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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Archaeology 
SAQA QUAL ID QUALIFICATION TITLE
49772  National Certificate: Archaeology 
ORIGINATOR
SGB Archaeology 
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 07 - Human and Social Studies  Traditions, History and Legacies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0480/09  2009-07-01  2012-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2013-06-30   2016-06-30  

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 purpose of the Qualification is to build the technical knowledge and skills required by field assistants, workers on archeological sites and learners as part of the implementation of the National Skills Strategy. It provides the opportunity for learners to obtain recognition for formal and extended training in the techniques and goals of archaeology. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as workers in the South African community and to respond to the challenges specific to the archaeological environment. It will open career opportunities for learners in Museums, Universities and Private Contractor Organisations undertaking impact assessments and mitigation, and may be useful for learners in Travel and Tourism.

The Qualification provides a balanced, holistic learning experience that allows flexible access to further education, lifelong learning and to productive employment in archaeology, geological field work and heritage related positions for learners who are not archaeologists in their own right. A category of membership has been created by the Association of Southern African Professional Archaeologists (ASAPA) for learners who achieve the National Certificate: Archaeology: Level 3. This should make the Qualification attractive to amateur practitioners or recreational archaeologists.

Rationale for the qualification:

The National Certificate: Archaeology: Level 3 is designed to meet the needs of learners with little or no formal training who currently work in archaeological related positions, such as field and museum assistants. It provides a broad knowledge of the basics of archaeological excavation and recording. It focuses on practical experience and skills with limited library and archival research for people in museums, universities, archaeological sites and laboratories who are required to select appropriate procedures to solve problems within given parameters and who operate within clearly defined contexts. The intention is:
  • To provide a general knowledge of archaeological methods and history specific to southern Africa.
  • To ensure that high standards of work are undertaken.

    The National Certificate: Archaeology: Level 3 could be offered in formal education or as occupational-directed workplace based training for learners already employed on archaeological sites, at universities and in laboratories and museums and for learners in learnership programmes. The practical skills would also be useful for university students whose courses have not included field work and for recreational archaeologists/amateur practitioners who assist on excavations as volunteers. As most field skills in archaeology are acquired on the job, institutions that offer the Qualification will need to have access to an archaeological site.

    Qualifying learners should be knowledgeable about and competent in:
  • Using archaeological equipment in surveying, excavating, recording and rehabilitating a site.
  • Applying knowledge of safety procedures at a specific site.
  • Identifying materials commonly found at archaeological sites in Southern Africa and classifying them according to commonly accepted archaeological categories.
  • Recording artefacts and/or excavation features at an archaeological site and /or in a laboratory.
  • Behaving ethically and within appropriate legal parameters at an archaeological site and workplace.
  • Understanding site formation processes and key aspects of the human past. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication and Mathematical Literacy at NQF Level 2.

    Recognition of prior learning:
  • The National Certificate: Archaeology: Level 3 allows open access. Provision has been made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. Application for Recognition of Prior Learning (RPL) should be made to a relevant accredited ETQA.
  • Credit towards a Unit Standards is subject to quality assurance by a relevant accredited ETQA and is conducted by a workplace assessor.
  • This Qualification can be obtained in part or in whole through Recognition of Prior Learning.
  • RPL will be done using a range of assessment tools and techniques that have been jointly decided upon by the learner and the assessor.
  • The same principles that apply to assessment of the Qualification and its associated Unit Standards apply to RPL.

    Access to the Qualification:

    There is open access to this Qualification bearing in mind the Learning Assumed to be in Place. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to the qualification:

    The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence in the techniques and goals of archaeology.

    The Qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 120 credits is required to complete the Qualification.

    In this Qualification the credits are allocated as follows:
  • Fundamental - 36 credits
  • Core - 59 credits
  • Electives - 25 credits
  • Total - 120 credits

    Motivation for the number of credits assigned to the Fundamental, Core and Elective Components

    Fundamental Component (All are compulsory)

    There are twenty credits allocated to Communication and sixteen credits to Mathematical Literacy at the level of the Qualification to enable learners to communicate effectively with others in the work situation. The Mathematical Literacy will help learners to solve problems related to the work situation and personal lives.

    Core Component (All are compulsory)

    Fifty nine credits have been allocated to Unit Standards designated as Core for the purpose of this Qualification. The Unit Standards classified as Core provide the basic knowledge and skills that all workers need to know to operate as field assistants on an archaeological site and for people in museums, universities, archaeological sites and laboratories. They provide an opportunity to develop knowledge of archaeology through practical experience and the application of knowledge, research and study skills and ensure that the Qualification has a strong archaeological focus. All the Unit Standards indicated as Core are compulsory.

