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 UNIT STANDARD: 

Perform arts administration functions 
SAQA US ID UNIT STANDARD TITLE
114554  Perform arts administration functions 
ORIGINATOR
SGB Performing Arts 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Performing Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of this unit standard is to prepare learners to be performing arts` administrators. As such they will have the skills to innovate, seek creative solutions to problems, develop audiences and manage performances both financially and on the interpersonal level. They will be capable of strategic planning, both on a personal and a professional level.

This unit standard can be replaced by similar unit standards which focus on aspects of management, such as budgeting and small business management, but the strength of this particular unit standard is that it has a strong arts` orientation and it aims to give an overview of all the important elements so that learners are able to survive in the industry and make choices to build on their skills and knowledge further at Levels 5 and 6, with regards to Arts Administration.

Learners have an opportunity to experience management skills relating to planning, budgeting, publicity and marketing for a performance in a variety of contexts, both formal and informal, within a supervised environment.

This learning prepares learners for becoming more employable, as well as being capable of selfemployment, within the performing arts` arena. It develops group work skills, as planning for a production is a group activity. Learners are encouraged to see performance as a viable business, of economic and cultural importance to self, communities and the nation.

Learners credited with this unit standard are capable of:
  • Assessing the needs and resources for a performance, including financial, management, material and human resources
  • Strategically planning for the performance by organising, acquiring and monitoring financial, management, material and human resources
  • Implementing marketing, audience development and publicity plans for the performance
  • Working effectively within an administrative team 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner applying for credit in this unit standard will be expected to have completed the fundamental Level 3 unit standard "Use mathematics to investigate and monitor the financial aspects of personal and business issues". This will serve as a basis for budgeting, and the other financial management aspects of the specific outcomes. 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes basic competencies in arts administration for performances.

    Note that the term "performance" is being used, as opposed to "production", "project", "company" or "festival". The skills required for administering these are more extensive and would require further specific training at Level 5 or above on the NQF. It is also understood that the "management" will occur within a supervised environment and that many of the specific outcomes can be realised through effective team work, rather than top-down management.

    The performances can range from those occurring in private or public settings, formal or informal environments, once-off performances to short runs.

    Credited learners should have an understanding of the personal and social discipline required to be an effective arts administrator. Attitudes of collaboration, empathy, co-operation, integrity, and self-discipline should have been developed by the time they are credited against the unit standard. Cultural and aesthetic sensitivity across a range of performance contexts should also have been developed. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess the needs and resources required for a performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A workstudy schedule is drawn up detailing who does what, when, why, how and where in order for the performance to be realised. 

    ASSESSMENT CRITERION 2 
    The needs of a performance are assessed in terms of financial, material and human resources. 

    ASSESSMENT CRITERION 3 
    Rights for the performance text are acquired where necessary. 

    ASSESSMENT CRITERION 4 
    Available resources are listed, comprehensively. 

    ASSESSMENT CRITERION 5 
    Basic risk assessment is conducted to identify the potential risks that could affect the successful realisation of the project. 

    SPECIFIC OUTCOME 2 
    Strategic planning for the performance within a team is undertaken to optimise a given performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Suitable strategic plans are described and evaluated for suitability to the needs of the performance. 

    ASSESSMENT CRITERION 2 
    Methods to manage the potential risks are described and evaluated for suitability to the needs of the performance. 

    ASSESSMENT CRITERION 3 
    Creative problem-solving and critical thinking skills are used to plan for the performance. 

    ASSESSMENT CRITERION 4 
    Marketing plans are brainstormed and suitable options selected. 

    ASSESSMENT CRITERION 5 
    Financial management plans are brainstormed and suitable options selected. 

    SPECIFIC OUTCOME 3 
    Implement audience development, publicity and marketing measures within a team. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Basic principles of audience development are described and suitable options are selected. 

    ASSESSMENT CRITERION 2 
    A survey is conducted to understand and act in accordance with the needs/wants of people in the immediate community as regards access to arts and culture. 

    ASSESSMENT CRITERION 3 
    Suggestions are made as to how these needs/wants can be met by identifying possible performance projects. 

    ASSESSMENT CRITERION 4 
    The potential target market for a production is identified to inform marketing activities. 

    ASSESSMENT CRITERION 5 
    An audience development strategy is selected appropriate to the performance. 

    ASSESSMENT CRITERION 6 
    A public relations timetable is described and utilised to ensure optimal use of time and resources. 

    ASSESSMENT CRITERION 7 
    Publicity material is created and distributed using efficient and effective distribution channels. 
    ASSESSMENT CRITERION RANGE 
    Publicity material can include a press release, flyer, poster, pre-production photographs, advertising etc.
     

