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 QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Interior Decorating 
SAQA QUAL ID QUALIFICATION TITLE
67456  Further Education and Training Certificate: Interior Decorating 
ORIGINATOR
Intec College 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  136  Level 4  NQF Level 04  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Certificate programme is intended to provide the qualifying learner with the required knowledge, skills and attitudes for a recognised Certificate in Interior Decorating. It provides integration into the Culture and Arts sector or for self-employment.

A décor specialist is capable of translating complex wants and needs into unique but functional spaces reflecting a client's expectations. The learner will know how to use the tools of light, texture and colour, how to apply design planning theories, select appropriate finishes, material, textiles, and other visual elements. A special focus on business for the decoration industry informs a learner on a variety of verbal and graphic methods of presentation and communication, such as business forms, schedule methods, and specifications.

Qualifying learners can be employed in diverse creative and stimulating areas, such as retail or wholesale showrooms specialising in fabrics, wall coverings, lighting, furniture and carpets; or in the kitchen and bath industry; or boutiques that offer objects d'art; decoration planning services; decoration studios; and for self-employment.

Rationale:

This exit-level qualification is targeted at learners who do not have access to face-to-face tuition (either through lack of mobility, lack of an FET college in their area, or full-time work commitments). It will allow unemployed learners to enter the industry, but it also allows those that have worked in the industry for years with no formal qualification to obtain one-without having to give up their work in order to study.

The qualification prescribes an internship after the final summative assessments, rather than workplace-based training during the programme. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Candidates accessing this qualification should demonstrate their ability to read, analyse and reflect on study material at least on NQF Level 4. Candidates should be able to demonstrate:
  • Knowledge, comprehension and application of language at NQF Level 3/Grade 11 or equivalent.
  • Art and Computer Literacy will be an advantage.

    Recognition of Prior Learning:

    The qualification recognizes, through the submission of portfolios of evidence, the formal, non-formal and informal learning that learners have achieved that are relevant to this qualification. Learners can be exempted up to 50% of this qualification through proof of prior achievements at other institutions.

    Access to the Qualification:

    The following requirements are applicable:
  • A grade 11 or any NQF Level 3 qualification or equivalent. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The qualification is subject-based and consists of a Fundamental and Core component. To be awarded the qualification, learners are required to obtain 136 credits as detailed below:

    Fundamental:

    Learning Components;NQF Level; Credit Allocations:
  • First Language Communication, NQF Level 4, 20 Credits.
  • Second Language Communication, NQF Level 3, 20 Credits.
  • Mathematical Literacy, NQF Level 4, 16 Credits.

    Core:

    Learning Components; NQF Level; Credit Allocations:
  • Principles of Décor, NQF Level 4, 20 Credits.
  • Elements of Décor, NQF Level 4, 20 Credits.
  • Finishes of Décor, NQF Level 4, 20 Credits.
  • Basic Plans and Drawings, NQF Level 4, 20 Credits.
  • Total: 136 Credits. 

  • EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    Successful candidates will be able to:
  • Communicate effectively in a first language.
  • Communicate effectively in a second language.
  • Use mathematical skills effectively in a workplace.
  • Explain and use the principles of décor.
  • Explain and use the elements of décor.
  • Explain and use various types of décor finishes.
  • Do line drawings of a room.
  • Design the finishes of a complete house.

    Outcome statements:

    Fundamentals:
  • Communicate effectively in a first and second language.
  • Competence is evident when a learner can:
    > Engage in effective oral communication in the business environment.
    > Read, analyse and respond to written communication in the business environment.
    > Write effective business texts.
  • Use mathematical skills effectively in the workplace.
  • Competence is evident when a learner can:
    > Use mathematics to plan and control basic personal and business finances.
    > Describe the main aspects of the national and global economy.
    > Use statistics effectively in the workplace.

    Core:

    Principles of Décor:
  • Describe the different principles of décor.
  • Competence is evident when a learner can:
    > Apply the different principles to show measuring, scaled elevations, designing a plan and choice of appropriate selection of materials within the context of space and architectural style.
    > Identify and apply the appropriateness of selection from a range of floor finishes, wall finishes and window treatments.

