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

Higher Certificate in Performing Arts Technology 
SAQA QUAL ID QUALIFICATION TITLE
119963  Higher Certificate in Performing Arts Technology 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 02 - Culture and Arts  Performing Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Higher Certificate in Performing Arts Technology is both to address an industry gap, as well as to grow the potential of Drama and Production Studies. The qualification will provide entry-level skills and foundational training to learners who are interested in a career in performing arts technologies and associated sectors. The qualification provides basic applied knowledge relating to theatre literacy for the technician, working as part of a backstage crew, introductory inputs to lighting design and set design as well as understanding and completing basic rigging to occupational health and safety regulations, in relation to sound and lighting for live performance. Other inputs include introductory engagements with Production Management and Stage Management for live performances. All areas support a structure whereby theory and practice are integrated into the teaching and learning methods and styles adopted for delivery.

Upon completion of the qualification, qualifying learners will be able to:
  • Analyse and apply theatre terms and technical vocabulary for the theatre.
  • Articulate a knowledge of theatre histories pertaining to 'entertainment technologies' both locally and globally.
  • Examine the role of local and global aesthetics, genres, and styles in relation to theatre design and performing arts technology.
  • Apply knowledge of theatre technology to a variety of theatrical contexts.
  • Demonstrate an entrenchment of a professional work ethic and working practice that aligns with Occupational Health and Safety legislation in the sector.
  • Work as part of a theatre production crew in a variety of areas including lighting, sound and stage or production management.

    The qualification has been structured such that there is a fair balance between theoretical and practical inputs. Most modules are 'applied' thus working towards practice-led teaching and learning that includes Project-based learning inputs and initiatives.

    Rationale:
    South African society requires an expansion of the entrepreneurial and self-employment sector and the possibility of the development of small businesses in the creative industries and niche markets, as well as in the performing arts industries. This qualification will provide learners with the necessary skills, knowledge, and technology appropriate for pursuing a career in a chosen area of performing arts practice. The qualification will produce trained performing artists who will contribute meaningfully to economic transformation through their entrepreneurial, creative endeavours. Learners will be equipped with creative and artistic skills and abilities in performing arts such as drama, music, dance, performing arts technology, creativity, research skills, and conceptual and critical thinking. All these contribute to a vocation or career in performing arts that would meet the expectations of the creative industry and society. The qualification has practical, intellectual, educational, and entrepreneurial applications, and develops the learners' abilities to be employed or to work independently in the performing arts discipline or related fields.

    The qualification seeks to address the need to make accessible entry into tertiary study. While the Performing Arts Technologies cut across the traditional qualifications within Science Technology Engineering Math (STEM) disciplines, this qualification provides an alternative route for learners wishing to enter a tertiary learning environment in a discipline that intersects with but does not solely focus on these areas. This qualification includes areas of science, technology, engineering, and mathematics as they apply to performing arts technologies. The qualification will allow learners to excel in these areas and develop basic literacy which can be used when performing arts administration functions. In this way, the integrity of the performing arts is leveraged to provide more sustainable access to tertiary study for learners who may struggle with more traditionally engaged School of Teacher Education (STE) credentials.

    STEM pedagogies support project-based strategies which include collaborative inquiry and learning thus also promoting problem-solving through innovation, creativity, critical thinking, collaboration, and communication are linked to the formation of new knowledge aligned with the institution's Envision 2030 strategies.

    The qualification provides prospective learners with an opportunity to enter tertiary education, with the potential to articulate into Diploma or Bachelor's degree studies, both within the performing arts, and/or into other cognate disciplines such as video technology, and related design-based disciplines. An entrepreneurial spirit is fostered by aspects of the qualification which inculcate responsibility through the learning content on consumer and target market studies, the focus on reliability to complete and deliver a product, responsiveness to change, and access to skills training beyond discipline boundaries, e.g., business planning, quality control and personal management.

