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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: |
| Bachelor of Design |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 110828 | Bachelor of Design | |||
| ORIGINATOR | ||||
| Inscape Education Group (Pty) Ltd | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree | 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 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2019-08-08 | 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 |
| 79830 | Bachelor of Design | Level 6 | NQF Level 07 | 360 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the Bachelor of Design is to provide a broad understanding of design, design history, theory and principles and design thinking as well as knowledge of and practice in a specialist field of Design. The qualification emphasises the integration of different forms of knowledge that are required to make decisions throughout the design process. The process of problem solving, including research, problem identification, conceptualising and craft skills in the iterative development of design solutions are central to the construction of the qualification. The qualification aims to equip learners with the necessary knowledge, skills and attributes required to make appropriate judgements to meet its requirements; and to prepare learners for postgraduate studies and the demands for learning in their future careers. The qualification aligns with Design disciplines which require designers to integrate technical expertise, various forms of knowledge such as propositional, experiential and procedural, creative and critical thinking, as well as research and production processes. All of these forms of knowledge are necessary for learners to be able to evaluate good and bad design, and to make the relevant design decisions or judgements required at all stages of the design process to create designs within a variety of contexts. As few learners have done art or design at school level and learners may not have had access to computers and technology, the fundamental design principles, rules, theories, techniques and thinking strategies are addressed in the first year. In the first-year, learners are able to explore the history, principles, technology (hand and computer) and design process. In addition, there are individual projects that create exposure to the Design specialisations. Learners can thus make informed decision regarding which specialist stream they wish to take in the second year. In the second and third year learners will deepen their knowledge, skills and attributes. Additional theory and Business subjects enrich the learners' understanding of design in relation to economic, historical, political, commercial, social, cultural and environmental contexts. Industry relevant knowledge and experiential learning are integrated into the curriculum at various stages. Briefs are industry relevant and specific intense industry- oriented projects and competitions are incorporated throughout the qualification. In the second-year learners will complete a compulsory Job Shadowing component and in the third-year an Experiential Training subject. This approach assists learners to become professional designers with the attributes that are valued in the industry. At the third-year level, learners' directed projects and research document allow for an in-depth investigation of a design project in the field of Design specialisation. Learners will work within selected frameworks including contextual design, sustainable design and design sub-cultures and through these projects need to demonstrate that they are independent, creative thinkers who can practice responsible design. At the end of three years of study learners will be able to apply design thinking and design processes to integrate theory and practice in order to make the judgments required to identify and solve complex problems in real world contexts. Learners with this qualification will have an understanding of the: Learners would be able to apply: The qualification encompasses the traditional Design fields, whilst accommodating new technology and trends such as sustainability and ethical design. The qualification aims to equip learners with the knowledge, skills and attributes to work with a range of technologies, products and media in order to create meaningful, relevant and captivating products and systems for individuals, groups and the broader society. Rationale: The Bachelor of Design qualification encompasses Audio-visual, Animation, Web Design, User Experience Design, Interaction Design, Ideation, Environmental Design, and Textile Design, the interdisciplinary fields such as Social Design and Strategic Design as well as design fields. This approach is shared with some of the international Design institutes including Parsons School of Design, in the United States of America and Auckland University of Technology. In New Zealand learners select majors from a range of design fields. As technology and contexts change the areas that the qualification encompasses will expand to accommodate these. Subjects such as Design History, Visual Communication, Business Studies and Communication Studies contextualise design and assist learners to make connections between design and the future contexts that they will practice in. There is a strong emphasis throughout the qualification on learners developing communication skills and on being able to articulate and justify their decision making. This approach supports 'sustainable learning' that learners will be able to carry over into their careers and a variety of contexts. By including 'live briefs' for industry clients, job shadowing and an experiential learning, learners are well prepared as design practitioners. The broad objectives of the qualification are to: In terms of graduate attributes, the qualification aims for learners to become ethical practitioners who can function effectively as individuals and collaboratively in complex and unpredictable environments. The institution also aims to prepare learners for employment, to contribute to transforming the industry and to adapt to working on ill-defined problems in complex contexts, there is a high degree of integration in the curriculum. In other words, concepts, themes and projects may run across multiple subjects and disciplines. As careers in Design continue to evolve and adapt to changes in technology, society, industry and contexts, design graduates are expected to be versatile and able to adapt to uncertainty and new contexts. Learners will therefore need to be equipped to continue learning as they progress in their careers. In order to achieve this type of learning, the structure and content of the institution's qualification provides curricula, teaching and assessments that emphasise the integration of knowledge, skills and attributes in a creative and authentic environment. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
In RPL processes designed to grant access, an RPL application is evaluated against the entry requirements of the qualification in question. Applicants seeking access to the Bachelor of Design who do not hold an appropriate entrance qualification may be considered for the RPL route but will only be admitted at the institution's discretion in accordance with the institution's RPL policy. An RPL assessment process is used to evaluate the knowledge and skills of such applicants. Individuals wishing to apply for RPL in order to access this qualification must complete the RPL application form. Examples of supporting documents that learners may submit to evidence their knowledge, skills and values include but are not limited to a curriculum vitae with detailed work history, portfolios of completed design or artwork, workplace training schedules and examples, certificates for appropriate non-accredited software training and reference letters from workplace supervisors. Generally, the RPL process does not lead to credits in the qualification, however credits can be awarded for subjects such as Computer Application. This would be appropriate if the applicant had completed software training or had worked extensively with the software in a work environment. The software that the learner is proficient in should align with the software taught in the first-year Computer Application subjects. Entry Requirements: The minimum entry requirement for this qualification is: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 370 Credits.