    Elective Component

    Learners are required to select Electives that add up to at least 25 credits. The Unit Standards must be selected from the allocated list of Electives and may relate directly to the learner's work or may be life skills to enhance personal development and employability. 
    		•

    EXIT LEVEL OUTCOMES 
    The National Certificate: Archaeology: Level 3 is intended for personnel already employed in museums, universities, archaeological sites and laboratories and amateur or recreational archaeologists who assist at excavations on a voluntary basis. The focus is on basic operational knowledge, an understanding of the archaeological excavation environment and an ability to select appropriate processes and procedures to solve problems and make decisions within clearly defined contexts. Learners are required to apply literacy and numeracy skills to a range of different contexts. They are expected to collect, organise, summarise, interpret and report information from a range of sources and to take a position on available information, discuss issues and explain their standpoints coherently in spoken and written form. Work on an excavation site and in museums, universities, archaeological sites and laboratories is strictly under the supervision of the Archaeologist.

    Learners should have the capacity to work within a managed environment. They should be able to manage their time effectively and have the capacity to contribute actively to a team's effectiveness.

    The Exit Level Outcomes and their Associated Assessment Criteria are the following, which means that the learner will be capable of:

    1. Using archaeological equipment in surveying, excavating, recording and rehabilitating a site and representing findings and/or excavation features spatially

    2. Identifying and classifying materials commonly found at archaeological sites in Southern Africa and understanding key aspects of the human past

    3. Applying knowledge of safety procedures at a specific site

    4. Behaving ethically and within appropriate legal parameters at an archaeological site and workplace


    Critical Cross-Field Outcomes:

    The learner can demonstrate ability to:
  • Identify and solve problems in which responses show that responsible decisions have been made in selecting appropriate tools and dealing with unexpected challenges on the site.
  • Work effectively with others as a member of a team, in that field assistants and people in museums, universities, archaeological sites and laboratories work as members of a team and learners would not work on their own.
  • Organise and manage oneself and one's activities responsibly and effectively in keeping own work area clean and clear and maintaining own excavation tools.
  • Collect, organise and critically evaluate information in classifying, labeling and recording findings.
  • Communicate effectively when working with others.
  • Use science and technology effectively and critically showing responsibility towards the environment and the health of others in selecting and using equipment appropriately.
  • Demonstrate an understanding of the world as a set of related systems by recognising the consequences of destroying or misplacing evidence.

    Exit points for learners who do not complete a Qualification:
  • Learners will be credited with Unit Standards in which they have proved competence.
  • Learners who complete individual Unit Standards but do not complete this Qualification retain their credits. However, should the substance of the Unit Standards change, the validity of the credit towards the Qualification may be reviewed.
  • Learners who change their provider or learning site before completing the Qualification may transfer their credits to the new learning site. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Appropriate equipment is selected and used for different purposes on an excavation site with due regard for safety.
  • Information and/or findings are recorded correctly.

    2.
  • A range of archaeological materials is classified to establish patterns of human activities in the past.
  • Instructions of the professional archaeologist are followed accurately.
  • Changes in the deposit are identified and reported using laid down procedures.

    3.
  • The necessary precautions are applied in accordance with the safety requirements of a specific site.
  • Tools are used correctly with regards to safety requirements and procedures.

    4.
  • Behaviour on site is in accordance with the Archaeologists' Code of ethics and standards for best practice.
  • Archaeological Code of Ethics is applied in dealing with artefacts and people on the site.
  • Standards are applied in dealing with artefacts and excavations.

    Integrated assessment:

    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated. An integrated assessment approach should be used so that learners demonstrate competence in the Exit Level Outcomes of the Qualification.

    Assessment of the Communication and Mathematical Literacy should also be conducted in conjunction with other aspects of the qualification.

    A variety of methods must be used in assessment, and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 
    		•

    INTERNATIONAL COMPARABILITY 
    Archaeology is a discipline encompassing many sub-disciplines, each of which has globally recognised best practices and qualifications. The National Certificate: Archaeology: Level 3 utilises international and locally recognised best practice and standards to afford a measure of international comparability.

    Several countries in the English-speaking world offer vocational training for a number of careers. Amongst these are the countries of the United Kingdom, Australia and New Zealand. Archaeological training and qualifications are still largely provided at universities and colleges and aimed at under- and post-graduates.

    UK and Europe

    Concerted attempts have been made to implement a system of vocational qualifications for archaeology in the UK by the Institute of Field Archaeologists (IFA) under the auspices of the Archaeological Training Forum (ATF). The suggested system is synthesized in the document "The future of archaeological training and career development - Roles and skills in archaeology" . National Occupational Standards (NOS) developed by the Cultural Heritage National Training Organisation (CHNTO) have been developed and are broadly consistent with the topics and standards that have been developed for archaeology in South Africa . The CHNTO standards are being implemented by commercial firms and organisations involved in Heritage Management as a means of assessing the experience of workers.

    The Nautical Archaeology Society in the UK (nas.nasportsmouth.org.uk) has developed a well-planned Certificate in Foreshore and Underwater Archaeology for which credits can be accumulated in stages from an introductory course to a Part IV Advanced Certificate. The same qualification is offered in South Africa through the accredited South African Heritage Resources Agency (SAHRA) (contact: jgribble@sahra.org.za). The SAQA Unit Standard at Level 3, Investigate a maritime site is based on the NAS Introduction to foreshore and underwater archaeology and the NAS Part I Certificate.

