Gmv4 ~p. 200~ ~

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1 The Suth African Qualificatins Authrity (SAQA) was established in 1995 by the then Ministers f Labur and Educatin. A chairpersn and members nminated frm a diversity f interests including educatin, labur, business, universities, technikns, clleges, adult basic educatin and training, early childhd develpment, the teaching prfessin and special educatin were elected. SAQA's main functin was and still is t develp, versee and implement a Natinal Qualificatins Framewrk (NQF). Accrding t sectin 5 (1) f the Suth African Qualificatins Authrity Act (1995), SAQA's respnsibilities are t (SAQA 1999d:15): versee the develpment f the NQF frmulate and publish plicies and criteria fr - bdies respnsible fr generating and establishing f standards and qualificatins (SGBs) - bdies respnsible fr mnitring and maintaining standards and qualificatins t be accredited (ETQAs) versee the implementatin f the NQFby - registratin and accrediting f SGBsand ETQAs - registratin f natinal standards and qualificatins - mnitring the cmpliance with accreditatin prvisins - taking steps t ensure internatinal cmparability f registered standards and qualificatins advise the minister be respnsible fr SAQAfinances ~ Gmv4 ~p. 200~.

2 The main bjective f the NQF is t bring abut transfrmatin in the Suth African Educatin system that will be characterized by penness, efficiency, relevance, vitality and creativity (SAQA 1997:2). The idea fr the frmatin f the NQF was rted in research and debate in the early 1990s that invlved representatives frm labur, management, gvernment, as well as prviders f educatin and training regarding the fllwing: the anticipatin f majr changes in ur sciety nging discntent in the field f educatin dissatisfactin in trade and industry regarding the cmpetencies required prir t emplyment training prgrammes' lack f directin cmparability t internatinal trends and qualificatins. Eventually, agreement was reached that transparent natinal standards wuld be set. These were t include specific descriptins f learning achievements expected frm students as agreed n by all majr stakehlders in a particular area f learning. The NQF is currently a structure in which unit standards in all twelve delineated fields (see 4.3) can be rganised accrding t the expected level f achievement. At the end f each f the eight levels a qualificatin can be btained, prvided the learner can demnstrate certain previusly set cmbinatins f unit standards registered n specified NQF levels. These cmbinatins are called exit level utcmes. Being credit- and level-based means that "the framewrk nt nly regulates the award f credits fr learning, but als defines the levels at which prgramme elements will be taught and assessed,thus influencing prgressin" (SAQA2000c:3). The NQF therefre can be seen as a multi-dimensinal framewrk fulfilling the functins f:

3 defining the quantitative dimensin in terms f ntinal time, thus credits allcated determining the purpse and value f a qualificatin, and assessing cmpetence. The three NQF bands discussed in the fllwing sectin, reflect prgressin ver perids lnger than a single level. This prgressin can be manifested thrugh level descriptrs. The three bands are named and defined hereafter. lw-level intellectual/academic skills a very narrw range f peratinal cntexts and respnsibilities n respnsibility twards the learning f thers. intermediate intellectual/academic skills a limited extensin f peratinal cntexts respnsibility twards the learners' wn utput as well as that f thers. high-level infrmatin prcessing and prblem slving skills explratin f knwledge bundaries cmplete accuntability twards ne's wn wrk and the wrk f thers.

4 The Educatin and Training Bands are divided int smaller prtins called levels. Table 4.1 was cmpleted by the authr f this thesis cmbining infrmatin btained in a variety f SAQA publicatins. It demnstrates hw NQF levels, schl grades, educatin and training bands crrelate. The shaded areas are nt applicable t the crrespnding learning phases. SCHOOL NQF CREDIT QUAUFICATlON TYPE GRADES LEVELS ABET BAND ALLOCATION 1 credit = 10 ntinal hurs PRE SCHOOL FOUNDATION credits in PHASE ABET all learning areas 1 1 1&2 GENERAL tgether 2 EDUCATION 3 AND INTERMEDIATE TRAINING PHASE ABET (GET) 18 credits fr 4 3 elective learning 5 6 SENIOR PHASE ABET GRADE 9 (1 st exit level): 9 NATIONAL GET CERTIFICATE credits NATIONAL FET CERTIFICATES FURTHER with FET TRAINING CERTIFICATES EDUCATION 72 credits frm 11 3 AND n/abve Schls, clleges and NGOs at level 2, 3 & 4 TRAINING prmtin level at (FET) 2 nd, 3n:J,& 4th certain cmbinatins f certificates may lead 12 4 exit level t a diplma 240 credits TERTIARY 5 with NATIONAL CERTIFICATES at level YEARS 72 credits NATIONAL DIPLOMAS n/abve level 5 IN-SERVICE-TRANING QUAUFICATIONS HIGHER 360 credits 6 EDUCATION with NATIONAL CERTIFICATES at level 6 AND 72 credits NATIONAL HIGHER DIPLOMA TRAINING n/abve level 6 NATIONAL FIRST DEGREE (3 years) TERTIARY (HET) 3 YEARS credits PROFESSIONAL DIPLOMAS 7 with TECHNICAL DIPLOMAS 72 credits NATIONAL FIRST DEGREE (4 years) n/abve level 7 HONOURS DEGREE (3 + 1 years) PROFESSIONAL DEGREES 8 MASTERS DEGREES 600 credits DOCTORATES 8+ POST-DOCTORAL RESEARCH DEGREES _----., Grl'4 J.p

5 In Table 4.1 abve, the generic frmat names fr qualificatins at each exit level are given, tgether with the number f credits t be earned prir t btaining the qualificatin. The first unit standards are set at NQF levell, which equals Grade 9 and/r the exit level f the GET band. The ABET(Adult Based Educatin and Training) band makes prvisin fr the adult learner n NQFlevel 1. The exit level criteria fr ABETlevelland NQFlevel 1 will be the same. The quality and number f exit levels can be verified mre clsely using the credit system where 1 credit equals 10 ntinal hurs. This will be discussed in mre detail later in this chapter. Cnsidering the mst recent infrmatin gathered frm a variety f surces regarding prblems encuntered and develpments made, a reprt entitled The develpment f level descriptrs fr the NQF has been cmpiled by Dube (2000:1-26), with the bjective f clarifying misunderstandings regarding level descriptrs and credit-based qualificatins. In this reprt, a suggested mdel fr Suthern African level descriptrs has been develped t further clarify and utline the quality and number f the expected utcmes at different levels. It fcuses n fundatinal cmpetence, fllwed by practical cmpetence and then reflective cmpetence expected fr each NQF level (Table 4.2). T cmplement Table 4.2, Table 4.3 elabrates upn the same cmpetences by cmparing cnsecutive NQF levels, as well as the brader educatin and training bands with each ther. Tables 4.2 and 4.3 were cmpiled by Dube (2000: 1-26). 4-5 Gmv4 J.P

6 PROPOSED MODEL OF SOUTH AFRICAN LEVEL DESCRIPTORS Level Fundatinal Cmpetence Practical Cmpetence Reflexive Cmpetence 1 Demnstrate use f recall and Operate in clsely defined Perfrm directed activity. elementary cmprehensin cntexts under clse skills in a narrw range f supervisin. N respnsibility fr the learning areas with dependency n f thers. ideas f thers. carry ut repetitive and predictable prcedures. Pssessin f basic skills. Perfrm clearly defined tasks. Receive and pass n infrmatin. 2 Demnstrate basic Shw basic cmpetence in a Sme limited/restricted cmprehensin and emply a limited range f established respnsibility fr quantity and narrw range f skills. and familiar cntexts under quality f ne's wn utput. general supervisin and quality Apply knwn slutins t cntrl. Pssibility f respnsibility fr familiar prblems. guiding thers. Fllw established and familiar Basic prcessing f readily prcedures. available infrmatin. C-perate with thers. 3 Pssessin f a well-develped Operate in a number f Significant respnsibility fr range f skills. cntexts sme f which may quantity and quality f ne's wn be nn-rutine. utput under general supervisin Apply relevant knwledge with and quality checking. underpinning cmprehensin in Make significant chices frm a a number f areas. wide range f prcedures. Pssibility f being respnsible fr the utput f thers. Demnstrate ability t make C-rdinate with thers. cmparisns and interpret available infrmatin. 4 Pssessin f wide-ranging Operate in a variety f familiar Cmplete respnsibility fr schlastic r technical skills. and unfamiliar cntexts under quantity and quality f utput. brad guidance and evaluatin. Pssessin f a brad Pssible respnsibility fr the knwledge base incrprating select frm a cnsiderable quantity and quality f utput f sme basic theretical chice f prcedures. thers. cncepts. Give presentatins t an Demnstrate ability t access, audience. analyse and evaluate infrmatin independently. Emply a range f respnses t well-defined but ften unfamiliar r unpredictable prblems Gmi'4 J.p

7 5 Pssessin f wide-ranging, Operate in a variety f rutine Full respnsibility fr the nature, specialised schlastic r and nn-rutine cntexts quantity and quality f utput. technical skills. under general supervisin. Pssible respnsibility fr the Pssessin f a brad select frm a Wide chice f achievement f grup utput. knwledge base with prcedures ranging frm substantial depth in ther standard t nn-standard. areas. Plan, select r present infrmatin, methds r resurces. 6 Pssessin f Wide-ranging, Operate in highly variable Cmplete accuntability fr specialised schlastic, schlarly, technical, detennining and achieving prfessinal r technical skills prfessinal cntexts within persnal and/r grup utput. and basic (applied r brad parameters fr welltheretical) research acrss a defined activities. majr discipline. Select frm a wide chice f Ability t analyse, evaluate and prcedures, standard and nnrefnnat a wide range f standard, and ften in nninfnnatin. standard cmbinatins in a majr discipline. Ability t fnnulate apprpriate respnses t reslve bth Diagnse prblems and create cncrete and abstract apprpriate respnses t prblems. reslve bth cncrete and abstract prblems in a range f Generate ideas by analysing technical, prfessinal r infnnatin and cncepts at an management functins. abstract level. 7 Pssessin f highly Operate in cmplex, variable, Cmplete accuntability fr specialised, schlastic, highly specialised and determining, achieving and prfessinal, technical and unpredictable cntexts within evaluating persnal and/r grup advanced research acrss a brad parameters and utput. majr discipline. functins. Demnstrate ability t critically select frm a full range f review, cnslidate and extend advanced prcedures in a a systematic and cherent majr discipline. bdy f knwledge. Diagnse prblems and create Demnstrate ability t analyse, apprpriate respnses t transfnn and critically reslve cntextual and abstract evaluate new infrmatin, prblems. abstract data and cncepts including evidence frm a Ability t transfer and apply range f surces. diagnstic skills in a range f cntexts. Ability t create apprpriate respnses t reslve abstract cntextual prblems. -=- 4-7 Gmv4 J.p

8 8 Display mastery f a cmplex Operate in cmplex, advanced Cmplete accuntability fr and specialised area f and highly specialised determining, achieving and knwledge and skills. cntexts. evaluating persnal and grup utput. Ability t generate, evaluate select frm cmplex and and synthesize infrmatin and advanced prcedures acrss a cncepts at highly abstract majr discipline. levels. Cnduct research, r advanced Demnstrate expertise in technical r prfessinal highly specialised and activity. advanced technical, prfessinal and/r research Design and apply research skills. methds and cmmunicate research t peers. 8+ Pssessin f expert, highly Operate in highly specialised Cmplete accuntability fr specialised and in-depth and unpredictable cntexts. determining, achieving, evaluating technical/prfessinal r and applying all persnal and/r research skills, bth acrss a select frm highly cmplex, grup utput. majr discipline and advanced and highly interdisciplinary. specialised prcedures acrss a majr discipline and Ability t generate, evaluate interdisciplinarily. and synthesize infrmatin and cncepts at highly abstract Demnstrate cmmand f levels. methdlgical issues. Make a significant and riginal Cmmunicate results f cntributin in a specialised research t peers and engage field and engage in critical in critical dialgue. dialgue. Ability t respnd t abstract prblems that expand and redefine existing knwledge. _-...,: Gmv4 J.p. 200~.

