SAQA 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 
REGISTERED QUALIFICATION: 

National Certificate: Live Event Technical Production 
SAQA QUAL ID QUALIFICATION TITLE
48669  National Certificate: Live Event Technical Production 
ORIGINATOR
SGB Performing Arts 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 02 - Culture and Arts  Performing Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  134  Level 4  Level TBA: Pre-2009 was L4  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The National Certificate in Live Event Technical Production (NQF Level 4) is an entry-level qualification to the live event industry. This industry includes but is not limited to:
  • Performing Arts such as dance, musicals, opera, revue, cabaret, variety, magicians, mime, poetry, etc.
  • Industrial, Children's, Youth, Educational, Street, Community, Development etc. theatre
  • Live Music
  • Circus performances
  • Drama in education
  • Stand-up comedy
  • Pyrotechnics / fireworks
  • Laser shows
  • Launches / conferences / promotions / award ceremonies and other events

    This qualification will allow entry into ONE of the following areas of application:
  • Stage (Setting and Structures)
  • Audio/Visual (Lighting, Sound and Video)
  • Styling (Costumes, Makeup, Properties and Décor)
  • Special Effects (Pyrotechnics, Lasers, Water and Fire)

    Qualifying learners are capable of:
  • Investigating and monitoring the financial aspects of personal, business and national issues
  • Critically interrogating and effectively communicating findings on life-related problems.
  • Measuring, estimating and calculating physical quantities and exploring, critiquing and proving geometrical relationships in two and three dimensional space in the life and workplace
  • Engaging in sustained oral communication
  • Evaluating spoken texts
  • Reading, analysing and responding to a variety of texts
  • Writing for a wide range of contexts
  • Using language and communication in occupational learning programmes
  • Using computers as an end user
  • Packing and unpacking equipment, material and tools for live events
  • Loading-in and loading-out equipment, material and tools for live events
  • Setting-up and striking equipment, material and tools for live events
  • Assembling and disassembling equipment, material and tools for live events
  • Operating equipment, material and tools for live events
  • Co-ordinating the use of equipment, material and tools for live events
  • Rendering basic first aid
  • Safely extinguishing fires
  • Managing stress

    Qualifying learners will also elect to attain competencies from the following:
  • Effectively planning business
  • Operating a legal new venture
  • Marketing for a new venture
  • Negotiating in business
  • Managing finances for a new venture

    The qualification is generic across these areas of application, to ensure equivalence within the technical production services industry.

    Rationale for the qualification

    To date the only means of entry into the live event industry has been based upon the need for stagehands having little more than a school-leaving certificate and of employment age. The career path for all entrants has been dependant on the employee's/freelancer's ability to learn the industry on his/her own.

    This may have been sufficient in the past, however, due to the globalisation of the industry into the world market and the increasing level of regulatory standards being enforced across the industry, the industry can no longer rely on ad-hoc learning. A coherent learning approach has to be adopted to ensure that the employee/ freelancer attains the necessary knowledge, skills and values required to successfully integrate into the industry. Learners can include those already employed in the industry, those with matric, as well as the unemployed.

    The qualification outlined below is an entry-level qualification at NQF level 4. Upon qualifying, the learner will be able to gain entry into the heart of the live event technical production industry. This qualification should create a highly productive individual with safety at the forefront of all work done. Pride of place will be instilled and the socio-economic well-being of the country ensured through sustainable development of the industry. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This qualification and its credits were developed based on the assumptions that, before learning towards this qualification, learners are capable of:
  • Accommodating audience and context needs in oral communication (Language and Communication competence at NQF Level 3)
  • Interpreting and using information from texts (Language and Communication competence at NQF Level 3)
  • Writing texts for a range of communicative contexts (Language and Communication competence at NQF Level 3)
  • Using language and communication in occupational learning programmes (Language and Communication competence at NQF Level 3)
  • Using different number bases and measurement units and an awareness of error in the context of relevant calculations (Mathematic Literacy at NQF Level 3)
  • Describing, applying, analysing and calculate the shape and motion in 2- and 3-dimensional space in different contexts (Mathematic Literacy at NQF Level 3)
  • Investigating life and work related problems using data and probabilities (Mathematic Literacy at NQF Level 3)
  • Using mathematics to investigate and monitor the financial aspects of personal, business issues (Mathematic Literacy at NQF Level 3)

    Recognition of prior learning (RPL)

    This qualification can be achieved in whole or in part through recognition of prior learning (RPL). Agreements between an applicant and the learning provider will be entered into for applicants that can demonstrate their competence in the outcomes of unit standards and the qualification. Evidence to this effect must be provided and assessed by a registered assessor. The applicant must make application to relevant ETQA who will assess the applicant's suitability to undergo RPL. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is designed as follows:
    Upon the successful completion of this qualification the learner will be able to provide technical support within ONE of the following areas of application:
  • Staging (Setting and Structures)
  • Audio-Visuals (Lighting, Sound and Video)
  • Styling (Costumes, Makeup, Properties and Décor)
  • Special Effects (Pyrotechnics, Lasers, Water and Fire)
    Note that all Unit Standards for this qualification must cover learning in ONE area of application.