    The Council for British Archaeology (CBA) has been leading a campaign against the decision by the AQA examination board to drop its GCSE Archaeology course that gives school learners a background knowledge of archaeological methods and the early history of Britain. The main reasons given for dropping the course were the relatively small number of candidates who chose the option and the lack of school teachers with appropriate training. Teacher training in Archaeology will therefore be introduced at some training colleges.

    In addition, the European Association of Archaeologists (EAA), which has members in most of the EU countries, aims to promote high standards in archaeological work, as members commit themselves to defined principles and requirements to carry out their work to the highest standards recognised by their professional peers. Projects currently funded by the EU are actively promoting translational training which brings together archaeologists and archaeological site managers or presenters from across Europe. It is inevitable that a system for ensuring consistent training and standards will have to be developed for Europe, specifically the EU countries.

    South Africa

    In South Africa, archaeological training is provided at under- and post-graduate levels at the universities of Cape Town, Witwatersrand, Pretoria and UNISA, with modules offered at the universities of Fort Hare and Venda. A post-graduate Diploma and Masters course in Rock Art Studies is offered at the Rock Art Research Institute at the University of the Witwatersrand. The emphasis is still placed on academic training with formal practical training forming a very small part of the overall programmes. Dedicated learners can also access training through participation on commercial contract-based archaeological projects, although no formal training generally takes place owing to time and cost pressures. There are currently no standards to ensure consistency of training, or to judge practical competence of the learner on completion of the degree. Degrees in archaeology issued by South African universities are widely recognised throughout the world and annually attract post-graduate students from numerous foreign universities.

    Rest of Africa

    Degrees in Archaeology are offered within History departments at the University of Namibia, the University of Botswana, and the University of Zimbabwe and at universities in Tanzania, Kenya, Uganda, Nigeria, Benin and Senegal. As far as could be ascertained, however, there are no African countries that offer practical courses equivalent to the proposed National Certificate in Archaeology. The only possible equivalent is a field school operated for about 6 weeks each year by Professor Jack Harris and his colleagues at Rutgers University in the USA at archaeological sites in Kenya. It is attended mostly by paying American students who receive credits for participation. The course covers most of the specific outcomes listed in Unit Standards that are Core in the National Certificate: Archaeology: Level 3.

    Web searches were conducted to find out what existed in Egypt. However, it was found that no equivalence existed. The types of programmes offered are mainly at University level, and the training that is used is based on the British system. However, the specialisation at Post-Graduate level focuses more on Egyptology, including the Pyramids.

    Non-qualifying courses in Africa

    A series of technical courses on the inventory, documentation and management of immovable cultural heritage have been arranged by ICCROM in alternate years in Mombassa in English and in Benin and Cameroon in French as part of the AFRICA-2009 programme. Countries that are members of ICCROM, a UNESCO-related organisation based in Rome, may nominate one or two participants for these courses which are run over three months. All expenses are paid and participants receive a certificate of attendance.

    As the courses are focused mostly on management of sites and databases, they do not include the practical skills that form the backbone of the SAQA Unit Standards for Archaeology, but provide very useful experience in teamwork and heritage management in the African continent.

    Internships

    The International Council of African Museums (AFRICOM) offers 8-week internship opportunities to museum professionals in Africa in a museum or related heritage organisation. This programme would assist learners doing the elective for archaeological laboratory assistants, Demonstrate ability to process and curate archaeological material in a laboratory environment. Details are available from the website www.africom.museum. Other heritage studies courses that focus on museums are listed on www.wave.co.nz/~jollyroger/Africa/africa.html.

    Background and rationale for the choice of countries for comparison of the National Certificate: Archaeology: Level 3

    This comparison is based on the web sites that provided access to vocational based standards for the comparison in the United Kingdom and the United States of America.

    UK: The Cultural Heritage National Training Organisation (CHNTO) at www.chnto.co.uk provides a full suite of cultural heritage and archaeological national occupational Unit Standards that enable a thorough comparison. The web site indicated that NQF standards have also been developed from levels 2 - 4, but have not been widely taken up by the industry - see excerpt below from: "Project to define professional functions and standards in archaeological practice".

    "NVQs and SVQs: It remains an open question as to whether NVQs and SVQs will find a market within the profession. In the short and medium term, unless there is some external driver that makes this a requirement it is difficult to see from where demand will come. However, the occupational standards and unit structure is compatible with the Requirements of QCA and SQA and a qualification structure based on these has been proposed. Our analysis of occupations has concluded that the majority of activities fall broadly within levels 4 and 5 of the National Qualifications Framework (NQF) and it is possible to group the units to fit with a range of roles which typify current employment. There are however constraints on developing full NVQ/SVQ awards'.

