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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
| National Certificate: 2D Animation |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 57611 | National Certificate: 2D Animation | |||
| ORIGINATOR | ||||
| SGB Audio-visual Media Production | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| MICTS - Media, Information and Communication Technologies Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 04 - Communication Studies and Language | Media Studies | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 136 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 9999/99 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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 is replaced by: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 122621 | Higher Occupational Certificate: Motion Graphics Designer | Not Applicable | NQF Level 05 | 229 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of this Qualification is to enable qualified learners to generate independent work and critically apply the principles of 2D animation. Self employment opportunities exist for qualified learners as they do not need a large studio, and technology is becoming more affordable. This makes 2D animation more accessible than, for example, 3D animation. 2D animation requires a strategic balance between art and business, and is more artistic than, for example, design, without compromising the discipline required to build the industry and business. Developing local 2D animation competence will ensure local cultural development: a local form of expression is developed, with a local graphic style, as a local art form. This can improve the export of 2D animation as cultural products. Qualified learners are able to think critically about culture and cultural products - a skill that can be transferred to various related fields. Qualified learners can progress to NQF Level 6 and beyond, and competence achieved in this qualification allows them to transfer credits to related areas, such as visual arts, computer programming, etc. By setting a minimum standard, the qualification contributes to ensuring the quality of education and training programmes and the employability of qualified learners in various contexts. Qualified learners are able to draw from references, and generate products. They can also work independently as business owners. They implement a process of drawing, analysing motion, breaking down motion, enhancing motion, creating expressiveness, and animating objects and figures. They can work on flat surfaces (e.g. cartoon/frame-by-frame drawn, cut-out, modified base, or rotoscoping animation) or in three-dimensional space to create clay, object, puppet, pixilation, or direct animation, using frame replacement, modified surface, or three-dimensional space forms, or hybrids of these forms. Qualified learners are capable of: Rationale: The international market for animated media content is growing, and until recently, this market had remained untapped by South Africans. The international market is difficult to access and is expensive. Local broadcasters are not yet willing to purchase or budget for animation products. Nonetheless, television, advertisements and film festivals are using more and more animation, and fabricated content is becoming more feasible as technology is becoming cheaper. The music video station market is also growing and demands animated content and animated station identities. Existing 2D animation qualifications are mostly software-based, and not outcomes-based.To access the local and the international market, the 2D animation sector requires improved levels of competence and more people to be involved in animation production. This Qualification is set to deliver a first level of competence where qualified learners can be employed in the 2D animation sector as entry level animators. There is a need to introduce 2D animation learners who have already achieved a Further Education and Training Certificate or equivalent Qualification. Learners are generally expected to learn while working, whether employed or not. The learning pathway extends to Doctorate level, and learners can progress within the Higher Education band upon completion of this NQF Level 5 qualification. Qualified learners are able to work in stand-alone animation studios, or in animation departments of post production facilities, or advertising agencies. They are able to work as freelance animators in various sectors, including gaming and film and video production (e.g. short form commercial producers). Qualified learners are able to apply the unique or exclusive qualities that animation afford to visual storytelling, can think critically about culture, to not just produce replicas of other countries' product, while still meeting international standard. This will enable the 2D animators and the sector as a whole to compete internationally. Animation production is a developing field in South Africa. This developmental animation approach requires bringing in new technologies and not simply using a set of inherited technologies, thereby creating solutions for the local environment and local problems, and improving content relevance. Rather than copying, for example, the American studio model of production. This Qualification aims to enhance learners' ability to experiment with production models, to find models that are feasible or to combine various models. In doing this, African content with saleable local aesthetic will replace American and European content. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The qualification design and credits assume that learners have already achieved the following competencies:
Recognition of prior learning: This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. Access to the qualification: Access to this qualification is open, provided that the learner is sighted, because of the visual nature of 2D animation work. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| All Fundamental component unit standards (40 credits) and all Core component unit standards (55 credits) are compulsory (Total: 95 credits). For the Elective component, learners are required to achieve at least one of the following three combinations of unit standards:
1. Animation specialisation: all unit standards listed below (41 credits) 2. Business and projects specialisation (41 credits): One of the following for 8, 10 or 15 credits of the 41 credits required: And at least 33, 31 or 26 credits from the following, for the remainder of the 41 credits: 3. Performing arts specialisation (41 credits) All of the following for 25 credits of the 41 credits required: And at least 16 credits from the following, for the remainder of the 41 credits: |
| EXIT LEVEL OUTCOMES |
| 1. Select and analyse reference material relevant for specific animation productions.
