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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Music 
SAQA QUAL ID QUALIFICATION TITLE
125900  Higher Certificate in Music 
ORIGINATOR
University of South Africa 
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  Music 
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
Registered  EXCO 0940/26  2026-06-02  2029-06-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-06-02   2033-06-02  

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 purpose of the Higher Certificate in Music qualification as an entry-level higher education is to provide learners with both vocational, industry-focused competencies and introductory knowledge, cognitive and conceptual tools, and practical techniques in music pedagogy. The qualifying learner will be able to demonstrate understanding of the general principles, theory of music, and its practical application in various contexts.

This qualification will have a national reach in terms of training cohorts of amateur music artists and untrained music teachers to assist the needs of the industry and the country in dire need of qualified and quality music practitioners and teachers.

Upon completion of this qualification, the learner will be able to:
  • Demonstrate fundamental theoretical understanding of reading and writing music notation.
  • Demonstrate essay-writing skills on a variety of music themes.
  • Practically apply the music concepts and principles on a musical keyboard instrument.
  • Interpret and apply transformative, decolonial principles related to music education.
  • Create conducive environments for teaching and learning in a music context and appreciate the value of digital audio technology in music creation and publication.

    Rationale:
    Presently, there are considerable barriers to higher education in music, as evidenced by the high number of applicants the Department of Art and Music turns away (consistently upwards of 80%) who do not qualify based on the prerequisites for degree studies in music. As an Open Distance and eLearning institution, the institution performs a vital function in catering to learners from all sectors of the population, but particularly those from poor or marginalised communities who do not have access to music education in high schools or through private institutions.

    The institution's interactions with stakeholders, including the South African Society for Music Teachers (SASMT), Department of Basic Education (DBE), and the South African Council for Educators (SACE), confirmed the acute need for formal training of many untrained practising musicians who are unable to access higher music education for reasons briefly outlined above. Additionally, the DBE has noted that there are many qualified teachers working in the Creative Arts in South African schools who have little to no formal music education.

    The qualification is designed principally to respond to this shortage of qualified personnel in the sector and to bridge the gap for prospective learners without formal qualifications in music. This qualification and the subsequent qualification will provide professional educators with foundational knowledge, principles, and skills in music to enable them to teach the music component of the current South African Basic Education curriculum. It will thus provide South Africa, Africa, and the global community with competent Creative Arts teachers with the basics of music history and theory. Furthermore, formal training potentially enhances career prospects for both aspirant and practising musicians in the commercial music industry, state music sectors, and community organisations.

    The introductory qualification in basic music will improve the creative quality of practising artists as well as formalise their trade and therefore contribute to the mainstream socio-economic activity. The quality of music education is set to improve with educators empowered with music theory and practice, which in turn will motivate learners to take up Art and Music as a career, contributing to the sustenance of the discipline and the health of society.

    The institution is the largest ODeL higher education institution in Africa and possesses the infrastructure to broaden access to higher education, regionally, nationally, and continentally. The institution provides a unique opportunity for all learners wishing to study music through an open distance learning model based on a fully online delivery mode. This will be the only Higher Certficate in Music qualification offered through distance learning in South Africa and in Africa, with the capacity to cater for larger numbers than a typical residential institution and therefore a much more impactful contribution to addressing the sectoral need. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning is in accordance with the RPL policy of the institution. Prior learning may be assessed against the outcomes of equivalent qualifications to determine compliance with access requirements.

    RPL may be applied for access, credits from modules and credits for or towards the qualification. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise. Such competencies may help gain advanced placement therein.

    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, should they be allowed entrance into the qualification.
  • Candidates must provide evidence of relevant work experience and competencies that align with the academic requirements of the qualification they are seeking.
  • Candidates undergo a pre-assessment that may include guidance sessions, self-assessment, and submission of evidence like work portfolios or a formal assessment which involves a more detailed evaluation, possibly including interviews, additional tests, and assessments by an RPL panel to determine the candidate's eligibility for admission based on their prior learning and experience.

    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.
  • A panel assesses the submitted evidence to determine if the candidate's knowledge and skills meet the learning outcomes of the module(s). The process may include practical assessments, portfolio reviews, or challenge examinations.
  • If the assessment is successful, the candidate is granted credit for the module(s), which count towards the completion of their qualification.

