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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Digital Art 
SAQA QUAL ID QUALIFICATION TITLE
123605  Higher Certificate in Digital Art 
ORIGINATOR
Academic Institute of Excellence (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
Higher Certificate  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0729/25  2025-02-04  2028-02-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-02-04   2032-02-04  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Higher Certificate in Digital Arts is to empower learners with the fundamental and core toolkit to problem solve and develop solutions and expertise in relation to game art and design, 3D modelling, animation and visual effects, as well as 2D animation and digital illustration. The qualification will provide learners with foundational knowledge, understanding, abilities, and skills they will need for further learning towards becoming competent in the Digital Arts field. The qualification will focus on an introduction to theoretical modules while honing technical knowledge.

The qualification will provide learners with intellectual credibility by fostering the ability to apply and evaluate key terms, concepts, facts, principles, rules and theories in the Digital Arts in their chosen specialisation. This will encourage learners to undertake research in a manner that is appropriate to the digital design fields to prepare them for undergraduate studies. The qualification will provide foundational knowledge in design, communication, technology, and critical studies, as well as understanding how that knowledge is applied to the field. The qualification will establish a foundation in the basic principles and practices of design within the digital space. Creative thinking, design thinking, problem-solving, and critical thinking are fostered throughout the qualification to prepare them for industry and/or further studies in Higher Education.

The qualification will equip learners with introductory knowledge in Digital Arts. This will prepare learners for further/additional study in the field of Digital Arts and encourage lifelong learning. The qualification was designed to prepare learners to undertake undergraduate-level study by providing them with foundational research capacity in the methodology and research techniques of the discipline. The qualification will cover sufficient ground in the Digital Arts and allow direct access to undergraduate qualifications in a cognate field. Therefore, the qualification provides a foundation for further undergraduate study.

The qualification was developed to meet the following quality standards as prescribed by the Higher Education Quality Committee of the Council on Higher Education:
  • Ensuring that prospective learners are equipped with the fundamental knowledge and required practical skills to thrive in the future of digital arts.
  • Introducing learners to creative and visual thinking, artistic design and its process, visual communication methods, and professional practice, as well as the analysis and critique of digital arts productions based on the integration of conceptual and applied skills.
  • Allowing learners to opt for specialised career pathways such as Game Art and Design, 3D Modelling, Animation and Visual Effects as well as 2D Animation and Digital Illustration

    Rationale:
    Digital Art is the use of creative knowledge and technological abilities to generate professional, high-quality digital outputs that may be used in a variety of businesses and professions. Digital Art uses digital technologies such as tablets, digital pens, and graphic and animation software to produce art. Digital Art is an exciting new phenomenon that is paving the way for the future. Hence, the future of Digital Art can be used as an instrument to communicate with people, express ideas, and emotions, and make changes in society.
    As a more technologically advanced world, it is crucial for Higher Education Institutions to offer qualifications and modules which meet the current and future digital art technical skills and industry knowledge.

    Considering the changing nature of work due to technological shifts, it is crucial to create opportunities for reskilling and upskilling. Hence, to meet the required technical skills and industry knowledge in the field of digital arts, this qualification is designed to meet the following:
  • Widen access to Higher Education.
  • Matriculants with Higher Certificate or Diploma endorsement.
  • Workforce required to reskill and/or upskill.
  • Relevant mode of delivery - contact, hybrid/blended, and distance learning (online).
  • Provide articulation opportunities with other qualifications (Higher Certificates, Advanced Certificates, or Bachelor's Degree) within and across institutions, where possible.
  • Improve specialised career projection in game art and design, 3D modelling, animation and visual effects, and digital illustration.

    The qualification will offer 4 definite streams for relevant design career opportunities, namely, Graphic Design, Digital Design, 3D and Photography. Within each of the streams, the core modules prepare the learners with the professional aspects of being a designer in today's day and age, as the learners are expected to implement learned concepts into briefs that replicate real-world projects. Modules that are concerned with specific streams ensure that the learners are then prepared for the world of work within that career, by providing the extra relevant information required within that field of design.

