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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Performing Arts 
SAQA QUAL ID QUALIFICATION TITLE
110859  Advanced Diploma in Performing Arts 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  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 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-08  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72442  Bachelor of Technology: Performing Arts Technology  Level 7  Level N/A: Pre-2009 was L7  480  Complete 
99172  Bachelor of Technology: Vocal Art  Level 7  Level TBA: Pre-2009 was L7  480  Complete 
72384  Bachelor of Technology: Dance  Level 7  Level N/A: Pre-2009 was L7  480  Complete 
72382  Bachelor of Technology: Cost and Management Accounting  Level 7  Level N/A: Pre-2009 was L7  480  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The Advanced Diploma in Performing Arts will allow graduates access into the different areas of the performing arts offering opportunities to develop further inter-and multi-disciplinary skills, as well as fundamental research skills through the three core modules, and be able to specialise further within the elective disciplines of Dance; Music; Theatre Arts and Design through the electives within the discipline streams. Each of these streams offers opportunities for the vocational training for theatre artists, technical theatre designers, musicians, dancers and vocal artists. These learners will be provided with complex and more specialised skills in comparison with the holders of the Diploma in Performing Arts and Diplomas in cognate fields.

Within the elective streams of the Advanced Diploma, discipline specificity is underpinned by greater theoretical rigour as well as the development of practical skills. The design of the curriculum maintains an appropriate balance of theoretical, practical and simulated immersive and embodied knowledge and skills. Although this qualification will allow scope for more in-depth specialisation, it is nevertheless underpinned by the same inter-and multi-disciplinary pragmatic approach introduced at the level of the Advanced Diploma in line with the multi-skilled nature of the performing arts in South Africa.

The qualification consists of three core modules (20 Credits each) which will address inter-and multi-disciplinarity of the performing arts qualification. In addition, learners will specialise in one of three elective disciplinary specific streams namely Dance, Theatre Arts and Design, or Music. Within each elective stream, learners will be required to do the compulsory simulated Work Integrated Learning (WIL) module for 30 Credits, as well as select one elective module (30 Credits) within the elective stream in order to promote specialisation at this level.

Further, this qualification will provide learners with the necessary complex and relevant skills, knowledge and technology appropriate for pursuing a career in a discipline specific performing arts practice.

Finally, the Advanced Diploma in Performing Arts will provide learners with a unique interdisciplinary qualification, which combines specialised and vocational, and research based training in the performing arts.

Rationale:
The Performing Arts has a significant focus within both the creative and cultural industries in South Africa. The South African Performing Arts industry has been exulted within these industries and deemed to contribute immensely to the socio-economic growth of the country. Currently within the Performing Arts cluster of departments at the institution, there are qualifications offering independent qualifications-in dance, drama, performing arts technology, music, vocal art, and musical theatre. The revised Advanced Diploma in Performing Arts cuts across the current Bachelor of Technology (BTech) undergraduate qualifications, to consolidate them into one new multi-disciplinary offering: Advanced Diploma in Performing Arts.

The Arts faculty has come to realise the challenge of over-specialisation and duplication across the three existing departments comprising the performing arts cluster. The qualification aims to address that anomaly by collapsing all the qualifications currently on offer into one coalesced qualification, which will afford learners more options across the disciplines within performing arts.

The primary reason for the realignment of the qualifications is to offer an inter-and multi-disciplinary qualification in order to strengthen the professional vocational learning community. Qualifications of this multi-disciplinary nature meet the needs of the South African creative industries as identified by the National Department of Arts and Culture. Further, the focus on multi-disciplinarity strives to offer: collective enquiry that builds on shared inherent and inherited knowledge and reflective practice; and is result-driven towards utilising the evidence of learning to inform and improve practice through multiple skillsets and innovation.

The faculty is also addressing the national need for redress in Higher Education (HE) qualification offerings and therefore emphasis has been given to the Africanisation and decolonial agendas. In addition, the global trends in performing arts increasingly require graduates who are skilled in a specific area but versatile and cognisant of other aspects of the performing arts.

The qualification has been compared with, and is compatible with, international standards in arts education. The development of creative practitioners in this manner is unique within the South African national higher education landscape. This uniqueness offers learners the opportunity to take modules from the compulsory generic perspective, which inculcates an interdisciplinary learning towards multi-disciplinarity; as well as to concentrate in the specific disciplines of Dance, Music, or Theatre Arts and Design. Within these streamed disciplinary focussed areas, further compulsory and elective subjects are offered.
Articulation from a Diploma in Performing Arts (Drama, Dance, Music, Vocal Art, Musical Theatre or a cognate field of study) to the Advanced Diploma in Performing Arts offers strong emphasis towards vocational and professional preparation that strengthens and deepens disciplinary knowledge, within a multi- and disciplinary framework. Further articulation upwards into Postgraduate qualifications such as, a Postgraduate Diploma, Bachelor of Arts, Masters and Doctorate, will promote Performing Arts inter-and multi-disciplinary and applied research training towards careers in the Creative Industries, professional practice as well as academia.

