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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 THAT HAS PASSED THE END DATE: |
| National Certificate: Heritage Resource Management |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 61349 | National Certificate: Heritage Resource Management | |||
| ORIGINATOR | ||||
| SGB Heritage Management Studies | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 02 - Culture and Arts | Cultural Studies | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 140 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2024-06-30 | 2027-06-30 | |||
| 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:
Qualified learners are able to manage heritage resources within the context of both intangible and tangible heritage at a specific heritage building, institution or site, within the local, provincial and national context. Learners' personal capacity is enriched during the learning process, and qualified learners improve their chances of progression within learning and career pathways. They achieve improved or additional competence by going beyond entry-level heritage management competence, thereby improving their opportunities for employment in the sector, or related sectors. Heritage resource management exposes learners to different people, environments, cultures, institutions, etc. The resulting competence achieved in terms of networking, building contacts, etc. is transferable to most other sectors. The qualification allows learners to select an area of specialisation for further learning by getting to know all the areas of practice available in the heritage management sector. The learning outcomes achieved in the qualification ensures that qualified learners can facilitate the survival of heritage and know the value or worth of heritage. They understand what heritage, heritage management and heritage resources are, and understand the aims, objectives and principles of heritage management. They understand relevant heritage legislation, including the National Heritage Resources Act. The competencies acquired can be applied to bring about in communities a sense of doing things for themselves, ownership, pride, and ultimately development within communities, and individuals. Qualified learners have developed cultural awareness and appreciation, and an understanding of the worth or value of heritage. They may establish their own cultural villages, sharing knowledge and information, become heritage guides in the tourism sector, develop publications to popularise cultures, work in the advertising sector, or the sport and recreation sector. At this NQF Level, qualified learners can find employment as educators, curators, preservation managers and heritage resource managers. Improved heritage resource management can put both intangible and tangible heritage at a heritage site, building or institution on the world map, and integrate society and communities. It serves to make people aware of heritage conservation and creates opportunities for, and contributes to, other activities, such as local events, world events, or celebrations, thereby popularising heritage and integrating its preservation and celebration with such (popular) activities. Well-managed intangible and tangible heritage at a heritage site, building or institution can contribute to sustainable economic growth by creating business opportunities and a platform for investment, including developing SMMEs and entrepreneurship. The qualification contributes to the creation of an integrated national framework for learning achievements by improving access to other qualifications registered on the National Qualifications Framework through articulation, and by triggering further learning in heritage management, or specialisation in related fields such as anthropology, ensuring life-long learning. The qualification aims to facilitate much needed transformation in the sector by addressing the inequalities within the sector. The quality of education and training is enhanced by providing improved understanding of the heritage sector and affording education and training providers the opportunity to offer programmes that meet or exceed an agreed minimum standard. More education and training providers with more diverse experience will have an opportunity to participate, and opportunities for learners to obtain qualifications, at least to some extent, are enhanced. International recognition will also facilitate opportunities for qualified learners to achieve qualifications in other countries. Qualified learners are also better equipped to impart what they have learnt to their communities. Qualified learners are capable of: Range: Frameworks include charters, policies and legislation; heritage resources include movable and immovable heritage. Range: Procedures developed can include procedures for claims, procurement, collection accession/registering, visitor receiving, safety and security, facility cleaning, operating hours, etc. Range: Planning of operations should be in conjunction with other people, and can include in-house meetings, field work, building surveys, exhibits and displays, workshops, tours and tour guiding, events, and other project activities. Range: Policies and procedures include intangible heritage and tangible heritage site, building or institution policies and procedures as well as local, provincial and national policies that impact on, for example, accepting collection donations, short and long term loans, conservation, labour relations, monitoring and evaluation, performance management, financial