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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Music Industry Practice 
SAQA QUAL ID QUALIFICATION TITLE
58143  National Certificate: Music Industry Practice 
ORIGINATOR
SGB Music 
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  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  133  Level 3  NQF Level 03  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 
Purpose:

This qualification recognises demonstrated core knowledge, skills, and competence in music areas of performance, composition, theory, analysis and music industry. It enables the development of competencies and other related skills in music, and other performing arts sub-fields. The qualification is the second of several levels in the sub-field of Music, and may lead to higher level music and music industry qualifications.

Learners who have completed this qualification will have the necessary competencies to enter the Music Industry at the intermediate level on some occupational routes. The qualification is intended for learners who aspire to either gain a further insight, or those who wish to use this Qualification to move higher on the NQF either in terms of the Music Industry or transporting some of the competencies towards achieving related qualifications. The cumulative knowledge, skills and attitudes obtained from this qualification will act as a further access point to the Music Industry.

The learner assessed as competent against this Qualification will be able to:
  • Communicate in a variety of ways to achieve personal and music organisational objectives.
  • Use mathematics and mathematical thinking to solve every day problems for oneself, music organisation and sector.
  • Apply elementary music knowledge.
  • Demonstrate elementary knowledge of the music industry.
  • Apply life and work skills in the music work place.
  • Perform on a minimum of one chosen music instrument, including the voice.

    Rationale:

    This qualification provides the means to take forward a broad basic musical background to acquire deeper musical understanding and more refined musical language and to demonstrate skills in composing, performing, listening and presenting. These activities will provide opportunities for the articulation of understanding through the use of a wide musical vocabulary.

    Music is both an industry and an art form, meeting cultural and recreational needs while also offering major employment opportunities across many sectors of economic activity. The music industry has developed into a major employer, particularly of young people, in many countries around the world.

    Young musicians have to be equipped with the necessary knowledge, skills and attitudes to ensure a sustained success. Musicians with the attainment of this qualification, will gain a suitable career change when necessary. This qualification is the second in the learning pathway for music practice. It will build on the foundation of the entry-level qualification at NQF level 2 (basic) and will provide learners with further knowledge and ability to strengthen the competencies to sustain a career in the Music Industry. The targeted learners should have musical potential and can be drawn from:
  • Unemployed youth.
  • School leavers.
  • Unemployed adults.
  • Entrepreneurs.
  • Musicians wishing to achieve formal recognition by RPL.
  • Hobbyist.

    Furthermore, it will serve all learners who want to broaden their knowledge in the music industry, wishing to gain formal or recognised industry related training. Social and economic rationales for this qualification include encouragement of redress, facilitation of access to credit, career development and general learning. Although the qualification contains industry specific generic components, learners will also be equipped to perform a wide range of music industry functions.

    Some examples of the careers that the National Certificate in Music Practice may lead to are listed below:
  • Live Performance.
  • Music Publishing.
  • Song Writing.
  • Sound Engineering.
  • Music Production.
  • Music Management.
  • Music Technicians.
  • Music Promoters.
  • Music Sales and Merchandising.
  • Music wholesalers and Distributors. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It would be desirable for learners wishing to access this Qualification to be competent at:
  • Language and Communication at NQF level 2 or equivalent
  • Mathematical Literacy at NQF level 2 or equivalent
  • Musical instrument (basic) at NQF level 2 or equivalent
  • Aural skills (basic) at NQF level 2 or equivalent

    Recognition of Prior Learning:

    This Qualification and all the fundamental, core and elective Unit Standards associated with it, as described in the rules of combination, can be achieved by any learner through the recognition of prior learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The exit-level outcomes and the related Unit Standards may also be achieved through the recognition of prior learning.

    Access to the qualification:

    There are no access limitations on any learners or classes of learners for this Qualification, besides the recommendations in the learning assumptions outlined above. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The qualifying learner will achieve this Qualification by complying with the following rules of combination for the accumulation of credits:

    Learning Component: Credits
  • All fundamental Unit Standards: 36
  • All Core Unit Standards: 87
  • Elective Unit Standards: 10
  • Minimum Total Credits: 133 

  • EXIT LEVEL OUTCOMES 
    1. Communicate in a variety of ways to achieve personal and music organisational objectives.
    2. Use mathematics and mathematical thinking to solve every day problems for oneself, music organisation and the sector.
    3. Apply elementary music knowledge.
    4. Demonstrate elementary knowledge of music industry.
    5. Perform on a chosen music instrument.
    6. Apply life and work skills in the music work place. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Oral communication is maintained and adapted to meet personal and organisational needs and expectations.
  • Texts are interpreted and responded to in writing using a range of contexts in the music organisation.
  • Language and communication is used to interpret and respond to texts in occupational learning programmes.

