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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Arts and Culture Development Support 
SAQA QUAL ID QUALIFICATION TITLE
65051  Further Education and Training Certificate: Arts and Culture Development Support 
ORIGINATOR
SGB Art, Craft & Design 
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
Further Ed and Training Cert  Field 02 - Culture and Arts  Cultural Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  147  Level 4  NQF Level 04  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:

The Further Education and Training Certificate: Arts and Culture Development Support is designed to meet the needs of those learners both employed and unemployed, who are already involved or wish to become involved in this field. This unit standards based qualification allows learners the opportunity to reach their potential and allows for their advancement within formal education, as well as allowing for the recognition of prior learning.

This qualification enables learners with the competencies to support a more qualified and/or experienced Arts and Culture practitioner to organise, administer and implement Arts and Culture learning interventions, projects or campaigns and improve products. There is an ongoing need for competent people to carry out these functions in the Arts and Culture sector, within the established business sector, but more so within the growing Small, Medium and Micro Enterprise (SMME) sector. This qualification enables learners from the struggling informal, self-employed and lower levels in this sector to access a career in the Arts and Culture sector.

The Further Education and Training Certificate: Arts and Culture Development Support, is a specialised qualification that requires competence of creative practitioners from various arts and cultural disciplines who:
  • Wish to apply their arts training to the development of others.
  • Were previously disadvantaged or who were unable to complete their schooling and, therefore, were denied access to Further Education and Training band.
  • Have worked in Arts and Culture developmental projects for many years, but have no formal qualifications in this area of expertise.
  • Wish to extend their range of competence regarding development so that they can become knowledge workers and contribute towards a growing and developmental community.

    Qualified learners are capable of:
  • Communicating with stakeholders and communities in arts and culture projects.
  • Preparing and implementing arts and culture learning interventions.
  • Contributing towards assessment processes.
  • Supporting learning interventions.
  • Organising and coordinating arts and culture projects.
  • Supporting the arts and culture product development process.
  • Investigating and exploring the positioning of arts and culture products and projects.

    Qualifying learners will seek occupations as:
  • Arts and Culture Outreach Worker (e.g. in Community Arts centres).
  • Recreational Arts and Culture Worker.
  • Community Arts and Culture Worker.
  • Community Artist.
  • Community Arts and Culture Officer.

    Rationale:

    This Further Education and Training Certificate: Arts and Culture Development Support, emerges from a recognition that there exists a rich history, both locally and internationally, of arts and culture practitioners playing a meaningful role in various contexts, their creativity and skills contributing to the development of creative capacities in others in the context of a range of personal, social, economic and educational ends. In the South African context, most of these 'arts and culture development practitioners' have been self taught or emerged from Not for Profit Organisations' (NPOs) training, or Higher Education degree programmes that do not specifically equip them for the adaptation and application of their creative skills in a developmental context.

    The need for this qualification emerged from recognition that the set of competencies of the arts and culture practitioners often do not reflect the needs of developmental work in the communities within which they work. The training of arts and culture practitioners at the level of this qualification is generally focused on applying creative and technical skills, and assisting with development projects and learning interventions within identified Arts and Cultural programmes. Practitioners obtaining this qualification are able to provide professional support directly to individuals and communities and will be empowering such individuals and communities to achieve specific outcomes. This will enhance the social, economic and productive status of qualified learners within the Arts and Culture industry.

    Qualified learners could follow a career in:
  • The community education and training sector.
  • Arts-in-development programmes within community arts centres and multi-purpose community centres.
  • Outreach programming out of public heritage and cultural institutions (e.g. museums, galleries, public theatres, etc).
  • Carnivals, and community festivals and events.
  • Arts programming in the corporate sector, for example, in businesses and hospitals, clinics, old age homes and other social service environments.
  • Public awareness campaigns (HIV/AIDS, Youth and Women, Human Rights, Voter Education, etc).

    The Further Education and Training Certificate: Arts and Culture Development Support is an entry level qualification for candidates that are interested in a career in Arts and Culture development. On completion, learners can progress to the National Certificate: Arts and Culture Development Management at NQF Level 5. 
    		•

    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:
  • Communication at NQF Level 3.
  • Mathematical Literacy at NQF Level 3.

    Recognition of Prior Learning:

    The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned below. This Recognition of Prior Learning may allow for:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards Unit Standards in this Qualification.
  • Obtaining this Qualification in whole or in part.

