are credible
    Range: sources include primary and verification sources
  • Sources are relevant for information needs
  • Research processes used meet agreed principles of fairness and diversity
  • Information gathering methodologies are relevant for information needs
  • Information gathered is verifiable and contributes to story and reporting planning and contexts
  • Records kept are accessible and meet specified requirements and conventions

  • Facts and descriptions are accurate, reveals information and contributes to the public's understanding of stories covered
  • Reporting plans are informed by research findings
  • Preparation is appropriate for specified contexts
  • Reporting is factually accurate
  • Observations are noted as such in forms appropriate for specified contexts
  • Reporting meets specified criteria for relevance within specific contexts
  • Agreed ethical and professional requirements are adhered to at all times
  • Legal requirements are adhered to

  • Legal requirements are adhered to
  • Final form outputs are justified in terms of appeal to intended recipients
  • Final form outputs enhance public understanding of events, issues or topics
  • Language and idiom meets specified style and format requirements
  • Form and format meet specified style and format requirements
  • Facts are verified where relevant and/or required
  • Final form outputs meet specified criteria for relevance within specific contexts

  • Planning is feasible in terms of given time requirements
  • Methods selected are justified in terms of time and resource constraints
  • All relevant deadlines are identified
  • Communication is timeous
  • Own contributions to teams are scheduled to meet given deadlines, and do not impact negatively on other team members
  • Reporting meets given deadlines
  • Technology is used appropriately and securely
  • Relevant safety, health, environment, security and operational requirements are adhered to

  • Legal, professional and ethical requirements are adhered to
  • Criteria used for evaluation of journalistic conduct and output are relevant for specific contexts
  • Evaluation findings and choices are justified in terms of specified legal, professional and ethical requirements

    Elective (one is required to qualify)

  • Relevant protocols of two specialist beats are adhered to
  • Writing for two specialist beats is accurate
  • Writing for two specialist beats is comprehensive in terms of specified requirements and contexts
    Range: people, events, proceeding, findings, topics and issues related to the specialist beats are included
  • Sub-editing reflects specified requirements of given contexts
    Range: requirements can include, style, length of text, language use, structure, headlines, layout, etc.
  • Content of text is accurate and verified
  • Interpretation of design messages is justified in terms of agreed design elements and principles
  • Assessment of the quality of own and other's writing is justified in terms of specified requirements
  • Feedback to and coaching of others meets specified requirements

  • Relevant protocols of a specialist beat are adhered to
  • Writing for a specialist beat is accurate
  • Writing for a specialist beat is comprehensive in terms of specified requirements and contexts
    Range: people, events, proceeding, findings, topics and issues related to the specialist beat are included
  • Recorded sound quality during interviews is sufficient for reference purposes afterwards
  • Preparation meets specified context requirements
    Range: requirements can include specifications for stories, resources, sources, etc.
  • Information selected is appropriate for purpose and context
  • Reporting and recording of information meets specified context and legal requirements
    Range: requirements can include various methods and techniques for information gathering, accurate information, principles of balance, diversity and fairness, etc

  • Text types, text features and text functions are correctly identified, selected and verified in relation to parallel texts
  • Texts are design based on context-specific requirements
  • The writing process is planned effectively
  • Errors in text are accurately identified and analysed
  • Feedback regarding text is obtained and provided
  • Linguistic or textual features are accurately assessed
  • Text assessment findings are justified
  • Strategies selected to improve and transform text are context-appropriate and justified
  • Comparison of own composition with similar text types is relevant
  • Text quality is improved where relevant
  • Adaptations of text for different readerships is appropriate for specific readership profiles
  • The conceptual level of text is adjusted to correct readership level.

    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. 

    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:
  • Introduction to the professional practice, including current affairs, meetings and discussion with professional journalists, and introduction to the various professions
  • Mass communication
  • Geography, town and country planning, environment
  • Contemporary history
  • Statistics
  • Economics
  • Political science and constitutional history
  • Communication and of language
  • Development of English writing skills (news items, press releases)
  • Development of editorial skills (selecting and ordering)
  • Word processing techniques

    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:
  • Writing skills
  • Research and interview techniques
  • Law
  • Shorthand
  • Public affairs/administration
  • Word processing
  • Production and design
  • Sub-editing
    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. 

    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:
  • First degrees in Journalism, at NQF Level 6
  • First degree in Design, at NQF Level 6
  • National Diploma in Translation, at NQF Level 5
  • National Certificate in Television Operations, at NQF Level 5
  • National Certificate in Radio Production, at NQF Level 5 

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

    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.

    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 

  • NOTES 
    This qualification has been replaced by qualification 58978, which is " National Certificate: Journalism", Level 5, 120 credits. 

    Core  8555  Contribute to information distribution regarding HIV/AIDS in the workplace  Level 4  NQF Level 04 
    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 
    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 
    Core  110360  Interview for a variety of journalistic purposes  Level 5  Level TBA: Pre-2009 was L5 
    Core  11994  Monitor, reflect and improve on own performance  Level 5  Level TBA: Pre-2009 was L5 
    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 
    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 
    Elective  114600  Apply innovative thinking to the development of a small business  Level 4  NQF Level 04 
    Elective  114742  Calculate tax payable by a small business  Level 4  NQF Level 04 
    Elective  117241  Develop a business plan for a small business  Level 4  NQF Level 04 
    Elective  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Elective  117244  Investigate the possibilities of establishing and running a small business enterprise (SMME)  Level 4  NQF Level 04 
    Elective  114738  Perform financial planning and control functions for a small business  Level 4  NQF Level 04 
    Elective  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Elective  12608  Record sound from a single source  Level 4  NQF Level 04 
    Elective  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04 
    Elective  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5 
    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 
    Elective  15237  Build teams to meet set goals and objectives  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117541  Cover a specialist beat as a journalist  Level 5  Level TBA: Pre-2009 was L5 
    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 
    Elective  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15219  Develop and implement a strategy and action plans for a team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10043  Develop, implement and manage a project/activity plan  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114481  Develop, maintain and monitor media relations to communicate government information  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15238  Devise and apply strategies to establish and maintain relationships  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15233  Harness diversity and build on strengths of a diverse working environment  Level 5  Level TBA: Pre-2009 was L5 
    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 
    Elective  15229  Implement codes of conduct in the team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15230  Monitor team members and measure effectiveness of performance  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12606  Operate studio equipment for radio production  Level 5  Level TBA: Pre-2009 was L5 
    Elective  14525  Present an informed argument on a current issue in a business sector  Level 5  Level TBA: Pre-2009 was L5 
    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 
    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 

    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.

    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.

    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.