    All Fundamental Unit Standards (62 Credits) and All Core Unit Standards (85 Credits) are compulsory. The Elective component requires at least 7 credits, from Elective Unit Standards, in the following "packages":
  • Entrepreneurship: Develop a business plan for a small business (5 Credits); Investigate the possibilities of establishing and running a small business enterprise (3 Credits)
  • Deal with customers: Identify and utilise marketing resources to meet objectives (4 Credits); Negotiate an agreement or deal in an authentic work situation (3 Credits)
  • Finances: Interpret basic financial statements (3 Credits); Investigate ways of managing financial risk in own lives (6 Credits)

    NQF Level - Fundamental Credits - Core Credits - Elective Credits - Total
  • 3 - 20 - 14 ---34
  • 4 - 36 - 30 -7 (24)-73 (90)
  • 5 - 0 - 35 ---35
    Total - 56 - 79 - 7 - 142+ 

  • EXIT LEVEL OUTCOMES 
    Fundamental and Core

    1. Use mathematics for personal and business applications
    2. Use and interpret language effectively for verbal and non-verbal communication
    3. Use information technology in the workplace to enhance overall efficiency and effectiveness
    4. Prepare set-up and strike of equipment, material and tools for live events
    5. Operate and maintain equipment, material and tools during live events,
    6. Promote the safety of self and others
    8. Organise and manage themselves and their activities within live event technical production contexts.

    Elective (7 required to qualify)
    9. Establish and run a small business optimally
    10. Deal with customers in a technical productions context
    11. Make financial decisions that are optimal for a given context 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • National regional and personal budgets are analysed.
  • Calculations and the use of statistics are correct.
  • Calculations and instruments are used and taken into account when reporting final values.
    2.
  • Verbal and non-verbal communication is used effectively.
  • Text and subtext of verbal and non-verbal communication is identified and acted on.
  • Communication is used to learn individually or in groups, effectively and efficiently.

    3.
  • The need for and applications of information technology is placed within the workplace context.
  • Applications of information technology is used in the workplace to the benefit of the individual and the organisation.

    4.
  • Technology is used effectively and critically.
  • Equipment is set up and striked in a manner which is responsible towards the environment and health of others, and working effectively with others.
  • Any discrepancies to the norm are reported accurately and to relevant supervisors.

    5.
  • Technology is used effectively and critically.
  • Equipment is Operated and maintainrd in a manner which shows responsibility towards the environment and health of others, and working effectively with others.
  • Operations are completed according to acceptable industry practice following instructions.

    6.
  • First Aid assistance is renderedrecognised fire types are extinguished safely and while working with others.
  • All relevant safety standards are adhered to and the necessary Personal Protective Equipment is worn correctly.

    7.
  • Personal and working lives are managed responsibly and effectively.
  • Stress is managed to an optimal level

    Elective (7 required to qualify)

    8.
  • A business plan is developed to guide the initial strategy and operations of the business.
  • Agreements are negotiated with clients in a way that respects the wishes of both parties.
  • Human resources, operations, marketing and finance is competently handled.

    9.
  • Marketing resources are identified and utilised to meet business objectives, whilst seeing the business within the context of the entire industry.
  • Negotiations are undergone with customers in a way shows effective working with others

    10.
  • Financial statements are analysed and interpreted showing technological competence.
  • Financial risk in own life is managed in way that risks are placed within the whole system of a career.

    Integrated Assessment

    Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of exit level outcomes.

    Integrated assessment must judge the quality of the observable performance, and also the quality of thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance. The assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). This means that workplace experience may be recognised when awarding credits towards this qualification.

    A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. Unit standards in the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. A detailed portfolio of evidence is required to prove the practical, applied and foundational competencies of the learner.

    While the foundational component (literacy, communication and numeracy skills) of this qualification on NQF level 4 can be assessed through occupational contexts and activities relating to live event technical production, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose.

    All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent as defined below:
  • 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.
  • Integration into work or learning: Evidence collection is integrated into work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the person 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. Assessment candidates 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 to the judgement that would be made by other assessors. 

  • INTERNATIONAL COMPARABILITY 
    The unit standards in this qualification have been developed with due consideration of international standards for the same level of learning and application. Specific comparisons have been made with the standards of New Zealand, Australia and Scotland.