9 DIFFERENCES BETWEEN LEVEL 1. 2 Level Fundatinal Cmpetence Practical Cmpetence Reflexive Cmpetence 1 Demnstrate use f recall and Operate in clsely defined Perfrm directed activity. elementary cmprehensin cntexts under clse skills in a narrw range f supervisin. N respnsibility fr the learning f areas with dependency n thers. ideas f thers. carry ut repetitive, rutine and predictable prcedures. Pssessin f basic skills. Perfrm clearly defined tasks. Receive and pass n infrmatin. 2 Demnstrate basic Shw basic cmpetence in a Sme limited/restricted cmprehensin and emply a limited range f rutine and respnsibility fr quantity and narrw range f skills. familiar cntexts under quality f utput. general supervisin and Apply knwn slutins t quality cntrl. Pssibility f respnsibility fr familiar prblems. guiding thers. Fllw established and Basic prcessing f readily familiar prcedures. available infrmatin. C-perate with thers. DIFFERENCES BETWEEN LEVEL Demnstrate basic Shw basic cmpetence in a Sme limited/restricted respnsibility cmprehensin and emply a limited range f rutine and fr quantity and quality f utput. narrw range f skills. familiar cntexts under general supervisin and quality cntrl. Pssibility f respnsibility fr Apply knwn slutins t guiding thers. familiar prblems. Fllw established and familiar prcedures. Basic prcessing f readily available infrmatin. C-perate with thers. 3 Pssessin f well-develped Operate in a number f Significant respnsibility fr quantity range f skills. cntexts sme f which may be and quality f utput under general nn-rutine. supervisin and quality checking. Apply relevant knwledge with underpinning cmprehensin in Make significant chice frm a Pssibility f being respnsible fr a number f areas. Wide range f prcedures. the utput f thers. Demnstrate ability t make C-rdinate with thers. cmparisns and interpret available infrmatin. 4-9 Grv4 J.P. 200J.

10 DIFFERENCES BETWEEN LEVEL Pssessin f well-develped Operate in a number f Significant respnsibility fr quantity range f skills. cntexts sme f which may be and quality f utput under general nn-rutine. supervisin and quality checking. Apply relevant knwledge with underpinning cmprehensin in Make significant chice frm a Pssibility f being respnsible fr a number f areas. wide range f prcedures. the utput f thers. Demnstrate ability t make C-rdinate with thers. cmparisn and interpret available infrmatin. 4 Pssessin f wide-ranging Operate in a variety f familiar Cmplete respnsibility fr quantity schlastic/technical skills. and unfamiliar cntexts under and quality f utput. brad guidance and evaluatin. Pssessin f a brad knwledge base incrprating select frm a cnsiderable sme theretical cncepts. chice f prcedures. Pssible respnsibility fr the quantity and quality f utput f Demnstrate ability t access, Give presentatins t an thers. analyse and evaluate audience. infrmatin independently. Emply a range f respnses t well defined but ften unfamiliar r unpredictable prblems. DIFFERENCES BETWEEN LEVEL Pssessin f wide-ranging Operate in a variety f familiar Cmplete respnsibility fr quantity schlastic/technical skills. and unfamiliar cntexts under and quality f utput. brad guidance and supprt. Pssessin f a brad knwledge base incrprating select frm a cnsiderable sme theretical cncepts. chice f prcedures. Pssible respnsibility fr the quantity and quality f utput f Demnstrate ability t access, Give presentatins t an thers. analyse and evaluate audience. infrmatin independently. Emply a range f respnses t well-defined but ften unfamiliar r unpredictable prblems. 5 Pssessin f wide-ranging, Operate in a variety f rutine Full respnsibility fr the nature, specialised schlastic r and nn-rutine cntexts quantity and quality f utput. technical skills. under general supervisin. Pssible respnsibility fr the Pssessin f a brad select frm a Wide chice f achievement f grup utput. knwledge base with prcedures ranging frm substantial depth in ther standard and nn-standard. areas. Plan, select r present infrmatin, methds r resurces. ".-- 4-JO Gmv4 J.p. 200J.

11 DIFFERENCES BETWEEN LEVEL Pssessin f wide-ranging, Operate in a variety f rutine Full respnsibility fr the nature, specialised schlastic r and nn-rutine cntexts quantity and quality f utput. technical skills. under general supervisin. Pssible respnsibility fr the Pssessin f a brad Select frm a wide chice f achievement f grup utput. knwledge base with prcedures ranging frm substantial depth in ther standard and nn-standard. areas. Plan, select r present infrmatin, methds r resurces. 6 Pssessin f wide-ranging, Operate in highly variable Cmplete accuntability fr specialised schlastic, schlarly, technical, determining and achieving persnal prfessinal r technical skills prfessinal cntexts within and/r grup utput. and basic research acrss a brad parameters fr wellmajr discipline. defined activities. Ability t analyse, evaluate and Select frm a wide chice f refrmat a Wide range f prcedures, standard and nninfrmatin. standard, and ften-in nnstandard cmbinatins in a Ability t frmulate majr discipline. apprpriate respnses t reslve bth cncrete and Diagnse and create abstract prblems. apprpriate respnses t reslve bth cncrete and Generate ideas by ana lysing abstract prblems in a range infrmatin and cncepts at an f technical, prfessinal r abstract level. management functins. Gmv4 J.P. 200J. 4-JJ

12 DIFFERENCES BETWEEN LEVEL Pssessin f wide-ranging, Operate in highly variable Cmplete accuntability fr specialised schlastic, schlarly, technical, determining and achieving persnal prfessinal r technical skills prfessinal cntexts within and/r grup utput. and basic (applied r brad parameters fr welltheretical) research acrss a defined activities. majr discipline. select frm a wide chice f Ability t analyse, evaluate and prcedures, standard and nnrefrmat a wide range f standard, and ften in nninfrmatin. standard cmbinatins in a majr discipline. Ability t frmulate apprpriate respnses t Diagnse and create reslve bth cncrete and apprpriate respnses t abstract prblems. reslve bth cncrete and abstract prblems. Generate ideas by analysing infrmatin and cncepts at an abstract level. 7 Pssessin f highly Operate in cmplex, variable Cmplete accuntability fr specialised, schlastic, and highly specialised cntexts determining, achieving and prfessinal, technical and within brad parameters and evaluating persnal and/r grup advanced research acrss a functins. utput. majr discipline. Select frm a full range f Demnstrate ability t critically advanced prcedures in a review, cnslidate and extend majr discipline. a systematic and cherent bdy f knwledge Diagnse prblems and create independently. apprpriate respnses t reslve cntextual and Demnstrate ability t analyse, abstract prblems. transfrm and critically evaluate new infrmatin, Ability t transfer and apply abstract data and cncepts. diagnstic and creative skills in a range f cntexts. Ability t diagnse and create apprpriate respnses t reslve abstract cntextual prblems J2 GrV4 J.p. 200J.

13 DIFFERENCES BETWEEN LEVEL Pssessin f highly specialised, Operate in a cmplex, variable and highly Cmplete schlastic, prfessinal, specialised cntexts within brad parameters and accuntability fr technical and advanced research functins. determining, acrss a majr discipline. achieving and Select frm a full range f advanced prcedures evaluating Demnstrate ability t critically in a majr discipline. persnal and/r review, cnslidate and extend grup utput. a systematic and cherent bdy Diagnse prblems and create apprpriate f knwledge. respnses t reslve cntextual and abstract prblems. Demnstrate ability t analyse, transfrm and evaluate abstract Ability t transfer and apply diagnstic and data and cncepts. creative skills in a range f cntexts. Ability t create apprpriate respnses t reslve abstract cntextual prblems. 8 Display a mastery f cmplex Operate in cmplex, advanced and highly Cmplete skills in a specialised area f specialised cntexts. accuntability fr knwledge. determining, select frm cmplex and advanced prcedures achieving and Demnstrate expertise in a acrss a majr discipline. evaluating highly specialised, prfessinal persnal and and advanced technical and/r Cnduct research, r advanced technical r grup utput. research acrss a majr prfessinal activity. discipline. Design and apply apprpriate research methds Ability t generate, evaluate and and cmmunicate research results t peers. synthesize infrmatin and cncepts at highly abstract levels. 8+ Pssessin f expert/ highly Operate in highly specialised and unpredictable Cmplete specialised and in-depth cntexts. accuntability fr technical/prfessinal r determining, research skills, bth acrss a select frm highly cmplex, advanced and highly achieving, majr discipline and specialised prcedures acrss a majr discipline evaluating and interdisciplinary. and interdisciplinary. applying all persnal and/r Make a significant and riginal Demnstrate cmmand f methdlgical issues. grup utput. cntributin in a specialised field and engage in critical dialgue. Cmmunicate results f research t peers and engage in critical dialgue. Ability t respnd t abstract prblems that expand and redefine existing knwledge. _---..,, Gmv4 J.p

14 DIFFERENCES BETWEEN BANDS BAND Fundatinal cmpetence Practical Cmpetence Reflexive Cmpetence GET Knwledge: Narrw ranging Cntexts: Clsely defined. Directed Infrmatin Prcessing: Recall. Prcedures: Repetitive. Clse supervisin Prblem Slving: Knwn Nt respnsible fr wn learning r slutins t familiar prblems. learning f thers. FET Knwledge: Brad knwledge Cntexts: Variety, familiar & Self-directed. base with sme theretical unfamiliar cncepts Brad guidance. Prcedures: Significant chice Infrmatin Prcessing: Cmplete respnsibility fr wn and Basic, analytical, interpretive. wrk f thers. Prblem Slving: Innvative respnses. HET Knwledge: Expert & highly Cntexts: Unpredictable, Optimising all aspects f prcess. specialized. highly specialized. Cmplete accuntability fr persnal Infrmatin Prcessing: Prcedures: Cmplex, highly & grup utput. Generatin, evaluatin & advanced. synthesis f infrmatin & highly abstract cncepts. Prblem Slving: A range f cncrete prblems with sme theretical elements t redefine existing knwledge. T facilitate the prcess f standardizing NQF levels acrss all fields and subfields and ensure that all aspects relating t the writing f unit standards are adequately cvered, Csser (1998:19-21) has develped a set f generic level descriptrs based n: Nature f prcesses (Table 4.4) Scpe f learning (Table 4.5) Respnsibility (Table 4.6) Learning pathway (Table 4.7) Gmv4, J.P