    2.
  • Statistics, probability and probability models are used to solve a range of contextual problems.
  • Mathematical number systems, shape, and motion analysis are used to solve a range of life related problems.
  • Mathematics is used to investigate and monitor the financial aspects of personal and community life.

    3.
  • Chords, intervals and progressions are identified and applied according to industry practice.
  • Melodic and rhythmic dictation is demonstrated.
  • Musical styles are interpreted and a simple song is composed.
  • Music notation is used to construct scales and write chords and chord progressions.

    4.
  • Staging is planned and performance developed to given scenario.
  • Selected repertoire is rehearsed and performed.
  • Elements and cultural contexts of music are described.
  • Marketing, contracts and copyright are described in relation to the music industry.

    5.
  • Sight read and perform unaccompanied on a chosen instrument according to industry practice.
  • Disc jockey equipment is operated and techniques demonstrated in relation to disc jockey music and genres.

    6.
  • Implications of the HIV/AIDS pandemic and universal precautions are explained in the context of the music industry workplace.
  • A plan to enhance team performance is developed in relation to the music industry context.
  • A computer operating system is maintained and operated in accordance with manufacturer's instructions.

    Integrated assessment:

    Integrated assessment at the level of the 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 a holistic outcome as described in the exit level outcomes.

    Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the Qualification.

    While the generic component (communication, mathematical literacy, music workplace skills) of this Qualification at NQF Level 3 can be assessed through occupational contexts and activities relating to the music industry, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are 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. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas.

    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. 

  • INTERNATIONAL COMPARABILITY 
    Research indicates that music skills and knowledge may be transferred to the learner from a range of sources. These may include communal, informal, incidental, religious and formal sources of learning. Private providers worldwide offer short courses in music making on a chosen instrument, including voice. These learning programmes may include e-learning, part-time study and distance learning. Such short courses focus on the application of playing skills on a chosen instrument and often lack an all round music foundation.

    The most common approach is to access a short learning programme or a short course as is offered worldwide. Examples of some of these are in:

    France, Spain, Denmark, England

    The following institutions are examples of some institutions that offer full-time academic courses:
  • Brighton Institute of Modern Music: bimm.co.uk
  • KBA software: www.musicstudy.com
  • The Academy of Contemporary Music: www.acm.ac.uk
  • Brit School, Croydon, England www.brit.croydon.sch.uk
  • LIPA (Liverpool Institute of Performing Arts reception@lipa.ac.uk; www.@lipa.ac.uk)
  • Rhythmic Academy, Copenhagen www.rmc.dk
  • Powerhouse, London Fax (020) 8740 8422
  • Music Academy International, Nancy, France mail@cube.org ; www.cube.org.maie
  • Taller de Musics, Barcelona, Spain escla@tallerdemusics.com; wwwtallermusics.com
  • The Academy of Contemporary Music: www.acm.ac.uk

    The core competencies addressed in these institutions are similar to the ones in this qualification. These include:
  • Music theory
  • Performance
  • Establishing Stage presence
  • Arranging Music
  • Keyboard skills
  • Music instrument skills

    The South African NQF does not register qualifications less than 120 credits and it is for this reason that this qualification has been enhanced to align to the South African requirements.

    Africa and Asia:

    Comparable examples of music qualifications at this level were not located in any Asian and other African countries. The only information available relates to music as a school subject.

    Market share of music related sales indicates that the United States of America and Europe account for approximately sixty percent of the world market. Best practice was therefore associated with these countries.

    This National Certificate in Music Practice has been designed to develop the whole individual while the examples located develop a range of job related skills only. These courses and programmes are focussed only on vocational knowledge and skills. In this sense there is a differing emphasis in the qualification for the learners. This National Certificate: Music Practice at NQF level 3, although for a South African context, has been compared with Qualifications from these countries:
  • Australia
  • New Zealand
  • United Kingdom
  • United States of America

    United Kingdom:

    International best practice for music practitioners at this level is in the UK.

    The RSL level 3 Certificate Music Practitioners (Reference No. 100/5180/6) is registered by the Qualifications and Curriculum Authority in the United Kingdom and the awarding body is the Rock School. It is similar to the National Certificate in Music at NQF level 3 in that they both are of 1 year study duration and these are unit standards (elements) based qualifications aimed at the same age group.

