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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 Arts in Game Design and Animation |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125640 | Bachelor of Arts in Game Design and Animation | |||
| ORIGINATOR | ||||
| The Open Window (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 | Film, Television and Video | ||
| 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 | |
| Registered | EXCO 0639/26 | 2026-04-16 | 2029-04-16 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-04-16 | 2035-04-16 | |||
| 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 Bachelor of Arts in Game and Animation is to provide learners with technical confidence and creative problem-solving abilities that will ultimately prepare them for a career in the dynamic digital media industry. The qualification aims to provide learners with a strong foundation in Moving Image Theory (which focuses on film and animation theory/discourse), while providing scope for learners to develop specialised skills through a double major in 3D animation, motion design, game design, game development and visual effects. Learners are also able to double major within the Creative Technologies fields (User Experience Design, Interactive Development and Industrial Design). The major curriculum covers the entire production pipeline, from pre-production and design to post-production and deployment. Core courses teach skills such as character design, 3D modelling, animation, visual effects, game programming and interactive media. Learners can then specialise in either animation or game design. Animation learners focus on character animation, visual effects and motion graphics. Game design learners focus on level design, game programming and project management. Soft skills such as communication, teamwork and critical thinking are integrated throughout the curriculum. Learners are able to choose a major combination that suits their proficiency, where learners will hone their problem-solving abilities by tackling real-world design challenges and completing projects according to specific industry-related practices. Emphasis is also placed on ensuring that the graduate qualities are developed in themselves in that they are aware of their purpose, value and autonomy as practitioners in communities, they have a broad and reliable knowledge base of their field of practice and discipline, they have the skills to adhere to correct processes, and can successfully relay conceptual and creative ideas, they have conceptual, technical and digital proficiency, and they can apply these qualities fully within a professional and communal context. Learners that prefer to take a single major are able to explore fields offered by elective offering (which are referred to as Focus Areas). With the inclusion of Focus Areas such as Marketing and Entrepreneurship, Visual Arts, Creative Computing, Interactive Audio, Cinematography, Creative Writing, and 2D Animation, the program's structure is designed to foster both specialisation and versatility among qualifying learners. Learners who have a single major have the option to develop expertise in two supporting focus areas. This approach allows learners to tailor their education to their individual strengths and interests, making them well-rounded professionals capable of adapting to the evolving needs of the industry. Upon completion of the qualification, qualifying learners will be able to: The qualification's unique composition aims to give learners the flexibility and adaptability required for careers in the fast-changing animation and gaming industries. The qualification design is unique in its dual focus on branching skill sets within the Animation Arts career spectrum, giving learners the ability to develop a broad skill set and ultimately perform a larger variety of tasks in industry. Learners learn industry-standard software and programming languages, as well as techniques for creative thinking, problem-solving, storytelling and design. Assignments and assessments include both technical exercises as well as creative projects, preparing learners for the range of work in the animation and gaming industries. Rationale: The institution has received feedback from various stakeholders indicating that the specialisations of 3D Animation, Motion Design, Game Design and Game Development are not well contextualised by the Film Arts classification (field and/or sub-fields): Film is broadly understood in the context of live action. As a result, the specialisations housed under the degree name of Bachelor of Film Arts are clumsy for those that have developed skills specifically in the Animation and Game fields. Furthermore, as the Animation and Game fields are broad enough in their own right, it makes sense for OW to accredit a degree specifically aimed at combinations for specialisation for this field. Learners enrolled for this qualification can choose to develop proficiency in specialised areas such as 3D animation, motion design, game design, game development and visual effects. By providing the opportunity to learners to thrive in these fields and compliment them with knowledge and skills from the Creative Technology and Applied Arts areas, the qualification provides an important opportunity for learners to be multi-skilled and dynamic animation and game specialists. Double majors are thus open for learners wanting to leverage on the Creative. Furthermore, the qualification provides an opportunity to learners to also focus on a single major and take up focus areas. This opportunity allows the learner to benefit from valuable cross-critical content - which can sometimes be lost when offering study paths that only allow specialisation. The option to single major thus allows a different study trajectory to the learner who may benefit more from cross-critical skill development. The focus area offering