    The Game Art and Design module is designed to enable learners to develop knowledge and abilities in the Game Design and Production Industry. It also aims to contribute to game production's growth, quality, and competitiveness, as well as to address the skills shortage in the South African gaming industry such as game storytelling, theory, and production as well as scripting using appropriate programming language.

    The 3D Modelling, Animation, and Visual Effects module is designed to ensure that learners are equipped with the necessary knowledge and skills to work in the film, TV, or visual effects industry with the use of Autodesk Maya and Adobe After Effects.

    The 2D Animation and Digital Illustration module is designed to enable learners to illustrate characters and environments in both Illustrator and Photoshop that are aimed at either being conceptual art for animation or animating themselves. Learners will also learn the basics of animation in After Effects and/or Toonboom focusing on telling a narrative through animation. The qualification creates the foundation for a learner to work in the field of 2D animation or study further. 2D animation is found in broadcast, film, web, UX, games and more.

    The three areas of specialisation will streamline the process of exploring an aspect within the Digital Arts field in detail and eventually enable learners to gain entry into a similar undergraduate qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications.

    RPL for access:
  • RPL for access is applicable to learners who have not met the admission requirements, namely a National Senior Certificate with a minimum of 40% in English.
  • Applicants are first screened for eligibility to check whether they have some kind of experience over and beyond the National Senior Certificate.
  • Once eligibility is confirmed, applicants are given a brief, detailing the kinds of evidence to submit as part of a portfolio of evidence to determine that they have the necessary competencies to succeed in the undergraduate qualification.

    RPL for credits:
    RPL for credits is applicable to applicants who have studied towards a cognate qualification at another institution, and who may apply for entry into the Higher Certificate programme with advanced standing.
  • Applications are evaluated on a case-by-case basis and there are no standard admission criteria that apply in every case.
  • Candidates must provide evidence of the previous study in cognate programmes. The evidence needs to be both practical (design portfolio) and academic (academic writing) in nature to provide a holistic overview of the applicant's ability and body of work.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification.
  • For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4, without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 5 totalling 120 Credits.

    Compulsory Modules, Level 5, 75 Credits:
  • Creative Practice, 15 Credits.
  • Communication, 15 Credits.
  • Technology and Professional Practice, 15 Credits.
  • Critical Studies, 30 Credits.

    Elective Modules, Level 5, 45 Credits (choose one specialisation from the following):

    Specialisation 1: Game Art and Design:
  • Creative Practice 1-2 Game Art and Design, 15 Credits.
  • Comunication1-2 Game Art and Design, 15 Credits, 15 Credits.
  • Technology and Professional Practice 1-2 Game Art and Design, 15 Credits, 15 Credits.

    Or

    Specialisation 2: 3D Modelling, Animation, and Visual Effects:
  • Creative Practice 1-2 3D Modelling, Animation and Visual Effects, 15 Credits.
  • Communication 1-2 3D Modelling, Animation and Visual Effects, 15 Credits.
  • Technology and Professional Practice 1-2 3D Modelling, Animation and Visual Effects, 15 Credits.

