|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|
|National Certificate: Radio Production|
|SAQA QUAL ID||QUALIFICATION TITLE|
|62069||National Certificate: Radio Production|
|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|
|National Certificate||Field 04 - Communication Studies and Language||Media Studies|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||159||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|49125||National Certificate: Radio Production||Level 5||Level TBA: Pre-2009 was L5||145|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this Qualification is for learners to be able to produce radio programmes. The National Certificate in Radio Production at NQF Level 5 is generic across commercial, public and community service fields. The community impact of this Qualification includes the presentation of job opportunities to which all-cultural groups have access, through community radio broadcasting. The Qualification is also wide ranging, cutting across a broad spectrum of the economy. The Qualification was designed to accommodate radio programmes relevant to all audiences. The Qualification aims at enabling learners to be employable in all three sectors (public, commercial and community). Production, packaging, journalistic, content development are competencies required across all three tiers of broadcasting and the qualification will allow the competent learners to be employable in all sectors of radio not just community radio. The Qualification will enable the learners to make value judgements; packaging calls for putting elements together in a unique and creative manner, producing calls for a process of research, conceiving ideas and actualising those ideas. This Qualification requires learners not just to make products but also to be able to develop content for radio broadcasts.
Qualifying learners are capable of:
There is currently no recognised Qualification for Radio Production competence, and most of the learning required takes place in service. A Qualification in Radio Production not only allows learners to access the field of radio, but also recognises the competence that current workers in the sector have, thus adding value to their employability and competence, and redressing the lack of access to qualifications. Typical learners have attained an NQF Level 4 Further Education and Training Certificate or equivalent, and are in all probability working in the field of broadcasting or entertainment.
A Qualification for Radio Production is required to ensure responsible delivery of messages through a powerful medium with influence. Furthermore, improved radio products will increase listener numbers, thereby increasing advertising revenue for radio stations, and the economy at large. The throughput of learners is sustainable in that a bigger competence pool will feed into commercial endeavours, causing a ripple effect. The Qualification will create a larger pool of competent people, as the need for the competence is growing.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The following learning is assumed to be in place before embarking on this Qualification:
Recognition of Prior Learning:
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?|
|All the Fundamental and Core Component Unit Standards are compulsory.
|EXIT LEVEL OUTCOMES|
|1. Operate within relevant legislative frameworks.
2. Research content for radio broadcasts.
3. Write scripts for radio broadcasts.
4. Build resource networks relevant for radio productions.
5. Generate and pitch ideas for programmes and items for transmission.
6. Work in teams in the radio context.
7. Operate a variety of studio and field recording and production audio equipment.
8. Produce live and studio programs and items for transmission.
9. Edit and mix features, programs and items to meet broadcasting requirements.
10. Present radio programs/items that meet specified requirements.
11. Interview guests/panels/content providers in broadcasting context.
|ASSOCIATED ASSESSMENT CRITERIA|
> Range: Research includes applied research methods only, and not academic/basic research methods or experimental research methods.
> Range: Style includes - fluency, pace, tone, inflection, modulation, mood, projection.
> Range: Components include: purposes, objectives, duration, audience, time of day.
> Range: Edition decisions include those regarding: Flow, balance, interest, value, spec relevance.
> Range: Mixes include levels, phasing, distortion, dropout.
The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification.
Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification.
Learners when being assessed against the unit standards may present evidence of integration, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summarise assessment is employed.
|Best practice is found in Australia.
UK, Australia, Scotland and Nethelands:
The Australian National Training Authority (ANTA) has two certificates in broadcasting:
The latter qualification corresponds closely with the National Certificate in Radio Production (NQF Level 5) in that it includes the following Units:
The Australian framework contains a one-year Diploma of Broadcasting, which is at a level equivalent to this qualification. Although the qualification is aimed at the radio and television broadcasting industry, personnel who are involved in producing and presenting programs, including on-air presenting, learners can be trained utilising this qualification, because the competencies are similar.The South African qualification has more of a business focus, and addresses more strategic planning competencies than the Australian qualification, that focuses more on production.
The qualifications compare as follows:
Australia; South Africa:
Elect three from the following:
Elect three from the following:
Australia; South Africa:
Elect five from the following:
Australia; South Africa:
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.
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.
On the Scottish Qualifications Authority framework is registered the following module that correlates closely with the present qualification:
This qualification contains unit standards that are comparable to those used in other areas of the world.
Internationally training for radio station management is usually based on short courses which are accessed after learners qualify in various fields.
Bulgaria and Cambodia:
In Bulgaria, short courses address competencies in strategic planning, sales management, marketing, managing human resources, promotions, and advertising.
In Cambodia, short courses for radio station managers focus on audience research. All these sets of competencies are contained within this qualification.
In the United States of America (USA), radio station management competencies are often achieved after an initial Bachelor of Arts degree (often in Communication)this is at a higher level than this 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 qualification.
USA; South Africa:
Radio station management competencies in Afghanistan compare as follows with this qualification.
Afghanistan; South Africa:
None of the electives in this qualification are included in Afghanistan training programs. Marketing, sales and research competencies are not addressed in Afghanistan.
No comparisons were found in SADC.
The South African qualification compares well to international practice and aligns to international best practice.
|The qualification provides the following articulation opportunities:
|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 and have a relevant qualification or experience at a level higher than Level 5. 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.|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 49125, "National Certificate: Radio Production", Level 5, 145 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||252446||Acquire copyright permissions||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||117557||Analyse scripts for production||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||12499||Edit sound||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||12603||Final mix sound tracks for a production||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||110360||Interview for a variety of journalistic purposes||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||243970||Obtain and transfer sound||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||117563||Operate studio equipment for broadcast||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||12606||Operate studio equipment for radio production||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||13813||Package a radio programme using analogue sound equipment||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||14365||Prepare and operate sound equipment from a location for a radio broadcast||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||12607||Produce a live radio broadcast||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||117559||Produce studio recorded programmes||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||117560||Propose ideas for radio programmes and items||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||12599||Run a transmission on-air||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||117564||Write radio scripts||Level 5||Level TBA: Pre-2009 was L5||8|
|Fundamental||252037||Build teams to achieve goals and objectives||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||117546||Collect information for journalistic use||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||115791||Use language and communication strategies for vocational and occupational learning||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||117561||Adapt radio content||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||13810||Record a radio drama||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||13805||Select and assemble sound to support visual images||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||12605||Interview and lead discussion for radio broadcast purposes||Level 6||Level TBA: Pre-2009 was L6||12|
|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.
|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.
|1.||Abundant Media (Pty) Ltd|
|2.||Amadi Institute of Management And Technology (Pty) Ltd|
|3.||Artshub Institute (Pty) Ltd|
|4.||Davest Trading 36 Pty Ltd|
|5.||Falcon Business Institute (Pty) Ltd|
|6.||HILLCROSS BUSINESS SCHOOL (PTY) LTD|
|7.||IALE School of Advanced Learning and Education (Pty) Ltd|
|8.||Information Technology Resource Centre|
|9.||Institute for the Advancement of Journalism|
|10.||Jeppe College of Commerce and Computer Studies|
|11.||Johannesburg Institute of Engineering & Technology|
|12.||Mass Computer Training And Printers|
|15.||New Business Solution Consulting and Training Service Provider|
|16.||Pracical Audio Solution (Pty) Ltd|
|17.||Qhakaza Management Services|
|18.||Radio Zibonele NPC|
|20.||Revolution Media Academy (Pty) Ltd|
|21.||South African Film Institute|