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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Diploma: Music 
SAQA QUAL ID QUALIFICATION TITLE
59589  National Diploma: Music 
ORIGINATOR
SGB Music 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  SFAP - Sub-framework Assignment Pending 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2026-06-30  

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 broad purpose of this qualification is to afford the qualifying learner with the opportunity for personal development and growth. It will ensure the development of qualifying learners who are able to function within cultural diversity and the context of the African renaissance.

This qualification will also provide an entry-level qualification for those learners who may wish to pursue music as a career. The qualification will develop the learner's practical skills, theoretical knowledge and appropriate attitudes within the music sector. It will also lead to the development of entrepreneurial initiatives. The achievement of this qualification will develop an awareness of ethics within the broad music industry and ensure self-management and leadership skills.

The qualifying learner will be able to:
  • Demonstrate music knowledge within diverse contexts.
  • Demonstrate music literacy, listening and aural abilities.
  • Apply music entrepreneurship and leadership skills.
  • Demonstrate skills in performing and improvising within a chosen musical context.
  • Apply knowledge and skills of music technology.
  • Demonstrate knowledge and skills in composing and arranging music.
  • Understand the importance of ethical behaviour within the music profession.

    Rationale:

    This qualification is aimed at learners who are keen to explore music at a more advanced level than NQF Level 4. Learners may be employed or unemployed, adults, those searching career options, practitioners who are not necessarily musically qualified, qualified music practitioners who wish to explore other aspects of music and learners who require a broad musical knowledge.

    While these learners may or may not wish to pursue music as a career, this qualification will also enable learners to understand and appreciate aspects of musical diversity and plurality within the context of the African renaissance.

    A need for this qualification has been established in both the retail and wholesale markets. Only a small percentage, previously and currently, of the population has access to music education in the higher education and training band of the National Qualifications Framework, and this qualification will assist in addressing this need. The economic impact of music has been well researched and proved internationally and many career opportunities are available.

    There are currently numerous music qualifications registered at NQF Level 5, indicating a previously identified necessity for a specific generic qualification. This qualification will provide a foundation for further learning and may form the basis for incremental development and progression to NQF Level 6 and beyond. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication at NQF Level 4 or equivalent.
  • Mathematical Literacy at NQF Level 4 or equivalent.
  • Computer literacy at NQF Level 3 or equivalent.
  • Music literacy at NQF Level 3 or equivalent.
  • Music performance at NQF Level 3 or equivalent.

    Recognition of Prior Learning:

    The qualification can be obtained in whole or in part through RPL.

    Access to Qualification:

    Access is open to learners with an FETC or equivalent NQF Level 4 qualification. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
  • All fundamental Unit Standards credits totalling 90 are compulsory.
  • All core Unit Standards credits totalling 116 are compulsory.
  • Learners are to choose elective Unit Standards credits totalling a minimum of 34 credits.

    The minimum total credits for this qualification is 240. 

  • EXIT LEVEL OUTCOMES 
    1. Demonstrate music knowledge within a variety of socio-cultural, historical and political contexts.

    2. Demonstrate listening and aural abilities.

    3. Apply knowledge of the South African music industry to music entrepreneurship and leadership.

    4. Demonstrate skills in performing and improvising within a chosen context.

    5. Apply knowledge and skills of music technology.

    6. Demonstrate knowledge and skills in composition and arrangement.

    7. Understand the importance of ethical behaviour within the music profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:

    1.1 Various types of world music are differentiated in terms of uses and stylistic characteristics by applying music listening and analysis skills.
    1.2 Various types of regional and world music are analysed in relation to their social, cultural, historical and economic contexts.
    1.3 South African twentieth-century musics and the contributing composers and performers are analysed in terms of their origins, social functions and stylistic characteristics.
    1.4 European art tradition music styles are contextualised in terms of their historical and social contexts.

    Assessment Criteria for Exit Level Outcome 2:

    2.1 Recognition, identification, performance and notation of all intervals between a perfect unison and a perfect 11th are demonstrated in an appropriate vocal range.
    2.2 Recognition, identification, performance and notation of all quartads are demonstrated in root position and inversions and close structure.
    2.3 Identification of diatonic quartads is demonstrated in harmonic progressions.
    2.4 Sight-singing of a non-modulating 8-bar melody in a major or minor key or a mode is demonstrated using note values not smaller than quavers.
    2.5 Writing from dictation of a non-modulating 8-bar melody in a major or minor key or a mode is demonstrated using note values not smaller than quavers.
    2.6 Clapping of an 8-bar rhythmic pattern is demonstrated using note values not smaller than semiquavers, including triplets, sextuplets and syncopated patterns.
    2.7 Notation of an 8-bar rhythmic pattern is demonstrated using note values not smaller than semiquavers, including triplets, sextuplets and syncopated patterns.
    2.8 Identification of phrase structure is demonstrated using compositional techniques including repetition, sequence and cadential progressions.

