SAQA 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: 

Bachelor of Music 
SAQA QUAL ID QUALIFICATION TITLE
9085  Bachelor of Music 
ORIGINATOR
University of Witwatersrand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is to produce a graduate who is able to demonstrate an academic, professional and analytical ability in Music.

The purpose of the qualification is also to enhance the career of the graduate by demonstrating specialist knowledge in composition, education, musicology and performance.

Further, the purpose of the qualification is to produce graduates who can contribute to their country by making an economic contribution to Arts and Culture and the Music Industry. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Formally Accredited Learning
The typical applicant has a qualification equivalent to a matriculation with full exemption, or University-approved equivalent qualification, with English at a particular level of competence plus a demonstrated competence in performance and general musicianship - consult the application information for the year of study for which application is being made.

Other Qualities
Competence in oral and written English and aural discrimination.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
The qualifying learner is able to:

1.1 Understand key concepts, debates, arguments and resources in the discipline
1.2 Understand principles of subject searching in databases, critical selection and organisational criteria
1.3 Full understanding of arguments and positioning of debates
1.4 Access and process information using a range of technologies
1.5 Competence to teach and perform at a professional level.

2.1 Understand academic conventions for writing and oral participation
2.2 Demonstrate basic computer literacy
2.3 Communicate and produce information using a range of technologies.

3.1 Know how knowledge is reported within disciplines
3.2 Know and understand critical approaches to knowledge
3.3 Understand course debates, concepts, issues and concerns
3.4 Critical analytic competence and problem solving.

4.1 Apply knowledge for limited research enquiries
4.2 Recognise the disciplinary paradigms within which research is located
4.3 Advanced knowledge of discography.

5.1 Know the repertoire of possible learning skills
5.2 Know and identify your preferred way of learning
5.3 Know some of the skill requirements in the world of work
5.4 Know how to address gaps in one's knowledge between university and the world of work.

6.1 Knowledge of individual and group dynamics and processes
6.2 Understand that a different kind of result is achieved through group experience
6.3 Awareness of multiple sources of knowledge.

7. Know and understand the complexity of contexts and the existence of multiple perspectives.

8.1 Know the range of disciplinary practices in two disciplines
8.2 Articulate the continuities and discontinuities between the two disciplines
8.3 Integrate elective courses with the two disciplines.

Critical Cross-field Outcomes:

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 & 4.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 6.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 & 4.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 & 7.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 7.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
  • (i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 5.
  • (ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
  • (iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 6.
  • (iv) "Exploring education and career opportunities" - see ELO 5.
  • (v) "Developing entrepreneurial opportunities" - see ELO 7 & 8. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The qualifying learner is able to:

    1.1 Carry out basic database searches for subject literature
    1.2 Be able to identify range of historical and ideological positions within texts and other data
    1.3 Certify, extract, organise and fully reference information in range of resources
    1.4 Create, communicate and recreate aural images.

    2.1 Use accurate English for writing and speaking
    2.2 Use a limited range of presentation skills and technologies in a limited range of representations
    2.3 Use appropriate writing skills in major subjects
    2.4 Write musical compositions in various genres
    2.5 Present results of listening, reading and studying aurally.

    3.1 Analyse information and knowledge
    3.2 Extrapolate and use theory
    3.3 Suggest critical approaches to theory
    3.4 Informed ability to discuss and evaluate musical performances.

    4.1 Recognise and evaluate the status of evidence, arguments or theoretical positions in research
    4.2 Collect relevant data in relation to research questions
    4.3 Evaluate research in relation to the debates within the discipline.

    5.1 Be able to generate one's own solutions/strategies to difficulties
    5.2 Be capable of being a purposeful learner
    5.3 Make connections between university knowledge and skills, and world of work.

    6.1 Work constructively with diversity
    6.2 Receive and execute tasks responsibly
    6.3 Integrate feedback into own and group development.

    7. Describe, analyse and synthesise of the complexities of social and physical contexts.

    8.1 Apply disciplinary practices to new information or situations
    8.2 Take a position in relation to competing paradigms and debates within the discipline.

    Integrated Assessment:

    The final assessment practices include criteria pertaining to all the outcomes for the degree to ensure that these outcomes are integrated with one another. Learners are expected to apply the knowledge, skills and values for the disciplines they have studied to issues and problems in the Arts, Social Sciences and Humanities, and be proficient musicians.

    ASSOCIATED VALUES:
    The qualifying learner is aware of the importance of the need to:

    1.1 Appreciate that accurate representation and acknowledgement of work of others is essential
    1.2 Commit him/herself to evaluate published research.

    2. Recognise responsibility and integrity in the production and communication of information.

    3.1 Value responsible decision-making
    3.2 Recognise sensitivity with regard to different ways of constructing knowledge
    3.3 Take and recognise value positions on stylist and cultural issues.

    4.1 Recognise ethical responsibility to research subjects
    4.2 Take and recognise value positions on stylist and cultural issues.

    5. Value the process of life-long learning.

    6.1 Recognise and value diversity
    6.2 Recognise and value collaborative processes.

    7. Respect and value the interconnectedness of context.

    8.1 Take seriously the social consequences of disciplinary practices
    8.2 Show an open mind to diverse positions within the discipline. 

    ARTICULATION OPTIONS 
    Except at entry level, this section specifies with which other qualifications of the University the qualification was designed to articulate i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

    Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first? (e.g. half/third) or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification:
    A qualification equivalent to a matriculation with full exemption, or University-approved equivalent qualification, with English at a particular level of competence plus a demonstrated competence in performance and general musicianship.

    Articulation during the qualification:
    No formal articulation.

    On completion of the qualification:
    A qualifying learner may proceed to the Master of Music degree, or another appropriate postgraduate qualification, provided that he/she has a Bachelor of Music degree, which needs normally to have been achieved with a certain minimum percentage. 

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 Witwatersrand 


    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.