SAQA

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 Integrated Communication Design

SAQA QUAL ID	QUALIFICATION TITLE
110863	Diploma in Integrated Communication Design
ORIGINATOR
Tshwane University of Technology (TUT)
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	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Diploma in Integrated Communication Design primarily has a vocational orientation, with a communication design industry-specific knowledge that will provide a sound understanding of general theoretical principles as well as a combination of general and specific procedures and their application within a transdisciplinary framework. The purpose of the qualification is to develop graduates who can demonstrate focused knowledge and skills in the field of communication design.

The purpose of the qualification is to further produce learners who will be equipped to integrate traditional and new technologies and techniques to address communication design problems in a transdisciplinary teamwork environment, to build the multi-disciplinary and cross-disciplinary skills necessary for a career in the rapidly changing creative industries.

The Diploma in Integrated Communication Design will prepare graduates with the professional, vocational, and industry-specific knowledge of a Communication Design Industry that is rapidly being transformed by socio-technical innovation in a networked world on a local and global basis.

Further, the purpose of the qualification is to produce learners who can contribute to the economy of South Africa through the Communication Design industry. They will be empowered to develop creative and artistic skills and abilities: visual and manual skills; creativity; research skills; entrepreneurial and professional abilities and conceptual and critical thinking within a transdisciplinary framework.

The transdisciplinary framework of this qualification also requires a focus on teamwork, which is led by industry structure. The future projection of skill development of an individual is not primarily shaped by them, but their specialist skill is dependent on and influenced by a team of people working together to adapt to an ever-changing work environment. It is foreseen that work in future is project based as a team, and the learners will not be appointed in the normal traditional sense. Rather, they will be contracted workers, working on projects, moving from company to company, having the ability to work with different clients, and groups of people addressing different problems. The one constant thing will be change and learners will need to adapt to that change, and to contribute to the group. Also, a big part of whether the learner meets the necessary requirements is not based on delivery of a pretty picture, but about the ability to solve or attend to the needs of a specific target group. They must be able to identify problems and solve it through adequate solution processes. A learner in integrated communication design will be equipped to integrate the traditional and new technologies and techniques to address communication design problems in a transdisciplinary teamwork environment, which will enable learners to prosper in a much greater and successful employability.

Transdisciplinary learning is concerned with the outcome of interdisciplinary learning, which is realised from learner interaction and participation to gain knowledge and skill. Also, the term transdisciplinary suggests strategies to problems that cut across varied disciplines, which is concerned with the nature and interaction between them. There exists a strive for a unity of knowledge relevant to a current world focus that includes external factors such as government, industries, non-government industries, socio-political, socio-cultural, socio-economical and business to form part of the field of inquiry to solve the problem at hand. Characteristic of a transdisciplinary field is the ability to transcend the disciplinary boundaries to develop a clear and ever-changing structure in the approach to problem-solving. It moves beyond the limitations of communication to form a holistic, collaborative, transcendental, interactive, integrated approach. The need for a transdisciplinary approach is to best facilitate the development of knowledge from an empirical and practice-based framework within social conditions from a process of; comprehending the complexity of a problem, realise the degree of diversity of world issues and the social reality as understood by the individual, to link ideas and influences, in order to develop practices to promote the best solution to any given problem.

Rationale:
This notion of transdisciplinary is the guiding principle within which the Diploma in Integrated Communication Design qualification is grounded. Transdisciplinary thinking that develops from a micro level in related disciplinary fields on the qualification level can build a strong foundation for postgraduate studies in fully fledged macro-level transdisciplinary studies.

Communication Design education in South Africa has historically been separated into Graphic Design, and Multimedia Studies, with Graphic Design, mainly directed at the traditional design and print disciplines, while multimedia focused on web design, 3D modelling, animation, and motion design. The qualification will have a particular focus to erase this differentiation and will bridge this divide.

This change was brought about through several factors:
Markets are moving faster: faster adoption, successful customer acquisition, revenue growth, and competition are all signs of markets maturing faster. When markets mature faster, function is increasingly assumed and no longer a core differentiator. As a result, an integrated design approach, especially at the concept origination stage, has become a key differentiator.

Continuous flux: the overlaps between business, people, and technology is increasing. Businesses are essentially run on technology platforms. People, even in rural areas, engage with technology in nearly every aspect of their lives. The overlapping of business and people are facilitated through networked local-to-globally distributed products and services. The so-called 'democratisation' of design dissemination platforms enable nearly anyone to develop and design artefacts that are used to be the preserve of professional practitioners in the past. Indigenous Knowledge System (IKS) based approaches to design strategies are becoming essential to develop not just financially viable design solutions but also society-based and usable ones. These wider overlaps mean that changes in technology, people, or business have a substantial impact on viability, availability, and usability. In these situations of significant and rapid change, design methods such as experience prototyping, adductive thinking, and creative design-led entrepreneurial business processes, can help the social, government and business community adapt and stay relevant.