    Assessment Criteria for Exit Level Outcome 3:

    3.1 Business communication channels are used to conduct written and verbal communication in terms of organisational procedures.
    3.2 Information from a variety of sources is located, presented and acknowledged in response to an identified organisational need.
    3.3 The structure of the music industry is described in relation to the roles and functions of the various role-players.
    3.4 Standard contracts are evaluated using examples and licensing is explained in relation to its purpose in the music industry.
    3.5 Marketing and distribution are explained according to standard music industry practice.
    3.6 Occupational health, safety and environmental legislation is explained in relation to the music industry.
    3.7 The principles and implications of copyright law are explained according to standard music industry practice.

    Assessment Criteria for Exit Level Outcome 4:

    4.1 Music of a selected style is performed in accordance with generally accepted music practice.
    4.2 Technical exercises are played in accordance with generally accepted music practice.
    4.3 Improvisational competence is demonstrated as appropriate to the chosen musical style and musical instrument.
    4.4 Sight reading skills on the chosen instrument are demonstrated in relation to notation, tempo, phrasing and expression of performance.

    Assessment Criteria for Exit Level Outcome 5:

    5.1 Available literature on the history, characteristics and function of music technology is investigated in relation to current practices.
    5.2 Various software and hardware systems are applied to create music.
    5.3 Changing trends in digital technology are identified in relation to music.
    5.4 Copyright legislation is interpreted as it is applicable to the use of music technology.
    5.5 Music is arranged, performed and recorded on a digital instrument and a computer.
    5.6 Audio and audio-visual files are created in various formats.

    Assessment Criteria for Exit Level Outcome 6:

    6.1 The effective notation of creative ideas allowing for accurate interpretation is demonstrated in accordance with established music practice.
    6.2 The developing of musical ideas with an awareness of the appropriate vocabulary of a given style is demonstrated in accordance with established music practice.
    6.3 The writing of original music which reflects an understanding of musical structure and an appropriate awareness of style is demonstrated in accordance with established music practice.
    6.4 The writing of music for the advertising industry is demonstrated according to an analysis of the intended function, objectives and effects of the music within industry standards and with due regard for budget where applicable.
    6.5 The rewriting of music in a given format in a new format with identifiable links to the original for a specified combination of instruments is demonstrated in accordance with established music standards.
    6.6 The selection and application of technology appropriate to the music created is demonstrated according to the required context, function and objectives of the musical work.

    Assessment Criteria for Exit Level Outcome 7:

    7.1 Philosophical reflection on moral beliefs and practices, confirming the right to freedom of enquiry and communication.
    7.2 Accepting responsibility inherent in such freedom is demonstrated in terms of competency, objectivity, consistency, integrity and continual concern for the best interests of society and the music profession.
    7.3 The development of a moral conscience is demonstrated in relation to moral action, professional conduct and personal integrity.
    7.4 Ethical practices and values in conducting business as a music professional is demonstrated according to established music practice using case studies that highlight best ethical practices in the music profession.
    7.6 A Code of Conduct for professional musicians, which includes relationships with all stakeholders (eg clients, students, colleagues, employers, community/public) is developed according to best 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 exit level outcomes 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. It is recommended that the learner will be able to demonstrate competence by having a section of musicians for assessment purposes.

    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.

    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 
    Introduction:

    There is a wide range of Music Diplomas available at reputable institutions in many countries worldwide.This wide range reflects the diverse nature of the music industry and the knowledge and skills required by music industry practitioners.

    Following is a list of such available Music Diplomas internationally:
  • Diploma in Community Music leadership.
  • Diploma in Music Science and Acoustics.
  • Diploma in Creative Music technology.
  • Diploma in Music Performance.
  • Diploma in Music Composition.
  • Diploma in Music Facilitating.
  • Diploma in Professional Musical Theatre.
  • Diploma in Music Direction.
  • Diploma in Music production.
  • Diploma in Music leadership.
  • Diploma in Music Practice.
  • Diploma in Music.
  • Diploma in Vocal Music.
  • Diploma in Instrumental Music.
  • Diploma in Light Music.