    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. If the assessment is successful, the candidate is granted credit for the module(s), which count towards the completion of their qualification.
  • The RPL assessments adhere to fair, valid, and reliable practices by aligning the assessment criteria with the qualification's learning outcomes. This alignment ensures that learners who gain access or exemptions through RPL meet the same stringent standards as those who completed the conventional pathway, maintaining the integrity and standards of the qualification.

    Diverse sources of learning, including formal, non-formal, and informal experiences, are recognised. The evaluation process is consistently applied across all applications and conducted by assessors trained in RPL practices and familiar with specific qualification standards. This consistency ensures fair and equitable treatment of all learners and involves applying the principles outlined in the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa.

    Assessments are moderated to verify the consistency and unbiased application of assessment criteria, maintaining standardisation across different assessors and candidates and enhancing the reliability and fairness of the RPL assessments. Detailed feedback is provided to all candidates post-assessment, irrespective of the outcome. This feedback guides successful candidates and offers constructive advice to unsuccessful candidates, including recommendations for further learning or preparation to aid in future RPL applications. This feedback mechanism supports continuous learning and improvement among all students.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5, totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Writing About Music, 12 Credits.
  • Introduction to Music Theory, 24 Credits.
  • Introduction to Music Education, 12 Credits.
  • Keyboard Skills, 24 Credits.
  • Practical Musicianship, 12 Credits.
  • Introduction to African Music, 12 Credits.
  • Child and Adolescent Development, 12 Credits.
  • Music Technology I: Digital Audio, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage discourses on music in western and African contexts using the appropriate vocabulary, demonstrating awareness of relevant historical socio-political issues.
    2. Explain and demonstrate on a keyboard instrument the principle of music notation, harmony, and theory from fundamental to intermediate levels.
    3. Work competently in a digital musical environment using basic audio technologies, including soundcards, microphones, speakers, and Digital Audio Workstation (DAW) software.
    4. Apply basic principles of music pedagogy and music teaching methodologies in the teaching of music.
    5. Exhibit the qualities of a professional music teacher and identify appropriate methodologies for teaching children and adolescents. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse relevant historical socio-political issues.
  • Discuss relevant historical socio-political issues.
  • Evaluate discourses on music in Western and African contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Perform/play scales and arpeggios, separate hands and together, at specific tempi, and with correct dynamics and articulation.
  • Read music notation and play (perform) music from staff notation.
  • Perform/play basic melody with accompaniment at the keyboard using correct hand position, fingering, articulation, dynamics, and performance specifications from notation and/or memory.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify a variety of fundamental musical materials; scales, triads (chords), and their inversions, diatonic and chromatic intervals.
  • Compose an elementary chord progression in SATB format using rules of voice leading.
  • Analyse the forms of simple musical works to identify elements of meter, rhythm, scale, and key.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply theoretical knowledge in practice, demonstrating competence in digital audio techniques and the ability to use these techniques creatively.
  • Create a convincing musical statement that captures the selected mood using a digital audio system to record and mix.
  • Understanding of the differences between the functions of audio and its related equipment and the functions of MIDI and its related equipment.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Appropriately and sufficiently identify and describe pedagogical theories, methodologies, and philosophies in music education.
  • Narrate general histories of formal music education in the world, on the African continent, and in their local countries.
  • Examine different teaching methods, tools, and language as applied in music classrooms.
  • Describe the profile of a skilled music educator.

    Integrated Assessment:
    The semester modules require five formative assessments and a summative assessment. The year modules require 12 formative assessments and a summative assessment to complete the qualification.

    Formative Assessments:
    Each assessment focuses on a specific section of the study guide, where learners engage in detail and are evaluated through self-assessments and formative assessments, through a combination of:
  • Essay-type assessments.
  • MCQs.
  • Portfolio assessments.

    Summative Assessments:
    The year mark, calculated from the formative assessments, will contribute 40% towards the final mark, while the summative assessment will contribute 60% towards the final mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to the qualifications from the following countries:

    Country: New Zealand
    Institution: Ara Institute of Canterbury
    Qualification title: New Zealand Certificate in Music (Level 4)
    Duration: One year (full-time)
    Level: NZQF Level 4

    Entry requirements:
  • 10 NCEA Level 1 literacy credits (or equivalent).
  • Equivalent education/work/life experience.