15 In each f the Tables , Csser (1998:19-21) utlines all utcmes expected frm learners at specific NQF levels. T ensure that standards are crrectly pinned, the skills (= nature f prcesses,table 4.4), knwledge (= scpe f learning, Table 4.5) and respnsibility (Table 4.6) expected f learners at certain NQF levels can be cntrlled. Table 4.7 deals with prir learning and further educatin and/r training. LEVEL SKILLS PROCEDURES CONTEXTS 1 Umited in range Repetitive and familiar Clsely defined 2 Mderate in range Established and familiar Rutine and familiar 3 Well-develped range Significant chice Range f familiar 4 Wide-ranging schlastic r technical Cnsiderable chice Variety f familiar and unfamiliar 5 Wide-ranging, specialised schlastic r Wide chice, standard and Variety f rutine and nntechnical nn-standard rutine 6 Wide-ranging, specialised schlastic r Wide chice, standard and Highly variable rutine and technical, and basic research, acrss a nn-standard, ften in nn- nn-rutine majr discipline standard cmbinatins, in a mair disciline 7 Highly specialised schlastic r technical, Full range, advanced, in a Cmplex, variable, and and advanced research acrss a majr majr discipline highly specialised disciline 8 Expert, highly specialised, and advanced Cmplex and highly Highly specialised, technical r schlastic research, bth advanced unpredictable acrss a majr discipline and interdiscilinarv level KNOWLEDGE INFORMATION PROCESSING PROBLEM SOLVING 1 Narrw-ranaina Recall 2 Basic peratinal Basic prcessing f readily Knwn slutins t familiar available infrmatin rblems 3 Sme relevant theretical Interpretatin f available A range f knwn respnses t infrmatin familiar prblems, based n limited discretin and iudaement 4 Brad knwledge base Basic analy tical interpretatin f A range f smetimes innvative incrprating sme infrmatin respnses t cncrete but ften theretical cncepts unfamiliar prblems, based n infrmed iudaement 5 Brad knwledge base with Analytical interpretatin f a wide The determinatin f apprpriate substantial depth in sme range f data methds and prcedures in areas respnse t a range f cncrete prblems with sme theretical elements 6 Knwledge f a majr The analysis, refrmatting, and The frmulatin f apprpriate discipline with depth in evaluatin f a wide range f respnses t reslve bth mre than ne area infrmatin cncrete and abstract erblems 7 Specialised knwledge f a The analysis, transfrmatin, and The creatin f apprpriate majr discipline evaluatin f abstract data and respnses t reslve cntextual cnceets abstract erblems 8 In-depth knwledge in a The generatin, evaluatin, and The creatin f respnses t cmplex and specialised synthesis f infrmatin and abstract prblems that expand r area cnceets at hiahlv abstract levels redefine existina knwledae 4-J5 Grve, J.p. 200J.

16 LEVEL ORIENTATION OF APPUCATION OF ORIENTATION AND SCOPE ACTIVITY RESPONSIBILITY OF RESPONSIBILITY 1 Directed Under clse supervisin N respnsibility fr the wrk r leamina f thers 2 Directed Under general supervisin and Sme respnsibility fr quantity quality cntrl and quality, and pssible resnsibility fr guiding thers 3 Directed, with sme autnmy Under general supervisin and Significant respnsibility fr the quality checking quantity and quality f utput, and pssible respnsibility fr the utut f thers 4 self-directed Under brad guidance and COmplete respnsibility fr evaluatin quantity and quality f utput, and pssible respnsibility fr the quantity and quality f the utut f thers 5 self-directed, and smetimes Within brad, general guidelines r Full respnsibility fr the nature, directive functins quantity, and quality f utput, and pssible respnsibility fr the achievement f grup utut 6 Managing prcesses Within brad parameters fr largely COmplete accuntability fr defined activities achieving persnal and/r grup utput 7 Planning, resurcing, and Within brad parameters and COmplete accuntability fr managing prcesses functins determining, achieving, and evaluating persnal and/r grup utput 8 Planning, resurcing, Within cmplex and unpredictable COmplete accuntability fr managing, and ptimizing all cntexts determining, achieving, aspects f prcesses engaged evaluating, and applying all in persnal and/r aru utut LEVEL 1 2 EDUCATION PATHWAY En t senir secnda educatin senir secndary study beynd entry level COntinuing undergraduate r equivalent higher educatin Cmpletin f undergraduate r equivalent higher educatin and entry t hnurs, masters r uivalent hi her educatin Entry t dctral and further research educatin, and t research-based ccu atins Academic leadership, advanced research, and/r research-based ccu atins TRAINING PATHWAY En t career-based trainin Training twards certificatin in sub-crafts and sub-trades Training twards certificatin in skilled ccu tins crafts and trades Training twards certificatin in advanced trade and technical ccu atins Training twards certificatin in technlgical r ra rfessinal ccu tins Subsequent cmpletin f prfessinal certificatin, and entry t prfessinal practice and r mana erial ccu tins Prfessinal practice and/r senir managerial ccu tins Prfessinal practice and/r senir managerial ccu atins 4-J6 GmM& J.p. 200J.

17 unit standard at a specific NQF level culd becme a very lengthy ne. Hwever, by studying the infrmatin mre clsely, it is evident that merging Tables will result in a synthesis f Blm's taxnmy (Nye & Nye 1985: ), whereby all learning utcmes shuld be stated and assessed in terms f skills, knwledge and attitudes. T be able t view all f these at a specific NQF level simultaneusly, as well as the previus and subsequent NQF level, will simplify the task f the writers f unit standards cnsiderably. A synthesis f Tables was therefre cmpiled by the authr f this thesis. This culd be used by writers f unit standards, nt exclusive t music, t ensure cnsistency in the learning pathway and prgress frm ne NQF level t the next. LEVEL SKILLS KNOWLEDGE ATTITUDES LEARNING PATHWAY EDUCATION TRAINING 1 Umited range f repetitive, Recalling f a naltowrange f Directed activity under dse Entry t career- Entry t careerclsely defined skills knwledge supervisin by facilitatr. based training based educatin 2 Mderate range f Prcessing f readily available, Directed activity with general Senir secndary Training established and rutine skills peratinal infrmatin and supervisin. Quality & quantity study beynd twards knwledge cntrl is wn respnsibility entry level certificatin in sub-crafts and sub-trades 3 Well develped range f Prcessing f readily available Directed activity under general Cntinuing Training significant skilis relevant theretical knwledge supervisin and quality secndary study twards and infrmatin checkjng certificatin in Significant respnsibility fr skilled quality and quantity f wn ccupatins, utput primarily, pssibly crafts and arilv fr thers trades 4 Wide range and cnsiderable Incrprating and applying Mstly self-directed activity Entry t Training chice between familiar and theretical cncepts In analysis with full respnsibility fr the undergraduate r twards unfamiliar skills f brad knwledge base nature, quality and quantity f equivalent higher certificatin in wn utput, as well as the educatin advanced trade grup utput, within brad and technical llm631 uidellnes ccuatins 5 Wide range f specialised A brad knwledge base with Self-dlrected and smetimes Cntinuing Training standard and nn-standard, substantial depth and analytical directive activity with full undergraduate r twards rutine and nn-rutine skills interpretatin in sme areas respnsibility fr the nature, equivalent higher certificatin In quality and quantity f utput educatin technlgical r within brad guidelines paraprfessinal ccuatins 6 Wide and specialised range f Knwledge In a majr discipline Managing prcesses with Cmpletin f SUbsequent nn-rutine skills acrss a with in-depth analysis, cmplete accuntability fr undergraduate (3 cmpletin f majr discipline refrmative and evaluative achieving persnal and/r year degree) r prfessinal skilis n a wide variety f grup utput within brad equivalent HE and certificatin - infrmatin parameters fr iargely defined entry t hnurs, entry t activities masters r prfessinal equivalent HE practice and/r managerial ccuatins 7 Highly specialised and Spedallsed knwledge, Cmplete accuntability fr Cmpletin f PrfessInal advanced research skills analysis, transfrmatin and planning, resurcing, undergraduate 4 practice and/r acrss a majr discipline evaluatin f abstract data and managing, determining, year degree r senir cncepts in a majr discipline achieving and evaluating entry t dctral managerial persnal and/r grup utput and further ccupatins within brad parameters and research based functins ccuatins 8 Expert, highly speciallsed and In-depth knwledge Cmplete accuntability fr Academic PrfessInal advanced research skilis bth generatin, evaluatin and determining, planning, leadership, practice and/r acrss a majr discipline and synthesis f Infrmatin and resurcing, managing, advanced senir inter-discipilnary cncepts at highly abstract ptimizing, achieving, research and/r managerial levels evaluating and applying ali research pathway ccupatins utput within a cmplex and umiredlctable cntext

18 Cntextualising f level descriptrs accrding t Blm and Swanwick in the Music sub-field Accrding t Blm's taxnmy f 1964, music knwledge is btained, applied and assessed at seven different cgnitive levels, namely knwledge, cmprehensin, applicatin, analysis, generalizatin, synthesis and evaluatin (Nye & Nye 1985: ). In the sub-field f music, knwledge can be btained by the music-specific activities listening, mving, singing, playing, creating, reading and appraising. The 'ultimate gal f learning shuld be the develpment f learners in the cgnitive, affective and psych-mtr dmains. This shuld lead t a change in learner attitudes, which is measurable. Hwever, "teachers need help in studying the differences between their intent and the utcmes they are achieving" (Dll 1992:238). Assessing learner attitudes culd be very subjective if definite assessment criteria are nt set prir t learning. Nye & Nye (1985:116), suggest certain guidelines by which attitudes can be assessed. These are summarized and adapted by the authr in Table 4.9. The dtted lines signify that the develpment f skills, knwledge and attitudes cannt take place in watertight cmpartments; it is an integrated and cntinuus prcess. SKILLS I KNOWLEDGE ~yg,c),~_rt19~.r.(a.c:i:i,,_i_ti_~) J q:»gi1_it:i,,~_(~.i.i1_k.i'_'91_ General levels f mving (Simpsn General levels f thinking (Blm 1966): 1956): Perceptin - cue t respnd set - readiness t act Imitatin - guided respnse Mechanism - learned respnse Cmplex vert mvement - smthly executed learned respnse Adapted mvement - prmpt reflexive respnse These are applicable t the fllwing Music specific activities: Ustening Mving Singing Playing Creating Reading Appraising (by active articiatin) 0 Knwledge 0 Cmprehensin 0 Applicatin 0 Analysis 0 Generalizatin 0 Synthesis 0 Evaluatin ATTITUDES ~~-,,~_(,,!I_I~_~)--_ Input by facilitatr vs. measurable participatin by learner (Karthwall et ai1964): Receiving frm fadlitatr Respnsiveness; Willingness; attentiveness Respnding Active participatin; desire fr experience; lack f resistance Valuing Frming persnal references, firm cnvictins and acting accrdingly Organising Cmparing, relating and synthesizing values; develping a persnal hierarchy f values. 4-J8 Grv4 J.p. 200J.

19 Althugh the knwledge, skills and attitudes utlined in Table 4.9 are nt classified accrding t NQF levels, their prgressin and develpment are clearly frm simple t cmplex. The inclusin f Blm's taxnmy shws the underlying prgressin f thinking skills that must be included in planning. Althugh music knwledge is btained by music specific skills, the develpment f prgressive thinking skills must frm a part f all learning activities. Accrding t Swanwick (1994: ), music knwledge is made up f fur distinguishable layers, namely: music materials music expressin musical frm values. With student activities and learner utcmes in mind, Swanwick develped the matrix whereby cmpsing, perfrming and audience-listening are t be thught f as thse activities at any level thrugh which music is knwn. These d nt necessarily imply writing symphnies, giving recitals r ging t cncerts. It is pssible t start with any f the activities and t mve freely acrss the matrix. Initially the fcus can fall n any f the utcme layers, depending n the students' prir knwledge. The circles shw the pints f intersectin between activity and learning.

