SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Further Education and Training Certificate: Craft Enterprise

SAQA QUAL ID	QUALIFICATION TITLE
48809	Further Education and Training Certificate: Craft Enterprise
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
Further Ed and Training Cert	Field 02 - Culture and Arts		Visual Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	161	Level 4	NQF Level 04	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 9999/99	2018-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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

This qualification is primarily intended for application in the craft enterprise environment. The qualification will give the learner the opportunity to obtain the competence in craft enterprise or have their competence recognised, as previously these competence were not formally acknowledged. Learners can also obtain national recognition through a process of RPL. People credited with this qualification are thus able to operate in a craft enterprise.

The qualification is designed to be flexible and accessible so that people are able to consistently demonstrate the competencies required working safely and effectively in craft enterprises in general. The qualification is the foundation for development into other areas of craft such as design, production, enterprise and marketing.

Learners credited with this qualification are capable of:

Communicating in a variety of ways.

Using mathematics in practical applications.

Designing and developing craft products and ranges of craft products.

Producing a craft product range.

Marketing of craft product range and operating in a craft enterprise.

This qualification will allow a person to advance to a National Certificate in Craft Operations Management NQF level 5. The qualification will also enhance the social status and productivity within the Arts and Craft industry.

Rationale

As the result of past legacies many practitioners within the Craft sector in South Africa to be denied advancement and possible recognition as qualified tradespersons. Both employers and employees in the craft sector have expressed the critical need for technical and business skills based qualifications for those practicing within the craft system.

The introduction of a National Certificate in Craft Enterprise based on unit standards will allow learners the opportunity to advance within the formal education system and will also allow for the recognition of prior learning. The qualification reflects the needs of people, not only within the craft sector, but also the wider arts and culture sector, both now and for the future. This qualification also provides learners with access to the National Certificate in Craft Operations Management on the NQF level 5. This will enable learners to pursue different careers within the Arts and Culture sector and contribute towards the economical and ecological sustainability and improvement of the Craft environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners embarking on learning towards this qualification are already competent in the areas of communication, mathematical literacy at NQF level 3, and craft production at the NQF level 2 of the Further Education and Training Band.

Recognition of prior learning (RPL)

This qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out.

Any learner wishing to be directly assessed may arrange to do so, without participating in further training or education.

Access to the qualification

This qualification is open to anyone. It is advisable that learners should already have attained the competencies reflected under learning assumed to be in place before embarking on learning towards this qualification, although the exact starting point depends on the available resources for learning. The qualification will also enhance the social status and productivity within the Arts and Craft industry.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification, learners are required to obtain a minimum of 161 credits as detailed below.

Fundamental component:

The Fundamental Component consists of Unit Standards in:

Mathematical Literacy at NQF Level 4 to the value of 16 credits.

Communication at NQF Level 4 in a First South African Language to the value of 20 credits.

Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

All Unit Standards in the Fundamental Component are compulsory.

Core component:

The Core Component consists of Unit Standards to the value of 90 credits all of which are compulsory.

Elective component:

The Elective Component consists of Unit Standards to the value of 60 credits. Learners are to choose Unit Standards to the minimum of 15 credits.

EXIT LEVEL OUTCOMES

Fundamental and Core:

1. Communicate in a variety of ways in two languages.
2. Using mathematics in practical applications.
3. Designing and developing craft products and ranges of craft products.
4. Producing craft product ranges.
5. Marketing of craft product ranges and operating in craft enterprises.

Elective (One stream required to qualify):

6. Designing and developing craft products and ranges of craft products.
7. Producing craft product ranges.
8. Marketing craft product ranges and operating in craft enterprises.

ASSOCIATED ASSESSMENT CRITERIA

1.1 Oral and written communication is sustained in a variety of contexts.

2.1 Financial aspects of personal, business, and national issues are investigated using accepted financial principles.
2.2 Findings on life-related problems are logical and based on statistics and probabilities.
2.3 Physical quantities of craft materials are accurately measured, estimated and calculated.
2.4 Geometrical relationships in two and three-dimensional space are correctly applied in craft design.

3.1 Design of craft product produces marketable products.
3.2 Different approaches of drawing were accessed to inform the development of prototypes.
3.3 Design for marketable craft products range was developed.

4.1 Materials, tools and equipment were source and prepared.
4.2 Marketable craft product ranges are in line with given prototypes.
4.3 Processes and schedules of craft production were achieved.
4.4 Production teams were allocated to optimise potential.

5.1 Financial, administrative and legal applications are met.
5.2 Craft products / ranges were marketed and retailed.

6.1 New and innovative craft product was developed.

7.1 New production techniques and materials were sourced.

8.1 Marketing plans for craft enterprises were developed.
8.2 Business plans for a craft enterprises were developed.

Integrated assessment

Integrated assessment, at the level of this 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 and exit level outcomes 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.

Integrated assessment must judge the quality of the observable performance, and also the quality of thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance.

The assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). This means that workplace experience may be recognised when awarding credits towards this qualification.

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

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

INTERNATIONAL COMPARABILITY

The Australian National Training Authority (ANTA) recognises craft production competence within the vocational education and training sector, for Certificates I through IV. Within the ANTA system, Certificate III is year 12, or equivalent to the South African Grade 12 on the National Qualifications Framework (Level 4).