    Further research on the QCA website indicated that the level 2 - 4 NQF related archaeological qualifications were not registered or listed and it appears that the NOS standards are the leading standards in the industry. The full sets of standards were available for download.

    The Levels of the NOS standard are not clearly indicated on the website, however, on analysis it is evident that these standards are at a higher level than the South African Unit Standards. There are some common competencies and outcomes, but the levels of complexity are very different.

    USA: The National Park Services (NPS) provides fully accredited training programmes for archaeologists working across US Parks. The curriculum of course outcomes and competencies per job role may be found at www.nps.gov/training.

    The National Park Service's Archaeology-Interpretation Shared Competency Course of Study is a recent initiative to coordinate vocational training in association with the NPS Mather Training Centre. The Course of Study is designed to meet newly revised competency-based standards and strategies for NPS-sponsored training courses. The goals are to strengthen the relationship between archaeology and public interpretation and ultimately to improve how archaeology is presented to the public. Archaeologists, interpreters, and educators are collaborating in developing a course of study curriculum that will be used by NPS in training employees in three career fields. Employees will be trained together in the skills and abilities (shared competencies) needed to carry out a successful interpretation program. Among the main precepts of the curriculum are the needs for interdisciplinary communication and for sensitive interpretation to multicultural audiences.

    The course of study is entitled "Effective Interpretation of Archegonia Resources: The Archaeology-Interpretation Shared Competency Course of Study." A detailed outline of the training module, Module 440, is posted on the NPS Interpretive Development web site as well as the SEAC Web site. The Archaeology-Interpretation Shared Competency Course of Study Module was developed by an interdisciplinary team of interpreters and archaeologists in association with the NPS Albright Training Centre and Mather Training Centre. Two recent outcomes of the training module have been the development of the "Archaeology for Interpreters" and "Interpretation for Archaeologists" distance learning knowledge guides. These and other background resources are used in a Service-wide interdisciplinary 40-hour training course.

    The site lists all the career streams in the NPS and the associated career paths and associated competence for each role. The relevant job roles include that of Archaeological Technician, which is comparable to the role of Field Assistant indicated in the South African qualification although the cognitive complexity required of an Archaeological Technician is at a higher level.

    Archaeological technicians are specialists in archaeology-related fields such as photography; fieldwork, excavation, surveying and mapping; artefact collection, cleaning, sorting and labeling; automated data base management; field logistics; equipment management; and other assistance functions. Technicians possessing the competencies of this level have the knowledge and analytical skills equivalent to an advanced undergraduate educational level or a Bachelor's Degree in anthropology, archaeology, history, or a related field with specialised training in archaeology. Archaeological technicians perform under the direct supervision of a professional archaeologist and gain field experience as part of an archaeological field crew or field school.

    See Addendum 1 for the 4 competency levels in the USA qualification.(Refer to qualification notes)

    Detailed Comparison
  • Mathematical Literacy

    > Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations.
    > Use mathematics to investigate and monitor the financial aspects of personal, business and national issues.
    > Investigate life and work related problems using data and probabilities.
    > Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts.

    From the documentation on the CHNTO (UK) And NPS (USA) mathematical literacy standards do not appear to be included in the qualifications. However, there are the equivalent of SAQA Fundamentals, referred to as Key Skill Units, on the NVQ in the UK and that there are mathematical key skills units from levels 1 - 4 in the UK with work based evidence as requirements.
  • Communication

    > Accommodate audience and context needs in oral communication.
    > Interpret and use information from texts.
    > Write texts for a range of communicative contexts.
    > Use language and communication in occupational learning programmes.

    From the documentation on the CHNTO (UK) And NPS (USA) communication standards do appear to be included in the UK or USA qualifications. However, the equivalent of SAQA Fundamental Communication Unit Standards are referred to as Key Skill Units on the NVQ in the UK and that there are communication key skills units from levels 1 - 4 in the UK with work based evidence as a requirement.

    US - NPS Standard -Communication competencies contextualised to the role are included in the Archaeologist entry level. These competencies are at a higher level of complexity than the SA standards and require:
  • Writing: Ability to prepare limited scale scientific reports that will disseminate the cultural resource data derived from projects in accordance with service and agency policies. Knowledge of basic techniques of writing technical and professional reports on the results of archaeological surveys that meet professional and National Park Service standards. Administrative skills such as preparing scopes of work, cooperative agreements, and contracts.
  • Public Interpretation/Presentation/Outreach includes in its competencies.
    > Basic knowledge of techniques of conveying technical archaeological information to the lay public.
    > Ability to work as a team member in the design and implementation of effective public interpretation programs such as popular histories, brochures, pamphlets, videos, exhibits, posters, lesson plans, and other public interpretation devices.
    > Knowledge of public speaking techniques.
  • Core
  • Identify evidence of past human activity.
    UK - CHNTO Archaeological practice Standards.
    AE1 Characterise the archaeological resource and recommend action, AE2 Assess options for conserving the archaeological resource in situ and AE3 Identify and describe archaeological items have synergies with the South African Unit Standard in some of the criteria in terms of identifying and classifying archaeological material. The performance criteria are respectively:

    > AE1.1 Describe the archaeological resource.
    > AE1.2 Describe what data the resource has the potential to reveal.
    > AE1.3 Describe the potential significance of the archaeological resource.
    > AE1.4 Evaluate options and recommend action.
    > AE2.1 Explore and evaluate options for conserving the archaeological resource in situ.
    > AE2.2 Define the risks of conserving the archaeological resource in situ.
    > AE2.3 Recommend strategies for conserving the archaeological resource in situ.
    > AE3.1 Provide a description of an item.
    > AE3.2 Identify and classify an item.
    > AE3.3 Describe the potential significance of an item as an archaeological resource.
  • Demonstrate techniques to prepare a site for excavation and to rehabilitate an archaeological site and Use and maintain basic excavation tools and equipment.
    UK - CHNTO Archaeological practice Standards: AC2 Conduct non-intrusive investigations, AC3 Contribute to non-intrusive investigations, AC4 Conduct intrusive investigations and AC5 Contribute to intrusive investigations have synergies with the SA standards.
    US - NPS Standards Archaeologist Entry level: Preservation, Treatment, and Maintenance.

    > Assists in planning and implementing archaeological projects and provides technical assistance.
    > Hands-on experience in recording soil depositional sequences, site formation processes, agents of deterioration, and recommendations for enhanced documentation, treatment, monitoring, and protection programs.
    > Knowledge of applicable management documents such as area management reports and preservation plans.
  • Participate effectively in a team or group and describe how to manage workplace relationships.
    US - NPS Standards Archaeologist Entry level: Universal Competencies Team Work is a Universal competency foundational to the Entry level of NPS Standard and B. Public Interpretation/Presentation/Outreach includes in its competencies.

    > Ability to work as a team member in the design and implementation of effective public interpretation programs such as popular histories, brochures, pamphlets, videos, exhibits, posters, lesson plans, and other public interpretation devices.
  • Interpret spatial information from maps and other sources.
    US - NPS Standards Archaeologist Entry level: Laboratory Analysis/Conservation of Field Collections require the ability to interpret spatial information from maps and other sources:

    > Ability to assist other professional archaeologists in preparing site information for updating the Archaeological Sites Management Information System (ASMIS), the Cultural Sites Inventory (CSI); the NPS Geographic Information System (GIS); and the Automated National Catalogue System (ANCS+).
    > Skills in photography, dark room techniques, and graphic recording techniques to prepare photographs and other visual displays for recording the results of archaeological surveys, and preparing acceptable reports.
  • Explain basic legal and ethical principles that apply to archaeology.
    US - NPS Standards Archaeologist Entry level: Universal Competencies Fundamental Values are Universal competencies foundational to the Intermediate level of NPS Standard.
  • Apply problem solving techniques to make a decision or solve a problem in a real life context.
    US - NPS Standards Archaeologist Intermediate level: Universal Competencies: Problem Solving is a Universal competency foundational to the Intermediate level of NPS Standard.
  • Manage time effectively to enhance productivity and enable a balanced lifestyle.
    UK - CHNTO Archaeological practice Standards: AK3 Develop your own resources and protect the interests of others - Performance criteria 3.2. Relates to time management competencies as set out below.
    AK3.1 Develop yourself to improve your performance.
    AK3.2 Manage your own time and resources to meet your objectives.
    AK3.3 Contribute to the protection of individual and community interests.
  • Render basic assistance to an ill or injured person in an outdoor or field situation and Contribute to the health, safety and security of a fieldwork environment/ workplace.
    UK - CHNTO AJ9 Reduce risks to health and safety in the workplace and AJ10 Contribute to health and safety in the workplace have synergies with the South African Unit Standards. Learners are required to:

    > AJ9.1 Develop procedures for maintaining a healthy and safe workplace.
    > AJ9.2 Identify the hazards and evaluate the risks in your workplace.
    > AJ9.3 Reduce the risks to health and safety in your workplace.
    > AJ9.4 Review the effectiveness of health and safety procedures in your workplace.
    > AJ10.1 Operate safely in the workplace.
    > AJ10.2 Respond to emergencies.
    > AJ10.3 Assist in the security of the workplace.

    US - NPS Standards Archaeologist Entry level: VIII. Safety.

    > Insures on-the-job safety and health of all employees.
    > Knowledge of on-the-job safety and health considerations of the work place.
    > Knowledge of job safety and health hazards and safety requirements for job assignments.
  • Investigate potential hazards in a local context and suggest possible ways to minimise their spatial impact.
    UK - CHNTO - AJ8 Prepare for potential disasters.
    AJ8.1 Conduct a risk assessment.
    AJ8.2 Develop a disaster plan.
    AJ8.3 Implement disaster readiness measures.