    Candidates take four units: one core unit (specific to their chosen pathway) and three optional unit from within their chosen pathway. Qualification Accreditation Number 100/5180/6 provides pathways to the following qualifications:
  • RSL Level 3 Certificate for Music Practitioners (Audio Producer)
  • RSL Level 3 Certificate for Music Practitioners (Creative Music Producer)
  • RSL Level 3 Certificate for Music Practitioners (Music Entrepreneur)
  • RSL Level 3 Certificate for Music Practitioners (Performing Musician)
  • RSL Level 3 Certificate for Music Practitioners (Urban/Dance Musician)
  • RSL Level 3 Certificate for Music Practitioners (Vocal Artist)

    The core unit standards for the performing musician pathway of this qualification include:
  • Y/103/1748 Live Music Performance
  • Y/103/1751 Music Stagecraft

    The 3 optional unit standards are selected from the following:
  • Y/103/1684 Arranging Music (Projects)
  • D/103/1685 Arranging Music (Styles)
  • F/103/1730 Working as a Freelance Music Practitioner
  • J/103/1731 Setting up a Music Tour
  • Y/103/1734 Live Sound Recording
  • D/103/1735 Sound Recording and Production
  • K/103/1737 Studio Sound Recording
  • M/103/1738 Sound Mixing and Mastering
  • T/103/1739 Sound Reinforcement (Part 1)
  • M/103/1741 Radio Programming
  • A/103/1743 Lighting for Music Events
  • F/103/1744 Music Video Production
  • L/103/1746 Music Rehearsal Skills
  • R/103/1750 Recorded Music Performance
  • D/103/1752 Studio Music Sessioning
  • H/103/1753 Live Music Sessioning
  • A/103/1757 Music Improvisation
  • J/103/1759 Delivering Music Masterclasses
  • F/103/1761 Delivering Music Workshops
  • L/103/1777 Bass Guitar Skills
  • R/103/1778 Beatbox Skills
  • L/103/1780 Drum Kit Skills
  • R/103/1781 Guitar Skills
  • Y/103/1782 Keyboard Skills
  • D/103/1783 Vocal Skills
  • L/103/1763 Bass Guitar Skills
  • Y/103/1765 Beatbox Skills
  • H/103/1767 Drum Kit Skills
  • K/103/1768 Guitar Skills
  • H/103/1770 Keyboard Skills
  • K/103/1771 MC Skills L3
  • M/103/1772 Percussion Skills
  • A/103/1774 Vocal Skills (Part 1)
  • F/103/1775 Vocal Skills (Part 2)
  • H/103/1784 Using a Harmony Instrument
  • J/103/1776 Musicianship
  • H/103/2160 Music Research and Presentation Skills
  • K/103/2161 Developing Music Teaching Skills
  • H/103/1686 Composing Music (Styles)
  • K/103/1687 Composing Music (Repertoire Ensemble)
  • M/103/1688 Composing Music (Repertoire Solo)
  • T/103/1689 Arranging Music (Recording)
  • M/103/1691 Composing Lyrics
  • T/103/1692 Music Style Development (Part 1)
  • A/103/1693 Music Style Development (Part 2)
  • F/103/1694 Contextualising Music
  • J/103/1695 Music Artist and The Media
  • L/103/1696 Evolution of the Music Industry
  • R/103/1697 Music Instrument Development
  • R/103/1716 Careers in Music
  • Y/103/1717 Communicating Your Music
  • D/103/1718 Music Marketing (Researching)
  • H/103/1719 Music Marketing (Promotion)
  • Y/103/1720 Music Contracts (Management and Recording)
  • D/103/1721 Music Contracts (Publishing and Production)
  • H/103/1722 Music Contracts (Various)
  • K/103/1723 Setting Up a Music Business
  • M/103/1724 Music Marketing (Video)
  • T/103/1725 Music Marketing (Website)
  • A/103/1726 Music Product (Pressing and Distribution)
  • F/103/1727 Music Event Promotion (Large Event)
  • F/500/4634 Music Stage Management
  • J/500/4635 Live Sound Engineering: Monitors
  • L/500/4636 Live Sound Engineering: FOH

    The qualification compares closely to qualifications offered in the following institutions below which offer short courses in the competencies similar to those in this qualification. Research indicates that music skills and knowledge may be transferred to the learner from a range of sources. These may include communal, informal, incidental, religious and formal sources of learning. Private providers world-wide offer short courses in music making on a chosen instrument, including voice. These learning programmes may include e-learning, part-time study and distance learning. Such short courses focus on the application of playing skills on a chosen instrument and often lack an all round musical development.