management, governance, etc. Range: Stakeholders include education and training providers, other sites, buildings or institutions, and local, provincial, and national government; information includes information for the purpose of marketing (e.g. displays, exhibitions, articles, press releases, invitations, materials design, etc.), research, education (e.g. workshops, outreach programmes, conferences, seminars, etc.), etc. Range: Areas of operation can include tourism, archaeology, oral history, anthropology, and indigenous knowledge systems; research can include heritage impact assessments. Range: Events can include museum days, heritage days, educational events, heritage awareness workshops, etc., activities include health, safety and security (inc. services provided by external suppliers), facilities, materials (i.e. marketing and event materials such as stationary, brochures, etc.), sending out invitations, registration of participants and recording participation, catering, production (e.g. sound, lighting, stage, seating, shelter, etc.), accommodation and travel arrangements, etc. Rationale: With the implementation of the South Africa Heritage Resources Agency (SAHRA) conservation principles came a need in the heritage sector for competence to ensure that the implementation of heritage principles is effective. These principles include, cultural and other conservation, community heritage education, ability to investigate, determination of cultural significance, continuous historical development and being able to engage in contemporary design. There is a shortage of heritage law enforcement officers (e.g. for enforcing underwater heritage protection) resulting in the plundering of cultural and natural treasures. Research and heritage surveying competence is required to ensure that cultural and natural sites, buildings and institutions are surveyed in terms of their safety and environmental status, that oral history is recorded, and that best practice is shared, etc. Managing small sites, buildings or institutions requires multi-skilling (i.e. both heritage and general management). However, few people in the sector are multi-skilled. Local Government Integrated Development Plans (IDPs) require heritage management and include performance criteria in this regard. If the outcomes of this qualification are achieved, competent persons will be able to assist Local Government to achieve its objectives. The qualification can also assist in providing the skills necessary to facilitate repatriation of heritage. Cultural projects are being established by, for example, various Government departments (e.g. joint projects by the Departments of Arts and Culture, and Public Works) for the purpose of producing cultural artefacts, educating people regarding cultural heritage, providing employment and preserving heritage, etc. This qualification will ensure that the management needs of such centres are met, and they can rely on the contributions of heritage managers to ensure sustainability. The socio-economic impact of technology and technology used at heritage sites are changing the way that heritage sites are managed, and the sector must remain up to date. Previously, learners acquired competence through work-based experience and could access postgraduate diplomas only after approximately five years' experience, or completing a first degree, and this limited access. In addition, there was a gap between the Further Education and Training Certificate: Heritage Administration (NQF Level 4) and NQF Level 6 qualifications (first degrees) that this qualification aims to fill. Qualifications from other fields also do not address the specific needs for competence in the Heritage sector, and Heritage qualifications do not address aspects required from other fields (e.g. marketing and public relations, general management, etc.). This qualification could provide a means for the sector to define what South African heritage management should entail, so that decisions regarding participation in and/or adoption of international models of heritage management can be informed. Definition of heritage management competence areas also assist the definition of roles and responsibilities, ensuring that human resources are applied effectively in terms of what can be expected of whom. Institutions in the heritage sector should encourage and facilitate transformation, both in the sector and in South Africa. This qualification will facilitate such transformation by allowing access to and progression within the sector and its career paths, thereby ensuring succession and sustainability, and by ensuring that all components of heritage are represented by cultural and natural sites, building and institutions. A larger pool of competent heritage managers will mean that more cultural and natural sites, buildings or institutions can be established within or at least closer to the communities they serve. Target learners for this qualification can be unemployed, or employed in the heritage sector, and have a passion for heritage to access the related careers. For example, matriculants enter the qualification from schools, possibly with an arts and culture background (e.g. involvement in cultural groups), selecting heritage management as a career, or sometimes without any information regarding heritage management. Other learners are people already working in the sector, usually with Grade 10 or 11, who have subsequently achieved the Further Education and Training Certificate: Heritage Administration (NQF Level 4). Therefore, most target learners have already