    New Zealand

    Relevant registered Unit Standards in New Zealand that relate to the present qualification include:
  • Explain rudimentary principles of sound and electronics in relation to performing arts technology, leve 1, 2 credits.
  • Demonstrate knowledge and skills in make up design and application for a stage production, level 3, 6 credits.
  • Describe the operation of public address and recording systems for a performing arts situation, level 3, 2 credits.
  • Develop a set design concept and model for stage production, level 3, 6 creditf
  • Develop costume design concept and presentation drawings for stage production level 3, 6 credits.
  • Operate a MIDI system for a performing arts situation, level 3, 3 credits.
  • Operate a recording system for a performing arts situation, level 3, 2 credits
  • Operate and maintain a public address system for a performing arts situation, level 3, 2 credits.

    Australia

    Technical production qualifications ranging from a first Certificate, to an advanced Diploma are registered in Australia. Most relevant to the present qualification are the following Australian qualifications:
  • Certificate III in Entertainment (Set Manufacture)
  • Certificate III in Entertainment (Props Manufacture)
  • Certificate III in Entertainment (Lighting Operations)
  • Certificate III in Entertainment (Sound Operations)
  • Certificate III in Entertainment (Audiovisual Operations)

    There are around 40 units of competency in these qualification packages that resemble those of the present qualification (for example: Prepare, rig, test and modify lighting equipment, Operate audiovisual equipment):

    Scotland

    The following Scottish qualifications, with their units, relate to the South African National Certificate: Live Event Technician (level 4)
  • Sound Direction (Live Performance) Level 4 (Qualification), Align and equalise a PA sound system (Example of Unit).
  • Sound Direction (Live Performance) Level 3 (Qualification), Rig and position sound equipment to specification (Example of Unit).
  • Lighting (Live Performance) Level 3 (Qualification), Plot and rehearse lighting states (Example of Unit).
  • Costume (Live Performance) Level 4 (Qualification), Ensure our own actions reduce risks to health and safety in the workplace (Example of Unit).

    Overall Comparison

    There is vast congruence between the qualifications reviewed here and the South African qualification (although the titles of unit standards may, at times, mask the similarities). In the New Zealand, Australian and Scottish qualifications, the unit standards / competency standards often specify the type of equipment that is to be set-up, operated, and disassembled, whereas the South African Qualification concentrates on the competencies required to perform activities; the range statements of the unit standards stating the equipment category opinions, so that a learner can choose the equipment type most relevant to this field of interest.

    One area of difference that occurs between the South African the Scottish qualifications is the mandatory and the elective content. Whereas the Scottish qualifications have mandatory "business" units (for e.g. Support efficient use of resources") and elective technical units, the South African qualification, for most part, addresses technical competencies in the Core / mandatory component and supplementary aspects (such as business) in the elective component. 

  • ARTICULATION OPTIONS 
    This qualification will allow horizontal articulation with any Further Education and Training Certificate (NQF Level 4) through the Fundamental component. Also, upward vertical articulation is possible with a diploma in Live Event Technical Production (NQF Level 5) and a National Certificate in Operations Management (NQF Level 5). 

    MODERATION OPTIONS 
    The learning provider must provide internal and external moderation and all assessments must be moderated by the relevant ETQA

    Anyone assessing a learner against the qualification and unit standards must be registered as an assessor with the relevant ETQA by SAQA.

    Any institution offering learning that will enable achievement of the qualification and unit standards or will assess the qualification and unit standards must be accredited as a provider with the relevant ETQA.

    Moderation of assessment will be overseen by relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Assessors registered with the relevant ETQA must carry out the assessment of candidates for the qualification or any of the unit standards that make up this qualification. The assessor must have contextual competence in the form of a qualification or relevant experience related to the qualification and unit standards against which assessments will be conducted. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114510  Load equipment, material and tools  Level 3  NQF Level 03 
    Core  114508  Pack equipment, material and tools  Level 3  NQF Level 03 
    Core  114514  Maintain equipment and tool parts  Level 4  NQF Level 04  15 
    Core  114511  Set-up and strike equipment, material and tools  Level 4  NQF Level 04  15 
    Core  114518  Co-ordinate the use of equipment, material and tools  Level 5  Level TBA: Pre-2009 was L5  15 
    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  114516  Operate (apply) equipment, material and tools  Level 5  Level TBA: Pre-2009 was L5  15 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  10385  Develop a business plan for a small business  Level 4  NQF Level 04 
    Elective  10013  Identify and utilise marketing resources to meet objectives  Level 4  NQF Level 04 
    Elective  10388  Interpret basic financial statements  Level 4  NQF Level 04 
    Elective  10386  Investigate the possibilities of establishing and running a small business enterprise (SMME)  Level 4  NQF Level 04 
    Elective  10387  Investigate ways of managing financial risk in own lives  Level 4  NQF Level 04 
    Elective  13948  Negotiate an agreement or deal in an authentic work situation  Level 4  NQF Level 04 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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. Campus Of Performing Arts 
    2. GEARHOUSE SA (PTY) LTD 
    3. South African Roadies Association 



    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.