2. Analyse visual and motion requirements for specific animation productions. > Range: visual and motion requirements are contained in scripts, storyboards, treatments, etc. 3. Specify visual and motion treatment for specific animation productions. 4. Develop and select animation outputs for specific animation productions. 5. Evaluate animated visual elements against specified for animation production requirements. > Range: evaluation includes testing where relevant. 6. Manage animation production processes and information according to specification. > Range: information includes all animation process and production outputs, such as visual elements, physical pictorial representations, etc. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
2. 3. 4. > Range: animation outputs include production stills, representations of motion analysis, simplified representation of motion, graphic breakdown, physical pictorial representations, visual elements, etc. 5. > Range: production specifications include requirements of viability, quality, audience, etc. 6. Integrated assessment: The assessment criteria in the unit standards are performance-based, assessing applied competence, knowledge and skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification. Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification. Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. |
| INTERNATIONAL COMPARABILITY |
| The leaders in animation education and training are in Canada (e.g. Vancouver Film School, Sheridan College Institute of Technology and Advanced Learning), the United Kingdom, and the United States of America (e.g. Californian Institute of the Arts, Edinboro University of Pennsylvania), with some new developments taking place in India.
Most training providers operating in India are based in the United States of America and Canada. An example of a provider in India is ANTS (Animation Training School). The school offers a 6 month Foundation Course in 2D Animation, a 6 month Diploma in 2D Animation, a 12 month Advanced Diploma in 2D Animation, a 12 month Diploma in 2D &3D Animation, a 24 month Advanced Diploma in 2D &3D Animation and various software base short courses (Maya, Flash, Photoshop, Combustion, etc.). The Advanced Diploma in 2D Animation is at a comparable level with this South African qualification. However, no further information about the programme was available. Another provider, Animaster (The Animation Varsity) offers a 3 month Foundation Programme, a 12 month Certified Professional programme, a 3 year Advanced Diploma (linked to a Canadian provider), a 24 month graduate programme, and various short courses that are software based. The Certified Professional programme is comparable with this South African qualification: No comparable qualifications were found in other African countries (e.g. Lesotho, Namibia, Botswana, Malawi, and Kenya). In Namibia, equivalent level qualifications are in the fields of Agriculture and Natural Resources, Economics and Management Science, Education, Humanities and Social Science (which includes Visual Arts, but not animation), Law, Medical and Health Science, and Science (which focuses on computer science only). In Botswana, equivalent level qualifications are available in the fields of engineering and technology, but are limited to industrial design. In Malawi, qualifications focus on agriculture, commerce, education, engineering, law, medicine, nursing, (natural) sciences and social sciences. In Kenya, qualifications focus on veterinary medicine, architecture design and development, arts (drama and theatre only), (natural) science, medicine and education. In Canada, animation qualifications start at a level equivalent to this South African qualification. For example, at the Vancouver Film School the programmes in Classical Animation, slightly shorter in terms of estimated notional hours (1200 notional hours or 120 credits), and in 2D Animation, slightly more in terms of estimated notional hours (1400 notional hours or 140 credits) compare as follows with this South African qualification: The 2D Animation qualification and the South African qualification are equivalent. The Classical Animation qualification includes background design and effects animation, which could form part of the elective component in the South African qualification. Sheridan College Institute of Technology and Advanced Learning in Canada offers a four-year Bachelor of Applied Arts (Animation) that is at a level above the level of this qualification. At first year level, the qualification compares as follows with this South African qualification: Bachelor of Applied Arts (Animation) Year I: The South African qualification compares well with this qualification at first year level. In addition, aspects included in the South African qualification are addressed later in the Sheridan programme, for example, animation and design of action, pose and graphics; action analysis; figure analysis; modelling; 2D animation. Therefore, the major difference between the South African qualification and the Sheridan qualification is that the former does not address social studies (psychology, anthropology, politics, and rhetoric), which form part of other qualifications in South Africa, mostly at a level above this qualification. The Californian Institute of the Arts (CalArts) in the United States of America differentiates between experimental and character animation, and offer two programmes at a level above the level of this qualification: a Bachelor of Fine Art: Experimental Animation, and a Bachelor of Fine Art: Character Animation (both four years). The former qualification focuses on creative concept creative and technical proficiency and the latter on technical proficiency only. This South African qualification addresses mostly technical proficiency, rather than creative concept creation (which is considered to be at a level above this qualification), and the two CalArts qualifications compare as follows with this South African qualification: Bachelor of Fine Art: Experimental Animation Year I: Another programme example in the United States of America was identified at Edinboro University of Pennsylvania, namely, a Bachelor of Fine Arts: Cinema (Animation/Film/Video). The qualification is at a level above this qualification, but includes a beginning level that compares as follows with this South African qualification: Bachelor of Fine Art: Bachelor of Fine Arts: (Animation) - Beginning level Compulsory Elective 12 credits Edinboro: Art elective courses in computer animation (Computer Animation I, Computer Animation II, Advanced Computer Animation I, Advanced Computer Animation II), South Africa: Core. At Full Sail, also in the United States of America, a 14-month programme is offered at the level of this South African qualification, namely, an Associate of Science