20 [ AQmES /1 SENSmVI1Y TO & CONTROL OF: SOUND MATERIALS EXPRESSIVECHARACTER FORM I MEUSSA MODEL: The clurs f the circles in Figure 4.1 abve indicate hw it can be applied t the MEUSSA Mdel (see Figures 3.7 & 3.8), and reveal the interpretatin f the authr f this thesis. In the mdel, "cmpsing", als applied by Swanwick as a music activity, is included under the cllective term creating. Swanwick identifies audience-listening as a music activity. Hwever, this term culd imply passive listening as ppsed t the term appraising used in the MEUSSA Mdel fr active listening and learning experiences. Perfrming as a music activity verlaps with and is inclusive f a wide variety f music genres, styles and practices. Swanwick (1999:81-82) als cmpiled criteria fr assessing the musical wrk f students based n the matrix. These criteria are applicable t the abve music activities including cmpsing (creating), audience-listening (appraising) and perfrming. In the fllwing sectin, the text in brackets refers t perfrming and cmpsing. Althugh these levels d nt crrelate Grve, J.P

21 with the NQF levels, they clearly shw that it is expected that the learner braden his/her knwledge base cntinuusly. recgnises (explres) snrities: ludness levels pitch differences changes f tne clur and texture identifies (cntrls) specific instrumental and vcal sunds: instrument types ensemble tne clur. cmmunicates expressive character in music: atmsphere and gesture interpretatin in wrds visual images mvement analyses (prduces) expressive effects by attentin t: timbre pitch duratin pace ludness texture silence.

22 perceives (demnstrates) structural relatinships: unusual r unexpected changes makes (can place) music within a particular stylistic cntext shws awareness f idimatic devices and stylistic prcesses. An elabratin f the matrix culd include the values that are frmed as a result f first hand music encunters. Hwever, it is the pinin f the authr that the frming f values is present at each level, starting at level 1. reveals evidence f persnal cmmitment thrugh sustained engagement with: particular pieces perfrmers cmpsers systematically develps new music prcesses, critical and analytical ideas abut music and music skills. These criteria are very brad and general, and need t be cntextualised fr each scenari. In Chapter 5 this is dne in a General Music Appraisal Prgramme (GMAP),at NQF level 1. T rganise unit standards and qualificatins within the SAQAframewrk, it is necessary t divide the whle spectrum int smaller, mre manageable prtins.

23 T achieve the gal f creating natinal standards and qualificatins that can be cmparable t internatinal standards, 12 learning fields have been identified by SAQA. In each f the fields Natinal Standards Bdies (NSBs) numbered were elected t recmmend qualificatins and utcmesbased unit standards, integrated with assessment tls, fr registratin by SAQA.The fields are: 01 Agriculture, Nature & Cnservatin 02 Culture & Arts (Sprt) 03 Business,Cmmerce & Management 04 Cmmunicatin Studies & Language 05 Educatin, Training & Develpment 06 Manufacturing, Engineering & Technlgy 07 Human & Scial Studies 08 Law, Military Science~ Security 09 Health Sciences& Scial Services 10 Physical, Mathematical, Cmputer & Life Skills 11 Services 12 Physical Planning & Cnstructin. Music frms ne f the sub-fields in NSB 02 fr Culture & Arts (Sprt). Music is bth ne f the facets f Culture & Arts (Sprt), and verlaps with ther fields. The verlapping areas are called Crss-field linkages. It is very imprtant that NSBs interact with each ther either infrmally r frmally t standardise cmmn areas and frmulate generic unit standards that can be cntextualised in the specific sub-fields. _ Gmv4 J.P. 200J.

24 Figure 4.2 illustrates hw Music as a sub-field f NSB 02 fr Culture & Arts (Sprt) can verlap with ther fields. Other fields will in due curse als indicate their verlap with Music within the SAQAframewrk. It is, hwever, pssible fr any f the NSBs t frm the central fcus pint with the same effect, but with emphasis frm a different angle. Cmmunicatin Studies & Language Agriculture, Nature & Cnservatin Business, Cmmerce & Management Educatin, Training & Develpment Manufacturing, Engineering & Technlgy Human & Scial Science Physical Planning & Cnstructin Law, Military Science & Security Physical, Mathematical, Cmputer & Life Skills Health Sciences & Scial Services Table 4.10 belw is a mre detailed versin f hw the sub-field f Music may integrate with and relate t the twelve fields (NSBs). This relatinship des nt mean that music cannt be studied in a music-specific cntext, as well as fr its intrinsic value. It merely means that music can als be utilized t 4-24 Grve, J.P

25 enhance ther learning fields and vice versa. The generating f unit standards in all fields is a simultaneus and an nging prcess and mre' crss-field linkages will be defined a~ the prcessesprgress. NSB 01 AGRICULTURE, NATURE & 0 Prductin imprvement CONSERVATION NSB 02 0 ACCORDING TO MEUSSA MODEL CULTURE & ARTS (SPORT) - Music Creating (Cmpsing, Arrangement & Imprvisatin) - Music Appraisal - Music Perfrmance 0 Film industry 0 Music in sprt (Gymnastics) 0 Music as integral part f dance 0 Music in drama NSB 03 0 Music Marketing BUSINESS, COMMERCE & MANAGEMENT 0 Music Prductin & Management 0 Music Prducing 0 Music Prmting (Advertisina) NSB 04 0 Music Literacy (Ntatin) COMMUNICATION STUDIES & LANGUAGE 0 Music Jurnalism 0 Music Criticism NSB 05 0 Music in Educatin & Training EDUCATION & TRAINING DEVELOPMENT 0 Music in Arts Educatin 0 Music Educatin NSB 06 0 Music Sftware & Technlgy MANUFACTURING, ENGINEERING & 0 Instrument Manufacturing TECHNOLOGY 0 Sund enaineerina (Acustics) NSB 07 0 Music Cntextualising HUMAN & SOCIAL STUDIES 0 Ethnmusicly NSB 08 0 Music Publishing LAW, MILITARY SCIENCE & 0 Music Cpyright / piracy SECURITY 0 Incidental Music: Militarv NSB 09 0 Music Therapy HEALTH SOENCES & SOCIAL SERVICES 0 Music in the wrklace NSB 10 0 Music Technlgy PHYSICAL, MATHEMATICAL, COMPUTER & UFE SKILLS NSB'U 0 Music Bradcasting SERVICES 0 Turism: Suth African Music NSB 12 0 Acustics and Theatre planning PHYSICAL PLANNING & CONSTRUCTING Accrding t 5AQA (1999a:23), the rle f 5GBs is t take respnsibility fr the generating f unit standards. As seen in Table 4.10, the sub-field f Music has a very wide scpe. It will be Virtually impssible fr ne 5GB t have Grv4 J.p. 200J.

26 expertise in all sub-dmains. A feasible situatin therefre wuld be fr a 5GB t delegate the task f generating unit standards t sub-grups r "reference grups t assist in terms f the added wrklad" (5AQA 2001a). This wuld ensure crss-fertilizatin between sub-dmains, thereby aviding unnecessary duplicatin f unit standards that verlap. Fragmentizing the sub-field int mre than ne 5GB might nt have the essential cnsistency t ensure unity within the sub-dmain. Hwever, three 5GBs fr music were established by N5B 02 during August 2001, and are currently registered (RSA2001: Ntice 446, 447 & 448): 5GB fr Music in General and Further Educatin and Training (5GB: G & FET) 5GB fr Music in Higher Educatin and Training (5GB: HET) 5GB fr the Music Industry. These 5GBs are registered fr a perid f three years, i.e. until 18 April The 5GB: G & FET will generate unit standards at NQF level 1-4, and the 5GB: HET fr NQF level 5-8. The 5GB fr Music Industry will prvide unit standards at NQF level 2-6. The fragmentatin f the sub-field f Music int these three 5GBs is unfrtunate as the past split between "schl" (5GB: G & FET) and "tertiary" (5GB: HET) educatin is still there. Hauptfleisch (1997:285) als stresses the fact that "Suth African music educatin must simultaneusly vercme a fragmentatin legacy and define its rle and nature within a new and largely unknwn cntext". Hwever, this is the rad 5AQA has embarked upn, and Suthern African music educatrs have t make the best theref and ensure that the 5GBs interact with each ther adequately. MEU55A team members are serving n all three 5GBs. It is therefre pssible fr the MEU55A research t feed directly int the relevant 5GB. T ensure cnsistency, unity and cntinuity within the sub-field f Music, it is, hwever, suggested by the authr that all 5GBs use the MEU55AMdel utlined in Chapter 3 as a basic framewrk fr the structure f unit standards.

27 In a prcess f this vast scpe, cntinuity is f the utmst imprtance as music is at its very cre a dynamic scial phenmenn that will cntinue t evlve. Althugh the registratin f the actual unit standards is subject t the apprval f the respective SGBs,the MEUSSAteam will nevertheless cntinue its research. ETD (Educatin, Training and Develpment) generally refers t practices which supprt learning frmally r infrmally, directly r indirectly. These may include: the facilitating f learning develping learning materials assessing learners' prgress managing learning prgrammes. ETD is cncerned with ensuring that practitiners are equipped with all three the cmpnents f cmpetence which are ccupatinal cmpetence, ETD rle expertise, as well as cntextual expertise. These cmpnents shuld be integrated in practice and therefre be supprted by the design f qualificatins and standards. With the abve as underlying principles, the purpse f the Educatin, Training and Develpment Prject (ETD) can be quted thus (Enslin 1998:4): The ETD Practices Prject set ut t achieve a negtiated mdel... in terms f prgressin pathways and sets f unit standards and qualificatins - fr develping and recgnizing quality ETD practices, particularly within the Natinal Qualificatins Framewrk. The ETD prject fcused n "an integrated apprach t educatin, training and develpment that wuld imprve the quality f learning and braden access t educatin and training in supprt f scial and ecnmic gals" Gmv4 J.p

28 (Enslin 1998:4). Accrding t Enslin (1998:5), the methdlgy fr the setting f standards befre the actual generating f unit standards (based n utcme-statements nly) cmprises eight cmpnents that functin in the cyclical setting indicated by Figure 4.3 belw. These are: 1. Establishing the plitical and technical prcesses 2. Undertaking a field analysis 3. Designing the qualificatin structure 4. Develping prgressin paths 5. Determining the standards required 6. Writing the standards 7. Designing uses 8. Revising the prcess, qualificatins and standards. Establishing the plitical and technical prcesses 1 Revising the prcess, 8 qualificatins and standards! \Designing ~-~ Writing the 6 4 ~ 2 Undertaking a field analysis Develping prgressin the qualificatin structure ) paths Determining the standards required Gmv4 J.p. 200~.

29 Althugh the MEUSSAresearch team is/was primarily cncerned with the generating f unit standards (6) and designing the implementatin in qualificatins (8), the abve cycle nevertheless underlies the research pathway that was fllwed. The plitical and technical prcesses (1) are cntinuus and dynamic and are peratinal thrughut the cycle, althugh the MEUSSAteam itself has n plitical agenda. The undertaking f a field and sub-field analysis (2) has been dne prir t the study starting with the cnference f ISME in Pretria in 1998 (see Chapter 2), and is strengthened by the versatility and inclusiveness f the MEUSSAMdel in the sub-field f music as well as the crss-field linkages f music with ther learning fields (Table Crss field linkages). The standards required (5) were als taken int cnsideratin. A field analysis is evident in the twelve NSBs that represent the twelve learning fields. The qualificatin structure (3) based n a credit system is als in place (Table NQF levels, credits and qualificatins), and learning prgressin paths (4) implied hrizntally by means f different specializatin pssibilities and vertically by the qualificatin structure. The writing, implementing and revising f unit standards and qualificatins (8) is a lng-term prcess and can nly be dne nce the system is fully peratinal. T imprve the quality f ETD practices, it is essential that all rle players and facilitatrs be equipped with the three cmpnents f cmpetence and be able t integrate them in practice as required. These are: ccupatinal expertise that frms fundamental learning material (prescribed/cmpulsry utcmes) ETD rle expertise which frms the cre f learning material (essential utcmes) cntextual expertise which frms elective learning material (chsen utcmes). _ Gmv4 J.P

30 Designers f qualificatins must have a clear knwledge f the essential elements needed in practice s that a balanced curriculum can be develped. The balance between cntextual expertise and ccupatinal expertise has t be taken int accunt in the planning f learning encunters. In Figure 4.4 belw, Enslin (1998:7) illustrates this balance. CONTEXTUAL EXPERTISE OCCUPATIONAL EXPERTISE The inclusin f ccupatinal expertise in the designing f unit standards and qualificatins implies that qualificatins t be btained are based n specific cmpnents f cmpetence required in the wrkplace fr a specific task. These are fundamentally essential skills and knwledge needed t fulfil a specific task. _---,, Gmv4, J.P. 200J.