    SPECIFIC OUTCOME 4 
    Manage finances for a performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Basic principles of fundraising are described and suitable options are selected. 

    ASSESSMENT CRITERION 2 
    Fundraising strategies for a particular performance are developed to ensure optimal use of time and resources. 

    ASSESSMENT CRITERION 3 
    Proposals for funding for a performance are drawn up demonstrating communication and presentation competence. 
    ASSESSMENT CRITERION RANGE 
    These could include forms requesting funding from the NAC, BASA and the Lotto, or other similar funding organisations.
     

    ASSESSMENT CRITERION 4 
    The necessary expenditure for a performance is assessed accurately. 

    ASSESSMENT CRITERION 5 
    Elements and resources to be costed are identified accurately and a cost budget is prepared accurately. 

    ASSESSMENT CRITERION 6 
    Spending is controlled and monitored against the budget accurately. 

    ASSESSMENT CRITERION 7 
    Income targets for the performance are set, which are realistic. 

    ASSESSMENT CRITERION 8 
    Ticket prices are selected with an understanding of the audience base. 

    ASSESSMENT CRITERION 9 
    The budget is finally reconciled and profit and/or loss are calculated, accurately. 

    SPECIFIC OUTCOME 5 
    Work within an administrative team towards a performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Listening skills and communication skills in team work are demonstrated to promote open and effective communication within the team. 

    ASSESSMENT CRITERION 2 
    Own functioning within a team is critiqued using appropriate criteria. 

    ASSESSMENT CRITERION 3 
    Functioning within the team is improved through the implementation of appropriate strategies. 

    ASSESSMENT CRITERION 4 
    The processes of hiring and firing, using good business practices, are understood and complied with to ensure compliance with legislation and optimise working relationships. 

    ASSESSMENT CRITERION 5 
    Conflict resolution and mediation processes are practiced and complied with to ensure compliance with legislation and optimise working relationships. 

    ASSESSMENT CRITERION 6 
    Team performance is evaluated using appropriate criteria, and improvements made. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Concepts relating to strategic planning for performances
  • Audience development techniques and marketing strategies
  • Budgeting for performances
  • Financial management including recording financial transactions, recording income and expenditure and cash flow planning
  • Basic management practices
  • Contractual agreements within the performing arts
  • The South African performing arts context [Range: this includes a knowledge of potential funding organisations, companies, relationships with agents, producers and casting directors, a knowledge of trade unions, lobbying bodies, licensing agents, ticketing organisations etc.] 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems pertaining to dealing with financial and management issues, by thinking critically and reflectively in teams and alone. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with all members of the class, administration or production team, using principles of co-operation and collaboration, as well as dealing with the public effectively. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage their time effectively in planning for and monitoring arts administration activities according to performance schedules. 

    UNIT STANDARD CCFO COLLECTING 
    Access information about arts administration, financial and business management, audience development and marketing and analyse it for use in the process of facilitating a performance. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with a team and/or the general public using a variety of literacies, including verbal, written and visual literacies. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology to market performances effectively and to capture data relating to financial aspects of performances. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by identifying the role of the administrative team within the production team and the company of performers. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • 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 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  79986   Further Education and Training Certificate: Dance Instruction  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  48808   Further Education and Training Certificate: Performing Arts  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. Access Employment Skills & Development Agency 
    2. Amaqamu Project Management and Consulting 
    3. Bangwaketse Trading and Projects 
    4. Boikgantsho Consulting & Events cc 
    5. Breakeven 59(PTY) Ltd 
    6. Commisioned Training cc 
    7. Dintshang Trading 
    8. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    9. Kitso Bokamoso Training Solution 
    10. LBK Trading 
    11. Leratham Supply Distribution and Enterprise 
    12. Leronsa Trading Enterprise 
    13. Mapheto Business Enterprises t/a MBE 
    14. MENTORNET (PTY) LTD 
    15. Nkinane Training Institute and Consulting (Pty) Ltd 
    16. Ntevho-Ketso Training and Recruitement Consultancy cc 
    17. Ntsangalala Business Enterprise 
    18. Professional Development and Training Institute (Pty) Ltd 
    19. Resonance Institue of Learning 
    20. Retshetse Training Project 
    21. Thabelanang t/a Thabelanang Trading Enterprise 
    22. THE GMC GROUP PTY LTD 
    23. Thuto Botshabelo Training Academy 
    24. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    25. Ulwazi Training & Development 



    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.