    The Entry level competencies for the NPS assume knowledge and analytical skills equivalent to an advanced undergraduate educational level or a Bachelor's Degree in anthropology, archaeology, history, or a related field with specialised training in archaeology. Therefore it can be assumed that the Unit Standards below would be covered in these courses of study:
  • Apply knowledge of how archaeological deposits accumulate to the excavation process.
  • Investigate key aspects of the human past in Southern Africa.
  • Demonstrate techniques for gathering and presenting fieldwork data.
  • There is no clarity on whether the outcomes of the SA Unit Standard Apply knowledge of HIV/AIDS to a specific business sector and a workplace are included in any of the competencies across the qualifications compared, although they could be included in the US occupational health and safety standards.
  • Electives
  • Research a southern African archaeological site from published and unpublished material.
    UK - CHNTO AC1 Research and analyse information to achieve objectives The UK NOS standard has synergies with the SA standard, with the UK standard focusing on the following performance criteria:
    AC1.1 Identify sources and availability of information.
    AC1.2 Collect information to achieve research objectives.
    AC1.3 Analyse research information.
    AC1.4 Report results.

    US - NPS Standards - Research Under the direct supervision of a professional archaeologist, the entry level archaeologist conducts basic research on archaeological topics and participates in archaeological surveys and excavations and documents all work in accordance with professional standards. Archaeological Investigations require:

    > Ability to conduct small-scale, limited scope archaeological investigations using a variety of techniques and preparing a wide range of archaeological documentation.
    > Ability to assist other professional archaeologists in conducting archaeological monitoring, surveys, and excavations; including the location of sites, recording of archaeological and environmental data, and summarisation of information collected.
    > Knowledge of the techniques involved in maintaining field notes and preparing field descriptions, drawings, map, surveying instruments and their appropriate uses, photographs, and video recordings related to the archaeological fieldwork.
    > Knowledge of basic professional procedures in organising hard and digitally generated records such as site files, base maps, and other data.
    > Knowledge of basic professional procedures and operations in conducting archaeological item monitoring, archaeological surveys, archaeological investigations and testing.
    > Knowledge of local and regional prehistory and/or history needed to assist in analysing and processing archaeological data and material resulting from fieldwork.
  • Create a visual record of artefacts and features for archiving or publication and Demonstrate ability to process and curate archaeological material in a laboratory environment.
    US - NPS Standards Archaeologist Entry level: Laboratory Analysis/Conservation of Field Collections
    > Carries out limited scope laboratory procedures, including analysing, accessioning, cataloguing, and preserving artefacts, and data generated by the field activities.
    > Ability to assist other professional archaeologists in preparing site information for updating the Archaeological Sites Management Information System (ASMIS), the Cultural Sites Inventory (CSI); the NPS Geographic Information System (GIS); and the Automated National Catalogue System (ANCS+).
    > Knowledge of laboratory analysis and artefact curation to accession, catalogue, analyse, and preserve artefacts and data generated by the survey.
    > Skills in photography, dark room techniques, and graphic recording techniques to prepare photographs and other visual displays for recording the results of archaeological surveys, and preparing acceptable reports.

    The following UK NOS and NPS standards have synergies with the SA standards in terms of curation and care of archaeological items.
    UK - CHNTO Archaeological practice Standards: The following UK NOS standards have synergies with the SA standards in terms of curation and care of archaeological items, but are at a higher level.AC6 Store items and ACL Transfer items have synergies with the proposed SA standard in terms of:

    > AC6.1. Identify the appropriate environment in which to maintain and protect items.
    > AC6.2 Controlling the environment to preserve and protect items.
    > AC7.1 Identify the handling requirements of an item.
    > AC7.2 Pack an item for transportation to a new location - Not specified but inferred in the sorting for SA Specific Outcome 1.
    > AC7.3 Monitor the transportation of items - this is not specific to the SA standard although AC 3.3. identifies threats to stored metals.
    > AC7.4 Monitor the installation of items within a new location (Archiving Systems - specific outcome 4).
    AE4 Develop conservation plans for items, AE5 Develop and implement preventive conservation procedures for items, AE6 Apply preventive care procedures to items, AE7 Develop and implement remedial conservation procedures for items and AE8 Implement routine interventive conservation procedure. The performance criteria for the UK standards are:

    > AE4.1 Explore conservation options for items.
    > AE4.2 Specify conservation options for items.
    > AE5.1 Specify the appropriate environment in which to maintain and protect items.
    > AE5.2 Monitor, evaluate and advise on the environmental protection of items.
    > AE6.1 Control the environment to preserve and protect an item.
    > AE6.2 Monitor and modify the environment and the condition of an item.
    > AE7.2 Minimise the deterioration of items.
    > AE8.1 Apply routine stabilisation.
    > AE8.2 Implement routine cleaning and repair.