    Purpose/Rationale:
    The New Zealand Certificate in Music (Level 4) is designed to provide a foundational level of training in contemporary music performance and related skills. Its purpose is to help learners develop practical abilities in areas such as instrumental or vocal performance, basic music theory, aural skills, and live or studio performance techniques. It also introduces learners to songwriting, recording, and the basics of the music industry. Overall, the qualification prepares individuals for further study in higher-level music qualifications, such as diplomas or bachelor's degrees, while also helping them build confidence, experience, and a clearer direction for a potential career in music.

    Upon completion of the qualification, learners are expected to be able to:
  • Apply foundational music theory and understanding of musical structures.
  • Demonstrate basic to intermediate technical skills on their chosen instrument or voice.
  • Create and develop basic compositions or songs (songwriting fundamentals).
  • Use aural skills to identify pitch, rhythm, harmony, and musical elements.

    The qualification is made up of the key modules listed below:
  • Music Performance (Solo & Ensemble).
  • Instrumental or Vocal Skills Development.
  • Music Theory Fundamentals.
  • Aural Skills and Listening Training.
  • Songwriting and Composition Basics.
    Music Industry Studies (Introductory Level).

    Similarities:
  • Both the New Zealand qualification and the South African qualification are foundational music programmes designed for learners starting higher education in music.
  • Both the qualifications emphasise instrumental or vocal performance, both solo and in ensembles/bands.
  • Basic music theory includes learning fundamental theory, reading music, and musical structures in both the NZ and SA qualifications.

    Differences:
  • The NZ qualification has a strong focus on practical performance and applied skills, whereas the SA qualification is a more structured academic component alongside performance.
  • The NZ qualification entry requirements are a basic school qualification or equivalent, while the SA qualification requires National Senior Certificate (Grade 12) or equivalent.

    Country: Australia
    Institution: TAFE Western Australia (TAFE WA)
    Qualification title: Certificate IV in Music (Performance)
    Duration: 6 months to one year (full-time)

    Entry requirements:
  • Year 11/12 or equivalent (or mature-age entry).
  • Basic ability in singing or an instrument.

    Purpose/Rationale:
    The Certificate IV in Music (Performance) is designed to develop the practical and creative skills needed for a career in contemporary music or further study in the field. Its purpose is to strengthen a learner's ability to perform as a solo artist and in group settings while also building essential skills in areas such as music theory, stagecraft, songwriting, and basic music production. The qualification also introduces learners to the professional music industry, helping them understand performance standards, collaboration, and career pathways. Overall, it serves as a bridge between foundational music training and higher-level study or entry into the music industry as a performing musician.

    Learning outcomes:
  • Demonstrate intermediate technical proficiency on their chosen instrument or voice.
  • Demonstrate understanding of music industry practices and career pathways.
  • Create, arrange, or develop original musical material (songwriting/composition).
  • Apply music theory knowledge to performance, composition, and arrangement.

    Similarities:
  • Both the Australian qualification and the South African qualification emphasise developing instrumental or vocal performance skills.
  • Learners are introduced to basic songwriting, arranging, or creative music-making.
  • Both qualifications provide learners with fundamental theory, notation, rhythm, and musical structures.

    Difference:
  • The Australian qualification is more practical, performance-driven, and industry-focused, whereas the South African qualification is more academic, structured, and at a higher level.

    Conclusion:
    The qualifications from Australia and New Zealand are comparable to the proposed qualification, as they are all entry-level tertiary music qualifications designed to develop foundational skills in contemporary music performance, theory, and industry practice. While they share a common goal of preparing learners for further study or entry into the music industry, they differ mainly in structure, academic level, and focus. The proposed qualification is slightly more academically structured and sits at a higher qualification level, while the Australian qualification is more vocational and industry-focused, emphasising practical performance and real-world music experience. The New Zealand qualification is also strongly practical, focusing on developing performance skills and preparing learners for progression into higher-level diplomas or degrees. Overall, all three qualifications serve as important stepping stones into professional music training, but they differ in academic depth, industry orientation, and national qualification frameworks. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Higher Certificate in Music Performance, NQF Level 5.
  • Higher Occupational Certificate: Sound Operator, NQF Level 5.

    Vertical Articulation:
  • Diploma in Music, NQF Level 6.
  • Bachelor of Music, NQF Level 7.

    Diagonal Articulation:
  • Higher Occupational Certificate: Sound Operator, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    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. University of South Africa 


    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.