Craft practitioner learning falls under the field of Art, and include competence to design, make and repair objects which have both functional and artistic qualities, working in wood, metal, glass, leather, ceramics, textiles and other materials. This includes designing the style and shape of objects, using and manipulating materials to make objects according to designs, finishing objects to enhance their artistic and/or practical qualities, and repairing damaged or defective craft objects.

Comparable competence is attained in the United Kingdom in the general stream (rather than vocational of occupational learning) on their Level 2, comparable with the South African NQF Level 3. Competence is art, design, business, and engineering are included:

2D and 3D Visual language competence

Planning and working to project briefs to ensure clients' needs are met, including planning, creating and developing ideas and prototypes, and using sources, developed through exploring others' work

Producing work to a good standard, including producing completed art, craft or design work using materials, techniques and technology

Presenting solutions effectively to clients

Evaluating work in relation to briefs

The Scottish framework currently does not have any craft standards. Design, and graphic design in marketing is pegged at Level 4 (South African NQF Level 5).

The New Zealand framework includes 10 levels: levels 1 to 3 are of approximately the same standard as senior secondary education and basic trades training, comparable to the South African NQF Level 4. Levels 4 to 6 approximate to advanced trades, technical and business qualifications, comparable to the South African NQF Level 5. Levels 7 and above equate with advanced qualifications of graduate and postgraduate standard, comparable to the South African NQF Levels 6 and higher.

On the New Zealand framework, craft is situated with arts, and specifically, included as a component of visual arts under the following domains:

Contextual craft, art, and design practices

Craft, art, and design management practices

Craft, art, and design practices

Craft, art, and design studio practices

Professional practice - arts and crafts

No qualifications exist, and each area includes a number of unit standards. The table below compares these unit standards with those that form part of this South African qualification.

8 Credits - Explore processes to generate and develop ideas and solve problems in craft, art and design practice - Level 3

3 Credits - Make a presentation about own art work using audio visual equipment - Level 3

5 Credits - Research the relationships between culture and craft and art making - Level 3

10-Select and explore a technical craft, art, and design process to produce work - Level 3

ARTICULATION OPTIONS

This qualification will allow a person to articulate vertically to the National Certificate in Craft Operations Management at NQF level 5. This qualification will also provide articulation with a range of qualifications in the art, craft and design areas; and through fundamentals of other NQF level 4 qualifications.

MODERATION OPTIONS

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

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

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

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

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors should keep the following general principles in mind when designing and conducting assessment:

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 aim is to declare the person competent in terms of the qualification purpose. Where assessment at across titles or at 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. 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 that learner is able to perform in the real situation.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent as defined below:

Principles of assessment:

Appropriate: The method of assessment is suited to the performance being assessed.

Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.

Manageable: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.

Integration into work or learning: Evidence collection is integrated into work or learning process where this is appropriate and feasible.

Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.

Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.

Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.

Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.

Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.

Open: Learners can contribute to the planning and accumulation of evidence. Assessment learners understand the assessment process and the criteria that apply.

Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors.

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	115115	Access different approaches to drawing	Level 4	NQF Level 04	10
Core	115121	Design marketable craft products	Level 4	NQF Level 04	12
Core	115129	Develop craft production processes and schedules	Level 4	NQF Level 04	10
Core	115123	Develop designs for marketable craft product ranges	Level 4	NQF Level 04	10
Core	115127	Make marketable craft product ranges	Level 4	NQF Level 04	15
Core	115135	Market and retail craft products / range	Level 4	NQF Level 04	10
Core	115132	Operate in craft enterprises	Level 4	NQF Level 04	15
Core	115124	Source, prepare and maintain materials, tools and equipment for production of craft product ranges	Level 4	NQF Level 04	8
Fundamental	8968	Accommodate audience and context needs in oral communication	Level 3	NQF Level 03	5
Fundamental	8969	Interpret and use information from texts	Level 3	NQF Level 03	5
Fundamental	8973	Use language and communication in occupational learning programmes	Level 3	NQF Level 03	5
Fundamental	8970	Write texts for a range of communicative contexts	Level 3	NQF Level 03	5
Fundamental	9015	Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems	Level 4	NQF Level 04	6
Fundamental	8974	Engage in sustained oral communication and evaluate spoken texts	Level 4	NQF Level 04	5
Fundamental	8975	Read analyse and respond to a variety of texts	Level 4	NQF Level 04	5
Fundamental	9016	Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts	Level 4	NQF Level 04	4
Fundamental	8979	Use language and communication in occupational learning programmes	Level 4	NQF Level 04	5
Fundamental	7468	Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues	Level 4	NQF Level 04	6
Fundamental	8976	Write for a wide range of contexts	Level 4	NQF Level 04	5
Elective	115139	Develop innovative craft products	Level 4	NQF Level 04	15
Elective	115145	Plan craft enterprise business	Level 4	NQF Level 04	15
Elective	115148	Plan marketing for craft enterprises	Level 4	NQF Level 04	15
Elective	115142	Source production techniques and materials	Level 4	NQF Level 04	15

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	AGSA
2.	OAKFIELDS COLLEGE PTY LTD
3.	Xela College of Creative Design (Pty) Ltd