Diploma in Journalism

Purpose

The Diploma in Journalism aims to provide learners with the theoretical knowledge and the critical intellectual and practical skills that they need to function as journalists in an ever-changing and convergent media environment in a complex society. The qualification further provides learners with the graduate attributes of a strong focus on ethics, and a desire to contribute meaningfully to the developmental agenda of the country and the continent.

While emphasis is placed on the acquisition of journalistic skills, the revised curriculum aims to engender the ability to exercise fundamental cognitive skills such as clear, critical thinking and an appreciation of sub-text and symbolism, in order to augment the professional skills of writing, editing and cross-platform media production which span industries. The intent is to confer attributes that benefit both the graduate and the wider social context as opposed to the simple transference of skills.

More specifically, the revised curriculum aims provide a framework for learners to learn

• To think and write clearly and critically in an ethically, socially and environmentally conscious manner, and across print, broadcast and digital/online media platforms;
• To exercise basic skills of media production in various journalistic and non-journalistic media environments, including film and photography, while at the same time preparing learners for the local journalism industry;
• To exercise ethical journalistic exactitude and professionalism across media platforms in a globalised environment of media convergence.

Rationale

The journalism industry is currently experiencing a number of interesting developments that present both challenges and opportunities. These include the following:

• The ubiquitous advancement in technology (especially concerning New Media and newsroom convergence);
• Changing audience needs;
• Intricate political and economic contexts;
• The urgent need for increased awareness of environmental issues (e.g. climate change, pollution, wildlife, depletion of natural resources);
• General shortage of skills and Juniorisation of the newsroom (see SANEF's National Skills Audit Report).
• Unethical journalistic practices such as the recent phone hacking scandal in Britain.

Journalism education has therefore become an important theme across the world, as many countries realise the importance of university education in addressing some of these challenges. As such, the qualification seeks to:

• Respond to the challenges of the industry stakeholders by producing high quality ethically oriented learners with the right intellectual stimulation, theoretical knowledge and practical skills (hands and minds) for the challenges in the media industry. Such learners think clearly, write well and make ethical distinctions in a rapidly changing convergent media environment. In this regard, we have taken into consideration stakeholder needs, growth and expansion in the field of technology, research and teaching. We conducted a thorough situational analysis to identify gaps in the current curriculum.
• Facilitate the education of learners who contribute to the social, cultural and economic development of South Africa and participate successfully in the global economy and knowledge society. The core focus of this curriculum is to equip learners with conceptual, applied and critical thinking skills necessary in the ever-changing media environment. Such learners are competent in journalistic writing and reporting for various media platforms. They use technology in gathering information and producing journalistic texts and having a good grasp of the legal and ethical principles of collecting information and dealing with sources.
• Compatible with similar qualifications offered internationally to ensure recognition and comparability of standards.
• Facilitate clear qualification articulation that can assist learners in identifying potential progression routes they can follow in the context of lifelong learning.

Recognition of Prior Learning (RPL)

In keeping with national and institutional policy frameworks and the institution's mission and vision, the institution promotes and widens access through Recognition of Prior Learning.

The RPL process is multidimensional and multi-contextual, aims at the individual needs of learners and is handled following an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Diploma studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Diploma studies.

This qualification consists of the following compulsory and elective modules at NQF Level 5 and 6 totalling 370 Credits.

Compulsory Modules, Level 5, 120 Credits

• Media Design 1, 20 Credits.
• Media Production 1, 20 Credits.
• Professional Literacy Studies, 20 Credits.
• Mass Communication and Culture, 20 Credits.
• Mass Communication and Politics 1, 20 Credits.
• News Writing 1, 20 Credits.

Compulsory Modules, Level 6, 250 Credits

• Media Design 2, 20 Credits.
• Media Production 2, 20 Credits.
• Mass Communication and Culture 2, 20 Credits.
• Mass Communication and Politics 2, 20 Credits.
• General News Writing 2, 20 Credits.
• Specialist News Writing 2, 20 Credits.
• Media Design 3, 25 Credits.
• Media Production 3, 25 Credits.
• General News Writing 3, 25 Credits.
• Specialist News Writing 3, 25 Credits.
• Professional Practice, 30 Credits.

1. Produce journalistic content across multiple media platforms.
2. Demonstrate strategic and self-directed skills of inquiry in researching topics or news items in an historical and current context.
3. Demonstrate strategic and self-directed critical thinking and problem-solving abilities when facing information being subjected to journalistic enquiry.
4. Demonstrate a working knowledge of applied media ethics and law, so as to reflect critically on the legal, ethical and societal responsibilities of a journalist.
5. Demonstrate industry-standard communication skills in English and one second language, through reading, listening, speaking and writing.
6. Write news, current affairs, documentary and lifestyle journalistic content across broadcast, print and internet media.
7. Effectively self-direct and work with others to produce news, current affairs, documentary and lifestyle journalistic content across broadcast, print and internet media.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate understanding of the standard range of journalistic procedures, audiences and institutions.
• Produce written and visual journalistic content across multiple media platforms.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe and explain the use of various basic research methods used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
• Describe and explain the use of various sources of information used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
• Apply various basic research methods used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
• Choose various sources of information used in professional journalism practices to find appropriate information on topics and events suitable for news and feature reporting.
• Collate and curate narrative information and numerical data that is suitable for news and feature reporting on the most commonly found in public media platforms, channels and genres.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe and explain the most common meanings of written and oral information on historical and current topics and events that is available in the public domain in the form news and feature reports.
• Analyse written and oral information on historical and current topics and events that is available in the public domain in the form news and feature reports.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify the most common ethical and legal problems found in the practice of journalism and media production.
• Analyse the most common ethical and legal problems found in the practice of journalism and media production.
• Identify the most relevant remedies to common ethical and legal problems found in the practice of journalism and media production.
• Describe and explain in writing the application of the most relevant remedies to common ethical and legal problems found in the practice of journalism and media production.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand basic news and current affairs issues through reading and listening in English and one second language.
• Communicate basic news and current affairs clearly and coherently in written English and one second language in line with professional conventions of language use, genre and content types across the main news platforms.
• Present basic news and current affairs clearly and coherently in spoken English and one second language in line with professional conventions of language use, genre and content types across the main news platforms.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate basic news, current affairs, documentary and lifestyle journalistic content clearly and coherently in written form in line with professional conventions of language use, genre and content types for broadcast media, print media and internet based media.

Associated Assessment Criteria for Exit Level Outcome 7

• Understand the most common methods, procedures and techniques of Information and Communication Technologies (ICTs) used by the news industry for production of news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.
• Critically reflect on the most common methods, procedures and techniques of Information and Communication Technologies (ICTs) used by the news industry for production of news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.
• Choose the most appropriate methods, procedures and techniques of Information and Communication Technologies (ICTs) for production of news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.
• Effectively apply the most appropriate methods, procedures and techniques of Information and Communication Technologies (ICTs) to produce news, current affairs, documentary and lifestyle journalistic content in broadcast media, print media and internet based media.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing learner learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management.

Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and other means of promoting learning.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

Integrated assessment often cuts across a number of subjects/modules of a qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study.