Compulsory Modules, Level 5, 80 Credits: Compulsory Modules, Level 6, 156 Credits: Compulsory Modules, Level 7, 134 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Apply the knowledge, theories, methodologies, skills and professional practices at the forefront of design and specialist design field and practice to design innovative solutions for defined problems.
2. Identify and define design problems using design theories and principles. 3. Research, plan, conceptualise, produce, communicate and substantiate innovative design solutions aimed to address complex problems in defined contexts. 4. Use basic design relevant research methodologies and approaches. |
| ASSOCIATED ASSESSMENT CRITERIA |
| The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes.
Integrated Assessment: Integration across subjects and types of knowledge is a key element of the qualification structure. This approach lends itself to making use of authentic, Integrated Assessment in which a range of knowledge types and learning outcomes are assessed. As part of the assessment structure, learners have the opportunity to receive feedback from formative assessments and can improve on their work based on this feedback. Summative assessments include a number of components to make up portfolios or capstone projects that require learners to integrate disciplinary and interdisciplinary knowledge with design skills and competencies. These are accompanied by presentations in which learners make use of research, theory, case studies, and historical, environmental, economic and social parameters to substantiate their design decisions. There is an expectation of learners to apply and integrate knowledge, theory and skills in assignments appropriate to learning in the creative disciplines. Assessment components consist of presentations, written essays and rationales, drawings, constructed models, visual and digital artefacts, portfolios and other materials. The institutional Assessment Policy includes the assessment parameters and requirements including moderation and appeals. |
| INTERNATIONAL COMPARABILITY |
| Internationally the qualification is found to be comparable to qualifications offered in Australia, Canada, United States of America (USA), India, New Zealand and the Netherlands. These Bachelor of Design qualifications may offer one specific specialisations and or take a multidisciplinary approach.
The Auckland University of Technology, in Auckland New Zealand offers a three-year, 360 Credit, Bachelor of Design Degree. This qualification has majors in " Communication Design, " Digital Design, " Fashion Design, " Industrial Design 4, " Spatial Design, " Textile Design and minors in " Cinematic Arts, " Contemporary Pacific, " Creative Entrepreneurship, Creative Sound Design, " Design for Sustainability, " Design Thinking and Minors in " Cinematic Arts, " Contemporary Pacific, " Creative Entrepreneurship, " Creative Sound Design, " Design for Sustainability, " Design Thinking " Digital Fabrication, " Experimental Surface Design, " Game and Play Design, " Motion Capture, " Photographic Practice, " Temporary Practices/Temporary Publics, " Urban Practices, " Visualising Information. Graduates can continue to a one-year Honours Degree or 18-month Master's Degree. In Uganda, Makerere University offers a Bachelors in Visual Communication Design (BVCD), Industrial Art and Applied Design, Bachelor of Visual Communication Design and Bachelor of Industrial Art and Applied Design which "houses areas of study that include animation, graphic design, sound production, 3D modelling, web site design, game design and interactive media design, social design, professional practice and management among others". The Avantika University in India offers a 4-year, Bachelor of Design (B.Des) Degree in Communication Design with majors in Graphic (or Visual) Design, Information and Interface Design or Communication for Digital Media. The Bachelor of Creative Industries (Fashion Design, Graphic design, Visual Art) offered at Toi Ohomai Institute of Technology in New Zealand offers a three-year programme similar to the proposed Bachelor of Design (BDesign) focussed on creative thinking and industry practice. It aims to provide "a systematic and coherent introduction of knowledge to the creative industries so that learners develop the creative thinking and practice linked to the dynamic and divergent employment needs of the creative industries" It therefore focusses on generic design capabilities whilst allowing learners to specialise in certain fields of design. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical 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. | Inscape Education Group (Pty) Ltd - Stellenbosch |
| 2. | Inscape Education Group - Cape Town |
| 3. | Inscape Education Group - Durban |
| 4. | Inscape Education Group - Midrand (formerly Johannesburg) |
| 5. | Inscape Education Group - Pretoria |
| 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. |