achieved a Further Education and Training Certificate (NQF Level 4) before attempting this qualification. They are mostly employed in the sector where they have gained experience that can be credited as part of this qualification. Qualified learners can continue their learning pathway by completing a related Diploma and NQF Level 5, and then progressing to NQF Level 6 in heritage management and various related disciplines, such as archaeology, sociology, anthropology, etc. Target learners at this level often require skills to manage heritage in addition to knowledge, and the qualification provides for experiential learning, often in a project and work-based context. They learn to manage heritage resources, both intangible and tangible at a heritage building, institution or site, within the local, provincial and sometimes national context of heritage management. Qualified learners can find employment in organisations such as Non Profit Organisations (i.e. NPOs such as Non Government Organisations, Community-based Organisations, etc.), community-based cultural centres, heritage sites and institutions, such as: Qualified learners could also create their own self-employment opportunities in the heritage sector, produce/write short articles for newspapers and magazines, write scripts, consult in the film industry regarding production as well as heritage preservation, and produce short documentaries, etc. Benefits to society and the economy include that heritage management contributes significantly to: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The qualification was designed based on the assumption that the following competencies have already been achieved:
Recognition of Prior Learning: This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. Access to the Qualification: An FETC grants learners access to this qualification. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The Fundamental component unit standard (5 credits) and all Core component unit standards (118 credits) are compulsory. For the Elective component, learners are required to achieve at least 17 of the available 93 credits. |
| EXIT LEVEL OUTCOMES |
| 1. Align own heritage resource management practice to national and international frameworks.
2. Develop heritage resource management procedures for specific operational aspects/components of sites, buildings or institutions. 3. Plan heritage resource management's day-to-day operations. 4. Implement policies and procedures relevant for specific sites, buildings or institutions. 5. Communicate heritage resource management information to all relevant stakeholders. 6. Conduct heritage resource management research for a specific area of operation. 7. Coordinate heritage project and event activities in collaboration with relevant stakeholders. CRITICAL CROSS-FIELD OUTCOMES This qualification achieves all the Critical Cross-Field Outcomes as illustrated below: Identifying and solving problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions. Working effectively with others as a member of a team, group, organisation or community. Organising and managing oneself and one's activities responsibly and effectively. Collecting, analysing, organising and critically evaluating information. Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. Using science and technology effectively and critically, showing responsibility towards the environment and health of others. Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit-Level Outcome 1:
Associated Assessment Criteria for Exit-Level Outcome 2: > Range: Fit-for-purpose refers to the fact that the procedures must be workable/feasible in specific contexts. Associated Assessment Criteria for Exit-Level Outcome 3: > Range: Resources include human, financial, time and other resources. > Range: Both general (such as the Public Finance Management Act) and heritage-specific legislation and policies are included. Associated Assessment Criteria for Exit-Level Outcome 4: Associated Assessment Criteria for Exit-Level Outcome 5: > Range: Overall communication strategies include marketing, protocol, etc., communication purpose can include lobbying, convincing, negotiating, etc. > Range: Terms of reference relate to channels, formats, protocol, etc. Associated Assessment Criteria for Exit-Level Outcome 6: > Range: Legal requirements include intellectual property and copyright law. > Range: Requirements include level of understanding/background, language, form, format, etc., stakeholders include communities, learners, organisations (own or other), individuals, funders, etc. Associated Assessment Criteria for Exit-Level Outcome 7: > Range: Limitations include budget, timeframes/deadlines, etc., requirements include protocol, technical requirements (e.g. sound systems), legal requirements (e.g. municipal by-laws), etc. > Range: Demand can include type of activities required, frequency, scope, etc. Integrated Assessment: The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification. Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification. Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. |
| INTERNATIONAL COMPARABILITY |
| Comparisons were made with all regions in the world. Internationally, the largest number of programmes is offered at post graduate level, above the level of this South African qualification, for example, in Austria, Mexico, New Zealand, Pakistan, Philippines, Spain, Switzerland, Sweden, Philippines, Sri Lanka, Greece, Egypt, etc. Comparisons were made only with programmes at an equivalent level compared with this South African qualification.