Upon completing the qualification, graduates of the qualification will contribute to an expansion in formal employment, entrepreneurship and the self-employment sector within the performing arts industry in South Africa and abroad. This will greatly expand possibilities for the development of small businesses in the creative industries and relevant niche markets, as well as in the existing performing arts and entertainment industries.

The Advanced Diploma qualification will impart vocational, practical and research-based skills that will develop the learners' ability to work in formal employment or to work independently as entrepreneurs in the performing arts disciplines or related fields. Graduates of this qualification will be able to contribute to the creative industries economy of South Africa as multi-skilled, well-trained practitioners within the performing arts. They will also be able to contribute meaningfully to the economic transformation of South Africa through their entrepreneurial, innovation, and creative endeavours. All this will be underpinned by a focus on creativity, and scholarly enquiry; as well as conceptual and critical thinking. This will help to contribute towards advanced vocational careers in the performing arts that meet the expectations of society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The structure of this qualification makes Recognition of Prior Learning (RPL) possible. This qualification may therefore be achieved in part or completely through the RPL learning, which includes formal, informal and non-formal learning and work experience. RPL follows the institution's policy and procedures, and is implemented accordingly by means of the integrated assessment.

Learners will be informed regarding the RPL processes as well as will be provided with support and guidance. Care is ensured that the mechanism used provides the learner with an opportunity to demonstrate competence and is not as onerous as to prevent a learner from taking up the RPL option towards gaining a qualification or as an entrance assessment. If the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit for this qualification the appropriate credits will be assigned to the learner.

Entry Requirements:
The minimum entry requirements for this qualification is:
  • A Diploma in Performing Arts, NQF Level 6 majoring in Dance, Music, Drama and Performing Arts Technology.
  • A Three-year National Diploma in Drama, NQF Level 6.
  • National Diploma in Performing Arts Technology, NQF Level 6.
  • National Diploma in Dance, NQF Level 6.
  • National Diploma in Musical Theatre, NQF Level 6.
  • National Diploma in Vocal Art, NQF Level 6.
  • National Diploma in Music, NQF Level 6.
  • An appropriate Bachelor's Degree (Performing Arts), NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

    Compulsory Modules, 90 Credits:
  • Creative Industries III, 20 Credits.
  • Research Methods: Fundamentals I, 20 Credits.
  • Multi-disciplinary Professional Practice II, 20 Credits.
  • Work-Integrated Learning (WIL) Production III, 30 Credits.

    Elective Modules, 30 Credits (Choose one module from any of the disciplines listed below):
    Dance:
  • Performance and Dance Techniques III, 30 Credits.
  • Discipline Elective: Choreography and Studio Practice III, 30 Credits.

    Theatre Arts and Design:
  • Theatre Design and Implementation III, 30 Credits.
  • Theatre Technique: Construction and Execution III, 30 Credits.
  • Acting Techniques III, 30 Credits.
  • Theatre for Community Engagement III, 30 Credits.
  • Advanced Directing III, 30 Credits.
  • Applied Voice and Media Performance III, 30 Credits.
  • Musical Theatre III, 30 Credits.
  • Applied Physical Theatre Making III, 30 Credits.
  • Advanced Scriptwriting III, 30 Credits.