Increased complexity: the breadth and depth of information access and Information and Communications Technology (ICT) tools are continually growing. Through faster-integrated communication design techniques that prioritise narratives and communicate key concepts, the consensus is possible and more efficient decisions, products and companies can function globally in unique markets and diverse social contexts. An integrated design approach helps ensure communication in these contexts by creating an appropriate and contextualised knowledge of the user.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Access to this qualification is applied for those who do not meet the formal entry requirements for admission and is made possible through the recognition of relevant prior learning through informal, non-formal or experiential learning or experience as a practitioner in the field of Communication. Providers are required to develop structured means for the assessment of individual learners against the exit level outcomes of the qualification on a case-by-case basis.

The necessary evidence as required by the exit level outcomes, and presented by the learner, should meet the following principles: currency of evidence, sufficiency of evidence, validity of evidence and authenticity of evidence. However, it should be noted that in terms of the policy, credits and/or access towards the qualification may only be awarded for knowledge and skills acquired through experience and not for experience alone. RPL must be in accordance with the policies and procedures of the individual providers and in agreement with procedures of the relevant ETQA.

Entry Requirements:
The minimum entry requirement for this qualification is:

Senior Certificate without endorsement.

National Senior Certificate granting access to Diploma studies with an appropriate combination of subjects and levels of achievement.

National Certificate (Vocational), Level 4, granting access to Diploma studies with an appropriate combination of subjects and levels of achievement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Levels 5 and 6 totalling 360 Credits.

Compulsory Modules, NQF Level 5, 120 Credits:

Communication for Academic Purposes I, 10 Credits.

Computer Skills I, 10 Credits.

Information Literacy I, 2 Credits.

Life Skills I, 3 Credits.

Integrated Communication Design I, 25 Credits.

Interaction Design I, 20 Credits.

Motion Design I, 15 Credits.

Information Design I, 15 Credits.

Communication Design Practice I, 10 Credits.

African Design I, 10 Credits.

Compulsory Modules, NQF Level 6, 240 Credits:

Integrated Communication Design II, 25 Credits.

Interaction Design II, 15 Credits.

Motion Design II, 20 Credits.

Information Design II, 15 Credits.

Communication Design Practice II, 15 Credits.

African Design II, 10 Credits.

Work Integrated Learning I, 20 Credits.

Integrated Communication Design III, 25 Credits.

Interaction Design III, 15 Credits.

Motion Design III, 15 Credits.

Information Design III, 15 Credits.

Communication Design Practice III, 10 Credits.

Work Integrated Learning I, 40 Credits.

EXIT LEVEL OUTCOMES

1. Identify, analyse and solve communication design problems in a transdisciplinary context by applying solutions based on evidence and appropriate procedures.
2. Evaluate, select and apply appropriate interaction design methods and techniques to create meaningful relationships between people and the products and services they use.
3. Evaluate, select and apply appropriate motion design methods and techniques to create meaningful relationships between people, and the products and services they use.
4. Evaluate, select and apply appropriate information design methods and techniques to create meaningful relationships between people and the products and services they use.
5. Demonstrate an understanding of different forms of design knowledge, schools of thought and forms of expression within an African context.
6. Demonstrate knowledge and understanding of the impact of design on the society, economy, global and physical environment and address issues by defined procedures.
7. Demonstrate knowledge and understanding of design management principles and apply these to one's own design work, as a member and leader in a design team to manage projects.
8. Engage in independent and life-long learning through well-developed learning skills.
9. Understand and commit to professional ethics, responsibilities and norms of design practice.
10. Demonstrate an understanding of workplace practices to solve design problems consistent with the academic learning achieved.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate detailed knowledge of design principles and elements within a communication design context.

Critically analyse, evaluate and reflect on aspects of collaborative communication design projects.

Identify principles from diverse disciplines appropriate for use in problem-solving, within a communication design context.

Utilise design research techniques to analyse and solve communication design problems.

Demonstrate an understanding that the world consists of an interrelated network of systems.

Associated Assessment Criteria for Exit Level Outcome 2:

Evaluate the interaction design methods and select to solve well-defined problems in a transdisciplinary communication design context.

Apply the Interaction design methods to solve well-defined problems in a transdisciplinary communication design context.

Complete interaction design techniques in collaborative projects.

Intergrade selected interaction design technologies in a transdisciplinary communication design context.

Articulate the history, contextualisation and contemporary practice of interaction design through writing and or oral evidence within a communication design context.