    Elements of Décor:
  • Identify and apply a range of elements of décor from conceptualization to implementation.
  • Competence is evident when a learner can:
    > Differentiate between traditional, modern and contemporary elements using different furniture styles, colour, window treatments and lighting.
    > Choose and place accessories in an optimal way that enhances the show of the accessories, the use of space and reflects the personal taste of a client in a consistent way.
    > Apply elements that enhance both practical uses of elements as well as aesthetic value.
    > Problem solve different elements in a way that enhances the feature focused on in an effective way.

    Finishes of Décor:
  • Identify and apply a range of finishes of décor from conceptualization to application.
  • Competence is evident when a learner can:
    > Select finishes that accentuate the principles and elements of a room choosing from lighting, decorative arts, crafts, plants and fabrics.
    > Apply a congruency in matching the finishes while reflecting a particular style and taste of client.
    > Ensure the purpose and functionality of décor finishes is met whilst reflecting the particular style and taste of a client.
    > Engage with a client and present favourable drawing plan options that reflects appropriate and consistent choices of elements, principles and finishes.

    Basic Plans and Drawings:
  • Conceptualise and develop a range of plans and drawings showing the difference between retail, office and home decorating and finishes in décor practice.
  • Competence is evident when a learner can:
    > Design building plans showing room by room planning, architectural symbols and lines and various types of house plans.
    > Use building plans as a basis for decorating.
    > Distinguish the difference between designing and decorating. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Assessment practices are fair, transparent, valid and reliable.

    The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

    Assessment should ensure that all exit level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit-Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration.

    All subjects include formative assessments, comprising a range of tests, tasks and assignments. A learner's formative mark counts 40% towards the theory mark of a subject. All subjects have a final examination. The final examination counts 60% towards the theory mark of a subject. In order to achieve the qualification, a learner must:
  • Pass all required subjects exams with at least a 40% pass mark, obtain a final mark of at least 40%.
  • Pass the internship/practical with at least 50%.

    The theory component (the formative plus examination mark) will count 80% towards the final mark, while the internship/practical will count 20% towards the final mark. 

  • INTERNATIONAL COMPARABILITY 
    This course was compared with two courses from the UK; Rhodec International Interior Design School Certificate, and the Distance Learning Centre's Interior Design Certificate.

    These qualifications were chosen for comparison because the origins of design and subsequent best practices have been rooted and developed in Western Europe. Although arguably other countries can claim to have evolved to that standard of delivery, Western Europe and the UK stand out in that it too offers Interior Decorating through Distance Education which makes the line of comparison more valid.

    It was found that the course content was similar in that the other two courses both offer classic design styles, design elements and principles and décor practice showing room elements such as soft furnishings, use of colour and basic drawing plans and drawings.

    The practical elements allow for application of theory through various mini projects requiring the skills of measuring; using your imagination; estimating size, quantities and space use; scaling and amongst other, drawing elevations.

    Both the Distance Learning Centre course and the Rhodec International Interior Design Certificate favourably compares with our effort to develop Interior Decorating knowledge and skills in an entrepreneurial way thus catering for a constructive contribution to the economy.

    The choice of examples of classic design styles was different in that we specialise in Art Deco while the other course also includes other forms of history and background on design. Our course has a particularly South African flavour in that the focus is on contemporary use of Design referencing South African suppliers and services and teaching the use of decoration at low cost seen through our South African born and based author.

    The emphasis of classic styles of design in the UK based courses as opposed to our contemporary focus is symptomatic of the influence of history and geography on design styles thus catering for the evolution of design in the respective countries. 

    ARTICULATION OPTIONS 
    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification on NQF Level 4 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit or exemption for relevant subjects or specific outcomes that have been passed at the previous institution and could enroll for a relevant certificate level programme. 

    MODERATION OPTIONS 
  • Assessors and moderators assessing a learner or moderating the assessment of an assessor against this Qualification must be registered or approved as an assessor and/or moderator with a relevant Education and Training Quality Assurance (ETQA) Body.
  • Formative assessment will be conducted internally with internal moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA).
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold a relevant qualification at least on NQF Level 5 in Design.
  • Have workplace experience or teaching experience for the relevant specific outcomes.
  • Be declared competent in all the Exit Level Outcomes of the qualification as stipulated by South African Qualifications Authority (SAQA). 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.
     
    1. Damelin Correspondence College 
    2. Intec College 



    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.