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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Arts and Culture Development Management 
SAQA QUAL ID QUALIFICATION TITLE
65030  National Certificate: Arts and Culture Development Management 
ORIGINATOR
SGB Art, Craft & Design 
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  Cultural Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  139  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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:

The National Certificate: Arts and Culture Development Management at NQF Level 5, is designed to meet the needs of those learners both employed and unemployed, who are already involved or wish to become involved in this field. This unit standards based qualification allows learners the opportunity to reach their potential and allows for their advancement within formal education, as well as allowing for the recognition of prior learning.

The qualification enables learners to develop, conduct, and implement Arts and Culture learning interventions, projects or campaigns, and develop products. There is an ongoing need for competent people to carry out these functions in the Arts and Culture sector, within the established business sector, but more so within the growing Small, Medium and Micro Enterprise (SMME) sector. This qualification enables learners from the struggling informal and self-employed components of this sector to access a career in the Arts and Culture sector, and contributes to their ability to enhance such career opportunities for others.

In line with the professionalisation of this field, there is also a need to develop career paths in this field so as to offer people involved in Arts and Culture development the opportunity to continue with a programme of life-long learning, which will make them knowledgeable and skilled employees or self-employed practitioners with enhanced employer or employee opportunities.

The National Certificate: Arts and Culture Development Management at NQF Level 5, is a specialised qualification that requires competence of creative practitioners from various arts and cultural disciplines who:
  • Wish to apply their arts training to the development of others.
  • Were previously disadvantaged or who were unable to complete their schooling and, therefore, were denied access to the Higher Education and Training band.
  • Have worked in Arts and Culture developmental projects for many years, but have no formal qualifications in this area of expertise.
  • Wish to extend their range of competence regarding development practices so that they can become knowledge workers and contribute towards a growing and developmental community.

    Qualified learners are capable of:
  • Identifying and selecting Arts and Culture development intervention participants.
  • Evaluating own development activities based on current research.
  • Developing Arts and Culture products and processes in development interventions.
  • Facilitating Arts and Culture development interventions.
  • Conducting Arts and Culture assessments.
  • Developing and managing resources for Arts and Culture development interventions.

    Qualifying learners will follow occupations as:
  • Arts and Culture Programme Facilitators.
  • Arts and Culture Professionals (e.g. in a city gallery schools programme; freelancer in hospitals, crèches, old age homes, etc.; artist-in-residence in a school making and presenting own work and facilitating learning in areas of specialist expertise for learners).

    Rationale:

    The National Certificate: Arts and Culture Development Management at NQF Level 5, emerges from a recognition that there exists a rich history, both locally and internationally, of arts and culture practitioners playing a meaningful role in various contexts, their creativity and skills contributing to the development of creative capacities in others in the context of a range of personal, social, economic and educational ends. In the South African context, most of these 'arts and culture development practitioners' have been self taught or emerged from Not for Profit Organisations' (NPOs) training of various kinds, or Higher Education degree programmes that do not specifically equip them for the adaptation and application of their creative skills in a developmental context.

    The need for this qualification emerged from recognition that the set of competencies of arts and culture practitioners often do not reflect the needs of developmental work in the communities within which they work. The training/education of arts and culture practitioners at the level of this qualification is generally focused on applying creative and technical skills, and assisting with development projects and learning interventions within identified Arts and Cultural programmes.

    Qualified learners could follow a career in:
  • The community education and training sector.
  • Arts-in-development programmes within community arts centres and multi-purpose community centres.
  • Outreach programming out of public heritage and cultural institutions (e.g. museums, galleries, public theatres, etc.).
  • Carnivals, and community festivals and events.
  • Arts programming in the corporate sector, for example, in businesses and hospitals, clinics, old age homes and other social service environments.
  • Public awareness campaigns (e.g. HIV/AIDS, Youth and Women, Human Rights, Voter Education, etc.).

    Practitioners obtaining this qualification are able to provide professional development directly to individuals and communities and will be empowering such individuals and communities to achieve specific outcomes, which will enhance the social, economic and productive status of qualified learners within the Arts and Culture industry.

    The National Certificate: Arts and Culture Development Management at NQF level 5, is the second in the learning pathway for candidates that are interested in a career in Arts and Culture development. With this qualification, learners can progress to community development specialised training qualifications at NQF Level 6. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The qualification was designed based on the assumption that the following competencies have already been achieved:
  • Communication and language at NQF Level 4.
  • Competencies in a chosen arts and culture discipline(s) equivalent or higher than NQF Level 4.