    The qualification was designed in consultation with industry stakeholders to address the need for appropriately trained technicians within the performing arts field. The project-based STEM Pedagogy inspired learning inputs to provide the potential for learners to acquire real-time, industry-simulated learning/working engagements which may alleviate the gap in the industry as it exists and thereby address the ever-growing unemployment rate in the country. The qualification aims to equip learners who can contribute entrepreneurial skills to the economy of South Africa through the performing arts, as well as trained performing artists that can contribute meaningfully to economic transformation through their creative endeavours. The study opportunities in the performing arts technology as most performing arts qualifications offered locally tend to focus on performance elements, and thus often neglect the 'behind the scenes' inputs. The qualification, therefore, provides access to this alternative within the broader performing arts fields. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate Vocational (NCV), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement.
    Or
  • Further Education and Training Certificate: Performing Arts, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5 totalling 128 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Cornerstone Project 101, 12 Credits.
  • Theatre Study 1A, 8 Credits.
  • Theatre Study 1B, 8 Credits.
  • Stage Technology 1A, 12 Credits.
  • Stage Technology 1B, 12 Credits.
  • Elements of Theatre Design 1A, 8 Credits.
  • Elements of Theatre Design 1B, 8 Credits.
  • Lighting and Sound: Theory and Practice 1A, 16 credits.
  • Lighting and Sound: Theory and Practice 1B, 20 Credits.
  • Technical Production and Stage Management 1,16 Credits.

    Elective Modules, Level 5, 8 Credits (Select one module from the following options):
  • Information and Communication Technology, 8 Credits.
  • Introduction to Technopreneurship, 8 Credits.
  • The Entrepreneurial Edge, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of theatre terms and technical vocabulary for the theatre.
    2. Demonstrate basic knowledge of theatre histories pertaining to 'entertainment technologies' both locally and globally.
    3. Recognise the role of local and global aesthetics, genres, and styles in relation to theatre design and performing arts technology.
    4. Apply knowledge of theatre technology to a variety of theatrical contexts.
    5. Demonstrate professional work ethic and working practice that aligns with Occupational Health and Safety legislation in the sector.
    6. Work as part of a theatre production crew in a variety of areas including lighting, sound and stage or production management. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply basic theatre terms and technical vocabulary for the technician across performance contexts.
  • Create theatre performances through storytelling and workshop processes.
  • Apply basic knowledge of Project-Based Learning terminology and communicate technical processes and production.
  • Communicate effectively and professionally on and off stage, in written and verbal format.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and apply historical and contemporary theatre technology both locally and globally.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply critical thinking and practical engagements through Project-Based as well as assessment engagements.
  • Identify movements, genres, styles, and trends in Performing Arts in the South African context.
  • Show and rehearse physical techniques necessary for identified performance genres and styles.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply basic knowledge and use of lighting fixtures and theatre PA/Sound set-up in a theatre.
  • Identify and express the essential elements of the theatre movement.
  • Apply the techniques of workshop theatre to create social-themed theatre.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Adhere to occupational health and safety requirements for work as a technical crew member in the entertainment industry.
  • Identify and describe different types of props and costumes and appropriate health and safety requirements.
  • List and explain basic health and safety requirements.
  • Identify contingency plans and basic risk management techniques.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use basic operating skills including calling and taking cues.
  • Apply a basic understanding of sound engineering to set up 'sound' for live performance in a variety of performance spaces.
  • Name the elements of Lighting and Sound equipment and explain their uses.
  • Show how to assist in creating a lighting rig.
  • Explain a lighting plan and assist in hanging and patching lights accordingly.
  • Show how to operate a dimmer board to affect the lighting design during a performance.
  • Explain the sound design and assist in implementing it.
  • Show how to operate the Sound equipment during a performance.

    INTEGRATED ASSESSMENT
    Integrated assessments will combine several different elements and will require learners to bring together different sets of outcomes of learning into a demonstration of applied competence. Integrated assessment will be emphasized in the qualification because it develops the notion of applied competence, which is a central concern of the NQF Level at which this qualification sits. Applied competence will be achieved by combining practical, foundational, and reflective competence.