31 Cntextual expertise includes the ptins frm which the learner may chse r elect t enrich and develp his/her cmpetences within a certain cntext. Educatin and Training, hwever, frms the cre f all learning prgrammes that may lead t qualificatins. Therefre unit standards that are essential as a prerequisite basis fr learning are prescribed in this categry. The main task f 5GBs is t generate unit standards. Althugh it is pssible that task grups culd als write unit standards, they have t be presented t and scrutinized by the 5GB befre they can be cnsidered fr registratin by 5AQA. If any unit standards are nt endrsed by the 5GB, the N5B will nt recmmend that the prcess f registratin be set in mtin. Accrding t Enslin (1998:9), there are fur majr cmpnents that underlie the frmulatin f unit standards, namely applied cmpetence applied cmpetence as utcmes t be demnstrated integrated assessment f utcmes critical crss-field utcmes. Unit standards need t capture the relatinship between cmpetence and perfrmance, hence the term "applied cmpetence" (Enslin 1998:10). Applied cmpetence is an umbrella term fr three dimensins f cmpetence, namely practical cmpetence, fundatinal cmpetence and reflexive 4-3:1 Gmv4 J.P. 200:1.

32 cmpetence. Practical cmpetence is defined as "the demnstrated ability t cnsider a range f ptins/pssibilities and decisins abut practice". Accrding t Enslin (1998:10), fundatinal cmpetence can be defined as "the demnstrated understanding abut what we are ding and why", while reflexive cmpetence is "the demnstrated ability t cnnect ur understanding with ur perfrmance such that we can learn frm ur actins and are able t adapt t changes and unfreseen circumstances". Standards shuld always be assessed in cntext. "Authentic assessment asks students t demnstrate their knwledge and skills in a meaningful setting r activity, which is in alignment with real-wrld prblem slving" (Nagel 1996:122). Accrding t Enslin (1998:10), range statements indicate that the perfrmance, explanatin and justificatin ffered in the assessment f each unit need t indicate the ability f the practitiner t integrate utcmes with the cmpnents f utcmes described in ther units. Cntinuus assessment in a learning prgramme is essential t effective planning. Withut frmative assessment, there is n feedback f the prgress made in terms f the utcmes that are reached. Accrding t Nutter (1999:26-31), "effective assessment management is a vital part f maintaining a high-quality music educatin prgramme" and the mst imprtant functin f frmative assessment is t "imprve the students' musical skills and understanding... Designing and implementing a system t manage the assessment prcess and reprt its utcmes are critical t establishing and maintaining a strng music educatin prgramme". "T maintain the integrity f music educatin as an academic curse f study, assessment methds must be develped that are reliable, valid and authentic" (Nutter 1999:31). Based n earlier mdels, Swanwick (1999:71) develped an 4-32 G/'Dv4 J.P. 200:1.

33 assessment plan specifically fr music educatin (Table 4.5). Teachers must determine if students' knwledge and skills are develping cnsistently. The functin f assessment is planned t start as infrmal frmative assessment as a cntinuus prcess that gives cnstant feedback t learners as well as facilitatrs regarding the success rate f the learning prgramme. If adequate prgress is nt evident, the learning prgramme culd be adjusted accrdingly. Frmal summative assessment can nly take place nce the utcmes f unit standards have been addressed. The authr f this thesis agrees with this assessment plan f Swanwick's, having tested it in a previus study by means f actin research (Grve 1996). Filtering Teaching Examining Rejecting Selecting Interacting Cmparing Testing Reprting Frmal Filtering f music is evident in learners' everyday life - it can manifest in the making f a decisin as t what music t listen t n the radi r what CD t buy. It is an uncnscius and infrmal assessment prcess. Teaching frms the cre f the assessment prgramme and illustrates hw teachers/ facilitatrs interact with what students say and d. Cmparisns can be made between different standards, levels, students, musics and nrms. Only in the last stage is assessment frmalised by the use f reprts, tests and examinatins. Therefre it is essential that the criteria fr frmal assessment, and thus the unit standards and utcme statements, must be stipulated clearly befre a learning prgramme can be develped. Accrding t Walker (2000), a criterin referenced assessment mdel wrks best fr all musical cultures ver the wrld. This means that SAQA, as well as the 4-33 Grv4 J.p. 200J.

34 MEUSSAteam in fllwing their guidelines, are heading in the right directin. Accrding t SAQA(1999c:8), The ideal relatinship between frmative and summative assessment has t be cnsidered within the ntin f cntinuus assessment and an understanding f the difference in purpse f frmative and summative assessment. Cntinuus assessment embraces bth frmative and summative assessment.the NQFsystem allws fr bth types f assessment t be administered n a cntinuus basis ver the curse f a structured learning experience. Subjective assessment can nly be valid, reliable and cnsistent, and that t a limited extent, if undertaken by music specialists. It is therefre essential that the accreditatin prcess define the assessrs clearly and unambiguusly. These criteria are utlined briefly in Regulatin 18 (a), (b) and (c) f the ETQAregulatins (SAQA 1999c:7). Mderating bdies shuld therefre: meet the criteria fr registratin as a mderating bdy set by the SGB,as recmmended t the NSB,and be able t perfrm mderatin and ensure that the assessment f unit standards are fair, valid and reliable. Evaluatin is subjective, but it shuld be based upn bjective measurement.... The wrds' subjective' and' bjective' are used t emphasise the difference between measurement and evaluatin.... A test scre is a measure, whereas a teacher's interpretatin f that test scre is an evaluatin. Accrding t SAQA (2000f:14), critical crss-field utcmes are generic respnse descriptins whereby utcmes in all fields culd be demnstrated. If cmprehensive enugh, this aspect can be cvered in bth the range Gmv4 J.P.200~.

35 statements and the assessment criteria in a unit standard. Critical utcmes are essential fr the develpment f the capacity fr lifelng learning. Hwever, it is nt necessary that the relatinship between prir and/r underlying knwledge and critical crss-field utcmes be stipulated specifically fr each unit standard separately. Writers f unit standards shuld, hwever, try t accmmdate critical crss-field utcmes and refer t them where apprpriate, when cnstructing unit standards. The eight critical utcmes, smetimes called generic utcmes, are summarised as fllws by the Cuncil f Higher Educatin (CHE2001:21): Identify and slve prblems in which respnses display that respnsible decisins using critical and creative thinking have been made; Wrk effectively with thers as a member f a team, grup, rganisatin, cmmunity; Organise and manage neself and ne's activities respnsibly and effectively; Cmmunicate effectively using visual, mathematical and/r language skills in the mdes f ral and/r written persuasin; Use science and technlgy effectively and critically, shwing respnsibility twards the envirnment and health f thers; Demnstrate an understanding f the wrld as a set f related systems by recgnising that prblem-slving cntexts d nt exist in islatin; Cntribute t the full persnal develpment f each learner and the scial and ecnmic develpment f the sciety at large, by making it the underlying intentin f any prgramme f learning t make an individual aware f the imprtance f reflecting n, and explring, a variety f strategies t learn mre effectively; participate as respnsible citizens in the life f lcal, natinal and glbal cmmunities; be culturally and aesthetically sensitive acrss a range f scial cntexts; explre educatin and career pprtunities; and develp entrepreneurial pprtunities. _----,, GIVv4 J.P. 200~.

36 Standards and qualificatins are nt curriculum mdules. Hwever, they can and shuld be used as a framewrk fr develping curricula that culd lead t the designing f mdules. The mst essential cmpnents f a unit standard and/r qualificatin are (Enslin 1998:10): the quality fcus that refers t cmpulsry (cre) standards in each qualificatin; specific utcmes that refer t the practical, fundatinal and reflexive cmpetence t be assessed; assessment criteria that describe the perfrmance criteria in relatin t the cmpetence; and viable range statements that capture the scpe and character f cmpetence t be assessed. Fur t six utcme statements which shuld directly reflect and capture its purpse in a detailed and cntextualised manner. The fcus must be n cmpetence utcmes, nt prcedures and methds. T ensure that all the essential cmpnents f a unit standard are addressed, Enslin (1998:11) suggests planning and frmulating in the fllwing frmat: Gmv4 J.P. 200J.

37 Title f standard: Standard N. NQF level: Credits: Quality fcus: SDeCific and critical utcmes (Applied cmpetence) Practical Fundatinal Reflexive cmpetence: cmpetence: cmpetence: The demnstrated ability t The demnstrated understanding The demnstrated ability t cnsider a range f ptins/ abut what we are ding and why. cnnect ur understanding with pssibilities and make decisins ur perfrmance such that we abut practice. learn frm ur actins and are able t adapt t changes and unfreseen circumstances. Assessment criteria: Range statement(s): Practical, fundatinal and reflexive cmpetences are ften integrated and difficult t separate frm each ther and might nt be sufficiently userfriendly t accmmdate all users f unit standards. Accrding t SAQA (199ge:l), the fllwing infrmatin shuld accmpany a unit standard: unit standard title unit standard level credits attached t the unit standard field and sub-field f the unit standard purpse f the unit standard..." Gmv4 J.P. 200J.

38 learning assumed t be in place specific utcmes assessment criteria accreditatin prcess (including mderatin) range statements ntes. In the Standards Generating Bdy Manual (SAQA 2000e:54-57), mre specific guidelines and criteria fr the develpment f unit standards are given. The language in the title f the unit standards shuld: - be written in precise and sub-field specific language - be written in "active verb - nun" frmat - describe the utcmes f skill and knwledge - avid the descriptin f methdlgy and methds. Specific utcmes describe perfrmances utcmes and cmpetences that can be assessed. It is a break-up f the unit standards in smaller, mre manageable prtins. Range statements shuld clarify the scpe and cntext f the expected utcme. The fllwing criteria can be used as a checklist fr specific utcmes: - The number f specific utcmes is determined by the purpse f a unit standard. - Each utcme statement shuld be accmpanied by assessment. - Range statements give limits t the expected utcmes and may be attached t certain utcme statements. - Specific utcme statements are used t clarify and explain everything included in the title. _-,, Grv4 J.P

39 The assessment criteria shuld describe the quality f the utcme. The critical evidence t be given as prf f an accmplished utcme (cmpetence) shuld be defined. Assessmentcriteria shuld: - include measurable quality statements in precise language t minimize subjectivity - relate directly t specific utcme statements - clearly state the minimum standard f accmplishment - avid the describing f prcedures and methds preceding assessment - include range statements. The criteria fr registratin f qualificatins (SAQA 2000d:1) als include a checkpint fr articulatin pssibilities with ther qualificatins, thus verlapping unit standards. Althugh unit standards are nt in themselves qualificatins, certain cmbinatins f unit standards may lead t qualificatins, and utcmes culd be demnstrated fr an exit level. The authr f this thesis therefre suggests that this aspect be addressed where applicable. Althugh the MEUSSAResearchPrject is primarily cncerned with the generatin f unit standards, the NSB regulatins (SAQA 1998d:34) make prvisin fr three kinds f standards generatin: - qualificatins nt based n unit standards - qualificatins based n unit standards - unit standards. It is therefre vital that recmmendatins fr pssible cmbinatins f unit standards als be included within any unit standard. This can be accmmdated under the space fr learning assumptins Gmv4 J.P. 200:1.