    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.

    The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning for the qualification should include an Integrated Assessment. This may allow for:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards Unit Standards in this Qualification.
  • Obtaining this Qualification in whole or in part.
    Recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Access to the qualification:

    Access to this qualification is open. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The qualification is made up of Fundamental, Core and Elective unit standards. A minimum of 139 credits is required to achieve the qualification.

    In this qualification the credits are allocated as follows:
  • Fundamental: 8 Credits.
  • Core: 123 Credits.
  • Elective: 8 Credits.

    Fundamental Component:
  • All the Unit Standards are compulsory.

    Core Component:
  • All unit standards are compulsory.

    Elective Component:
  • No specific unit standards are compulsory. However, candidates must complete at least 8 credits in this category. 

  • EXIT LEVEL OUTCOMES 
    1. Identify and select Arts and Culture development intervention participants.

    2. Evaluate own development activities based on current research.

    3. Develop Arts and Culture products and processes in development interventions.

    4. Facilitate Arts and Culture development interventions.

    5. Conduct Arts and Culture assessments.

    6. Develop and manage resources for Arts and Culture development interventions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Arts and Culture development intervention programme criteria are specified to enable participant selection process.
  • Potential participants for specific Arts and Culture development interventions are identified for successful selection processes.
  • Selection processes are conducted against specified program criteria for successful recruitment.
    > Range: Selection process may include but are not limited to application forms, interviews, skills tests and motivational evidences.
  • Participant selection processes are evaluated against the principles of assessment.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Research materials are collected according to the parameters of relevant Arts and Culture development interventions.
    > Range: Research materials may include the Arts and Culture sectors, markets and community develop issues; financial issues (such as funding and budgeting); cultural and/or creative industries; technical field information and technique of relative field.
  • Research materials are analysed according to the parameters of relevant Arts and Culture development interventions and materials are organised for easy access and further use.
  • Research analyses are interpreted for application in relevant Arts and Culture development interventions for own development.
  • Research processes and results are evaluated and documented for future development activities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Arts and Culture Project processes are designed to meet the objectives of specific development interventions.
    > Range: Project processes includes but not limited to milestones, budgets, objectives, risks, indicators, stakeholders and deliverables.
  • Arts and Culture products are developed and/or adjusted to meet the objectives of specific development interventions.
  • Arts and Culture development interventions are created to promote a culture of life long learning for participants.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Training content is presented at an appropriate level for the participants in Arts and Culture development interventions.
    > Range: Level may include, but is not limited to, educational, cultural, social and technological.
  • Training methodologies are justified in terms of relevance of contents for specific Arts and Culture development interventions.
    > Range: Training methodology includes but not limited to coaching, mentoring, group work, lessons, role play, practical interventions, demonstrations and field work.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assessment processes of Arts and Culture products are planned and prepared according to agreed Arts and Culture elements and principles of design.
  • Assessment processes of Arts and Culture development interventions are planned and prepared according to relevant criteria and assessment principles of assessment.
  • Assessments of candidates and products are conducted using appropriate tools and methods against relevant criteria and outcomes of Arts and Culture development interventions.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • A list of Arts and Culture stakeholders are created that will assist to develop and expand financial, physical, technical, technological and human resources through a process of networking and negotiation.
  • Strengths, weaknesses, opportunities and threats of individuals and/or groups are identified to empower and develop them within the Arts and Culture development context.
  • Arts and Culture development intervention budgets are adhered to according to organisation policies and procedures, and legal regulations.
  • Physical, technical and technological resources of Arts and Culture development interventions are administered to assure optimal utilisation thereof.

    Integrated Assessment:

    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.

    Evidence of integration may be presented by learners when being assessed against the unit standards, 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 summative assessment is employed. 

  • INTERNATIONAL COMPARABILITY 
    International qualifications were examined to ensure that the qualification structure and unit standards in the National Certificate: Arts and Culture Development Management on NQF level 5 are comparable in terms of level, scope and competencies covered. Very few countries in the world have developed qualifications specifically for this field of skills development practices. For that reason the research has been reflected collectively as it is relevant to the proposed qualification.

    Qualifications, courses and/or programmes were analysed from a number of countries:
  • New Zealand.
  • United State of America (USA).
  • Canada.
  • Australia.
  • United Kingdom.
  • West Africa.
  • Botswana.

