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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Postgraduate Diploma in Technical Conservation Studies|
|SAQA QUAL ID||QUALIFICATION TITLE|
|99760||Postgraduate Diploma in Technical Conservation Studies|
|The South African Institute for Heritage Science & Conservation|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CHE - Council on Higher Education||HEQSF - Higher Education Qualifications Sub-framework|
|Postgraduate Diploma||Field 10 - Physical, Mathematical, Computer and Life Sciences||Physical Sciences|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Not Applicable||NQF Level 08||Regular-Provider-ELOAC|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 purpose of this qualification is to equip learners with the necessary knowledge and skills to undertake professional, highly skilled work within a conservation field. The qualification has been designed to equip learners with broad knowledge of conservation theory and practice as well as a working knowledge of four specialisations namely paper conservation, ceramics conservation, metals conservation and stone and mortar conservation. Learners will also have the opportunity to do more specialised work in two specialisations of their choice. The modules have been developed to demand a high level of theoretical engagement, technical skills and the ability to relate knowledge and skills to a range of contexts in order to establish the abilities which characterise a Conservator.
All conservation projects also contain an element of research which informs the physical intervention. This includes: establishing the composition, manufacturing processes and mechanisms of deterioration which then guide techniques and materials employed during the conservation process. These selections are subject to trials and assessment of appropriateness before being implemented as a treatment regime. The curriculum for the qualification includes a research project which will not only contribute to the abilities characterising a Conservator, but will also serve a further purpose of the qualification, namely to prepare learners for further studies.
Opportunities to train in the field of conservation are comparatively rare. A Heritage Sector Skills Audit, commissioned by the National Department of Arts and Culture indicated that there is insufficient provision for accredited learning in support of the South African Heritage Sector. More specifically, this national audit identified a shortage of conservation skills, which the study lists among the top four among 21 critical skills shortfalls which it identifies. This shortage has detrimental consequences for the condition of various parts of the South African heritage, including museum collections, the built environment, public installations and innumerable heritage treasures in private ownership.
The findings of the above-mentioned skills audit led to recommendations that the Department of Arts and Culture should engage with training providers, including private providers, to ensure that training in specialised areas of the Heritage Sector is provided in the near future and to investigate the development and accreditation of a wider range of Heritage related qualifications. During recent years, the Department of Arts and Culture (DAC) has repeatedly urged Institutes to seek formal accreditation for their programmes, expressing the Department's hopes to address this dire shortage of formally qualified conservators within the ranks of the heritage sector.
The reason for the establishment (in recent years) of Postgraduate Conservation qualifications at several universities in Europe and North America has relevance to this discourse; namely, the need for a better scientific education than would be possible by means of apprenticeships. This same rationale must be borne in mind as South Africa ventures to introduce this qualification - its first conservation training qualification.
The Postgraduate Diploma in Technical Conservation Studies will provide the opportunity to learners already qualified at graduate level in fields related to Heritage Conservation, to acquire scientific-based knowledge of conservation theory and practice as well as learning in regard to enterprise and commercial practice - enabling such candidates to work as a Conservator, either in the Heritage Sector or in private practice. The qualification will also equip learners for further study at a Master's Degree Level.
The sustained implementation and field application of Conservation Science qualifications, astutely tailored to the South African environment and context over the course of two decades has prepared a thorough and highly suitable foundation for the offering of this Postgraduate Diploma. This qualification will act as a catalyst for the further and broader development of Conservation Science and Conservation practice within South Africa.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Recognition of Prior Learning (RPL):
In cases where working experience in full-time conservation practice can be satisfactorily demonstrated by persons who do not meet the requirement of a suitable Bachelor Degree, admission may be granted on the basis of RPL. In such cases, submission of a portfolio of evidence will be mandatory in order to supplement the candidate's application before the selection panel.
Learners may apply for credits for some modules on the basis of RPL by submitting a portfolio which provides evidence of recent application of the content of modules which they have done previously. The content of the portfolio will be assessed against the outcomes of the modules and a mark will be awarded for each module for which a learner has received credits. Learners to whom credits have been awarded for certain modules may still do all the activities regarding those modules, including assessments, in order to improve their marks for the modules, but they will not receive marks lower than those they have already received.
|RECOGNISE PREVIOUS LEARNING?|
|This qualification consists of compulsory and elective modules at Level 8, totalling to 120 Credits
Compulsory Modules at Level 8.
Elective Modules at Level 8 (Choose two):
|EXIT LEVEL OUTCOMES|
|1. Communicate through written and verbal means an advanced interpretation of the stipulations outlined in the 'Code of Ethics'.
2. Demonstrate an understanding of the supporting chemistry and scientific practices which are fundamental to the accurate identification of materials, assessment of conservation materials and techniques, determination of deterioration mechanisms and assessment of environmental conditions.
3. Execute on complex objects the treatment required to conserve material without causing physical and aesthetic damage or obscuring/removing historically significant information, displaying sensitivity and judgment when applying foreign materials to the historic fabric.
4. Generate technical documents which record all findings and treatment processes in order to produce instructive condition, treatment and instructional reports, employing digital, photographic and diagrammatic means as appropriate.
5. Understand and comply with health and safety requirements in respect to tools and materials employed, as well as the operation and maintenance of tools and equipment where required.
6. Apply a critical understanding of the role of international and national instruments in shaping regional and national heritage legislation and policies.
7. Apply a range of appropriate research methods, including primary research and experimentation.
8. Demonstrate an awareness of and familiarity with, current research and debates around a chosen subject and a wide range of reference materials gathering.
9. Structure and express coherent, concise and focused arguments and critically evaluate work produced by self and others.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
Associated Assessment Criteria for Exit Level Outcome 5:
Associated Assessment Criteria for Exit Level Outcome 6:
Associated Assessment Criteria for Exit Level Outcome 7:
Associated Assessment Criteria for Exit Level Outcome 8:
Associated Assessment Criteria for Exit Level Outcome 9:
A variety of formative and summative assessment methods will be used to assess both theoretical and practical components of the qualification. Tasks for formative assessment will include control tests, practical work assignments, lab-notebooks, safety folders and work submitted in the course of research supervision. Tasks for summative assessment will include written tests, case studies, treatment specifications, condition and treatment reports, essays, a report on a research project and oral defence.
|The University of Lincoln in the UK offers a Graduate Diploma in Conservation. This qualification provides graduates from non-conservation backgrounds with skills, knowledge and understanding required to undertake study of Conservation at a Master's Level. Learners for this qualification normally hold one of the following qualifications:
For learners not wishing to progress to Masters Level it is a foundation for further training or work in fields allied to conservation.
The Postgraduate Diploma in Technical Conservation Studies is comparable to the above-mentioned qualification with regard to its twofold purpose of preparing learners for further studies at a Masters Level and providing a foundation for work in the conservation field. However, the duration of the two qualifications differs. The content of the Postgraduate Diploma in Technical Conservation Studies slightly differs with the graduate diploma, however the focus is similar.
|This is the first qualification that this institution has had accredited and they plan to increase their offerings. There are, therefore, no specific articulation opportunities within the institution.
There are systemic articulation opportunities both horizontally and vertically, with qualifications offered by other institutions provided learners meet the minimum entry requirements of the qualifications and the institutions concerned.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||The South African Institute for Heritage Science & Conservation|