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Further Education and Training Certificate: Heritage Practice 
48812  Further Education and Training Certificate: Heritage Practice 
SGB Heritage Management Studies 
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
Further Ed and Training Cert  Field 02 - Culture and Arts  Cultural Studies 
Undefined  150  Level 4  NQF Level 04  Regular-Unit Stds Based 
Passed the End Date -
Status was "Reregistered" 
SAQA 06120/18  2018-07-01  2023-06-30 
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

The primary purpose of the qualification is to provide learners with:
  • A foundation of heritage practice skills and knowledge, which can be used to build further heritage management related competencies
  • Competencies to be effective heritage workers on either the formal or informal heritage management levels
  • Competencies to preserve and promote the heritage wealth of South Africa
  • Accreditation of experience already achieved within the sector

    The working environment includes both working within formalised heritage institutions/organisations (museums, art galleries, archives, national parks, heritage development agencies, governance), or within informal heritage projects/initiatives based at community levels (cultural tourism projects, community centres, NGO's, CBO's).


    The underlying rationale to this qualification is to ensure that heritage resources within South Africa are properly conserved and promoted through a comprehensive understanding of the principles of heritage practice, both within the framework of formal institutions involved in heritage management, as well as across the informal framework of heritage development based at community level.

    This qualification therefore reflects the needs of the heritage management sector, both now and in the future, for a skills pool able to make a meaningful contribution to the transformation and development of South Africa's heritage management sector.

    The qualification on this level focuses on the areas of Heritage Practice as the foundational competency for the heritage management sector and is intended for learners who already work within the heritage management sector, as well as those learners wishing to enter the field within both the formal and informal heritage work based contexts.

    Through this qualification, learners already engaged in the sector will be able to develop further competencies to assist the strengthening of their foundational heritage practice knowledge and skills within the workplace, or, through assessment, be able to be accredited for their knowledge and skills already acquired through their experience within the work place.

    Learners wishing to enter the sector will achieve competencies geared towards a holistic understanding of the facets of the heritage management sector through the principles of heritage practice. This will provide them with the knowledge and skills to enable a meaningful engagement in the heritage management sector within either a formal or informal work place framework. 

    It is assumed that learners embarking on learning towards this qualification are already competent in the areas of communication and mathematical literacy at the NQF level 3.

    Recognition of prior learning (RPL)

    Where not encompassed by the framework of a traditional museum, historically Heritage Management has been an associated 'accidental' profession. A large number of practitioners have experience, but minimal formal underpinning knowledge. It is therefore essential to recognise prior learning and the application in the work place, be it formal or informal.

    The nature of heritage practice means that competence is developed experientially; therefore the assessment processes will recognise experience versus theoretical knowledge. Portfolios of evidence will be important contributions to the assessment process.

    As a result, this qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal and non-formal learning and workplace experience, in terms of the assessment criteria laid out.

    Any learner wishing to be directly assessed may arrange to do so, without participating in further training or education. 


    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 150 credits as detailed below.

    Fundamental component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

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

    All Unit Standards in the Fundamental Component are compulsory.

    Core component:
  • The Core Component consists of Unit Standards to the value of 78 credits all of which are compulsory.

    Elective component:
  • The Elective Component consists of Unit Standards to the value of 64 credits. Learners are to choose Unit Standards to the minimum of 16 credits. 

    Fundamental and Core

    1. Communicate in a variety of ways in two languages
    2. Use mathematics in practical applications
    3. Manage heritage related services/functions within the work field (Range: formal or community-based)
    4. Market a heritage service/product/function (Range: institutional or community-based)
    5. Develop and provide heritage related programmes/services
    6. Administer and raise funds for a heritage practice

    Elective (16 credits / 1 outcome is required to qualify)

    7. Develop heritage products for tourism
    8. Monitor conditions of heritage resources
    9. Control factors causing heritage deterioration
    10.Manage heritage information 

    Fundamental and Core

    1.> Oral and written communication is sustained in a variety of contexts
  • Texts are analysed and evaluated in a variety of contexts
  • Language is used effectively within the heritage management sphere
  • Creative and functional aspects of language are utilised

    2.> Financial aspects of personal, business, and national issues are investigated using accepted financial principles
  • Findings on life-related problems are logical and based on statistics and probabilities
  • Physical quantities of materials are accurately measured, estimated and calculated
  • Geometrical relationships in two and three-dimensional space are correctly applied in performing arts' contexts

    3.> Heritage objects/sites/resources are assessed to identify and minimise/eliminate causes of deterioration and initiate informed action to prevent further damage or loss
  • Consult, guide and facilitate participation in preserving heritage resources within both the formal institutional level and at informal community-based levels
  • Heritage objects are moved, cleaned and stored in a manner that minimise/eliminate causes of deterioration
  • Heritage objects and their behaviours are recorded and monitored to guide maintenance thereof

    4.> Exhibitions are planned, installed and dismantled in a manner that conserves the objects and promotes awareness
  • Audience needs are identified and targeted in exhibitions
  • Activities and event are arranged to create heritage awareness
  • Funds required for heritage events are accurately estimated and secured

    5.> Aspects of heritage are researched and developments considered for the inclusion into programmes
  • Heritage education programmes are developed for various target learners
  • Heritage products are developed for specified target audiences
  • Products are evaluated, reflected on and adapted for optimal use to both the institution and the audience