    New Zealand:

    Registered at the New Zealand qualifications Authority is a National Certificate in Performing Arts Management (Level 4), which has related unit standards to this qualification in the following major areas:

    NZQA; South African Qualification:
  • Demonstrate knowledge of financial management in relation to performing arts; Core.
  • Demonstrate knowledge of promotion and marketing in relation to performing arts; Core.

    Also registered on NZQA is the National Diploma in Career Practice (Level 6) that is related to the guidance and educational elements of this South African qualification. The following unit standards registered on the NZQA also related to the unit standards used in this qualification:

    NZQA; Level; South African Qualification:
  • Provide information on career development and education for a target group; Level 4; Core.
  • Undertake professional development as a career practitioner; Level 4; Core.
  • Facilitate community development through community arts; Level 6; Core.
  • Facilitate development of social service liaison and networking in the community; Level 6; Assessment criteria of Core.
  • Facilitate economic development in social service work; Level 6; Assessment criteria of Core.
  • Determine the adult training and development requirements of a group; Level 5; Assessment criteria of Core.
  • Apply design development and evaluation techniques; Level 3; Core.
  • Manage product and brand development; Level 7; Elective.
  • Develop and maintain links, partnerships, and networks in the career industry and community; Level 6; Core.
  • Determine the adult training and development requirements of an organization; Level 6; Core.

    The Wellington Institute of Technology in New Zealand also provides a National Certificate in Adult Education and Training (Levels 4 & 5), a qualification designed for people involved in teaching and training of adults in industry, tertiary or community environments. Reference: http://www.cit.ac.nz/adult-education/1cert_adult4.php. This is a generic qualification that does not cater specifically for the needs of the public sector. However it compares with this qualification and covers very similar learning areas.

    United States of America:

    Various institutes in the United States of America under the Association of Arts Administration Educators offer undergraduate programmes, courses and short courses that are comparable with this South African qualification. The programmes are mainly focused on the entrepreneurial and poverty-stricken upliftment, but all have product development in various fields of Arts and Culture. Most of these programmes also require learners to follow internship and practical experience at selected Arts & Culture institutes.

    The South African qualification matches the USA qualification by the International Board of Standards for Training and Instruction, except that the USA qualification is pitched on a higher level and in the area of learner support. This USA qualification also does not make mention of outcomes based training, and merely speaks of "current theory". This is not related to the specific field of Arts & Culture but does relate to learner training and education and community development as a whole. In this qualification assessment is included. The standards are well aligned in terms of design, delivery, evaluation and assessment. A comparison of key outcomes is given below.

    USA: International Board of standards for training and instruction; South African qualification:
  • Respond appropriately to learners` needs for clarification or feedback; Apply a range of research methodologies to support the design and implementation of (a) local economic development project(s) in own work context.
  • Report on evaluation information; Apply a range of research methodologies to support the design and implementation of (a) local economic development project(s) in own work context.
  • Apply current research and theory to the practice of instructional design; Apply a range of research methodologies to support the design and implementation of (a) local economic development project(s) in own work context.
  • Assess learning and performance; Conduct outcomes-based assessment.
  • Apply management skills to the training function; Guide learners about their learning, assessment and recognition opportunities.
  • Demonstrate effective facilitation skills; Facilitate learning in arts and culture modules and programmes.
  • Prepare for instruction; Facilitate learning in arts and culture modules and programmes.
  • Demonstrate effective facilitation skills; Facilitate learning in arts and culture modules and programmes.
  • Evaluate instructional effectiveness; Facilitate learning in arts and culture modules and programmes.
  • Evaluate and assess instruction and its impact; Facilitate learning in arts and culture modules and programmes.
  • Manage an environment that fosters learning and performance; Facilitate learning in arts and culture modules and programmes.
  • Identify and describe target population characteristics; Design learning events.
  • Design a curriculum or programme; Design learning events.
  • Develop and monitor a strategic training plan; Design learning events.
  • Update and improve professional and business knowledge, skills, and attitudes; Promote lifelong learning and development.
  • Apply management skills to the training function; Plan development project operations.
  • Apply business skills to the training function; Plan development project operations.
  • Implement knowledge management solutions; Plan development project operations.
  • Maintain networks to advocate for and support the training function; Build relationships for development practice.