    Or

    Specialisation 3: 2D Animation and Digital Illustration:
  • Creative Practice 1-2 2D Animation and Digital Illustration, 15 Credits.
  • Communication 1-2 2D Animation and Digital Illustration, 15 Credits.
  • Technology and Professional Practice 1-2 2D Animation and Digital Illustration, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply creative practice skills and the design process to generate solutions to basic design problems.
    2. Demonstrate the ability to utilise a variety of media, tools, and techniques to express design ideas and communicate information visually.
    3. Demonstrate the ability to schedule and manage a simple digital art project.
    4. Demonstrate the ability to interpret, analyse, and critique digital arts outputs with reference to visual culture.
    5. Demonstrate a basic understanding of academic texts, formulation of arguments, and communication in an academically acceptable manner.
    6. Apply design thinking and the design process to generate solutions in Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration problems.
    7. Utilise visual communication techniques to express design ideas in relation to Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.
    8. Demonstrate the ability to use appropriate technology effectively in the development of Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration projects.
    9. Demonstrate the ability to interpret, analyse, and critique Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration with reference to visual culture.
    10. Demonstrate a basic understanding of simple academic texts, formulation of arguments, and academic communication within the context of Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explore and investigate the context of simple creative practice.
  • Apply different visual thinking tools such as mind-mapping, sketching, and storyboarding to shape design problems.
  • Apply a range of creative techniques such as brainstorming and lateral thinking to generate multiple design concepts.
  • Apply proper artistic design elements and principles to original and innovative digital arts productions.
  • Investigate appropriate materials, production techniques, and processes required to implement digital arts proposals.
  • Explain the digital arts process and evaluate proposed digital arts solutions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Produce observational drawings, create images, and express concepts using a wide range of drawing techniques.
  • Represent 2- and 3-dimensional design arts concepts (for example, painting, pen and ink, digital techniques, maquettes) using a variety of media.
  • Apply different types of visualisation methods such as graphs, diagrams, models, collages, storyboard photography etc. to communicate information visually.
  • Explore mood boards and storyboards.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Adhere to the milestones/deadlines in a project's lifespan such as briefing, research, ideation, presentation, feedback, and final presentation.
  • Complete digital arts solutions.
  • Utilise appropriate resources such as teaching material, recommended references, the library, and expert advice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss digital arts and visual culture theory and use appropriate vocabulary correctly.
  • Analyse and interpret digital arts productions in relation to a range of social, cultural, technological, and historical contexts.
  • Evaluate and critique digital arts examples according to function, aesthetic, context, and resolution.
  • Use digital arts productions to challenge or reinforce social, cultural, environmental, and ethical issues.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Interpret relevant and credible literary sources.
  • Compose simple but informed and defendable arguments
  • Clearly communicate information in an academically acceptable manner.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explore game studies in relation to its storytelling and theory.
  • Create 2-dimensional digital imagery.
  • Implement efficient coding or scripting for games.
  • Explain and showcase the UI design to enhance the game-user experience.
  • Explore the fundamentals of game production.
  • Build digital models/props within the context of asset design and explore game engines.
    OR
  • Describe the foundational principles of animation
  • Capture motion with drawings and compose animated stories
  • Discuss traditional hand-drawn animation as well as 2D and 3D digital animation
  • Design character and environment concept art
  • Develop visual effects and motion graphics, and discuss business fundamentals of animation

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Produce observational drawings, create images, and express concepts using a wide range of drawing techniques in Game Art and Design/3D modelling, animation, and visual effects/.2D animation and digital illustration.
  • Represent 2- and 3-dimensional design concepts such as painting, pen and ink, digital techniques, and maquettes using a variety of media in Game Art and Design/3D modelling, animation, visual effects/.2D animation and digital illustration.
  • Apply different types of visualisation methods such as graphs, diagrams, models, and collages to communicate information visually in Game Art and Design/3D modelling, animation, visual effects/.2D animation and digital illustration.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Adhere to the milestones/ deadlines in a project's lifespan such as briefing, research, ideation, presentation, feedback, and final presentation in relation to Game Art and Design/3D modelling, animation, and visual effects/.2D animation and digital illustration.
  • Complete design solutions in Game Art and Design/3D modelling, animation, and visual effects/.2D animation and digital illustration.
  • Use appropriate resources such as teaching material, recommended references, the library, and expert advice to Game Art and Design/3D modelling, animation, and visual effects/.2D animation and digital illustration.
  • Use Unity to create a fully functional mini-game.
    Or
  • Use After Effects/Toonboom to create an animated character with a clear narrative.
    Or
  • Use Maya/After Effects to model, render, composit and produce a final polished 3D piece.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Design visual culture theory and correctly apply vocabularies appropriate to Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.
  • Analyse and interpret digital arts examples in relation to a range of social, cultural, technological, and historical contexts of Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.
  • Evaluate and critique digital arts examples according to function, aesthetic, context, and resolution in Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.
  • Use digital arts to challenge or reinforce social, cultural, environmental, and ethical issues within the context of Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Engage with and interpret relevant and credible literary sources in relation to Game Art and Design, 3D modelling, animation, visual effects, 2D animation and or digital illustration.
  • Compose simple but informed and defendable arguments within the context of Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.
  • Clearly communicate information in an academically acceptable manner within the context of Game Art and Design, 3D modelling, animation, and visual effects, or 2D animation and digital illustration.
  • Accurately and consistently apply referencing methods and techniques to Game Art and Design, 3D modelling, animation, visual effects, or digital illustration.