In Australia, the Edith Cowan University Museum of Childhood offers a Certificate in Museum Studies that covers preventative conservation, techniques of display, conservation techniques, management, documentation and interpretation of collections. The one year programme has the following competencies that compare favourably with this South African qualification: Certificate in Museum Studies: Electives: In Australia, the University of Canberra School of Resource, Environment and Heritage Sciences offers a Bachelor of Environmental Science (791AA) with a major in Cultural Heritage Studies. The major in Cultural Heritage Studies comprises 25% of the qualification, and includes Cultural Heritage in Australia, Indigenous Societies and Adaptation, Cultural Heritage Management, Archaeology of Australia, Building Conservation, and Issues in Cultural Heritage Management. All of these aspects are also addressed in the South African qualification. Other programmes also combine heritage management with tourism. The Macquarie University in Sydney, Australia offers a unique BSc. with BA degree in Museum Studies. It is a four-year double degree programme, and compulsory components include introduction to information technology, information management and museums practice, history, culture and museums studies, museums collections and data management, palaeontology and biology and/or geology, one of ancient Mediterranean cultures, Australian history, indigenous studies, environmental and cultural Geography, and early childhood. The museum specific components are addressed in this South African qualification. The Federal University of Bahia: Faculty of Philosophy and Human Sciences in Brazil offers a Degree in Museology that is three times the notional hours of this South African qualification. The first degree includes at an equivalent level History of Art, Introduction to Philosophy, Aesthetics, Anthropology, Introduction to Sociology, Introduction to Museology, History of Brazil: Art, Economics, Politics, Social, Scientific Methods and electives for Administration, Conservation and Restoration of Art, Brazilian Cultural, Cultural History, Baianan Culture, American History, History, Anthropology and Folklore, Brazilian Ethnology, French, English. At the University of Rio de Janeiro, heritage management is offered only as part of other programmes. The Centro Nacional de Conservación, Restauración y Museología (CENCREM) in Cuba offers a number of programmes, including Diplomas in Heritage Management, Museology, and Conservation and Restoration Sciences. The three programmes have the following competencies that compare well with this South African qualification. Some of the competencies are contextualised: Cuban Diploma: Museology: Conservation and Restoration Sciences: In Canada, the National Heritage Education Network includes: The Certificate in Heritage Resource Management offered at the University of Calgary is a two-year programme, offered largely by distance education, at the equivalent of this South African NQF Level 5 qualification. It compares well with this South African qualification: University of Calgary Certificate in Heritage Resource Management: The most notable difference between the Canadian and the South African certificate is the focus on project and stakeholder management in the latter, about a third of the qualification content does overlap. However, this could be explained by the unspecified content covered in optional courses in the Canadian programme. The Diploma in Heritage Resources offered at the Memorial University of Newfoundland Faculty of Arts: Heritage Resources department builds on learners' academic grounding in anthropology/archaeology, folklore, history, geography, and other relevant disciplines. The programme includes object documentation, identification, conservation, and display, and provides learners with an awareness of the broad range of heritage resources (objects, sites, landscapes, documents) specific skills to deal with public perceptions of objects and artefacts, a course in tourism management, and elective courses for particular disciplinary interests. This is similar to the South African qualification, except for the Elective component. The University of Calgary Museum and Heritage Studies programme is offered in the Faculty of Communication and Culture. Only one course is offered at a level the equivalent of this South African qualification, namely, and introduction to museum and heritage studies, as Museum and Heritage Studies is classified as a minor subject in combination with the major subjects offered by the Faculty. Furthermore, this South African qualification is generic, and not limited to museum studies. In Eastern Europe, the University of Zagreb, Faculty of Philosophy (Croatia) offers degree programmes in Information Sciences, with a specialisation in Museology. However, due to the programme language no comparison could be made. In Denmark, the University of Aarhus offers relevant courses as part of two years of first degree studies. The Museology course provides an introduction to Danish and international history of museums, ideas, collections, content and genealogy; institutional structure, function and ethical obligation to the local and international society. The Museological Methods course addresses knowledge of the present situation