40 - essential embedded knwledge - supplementary infrmatin. Reference shuld als be made t critical crss-field utcmes. These may include: - prblem slving - team wrk - self-rganizatin and management - infrmatin evaluatin - cmmunicatin - use f science and technlgy - inter-relatedness f systems - learner and scietal develpment. T ensure that all the abve aspects are cvered in the prcess f generatin f unit standards, the authr f this thesis suggests that the fllwing frmat be used as a summary and checklist fr MEUSSA unit standards: Gmv4- J.p. 200~.

41 FIELD: NSB 02 SUB-FIELD Culture. Arts (Sprt) DOMAIN : MUSIC. SUB DOMAIN: NQF Level: Credits: Standard N.: Title f standard: Generic unit standard: Purpse (aim): Specific Outcmes fr Assessment criteria fr Range statements integrated cmetence integrated assessment Critical crss-field linkages / Articulatin pssibilities Learning assumptins Ntes Accreditatin prcess/mderatin After studying the requirements that must accmpany each unit standard as prescribed by SAQA (1998c:2), the authr f this thesis cmpiled Table 4.13 (abve) as a checklist fr and summary f each unit standard. The NSB regulatins (SAQA 1999a:34) make prvisin fr tw different kinds f qualificatins: a whle qualificatin based n exit level utcmes and a qualificatin based n unit standards. A qualificatin can be defined accrding t the fllowing tw qutatins: 4-4:1 Gmv4 J.p. 200:1.

42 a planned cmbinatin f learning utcmes with a defined purpse r purpses, intended t prvide qualifying learners with applied cmpetence and a basis fr further learning (SAQA 1999a:34). the frmal recgnitin f the achievement f learning. This can cnsist f different sets f unit standards which can be met by varius learning prgrammes (SAQA 1999c:10). Anther methd f defining a qualificatin can be in terms f credit size. "A ttal f 120 r mre credits shall be required fr registratin f a qualificatin at levels 1 t 8, with a minimum f 72 credits being btained at r abve the level at which the qualificatin is registered" (RSA 1998a). Qualificatins shuld include the fllowing infrmatin: Title Qualificatin type - name, band & level - area f practice - specific purpse Relevant fieldjs & sub-fieldjs Minimum credits required at specific levels Level, credits and learning cmpnents Purpse in a cncise statement Learning assumed t be in place Integrated assessment Mderatin ptins Criteria fr the registratin f assessrs Articulatin pssibilities Rules f cmbinatin Exit level utcmes that capture the planned cmbinatin f utcmes Internatinal cmparability Gmv4 J.p. 200~.

43 A qualificatin can cnsist f a cmbinatin f unit standards and frmally certifies the demnstrated achievement by a learner f a planned and purpseful cmbinatin f learning utcmes. Unit standards include mre specific details regarding utcmes statements and assessment criteria fr a "unit" that frms part f the bigger qualificatin. The utcmes described in a unit standard are therefre nt necessarily exitlevel utcmes, whereas a qualificatin can nly be btained at an exit level that is preferably cmparable t internatinal standards. T date, n qualificatin based n unit standards has been implemented in Suth Africa. The fcus has been n the brad ptin f qualificatins btained thrugh the cmpletin f large planned, cherent chunks f learning. Unit standards, hwever, are smaller and mre mbile units in the sense that they can be cmbined t eventually frm part f a qualificatin with a wide variety f ther unit standards which may be frm learning areas ther than Culture and Arts, as prescribed by the specific prviders. Althugh qualificatins and unit standards are bth pinned at a specific NQF level, all unit standards d nt necessarily have t be at the same level as the qualificatin btained (see Table 4.1). Hwever, the cmbinatin f NQF levels and the credit-rati, are prescribed by SAQA. The quality f assessment, as well as the fairness, validity, reliability and practicality f the prcess is crucial t prvide credible certificatin f qualificatins. The respnsibility t safeguard the delivery and achievement f NQF-registered unit standards, as well as the assessment quality cntrl systems, lies with the Educatin and Training Quality Assurers (ETQAs) and 4,-43 Grv4 J.P. 200:1..

44 prviders f learning (SAQA 2000b: 10). Accrding t Isaacs (SAQA 2000b:19), The ErQA Regulatins specify the registratin f assessrs as a key functin f ErQAs. The register f assessrs is a means f ensuring that there is a pl f assessrs that are deemed t have the apprpriate experience and expertise t assess accrding t principles and t the assessment requirements f registered standards. Althugh the main functin f the ErQAs is t maintain standards, they are als mandated t (SAQA 1998b:11; Olivier 2000:163): Prmte equality amngst cnstituent providers Accredit learning providers, including the learning curricula and material that they used, in terms f quality management Facilitate r ensure mderatin acrss ErQAs Register and accredit cnstituent assessrs Evaluate assessment Maintain an acceptable database Submit reprts t SAQA Recmmend unit standards t SGBs and qualificatins t NSBs Mnitr prvisin Issue SAQA endrsed certificates. ErQAs may further "recmmend t NSBs the review and adaptatin f registered standards and qualificatins r the establishment f new standards and qualificatins" (SAQA 1999c: 12). Accrding t SAQA (1999c:6), "Registered standards and qualificatins will be assessed by accredited providers and quality assured by accredited ErQAs. SAQA as the bdy which accredits ErQAs is ultimately respnsible fr assessing the quality f accredited ErQAs' perfrmance". ErQAs may further "recmmend t NSBs the review and adaptatin f registered standards and Gmv4 J.p

45 qualificatins r the establishment f new standards and qualificatins" (SAQA 1999c:12). This explains the fllwing cnclusin by Olivier (2000:15): "the effectiveness f this system in ensuring that educatin and training prviders adhere t and maintain standards will... determine the success f this immense assignment". By way f summary, Olivier illustrates in Figure 4.5 belw the effect assessment by the ETQA culd have n prviders: SITA/ ITQA Applies quality assurancecriteria If prvider des nt cmply,saqa apprval is nt given If prvider cmplies, SAQAapprval is given Figure 4.5 illustrates that relevant ETQAs cnsisting f field experts d quality audits n providers individually n strategic levels, rganizatinal levels and peratinal levels. If the prviders cmply with the standard and assessment criteria, SAQA apprval is given and the specific prvider is accredited by the ETQA GIDV4 J.p. 200J.

46 The prcesses in place fr the cntrl f quality in unit standards and qualificatins are summarised in Figure 4.6 belw by the authr f this thesis. a Sub-field specific SGBs are registered under a specific NSB t generate (r facilitated the generatin f) unit standards a NSBsassess unit standards accrding t generic and general nn-subfield specific criteria a Unit standards that cmply with the criteria are recmmended t SAQAfr registratin a Prviders f educatin present their learning prgrammes/curricula t the relevent ETQA a The field-specific ETQA cncerned that cnsist f expert assessment bdies, assess the prgrammes accrding t the registered unit standards a Prviders f prgrammes/curricula that cmply with the unit standards, are accredited with the ETQA a Accreditatin at the ETQA will serve as a guarantee that quality educatin systems are being presented at the accredited prvider institutin Accrding t Olivier (2000:172), Suth Africa currently ranks 42 nd n a list f cmpetitive cuntries regarding skilled labur, prductivity and the use f technlgy. This means that there is much t be dne in educatin and training t imprve this situatin. "T address this, the Skills Develpment Act

47 prvides an institutinal framewrk t devise and implement natinal, sectr and wrkplace strategies t develp and imprve the skills f the Suth African wrkfrce" (Olivier 2000:172). Aims f the Skills Develpment Act are t: integrate strategies with the NQF prvide fr learnerships that lead t recgnised ccupatinal qualificatins prvide fr the financing f skills develpment prvide fr and regulate emplyment services. T be able t deliver the abve aspects f educatin and training, Sectral Educatin and Training Authrities (SETAs) are in the prcess f being established in varius fields and sub-fields. SETAs are financed frm skills develpment levies cllected in the specific sectr/field by the Suth African Revenue Services (SARS), services rendered and dnatins made. The functins f SETAs are included in the Skills Develpment Act (RSA 1998b): t develp a sectr skills plan t implement wrkplace skills plans t prmte learnerships t register learnership agreements t apply t SAQA fr accreditatin t cllect and distribute the skills develpment levies t liaise with the Natinal Skills Authrity t reprt t the Directr General t liaise with the emplyment services and educatin and training bdies t appint staff. The Natinal Learners' Recrds Database (NLRD) is an infrmatin system t facilitate the management f' the NQF. The NLRD will be accessible by _ Grv4.l.P

48 selected persns thrugh the SAQA website and will cntain infrmatin regarding (SAQA2001c): Individual learners and their achievements - trends r ttals Qualificatins and Unit Standards registered n the NQF Curses NSBsand SGBs Mderating bdies and assessrregistratins Accredited ETQAsand their accredited providers SAQA. The NLRD has the functin that data can be laded, batched and made accessible nline. It therefre simplifies reprting n and searching fr infrmatin by prviding plicy makers with cmprehensive infrmatin t enable infrmed decisin-making and prvide learners and emplyers with prf f qualificatins btained. The NLRD will als be utilized t enhance cmmunicatin between related SGBs within an NSB, as well as NSBs within the NQF. Link persns within SAQA management, ETQAs, NSBs and SGBs will be selected and trained t access the NLRD thrugh a passwrd and pin number. These persns will unlck nly the relevant infrmatin with regard t the link persns' prfile. Apart frm the access t registered unit standards, the link persn n the Music SGBfr GET& FETwill thus be able t lad prpsed unit standards n the NLRDin rder t cmmunicate its prgress t the ther tw Music SGBs. The NSB link persn will be able t access these unit standards in the same way with the difference that relevant NSB infrmatin will als be unlcked using a different passwrd and pin number. The NLRD will be implemented in different phases during the next three years. Accrding t SAQA(2001c), the "NLRD is well n its way t taking its

49 place as ne f Suth Africa's key resurces in the fields f bth labur market and educatin". The MEUSSAteam is primarily invlved with the writing f unit standards fr musics in Suthern Africa. Althugh the writing f these unit standards is based n research and the cllective expertise f the MEUSSAteam and its natinal as well as internatinal critical friends, it will be a limited academic exercise if the standards cannt be put int practice. Therefre it is recmmended that the MEUSSAteam either cnfrms t the prescriptins set by SAQA, r submit suggestins t SAQA t alter their prescriptins if s required. A substantial part f refrm and develpment is all rle-players being practically invlved in refining a trustwrthy and authritative educatin and qualificatins system. After discussing the SAQA framewrk at length, the MEUSSA Mdel as develped by the authr f this thesis in Chapter 3, can be practically implemented in a music prgramme (Chapter 5). _----,, Gr~ J.P.200:1.

