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• Reliable and robust knowledge and skills regarding sound technology,
• Who can meet industry standards and requirements using technology to their best advantage.
• Who are capable of delivering efficiently and effectively with regard to sound engineering.
  The composition of this qualification provides an integrated set of competencies to meet music industry sound technology needs.

  The purpose of the qualification is thus that a qualified learner is able to meet specific industry requirements and adopt individual characteristic traits for operating in the field of sound engineering

  Rationale
  The area of employment for sound engineers currently consist mostly of individuals who are self taught engineers who do not have any recognised qualification/s. This has lead to insufficiently trained engineers or engineers only trained in a specific genre. This qualification addresses the need to recognise the competencies of sound engineers in order to provide opportunities for recognition and career advancement. Social and economic rationales for this qualification include encouragement of redress, facilitation of access to credit, career advancement and further learning.

  The current application of learning has had little recognition of competence. At the same time, competencies that are required for practice have not been attained. . For example, a learner may have attained the sound engineering skills, but cannot read or write, or do not understand business principles. The rationale for this qualification is to address the need for applied numeric and communication competence in this learner market (fundamental component), while providing a means of recognising prior learning whereby, for example, (relevant competence) musical can be credited. 

Recognition of prior learning (RPL)

Learners who have met the requirements of any unit standard in this qualification may apply for recognition of prior learning to the Education and Training Authority (MAPPP SETA). The applicant will be assessed against the specific outcomes and with the assessment criteria for the relevant unit standard or unit standards. A qualification will be awarded should a candidate demonstrate that all the unit standards outcomes have been attained. This qualification is based on unit standards. Therefore, any learner who demonstrates competence as required by the fundamental, core and elective components and stated in the qualification, will have access to this qualification. 

To be awarded the Qualification, learners are required to obtain a minimum of 159 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 95 credits all of which are compulsory.

  Elective component:

• The Elective Component consists of Unit Standards to the value of 33 credits. Learners are to choose Unit Standards to the minimum of 8 credits. 

1. Use mathematics for personal and business applications
2. Use and interpret language effectively for verbal and non-verbal communication
3. Prepare for Sound Engineering for productions
4. Operate Sound Engineering equipment for efficient and effective use in productions
5. Engineer sound for recordings and productions
6. Operate fundamental MIDI components for Sound Engineering

Elective (8 credits are required to qualify)

7. Craft sound in a Sound Engineering context
8. Set up DJ equipment for effective use by the DJ
9. Establish and run a small business optimally
10. Make financial decisions that are optimal for a given context 

1.> National regional and personal budgets are analysed

• Calculations and the use of statistics are correct
• Calculations and instruments are used and taken into account when reporting final values

  2.> Verbal and non-verbal communication is used effectively

• Text and subtext of verbal and non-verbal communication is identified and acted on
• Communication is used to learn individually or in groups, effectively and efficiently

  3.> Technical requirements for the genre are negotiated to enable the required installations, showing a capacity to work with others and use technology.

• Equipment selected is congruent with production needs, showing problem solving skills
• Equipment is adequately protected from hazards during and after productions

  4.> Switches, controls and buttons are identified and used correctly, showing technological competence

• Trouble shooting and adjustment of equipment are to specific requirements
• Computer systems are operated for sound engineering in a way that is appropriate and correct

  5.> Mixing console, dynamics processors and effects units are set up to ensure signal flow and to demonstrate technological competence

• Specified music genre and title is identified and selected to ensure the correct mix down and showing information evaluation skills

  6.> MIDI channels are allocated to ensure communication

• Control assign parameters are used to control specified MIDI equipment.
• MIDI time code is used to synchronise a sequencer, all demonstrating technological competence

  Elective (8 credits are required to qualify)

  7.> Sounds are edited and customised to ensure specified requirements and tone colours are met

• Edited and customised sounds are named, saved and stored to ensure recall

  8.> Repertoire is planned, compatible with the required genre

• Equipment connections are functional
• Set-up is optimal for purpose

  9.> A business plan is developed to guide the initial strategy and operations of the business

• Agreements are negotiated with clients in a way that respects the wishes of both parties
• Human resources, operations, marketing and finance is competently handled

  10.> Financial statements are analysed and interpreted showing technological competence

• Financial risk in own life is managed in way that risks are placed within the whole system of a career

  Integrated assessment

  Before qualifying, learners will be expected to demonstrate competence that integrates the assessment of all specific outcomes, for all unit standards, for example, applying competence in a practical scenario. This will require learners to demonstrate their ability in a working environment. In addition, during the learning process to attain the outcomes of each unit standard, learners will be expected to give evidence that they have attained the embedded knowledge and specific skills contained in specific outcomes for the relevant Unit Standard. 

Australian Qualifications Framework

This authority has various Units of Competency, which closely relates to the Unit Standards of this qualification:

• Use MIDI devices and/or software to perform music
• Use MIDI devices and/or software to compose music
• Move and set up instruments and equipment
• Operate portable audio recorder
• Record sound
• Install, align and test sound equipment
• Mix sound sources
• Operate sound mixing console
• Edit sound using digital systems
• Set up, operate and de-rig portable sound recording equipment
• Develop and implement sound production for a recording

  Although the present qualification does not have Unit Standard Titles exactly the same as the Australian Units of Competency, the competencies contained in the Unit Standards of this qualification overlaps significantly with those in the Australian qualifications. Since the levels of Australian qualifications are described differently to South African qualifications, direct level comparisons are not practicable.

  Scottish Qualifications Authority

  The following qualifications all have MIDI Sequencing and Sound Engineering and Production as Optional Units (up to 40 hours):

• Music at Intermediate 1
• Music at Intermediate 2
• Music at Higher
• Music at Advanced Higher

  New Zealand Qualifications Authority
  This body has a level 5 diploma and a level 7 diploma which emphasises competence in such music areas as performance, music technology and music therapy. 

• Passing on the skills as a trainer/mentor/educator
• Becoming a music producer
• Specialised sound engineering skills in studio productions, television, film and reinforced sound.
• Horizontal articulation to an assessor
• Vertical articulation with a Technical Production Services qualification is possible 

Assessment of learner achievements take place at ETQA accredited providers for the provision of programs that result in the outcomes specified for the National Diploma Music Industry (Sound Engineering) NQF level 4. These providers are responsible for the moderation of learner achievements of learners who meet the requirements of each unit standard. Those assessing the outcomes of this unit standard should be qualified and registered with the ETQA.

A moderator registered with the MAPPP Sector Education and Training Authority will externally moderate each Unit Standard.