SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Analyse and synthesise a variety of texts related to issues in heritage production and consumption 
SAQA US ID UNIT STANDARD TITLE
114509  Analyse and synthesise a variety of texts related to issues in heritage production and consumption 
ORIGINATOR
SGB Heritage Management Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Cultural Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Learners credited with this unit standard will be able to investigate issues in heritage production and consumption by analysing and synthesising relevant texts. This will provide them with basic competencies to function in the heritage and associated fields and sub-fields, including those dealing with: environmental and nature conservation; earth and life sciences research and collecting; human and social sciences research, collecting and preservation; archival studies; and, heritage tourism (eco-tourism and cultural tourism). Learners will have been introduced to a variety of perspectives of heritage as a social, political and economic construct.

This unit standard develops competencies suited to those who wish to develop a career in heritage management, providing this sub-industry with required competencies, ultimately developing the sub-industry and providing job opportunities for current and future learners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on this unit standard have the following competencies:
  • Language and Communication: NQF Level 3

    Experience within the heritage sector or prior learning in appropriate fields and sub-fields at NQF Levels 2 and 3 would be an advantage. 
    		•

    UNIT STANDARD RANGE 
    Tangible heritage is divided into movable and immovable sources.


    Key concepts to Heritage production

    Key concepts used to explain heritage production within historical contexts are utilised as a means of the learner understanding key concepts rather than the knowledge of the historical context. Key concepts and Historical contexts may include:

    1. Key concepts relating to heritage production
    - Knowledge production and knowledge systems
    - Representation
    - Hegemonic practices
    - Subaltern cultures
    - Nationhood
    - Identity
    - Multiculturalism
    - Ideology
    - Community
    - Cultural diversity

    2. Historical periods and perspectives
    Periodisation is by no means fixed. If periodisation is used, the provider/trainer should make a judicious selection of the key concepts that are most appropriate to a particular period respectively. No attempt should be made to use all of the key concepts within a particular period. Suggested historical periods are:
  • Pre-industrial era
  • Colonial age
  • Post-colonial world.
    When considering historical perspectives, it is important to note that the dominant history about heritage management to date has developed out of a particular European and western tradition of research and interpretation. Although it is important to have an understanding of this history, learners should be able to engage with histories on heritage management that have developed from other traditions.


    Key concepts to Heritage Institutions and Agencies

    The learner should be able to develop a brief definition of the following heritage institutions and agencies:
  • Museums and art galleries
  • Archives
  • Oral history projects
  • Monuments and sites of significance
  • Agencies that preserve and manage the built environment and cultural landscapes
  • Cultural Organisations across both the formal and informal sectors.
  • Cultural tourism projects/organisations


    Key concepts to Heritage consumption

    The following concepts within the context of heritage consumption need to be explored:
  • Education as a process and Education as a means to an end
  • Tourism as cultural tourism; heritage tourism and eco-tourism
  • Community development as reaffirming the identity of a community


    Key concepts to Heritage management

    Criteria for selection and collection should be considered but are not limited to:

    1. Arts, humanities and social sciences
    - Values ascribed to arts, humanities and social science objects
    - The importance of the commonplace
    - The classification systems used in the arts, humanities and social sciences to order knowledge and to manage collections
    - The use of the objects
    - Popular culture
    - The physical constraints of the institution.

    2. Earth and life sciences
    - Significance and scientific value of earth or life science specimens
    - Research requirements
    - The classification systems used in earth and life sciences to order knowledge and to manage collections
    - The use of the specimen
    - The physical constraints of the institution.

    Criteria for selection and preservation:
    1. Arts, humanities and social sciences
    - Social and/or historical significance of the immovable tangible heritage resource
    - Research and communication value
    - The feasibility of its preservation 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Examine the reciprocal impact of heritage and culture. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Heritage is investigated and evaluated as a social, political and economic construct and product. 

    ASSESSMENT CRITERION 2 
    Heritage is examined as social, political and economic processes influenced by place and time. 

    ASSESSMENT CRITERION 3 
    Social, political and economic processes influenced by place and time are compared, to examine the impact of heritage. 