    US - NPS Standards Archaeologist Entry level: Laboratory Analysis/Conservation of Field Collections.
    > Carries out limited scope laboratory procedures, including analyzing, accessioning, cataloguing, and preserving artefacts, and data generated by the field activities.
    > Ability to assist other professional archaeologists in preparing site information for updating the Archaeological Sites Management Information System (ASMIS), the Cultural Sites Inventory (CSI); the NPS Geographic Information System (GIS); and the Automated National Catalogue System (ANCS+).
    > Knowledge of laboratory analysis and artefact curation to accession, catalogue, analyse, and preserve artefacts and data generated by the survey.
    > Skills in photography, dark room techniques, and graphic recording techniques to prepare photographs and other visual displays for recording the results of archaeological surveys, and preparing acceptable reports.

    The Entry level competencies for the NPS assume knowledge and analytical skills equivalent to an advanced undergraduate educational level or a Bachelor's Degree in anthropology, archaeology, history, or a related field with specialised training in archaeology. Therefore it can be assumed that some of the outcomes and assessment criteria from the following Unit Standards would probably be covered in the course:
  • Recover of hominid and/or faunal remains from a hard matrix.
  • Recover human skeletal remains for analysis.
  • Classify faunal remains prior to analysis.
  • Investigate a maritime site.
  • Record a rock art site.
  • Demonstrate knowledge of Stone Age archaeology.
  • Demonstrate knowledge of Iron Age archaeology.
  • Demonstrate knowledge of archaeology applied to Colonial sites.
  • Computer Literacy

    UK: CHNTO: It is not clear whether computer literacy skills are included in the lower level archaeology qualification but, information technology skills are compulsory key skills in the NVQ. There is a full set of NOS standards relating to computer literacy.

    US - NPS Standards - Research Under the direct supervision of a professional archaeologist, the entry level archaeologist conducts basic research on archaeological topics and participates in archaeological surveys and excavations and documents all work in accordance with professional standards. Archaeological Investigations: the following knowledge requirement infers computer literacy:
  • Knowledge of basic professional procedures in organizing hard and digitally generated records such as site files, base maps, and other data.
  • Financial Literacy
    US - NPS Standards Archaeologist Intermediate level: There do not appear to be any personal financial literacy competencies required at Entry level or Development Level. However at development level there are Universal competencies of "Resource Stewardship" and at Full Level Competency "Contracting and Procurement" is defined as a general competency, which would have financial literacy competencies.

    No equivalents found for:
  • Investigate credit in own circumstances.
  • Use a personal budget to manage own money.
  • Examine the costs and benefits of using banking institutions for managing personal finances.
  • Investigate ways of managing financial risk in own lives.
  • Interpret basic financial statements.
  • Personal Development

    No equivalents found for:
  • Explain the impact of personal wellness on work performance.
  • Identify ways of managing relationships in own life.
  • Identify risks associated with substance abuse and dependency in own life.
  • Investigate the need to provide financially for own retirement.

    Conclusion

    There is reference to lower level qualifications on the NVQ (UK) that would have been more suitable for the comparison - however since these were unavailable for comparison and are evidently not as widely adopted by the industry as the NOS standards, it would appear that the standards in use in the UK are far more complex than the standards that are proposed on the SA qualification. The SGB was able to match many of the outcomes and competencies (at different levels of complexity) to the UK Occupational Standards. The US standards used for comparison listed competencies by job role as apposed to outcomes. In the US a degree in archaeology is foundational to the continuous development of the archaeologist even at the lower end of the jobs, i.e. technician level. It appears that the National Certificate: Archaeology: Level 3 is a world first in providing for on the job vocational acquisition of competencies below the level of a first degree.

    While there are references to lower level standards on the UK framework for cultural heritage standards, these cannot be accessed form the website and it appears that they are not in use by the industry, as the Occupational Standards have more weight. Similarly in the US the standards are occupationally based rather than outcomes based. It appears that the competencies covered in the proposed SA archeologically qualification exist as a body of intellectual property in the world at large, but are not catered for as a learning pathway in terms of skills programmes and qualifications. If there are any such qualifications, they are not widely published on the Internet and the SGB has not been able to access such Unit Standards for the comparison. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with:
  • Vocational qualifications at Level 3 on the basis of the Fundamentals.

    It articulates vertically with:
  • FETC: Heritage Practice ID 48812.
  • National Certificate in Management: Level 4 ID 23656. 
    		•

    MODERATION OPTIONS 
    This Qualification will be internally assessed and externally moderated by a moderator registered by a relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the relevant accredited ETQA.
  • Moderators, competent at the level of the Qualification, are registered by a relevant accredited ETQA to ensure that the standard across assessors is consistent.
  • Moderators must be registered as assessors with the relevant ETQA.
  • Moderators are required to report to a relevant accredited ETQA.
  • A relevant accredited ETQA will monitor and quality assure moderation and assessment according to guidelines in the Qualification.

