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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Monitor and evaluate design projects 
SAQA US ID UNIT STANDARD TITLE
115119  Monitor and evaluate design projects 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Visual Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
The purpose of the learning credited in this unit standard is to enable learners to monitor design projects and evaluate their development and implementation.
Credited learners are able to identify and assess problems within the implementation their own projects and the projects of others. They can also analyse and evaluate the efficiency of design projects in relation to the brief, concept, resources, and target audiences.
The fundamental unit standards will enable learners to plan, implement and monitor design projects and to produce designs using appropriate computer technologies. These standards are thus most relevant to all learners who will be pursuing careers as practising designers in any number of design fields and disciplines or people practising within the design sectors. People who pursue careers in these sectors contribute directly to the economic development of the country and to the social development of communities, region and the nation as a whole.

Credited learners are capable of:
1. Accurately identifying problems within design projects.
2. Analysing the implementation of design projects.
3. Assessing and evaluating design projects.
4. Monitoring the design process. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 

  • UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The depth, scope and context of this unit standard are based on generic evaluation, analyses and monitoring skills applied within specific design disciplines.
    2. Design projects have many and diverse dimensions that need to be analysed and evaluated appropriately in order to monitor the implementation effectively. These may include technological elements, production elements, the elements of the design process, and conceptual and creative elements.
    3. Analyses and evaluations of the implementation of design projects need to include appropriate interpretation of concepts, resources, materials and media, technological processes and time keeping.
    4. These competencies will enable the learner to successfully monitor the implementation of their own design projects and the projects of others.
    5. Within this unit standard, students are not expected to analyse and evaluate their own work or existing design solutions, but rather the implementation of design projects. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Accurately identify problems within design projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identification is accurate and appropriate. 

    ASSESSMENT CRITERION 2 
    Identified problems are substantiated and contextualised. 

    ASSESSMENT CRITERION 3 
    Identified problems are valid. 

    ASSESSMENT CRITERION 4 
    Definition of problems is accurate in terms of their content and context. 

    SPECIFIC OUTCOME 2 
    Analyse the implementation of design projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The evaluation of implementation is accurate and uses recognised criteria in terms of its relevance to the brief/concept. 

    ASSESSMENT CRITERION 2 
    Analyses are thorough and substantiated. 

    ASSESSMENT CRITERION 3 
    Analyses of design projects are ongoing. 

    SPECIFIC OUTCOME 3 
    Assess and evaluate design projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Methods of evaluation are substantive and appropriate. 

    ASSESSMENT CRITERION 2 
    Methods of evaluation and analysis are applied appropriately to the planning, organisation and implementation of the design process and design projects. 

    ASSESSMENT CRITERION 3 
    Assessments are appropriate and valid. 

    ASSESSMENT CRITERION 4 
    Assessments and evaluations are substantive and contextualised. 

    ASSESSMENT CRITERION 5 
    Weightings of problems within the implementation of a project are justifiable. 

    SPECIFIC OUTCOME 4 
    Monitor the design process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Monitoring is consistent and ongoing. 

    ASSESSMENT CRITERION 2 
    Monitoring includes all aspects of the implementation of design projects. 

    ASSESSMENT CRITERION 3 
    Monitoring is accurate and valid. 

    ASSESSMENT CRITERION 4 
    Monitoring is substantive and contextualised. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.

    2. The analyses, assessment, evaluation and monitoring inherent in the management and implementation of design projects is a generic skill, but needs to be evaluated in the context of a specific design discipline.

    3. Credited learners need to demonstrate the ability to assess, evaluate and monitor the implementation of a variety design projects.

    4. Design projects are varied and particular to a design discipline. These may include theoretical and practical based design projects, and the learner should demonstrate the ability to implement their own design projects as well as design projects developed by others. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. All aspects of a design project.
    2. Planning and organisation inherent in the design process.
    3. Methods of analyses.
    4. Terminology used within the particular discipline of design and relevant to the different components of design projects.
    5. Methods of evaluation of assessment.
    6. A wide variety of design projects pertinent to the discipline.
    7. Identifying and solving problems.
    8. Working to a deadline.
    9. Design briefs. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking
  • Identify problems within the implementation of design projects. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community
  • Monitor the work of others. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Evaluate the organisation and management of design projects. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Analyse the implementation of design projects. 

  • UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Monitor the implementation of technological resources. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
  • Monitor and evaluate the implementation of projects. 

  • 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
    Fundamental  79809   Bachelor of Design  Level 6  NQF Level 07  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    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.