    INTEGRATED ASSESSMENT
    The institution's Assessment Policy outlines the assessment process in detail and stipulates the regulations that govern assessment to ensure they are fair, valid and reliable.
    An integrated assessment is a single brief or project that has multiple subject outputs. Integrated assessments are designed to mirror the industry where a single project requires outputs across a variety of subject areas to be integrated and resolved holistically. Integrated projects are assessed against the three practical subjects.

    Learners complete assignments or projects during the course of the year and upload these onto the online learning platform where, for each assignment, projects are assessed against one or multiple subjects. For each subject, learners are assessed against learning outcomes and assessment criteria that are recorded on marking schedules. Learners receive a brief for a project. The brief includes the aims of the project, the intermediary or progress to be done, the final output to be submitted for assessment, and the assessment criteria. The brief supports problem-based and project-based learning by presenting a design problem or research topic to be addressed. The stipulation of the intermediary work assists learners in the process, allowing for formative feedback, and is appropriate for the NQF level of the qualification. These project assessments include both formative and summative assessment

    Formative assessment:
    All assignments are assessed and returned to learners within three weeks via the online learning platform, to provide formative continuous assessment. These marks are separately captured by academic staff on the learner information management system. At mid-year and end of the year, learners submit a full portfolio of all work completed to date. The portfolio is reviewed to determine that the marks awarded are fair. The results of the portfolio reviews, as moderated, comprise the official summative results that appear on the learners' academic transcripts.

    Summative assessment:
    Summative assessment establishes what a learner has achieved at the end of each project, module, year and qualification of study. This form of assessment is reflected on a separate portion of the marking schedules as marks for particular subjects. Subject marks accrue throughout the year towards an end-of-year aggregate. Subject marks and therefore the aggregates are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability.

    Self and Peer assessment is used for learners to examine their own work critically so that a sense of self-reflexivity is developed as their academic career progresses. This is manifested in studio critiques where learners are given the opportunity to comment on their own and peers' work in terms of the relevant assessment criteria. We believe that in order for a student to succeed in the workplace, they must think about and evaluate their work independently and in teams.

    The teaching methodology for the practical aspects is project-based, whilst written assignments such as summaries and essays are used for the theoretical aspects. Briefs vary from 2 to 4 weeks in length, totalling 12 assignments over the year. Learners are expected to submit two assignments (summaries or essays) per quarter. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is popular across various international educational institutions.

    Country: United Kingdom
    Institution: Solent University Southampton
    Qualification title: Digital Arts Foundation Year
    Duration: One year
    Entry requirements; 48 UCAS tariff points

    Purpose/Rationale
    The Digital Arts Foundation Year is designed to allow learners to advance to degree qualifications in the field of Digital Arts at the university of their choice. Learners gain a position of independence, plan, and carry out a substantial project in the final stage of the qualification, which is equivalent to this qualification's generic and specialised studio projects. Learners will cover essential areas and work on exciting practical projects designed to help them learn key digital skills. Learners will be supported in developing key transferable skills for degree-level studies.

    Qualification structure:
    The qualification consists of the following compulsory modules.

    Compulsory Modules:
  • Digital Art Design.
  • Digital Art Discovery.
  • Digital Art Portfolio.
  • Digital Art Projects.
  • Digital Art Final Project.