    Integrated assessments will:
  • Assess several outcomes together using written tests, case study reports and/or assignments/assessments (written, visual, oral, or practical).
  • Assess several assessment criteria together using written tests, case study reports and/or assignments/assessments (written, visual, oral, or practical).
  • Use various assessment methods and instruments to determine whether the achievement of an outcome/s has been attained.

    Assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever so that an integrated approach to assessment is incorporated into the qualification.

    The validity of the assessments will be confirmed through the following strategies:
  • Clarify learning outcomes and their link to specific assessment criteria within an overall assessment strategy.
  • Use a range of assessment methods to ensure that all learning outcomes are assessed.
  • Establish a link between assessments, learning and personal development.

    The reliability of the assessments will be confirmed through the following strategies:
  • Establish clear, common, and manageable assessment criteria appropriate to the level of study and coursework outcomes.
  • Use internal moderators who meet during and after the assessment to compare results.
  • Evaluate the assessment criteria for efficacy and relevance.

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

    Assessment of Project-Based Work Integrated Learning (WIL):
    The project-based learning and applied teaching strategies, promote entrepreneurial and innovative engagement while supporting creativity and adaptability within areas of the performing arts and performing arts technologies via supportive teaching and learning environments that prioritize life-long learning, while pursuing a community of learning and practice through Project-based and applied teaching and learning inputs.

    Since the qualification is developed in relation to applied and practical learning through a Project-Based Learning (PBL) practice, assessments include WIL inputs. These are both formative and summative and follow alignment with continuous assessment strategies. Project-Based Learning assessment parameters are developed in relation to the broad programme outcomes and provide learners opportunities to engage, practically, with the skills that form part of this qualification.

    The project-based learning will be based on campus theatre and laboratory spaces. Assessment in these areas is developed in relation to learner competencies in areas related to the coursework outcomes. An assessment plan will be included in each Study Guide, and these will be specific to each module of the programme. The plan will include an assessment brief, a schedule of the assessments to be undertaken for the learning cycle as well as information pertaining to each assessment's weighting in relation to the overall qualification structure. Resources and support materials will also be included alongside assessment criteria and method(s) for each assessment cycle. Information pertaining to the timing of the assessment will also be given. Assessment of PBL will be governed by the stated learning outcomes of the course.

    Formative Assessments:
    Formative Assessments will be used to support the learner developmentally and to feed back into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning process and learners improve from their areas of difficulty. Continuous/ formative assessments will be provided through:
  • Portfolios and reflective journals.
  • Simulations, including visual engagements.
  • Simulated laboratory assessments and practical workbooks.
  • Peer group presentation and evaluation.
  • Competency evaluations of 'laboratory' (theatrical/technical) skills.
  • Face-to-face contact with learners.

    Summative Assessment:
    For summative assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures. For summative assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures. Academic staff who teach a course/module are responsible for designing, implementing, and marking both formative and summative learner assessments, recording results and for feedback to learners. Summative assessments will be provided through:
  • Project-Based Work Integrated Learning.
  • Written assignments.
  • Written/Oral tests.
  • Case studies and case presentations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered.

    Country: Canada
    Institution: Douglas College
    Qualification Title: Certificate in Performing and Fine Arts
    Credits: 30
    Duration: Two semesters, full time
    Entry Requirements:
  • BC secondary school graduation or the equivalent in another school system.

    Purpose:
    The one-year Performing, and Fine Arts (PFA) Certificate offers an academic introduction to a variety of arts and cultural topics with some performance options for those learners interested in pursuing them. The purpose of the PFA Certificate is to build culturally literate citizens and active supporters of the arts.

    Similarities:
  • The Douglas College (DC) and the South African (SA) qualifications are offered over a period of one year full-time.
  • Both qualifications require applicants who hold the secondary school qualification or equivalent qualification.
  • Both qualifications are ideal for learners coming directly out of high school with an interest in the Performing Arts, or mature learners returning for enrichment or a new career direction.
  • Both qualifications consist of compulsory and elective modules.