    All recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    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:
  • Access to this qualification is open. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of Fundamental, Core and Elective unit standards. A minimum of 147 credits is required to achieve the qualification. The credits are allocated as follows:

    The Fundamental Component consists of 56 credits made up as follows:
  • Unit standards at NQF Level 4, totalling 16 credits in Mathematical Literacy.
  • Unit standards at NQF Level 4, totalling 20 credits in Communication in a First South African Language.
  • Unit standards at NQF Level 3, totalling 20 credits in Communication in a Second South African Language.

    It is therefore compulsory for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    Core Component (80 credits) compulsory for all learners.

    Elective Component:
  • Learners are to choose unit standards totalling a minimum of 11 credits from those listed as Electives. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate with stakeholders and communities for arts and culture projects.

    2. Prepare and implement arts and culture learning interventions.

    3. Contribute towards assessment processes.

    4. Support learning interventions.

    5. Organise and coordinate arts and culture projects.

    6. Support arts and culture product development process.

    7. Investigate and explore positioning of arts and culture products and projects. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Ideas and objectives of Arts and Culture projects are accessed and then discussed through a consultative process that incorporates stakeholder inputs.
  • Cultural, social, economic, gender and age diversity are explained in relation to the objectives of Arts and Culture projects.
  • Processes of consultation are collated, documented and organised for successful evaluation of Arts and Culture projects.
  • Negotiation outcomes are reviewed and reported in the context of Arts and Culture projects' scope.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Arts and Culture community needs are analysed in terms of relating learner profiles to the target learning intervention.
    > Range: Community may refer to groups, societies, associations, sector or individual learner.
  • Learning resources are planned and prepared according to the specific learning intervention plans.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Assessment material and instruments are organised for effective and efficient assessment processes.
  • Assessment candidates are adequately prepared and supported according to the assessment process without compromising the results.
  • Art and Culture products are prepared for assessment in the context of the Arts and Culture product development process.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Processes of the learning intervention are monitored and supported to maximise learners' experiences in line with the target learning plan.
  • Resources and arrangements are optimised to ensure an effective and efficient Arts and Culture learning process.
  • Learners and processes of learning are monitored and reviewed and necessary adjustments are made to address strengths and weakness in the Arts and Culture learning interventions.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Administrative processes are applied according to the principles of quality management systems for Arts and Culture Projects.
  • Arts and Culture project assignments are prioritised to ensure that milestones and deliverables are met.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Relevant technical and material resources, trends, markets and stakeholders are researched to provide tangible information for the support of Arts and Culture product development processes.
  • Arts and Culture elements and principles are applied to support the development processes to meet the outcomes of a specific Arts and Culture product.
  • Arts and Culture development participants are motivated and encouraged to maintain and improve products for life long development processes.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Arts and Culture markets are investigated and explored for positioning arts and culture products and projects.
  • Business viability and opportunities are investigated and explored for relevant Arts and Culture products and projects.
  • Financial sources are investigated and explored to assist in supporting Arts and Culture projects and products.
    > Range: Financial sources may include sponsorships, donations, grants and loans.

    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 
    International qualifications were examined to ensure that the qualification structure and unit standards in the Further Education and Training Certificate: Arts and Culture Development Support are comparable in terms of level, scope and competencies covered. Very few countries in the world have developed qualifications specifically for this field of skills development practices. For this reason, the research has been reflected collectively as it is relevant to the proposed qualification. No comparable qualifications were found, but there are a significant number of international qualifications at graduate or post graduate level that compare closely in purpose and content with this qualification.

    Qualifications, courses and/or programmes were analysed from a number of countries, including:
  • United Kingdom.
  • Australia.
  • New Zealand.
  • United State of America.
  • India.
  • Singapore.
  • Africa and SADC.

    United Kingdom:

    In the United Kingdom the Arts Council of England has various programmes supporting the development of Arts and Culture practice in communities. Equivalent programmes include the following core areas of competence that relate to this South African qualification:
  • Contribute to the management of learner behaviour.
  • Establish and maintain relationships with individual learners and groups.
  • Support learners during learning activities.
  • Review and develop own professional practice.

    The Convention of Scottish Local Authorities has an apprenticeship on Level 3 that focuses on the classroom assistant with competences related to this South African qualification as follows:
  • Communication.
  • Numeracy.
  • Information technology.
  • Problem solving.
  • Working with others.
  • Support the maintenance of pupil safety and security.
  • Contribute to the health and well-being of pupils.

    Australia:

    On the Australian qualifications framework, equivalent competence forms part of a Certificate in Education for teacher aides. The core component of the Australian qualification that relate to this South African qualification includes:
  • Develop and apply knowledge and understanding of school sector issues.
  • Contribute to equitable and inclusive education.
  • Use the advanced functions of a range of equipment to complete daily tasks.
  • Assist with student supervision and behaviour management.
  • Support students with additional needs in the classroom.
  • Produce business documents.

