Higher Certificate in Journalism Practice

Purpose

The Higher Certificate in Journalism Practice will equip learners with the essential workplace knowledge of journalism. Learners will apply their understanding of general journalism principles and theory in a practical writing component. The qualification will give learners insight into the role of journalism in society and the significance of ethics in journalism practice, while developing their basic research and writing skills. Qualifying learners will be prepared for entry-level positions in the journalism field and for further studies in journalism and related fields.

The qualification will ensure that learners get the essential theoretical and practical skills necessary for a career in journalism. School leavers (matriculants) who may not have met the criteria for entry into diploma or degree qualifications will be able to pursue an entry-level higher education qualification in journalism. This qualification will be delivered remotely, enhancing opportunities, accessibility, and flexibility through open distance e-learning (ODeL), to working individuals. Learners will receive support in their studies from administrative staff and will have access to ICT at the institution's Learner Support Centres across the country.

Upon completion of this qualification, qualifying learners will be able to

• Understand the role and responsibility of ethical journalism practice in society.
• Demonstrate an understanding of journalism practice key terms and concepts.
• Communicate appropriately as required within the journalism practice field.
• Demonstrate the ability to produce articles for in-house or freelance publication.

Rationale

Journalism has been described as the cornerstone of democracy, vital for informing the general population about current issues. There is a global need for educational institutions to reflect current journalism practice, with emerging opportunities in Africa, and for journalism practice qualifications to include an understanding of ethical journalism. South African President Cyril Ramaphosa (2023) cites media freedom as the pillar of the South African democratic order, and the need for journalists "to be the standard-bearers for accountability and the empowerment of citizens". Within the South African workplace, communicators, proofreaders, and journalism lecturers are listed as occupations in high demand.

Qualifying learners of this qualification will have a sound understanding of the importance of ethical journalism, the role of journalism in society, digital journalism, and practical writing skills that can be applied to a variety of contexts.

This qualification will be enhanced by introducing a journalism practice focus. Learners who complete this qualification may pursue further academic studies with related NQF level 6 diplomas or NQF level 7 degrees.

Typical occupation in which the qualifying learner will operate

• Captions Editor.
• Communications Coordinator.
• Digital Content Writer.
• Freelance Production Assistant.
• Freelance Writer.
• Junior or Assistant Reporter.
• Junior Researcher.
• News Production Assistant.
• Junior Copywriter.
• Production Assistant.
• Junior Sub-editor.
• Junior Proofreader.

Recognition of Prior Learning (RPL)

The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and assessment. In accordance with the existing RPL policy and practices, these will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.
• Learners need to be able to demonstrate their prior learning through evaluation/verification and assessment.
• Each application will be considered on a case-by-case basis, and learners will enter a discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.
• Only 10 % of a cohort will be allowed admittance on an RPL basis.

RPL for exemption of modules

• For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.
• Assessment has no guarantee that a learner will gain admission into a qualification or receive exemptions from modules.
• Learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the qualification modules.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

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

Or

• Senior Certificate, NQF Level 4 without endorsement.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5, totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits

• Computer Literacy, 16 Credits.
• Academic Literacy, 14 Credits.
• English Foundations, 15 Credits.
• Introduction to Journalism Practice, 15 Credits.
• Journalism Law and Ethics, 15 Credits.
• Digital Journalism, 15 Credits.
• Content Writing, 15 Credits.
• Journalism Portfolio, 15 Credits.

1: Demonstrate an understanding of the role and responsibility of ethical journalism practice in society.

2: Demonstrate an understanding of journalism practice key terms and concepts.

3: Communicate appropriately as required within the journalism practice field.

4: Demonstrate the ability to produce articles for in-house or freelance publication.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the concept of free press and its role within a democratic society.
• Explain the implications of the pertinent South African legislation on journalistic practice.
• Demonstrate ethical conduct.
• Explain the Press Code of Conduct.
• Demonstrate an understanding of cultural diversities.

Associated Assessment Criteria for Exit Level Outcome 2

• Explain media production.
• Identify the various types of journalism.
• Discuss terms used in journalism practice.
• Describe the nature of freelance journalism practice and demonstrate knowledge of current rates charged.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate effective verbal and written English communication.
• Demonstrate an understanding of body language.
• Use software relevant to journalism practice to produce and present articles.

Associated Assessment Criteria for Exit Level Outcome 4

• Write basic editorials, commentaries, or reviews on current topics suitable for newspapers, television, radio, and online media platforms.
• Outline self-managed studies and organise the research and production of newsworthy stories to meet deadlines.
• Interpret and produce an article based on a given brief meeting Search Engine Optimisation (SEO) requirement.
• Produce news stories that contain accurate reference sources with verified information.
• Demonstrate problem-solving capacity in overcoming journalism obstacles.

Associated Assessment Criteria for Exit Level Outcome 5

• Collect, collate and evaluate data from different sources for verification before utilising the information.
• Reference or attribute data and quotes in a correct manner.
• Apply an unbiased opinion to data and report objectively.
• Demonstrate fair treatment of sources, respecting privacy.

INTEGRATED ASSESSMENT

The institution's assessment practices are driven Assessment and Moderation Policy. This policy is informed by key national policies and best practice benchmarks, including the SAQA National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (2014); CHE Policy on RPL, CAT and Assessment (2016) and CHE Distance Education Qualifications in a Digital Era: Good Practice Guide (2014). The principles of good assessment, including transparency, fairness, authenticity and legitimacy, drive assessment praxis will be observed.

The Higher Education Assessment and Moderation Management Policy which sets the institutional assessment strategy, is written from the standpoint of open distance and e-learning provision. The policy guides and frames assessment practices, imagining the specific requirements of learners studying in the distance modality. That is, the policy and its implementation are fully cognisant of what is needed to ensure learners can navigate the challenges and opportunities associated with the distance modality.

While the institutional policy provides the broad parameters for assessment and moderation practices, there are several factors peculiar to the specific requirements of the qualification that inform how we think about and design the qualification, including the choice of assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events as the means by which learning outcomes are assessed), the assessment typologies (i.e., the general category/type of assessment, e.g., summative, formative, ipsative, diagnostic, etc., selected as the assessment strategy), and assessment modalities (i.e., the particular type of instrument by which learners are assessed, e.g., examination, research essay, discussion forum, etc.) used in each module.

The assessment strategy includes the following combination of weighted assessment strategies

Assessment Strategy 1

• Three (3) formative assessments will count 75% towards the overall mark.
• One (1) summative assessment will count 25% towards the overall mark.

The Journalism Portfolio module (as WIL module) will use Assessment Strategy 1

• Three (3) formative assessments will count 75% towards the overall mark.
• One (1) summative assessment will count 25% towards the overall mark.

Assessment Strategy 2

• One (1) formative assessment will count 50% towards the overall mark.
• One (1) summative assessment will count 50% towards the overall mark.

Assessment Strategy 3

• One (1) formative assessment will count 40% towards the overall mark.
• Two (2) summative assessments will count 60% towards the overall mark.

Assessment Strategy C (ASC)

• Two (2) formative assessments will count 50% towards the overall mark.
• One (1) summative assessment will count 50% towards the overall mark.

The implementation of this assessment strategy is carefully monitored and quality assured by Academic and Quality Managers (AQMs) responsible for overseeing all assessment development undertaken by the educators assigned to individual modules for the qualification.