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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: |
| Diploma in Product Design |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 100732 | Diploma in Product Design | |||
| ORIGINATOR | ||||
| Cape Peninsula University of Technology | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Diploma (Min 360) | Field 02 - Culture and Arts | Design Studies | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 360 | Not Applicable | NQF Level 06 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2021-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 78671 | National Diploma: Three Dimensional Design | Level 6 | NQF Level 06 | 360 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This is a generalist, occupationally oriented three year qualification in the field of Industrial Design that will equip students with fundamental knowledge and skills in terms of product design. The purpose of this qualification is to equip students with the required knowledge and skills to work independently as product designers as well as in niche areas within the broader field of industrial design as Computer Aided Design (CAD) operators, model makers and illustrators. Students will be equip with broad-based product design knowledge and skills, design literacy competencies and the ability to apply design thinking to commercial product design and related design fields. Students will be required to adapt to the needs of the constantly changing design industry in South Africa and worldwide and to stay abreast with the latest developments and technology. Rationale: Aspects of the diploma are aligned to the specific goals set out in the National Development Plan (NDP) of: drawing on the energies of the South African people, growing an inclusive economy, building capabilities, enhancing the capacity of the state, and promoting leadership and partnerships throughout society. This has been done through designing the course to adapt to individual areas of interest in the field of design through the introduction of student-driven modules. Although no professional bodies exist in this field of study, the academic department at this institution is a member of the International Council of Societies of Industrial Design (ICSID). Their primary aim is the development of Industrial Design at an international level. International academic partnerships with other universities facilitate on-going curriculum development and international relevance. These partnerships include K3 in Malmo, Sweden and Offenbach Academy of Art and Design, Germany. Relationships and discussions with industrial design departments at University of Johannesburg (UJ) and Tshwane University of Technology (TUT) contributed to national alignment of qualifications. The academic department also has linkages with local organisations such as Cape Craft and Design Institute (CCDI), Cape Town Design Network (CTDN) and the Design Education Forum South Africa (DEFSA), all of whom have participated in discussions regarding the re-design of the qualification. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Recognition of Prior Learning is a process of identifying the knowledge and skills of an applicant against the admission requirements of qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines. Curriculum development and/or curriculum revision as required by the Higher Education Qualifications Sub-Framework (2013) is a multi-faceted process that requires the application of educational theories as well as practical processes such as conducting a situational analysis and comparability exercise. While the situational analysis engages various stakeholders that have a direct bearing on the qualification, such as employers, professional bodies and Advisory Committees, comparability refers to drawing comparisons with qualifications, subjects and educational practices at similar institutions, nationally and internationally using particular curriculum components as points of reference. Entry Requirements: The minimum requirement for admission to a Diploma is: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises compulsory modules at Level 5 and 6 totalling 360 Credits.
Compulsory Modules, Level 5: Compulsory Modules, Level 6: Compulsory Modules, Level 7, 30 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate broad commercial Product Design knowledge and skills with the ability to apply design thinking to product design and related fields.
2. Demonstrate commercially useable digital and analogue design media skills, with the aim of translating ideas and concepts into tangible products that will meet the needs of clients. 3. Develop creative and innovative cognitive skills and use knowledge of small business development and entrepreneurial skills to produce commercially viable and sustainable products. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Integrated Assessment:
Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards. Formative assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. This qualification it will consist of a variety of tasks such as problem solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, peer evaluation, quizzes, field trip reports and others. Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing student's attainment against the learning outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. This qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year. Integrated assessment often cuts across a number of subjects/modules of a qualification and is aimed at the holistic development of students and contributes to student's personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the third year of study and students will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study. |
| INTERNATIONAL COMPARABILITY |
| National and international comparison was conducted to determine the extent qualification and subject structures compare with similar offerings at similar institutions. The international comparison exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the comparison exercise; the selection of a variety of reputable Higher Education (HE) institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of qualification design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.
The national comparison exercise included the University of Johannesburg and Tshwane University of Technology. The international comparison exercise included the following higher education institutions: Politecnico di Milano; TU Delft; MITID India; Glasgow School of Art; University of Botswana and Makerere University, Uganda. Many of these institutions have adopted a human-centred approach to design supported by a thorough understanding of materials, technology and manufacturing processes. Design projects and solutions executed by students often relate to real world design problems. Drawing is a key component of these qualifications both in terms of manual drawing skills and computer aided design skills. International higher education institutions have access to advanced technology and manufacturing processes, while these are not easily available in South Africa. |
| ARTICULATION OPTIONS |
| This qualification allows vertical articulation:
Vertically Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. | Cape Peninsula University of Technology |
| 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. |