    The Arts and Culture Development Grants of Kingston, Australia, encourages local artists, cultural practitioners and community-based groups to improve their skills in creative and cultural development, and management of arts and cultural activities through various short courses that relate to unit standards in this qualification.

    New Zealand:

    The New Zealand framework credits competence at an equivalent level, but with different credits (and, therefore, notional hours) and not as a qualification, for the following units that are also addressed in this South African qualification:
  • Facilitate the development and implementation of career plans - Level 4.
  • Assisting conductors to prepare conductive education programmes - Level 4.
  • Assisting clients with self care in conductive education - Level 4.
  • Participating in the implementation of individual learning plans for young people with special needs - Level 4.
  • Assist with implementation of early intervention programmes - Level 4.
  • Assist with implementation of various specific programmes (e.g. develop reading skills, deaf or hearing impaired persons, oral language difficulties, vision impaired persons, etc.) - Level 4.
  • Explain and apply the principles and processes of community arts - Level 4.
  • Manage arts performance process as performing artist - Level 4.
  • Demonstrate knowledge of financial management in relation to performing arts - Level 4.
  • Demonstrate basic knowledge of law in relation to performing arts - Level 4.
  • Demonstrate knowledge of promotion and marketing in relation to performing arts - Level 4.
  • Demonstrate knowledge of how to plan for a performing arts tour - Level 4.

    The following units on the NZQA relate to units in this FETC but are at a different level and of different credit value:
  • Developing a plan of personal support networks - Level 3.
  • Demonstrate knowledge of how to prepare for a performing arts performance as performing artist - Level 3.
  • Manage a performing arts event - Level 5.
  • Manage a performing arts production - Level 5.
  • Research and compile resource material for the teaching of Maori Performing Arts - Level 6.
  • Facilitate community development through community arts - Level 6.

    United States of America:

    In the United States of America, and specifically in Hawaii, the Arts and Culture Development Branch (ACDB) in the State of Hawaii promotes the growth of the diverse creative and cultural resources of Hawaii as well as Hawaii-made products by supporting, planning, organising, and implementing programmes, projects, and activities that result in a creative economy that is a vibrant and sustainable sector of Hawaii's economy and by developing and expanding domestic and foreign markets for Hawaii's products. This is done through short courses that address the same areas of competence as some of this South African qualification's unit standards:
  • Marketing and planning.
  • Business and community networking.
  • Technology infusion.
  • Market intelligence.
  • Intellectual property protection.
  • Logistics and shipping.

    Singapore:

    In Singapore, there are various institutes addressing the development and assisting of Arts and Culture development through short courses and full time courses, but these do not address the units of competence generically, as is the case with this South African qualification.

    India:

    The India Foundation for the Arts in Bangalore assists Arts and Culture development through a grants system with programmes and short courses to assist educators in their respective field. The learning outcomes achieved relate to this South African qualification as follows:

    India Foundation for the Arts; South African qualification:
  • Map the status of arts education in India; Conduct a basic community needs assessment.
  • Develop information resources for arts education, new arts curricula or innovative methods of incorporating the arts in different learning contexts;
    > Conduct project documentation management to support project processes.
    > Conduct a self-evaluation of own progress and development.
  • Facilitate the introduction of arts curricula in various educational contexts; Support Arts and Culture project facilitation and learning intervention.
  • Strengthen the material resources for arts education, including the production of creatively designed textual and audio-visual materials;
    > Select and use learning support materials in development practice.
    > Support the development of existing Arts and Culture products.
  • Extend their own practice; Manage self-development in the workplace.

    Attakkalari Centre for Movement Arts in India does similar training to assist Arts management, skills and product development. These certificate programmes range from one to three years in duration, but are at a higher level of complexity compared with this South African qualification.

    Africa and SADC:

    In African countries such as Rwanda, Kenya, Swaziland, Cameroon, Zambia, Ethiopia and Lesotho, training for inclusion is mostly limited to teacher training and skills development of artists, at higher levels of complexity than this South African qualification. Such teacher and arts and culture practitioner training, usually in the form of short courses, includes peer support, arts skills, classroom management, adapting the curriculum, group work, encouraging family support, and promoting positive attitudes. Most other initiatives make use of community development and participation, without formal training at the community level.

    In Nigeria the Institute for Media and Society (IMS) focuses on short courses and programmes that include areas such as research and documentation, training, publishing, and networking. These areas relate closely to the general outcome of this South African qualification.

