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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Solve diverse design problems 
SAQA US ID UNIT STANDARD TITLE
115164  Solve diverse design problems 
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  14 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
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 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 solve multiple design problems using different methodologies and from different perspectives (within time and media constraints).
The unit standards that are centred on the design process, identify the relevant steps and methods that contribute towards successful design. Therefore, these standards are relevant to learners who will be pursuing careers as practising designers 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. Identifying a variety of different design problems within given briefs.
2. Identifying appropriate solutions for diverse problems.
3. Identifying and selecting appropriate methodologies and technologies to solve diverse problems.
4. Planning the design process according to the type of problems and within given media and time restraints. 

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. Learners are able to apply a variety of design methodologies and creative techniques to problem solving.
    2. Credited learners are able to demonstrate appropriate technological skills in the development and execution of design projects.
    3. The scope and context the design problems relate directly to the specific discipline of study.
    4. Design problems refer to the areas that need to be solved to produce a functional and ergonomic design solution. These include process, technical, media and conceptual problems. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify a variety of different design problems within given briefs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The interpretation of the brief is accurate and contextualised. 

    ASSESSMENT CRITERION 2 
    Identified problems are substantiated and appropriate for a variety of briefs. 

    ASSESSMENT CRITERION 3 
    Appropriate media, communication, design, technological, process and conceptual problems have been identified and contextualised. 

    SPECIFIC OUTCOME 2 
    Identify appropriate solutions for diverse problems. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identified solutions are appropriate and contextualised. 

    ASSESSMENT CRITERION 2 
    Appropriate solutions have been identified for diverse problems. 

    SPECIFIC OUTCOME 3 
    Identify and select appropriate methodologies and technologies to solve diverse problems. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identified methodologies are historically recognised and appropriately qualitative. 

    ASSESSMENT CRITERION 2 
    Selected methodologies are contextualised and substantive. 

    ASSESSMENT CRITERION 3 
    Identified technologies are recognised and appropriate to contemporary industry. 

    ASSESSMENT CRITERION 4 
    Select technologies are relevant and take consideration of the environment and community. 

    ASSESSMENT CRITERION 5 
    Safety procedures in the context of design production have been considered. 

    SPECIFIC OUTCOME 4 
    Plan the design process according to the type of problems and within given media and time restraints 
    OUTCOME NOTES 
    Plan the design process according to the type of problems and within given media and time restraints. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Design processes are appropriate to the brief and solution. 

    ASSESSMENT CRITERION 2 
    Design processes are of viable duration 

    ASSESSMENT CRITERION 3 
    Design processes consider media constraints. 

    ASSESSMENT CRITERION 4 
    Design processes are appropriate to the type of identified problems. 


    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. Assessors need to be aware of the inter-relationship between unit standards that assess the design process, and credited learners should demonstrate the link between these. As this unit standard is part of a design and learning process, it should be evaluated as such.
    3. Credited learners are able to demonstrate appropriate technological skills in the development and execution of design projects. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. A variety of design methodologies and methods.
    2. A variety of design technologies.
    3. A variety of design media.
    4. The planning and organization inherent in the design process.
    5. Relevant safety procedures in the context of design processes and production.
    6. Environmentally sustainable materials and technologies.
    7. Principles of ergonomic design.
    8. Time restraints in the processes and production of design. 

    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
  • Solve diverse problems. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community.
  • Solve problems as a member of a group. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively
  • Plan the design process. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Interpret briefs and plan the design process. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Interpret briefs. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Identify and select appropriate methodologies and technologies. 
    		•

    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.
  • Solve diverse design problems. 
    		•

    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
    Core  79809   Bachelor of Design  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    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.
     
    1. ATTI Nelspruit Pty Ltd 
    2. College Africa Group (Pty) Ltd 
    3. Digital School of Marketing (Pty) Ltd 
    4. Eshybrand Pty Ltd 
    5. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    6. Metanoia Ratings PTY LTD 
    7. Mufuka Business and Technical 
    8. Richfield Graduate Institute of Technology Pty Ltd 
    9. The Finishing College (Pty) Lt 
    10. Training B2B CC 


    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.