    Also in the USA, Washington, the College of Arts and Science at the American University offers a Graduate Certificate in Arts Management with course requirements that closely relate to this South African qualification. This course is at a higher level of complexity, equivalent to the NQF Level 6, but related outcomes compare satisfactorily.

    USA: College of Arts & Science; South African qualification:
  • Survey of Arts Management; Apply a range of research methodologies to support the design and implementation of (a) local economic development project(s) in own work context.
  • Promotion and Public Relations for Performing Arts; Build relationships for development practice.
  • Financial Management; Monitor budgets related to community projects.
  • Financial Management; Plan, organise and control the day-to-day administration of an office support function.
  • Fund raising Management for the Arts; Part of assessment criteria in unit: Plan development project operations.
  • Creative Theories and Criticism in the Arts; Part of assessment criteria in unit: Develop, adapt and/or adjust existing Arts and Culture products.
  • Performing Arts: Internship; Conceptualise a range of ideas to solve design problems.
  • Performing Arts: Internship; Analyse and review design research information.
  • Performing Arts: Internship; Define community-based development project scope.

    At Sweet Briar College in the USA, Virginia, a pre-professional certificate in Arts Management is offered, with outcomes related to this qualification. The following modules are equivalent to the unit standards included in this South African qualification:
  • The Arts Organization (APLOMB): Audience, Program, Leadership, Outreach, Mission, Balance.
  • Methods of Teaching Creative Movement and Dance.
  • Arts Management Practicum.
  • Gifts and Commodities: The Construction of Value in Social Life.
  • Fundamentals of Management - Fundamentals of Marketing - Marketing Research.

    Australia:

    The Australian framework addresses community development practitioner competence at lower levels, and in relation to various other areas of competence, such as local government, and health work. There is no qualification at the equivalent level of this South African qualification.

    United Kingdom:

    This South African qualification matches very closely in terms of qualification purpose, structure and outcomes with the City and Guilds NVQ Level 5 in Training and Development (Master Professional Diploma) and City & Guilds Level 3 NVQ in Combined Working Practices, in the United Kingdom, with particular reference to the structure of the new NVQ Learning and Development Standards as follows:

    City and Guilds NVQ; South African qualification:
  • Learning and Development: Core.
  • Direct training and Support; Facilitate learning in arts and culture modules and programmes.
  • Management of Learning and Development Provision; Core.
  • Co-ordination of learning and Development Provision; Plan development project operations.
  • Contribute to the Improvement of Routine Working Practices; Elective.
  • Contribute to the Development of Teams and Individuals; Core.
  • Facilitate Individual Learning Through Coaching; Core.
  • Assess Candidate Performance; Core.
  • Facilitate Learning Through Demonstration And Instruction; Core.

    The City University in London (United Kingdom) offers post graduate programmes in Culture, Policy and Management Pathways that is at a much higher level compared with this South African qualification, but relates in terms of content and idea. Short courses with one week duration each are also offered, that address some of the unit standard outcomes in this South African qualification, as follows:

    Programming that refers to:
  • Working with artists, artistic directors, curators and other content providers.
  • Formation of programming policy from concept to delivery; reviewing programming, and the role of the critic.
  • Programming strategies.
  • Engaging with contemporary culture, cultural diversity and responses to public policy debates.
  • Programming and audience development, evaluating and responding to audience responses, education and programming.

    Education, Learning and the Cultural Sector that refers to:
  • Aspects of management - the role of the education officer and the education department in forming policy; advocacy; strategic planning including budgets and staffing.
  • Developing audiences and the importance of audience research.
  • Theories of learning styles and their appropriateness to the cultural sector.
  • Range of evaluation techniques; briefing and working with consultants.
  • Programming - the role education teams have in contributing to and complementing programming, and looking at a range of activities and interpreting their appropriateness.

    Africa and SADC:

    The National Certificate in Arts & Culture Development Management, Level 5 compares very favourably with a West African Train the Trainer programme, run by training provider AMWA. The exit level outcomes and associated units standards referring to training and assessment correlate well with the West African counterparts as revealed below. The duplication of certain outcomes against the SA qualification is due to the fact that in the SA qualification separates out assessment and evaluation whereas in the West African certificate they are combined. The West African Certificate does not address the competencies related to learner support, and product development as covered by the South African qualification.

    AMWA; South African qualification:
  • Apply an understanding of the adult learning process and group dynamics; Core.
  • Understand the role and task of the trainer; Core.
  • Demonstrate knowledge of different training techniques and training aids; Core.
  • Understand and use various methods of evaluation and be able to assess learning; Core.