    Registered at the Botswana Training Authority are units that compare to unit standards included in this qualification. The Botswana units of competence correlate as follows with the South African qualification:

    NQF: Botswana Training Authority; Level; South African qualification:
  • Demonstrate knowledge of consumer problems and ways to resolve them; 3; Core.
  • Inform learners and stakeholders on the outcome of assessment; 2; Core.
  • Work with an organization as a practicing assessor; 2; Core.
  • Identify and provide solutions to assessment problems; 3; Core (part of assessment unit standard).
  • Demonstrate knowledge of good practice principles in assessment; 3; Core (part of assessment unit standard).
  • Evaluate assessment instruments and procedures; 2; Core (part of assessment unit standard).
  • Assess candidates against standards; 3; Core.

    Conclusion:

    The Further Education and Training Certificate: Arts and Culture Development Practise compares favourably with a wide selection of international programmes as identified above, providing a mix of mandatory and optional units that enable learners to tailor the qualification to their particular role. Where outcomes or competencies are identified within the international qualifications, they are generally comparable to the South African qualification in terms of level of complexity and range of competencies covered. Although no comparable qualifications were found, there are a significant number of international qualifications at graduate or post graduate level that compare well in purpose and content with this South African qualification. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation on the NQF is possible with the following NQF Level 4 qualifications:
  • ID 48809: Further Education and Training Certificate: Craft Enterprise.
  • ID 49127: Further Education and Training Certificate: Design Foundation.

    Vertical articulation on the NQF is possible with the following NQF Level 5 qualifications:
  • ID 65030: National Certificate: Arts and Culture Development Management.
  • ID 23095: Higher Education and Training Certificate: Development Practice.
  • ID 49119: National Certificate: Craft Operational Management.
  • ID 50334: National Certificate: Occupationally Directed Education Training and Development Practices.
  • ID 50333: National Diploma: Occupationally Directed Education, Training and Development Practices.
  • ID 49710: National Diploma: Development Practice. 
    		•

    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:
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    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 programmes 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:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and/or experience gained in the relevant field at a NQF Level above the level of this qualification.
  • Detailed documentary proof of relevant qualification/s, practical training completed, and/or experience gained in assessment at the appropriate NQF Level (credit against the registered unit standard).

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. The learner must be declared competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors. 
    		•

    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  117865  Assist and support learners to manage their learning experiences  Level 4  NQF Level 04  5 
    Core  110053  Conduct a basic community needs assessment  Level 4  NQF Level 04  12 
    Core  110057  Conduct a self-evaluation of own progress and development  Level 4  NQF Level 04  2 
    Core  120376  Conduct project documentation management to support project processes  Level 4  NQF Level 04  6 
    Core  120373  Contribute to project initiation, scope definition and scope change control  Level 4  NQF Level 04  9 
    Core  123396  Define target audience profiles and skills gaps  Level 4  NQF Level 04  6 
    Core  123410  Demonstrate knowledge and understanding of issues of unity and diversity in a historical context  Level 4  NQF Level 04  4 
    Core  12544  Facilitate the preparation and presentation of evidence for assessment  Level 4  NQF Level 04  4 
    Core  120387  Monitor, evaluate and communicate simple project schedules  Level 4  NQF Level 04  4 
    Core  120375  Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget  Level 4  NQF Level 04  6 
    Core  110054  Select and use learning support materials in development practice  Level 4  NQF Level 04  8 
    Core  261282  Support arts and culture project facilitation and learning intervention  Level 4  NQF Level 04  6 
    Core  261285  Support the development of existing arts and culture products  Level 4  NQF Level 04  8 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  120027  Apply financial knowledge and skill to compile a finance agreement  Level 4  NQF Level 04  2 
    Elective  115409  Assist with tasks related to marketing, market research and promotions  Level 4  NQF Level 04  7 
    Elective  114598  Demonstrate an understanding of an entrepreneurial profile  Level 4  NQF Level 04  5 
    Elective  252206  Demonstrate an understanding of product positioning  Level 4  NQF Level 04  4 
    Elective  115208  Establish the basic principles of fundraising  Level 4  NQF Level 04  5 
    Elective  123459  Manage self-development in the workplace  Level 4  NQF Level 04  6 
    Elective  120029  Promote Gender Equality and Women's Empowerment through education, training and development  Level 4  NQF Level 04  6 
    Elective  114596  Research the viability of new venture ideas/opportunities  Level 4  NQF Level 04  5 


    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.