    The most common approach is to access a short learning programme or a short course as is offered worldwide. Examples of some of these are:
  • Brighton Institute of Modern Music: bimm.co.uk
  • KBA software: www.musicstudy.com

    SADC

    A comparison in the SADC region, revealed no NQF aligned music qualifications at level 3. In Malawi, Namibia, Botswana, Zambia, Zimbabwe and Tanzania music as a qualification is offered from the equivalent of NQF Level 5. Music below NQF level 5, is offered in SADC as a subject in formal education, where learners exit at the equivalent of matric

    In South Africa the music sector is concerned about a large number of relatively young musicians who drop out of school, to pursue a career in music without the basic knowledge and skills that would ensure the survival of their enterprises

    In Malawi, The Kamuzu Academy offers an international curriculum of Music study, training students up to Advanced Levels. The other music qualification offered by the University of Malawi is a 4 year BA and B.Ed degree. The area of learning covered are outlined below:

    First Year:
  • Elements of Music

    Second Year
  • Music Theory/Composition
  • Ethnomusicology/ African Music
  • Musiciaship I
  • Piano/Instrument/Voice

    Third Year
  • Music Theory /Composition II
  • Ethnomusicology African Music II
  • Musiciaship II
  • Piano/Instrument/Voice II
  • Special Paper in Ethnomusicology I

    Fourth Year
  • Music Theory/Composition III
  • Ethmusicology /African Music III

    Aspects of the above qualification that compare to this qualification include, Music theory, Piano/ Instruments and Voice.

    In Zimbabwe, The Zimbabwe College of Music, under its Ethnomusicology Programme, offers a two-year, National Certificate in Music. This programme is designed for experienced Music teachers who have diplomas from Teacher Training Colleges and who wish to specialize in Music as a teaching subject. This programme includes an intensive study of African and western music with a focus on the teaching of African music. This does not compare with this qualification.

    USA

    University of Harvard undergraduate courses found at www.harvard.educ, whose duration ranges between 1, 2, 3 and 4 years, concentration is on:
  • Music theory
  • Various music contexts including Western music
  • Arranging Music
  • Aural skills
  • Composition
    The same competencies are covered in the South African qualification.

    Kenya

    In Kenya no comparison is available at the equivalent of this qualification, however, music courses are offered at the School of Humanities and Social Sciences, Kenyatta University, start from a two year undergraduate Diploma course that comprises the listed learning elements. Again, there is a similarity of learning elements with this qualifications which is at a lower level that the Kenya Diploma:
  • MPE 009: Musicianship Training I
  • MPE 010: Performance
  • MAE 013: General Classification of Kenyan song and Dance
  • MAE 014: General Classification of Traditional Kenyan Music Instruments
  • MHC 029: Design in Music II
  • MHC 030: Harmonic Principles II
  • MPE 010: Performance
  • MPE 011: Musicianship Training II
  • MAE 015: Analysis of Traditional Kenyan Songs and Dances
  • MAE 019: Notation and Transcription of Kenyan Tunes
  • MHC 031: Computer Aided Composition
  • MHC 032: History of Western Music II
  • MPE 013: Introduction to Music for Special Needs
  • MAE 016: Construction and Handling of Traditional Kenyan Music Instruments
  • MAE 024: Music and Legal Issues in Kenya
  • MHC 033: Music Arrangement
  • MPE 012: Performance Project (2 units)
  • MAE 020: African Music Research Project (2 Units)
  • MHC 034: Composition Project (2 units)

    New Zealand:

    The National Certificate in Music (level 3) is registered by the New Zealand Qualifications Authority and is also unit standards based and reflects a similar level of complexity and duration of study (1 year).

    This qualification recognises demonstrated core knowledge, skills, and competence in music areas of performance, composition, theory, analysis, literature, and music industry. It enables the development of competencies and other related skills in music, and other performing arts sub-fields. The qualification is the second of several levels in the sub-field Music, and leads to higher level music qualifications. It focuses on:
  • Music knowledge
  • Music performance skills
  • Music compositional skills
  • Music ensemble
  • Self management skills
  • Music arrangement
  • Music analysis

    Australia:

    The Certificate III in Music (CUS30101) is registered on the Australian Qualifications Authority and is a unit standards based qualification of one year duration. This qualification best compares with the National Certificate in Music at NQF level 3.