50 GENERAL MUSIC APPRAISAL PROGAMME (GMAP) FOR ALL LEARNERS Music educatrs such as Bergethn et al (1986), Bessmet al (1980), Chksy et al (1986), Mark (1978), Nye & Nye (1985), and Swanwick (1994), t name but a few, agree that the essencef music and its teaching lies in the frming f music cncepts such as meldy, temp, timbre, texture, harmny, rhythm and frm. The way by which the frming f cncepts is facilitated may differ, fr example Carl Orff favured instrumental playing, Dalcrze cncentrated n mvement and Kdaly emphasised singing. Hwever, Suthern African general music educatin specialists f the past fifteen years such as Cruywagen (1991), Grve (1993 & 1996), Markgraaff (1992), Oberhlzer (1990), Ptgieter (1990), Scheman (1999) and Van Aswegen & Vermeulen (1993, 1995 & 1996) fcused n a cmbined activities apprach as als favured by Reimer (1989). This apprach has the ptential t becme a big success in Suthern Africa as it culd cmbine the arts in the sub-field f Music, music being the bnding factr. In ur culturally diverse sciety, the challenge in music educatin is t prvide a brad basis f music knwledge while at the same time preserving the uniqueness f the different musics in cntext. In Suth Africa, music is currently included in the learning area fr Culture & Arts (Sprt). (See Figure 4.2). It is, hwever, nt desirable fr music t be subsumed in a pt-purri f general arts. Accrding t Fletcher (1987:94) "multi-culturalism is ften thught f as implying cultural integratin"; hwever, "t attempt t integrate the arts f different cultures is usually t weaken them".

51 T enable all peple t make infrmed career chices and psitively cnsider music as an pprtunity and viable ptin, Music Educatin shuld be accessiblet all learners frm an early age. The result culd be a mre music literate and aesthetically sensitive sciety that includes all cultural grups. Miller (MENC1988:94) stresses this fact. Study f multicultural music means incrprating bth Western as well as nn-western musics int the classrm experience. Cnstituent elements and expressive elements are inherent in the musics f many cultures... If the brad purpse f the arts... is t prepare a cultural milieu, which is richer and better, then educatinal experiences and expsure need t be varied. T accmplish this the General Music Appraisal Prgramme (GMAP) has been cmpiled by the authr f this thesis with the supprt f the MEUSSA team. The aim f this prgramme in schls shuld be t empwer all learners with music skills and knwledge that will lead t lifelng active invlvement in a variety f music practices, thus educating a future music audience. In his paper entitled Preparing Teachers fr a Curriculum that Includes Arts Educatin Acrss the Arts, Nierman (Leng 1997:134) underlines the fact that The need t reach mre students with mre rigrus prgrammes that include the develpment f critical thinking skills seems central t the rle f educatin in general and t arts educatin in particular. The aim f the GMAP is t provide"successful, active encunters with art mediums" (Leng 1997:135), in this thesis music, thrugh witch a slid knwledge base can result in the learners being able "t develp cmpetence in perceiving and analyzing the fundamental elements f the arts and in understanding the cultural and histrical cntexts f the arts" (Leng 1997:135).

52 In prviding the pprtunity fr learners t acquire general musical skills and knwledge thrugh listening, cnceptualising, cntextualising, analysing and ntatin in a wide variety f musical styles and practices, the ptin f specializatin at a later stage can easily be accmmdated. In music educatin the main aim is surely t bring musical cnversatin frm the backgrund f ur awareness t the fregrund. The questin f 'what is music's functin?' is therefre best subrdinated t the questin 'hw des it functin?' (Swanwick 1999:35). The prgramme may supprt and be extended in extra-curricular cultural activities relating t music such as: singing in the schl chir r revue grup playing in the schl band, rchestra r ensemble playing a sl instrument. It is pssible that extra credits may be earned fr the abve. If added then t the ttal f the prpsed allcatin f 9 credits fr the GMAP, including the supprting activities as an extensin may bring the ttal pssible credits t be earned t 15. It must be said here that giving nging technical and/r rganizatinal supprt t ne r mre f the abve extra-curricular cultural activities als qualifies as participating in a music-related activity. A learner culd therefre acquire credit fr these additinal activities. Based n research dne in the U.S.A., Nierman & Veak (1997:390) state the fllwing: There is a suggested bdy f skills and knwledge that each yung student shuld master. Classesthat demand active participatin (e.g., band, chrus and rchestra) have frequently been used by music educatrs t achieve mastery f musical skills and knwledge. Hwever, this apprach has failed t attract a significant number f participants. 5-3 Gmv4 J.P. 200J.

53 Taking this int cnsideratin, the GMAP cre prvides the frmal and structured backgrund fr btaining music skills and knwledge at NQF level 1 (Grade 9). These cre unit standards culd be brken dwn and implemented in the earlier grades, but withut the cmpulsry additinal activities. Hwever, giving learners the pprtunity t btain additinal credits fr extra-curricular activities utside frmal schling may mtivate them t cntinue their general music studies beynd the Fundatin Phase (Grade 1 t 3), int the Intermediate Phase (Grade 4 t 6), and pssibly further int the Senir Phase (Grade 7 t 9). It wuld be interesting t see whether such a develpment wuld increase the number f participants in music prgrammes in Suth Africa. Extra-curricular activities nw becme ccurricular activies. As Suth Africa is a multi-cultural cuntry, the GMAPshuld include a wide variety f music styles and practices. In structuring the music encunters fr GMAP,it shuld be kept in mind that the learner shuld be cnfrnted with a wide variety f music practices f Suthern Africa as well as the rest f the wrld. It is nly when the learner applies music knwledge in different cntexts that he/she can demnstrate discriminative skills in music listening and analysis. Althugh the music cntext plays a very imprtant rle, there are always pints f cmmn grund in different music practices. Swanwick (1999: ) is f the pinin that, While recgnizing the scial rts f all music we may smetimes have t cut ff cultural labels and help shift ut f the way sme f the barriers f tribal pssessivenessand exclusiveness. One strategy is t recgnise that... we can still identify elements which thugh they appear in quite different cntexts, are cmmn t much music. These elements referred t by Swanwick, are cntextualised by Grve fr the Suthern African situatin and are mapped accrding t the MEUSSAMdel in 5-4 Grve, J.P. 200J.

54 Figure 5.1 belw. The essentia.1r fundamental elements f the GMAP are mapped in the central cmbined square. These segments each represent a separate unit standard at NQF level 1 in this thesis. It is suggested that the fundamental elements f the GMAP be presented and evaluated as an integrated cre cluster f interwven unit standards in a GMAP learning prgramme. The elective units n the utside f the cre cluster may be chsen frm and included as an extensin f the prgramme t make up 6 credits. These extensins f the GMAP will be addressed in ther theses f the MEUSSA team members. Althugh fr the GMAP,participatin in a music perfrmance practice is cmpulsry, the specific practice/s is/are nt prescribed. MUSIC STYLE AND/OR PRACTICE TECHNOLO- GY RELATED ART FORM

55 The abve mapping (Figure 5.1) implies that there are tw integrated areas t be cvered. The mapped segments are t be facilitated and learned during schl hurs. Althugh they are mapped separately and separate credit allcatins will be made, they are still t be learned by practical experience in an integrated way. Swanwick (1988:35) stresses that: Musical encunter is always the ultimate and general aim f music educatrs: but within classrms it is essential t be able t recgnize and respnd t the specific details f musical experience, sensitively and psitively. Music teaching can be effective nly when the nature f the music itself is understd and the develpment f the students respected. Althugh the practical experience f music learning material is essential in the classrm, this culd be extended t include extra-curricular activities, such as participatin in the chir, band, ensemble as well as any sl instruments. In the sub-field f music, music-specific activities are cmpulsry, althugh sme minimal credits may be earned by participating in sme ther art frm. The unit standards in the GMAP were cmpiled by the authr and then discussed, evaluated and revised, drawing n the cllective expertise f the MEUSSAteam. This was an essential and time cnsuming prcess, as all ther unit standards will eventually in ne way r anther relate t the GMAP, which is recmmended fr ALL learners in all schls. Other studies within the MEUSSAprject that relate clsely t the GMAP, either n the practical elective side r as understudy, are the fllwing: Unit standards fr using Technlgy in Music Educatin.

56 Unit standards in Music: Wdwind and Brass; Methdlgy including all types f music. Suth African unit standards fr the General Music Appraisal Prgramme at NQF levels 2-4, with special reference t uncnventinal Ensemble specialisatin. Unit Standards fr General Music in Arts and Culture incrprating Orff instruments and African Music. Music standards fr the Fundatin Phase and teacher training in Suth Africa. Chral unit standards and supprt material fr primary schls in Suth Africa. The graphic mapping f Wlff's wrk (2001), accrding t the MEUSSAMdel (Chapter 3), is included here t illustrate hw the MEUSSAMdel as well as the GMAP have been linked t unit standards fr chir perfrmance as a practical applicatin f bth. Hwever, althugh the ideal situatin wuld be t implement the chir prgramme and GMAP simultaneusly, it is nt essential; the different prgrammes can each stand n their wn.

57 TECHNO- LOGY MUSIC STYLE AND/OR PRACTICE RELATED ART FORM, , , I I I I I I I I I I : USTENING I ANALYSING I I I I I I I I I I I,,, NQF LEVEL -1 INTERMEDIATE PHASE CONCEPTUA- USING WESTERN MUSIC CONTEXTUA- USING NQF LEVEL -1 FOUNDATION PHASE, , I, ~ I

58 Figure 5.2 abve illustrates the clse relatinship and verlapping between the GMAP and chral singing. The sig.nificance f the abve mapping accrding t the MEUSSAMdel, lies in the fact that it fcuses n practical music perfrmance in the frm f chral singing as an extensin f t~e GMAP. All aspects cvered in the GMAPwill be applied practically in the cntext f chral singing. Hwever, chral singing will als have its wn set f unit standards based n widely accepted chral criteria (Wlff 2001) namely: Balance/blend Critical evaluatin Dictin Expressin Intnatin Phrasing Stylistic authenticity Timing Vice/tne prductin. Within the cntext f Western Music (cntextualising), the learners will practically apply listening skills in a vcal grup (perfrmance). In the prcess f refining, the learners will create music using all its elements (cnceptualising). The prcess f refining the final prduct will inevitably include the singling ut f certain music aspects that need t be addressed (analysis). The direct applicatin f ntatin will enhance the memry and supprt learning (the wrds in italics indicate the relatin f chir perfrmance t the GMAP). Accrding t SAQAgUidelines(see Chapter 4), maximum credits btainable by the learner will be allcated t unit standards accrding t ntinal hurs: ne credit will be equal t 10 ntinal hurs. Credits are "the recgnitin that a 5-9

59 learner has achieved a unit standard" (RSA 1998c). Credits may be accumulated until cnditins f a qualificatin have been met. At a frmal educatinal institutin, 3 perids per week f 30 minutes each, r 2 perids f 45 minutes may be allcated t the prgramme. This brings the ttal hurs f frmal tutring t 45 hurs (if there are 30 tutring weeks in a year). Add an estimate f 45 hurs needed fr extra prjects, practicing and hmewrk and it cmes t 90 ntinal hurs = 9 credits. These credits will be divided between the different segments f the GMAP (see Figure 5.1) that may be btained by participatin in music activities such as singing, playing, mving and creating in the classrm. The remaining 6 credits must be btained by participating actively in at least ne practice utside the classrm (see Table 5.1). A maximum f 3 credits can als be earned by participating in anther art frm Gmv4 J.P

