|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:|
|Further Education and Training Certificate: Hairdressing|
|SAQA QUAL ID||QUALIFICATION TITLE|
|64651||Further Education and Training Certificate: Hairdressing|
|SGB Hairdressing Cosmetology and Beauty|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|Further Ed and Training Cert||Field 11 - Services||Personal Care|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||129||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 is replaced by:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|65729||Further Education and Training Certificate: Hairdressing||Level 4||NQF Level 04||140|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|This Qualification is for any individual who is involved in the Hairdressing Industry and wishes to further their careers. It also serves as a more advanced Qualification into Hairdressing operations and hairstyling techniques and follows on from the Level 3 Hairdressing Qualification.
The Core component develops competencies in workplace (salon) methodologies, safety and sanitisation practices, communications, general administration and more advanced hairdressing practices. The Elective component allows the learner to gain specialist knowledge, skills and insight in areas of hair relaxing services, enter and participate in hairdressing competitions and the requirements of opening a salon.
Through building their day to day functioning in a hairdressing salon as well as some general business competencies, the Qualification ensures that it will provide the broad knowledge, skills and values needed in the Hairdressing Industry and will facilitate access to, and mobility and progression within, education and training and to progress along a learning path for learners who:
The Qualification is the pinnacle of learning for the learners that have been developed and will lead to a more defined Hairdressing learning path. It also focuses on the skills, knowledge, values and attitudes required to progress further.
The intention is:
The primary purpose of the Qualification is to develop the foundational, practical and reflexive competencies needed for a successful career in the extremely competitive hairdressing industry.
Central to the Qualification is the development of a culture of professionalism and service excellence in the hairdressing industry. This Qualification intends to produce employable persons with marketable skills who can significantly contribute towards the national initiatives for developing the SMME sector. Most learners will be able to acquire (some form of) skills that they can employ to earn a living.
Rationale for the Qualification:
The FET Certificate in Hairdressing at NQF Level 4 has been designed to meet the needs of those learners who are already involved in the hairdressing industry by giving them the opportunity to acquire new skills as well as enabling them to grow within their chosen profession. It will also provide learners with the opportunity to move into hairdressing specialties and enter hairdressing competitions.
It is therefore important that in line with government policy, that the need for industry specific recognised Qualifications are addressed. There is a dire need to develop career paths in this industry, and this Qualification puts the final touches to this career path for the hairdressing industry.
The following key labour issues were taken into consideration:
The existing syllabi were taken into consideration and broad skills programmes were identified:
Many different roles and careers are accessible through this Qualification. They include and are not limited to:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The following is the learning assumed to be in place:
Recognition of Prior Learning:
The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Hairdressing Qualification. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph.
This Recognition of Prior Learning may allow:
All recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by a registered workplace assessor.
|RECOGNISE PREVIOUS LEARNING?|
|The qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components, totaling 129 Minimum.
Fundamental: 60 credits (47%)
Core: 57 credits (44%)
Elective: minimum 12 credits (9%)
Total: Minimum 129 credits (100%)
20 credits at Level 3
40 credits at Level 4
Total: 60 credits
Core: 57 credits at Level 4
Elective: 38 credits at Level 4
Learners must select a minimum of 12 credits from the Elective Unit Standards to make up the 129 credits required.
Total: Minimum 12 credits
At level 4, SAQA stipulates the minimum number of credits allocated to Communication Studies and Languages and Physical, Computer Mathematical and Life Sciences, should total 40 credits however the SGB felt that the additional fundamental unit standards chosen will add value to the qualification as a whole.
57 credits have been allocated to the Core Unit Standards. This is to ensure that the qualification has a strong Beauty Therapy focus.
The Core Unit Standards offer a broad contextual understanding and will enable the learners to gain an all round picture of the Beauty Therapy Industry.
A minimum of 12 credits must be selected by the learner from the Elective Unit Standards. There are a total of 38 credits for the Elective area. They also allow for progression to the next level of learning.
|EXIT LEVEL OUTCOMES|
|On achieving this qualification, the learner will be able to:
1. Communicate verbally and in writing using a variety of formats with a range of stakeholders and role-players in the hairdressing industry in two languages.
2. Explain and use the basics of mathematics in both personal and business situations.
3. Operate and monitor the safety and cleanliness of hygiene within the hairdressing salon environment
4. Situate and provide hair perming, colouring and relaxing services according to requirements.
5. Maintain and manage the administration, cash and sales activities in a salon.
6. Demonstrate an understanding of the requirements and standards of competing in hairdressing competitions.
7. Demonstrate an understanding of the requirements of starting and operating a salon.
|ASSOCIATED ASSESSMENT CRITERIA|
Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.
Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Hairdressing contexts wherever possible.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflexive competencies.
Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
|Benchmarking was done by comparison to Qualification/Unit Standards/Outcomes of learning against:
NZQA National Qualifications from New Zealand: The National Certificate in Barbering - Level 5.
NZQA National Qualifications from New Zealand: The National Certificate in Hairdressing Management with strands in Assessment of Hairdressing, Tutoring in Hairdressing and Salon Management - Level 4.
A direct comparison of the title, specific outcomes, assessment criteria and embedded knowledge was undertaken with each and the best practice points were highlighted and incorporated into each unit standard. However the points incorporated were written in a South African context.
Because of the difference in levels across the different countries, difficulty was found in making actual direct comparisons, level to level.
|This Qualification lends itself to both vertical and horizontal articulation possibilities. These possibilities ensure both mobility and progression for the learner. The learning areas outlined in the Rationale for the Qualification indicates the articulation possibilities.
Horizontal articulation possibilities lie with other NQF level 4 Qualifications and Unit Standards in the Learning areas of:
Vertical progression can be achieved by embarking on the study of related NQF Level 5 Qualifications:
A learner could follow a career in:
Note: The above is an indication rather than an exhaustive listing
Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|This qualification has been replaced by qualification 65729, which is "Further Education and Training Certificate: Hairdressing", Level 4, 129 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114839||Colour and lighten of hair (basic colouring)||Level 4||NQF Level 04||12|
|Core||7784||Communicate in a business environment||Level 4||NQF Level 04||6|
|Core||114824||Conduct sales||Level 4||NQF Level 04||4|
|Core||114805||Manage general administration||Level 4||NQF Level 04||4|
|Core||114812||Manage stock levels||Level 4||NQF Level 04||2|
|Core||114804||Monitor and manage the sanitation and sterilisation methods in the workplace||Level 4||NQF Level 04||1|
|Core||114823||Monitor cash systems and payments||Level 4||NQF Level 04||5|
|Core||7836||Monitor customer satisfaction||Level 4||NQF Level 04||3|
|Core||9243||Monitor occupational health and safety||Level 4||NQF Level 04||8|
|Core||114840||Perform a hair perming service||Level 4||NQF Level 04||12|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8971||Analyse and respond to a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8555||Contribute to information distribution regarding HIV/AIDS in the workplace||Level 4||NQF Level 04||4|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||114803||Apply competition techniques||Level 4||NQF Level 04||12|
|Elective||114825||Develop a business plan for a salon||Level 4||NQF Level 04||8|
|Elective||114841||Perform a hair relaxing service||Level 4||NQF Level 04||12|
|Elective||114829||Research and plan for the equiping of a salon||Level 4||NQF Level 04||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|48741||Further Education and Training Certificate: Hairdressing||Generic Provider - Field 11||Level 4||NQF Level 04||129||2009-04-08||Was SERVICES until Last Date for Achievement||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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.