    The table below indicates the similarities between these qualifications by the shaded titles of music competencies of each qualification. Although the fundamental components of these qualifications have been omitted here, these competencies compare closely. While the South African qualification refers to communication and mathematical literacy, the Australian qualification refers to key competencies:
  • Collecting, organising and analysing information
  • Communicating ideas and information
  • Working with others and in teams
  • Using mathematical ideas and techniques
  • Using technology/IT

    National Certificate in Music Practice
    Unit Standard title:
  • Understand the music business
  • Apply occupational health, safety and environmental principles
  • Create and arrange music
  • Apply aural and musical listening skills
  • Apply music theory
  • Perform and present selected repertoire
  • Establish stage presence
  • Develop intermediate keyboard skills
  • Develop practical instrument ability
  • Identify and examine music in various cultural context
  • Maintain equipment and tool parts
  • Develop Disc Jockey ability

    Certificate in Music III
    Competence Units:
  • Develop and update music industry knowledge
  • Address copyright requirements
  • Follow health, safety and security procedures in the music industry
  • Create a simple accompaniment for a song or tune
  • Compose a simple song or tune
  • Maintain and expand music knowledge and critical listening skills
  • Read music
  • Contribute to backup accompaniment for a performance
  • Maintain self or group in music
  • Prepare self for performance
  • Extend technical skills in performance
  • Develop and practice improvisation
  • Plan a career in music
  • Use MIDI devices and/or software to perform music

    The comparative table above indicates a close similarity between these qualifications. These similarities may be apparent at the level of the competency units, elements or the performance criteria, that is, at the level of the unit standards, specific outcomes or the assessment criteria. While the chunk size of the learning element may vary, the common competencies reflect a trend across most countries. 

  • ARTICULATION OPTIONS 
    Vertical articulation is possible with:
  • ID 48811; FETC: Music Industry: Sound Technology, NQF level 4.
  • FETC: Music at NQF level 4 (Proposed).
  • ID 23953; New Venture Creation (SMME), NQF level 4.

    Horizontal articulation is possible with:
  • ID 22954; Certificate in Retailing, NQF level 3.
  • National Certificate: Piano Back framing at NQF level 3 (Proposed). 

  • MODERATION OPTIONS 
  • Any institution offering learning that will enable achievement of this Qualification must be accredited by the relevant ETQA.
  • External Moderation of assessment will be overseen by the relevant ETQA at its discretion.
  • The accredited Training Provider will oversee internal Moderation of assessment.
  • Moderation should encompass achievement of competence described in both individual Unit Standards as well as the integrated competence described in the Qualification.
  • Moderation must also encompass achievement of the competencies described in the exit level outcomes described above. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Assessors must be registered as assessors with a relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessors must be in possession of a Qualification in Music/Music Industry or a related qualification in the field of at a minimum of NQF level 4. 

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

    NOTES 
    Supplementary information:
  • "Basic" refers to Level 2 music related competence.
  • "Intermediate" refers to Level 3 music related competence as described in this unit standard.
  • "Advanced" relates to skills and knowledge related to NQF level 4 music related competencies. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  243598  Apply aural and musical listening skills  Level 3  NQF Level 03 
    Core  114941  Apply knowledge of HIV/AIDS to a specific business sector and a workplace  Level 3  NQF Level 03 
    Core  13912  Apply knowledge of self and team in order to develop a plan to enhance team performance  Level 3  NQF Level 03 
    Core  243605  Apply music theory  Level 3  NQF Level 03 
    Core  243602  Create and arrange music  Level 3  NQF Level 03 
    Core  243604  Develop intermediate keyboard skills  Level 3  NQF Level 03 
    Core  243603  Develop practical instrument ability  Level 3  NQF Level 03  15 
    Core  243600  Establish stage presence  Level 3  NQF Level 03 
    Core  243596  Identify and examine music in various cultural contexts  Level 3  NQF Level 03 
    Core  114979  Operate a computer workstation in a business environment  Level 3  NQF Level 03 
    Core  243597  Perform and present selected repertoire  Level 3  NQF Level 03 
    Core  243601  Understand music business  Level 3  NQF Level 03 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Elective  113852  Apply occupational health, safety and environmental principles  Level 3  NQF Level 03  10 
    Elective  243606  Develop disc jockey ability  Level 3  NQF Level 03  15 
    Elective  114600  Apply innovative thinking to the development of a small business  Level 4  NQF Level 04 
    Elective  114598  Demonstrate an understanding of an entrepreneurial profile  Level 4  NQF Level 04 
    Elective  114514  Maintain equipment and tool parts  Level 4  NQF Level 04  15 
    Elective  114590  Mobilise resources for a new venture  Level 4  NQF Level 04 
    Elective  114618  Monitor productivity in a business venture  Level 4  NQF Level 04 
    Elective  114607  Negotiate in a new venture  Level 4  NQF Level 04 
    Elective  114596  Research the viability of new venture ideas/opportunities  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.
     
    NONE 



    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.