includes a range of options crossing skills development across business studies, film arts, sound, creative technologies, development, literary arts, visual communication and visual arts, include Creative Writing, Cinematography, Interactive Audio, Creative Computing, Visual Arts, 2D Animation, Game Development, Marketing, and Entrepreneurship. When considering the Animation and Game industry statistics (Goethe Institute South Africa German institute of cultural exchange), the demand for real-time 3D talent is growing 601% faster than the labour market overall. In addition, demand for XR developers has grown 1400% from 2018 to 2019. South Africa's total video games revenue, which was worth just R2.0 billion in 2014, rose to R3.5 billion in 2018 and will further increase at a 9.2% CAGR to R5.4 billion in 2023 and 2024. Africa represents but a fraction of the global game-development industry, with less than 1% of games being developed here. By increasing focused undergraduate access to qualifications specialising in animation arts, game design, and game development, the hope is to contribute to stimulating further demand for South African animation and game industry development. This qualification hopes to respond to the gap analysis published by the Tshimologong Gaming Report (2022) which identifies that the African gaming industry lacks diversity and faces inequality but also has growth potential. Skills Development is an important part of responding to the Sector and Economy gaps when it comes to Animation and Game Development in (South) Africa. By establishing a degree that focuses on skills development within the Animation and Game fields, we will be aligning to the Sector & Economy stakeholder needs. Learners exiting with this qualification will have the ability to take on the following career roles: Through the qualification, the aim is to establish networks and connections to relevant partners focusing on the gaming, animation and interactive media industries in Africa and internationally. These include institutes in South Africa, such as WITS running the Tshimologong Innovation Precinct and Fakugesi African Digital Innovation Festival, as well as international institutes like the Cologne Game Lab in Germany and Full Sail University in the US. On completion of this qualification, learners will be able to contribute to the developing fields in Animation and Game locally as well as internationally. Learners will graduate as confident, professional individuals that can contribute to the growth of the South African animation and game development industry themselves. The institution's academic offering is discipline specific. This is in line with industry requirements of being able to work in the specialised fields of Animation Arts, Game Design, and Game Development. Furthermore, the intention is to partner, where possible, with various academic institutions engaging in development within this sector, namely: the Tshimologong Innovation Precinct and Fakugesi African Digital Innovation Festival, thereby contributing further to academic partnerships and growing academic stakeholder needs to ensure a rigorous and scholarly contributions within the growing (and scarce) fields of the animation and game arts. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution believes that RPL has an important place in the country's skills development agenda, as represented in seminal documents like the New Growth Path, the National Qualifications Framework Act, the National Skills Development Strategy (NSDS) and the Human Resource Development Strategy. This is particularly relevant in the context of Creative Practice. Learners who wish to enrol, or enrolled learners, may apply for RPL for this particular qualification. RPL involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. The institution encourages an individual to continue developing their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes by recognising their formal learning. The institution ensures that all potential learners for enrolment and all current learners have access to the institution's Policy for the Recognition of Prior Learning Policy and Procedures. Appropriately qualified assessors, using a process which is valid, fair, sufficient and authentic, will evaluate RPL applications efficiently. The learner is responsible for the provision of suitable evidence, with guidance available from the assessor. Final interviews will be held with the assessors. These assessors will compile their feedback, and if deemed appropriate, will motivate the case to the RPL committee which includes the following people: Academic Head, the Learner Registrar and the relevant Head of School. RPL for credits: The institution provides opportunity for South Africans to have non-formal and informal learning recognised and counted towards a qualification; the institution also incorporate learners into the institution's short courses where necessary. Diverse and inclusive pathways to lifelong learning: The institution further recognises learning regardless of how and where it was acquired, provided that the learning is relevant to the learning or competency outcomes in a unit or qualification. The institution will investigate and check the currency of the evidence in relation to the qualification on a case-to-case basis. Entry Requirements: Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5,6 and 7 totalling 360 Credits.
Compulsory Modules, Level 5, 40 Credits: Specialisations, Level 5, 80 Credits: (Select four). Compulsory Modules, Level 6, 20 Credits: Specialisations, Level 6, 100 Credits: (Select two). Compulsory Modules, Level 7, 20 Credits: Specialisations, Level 7, 100 Credits: (Select two). |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate integrated knowledge and in-depth understanding of the creative industry, and how that can contribute towards personal and professional creative growth.
