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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Design Foundation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49127||Further Education and Training Certificate: Design Foundation|
|SGB Art, Craft & Design|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|MICTS - Media, Information and Communication Technologies Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 02 - Culture and Arts||Visual Arts|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||141||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|The purpose of this qualification is to provide a foundation for a variety of design-orientated fields, in that the learner gains competencies in the generic processes of various design specialisations.
The qualification formalises sets of competencies and combinations of systems to help to accumulate expertise in this area of learning. Experiential knowledge is an important aspect of this qualification, as its application reaches across different fields, assisting in accelerating the learning of people who may have previously been denied opportunities in formal training or employment. An important part of achieving this qualification is for the learner to explore and experiment.
If lessons can be learned, documented and applied, a contribution will be made to building the discipline of design, as well as an integrated national framework for learning achievements, which is one of the primary objectives of the NQF. Learners credited with this qualification are capable of:
Qualifying learners are also capable of:
The Further Education and Training Certificate in Design Foundation (NQF Level 4) is aimed at providing a foundation of generic competencies in design, allowing learners to explore different design fields in the creative industries. Such a foundation will improve the results of education and training provided in South Africa.
The qualification provides a foundation that will give greater access to academically unprepared entrants into an extremely wide range of design career choices. The qualification will thus benefit the learner by empowering him/her to function in a variety of design and media technology disciplines in South Africa.
The introduction of a Further Education and Training Certificate in Design Foundation (NQF Level 4) based on unit standards will allow learners the opportunity to reach their full potential of advancement within formal education and will also allow for the recognition of prior learning. This qualification provides learners with access to qualifications in Design at NQF levels 5 and 6. This will enable learners to pursue different career paths within the culture and arts sector and contribute towards the economic sustainability and improvement of the design environment.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learning assumed to be in place for this qualification is the fundamental competencies in the areas of communication, mathematic literacy and life skills at NQF Level 3 of the Further Education and Training Band.
Learners are also assumed to have attained competence in the area of Culture and Arts at NQF Level 1 of the General Education and Training Band.
Learners are also assumed to have attained competence in the area of computer literacy in the areas of developing word processing documents, spreadsheets, using a personal computer operating system and ability to use the World Wide Web with electronic mailing.
Recognition of prior learning (RPL):
This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 141 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
|EXIT LEVEL OUTCOMES|
|Fundamental and Core Exit Level Outcomes:
1. Reflect on own and other's work in context.
2. Read and interpret visual images.
3. Develop oneself for a design career.
4. Produce a range of design works.
5. Explore and communicate with a variety of mediums, media, processes and techniques.
6. Use mathematics in practical applications.
Elective Level Outcomes:
1. Use new media technology.
2. Develop marketable craft product ranges.
3. Design aspect for performances.
4. Work in a business environment.
|ASSOCIATED ASSESSMENT CRITERIA|
|Fundamental and Core Exit Level Outcome 1:
Fundamental and Core Exit Level Outcome 2:
Fundamental and Core Exit Level Outcome 3:
Fundamental and Core Exit Level Outcome 4:
Fundamental and Core Exit Level Outcome 5:
Fundamental and Core Exit Level Outcome 6:
Elective Exit Level Outcome 1:
Elective Exit Level Outcome 2:
Elective Exit Level Outcome 3:
Elective Exit Level Outcome 4:
The assessment criteria in the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts. Evidence is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and thus its purpose, at the time of the award of the qualification. Workplace experience can be recognised when assessing towards this qualification.
Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.
Integrated assessment must judge the quality of the observable performance, and also the quality of thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance. Allowance must be made for creative freedom, exploration and experimentation, which are not easily measurable.
A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. Unit standards in the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies.
While the foundational component (literacy, communication and numeracy skills) of this qualification on NQF level 4 can be assessed through occupational contexts and activities relating to design, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose.
|A comprehensive search for similar qualifications in other countries in Africa yielded no results.