    Research was conducted to compare this National Diploma in Music Practice at NQF Level 5 with equivalent qualifications from the following countries:
  • Australia, National Training Information Service, www.ntis.gov.au.
  • England, Awarding Body, Edexcel Limited, www. edexcel.org.uk.
  • Canada, Vancouver Community College, www.vcc.bc.ca.
  • India, Saraswati Classical Music institute, New Delhi, www. classicalmusicinstitute.com.
  • Kenya, Kenyatta University, www.ku.ac.ke.
  • United States of America, San Francisco Conservatory of Music, www.sfcm.edu.
  • World Music Foundation, www.musicaid.org/wmf.htm.

    England:

    The National Diploma in Music (500/1359/2) is a vocationally related qualification that is registered by the Qualifications and Curriculum Authority (QCA) in England and the awarding body is Edexcel Limited. Many areas of learning related to the South African qualification is similar to this qualification as can be identified in the list of element below.

    Duration is 1080 guided learning hours comprising the following 17 units of learning:
  • Listening skills for musicians.
  • Music and Society.
  • Planning a music project.
  • The sound and music industry.
  • 0Major music project.
  • Arranging music.
  • Aural perception skills.
  • Composing music.
  • Improvising music.
  • Music performance techniques.
  • Music theory and harmony.
  • Music in the community.
  • Modern music in practice.
  • Classical music in practice.
  • Music performance session styles/music theatre/Pop music practice.

    Canada:

    The Diploma in Music is offered by the Vancouver Community College and extends over two academic years.

    It is also an undergraduate study with many similarities in the learning components to the South African qualification as listed below:
  • Advanced ensemble musicianship.
  • Advanced improvisation.
  • Applied music.
  • Arranging.
  • Basic theory.
  • Classical Piano.
  • Commercial ear training.
  • Composition studies.
  • Electronic music.
  • History and literature of music.
  • Keyboard studies.
  • Performance techniques.
  • Rhythm studies.
  • World music.

    India:

    The Saraswati Classical Musical Institute offers classical music and instrumental music from Primary Level to Doctorate Level, affiliated to a recognised university, Prayag Sangeet Samiti, Allahabad. This institution offers three junior diplomas that are two year courses in vocal music, instrumental music and light music.

    World Music Foundation:

    The World Music Foundation Diploma in Music has been a popular international music qualification for many years. In 2006 the WMF merged with The Music Aid Organization, and from August 2006 this qualification will no longer be widely available to the general public. It will be restricted to those people who are studying at WMF and Music Aid centres and also to members of approved educational and professional associations.

    The Diploma in Music caters for the following music specialties:
  • Instrumental Performance.
  • Vocal Performance.
  • Songwriting.
  • Composition.
  • Production.

    Kenya:

    The Diploma in Music is offered at the School of Humanities and Social Sciences, Kenyatta University is also a two year undergraduate course that comprises the listed learning elements.

    Again, there is a similarity of learning elements in these qualifications.
  • MPE 009: Musicianship Training I.
  • MPE 010: Performance.
  • MAE 013: General Classification of Kenyan song and Dance.
  • MAE 014: General Classification of Traditional Kenyan Music Instruments.
  • MHC 029: Design in Music II.
  • MHC 030: Harmonic Principles II.
  • MPE 010: Performance.
  • MPE 011: Musicianship Training II.
  • MAE 015: Analysis of Traditional Kenyan Songs and Dances.
  • MAE 019: Notation and Transcription of Kenyan Tunes.
  • MHC 031: Computer Aided Composition.
  • MHC 032: History of Western Music II.
  • MPE 013: Introduction to Music for Special Needs.
  • MAE 016: Construction and Handling of Traditional Kenyan Music Instruments.
  • MAE 024: Music and Legal Issues in Kenya.
  • MHC 033: Music Arrangement.
  • MPE 012: Performance Project (2 units).
  • MAE 020: African Music Research Project (2 Units).
  • MHC 034: Composition Project (2 units).

    Australia:

    The following Diploma qualifications are registered with the Australian National Training Authority.
  • Diploma of Music CUS50101.
  • Diploma of Music Industry (Technical Production) CUS50201.
  • Diploma of Music Industry (Business) CUS50301.

    Conclusion:

    At the level of the qualification, the South African National Diploma in Music Practice compares closely with the Australian Diploma of Music.

    The extent of the similarities between these qualifications:
  • NQF compliant.
  • Unit standards/Credits based.
  • Duration of study (2 years).
  • Undergraduate Level.