Identify and apply interaction design methods and techniques that can create meaningful relationships between people and the products and services they use.

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate and select motion design methods to solve well-defined problems in a transdisciplinary communication design context.

Apply motion design methods to solve well-defined problems in a transdisciplinary communication design context.

Incorporate motion design techniques competently in collaborative projects.

Integrate selected motion design technologies competently in a transdisciplinary communication design context.

Articulate the history, contextualisation and contemporary practice of motion design through writing and or oral evidence within a communication design context.

Evaluate and select information design methods are appropriately to solve well-defined problems in a transdisciplinary communication design context.

Apply information design methods are appropriately to solve well-defined problems in a transdisciplinary communication design context.

Incorporate information design techniques are competently in collaborative projects.

Intergrade selected information design technologies competently in a transdisciplinary communication design context.

Articulate the history, contextualisation and contemporary practice of information design through writing and or oral evidence within a communication design context.

Identify and apply Information design methods and techniques that can create meaningful relationships between people and the products and services they use.

Associated Assessment Criteria for Exit Level Outcome 5:

Different forms of design knowledge are identified within an African communication design context.

Demonstrate an understanding of different schools of thought within an African communication design context.

Identify forms of communication design expression within an African context.

Associated Assessment Criteria for Exit Level Outcome 6:

Present evidence of the impact of design on the society, economy, global and physical environment.

Evaluate the impact of a design solution using defined procedures within a communication design context.

Associated Assessment Criteria for Exit Level Outcome 7:

Apply design management principles within communication design projects.

Carry out individual and teamwork out effectively in a set time frame within a communication design context.

Show evidence of the leadership of a design team within a communication design context.

Associated Assessment Criteria for Exit Level Outcome 8:

Plan learning tasks, and manage time within a communication design context.

Show evidence of independent learning that is applied to communication design projects.

Source, organise, evaluate and apply relevant information within a communication design context.

Associated Assessment Criteria for Exit Level Outcome 9:

Describe the nature and complexity of ethical dilemmas regarding accepted practices and legislation within a communication design context.

Describe the ethical implications of design decisions in terms of the impact on the environment, business and trustworthiness within a communication design context.

Associated Assessment Criteria for Exit Level Outcome 10:

Describe orientation to the working environment in terms of organisational structure and conventions within a communication design context.

Describe workplace safety in terms of the application of relevant safety, health and environmental legislation within a communication design context.

Integrated Assessment:
A combination of formative and summative assessment methods will be applied in this qualification.

The following are all formative assessment methods that will be used in this qualification:

Individual assignments.

Presentations.

Group projects.

Questions on structured reading (for theory subjects).

Practical evaluations.

Formative feedback on case studies which will be developed using the criteria and rubrics provided. After each formative assessment opportunity, learners will be required to self-reflect on the outcome of their assessment, which will encourage them to look at their own work critically and elucidate on areas of excellence as well as those requiring improvement. Learning is therefore supported by clarifying short comings in the tests, assignments, presentations and practicals, as well as ways in which to improve on future outcomes.

In summative assessment methods, three structured theoretical tests will typically be written in each theory module. The focus of these tests is on determining the module content knowledge and comprehension.

Summative assessments will be conducted for all practical subjects using given criteria at the end of each term, culminating in a final evaluation at the end of term 4 (October/November).

INTERNATIONAL COMPARABILITY

The qualification is designed based on comparability to qualifications provided at both local and international institutions, relating to their content, level and credit weight. The qualification structure and the notion of transdisciplinary approach relates to practices found at K�ln International School of Design, Aalto University School of Arts, Design and Architecture, Hochschule Trier (Trier University of Applied Sciences), BTK Hochschule f�r Gestaltung, and TU Delft.

In terms of content, the qualification will allow learners to do credit transfer to the following international qualifications that also takes an "integrated" approach:

Diploma in Communication Design, Temasek Polytechnic, Singapore, Malaysia.
This is a three-year qualification that is similar to the Diploma in Integrated Communication Design qualification in that it focusses on print, digital and motion (kinetic) design. It also incorporates trend research and tactile design.

Diploma in Integrated Design, Fleming College's, Ontario, Canada.
This three-year qualification from the Fleming College is similar to the Diploma in Integrated Communication Design qualification in that it integrates the visual arts, design, craft and the latest technology in an intense and meaningful way, it is indicated that "their Learners are prepared for the next paradigm shift and a life in design, while alerting themselves to the complexities of material culture and issues of sustainability.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Diploma in Public Relations, Level 6.

Diploma in Business Communication, Level 6.

Diploma in International Communication, Level 6.

Vertical Articulation:

Advanced Diploma in Integrated Communication Design, Level 7.

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.	Tshwane University of Technology (TUT)