Australia has two qualifications that compares closely to this qualification:
Certificate III in Design Fundamentals:
This qualification contains the following units that correlate closely with the South African Further Education and Training Certificate in Design Foundation (NQF Level 4).
Certificate IV in Design:
The following units correlate closely with this qualification:
New Zealand also has two qualifications that closely resemble the current one. Each of these qualifications has very few (one and two respectively) units, which are listed below, under the qualifications titles:
Develop visual arts works from given briefs-4-60
Develop a body of visual arts work from selected ideas-5-60
Develop a body of visual arts work from independent investigation-6-80
Scotland has an Intermediate, Level qualification in Art and Design that contains a large unit that closely resembles those of this qualification:
In India, design courses are generally aimed at school leavers at equivalent levels to NQF Level 5 and above. Visual Communication and other courses that are part of Higher Education undergraduate course and are addressing the equivalent areas of competence than in this South African qualification include learning about the formal systems and basic elements of visual organisation through two-dimensional design principles and theories using a variety of media, the basic elements of drawing and different drawing media, painting, photography, colour slide photography, printmaking and the production of fine art multiples, watercolour techniques, ceramics, metalwork and jewellery, sculpture, metal sculpture and welding, printmaking (monotypes), visual communication, colour theory, art and visual culture, and art history.
This South African qualification contains Unit Standards that are comparable to those in used in other areas of the world, for a similar qualification. Furthermore, this qualification is at NQF Level 4 (below degree level), which further aligns it with most international standards.
|Vertical articulation is possible with, for example, the National Certificate in Design (NQF Level 5), and the National Certificate: Generic Business Administration Services (NQF Level 5). Horizontal articulation on the NQF is possible with all Further Education and Training Certificates at NQF Level 4 through the Fundamental component, and the Further Education and Training Certificate: Small Business Financial Management (NQF Level 4), the Further Education and Training Certificate: Craft Enterprise (NQF Level 4), the Further Education and Training Certificate: Performing Arts (NQF Level 4), and the National Certificate in Business Administration Services (NQF Level 4).|
|Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.
The criteria for assessors and moderators for this qualification are:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|Assessors should keep the following general principles in mind when designing and conducting assessments:
In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
All assessments should be conducted in line with the following well-documented principles:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114952||Apply problem-solving techniques to make a decision or solve a problem in a real life context||Level 3||NQF Level 03||2|
|Core||9530||Manage work time effectively||Level 3||NQF Level 03||3|
|Core||115115||Access different approaches to drawing||Level 4||NQF Level 04||10|
|Core||117508||Conceptualise and plan a design||Level 4||NQF Level 04||15|
|Core||117509||Interpret and respond to brief||Level 4||NQF Level 04||5|
|Core||117512||Realise and review a design||Level 4||NQF Level 04||15|
|Core||117510||Use elements and principles of 2D and 3D design||Level 4||NQF Level 04||10|
|Core||117513||Use knowledge of self to make a life decision in the creative world||Level 4||NQF Level 04||5|
|Core||117511||Use visual communication techniques to represent a concept||Level 4||NQF Level 04||10|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||8979||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||7567||Produce and use spreadsheets for business||Level 3||NQF Level 03||5|
|Elective||7575||Produce presentation documents for business||Level 3||NQF Level 03||5|
|Elective||110021||Achieve personal effectiveness in business environment||Level 4||NQF Level 04||6|
|Elective||114552||Design aspects for performances||Level 4||NQF Level 04||10|
|Elective||14473||Develop and produce computer aided drawings||Level 4||NQF Level 04||4|
|Elective||115123||Develop designs for marketable craft product ranges||Level 4||NQF Level 04||10|
|Elective||114738||Perform financial planning and control functions for a small business||Level 4||NQF Level 04||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||Artshub Institute (Pty) Ltd|
|2.||CTU Training Solutions|
|3.||Jeppe College of Commerce and Computer Studies|
|4.||Richfield Graduate Institute of Technology Pty Ltd|
|5.||Visual Skills School (Pty) Ltd|