Degree in Computer Animation. It compares as follows with the South African qualification: Associate of Science Degree in Computer Animation Other providers such as Digital Media Academy linked to Stanford University and the University of Texas in the United States of America, and East Tennessee State University and The Art Institute of Philadelphia offer short courses of five days to eleven weeks that address specific components contained in the South African qualification, such as 2D character modelling and animation, principles, terms and terminology of 2D animation, trajectories, in/out tangents, weight/displacement, motion and camera movement, wrapping, texturing, particle systems and flow, rendering, storyboarding, 2D animation production, history of animation, timing, spacing, straight ahead vs. pose to pose, keys, extremes and in-betweens, squash and stretch, dope sheets, editing, set driven animation, staging, anticipation, holds, primary and secondary action, overlapping action, exaggeration, sequencing, working with sound, and video. The South African qualification compares well with the above American qualifications, but does not include 3D animation as it is a separate qualification in South Africa. In the United Kingdom various animation qualifications exist below the level of this South African qualification. At an equivalent level, a BTEC Higher National Certificate in 3D Design exists, but no comparable qualifications for animation or 2D animation. The University of the Arts London's London College of Communication offers an equivalent level two-year Foundation Degree in Animation, and a one-year Certificate in Animation at a level below this South African qualification. An example of a programme was identified at Ballyfermot College of Further Education in Ireland. The College offers a 1-year programme culminating in a South African Level 5 equivalent Certificate in Art. The programme includes life drawing, drawing and painting, animation and layout studies, sculpture, art and animation history, communications, and drama. The programme focuses on the development of strong drawing skills, provides a broad introduction to animation, and compares well with the South African qualification. The College also offers an equivalent level, 2-year National Higher Diploma in Classical and Computer Animation, including animation, computer animation and modelling, visual language, layout, design history theory and practice (with film studies), life drawing, studio practice, design history theory and practice (with script writing). The main difference between this programme and the South African qualification is the emphasis on design, which also explains the difference in estimated notional hours. The South African qualification is of equal notional hours, and is comparable in terms of structure and content with international qualifications at equivalent levels. |
| ARTICULATION OPTIONS |
| Vertical articulation is possible with the:
Horizontal articulation on the NQF is possible with the: |
| MODERATION OPTIONS |
| Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
|
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| 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: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: All assessments should be conducted in line with the following well-documented principles: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 242641 | Animate visual elements | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 242546 | Compile and present portfolios of work | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 242643 | Create visual elements for 2D animation | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 242640 | Generate animation breakdowns and timelines | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Core | 242642 | Interpret design conventions for animation | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Core | 242645 | Interpret motion conventions for animated elements and camera | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Core | 242648 | Present visual breakdown of time structure for animation | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Fundamental | 242639 | Analyse motion | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Fundamental | 242651 | Develop visual elements for animation | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Fundamental | 242652 | Draw from life | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 13943 | Analyse new developments reported in the media that could impact on a business sector or industry | Level 4 | NQF Level 04 | 10 |
| Elective | 114551 | Analyse performance texts in context | Level 4 | NQF Level 04 | 10 |
| Elective | 120385 | Apply a range of project management tools and techniques | Level 4 | NQF Level 04 | 7 |
| Elective | 115499 | Gather, record and interpret business related information | Level 4 | NQF Level 04 | 4 |
| Elective | 117156 | Interpret basic financial statements | Level 4 | NQF Level 04 | 4 |
| Elective | 120375 | Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget | Level 4 | NQF Level 04 | 6 |
| Elective | 114736 | Record business financial transactions | Level 4 | NQF Level 04 | 5 |
| Elective | 10056 | Analyse and interpret data and marketing information | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 15237 | Build teams to meet set goals and objectives | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 242638 | Composite layers for animation | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 10041 | Conduct a marketing situational analysis | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 115366 | Create graphic elements for a multimedia/web-based computer application | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 117855 | Design and implement plans to deal with conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 242647 | Develop single characters for animation | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 115171 | Generate resources for projects | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 116787 | Plan, monitor and control the financial resources for a small company or business unit | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 12140 | Recruit and select candidates to fill defined positions | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
| Elective | 242541 | Render files for animation | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 120378 | Support the project environment and activities to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Elective | 117515 | Tender for projects | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| 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. |
| 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. |
| 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. |