    ASSESSMENT CRITERION 4 
    Intangible and tangible heritage is examined regarding the context of identity, culture and nation-building. 

    ASSESSMENT CRITERION 5 
    Intangible and tangible heritage concepts are used to explore the meditation of heritage. 

    SPECIFIC OUTCOME 2 
    Evaluate the role of heritage institutions and agencies. 
    OUTCOME NOTES 
    Evaluate the role of heritage institutions and agencies in preserving, interpreting and communicating tangible and intangible heritage. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Modes of identification, preservation, conservation, interpretation and communication of heritage resources are evaluated to determine the range of heritage representations and activities. 

    ASSESSMENT CRITERION 2 
    Different institutions and agencies involved in the production of heritage through preservation, conservation, interpretation and communication are identified to place heritage activities in context. 

    ASSESSMENT CRITERION 3 
    The role of institutions and agencies in education, tourism and community development are evaluated for their impact on heritage. 

    ASSESSMENT CRITERION 4 
    Recommendations concerning the role these institutions play in the preservation, interpretation and communication of these institutions and agencies are made, based on sound and established rationale. 

    SPECIFIC OUTCOME 3 
    Record and document intangible heritage and behaviour patterns. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Intangible resources are investigated regarding their value to humanities and social sciences. 

    ASSESSMENT CRITERION 2 
    Intangible resources are recorded regarding their value to humanities and social sciences. 

    ASSESSMENT CRITERION 3 
    Behaviour patterns in the life sciences are investigated using humanities, social sciences, earth or life sciences criteria. 

    ASSESSMENT CRITERION 4 
    Behaviour patterns in the life sciences are recorded using humanities, social sciences, earth or life sciences criteria. 

    SPECIFIC OUTCOME 4 
    Evaluate collected tangible and movable objects and specimens. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Collection criteria employed by institutions and agencies involved either in the arts, humanities and social sciences or in the earth and life sciences are identified to facilitate evaluation of collections. 

    ASSESSMENT CRITERION 2 
    Collection criteria employed by institutions and agencies involved either in the arts, humanities and social sciences or in the earth and life sciences are analysed for suitability to predetermined collections. 

    ASSESSMENT CRITERION 3 
    Movable items collected for arts, humanities and social sciences are judged according to selected criteria. 

    ASSESSMENT CRITERION 4 
    Specimens collected during fieldwork and collection activities are judged for their scientific value to earth and life sciences. 

    SPECIFIC OUTCOME 5 
    Analyse immovable tangible heritage components` value to heritage. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Immovable tangible heritage components are identified and explored to judge their value to heritage, according to set criteria. 

    ASSESSMENT CRITERION 2 
    Immovable tangible heritage components are analysed to demonstrate their value to heritage, according to set criteria. 

    ASSESSMENT CRITERION 3 
    Natural environments and ecosystems in the earth and life sciences are identified and explored for their value to heritage, according to set criteria. 

    ASSESSMENT CRITERION 4 
    Natural environments and ecosystems in the earth and life sciences are analysed to demonstrate their value to heritage, according to set criteria. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Consciousness of personal value and knowledge systems and his or her relationships with the natural and cultural environment.
  • Consciousness of changes in perceptions about nature and culture.
  • Consciousness of the interdependence of living and non-living systems.
  • Consciousness of the human impact on the natural and cultural landscape.
  • Consciousness of the sustainable use of natural and cultural resources.
  • Consciousness of the diversity of perspectives and of heritage production in a multi-cultural society.
  • Consciousness of heritage activities that promote social reconstruction.
  • Appreciation of other cultural positions.
  • Appreciation of time, place and surroundings.
  • Spirit of nation-building. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems when heritage components are explored and their value judged according to set criteria. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others when collecting objects during fieldwork. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves when evaluating and analysing heritage objects. 

    UNIT STANDARD CCFO COLLECTING 
    Evaluate information when recording and documenting heritage products. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively when collecting objects during fieldwork. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology in the recording and documenting heritage products. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems when evaluating, analysing, and collecting heritage objects. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48812   Further Education and Training Certificate: Heritage Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.