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

Further Education and Training Certificate: Music 
SAQA QUAL ID QUALIFICATION TITLE
65029  Further Education and Training Certificate: Music 
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
Further Ed and Training Cert  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  154  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 
Purpose:

This qualification offers core knowledge, skills, and competence in such areas as performance, composition, theory, analysis and the music industry. It enables the development of competencies in music and other performing arts sub-fields.

Learners who have completed this qualification will have the necessary competencies to enter the Music Industry at an intermediate level. The qualification is intended for learners who aspire to gain further insight in music. The cumulative knowledge, skills and attitudes obtained from this qualification will enable the learner to gain access to more advanced training and practice in the Music Industry.

The learner assessed as competent against this Qualification will be able to:
  • Communicate in a variety of ways to achieve personal and music organisational objectives.
  • Use mathematics and mathematical thinking to solve every day problems.
  • Apply advanced music knowledge.
  • Apply knowledge of the music industry.
  • Apply life and work skills in a music work place.
  • Perform on a minimum of one chosen music instrument, including the voice.

    Rationale:

    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 grown into a major employer, particularly of young people, in most countries around the world. The rise to success from local to provincial, national and even to international level, either as a performer or in many different work situations associated with the industry, can be rapid, with the necessary training to equip musicians with the capacity to complement and sustain their skills.

    Young musicians have to be equipped with knowledge, skills and attitudes to ensure sustained success and to form the basis for change in career focus. This qualification is the third in the learning pathway for music. It will build on the intermediate knowledge of the second qualification at NQF Level 3 and will provide learners with more advanced knowledge and ability to strengthen the competencies necessary to sustain a career in the Music Industry. The targeted learners should have musical potential and can be drawn from the ranks of:
  • Unemployed youth.
  • School Leavers.
  • Unemployed adults.
  • Entrepreneurs.
  • Hobbyists.

    Furthermore, it will serve all learners who want to broaden their knowledge of 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 bearing training and life-long learning. Although the qualification contains industry specific generic components, learners will also be equipped to perform other activities at intermediary levels within the industry.

    Possible occupations for learners include:
  • Music Performer.
  • Backing Musician.
  • Session Musician.
  • Agent.
  • Songwriter.
  • Elementary Artist Manager.
  • Small Event Music Promoter.
  • Basic Music Technician.
  • Retail Music Sales Person.
  • Instrumentalist.
  • Music Administrator. 
    		•

    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:
  • Communication at NQF Level 3.
  • Mathematical Literacy at NQF Level 3.
  • Musical instrument performance at NQF Level 3.
  • Aural skills at NQF Level 3.

    Recognition of Prior Learning:

    This Qualification with all the Fundamental, Core and Elective Unit Standards associated with it, 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 related Unit Standards may also be achieved through the Recognition of Prior Learning.

    Access to the Qualification:
  • Access to this qualification is open to all learners who have a basic knowledge of music and who play a music instrument. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of fundamental, core and elective unit standards. A minimum of 154 credits is required to achieve the qualification. The credits are allocated as follows:

    Fundamental Component (56 credits) is compulsory for all learners:

    The Fundamental Component consists of the following learning:
  • Unit standards at NQF Level 4, totalling 16 credits in Mathematical Literacy.
  • Unit standards at NQF Level 4, totalling 20 credits in Communication in a First South African Language.
  • Unit standards at NQF Level 3, totalling 20 credits in Communication in a Second South African Language.

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

    Core Component (84 credits) Compulsory for all learners.

    Learners are to choose unit standards totalling a minimum of 14 credits from those listed as electives. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate in a variety of ways to achieve personal and music organisational objectives in two languages.

    2. Use mathematics and mathematical thinking to solve every day problems for oneself, music organisation and the sector.

    3. Apply music knowledge.

    4. Demonstrate knowledge of the music industry.

    5. Perform on a chosen music instrument.

    Critical Cross-Field Outcomes:

    All the Critical Cross-Field Outcomes are realized in this qualification as follows:

    Identify and solve problems in a responsible manner using critical and creative thinking in making decisions:
  • Compose and arrange music.
  • Identify and solve problems in music in various contexts.

    Work effectively with others as member of the team through group presentation:
  • Rehearse and perform songs in Create, Compose and Arrange in groups (bands).
  • Motivate and build teams.
  • Develop and maintain effective working relationship with clients and team members.

    Organise and manage oneself and one's activities responsibly while learning:
  • Practice schedules/logs are completed on practical instruments.
  • Identify and apply aural skills to listen to music.
  • Write and present for a wide range of purposes, audiences and contexts.
  • Support the project environment and activities to deliver project objectives.

    Communicate effectively by using language skills in the modes of oral and/or written communication:
  • Describe the music business.
  • Create, compose and arrange music.

