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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: |
| National Certificate: Music Industry Practice |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 58143 | National Certificate: Music Industry Practice | |||
| ORIGINATOR | ||||
| SGB Music | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 02 - Culture and Arts | Music | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 133 | 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 06120/18 | 2018-07-01 | 2023-06-30 | |
| 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 qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification recognises demonstrated core knowledge, skills, and competence in music areas of performance, composition, theory, analysis and music industry. It enables the development of competencies and other related skills in music, and other performing arts sub-fields. The qualification is the second of several levels in the sub-field of Music, and may lead to higher level music and music industry qualifications. Learners who have completed this qualification will have the necessary competencies to enter the Music Industry at the intermediate level on some occupational routes. The qualification is intended for learners who aspire to either gain a further insight, or those who wish to use this Qualification to move higher on the NQF either in terms of the Music Industry or transporting some of the competencies towards achieving related qualifications. The cumulative knowledge, skills and attitudes obtained from this qualification will act as a further access point to the Music Industry. The learner assessed as competent against this Qualification will be able to: Rationale: This qualification provides the means to take forward a broad basic musical background to acquire deeper musical understanding and more refined musical language and to demonstrate skills in composing, performing, listening and presenting. These activities will provide opportunities for the articulation of understanding through the use of a wide musical vocabulary. Music is both an industry and an art form, meeting cultural and recreational needs while also offering major employment opportunities across many sectors of economic activity. The music industry has developed into a major employer, particularly of young people, in many countries around the world. Young musicians have to be equipped with the necessary knowledge, skills and attitudes to ensure a sustained success. Musicians with the attainment of this qualification, will gain a suitable career change when necessary. This qualification is the second in the learning pathway for music practice. It will build on the foundation of the entry-level qualification at NQF level 2 (basic) and will provide learners with further knowledge and ability to strengthen the competencies to sustain a career in the Music Industry. The targeted learners should have musical potential and can be drawn from: Furthermore, it will serve all learners who want to broaden their knowledge in the music industry, wishing to gain formal or recognised industry related training. Social and economic rationales for this qualification include encouragement of redress, facilitation of access to credit, career development and general learning. Although the qualification contains industry specific generic components, learners will also be equipped to perform a wide range of music industry functions. Some examples of the careers that the National Certificate in Music Practice may lead to are listed below: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It would be desirable for learners wishing to access this Qualification to be competent at:
Recognition of Prior Learning: This Qualification and all the fundamental, core and elective Unit Standards associated with it, as described in the rules of combination, can be achieved by any learner through the recognition of prior learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The exit-level outcomes and the related Unit Standards may also be achieved through the recognition of prior learning. Access to the qualification: There are no access limitations on any learners or classes of learners for this Qualification, besides the recommendations in the learning assumptions outlined above. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The qualifying learner will achieve this Qualification by complying with the following rules of combination for the accumulation of credits:
Learning Component: Credits |
| EXIT LEVEL OUTCOMES |
| 1. Communicate in a variety of ways to achieve personal and music organisational objectives.
2. Use mathematics and mathematical thinking to solve every day problems for oneself, music organisation and the sector. 3. Apply elementary music knowledge. 4. Demonstrate elementary knowledge of music industry. 5. Perform on a chosen music instrument. 6. Apply life and work skills in the music work place. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
2. 3. 4. 5. 6. Integrated assessment: Integrated assessment at the level of the 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 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 as described in the exit level outcomes. Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the Qualification. While the generic component (communication, mathematical literacy, music workplace skills) of this Qualification at NQF Level 3 can be assessed through occupational contexts and activities relating to the music industry, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are 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. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas. 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. |
| INTERNATIONAL COMPARABILITY |
| Research indicates that music skills and knowledge may be transferred to the learner from a range of sources. These may include communal, informal, incidental, religious and formal sources of learning. Private providers worldwide offer short courses in music making on a chosen instrument, including voice. These learning programmes may include e-learning, part-time study and distance learning. Such short courses focus on the application of playing skills on a chosen instrument and often lack an all round music foundation.