    Music:
  • Jazz Studies III, 30 Credits.
  • Voice and Practical Musicianship III, 30 Credits.
  • Choral Studies and Conducting III, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge of central areas and detailed knowledge of specialised areas within the Africanisation of performing arts and creative industries contexts, towards understanding and evaluating types of knowledge as related and contested.
    2. Apply discipline specificity, or inter-and multi-disciplinary application towards identifying, analysing, evaluating, and addressing complex problems within the performing arts and creative industries through applied evidence-based solutions and theory driven arguments.
    3. Develop appropriate processes of information gathering and independently validate sources of information towards effective data management within the Performing Arts.
    4. Develop and communicate individual ideas and opinions through well-formed arguments using appropriate academic, professional or occupational discourse within the Africanisation of discipline specificity or inter- and multi-disciplinary performing arts context.
    5. Identify, evaluate and address the learning needs of self and facilitate collaborative learning processes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The history and philosophy of research are investigated and implemented in performing and creative industry context.
  • The research process is interrogated and interpreted within the Africanisation and creative industries context.
  • Ways of reasoning, both ordinary and scientific, are examined and established within the Africanisation and creative industries context.
  • Types of research, including but not limited to qualitative, quantitative and practice-led research, are interrogated and indicated.
  • Ethics in research are scrutinised and demonstrated.
  • The fundamental requirements for compiling a research proposal are interrogated and signified.
  • The fundamental requirements for writing a dissertation/thesis are explored and substantiated in performing arts context.
  • Critical writing skills are scrutinised and demonstrated.
  • African and Western philosophies pertaining to dance choreography within a South African setting are interrogated and discussed.
  • African and Western philosophies pertaining to studio practice within a South African setting are interrogated and discussed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Research on interpretive understanding and problem analysis of Performance and Dance Technique theories are applied.
  • Detailed knowledge, techniques and applications within the paradigms of the children's choir, the small vocal ensemble as well as the female and male voice groupings respectively are demonstrated within the performing arts and creative industries.
  • Knowledge and understanding of vocal techniques as well as the use of appropriate methods and techniques of singing are demonstrated.
  • Complex problems within the sphere of musical interpretation as well as integrate detailed knowledge with regards to all musical and performance aspects including but not limited to style, language, interpretation and characterisation are formulated, undertaken and resolved.
  • A performance that displays an acting range that spans various styles and media with specific focus on assimilating and embodying relevant acting theory, and exploring text-based and performative aspects of acting is created and prepared.
  • Theory to practice of a selected directing style is linked, through creating an in-class directing application towards critically evaluating their vocational aptitude and a quality theatre is produced.
  • A short multi-lingual script that applies language varieties reflective of society and symbolic of the diversity issues it raises is produced.
  • A knowledge and understanding of expressionism, abstract expressionism and minimalism in somatic performance is skillfully applied.
  • Complex theoretical knowledge, analyses and understanding of stylised musical theatre performance is interrogated and established.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A business plan proposal towards creating a creative enterprise based in cultural economics is implemented.
  • Knowledge and understanding of music nationalism within the Western and African choral music genre is established.
  • Existing South African repertoire based on Mahubo, Ingoma and Afrikaans traditional folk melodies are investigated and studied.
  • Techniques and methods of identifying traditional South African folk melodies existing within the oral tradition are clearly demonstrated.
  • Appropriate and applicable methods of documentation - techniques and systems are established and applied within the performing arts context.
  • Knowledge, understanding and skill, of themes, methodologies and practices within the South African and contemporary music composition context are demonstrated.
  • Knowledge and skill in arranging techniques for Jazz ensemble as applied in African and American Jazz, as well as contemporary genres are demonstrated.
  • Information culminating in the writing of a formal essay are collected, analysed and critically evaluated.
  • The archiving of all the relevant production information applicable to a live theatrical event (this includes storyboards, sourcing methods, conceptual theatre design and implementation plans and schedules, scripts and ques) are compiled.
  • Practical implementation processes are recorded and summarised.
  • Digital reports are compiled, presented and submitted.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Developing a proposal to enhance the cultural economics of an African community, are discussed, conceptualised and strategised.
  • The social, artistic and economic relevance of the performing arts professional practice are articulated through investigative and comparative information gathering and academic discourse.
  • Insight, knowledge and understanding of multi-disciplinary professional practice are demonstrated through the application of complex problem-solving skills aligned to the performing arts.
  • Internationally competitive products within the technology sphere, ranging from film music to synthesis techniques are produced.
  • A short script adapted from a source work that could include folklore, stories, prose and classical works are produced.
  • An application of musical theatre composition: through theoretical knowledge, analytical and practical complex execution of styles (both Western and African) and musical staging requirements are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Personal abilities and explicit role within a multi-disciplinary production team and action key responsibilities are identified and implemented.
  • Primary industry trends within the performing arts are investigated and understood.
  • The development of individual skills and personal relevance in the discipline and industry are reflected on and displayed.
  • The respective technical roles of the cast and crew are understood and implemented.
  • The successful understanding of role/position in the simulated professional theatre environment are demonstrated.
  • Core safety elements during production are demonstrated through awareness and appropriate conduct.
  • Knowledge of physical and technical theatre aspects are applied.
  • Theatre ethics and etiquette are cultivated and awareness is demonstrated.
  • Ensemble work and interaction in a group situation are understood and applied within the performing arts context.
  • Exploring communication with an audience is demonstrated.
  • Principles of self-directed learning, where each learner will be required to create and implement a personal development plan in conjunction with their respective lecturer within their elective discipline will be demonstrated and applied.
  • Deepening of knowledge and understanding towards systematic improvement of skills and application within the professional performance environment is developed.
  • Technical facility and fluidity on the learner's instrument as well as application of authentic improvisational techniques that meet the requirements of a specific niche in the industry is demonstrated according to a given criteria.
  • Professional Performance Practice is interrogated and demonstrated.
  • Through collaborative learning processes, critical evaluation of own performances and those of others are examined and established.
  • Self-reflection that clearly states strengths and gaps connected to embodied and immersive explorations and theory are articulated and applied.
  • A deepened level of insight and awareness around the actor's creative process is articulated.
  • Self-awareness that is expressed and connected to relevant theory, technique and industry demands is demonstrated.
  • Artistically conceptualising and translating a play from page to stage in the form of a mini production towards effectively facilitating actors, crew and mise-en-scene is demonstrated.
  • Vocal branding is explored and applied to personal skills in order to define a 'personal vocal brand'.
  • Group collaboration towards co-creating a theatre intervention plan for a project within the broader university community that is indicative of: needs analysis, applied technique in practice, and diversity sensitive interactions are designed, executed and reflected upon.