of museums and their obligations and relevance to society, law and administration of cultural heritage, organisation, marketing, economy and management. Museological Communication includes planning of exhibitions, theories and methods of information and communication including linguistic, aesthetic and pedagogical aspects, which can throw light on the museological gathering of knowledge and the communication of it. Finally, a practical training period is required. Each of these courses are the equivalent of 150 notional hours of learning, and all aspects are addressed in the South African qualification. The School of Conservation at the Royal Danish Academy of Fine Arts (Copenhagen) and the Museumshojskolen: Museum Studies programmes of the Association of Danish Museums (Soroe) also offer relevant programmes, but the programmes could not be compared due to the language in which information about the programmes is available. The Syddansk Universitet (University of Southern Denmark) in Esbjerg offers a Master's in Cultural History Information Technology. Most programmes in France are either at a higher level, or are shorter when compared with this South African qualification, for example, History of Art and Museology courses offered by the Ecole du Louvre, an 18 month advanced professional and administrative programme for curators, archaeologists, archivists, librarians, conservation architects by the Institut National du Patrimoine, and advanced training in the conservation and restoration of works of art offered by IFROA in Paris. Italy has a number of relevant first degrees in Cultural heritage studies, offered at, for example, the Università degli Studi di Bari, Scienze dei Beni Culturali per il Turismo e l'Ambiente: Sede di Taranto, Scienze dei Beni Culturali, and Universita Degli Studi di Pavia, that include fields of study such as Arts, Education, and Humanities alongside Cultural heritage studies. In addition, Historic-artistic and Musical Heritage programmes are offered at, for example, Storia e Conservazione del Patrimonio Artistico, Archeologico e Musicale, Sciences for Cultural and Environmental Heritage at, for example, Università degli Studi di Firenze, History and Conservation of the Artistic and Cultural Heritage, and Archaeology at Università degli Studi di Palermo, and Artistic, Theatre, Cinema and New Media Heritage Studies at Università degli Studi di Parma. Programme information was not accessible. In Germany, the Fachhochschule für Technik und Wirtschaft Berlin's Diploma in Museology is being phased out, and the Humboldt-Universität zu Berlin's Schwerpunktes Museumspädagogik course is a module offered as part of Bachelor in Education degree. In Leipzig, the HTWK (University of Applied Sciences), Department of Library Science, Book Trade and Museology offers a Diploma in Museology at postgraduate level. The German guidelines for museum professional development (Smithsonian Center for Education and Museum Studies) include the following competence requirements, all of which are also required in this South African qualification: A component not included in the South African qualification is Organisational development (change management, diversity, creative thinking, re-engineering, etc.). Various institutions in the Netherlands offer similar programmes, compared with this South African qualification. For example, in Amsterdam, the Reinwardt Academy at the Amsterdam School of Arts offers both undergraduate and postgraduate Museology courses, and the School of Conservation, Netherlands Institute for Cultural Heritage (ICN) offers a four year Bachelor degree also focused on museums. The areas of competence required in this programme are also in the South African qualification: information management (including object information), marketing and exhibition management, public visits, conservation, communication, cultural history, art history, interactive media and research. In addition to what the South African qualification includes, the first year of this qualification also includes photography, and drawing. The ICN has cooperation agreements with China, Vietnam, Egypt, Indonesia, Mozambique, Sri Lanka and Costa Rica. In Peru, the Universidad Ricardo Palma in Lima, through the Instituto de Investigaciones Museologicas y Artisticas, offers undergraduate programmes, but no information was available regarding these courses. Information about the Peter the Great Museum of Anthropology and Ethnography of the Russian Academy of Sciences in St. Petersburg educational programmes was in Russian, and no translation was available. Although most programmes on offer in the United Kingdom are at postgraduate level (e.g. Bournemouth University: School of Conservation Studies, University of Cambridge Department of Archaeology, University of Birmingham's Ironbridge Institute, University of Leicester Department of Museum Studies, University of London, University of Manchester, University of Newcastle, University of Northumbria, University of East Anglia, Nottingham Trent University, University of St. Andrews, University of Salford, University of Southampton, etc.) the Bishop Grosseteste College offers a 3 year undergraduate degree in Heritage Studies, with elective streams in heritage specialism, or heritage management. Both aspects are also included in this South African qualification. At