60 GMAP- 16 CREDITS A minimum f 9 credits must be btained fr the learner t include the GMAP as part f a natinal certificate. The allcatin f minimum credits is indicated in brackets. Unit standards fr GMAP Electives Maximum credits: 10 Credits nt limited: 6+ (Minimum credits: 5) (Minimum credits : 4) N specific rder At least 3 music specific credits The fllwing credits can be btained nly by Althugh there is a chice in perfrmance practical participatin in music-specific practice, a minimum f 4 credits has t be activities such as singing, playing, creating earned and this is cmpulsry t pass the and mving during tutring. prgramme. Listening Cnceptualising Cntextualising Analysing NtatingjLiteracy* * Nt nly the reading and writing f music, but als develping a vcabulary that can describe the nature f music and encurage infrmed music chices. (minimum) 2 credits (1) 2 credits (1) 2 credits (1) 2 credits (1) 2 credits (1) Music- specific activities At least 3 credits Grup participatin Chir Band Revue Operetta Ensemble Sl instrument at NQFlevel 1+ (minimum) 3 credits (2) 3 credits (2) 3 credits (2) 3 credits (2) 3 credits (2) 6+ credits Other art frm (ptinal) A maximum f 3 credits Dance Drama Art (minimum) 3 credits (1) 3 credits (1) 3 credits (1) T apply the guidelines given by SAQA(2000c:54-57), the GMAPis utlined by the authr f this thesis in the frm f a table that gives an verview f the intended utcmes at NQF level 1. The generic level descriptrs as cmpiled fr SAQA by bth Csser and Dube (see Chapter 4, Tables Gmv4 J.P. 200:1. s-:u

61 4.7) were used t generate discipline specific level descriptrs - that is general but mre sub-field-specific level descriptrs. Althugh this chapter and thesis are nly cncerned with GMAPat NQF level 1 (grade 9), There is n reasn why the cntent and apprach shuld differ frm primary schl, prvided that an increased fluency in musical literacy cmbined with mre cmplex creative explratin and mre analytical expsure t musical styles leads t enhanced perceptin f music (Fletcher 1987:135). This view can thus be reversed t include the preceding grades: standards set fr the skills, knwledge and attitudes expected at NQF level 1 (grade 9), can be used as a guideline fr develping GMAP unit standards in bth the Fundatin Phase (grades 1 t 3), and the Intermediate learning phase (grades 4 t 6), thus benchmarking (grading) the learner's prgress. The first exit-level, hwever, is at the end f the Senir learning phase which is grade 9, NQFlevel 1. (See Table 4.1.) The GMAP cnsists f five unit standards regarding listening skills, cnceptualising, cntextualising, analysing and ntating within the framewrk f wrld music. Each unit standard is supprted by specific utcmestatements and their assessment criteria. Table 5.2 is a cndensed versin f the cre and cmpulsry unit standards t be included in the GMAP.Althugh they are presented as different unit standards, the ideal is t integrate them with each ther.

62 GENERAL MUSIC APPRAISAL PROGRAMME. ASSESSMENT: NQF LEVEL 1 9 CREDITS TOTAL SEGMENT CREDITS GENERIC UNIT STANDARD SPECIFIC OUTCOMES ASSESSMENT CRITERIA Ustening 2 (1) Demnstrate critical aural 1. The learners must recgnise 1. Recgnise and describe perceptin skills. and describe the fllwing music cncepts f any music cncepts aurally: practice by: 0 Meldy 0 Verbal respnse 0 Rhythm 0 Written respnse. 0 Dynamics 0 Texture 0 Temp 0 Timbre (tne clur) 0 Harmny 0 Frm. 2. Recall and reprduce a 2. Imitate, reprduce and recall music excerpt accurately r and/r imprvise meldy imprvise apprpriately and/r rhythm as required using any music means. after an aural stimulus using any accepted music ractice. Cnceptualising 2 (1) Demnstrate understanding f 1. Knw (recgnise), identify, 1. Recgnise, identify and music materials and their understand, describe and describe the fllwing music relatin t each ther. bjectify the fllowing cncepts and their relatin cncepts: t each ther: 0 Meldy 0 Meldy - cntur and 0 Rhythm shape; steps, leaps and 0 Temp repeats; intervals 0 Dynamics 0 Rhythm - ntate 0 Timbre and/r reprduce a 0 Texture rhythmic pattern f 4 0 Harmny bars. (Specify nte 0 Frm. values) 0 Temp - use f apprpriate descriptive music terminlgy r reprductin in different music cntexts 0 Dynamics - varius levels and the changing f dynamic levels in a specific sund cntext 0 Timbre - differently sunding instruments and instrumental grups within a specific style 0 Texture - thick / thin; hmphnic / plyphnic 0 Harmny - be sensitive t harmnic unity and/r changing 2. Analyse and describe any given music excerpt accrding t music cncepts. harmnic prgressins 0 Frm - repetitin, variatin and cntrast. 5-:13 Gmv4 J.P. 200:1.

63 Cntextualising 2 (1) Knw and understand musical Knw, understand and apply The learner will apply 2 f the materials within their milieu. knwledge f any TWO f the fllwing t at least 3 different fllwing in relatin t music music practices: practices in Suthern Africa: 0 Music Style & Practice 0 Identify the chsen styles & 0 Histrical backgrund practices aurally 0 Scial cntext. 0 Classify varius styles & practices accrding t similarities and/r differences 0 Describe the characteristics f the musical style & practice verbally r in written frm after aural identificatin 0 Explain the scial functin f the relevant music style and practice 0 Value, respect and appreciate a variety f musics. Analysing 2 (1) Demnstrate an understanding Analyse at least 5 music excerpts The learner will be able t (via f cnstituent music materials f varius styles including tw ral r written respnse, based and their synthesis. indigenus practices f Suthern n aural discriminatin): Africa. Apply integrated 0 Identify the fllwing music knwledge f the fllwing styles aurally and mtivate: segments: - Flk Music - Pp Music - Cntext - Art Music - Cncepts - SA Music - Jazz 0 Differentiate between music - Indian Music excerpts accrding t (see Chapter 3 fr definitins) cntext 0 Interpret the perfrmance 0 Understand music practice practice invlved in cntext 0 Cmpare and analyse 0 Simplify music materials different music styles & accrding t music cncepts practices with each ther 0 C-rdinate (take apart) based n cncepts and music materials in rder t cntext. svnthesise. Ntating/ 2 (1) Use symbls t facilitate Interpret and apply at least TWO Read and write music ntatin in Uteracy musical cmmunicatin. f the fllwing, ne being relatin t aural stimuli graphic ntatin: 0 Graphic ntatin - read & write graphic symbls within 0 graphic ntatin a specific sund cntext 0 staff ntatin 0 Staff ntatin - read and 0 slfa ntatin (meldy nly write pitch and rhythm and/r meldy and rhythm accurately accrding t integrated) widely accepted thery 0 French rhythm names rules, including key- 0 Other relevant ntatin signature, time-signature systems. and gruping 0 Slfa ntatin - read and write ntatin f rhythm and relative pitch n a mveable d 0 French rhythm names - read & apply French rhythm names. 0 Other relevant ntatin systems - applicatin f widely used ntatin systems fr example pulse ntatin, cipher ntatin and the use f African mnemnics.

64 The aim f the General Music Appraisal Prgramme is t empwer learners with general music knwledge that can be used in everyday life as well as prepare them t cnsider Music as an elective subject in NQFlevel 2/ 3 and 4/ as well as at tertiary level. The deliberate use f the term "general" as part f the title implies that it is "nt cnfined t any particular sectin" (Smith & Q'Lughlin n.d.:476). Runfla & Rutkwski (1992:697) say f the General Music prgramme in the USAthat "The utcme f this instructin is typically nt perfrmance fr an audience". This is nt necessarily true f the GMAP. Althugh perfrmance is highly valued and culd frm an integral part f the prgramme thrugh the chice f electives, it des nt emphasise any particular musical style r practice. The GMAPfcuses n prviding a brad backgrund applicable t a wide variety f musics. (See Table GMAP credit allcatin). As suggested in Chapter 4/ the detailed unit standards are presented in the frmat suggested by SAQA.They were cmpiled by the authr, scrutinised by the MEUSSAteam and changed accrding t their cllective expertise and acceptance. Each unit standard is presented n a separate page.

65 FIELD: NSB 02 SUBFIELD : MUSIC Culture 81. Arts (Sprt) DOMAIN : Music Educatin SUB DOMAIN: General Music Appraisal Prgramme GMAP N F Level: 1 Credits: 2 Title f standard: Listening Generic unit standard: Demnstrate critical aural perceptin skills. Purpse (aim): Listening skills are essential t, and therefre will enhance, all learning areas. Critical listening skills are essential t practicing an aural art frm. The develping theref is nt ani relevant t all musics but als in all ther fields f learnin Specific utcmes fr Assessment criteria fr int rated cm ence in rated assessment 1. The learners can recgnise 1. Recgniseand describe music 1. The learners will answer shrt and describe the fllwing cncepts f any music questins put t him/her music cncepts aurally: practice by a: regarding each music cncept Meldy directly either written r verbal Rhythm verbal respnse respnse. Dynamics written respnse Texture The examiner will nly ask Temp questins regarding the primary Timbre/tne clur cncepts that can be identified Harmny within the scpe stated in the Frm. unit standard fr CONCEPTUAUSING. Recalland reprduce a music excerpt accurately r imprvise apprpriately using any music means. 2. Imitate, reprduce and recall 2. and/r imprvise meldy and/r rhythm as required after an aural music stimulus using any accepted music means and practice. Critical crss-field linkages I Articulatin pssibilities MEUSSAMdel. The devel ment f basis Iistenin skills are a Iicable t all learnin areas. Learning assumptins The learner will have apprpriate general reading, Writing and cmmunicatin skills. The learner will be able t res nd t aural stimuli. Ntes Listening skills cannt be develped in islatin frm the ther unit standards ffered in the GMAP cre cluster. Music listening skills shuld be develped by actively invlving all the learners in music specific activities, listening with a purpse as well as singing, playing n instruments and mving t music which cannt be dne prperly and musically withut listening. All music activities and assessmentare integrated with Iistenin skills. Seethe range statements fr CONCEPTUAUSING as well as CONTEXTUAUSING. 5-J6 Gm~ J.P. 200J.

66 FIELD: NSB 02 Culture 81. Arts (Sprt) Assessment criteria fr in rated assessment Recgnise, identify and describe the fllwing music cncepts and their relatin t each ther: Meldy: cntur and shape; steps, leaps & repeats; intervals Rhythm: ntate and/r reprduce a rhythmic pattern Dynamics: varius levels and the changing f dynamic levels in a specific sund cntext Texture: thin r thick; hmphnic r plyphnic Temp: use apprpriate descriptive music terminlgy r reprductin in different music cntexts Timbre: differently sunding instruments and/r instrumental grups Within a specific music style 2. Analyse and describe any Harmny: harmnic unity; changing harmnic prgressins Frm: Repetitin; variatin; cntrast. given music except accrding t music cnce ts 1. Critical crss-field linkages I Articulatin pssibilities MEUSSA Mdel The fllwing statements include the minimum and essential range in cnceptualising t be included in a learning prgramme Meldy: Range: at least 2 ctaves Intervals in an ctave Rhythm: Cmbinatins f semi breves, minims, crtchets, quavers and semi-quavers and dtted ntes Dynamics: pp; p; mp; mf; f, ff. crescend; decrescend Texture: thin r thick; hmphnic r plyphnic Temp: accelerand; ritardand; prest; mderat; lent; allegr Timbre: Identify at least 2 instruments f each f the fllwing categries: idiphnes; membranphnes; aerphnes; chrdphnes; electr phnes; vcal Harmny: Identify 2, 3 and 4 parts. Prgressins I, IV, V Frm: call & respnse; theme and variatins; sng and refrain (AB); ABA" ABACA. NSB 04 - Cmmunicatin Studies & Language NSB 05 - Educatin Trainin & Devel ment. Learning assumptins The learner will have apprpriate general reading, Writing and cmmunicatin skills. The learner will be able t res nd t aural stimuli. Ntes Accreditatin prcess I mderatin Music cnceptualising must take place by actively invlving all the learners in music specific activities such as listening, singing, playing n instruments and mving t music. All music activities and assessment are integrated with listenin skills.