    Similar Modules
  • Production Techniques and Stage Management are comparable to Technical Production and Stage Management in SA qualification.
  • History of Theatre is comparable to Theatre Study in SA qualification.
  • Professional Communication for Arts Entrepreneurs is comparable to Introduction to Technopreneurship and The Entrepreneurial Edge in SA qualification.
  • Acting for the Stage, Set Painting, Introduction to Costume, Drafting for Stage and Introduction to Acting are compared to Stage Technology in SA qualification.
  • Set Construction and Stage Lighting are compared to Lighting and Sound: Theory and Practice in SA qualification.

    Differences:
    The DC qualification is weighted 30 credits whereas the SA qualification has 128 credits.

    Country: Republic of Benin
    Institutions: University of Benin
    Qualification Title: Bachelor of Arts
    Duration: 4 years
    Credits: 120
    Entry requirements:
    Obtained at least five (5) credit passes at GCE O/L, SSCE, NECO, or their equivalent.

    Similarities:
  • The University of Benin (UniBn) and the South African (SA) qualifications are weighted 120 credits.
  • Both qualifications require completion of the secondary school qualification.
  • The SA qualification is comparable in-so-far as the inputs relating to technical theatre relate to both theory and project-based practices, however, the degree course offered at the University of Benin does not have a focus on 'performing arts technology' which is what the SA qualification seeks to offer.

    Similar Modules:
  • Drama
  • Theatre Management
  • Technical Theatre
  • Dance
  • Acting
  • Directing
  • Media Arts
  • Music

    Differences:
    The South African (SA) qualification offers an entry-level one-year certificate course that focuses on Performing Arts Technologies whereas the UniBn qualification is offered over a period of four years of full-time study.

    Countries: United States of America
    Institutions: Rochester Institute of Technology
    Qualification Title: Certificate in Performing Arts
    Entry requirements:
    Applicants for the performing arts certificate must be learners in good standing in an undergraduate program at RIT or hold an undergraduate degree from RIT.

    Purpose:
    The performing arts certificate program offers deaf and hard-of-hearing learners the opportunity to develop knowledge of standard theatrical operating procedures as well as principles and practices of theatre accessibility for deaf people. Learners completing this certificate often go on to work in professional and community theatre. The qualification is intended for learners who wish to pursue further education in the performing arts.

    Similarities:
    The Rochester Institute of Technology (RIT) and the South African qualifications both provide a solid foundation for those who wish to pursue further education in the performing arts.

    Similar Modules:
  • Theatre Practicum is comparable to Elements of Theatre Design and Theatre Study in SA qualification.
  • Introduction to Performing Arts is comparable to Theatre Study in SA qualification.
  • Appreciation of Media in Performance is comparable to Theatre Study in SA qualification.
  • Independent Study: Performing Arts is comparable to Cornerstone Project and Theatre Study in SA qualification.
  • Appreciation of Theatrical Design is comparable to Elements of Theatre Design and Theatre Study in SA qualification.
  • Introduction to Stagecraft, Stage Makeup and Appreciation of Theatrical Costumes are comparable to Technical Production and Stage Management in SA qualification.
  • Appreciation of Theatrical Scenery is comparable to Lighting and Sound: Theory and Practice in SA qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Higher Certificate in Performing Arts, NQF Level 5.
  • Higher Certificate in Conceptual Art, NQF Level 5.
  • Higher Certificate in Film and TV Make-up Design, NQF Level 5.
  • Higher Certificate in Sound Production, NQF Level 5.
  • Higher Certificate inputs at Academy of Sound Engineering, NQF Level 5.
  • Higher Certificate in Audio Technology, NQF Level 5.
  • Higher Certificate in Events Management, NQF Level 5.
  • Higher Certificate in Acting for Film, NQF Level 5.
  • National Certificate in Sound Technology, NQF Level 5.

    Vertical Articulation:
  • Diploma in Performing Arts, NQF Level 6.
  • Diploma in Performing Arts in Dance, NQF Level 6.
  • Diploma in Performing Arts in Musical Theatre, NQF Level 6.
  • Diploma in Drama, NQF Level 6.
  • Bachelor of Applied Arts in Screen Arts Technology, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Durban University of Technology 


    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.