    5.> Heritage Information is gathered, captured and processed in a way that optimised future retrieval
  • Documents relevant to the heritage administration are compiled accurately and presentably
  • Finance for projects are sourced and secured
  • Fundraising activities are planned appropriate to the context

    Elective (16 credits / 1 outcome is required to qualify)

    7.> Products/services for heritage tourism are appropriately selected
  • Tourism products are planned
  • Tourism products are developed
  • Tourism products are evaluated to guide future developments

    8.> Factors accelerating the deterioration of heritage objects or specimens are identified, measured and controlled
  • Heritage resources are secured and protected
  • A disaster plan for a heritage institution is prepared
  • Heritage resources are cleaned and moved in a manner that eliminates/ reduces deterioration

    9.> Objects are protected from harmful environmental conditions
  • Specialised preparation techniques are applied to eliminate/reduce deterioration of heritage objects
  • Specialised security measures are implemented to protect heritage objects
  • A Specialised disaster plan for a heritage institution is prepared
  • Identify opportunities, contexts and roles for heritage tourism products
  • Initiate and develop innovative heritage tourism products

    9.> Heritage objects accessions are effectively recorded
  • Deaccessioning procedures and information are effectively recorded
  • Tangible collections inventory is accurately maintained
  • Ethical and professional guideline are adhered to

    Integrated assessment

    Development of the competencies may be through a combination of informal and formal learning, self-learning, training programmes and work-based application (learnerships). Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also take place in the work place. The learner should be able to assess him or herself and determine readiness for a summative assessment against this qualification. 

    Heritage Practice is a discipline with globally recognised best practices and qualifications. This qualification and set of unit standards utilises international and local recognised best practice and standards to afford international comparability.

    Australia has a Certificate in Indigenous Heritage Site Management:
    Units of competency included in the Australian qualification that closely resembles the present qualification:
  • Observe and report basic condition of collection
  • Protect the collection
  • Assist with the movement and storage of objects
  • Transport objects to new locations
  • Undertake general administrative procedures
  • Maintain information records system to ensure its integrity
  • Collect and provide information to facilitate communication flow
  • Operate a computer to gain access to and retrieve data
  • Design and develop documents, reports and worksheets

    Australia also offers a qualification in the Introduction to Heritage Tourism in the Community, which the present qualification offers as an elective outcome

    New Zealand has various Unit Standards relating to Heritage Management, for example
  • Examine the significance of Maori heritage sites and factors that impact on these sites:

    Overall the present qualification correlates closely with international qualifications, since the International Council of Museums (ICOMOS) usually endorses Heritage Practice and Heritage Management qualifications. 

    This qualification will allow a person to articulate vertically to the National Certificate in Heritage Management at NQF level 5. This qualification will also provide articulation with a range of qualifications in the tourism and hospitality areas; art, craft and design areas; arts administration areas; marketing areas; community development areas; and through fundamentals of other NQF level 4 qualifications. 

    The summative assessment will be directed through an ETQA. Professional Institutes or individuals, locally and internationally, involved in Heritage Management and Development can also act as independent referees. Local institutes are able to span the South African Museums Association (SAMA), South African Heritage Development Agency, South African Heritage Resources Agency (SAHRA), the Tourism, Hospitality and Education Training Authority (THETA). 

    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.

    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained
  • NQF recognised assessor credit

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

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

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

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


    Core  114509  Analyse and synthesise a variety of texts related to issues in heritage production and consumption  Level 4  NQF Level 04 
    Core  114513  Contribute to the preservation of heritage objects/sites/resources  Level 4  NQF Level 04 
    Core  8532  Design a guided experience for customers  Level 4  NQF Level 04 
    Core  10385  Develop a business plan for a small business  Level 4  NQF Level 04 
    Core  114520  Develop heritage education learning programmes  Level 4  NQF Level 04 
    Core  114522  Facilitate community awareness and participation in preserving heritage resources  Level 4  NQF Level 04  10 
    Core  10021  Instil in myself a personal marketing culture  Level 4  NQF Level 04 
    Core  10388  Interpret basic financial statements  Level 4  NQF Level 04 
    Core  114512  Participate in sustainable heritage practices  Level 4  NQF Level 04 
    Core  114519  Participate in the research and generation of ideas for exhibition concepts  Level 4  NQF Level 04 
    Core  114524  Perform general heritage administrative tasks  Level 4  NQF Level 04  12 
    Core  114517  Provide assistance with installing and dismantling exhibitions  Level 4  NQF Level 04 
    Core  114515  Provide research assistance in the heritage context  Level 4  NQF Level 04 
    Core  114521  Raise funds for a heritage practice  Level 4  NQF Level 04 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  114530  Control factors causing deterioration in heritage  Level 4  NQF Level 04  16 
    Elective  114526  Develop products for heritage tourism purposes  Level 4  NQF Level 04  16 
    Elective  114531  Manage tangible collections records by collecting, documenting and retrieving information  Level 4  NQF Level 04  16 
    Elective  114528  Monitor and report on conditions of heritage resources to enhance preservation and conservation  Level 4  NQF Level 04  16 


    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
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    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.