an equivalent level, Bishop Grosseteste College degree includes all components in this South African qualification primarily under Heritage Management modules, which comprise of the following competencies: Bishop Grosseteste College, United Kingdom: The University of Chichester in the United Kingdom offers heritage studies in conjunction with history, business studies, English, music, theology, and tourism management. This South African qualification does not include as many combinations and focuses primarily on heritage resource management with other elective fields of study, rather than heritage studies within the context of a specific field of study. The Higher Diploma in Irish Heritage Management includes areas of competence, also covered in this South African qualification, namely, business management (marketing, management, accountancy and public administration), heritage studies (archaeology and geography, folklore and Irish), and designing and creating an exhibition. In the United States of America, most programmes are also at postgraduate level (e.g. Bard College Center for Curatorial Studies, Harvard University, State University of New York, Eastern Illinois University, Northwestern University, University of North Carolina, University of Kansas, New York University, University of Oklahoma, San Francisco State University, John F. Kennedy University, University of Washington, George Washington University, University of Hawaii, etc.). Many universities offer graduate-level programmes in Museum Studies. At an equivalent level, the Baylor University Museum Studies programme includes modules about differentiating types of museums; the policies for collecting, interpreting, and preserving artistic, cultural, and scientific objects, and how individuals aid museums to achieve their goals of cultural identity, public service, and community development; legal and operational structure of museums, personnel, and financial resources; principles of long-term preservation and practices used in museum collections, and regulations related to museum standards for acquisition, documentation, preservation, registration, storage, and assessment. The South African qualification includes all of these components. Other American universities offer Historic Preservation Programs (e.g. Goucher College, Southeast Missouri State University) that include heritage resource management within a History-focused programme. The United States of America National Parks Service's Cultural Resource Management offers an equivalent level training programme that compares well with this South African qualification: United States of America National Parks Service: The Arts Conservation Program at the University of Delaware in the United States of America allows for two areas of focus at undergraduate level, namely, Pre-Graduate Studies and Collections Care. The Pre-Graduate Studies programme focuses on preparation for graduate study to pursue a career as a conservator. The Collections Care programme focuses on a more general art preservation-related career, including collections management in museums (e.g. conservation technician, registrar, collection manager, etc.). Both include chemistry, studio arts, art history, and anthropology with a focus on art conservation. The qualifications are not comparable with this South African qualification, although related. In Bangladesh, equivalent level programmes are mostly in the field of archaeology, and in China and Hong Kong the focus is mostly on leisure, tourism and architecture. In India, the National Conservation Laboratory for Conservation of Cultural Property offers training on both curative and preventive aspects of conservation: a two-week Orientation Workshop on Care and Maintenance of Cultural Heritage, a six-month Conservation of Art Objects course, and various short courses (3 to 10 days) specific for museums, caring and conservation of different types of cultural property. The programmes do not include anything other than what is covered in this South African qualification. At the Trisaki University in Indonesia, heritage studies are situated within the context of architecture and environmental technology. Although the Gadjah Mada University offers relevant programmes through the Cultural Science faculty, the language of programme descriptions was not accessible. Information about equivalent level, one or two-year programmes about Cultural Assets and Museology at the Showa Women's University in Japan, the Lao PDR programme at the National University of Laos Department of Architecture, and programmes offered in Mongolia was also not accessible. At the Universiti Teknologi Malaysia, heritage resource management forms part of the first degree in Urban and Regional Planning and at the Centre for Nepal and Asian Studies (CNAS) a post graduate programme is offered. In Sri Lanka, the focus is on architecture, and archaeology. The International Centre for the Study of Preservation and Restoration of Cultural Property (ICCROM) courses include: Although many of the courses are region-specific, the general competence addressed is also included in this South African qualification, although sometimes at a lower level of complexity. Many education and training programmes in Africa focus on museums. The Centre for Heritage Development in Africa (CHDA), located in Kenya, is