    Similarities:
  • The Solent University Southampton (SUS) and the South African (SA) qualifications are offered over one year of full-time study.
  • The purpose of the SUS and the SA qualifications is to develop the core skills and knowledge to progress onto one of the related industry-focused undergraduate degrees.
  • Both qualifications have a compulsory professional practice whereby learners are required to partake in practical demonstrations.

    Differences:
  • The SUS qualification has 48 points of entry requirements whereas the South African qualification requires a National Senior Certificate as an entry requirement.
  • The SUS qualification consists of compulsory modules and no electives whereas the SA qualification consists of compulsory and elective modules.

    Country: United States of America
    Institution: Pennsylvania State University
    Qualification Title: Certificate in Digital Arts
    Entry requirements: 15 credit hours

    Entry Requirements
  • A high school graduate, or have completed General Educational Development (GED), a high school diploma.

    Purpose/Rationale,
    This qualification will help learners master the powerful combination of artistic knowledge and technical skills necessary to create professional, high-quality digital portfolios. Learners will learn some of the latest production techniques for generating computer-based graphics, digital photography, and media-rich web productions.

    Digital Art is the combination of artistic knowledge and technical skills to create professional, high-quality digital productions that can be applied across industries and professions. Blending art theory with internet-based technologies, digital art synthesizes concepts of multimedia and visual arts and design with production techniques for generating computer-based graphics and media-rich web productions.

    Learning Outcomes:
  • Produce a capstone project reflective of their personal growth and their ability to conduct professional research in the program, blending theory and purpose, with the latest Internet-based technologies.
  • Apply entry-level competencies in enhancing their creative capabilities through problem-solving and visual communication strategies in designing computer graphics and multimedia.
  • Explore, discuss, develop, and share informed views and perspectives about visual arts and design through critical writing and creative art-making.
  • Develop foundation competencies in applying conceptual, technical, and historical knowledge and skills in visual arts projects, digital art, web design and art criticism.
  • Acquire a practical understanding of the conventions, languages, practices, and aesthetics that digital artists and designers use, thus developing personal competencies and capabilities in visual literacy.

    Qualification structure:
    The qualification consists of compulsory and elective modules.

    Compulsory Modules:
  • Introduction to Visual Studies Keystone/ Introduction to Drawing Keystone, 3 Credits.
  • Introduction to Digital Art and Design Criticism, 3 Credits.
  • Digital Portfolio Elements, 3 Credits.
  • Portfolio Design and Professional Practices, 3 Credits comparable to Creative Practice.

    Elective Modules. 3 Credits (Select one of the following):
  • 2D Digital Art and Computer Graphics, 3 Credits comparable to Creative Practice 1-2 Game Art and Design.
  • 3D Digital Art and Design Fundamentals, 3 Credits.
  • Animation Fundamentals, 3 Credits comparable to Creative Practice 1-2 3D Modelling, Animation and Visual Effects.
  • Web Design and Visual Web Development, 3 Credits.

    Similarities:
  • The Pennsylvania State University (PSU) and the South African (SA) qualifications require applicants who completed the high school qualifications.
  • Both qualifications prepare learners for careers in the intersection of art and computer technology.
  • The PSU and the SA qualifications share similar learning outcomes.
  • Both qualifications consist of a Digital Portfolio

    Difference:
  • The PSU qualification consists of 15 credit hours whereas the South African qualification consists of 120 credits. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Higher Certificate in Art Direction and Graphic Design, NQF Level 5.
  • Higher Certificate in Concept Art, NQF Level 5.
  • Higher Certificate in Game Graphics and Multimedia Entertainment, NQF Level 5.

    Vertical Articulation:
  • Diploma in Art Direction and Graphic Design, NQF Level 6.
  • Diploma in Integrated Fine Art in Animation and Design, NQF Level 6.
  • Diploma in Digital Animation, NQF Level 6.
  • Bachelor of Arts in Design in Digital Media, NQF Level 7.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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.
     
    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.