    Use science and technology effectively and critically, showing responsibility towards the environment and health of others by demonstrating an understanding of health and safety aspects during the handling and usage of musical instruments:
  • Improvisation and Live Performances.

    Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation:
  • Demonstrate knowledge and understanding of HIV/AIDS's impact on a business sub-sector. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Oral communication is maintained and adapted to meet personal and organisational needs and expectations.
    1.2 Texts are interpreted and responded to in writing using a range of contexts in the music organisation.
    1.3 Language and communication is used to interpret and respond to texts in occupational learning programmes.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Statistics, probability and probability models are used to solve a range of contextual problems.
    2.2 Mathematical number systems, shape, and motion analysis are used to solve a range of life related problems.
    2.3 Mathematics is used to investigate and monitor the financial aspects of personal and community life.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Chords, intervals and progressions are identified and applied.
    Range of intervals includes:
  • But is not limited to intervals of 1st-8th.
    Range of chords:
  • The difference between major7, minor7, dominant7 chords and their respective inversions are recognised.
    3.2 Melodic and rhythmic dictation is demonstrated.
    Melodic: Range of note values includes, but is not limited to:
  • Semibreve, minim, crotchet, quavers in the keys of C, G, D, F and B flat major.
    Rhythmic: Range of note values includes, but is not limited to:
  • Semibreve, minim, crotchet, quaver, semi-quaver, semi-quaver triplets.
    3.3 Various musical styles are interpreted and a simple song is composed according to standard music industry practice.
    3.4 Music notation is used to construct scales and write chords and chord progressions according to theory and practice of music.
    Range statement for scales includes, but is not limited to:
  • All major and minor key signatures.
  • All melodic minor scales for treble and bass clefs (ascending and descending).
  • All blues scales for treble and bass clefs (ascending and descending).

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Basic staging is planned and performance developed according to given scenarios according to standard music industry practice.
    4.2 A selected repertoire is rehearsed and performed according to standard music industry practice.
    Range including but not limited to:
  • 4 different genres and original compositions.
    4.3 The elements and cultural contexts of music are described according to standard music industry practice.
    Range of styles and genres include, but are not limited to Europe, North America, South America, West Indies, India, Arabia, Australasia etc.
    4.4 Marketing, contracts and copyright are described according to marketing theory.

    Associated Assessment Criteria for Exit Level Outcome 5:

    5.2 Time signature is observed according to "timing requirements".
    Range of time signatures includes, but not limited to:
  • 2/4, 3/4, 4/4, 6/8, 9/8, 12/8.
    5.3 Key signature is observed according to "key requirements".
    Range of key signatures includes, but not limited to:
  • Keys of C, G, F, D, Bb, A, E, Eb, Ab Major and their relative minors.
    5.4 Demonstrate technical performance skills on a chosen instrument according to standard music industry practice.

    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.

    Both formative and summative assessment interventions should be employed to judge learner's competence against this qualification and parts thereof.

    While the generic component (communication and mathematical literacy) of this Qualification at NQF Level 4 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 skills are portable. The primary aim of this Qualification is to ensure that learners have a sound base of Further Education to prepare them for Higher 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 musical development, which this qualification intends to achieve.

    United Kingdom:

    Best practice in music training is in the UK. The Level 4 Licentiate in Music Practice (Reference 100/2747/6) is registered by the Qualifications and Curriculum Authority in the United Kingdom and the awarding body is Trinity College London. It is similar to the FET Certificate in Music at NQF Level 4 in that they both are of 1 year study duration and these are unit standards (elements) based qualifications. The competencies in both qualifications are similar.

    The competencies of the UK qualification include:
  • Rehearsal techniques.
  • Performance.
  • Composing.
  • Listening and understanding.
  • Professional practice.

    Courses cover the following learning:
  • Music knowledge.
  • Music performance skills.
  • Music compositional skills.
  • Music ensemble.
  • Self management skills.
  • Music arrangement.
  • Music analysis.
  • Rehearsal techniques.
  • Performance.
  • Composing.
  • Listening and understanding.
  • Professional practice.

    France, Denmark, Spain, USA:

    The following institutions are examples of some institutions that offer full-time academic courses. The same competencies as above are covered but these are covered as part of qualifications rather than short courses:
  • Rhythmic Academy, Copenhagen.
  • Music Academy International.
  • Taller de Musics, Barcelona.

    In most states of America and countries of Europe the study of contemporary music is offered as a short course or learning programme by private institutions. There appears to be limited nationally recognised training and education qualifications or competencies that can compare with this Further Education and Training Certificate: Music.

    The South African qualification 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 FET Certificate: Music, although for a South African context, compares well with Qualifications from these countries:
  • Australia.
  • New Zealand.
  • United Kingdom.
  • United States of America.

    New Zealand:

    The Certificate in contemporary music (EQL4) 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:
  • Music knowledge.
  • Music performance skills.
  • Music compositional skills.
  • Music ensemble.
  • Self management skills.
  • Music arrangement.
  • Music analysis.