    Criteria for registration of internal and external assessors in the sub-field

    This Qualification will be internally assessed by the provider and moderated by a moderator registered by a relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the relevant accredited ETQA.
  • Assessors must be registered as assessors with a relevant accredited ETQA.
  • Assessors of the Archaeology Unit Standards should be Registered as professional Archaeologists with ASAPA, the Association of Southern African Professional Archaeologists. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    Addendum 1: The four competency levels in the USA qualification:

    Advanced Level Competencies

    To be developed

    Full Level Competencies

    Preservation law, philosophy, and practice Research and inventory Preservation planning and compliance Preservation, Treatment and Maintenance Preservation, program and Project Management Professional Discipline

    Intermediate Level Competencies

    Preservation law, philosophy, and practice Research and inventory Preservation planning and compliance Preservation, Treatment and Maintenance Preservation, program and Project Management Professional Discipline

    Entry Level Competencies

    Preservation law, philosophy, and practice Research and inventory Preservation planning and compliance Preservation, Treatment and Maintenance Preservation, program and Project Management Professional Discipline 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  119878  Demonstrate techniques to prepare a site for excavation and to rehabilitate an archaeological site  Level 2  NQF Level 02  4 
    Core  119872  Identify evidence of past human activity  Level 2  NQF Level 02  10 
    Core  119861  Maintain standards of health, safety and security in own fieldwork environment/workplace  Level 2  NQF Level 02  2 
    Core  114936  Participate effectively in a team or group  Level 2  NQF Level 02  2 
    Core  119862  Use and maintain basic excavation tools and equipment  Level 2  NQF Level 02  2 
    Core  114941  Apply knowledge of HIV/AIDS to a specific business sector and a workplace  Level 3  NQF Level 03  4 
    Core  119863  Apply knowledge of how archaeological deposits accumulate  Level 3  NQF Level 03  10 
    Core  114952  Apply problem-solving techniques to make a decision or solve a problem in a real life context  Level 3  NQF Level 03  2 
    Core  119894  Demonstrate techniques for gathering and presenting fieldwork data  Level 3  NQF Level 03  3 
    Core  114943  Describe how to manage workplace relationships  Level 3  NQF Level 03  2 
    Core  119876  Explain basic legal and ethical principles that apply to archaeology  Level 3  NQF Level 03  2 
    Core  119893  Interpret spatial information from maps and other sources  Level 3  NQF Level 03  2 
    Core  119871  Investigate key aspects of the human past in Southern Africa  Level 3  NQF Level 03  5 
    Core  119896  Investigate potential hazards in local contexts and suggest possible ways to minimise their spatial and social impact  Level 3  NQF Level 03  3 
    Core  117171  Manage time effectively to enhance productivity and enable a balanced lifestyle  Level 3  NQF Level 03  2 
    Core  119868  Render basic assistance to an ill or injured person in an outdoor or field situation  Level 3  NQF Level 03  4 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03  5 
    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  2 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03  4 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03  5 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03  5 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Elective  114950  Apply ways of leading in different situations  Level 2  NQF Level 02  3 
    Elective  114981  Capture numerical and text information on an electronic database  Level 2  NQF Level 02  2 
    Elective  114940  Identify risks associated with substance abuse and dependency in own life  Level 2  NQF Level 02  2 
    Elective  114945  Identify ways of managing relationships in own life  Level 2  NQF Level 02  2 
    Elective  119912  Investigate credit in own circumstances  Level 2  NQF Level 02  3 
    Elective  119911  Investigate the costs and benefits of using banking institutions for managing personal finances  Level 2  NQF Level 02  2 
    Elective  14340  Maintain an existing information system in a business environment  Level 2  NQF Level 02  4 
    Elective  119874  Recover hominid and faunal remains from a hard matrix  Level 2  NQF Level 02  5 
    Elective  119913  Use a personal budget to manage own money  Level 2  NQF Level 02  3 
    Elective  119866  Classify faunal remains prior to analysis  Level 3  NQF Level 03  3 
    Elective  119879  Demonstrate ability to process and curate archaeological material in a laboratory environment  Level 3  NQF Level 03  4 
    Elective  113907  Explain the impact of personal wellness on work performance  Level 3  NQF Level 03  2 
    Elective  114960  Investigate the need to provide financially for own retirement  Level 3  NQF Level 03  3 
    Elective  114984  Manage electronic mail in a business environment  Level 3  NQF Level 03  2 
    Elective  119915  Manage personal expenditure  Level 3  NQF Level 03  3 
    Elective  114970  Manage risk in own life  Level 3  NQF Level 03  3 
    Elective  114979  Operate a computer workstation in a business environment  Level 3  NQF Level 03  2 
    Elective  119681  Research costs associated with marriage, birth, divorce and death in own circumstances  Level 3  NQF Level 03  4 
    Elective  114980  Use a presentation package to produce business documents  Level 3  NQF Level 03  3 
    Elective  114977  Use a spreadsheet package to produce and manage business documents  Level 3  NQF Level 03  3 
    Elective  114975  Use a web browser in a business environment  Level 3  NQF Level 03  3 
    Elective  114978  Use a word processing package to produce business documents  Level 3  NQF Level 03  3 
    Elective  119903  Analyse and synthesise spatial information from maps and other forms of spatial information  Level 4  NQF Level 04  4 


    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.