a non-governmental organisation that offers training to professionals, including funded internships when available. Programmes are offered in collaboration with Ecole du Patrimoine Africain Benin, Royal Tropical Institute Netherlands, University College London, Institute of Archaeology and University of Nairobi, etc. The programmes are mostly at a level above the level of this qualification. Countries actively involved in heritage resource management include Botswana, Gambia, Ghana, Kenya, Namibia, South Africa, Swaziland, Tanzania and Zambia. However, no information about specific programmes could be found. The outcomes required for this South African qualification are comparable with the first and in some instances second year achievements required of undergraduate learners in other countries. For the most part, compared with other countries, the qualification is unique to South Africa, in terms of the level of the award as well as the credits. However, the aim is to provide improved access to Higher Education and into the heritage management sector. |
| ARTICULATION OPTIONS |
| Horizontal articulation on the NQF is possible with the following NQF Level 5 qualifications:
The qualification articulates vertically with the following NQF Level 6 qualifications: |
| MODERATION OPTIONS |
| Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
|
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.
To register as an assessor, the following are required: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: All assessments should be conducted in line with the following well-documented principles: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 255675 | Categorise heritage resources | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 255678 | Collect and analyse information for research purpose | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 119173 | Develop and maintain effective working relationship with clients | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 230445 | Develop partnerships with youth development stakeholders | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 252024 | Evaluate current practices against best practice | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Core | 117871 | Facilitate learning using a variety of given methodologies | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 115171 | Generate resources for projects | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Core | 255676 | Monitor heritage resource preservation | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 119764 | Plan development project operations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 255674 | Safeguard tangible heritage resources | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 120378 | Support the project environment and activities to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Core | 255677 | Advocate resource management | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Fundamental | 115790 | Write and present for a wide range of purposes, audiences and contexts | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 116590 | Contribute to sustainable tourism in South Africa | Level 4 | NQF Level 04 | 4 |
| Elective | 110024 | Plan, Organise, Implement and Monitor Work within the Payroll environment | Level 4 | NQF Level 04 | 10 |
| Elective | 115498 | Resolve client requests and queries | Level 4 | NQF Level 04 | 4 |
| Elective | 117927 | Use a Graphical User Interface (GUI)-based database application to solve a given problem | Level 4 | NQF Level 04 | 6 |
| Elective | 123507 | Administer provisioning for procurement | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 119341 | Apply cost management information systems in the preparation of management reports | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 15234 | Apply efficient time management to the work of a department/division/section | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 117522 | Conceive, develop and realise exhibition designs | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 115163 | Convey a specific design message | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 115116 | Create original design messages, forms and arguments | Level 5 | Level TBA: Pre-2009 was L5 | 16 |
| Elective | 120380 | Evaluate and improve the project team's performance | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Elective | 10290 | Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 10171 | Manage the capture, storage and retrieval of human resources information using an information system | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 116786 | Manage the cash flow of a small business or a business unit | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 110063 | Plan advocacy campaigns and workshops in development practice | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 12140 | Recruit and select candidates to fill defined positions | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
| Elective | 120388 | Supervise a project team of a small project to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Elective | 117515 | Tender for projects | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| 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. |
| NONE |
| 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. |