    Integrated Assessment:
    The method of assessment for all modules within this qualification is examinable. This is reflected in accordance to the institution's assessment policy definitions, where one module within this qualification is a Theoretical Assessment, and all others are Practical Evaluations.

    The Advanced Diploma in Performing Arts qualification predominantly favours reflective, reflexive and applied enquiry towards learning. The ratio of experiential and praxis-oriented assessments ensures that every module is incorporating a practical application underpinned by theoretical investigation/enquiry. Further, the assessments reflect the multimodal and experiential learning modes applied within the qualification.

    To ensure that the purpose of the qualification is achieved, the types of integrated assessment will be formative and summative assessments of the respective modules in the qualification. These are determined by specific criteria appropriate to the module, as well as to National Qualifications Framework (NQF) Level 7 Descriptors, to ensure that the purpose of the qualification is achieved. This Integrated Assessment approach will ensure the validity and reliability of the process. Outcomes and assessment criteria will be communicated to learners in writing in the study guides, detailed project briefs, as well as verbally in class. Further, this Integrated Assessment approach will ensure the validity and reliability of the process.

    All assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learners are disadvantaged in any way.

    Formative Assessments include feedback discussions in class to clarify and promote continued self-awareness and development. The lecturer, the peer group, as well as the individual will do baseline and observation assessment on a continual basis. Each learner will be required to journal their project planning and developmental processes, and will have the opportunity to discuss their work in class to discover where more research is needed and to resolve any technical/interpretative difficulties that may arise. All assessments will be followed by critical discussion based on the marking rubric and includes self-feedback.

    For Summative Assessments a detailed and discipline specific rubric will be utilised.
    As a compulsory component within the discipline electives, Work Integrated Learning in this qualification is through simulation and experiential learning and applied to performance and productions.

    The following assessment methods will be used in this learning qualification:
  • Practical Evaluation.
  • Applied Assignment.
  • Applied Collaborative Assignment.
  • Critical discussion and comparison.
  • Journaling.
  • Peer-group and individual discussions.
  • Personal Development Plan.
  • Practical application.
  • Practical performance demonstration.
  • Practical peer-collaborative performance assessments.
  • Presentations.
  • Projects.
  • Reflective Essay.
  • Theoretical Assessment.
  • Applied Assignments.
  • Collaborative assignments.
  • Written assessments.
  • Written assignment.
  • Written Examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    The purpose is to ensure that the qualification/s and training offered in South Africa is internationally comparable. The Advanced Diploma in Performing Arts has been compared international qualifications from the following institutions:

    University of Ibadan, Ibadan, Nigeria: The department of Theatre Arts at the University of Ibadan offers a Bachelor of Arts qualification in Theatre Arts. This qualification examines the roles of the producer, playwright, director, actor, and designer in the collaborative process of theatre making. It further focuses on aesthetic decision-making based on analysis and interpretation of play texts. Similar to the Advanced Diploma in Performing Arts, the qualification also introduces the behind-the-scenes elements of a theatre production through both theory and stage crew experiences.
    The main difference between the two qualifications are that the BA Theatre Arts at Ibadan also teaches movie making and movie directing whereas in this qualification these specialisations lie within the Film module, and that the Advanced Diploma in Performing Arts also provides for a discipline focus in the areas of Dance and Music.