    Registered at the Botswana Training Authority (BTA) are units that compare to those in this South African qualification's components. The following units on the Botswana framework correlate as follows:

    NQF: Botswana Training Authority; South African qualification:
  • Demonstrate knowledge of consumer problems and ways to resolve them; Core.
  • Inform learners and stakeholders on the outcome of assessment; Core.
  • Work with an organization as a practicing assessor; Core.
  • Identify and provide solutions to assessment problems; Core (part of assessment unit standard).
  • Demonstrate knowledge of good practice principles in assessment; Core (part of assessment unit standard).
  • Evaluate assessment instruments and procedures; Core (part of assessment unit standard).
  • Assess candidates against standards; Core.

    Conclusion:

    The National Certificate in Arts and Culture Development Management (NQF Level 5) compares favourably with a wide selection of international programmes as identified above, providing a mix of mandatory and optional components that enable learners to tailor the qualification to their particular role. Where outcomes or competencies are identified within the international qualifications, they are generally comparable to the South African qualifications in terms of levels and range of competencies covered. Although no comparable qualifications were found, there are a significant number of international qualifications at undergraduate level that compare very closely in purpose and content with the National Certificate in Arts and Culture Development Management (NQF Level 5). The comparisons confirm the need for a qualification that is pitched at higher education level, but without the need to commit to extended studies of the first degree type. 

  • ARTICULATION OPTIONS 
    Horizontal articulation on the NQF is possible with the following NQF Level 5 qualifications:
  • ID 23095: Higher Education and Training Certificate: Development Practice.
  • ID 49119: National Certificate: Craft Operational Management.
  • ID 49626: National Certificate: Landcare Facilitation.
  • ID 36438: National Certificate: Local Economic Development.
  • ID 49743: National Certificate: Manufacturing Management.
  • ID 50334: National Certificate: Occupationally Directed Education Training and Development Practices.
  • ID 57427: National Certificate: Youth Development.
  • ID 49710: National Diploma: Development Practice.
  • ID 50333: National Diploma: Occupationally Directed Education, Training and Development Practices.

    Vertical articulation is possible with the following NQF Level 6 qualifications:
  • ID 48810: Bachelor of Design.
  • ID 50330: Bachelor: Occupationally Directed Education Training and Development Practices.
  • ID 50331: National Certificate: Occupationally Directed Education, Training and Development Practices. 

  • MODERATION OPTIONS 
    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:
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

  • 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. 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.

    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and/or experience gained in the relevant field at a NQF level above the level of this qualification.
  • Detailed documentary proof of relevant qualification/s, practical training completed, and/or experience gained in assessment at a minimum of NQF Level 5.

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. The learner must be declared competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • 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.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner 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. Learners for assessment 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 than the judgement that would be made by other assessors. 

  • 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  115133  Analyse and review design research information  Level 5  Level TBA: Pre-2009 was L5  14 
    Core  119767  Build relationships for development practice  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  115154  Conceptualise a range of ideas to solve design problems  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  119765  Define community-based development project scope  Level 5  Level TBA: Pre-2009 was L5 
    Core  123122  Design and develop arts and culture-based education programmes and activities  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  261238  Develop, adapt and/or adjust existing arts and culture products  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115487  Facilitate learning in arts and culture modules and programmes  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5 
    Core  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5 
    Core  119764  Plan development project operations  Level 5  Level TBA: Pre-2009 was L5 
    Core  110061  Prepare learning support materials for programmes in development practice  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  110494  Apply a range of research methodologies to support the design and implementation of (a) local economic development project(s) in own work context  Level 5  Level TBA: Pre-2009 was L5 
    Elective  252020  Create and manage an environment that promotes innovation  Level 5  Level TBA: Pre-2009 was L5 
    Elective  123123  Design arts and culture-based education curricula  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  119763  Design learning events  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110505  Design, implement and manage a local economic development project in own work context  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15219  Develop and implement a strategy and action plans for a team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115171  Generate resources for projects  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15226  Implement systems to meet the flow of information in a team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Elective  252034  Monitor and evaluate team members against performance standards  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110531  Plan, organise and control the day-to-day administration of an office support function  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10295  Promote lifelong learning and development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110489  Recruit and select staff for a local economic development unit in accordance with local government procurement policies and other legal requirements  Level 5  Level TBA: Pre-2009 was L5 


    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 



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