    Australia:

    The Certificate IV in Music (CUS 40101) is registered on the Australian Qualifications Authority and is a unit standards based qualification of one year duration. This qualification with the competencies below, best compares with the South African FETC Certificate in Music.

    Collecting, organising and analysing information:
  • Communicating ideas and information.
  • Working with others and in teams.
  • Using mathematical ideas and techniques.
  • Using technology/IT.
  • Maintaining and expanding music knowledge and critical listening skills.
  • Installing, aligning and testing sound equipment.
  • Compose a simple song or tune, Use MIDI devices and/or software to compose music.
  • Maintain and expand music knowledge and critical listening skills.
  • Address copyright requirements, Follow health, safety and security procedures in the music industry.
  • Maintain and apply music industry knowledge.
  • Evaluate and extend performance technique.
  • Develop and practice improvisation.
  • Perform music as part of a group.

    Africa & SADC:

    No qualification at the equivalent of this qualification could be found in Africa or in the SADC countries. All the training in Music is at tertiary level which is NQF Level 5 and above.

    Conclusion:

    The comparability indicates a close similarity between qualifications offered internationally and this qualification. These similarities are 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 the same trend across most countries. 
    		•

    ARTICULATION OPTIONS 
    The possibility exists for vertical articulation with this Qualification. Examples of vertical articulation:
  • ID 48671: National Certificate: Music Industry: Sound Technology, NQF Level 5.
  • ID 65050: National Certificate: Music, NQF Level 5.

    Horizontal articulation with this Qualification:
  • ID 48811 Further Education and Training Certificate: Music Industry: Sound Technology, NQF Level 4.
  • ID 48669 Further Education and Training Certificate: Music Industry: Technical Production, NQF Level 4.
  • ID 23953 Further Education and Training Certificate: New Venture Creation (SMME), NQF Level 4. 
    		•

    MODERATION OPTIONS 
  • Any institution offering learning that will enable achievement of this Qualification must be accredited by the relevant ETQA.
  • External Moderation of assessment will be overseen by the relevant ETQA at its discretion.
  • The accredited Training Provider will oversee internal Moderation of assessment.
  • Moderation should encompass achievement of competence described in both individual Unit Standards as well as the integrated competence described in the Qualification.
  • Moderation must also encompass achievement of the competencies described in the exit level outcomes described above. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Assessors must be registered as assessors with a relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessors must be in possession of a Qualification in Music/Music Industry or a related qualification in the field of Culture and Arts at a minimum of NQF Level 5. 
    		•

    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  13915  Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace  Level 3  NQF Level 03  4 
    Core  261317  Apply music theory  Level 4  NQF Level 04  7 
    Core  261318  Compose and arrange music  Level 4  NQF Level 04  10 
    Core  120366  Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place  Level 4  NQF Level 04  9 
    Core  261340  Describe the music business  Level 4  NQF Level 04  7 
    Core  261337  Develop and practice improvisation  Level 4  NQF Level 04  7 
    Core  261242  Develop music ability (ensemble)  Level 4  NQF Level 04  7 
    Core  261243  Identify and apply aural skills  Level 4  NQF Level 04  5 
    Core  261257  Identify and describe music in various cultural contexts  Level 4  NQF Level 04  7 
    Core  242819  Motivate and Build a Team  Level 4  NQF Level 04  10 
    Core  261258  Perform on keyboard  Level 4  NQF Level 04  8 
    Core  253337  Demonstrate an awareness of ethics and professionalism in the music industry in South Africa  Level 5  Level TBA: Pre-2009 was L5  3 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign 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  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  119469  Read/view, 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  119471  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  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  114595  Demonstrate an understanding of the function of the market mechanisms in a new venture  Level 4  NQF Level 04  5 
    Elective  13952  Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit  Level 4  NQF Level 04  8 
    Elective  114587  Determine and manage the human resource needs of a new venture  Level 4  NQF Level 04  4 
    Elective  110003  Develop administrative procedures in a selected organisation  Level 4  NQF Level 04  8 
    Elective  114589  Manage time productively  Level 4  NQF Level 04  4 
    Elective  114590  Mobilise resources for a new venture  Level 4  NQF Level 04  4 
    Elective  261338  Play a musical instrument  Level 4  NQF Level 04  15 
    Elective  114592  Produce business plans for a new venture  Level 4  NQF Level 04  8 
    Elective  114596  Research the viability of new venture ideas/opportunities  Level 4  NQF Level 04  5 
    Elective  114511  Set-up and strike equipment, material and tools  Level 4  NQF Level 04  15 
    Elective  114593  Tender to secure business for a new venture  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.
     
    1. CAMPUS OF PERFORMING ARTS (PTY) LTD 
    2. Mzansi Arts Development Ensemble 


    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.