The most common approach is to access a short learning programme or a short course as is offered worldwide. Examples of some of these are in: France, Spain, Denmark, England The following institutions are examples of some institutions that offer full-time academic courses: The core competencies addressed in these institutions are similar to the ones in this qualification. These include: The South African NQF does not register qualifications less than 120 credits and it is for this reason that this qualification has been enhanced to align to the South African requirements. Africa and Asia: Comparable examples of music qualifications at this level were not located in any Asian and other African countries. The only information available relates to music as a school subject. Market share of music related sales indicates that the United States of America and Europe account for approximately sixty percent of the world market. Best practice was therefore associated with these countries. This National Certificate in Music Practice has been designed to develop the whole individual while the examples located develop a range of job related skills only. These courses and programmes are focussed only on vocational knowledge and skills. In this sense there is a differing emphasis in the qualification for the learners. This National Certificate: Music Practice at NQF level 3, although for a South African context, has been compared with Qualifications from these countries: United Kingdom: International best practice for music practitioners at this level is in the UK. The RSL level 3 Certificate Music Practitioners (Reference No. 100/5180/6) is registered by the Qualifications and Curriculum Authority in the United Kingdom and the awarding body is the Rock School. It is similar to the National Certificate in Music at NQF level 3 in that they both are of 1 year study duration and these are unit standards (elements) based qualifications aimed at the same age group. Candidates take four units: one core unit (specific to their chosen pathway) and three optional unit from within their chosen pathway. Qualification Accreditation Number 100/5180/6 provides pathways to the following qualifications: The core unit standards for the performing musician pathway of this qualification include: The 3 optional unit standards are selected from the following: The qualification compares closely to qualifications offered in the following institutions below which offer short courses in the competencies similar to those in this qualification. Research indicates that music skills and knowledge may be transferred to the learner from a range of sources. These may include communal, informal, incidental, religious and formal sources of learning. Private providers world-wide offer short courses in music making on a chosen instrument, including voice. These learning programmes may include e-learning, part-time study and distance learning. Such short courses focus on the application of playing skills on a chosen instrument and often lack an all round musical development. The most common approach is to access a short learning programme or a short course as is offered worldwide. Examples of some of these are: SADC A comparison in the SADC region, revealed no NQF aligned music qualifications at level 3. In Malawi, Namibia, Botswana, Zambia, Zimbabwe and Tanzania music as a qualification is offered from the equivalent of NQF Level 5. Music below NQF level 5, is offered in SADC as a subject in formal education, where learners exit at the equivalent of matric In South Africa the music sector is concerned about a large number of relatively young musicians who drop out of school, to pursue a career in music without the basic knowledge and skills that would ensure the survival of their enterprises In Malawi, The Kamuzu Academy offers an international curriculum of Music study, training students up to Advanced Levels. The other music qualification offered by the University of Malawi is a 4 year BA and B.Ed degree. The area of learning covered are outlined below: First Year: Second Year Third Year Fourth Year Aspects of the above qualification that compare to this qualification include, Music theory, Piano/ Instruments and Voice. In Zimbabwe, The Zimbabwe College of Music, under its Ethnomusicology Programme, offers a two-year, National Certificate in Music. This programme is designed for experienced Music teachers who have diplomas from Teacher Training Colleges and who wish to specialize in Music as a teaching subject. This programme includes an intensive study of African and western music with a focus on the teaching of African music. This does not compare with this qualification. USA University of Harvard undergraduate courses found at www.harvard.educ, whose duration ranges between 1, 2, 3 and 4 years, concentration is on: The same competencies