    University of Ghana, Legon, Ghana: offers a Bachelor of Arts degree in Theatre Arts, Dance and Music respectively. In all three areas, the focus is placed on African content and related fields. Modules in Music of Africa (Theory and Practicals) especially focus on Ghanaian/African Popular Music, Musical Cultures of the World and Music in African Cultures, and practicals in Ghanaian Drums, Xylophone and African Ensemble. This is similar to the Advanced Diploma in Performing Arts where the emphasis is broadened to the notation, composition and performance of original African and South African indigenous music. Establishing knowledge and understanding of music nationalism within the Western and African choral music genre, the South African repertoire is based on Mahubo, Ingoma and Afrikaans traditional folk melodies as well as techniques and methods of identifying traditional South African folk melodies existing within the oral tradition. Similar to the Advanced Diploma in Performing Arts, the BA (Theatre Arts) and BA (Dance) qualifications at the University of Ghana prepares learners for a multi-disciplinary postgraduate qualification Master of Philosophy (M.Phil) in either Theatre Arts or Dance Studies. Collaboration between the two disciplines provides an opportunity for a variety of potential focus areas that include Playwriting, Theatre for Development, Directing, Drama in Education, Stage Design, Theatre Criticism, Costume Construction, Choreography, Dance in Education and Dance Ethnology. This compares to the aim of the Advanced Diploma in Performing Arts to prepare students for multi-disciplinary postgraduate studies within the performing arts.

    Guildhall School of Music and Drama, London, United Kingdom: Its qualification is comparable to the Advanced Diploma in Performing Arts in that it specialises in performance and creative enterprise, technical theatre, performance, opera making and writing, actor training, and music performance. Similar to the Advanced Diploma in Performing Arts (Music), the Guildhall School of Music and Drama's Bachelor of Music (BMus) qualification is centred on world-leading one-to-one tuition for performers, composers and electronic musicians in which the principal aim is to develop the learner's ability as practical musicians. Learners are additionally provided with the opportunity to work creatively with others, whilst having sufficient time for self-study and individual development. Similar to the Advanced Diploma in Performing Arts, time allocation in the Bachelor of Acting (BA(Acting)) qualification is divided between classwork and rehearsal projects. Both classwork and rehearsal projects focus on developing and integrating four main areas of study namely acting, voice, movement and playtexts. The BA (Acting) qualification also includes stagecraft, improvisation, games and storytelling, mime, circus and physical theatre. The Advanced Diploma in Performing Arts also includes stagecraft and physical theatre. Voice studies in the BA (Acting) programme cover voice and speech classes, poetry and prose, singing, phonetics, dialects and a great deal of work on language, including Shakespeare, whereas the Advanced Diploma in Performing Arts emphasises voice studies towards voice-over work as well as African poetry, prose, singing, dialects and languages.

    University of Wollongong, New South Wales, Australia: offers a Bachelor of Performance and Theatre that allows learners to specialise in either Acting or Theatre Making. The qualification, with its intensive focus on practical work, prepares the learner for a career in the performing arts as well as the broader creative industries. Core modules include the history and theory of theatre as well as professional practice. Learners are allowed to take minors in related subjects such as stage management, sound and lighting design, creative writing, audio production or media arts. Learners produce and perform in their own productions in order to gain industry-relevant experience. The structure of this qualification strongly aligns with the Advanced Diploma in Performing Arts (where the core subjects are focused on the creative industries and professional practise, while the discipline electives allows the student to specialise in either acting or the technical aspects of theatre making. Learners also produce and perform their own productions towards simulated industry-relevant experience. The Bachelor of Creative Arts (Music) prepares learners for the rapidly changing and evolving creative industries. Studies are focused across three interrelated areas: music studio, audio production and critical studies in music and includes instrumental or vocal performance, composition, music production and recording, history and theory. Similar to the Advanced Diploma in Performing Arts, learners are guided to develop their own individuality through various creative processes, working both independently and with staff and students from other creative disciplines. The focus areas align where instrumental and vocal training is concerned, as well as composition and music production in the Jazz specialisation within the Music stream of the Advanced Diploma in Performing Arts are addressed through the module Research: Fundamentals. 

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

    Horizontal Articulation:
  • Bachelor of Performing Arts, NQF Level 7.
  • Bachelor of Dramatic Arts, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Performing Arts, NQF Level 8.
  • Bachelor of Arts Honours in Dramatic Arts, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Tshwane University of Technology (TUT) 


    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.