2. Apply industry specialist knowledge pertaining to the learner's particular specialisation within the Game & Animation fields to the development of their personal portfolio of work. 3. Apply the correct methods and procedures related to the discipline of practice when developing responses to provided briefs. 4. Develop the ability to establish and integrate appropriate production techniques, taking a variety of potential strategies into consideration. 5. Communicate ideas and information relating to Game & Animation discourse in a professional and comprehensive manner. 6. Present visual ideas and techniques relating to the Game & Animation field in a professional and comprehensive manner. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: INTEGRATED ASSESSMENT As an expression of the outcomes-based educational model that institution adheres to, the institution makes use of an integrated assessment strategy within all of its qualifications' subjects. This integrated assessment strategy implies that the following components are adopted: A combination of formative and summative assessment methods is employed to assess the applied competence that learners demonstrate in each term, which ensures that continuous assessment is applied. Assessment activities within courses integrate the assessment of knowledge, skills, and personal qualities. This integration of theory, skills and personal qualities is facilitated by projects that simulate real world contexts. Assessment is viewed as part of the learning process and regarded as a critical component carried out to support learning and to determine the application of knowledge in authentic situations. All assessment tasks are aligned to appropriate NQF level descriptors. The institution uses a range of formative and summative assessment methods (SAQA, 2005: i). The institution's assessment strategy indicates formative assessment moments as occurring during the process of learning and teaching to shape learners' progress and provide further direction. Summative assessment is described as a process of evaluating or making judgements about achievement. The assessment strategy for summative assessment entails assessment at the conclusion of each module of learning. The institution also places a high premium on inculcating in learners the qualities of life-long learners, as well as equipping learners with critical cross field skills that contribute to both professional and personal success. As such, the integrated assessment strategy is underpinned by the institution's vision and mission to not only develop learners into multi-skilled creative professionals, but also to ensure that learners can communicate effectively, submit work professionally and punctually, organise and manage themselves effectively, work successfully as part of a team, follow instructions, identify and solve problems, think critically and creatively, evaluate information effectively, and conduct themselves with responsibility and honesty. It is the institution's hope that qualifying learners will continue to develop these characteristics beyond the academic qualification. |
| INTERNATIONAL COMPARABILITY |
| The South African (SA) qualification compares well with the international qualifications offered by the following countries.
Country: France Institution name: Gobelins Qualification title: Bachelor of Arts in Character Animation and Animated Filmmaking Duration: Three years Purpose/Rationale: The Bachelor of Arts in Character Animation and Animated Filmmaking aims to equip learners with expertise in traditional and digital animation techniques (2D and 3D) from pre-production to post-production, using methods employed by animation film studios in France and abroad. The qualification includes theoretical classes, practical exercises, and expert conferences supervised by professionals from renowned 3D animation studios. Its goal is to develop learners' professional skills in staging, movement, and acting. On completion, learners will either be able to enter the job market directly or further studies at post graduate level. Similarities: Differences: Country: United States of America Institution name: Full Sail University Qualification title: Bachelor of Science in Game Arts Purpose/Rationale: In this qualification, learners will work their way through project-based classes structured with a production pipeline that mimics those found at professional game studios. Learner'll focus on interactive 3D, animation, modelling, lighting, and environment art, as well as material and texture creation. Full Sail University provides a wide range of Game and Animation programs, including, Game Development, Interactive Technology, and Computer Animation. These programs cover all aspects of game and animation development, from pre-production to finished product, and help learners develop professional skills in 3D content creation, program code, game design, and production. Learners will build traditional art fundamentals while familiarising themselves with the techniques and technology behind animated projects in media such as film, television, video games and motion graphics. Qualification structure: Modules: Similarities: Differences: The FSU qualification ranked no 1 on the Top 10 Animation Bachelor's Programs in the U.S., whereas the SA qualification managed to be ranked the best creative educational institution by the Loeries® Annual Rankings in 2021. Conclusion: The proposed qualification compares favourably to similar qualifications in France, and the United States, providing learners with a comprehensive understanding of traditional and digital animation techniques and specialised skills in areas like game design and development. Throughout their studies the SA qualification, learners can specialise in a wide range of fields within animation arts, gaining enough foundational knowledge of various job opportunities to optimise their market value and sphere of influence. Most of the courses in this comparison have a narrower focus, but one should also consider the immediacy and demand of their local employment market and need for specialisation, when compared to ours. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for the following articulation options:
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| 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. |
| 1. | The Open Window (Pty) Ltd |
| 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. |