    The following unit standards of the Australian Diploma in Music (CUS 50101) compare directly in terms of the level of complexity of the underpinning knowledge and the practice and performance.

    This similarity is evident in the elements of learning and assessment statements:
  • CUSSAF02A: Follow health, safety and security procedures in the music industry.
  • CUSMPF14A: Perform accompaniment.
  • CUSMPF16A: Perform improvisation for audience.
  • CUSMGE13A: Apply music knowledge and artistic judgement.
  • CUSMGE04A: Analyse music.
  • CUSMGE07A: Analyse harmony.
  • CUSMCP04A: Compose songs or tunes in a range of styles.
  • CUSMCP06A: Compose music for screen using electronic media.
  • CUSMCP08A: Arrange music for a brief.
  • CUSADM08A: Address copyright requirements.
  • CUSBAD15A: Manage risk and crises for an act or show.
  • CUSLRN01A: Provide musical leadership in performance.
  • CUSADM09A: Address legal and administrative requirements.
  • CUSADM07A: Establish and maintain work and contractual relationships.
  • CUEMAR3A: Undertake marketing activities.

    This National Diploma goes beyond the Australian equivalent in the following learning areas:
  • Diversity.
  • Entrepreneurship.
  • Business communication.
  • Ethics.
  • Event co-ordination. 

  • ARTICULATION OPTIONS 
    The qualification articulates vertically with the following:
  • ID: 13762; Licentiate: Music, Level 6.
  • ID: 5775; Diploma: Music Education, Level 6.
  • ID: 14638; Bachelor of Arts: Music, Level 6.
  • ID: 5345; Bachelor of Musicology, Level 6.

    Examples of horizontal articulation with this Qualification:
  • ID: 14631; Diploma: Music Performance, Level 5.
  • ID: 19687; National Higher Certificate: Performance, Level 5.
  • ID: 14632; Diploma: Community Music: Theatre and Dance, Level 5. 

  • 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 exit level outcomes and critical cross-field outcomes as well as the integrated competence described in the qualification. 

  • 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 or a related qualification in the field of Culture and Arts at a minimum of NQF Level 6 with a minimum of two years experience. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  123551  Apply basic information literacy  Level 4  NQF Level 04 
    Core  120366  Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place  Level 4  NQF Level 04 
    Core  253195  Analyse music  Level 5  Level TBA: Pre-2009 was L5 
    Core  253335  Apply knowledge and skills of music technology  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  253154  Arrange music in a new format  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  10622  Conduct communication within a business environment  Level 5  Level TBA: Pre-2009 was L5 
    Core  253337  Demonstrate an awareness of ethics and professionalism in the music industry in South Africa  Level 5  Level TBA: Pre-2009 was L5 
    Core  253114  Describe the music business in South Africa  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  253338  Perform music  Level 5  Level TBA: Pre-2009 was L5  30 
    Fundamental  253336  Contextualise relationships between music and society  Level 5  Level TBA: Pre-2009 was L5  30 
    Fundamental  253294  Demonstrate musical listening and aural abilities  Level 5  Level TBA: Pre-2009 was L5  30 
    Fundamental  253174  Read and interpret a musical score  Level 5  Level TBA: Pre-2009 was L5  30 
    Elective  242824  Apply leadership concepts in a work context  Level 4  NQF Level 04  12 
    Elective  114598  Demonstrate an understanding of an entrepreneurial profile  Level 4  NQF Level 04 
    Elective  253194  Apply African choral repertoire  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  253340  Apply basic compositional techniques  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  253134  Apply staff notation through South African music  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  120311  Apply visionary leadership to develop strategy  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  253274  Arrange and orchestrate music  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  13482  Co-ordinate an event  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  253214  Create music according to a brief  Level 5  Level TBA: Pre-2009 was L5 
    Elective  253234  Create original music compositions  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5 
    Elective  252043  Manage a diverse work force to add value  Level 5  Level TBA: Pre-2009 was L5 
    Elective  252025  Monitor, assess and manage risk  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115835  Operate in a professional manner utilising trouble shooting techniques while applying creative thinking processes  Level 5  Level TBA: Pre-2009 was L5 
    Elective  253215  Practice choral music  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  253254  Write original music  Level 5  Level TBA: Pre-2009 was L5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary
    NQF Sub-Framework
    62020  Diploma in Music  University of the Free State  Level 5  Level N/A: Pre-2009 was L5  240     CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    62020  Diploma in Music  University of the Free State  



    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.