are covered in the South African qualification. Kenya In Kenya no comparison is available at the equivalent of this qualification, however, music courses are offered at the School of Humanities and Social Sciences, Kenyatta University, start from a two year undergraduate Diploma course that comprises the listed learning elements. Again, there is a similarity of learning elements with this qualifications which is at a lower level that the Kenya Diploma: New Zealand: The National Certificate in Music (level 3) is registered by the New Zealand Qualifications Authority and is also unit standards based and reflects a similar level of complexity and duration of study (1 year). This qualification recognises demonstrated core knowledge, skills, and competence in music areas of performance, composition, theory, analysis, literature, and music industry. It enables the development of competencies and other related skills in music, and other performing arts sub-fields. The qualification is the second of several levels in the sub-field Music, and leads to higher level music qualifications. It focuses on: Australia: The Certificate III in Music (CUS30101) is registered on the Australian Qualifications Authority and is a unit standards based qualification of one year duration. This qualification best compares with the National Certificate in Music at NQF level 3. The table below indicates the similarities between these qualifications by the shaded titles of music competencies of each qualification. Although the fundamental components of these qualifications have been omitted here, these competencies compare closely. While the South African qualification refers to communication and mathematical literacy, the Australian qualification refers to key competencies: National Certificate in Music Practice Unit Standard title: Certificate in Music III Competence Units: The comparative table above indicates a close similarity between these qualifications. These similarities may be apparent at the level of the competency units, elements or the performance criteria, that is, at the level of the unit standards, specific outcomes or the assessment criteria. While the chunk size of the learning element may vary, the common competencies reflect a trend across most countries. |
| ARTICULATION OPTIONS |
| Vertical articulation is possible with:
Horizontal articulation is possible with: |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| Supplementary information:
|
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 243598 | Apply aural and musical listening skills | Level 3 | NQF Level 03 | 7 |
| Core | 114941 | Apply knowledge of HIV/AIDS to a specific business sector and a workplace | Level 3 | NQF Level 03 | 4 |
| Core | 13912 | Apply knowledge of self and team in order to develop a plan to enhance team performance | Level 3 | NQF Level 03 | 5 |
| Core | 243605 | Apply music theory | Level 3 | NQF Level 03 | 8 |
| Core | 243602 | Create and arrange music | Level 3 | NQF Level 03 | 8 |
| Core | 243604 | Develop intermediate keyboard skills | Level 3 | NQF Level 03 | 8 |
| Core | 243603 | Develop practical instrument ability | Level 3 | NQF Level 03 | 15 |
| Core | 243600 | Establish stage presence | Level 3 | NQF Level 03 | 7 |
| Core | 243596 | Identify and examine music in various cultural contexts | Level 3 | NQF Level 03 | 7 |
| Core | 114979 | Operate a computer workstation in a business environment | Level 3 | NQF Level 03 | 2 |
| Core | 243597 | Perform and present selected repertoire | Level 3 | NQF Level 03 | 8 |
| Core | 243601 | Understand music business | Level 3 | NQF Level 03 | 8 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed 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 | 119457 | 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 | 119467 | 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 | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Elective | 113852 | Apply occupational health, safety and environmental principles | Level 3 | NQF Level 03 | 10 |
| Elective | 243606 | Develop disc jockey ability | Level 3 | NQF Level 03 | 15 |
| Elective | 114600 | Apply innovative thinking to the development of a small business | Level 4 | NQF Level 04 | 4 |
| Elective | 114598 | Demonstrate an understanding of an entrepreneurial profile | Level 4 | NQF Level 04 | 5 |
| Elective | 114514 | Maintain equipment and tool parts | Level 4 | NQF Level 04 | 15 |
| Elective | 114590 | Mobilise resources for a new venture | Level 4 | NQF Level 04 | 4 |
| Elective | 114618 | Monitor productivity in a business venture | Level 4 | NQF Level 04 | 5 |
| Elective | 114607 | Negotiate in a new venture | Level 4 | NQF Level 04 | 4 |
| Elective | 114596 | Research the viability of new venture ideas/opportunities | Level 4 | NQF Level 04 | 5 |
| 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. |