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 Interior Design 
SAQA QUAL ID QUALIFICATION TITLE
48440  Diploma in Interior Design 
ORIGINATOR
Inscape Education Group 
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 Diploma  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  390  Level 5  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2023-06-30  

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 
The purpose of the qualification is to provide qualifying learners with the necessary interior design knowledge,
understanding and skills to secure employment in the interior design industry immediately upon qualifying. Employers` requirements of a designer at entry level into industry are:
  • Qualifying learners must be competent in taking a design brief, define the problem to be solved and to research relevant information in order to arrive at a suitable solution - all in context with the clients requirements;
  • Qualifying learners must work productively and responsibly and be knowledgeable, thinking designers who can provide relevant design solutions;
  • Qualifying learners must be capable of conceptualizing a design within the context of each brief. A high standard of creativity and problem solving is expected;
  • Qualifying learners must be competent in the use of relevant CAD and rendering software;
  • Qualifying learners must have a sound knowledge of materials and services and the construction methods, application and installation thereof available, relevant to the industry;
  • Qualifying learners must confidently present a design solution in a visually pleasing manner;
  • Qualifying learners must collaborate with other designers and personnel relevant to the industry at all levels and work effectively within that system or team.


    Rationale

    There is a constant demand for competent Interior Designers in the Interior Design industry, Furniture Design Industry,
    Building/Architectural Industry. The Interior Design Industry contributes to the development of the economy of South Africa and neighboring countries through the upliftment of environments, both functionally and aesthetically encouraging both productivity and healthy working and living spaces. Strong design industries enable South Africa to become more competitive in international markets. This in turn, contributes to solving social problems such as poverty and the need for employment opportunities.

    A wide range of occupations and employment opportunities are available to holders of the qualification:
  • Interior designers at businesses including interior design firms, architectural practices, furniture design and manufacturers, construction companies, design consultancies, design studios and in-house design studios;
  • Freelance interior design in the relevant industries; and
  • Own design business.

    South Africa needs problem solvers - thinking designers who are able to meet national and regional challenges by identifying, defining and solving problems through innovative design. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Artistic drawing knowledge and skills equivalent to NQF 4 (Grade 12);
  • Knowledge and understanding of the history of Art equivalent to NQF 4 (Grade 12);
  • English language competence - speaking, reading, writing and comprehension - equivalent to NQF 4 (Grade 12);
  • General problem solving skills.

    Recognition of Prior Learning
  • This will be undertaken as soon as regulations have been gazetted.
  • If a candidate doesn`t have a Grade 12 qualification, equivalent prior learning is recognised. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    The exit level outcomes are grouped into five components which together reflect the ability of an interior designer
    active in the interior design industry and related industries. The critical crossfield outcomes are integrated into the exit level outcomes. Exit level outcomes are hierarchical and cumulative over the years of the programme. Increased competence in each of these components is expected at the end of each year of learning.


    Component 1: Producing effective and creative interior design.

    This component refers to thinking and working effectively and independently as an interior designer subject to typical industry conditions - competence in conceptualising and producing interior design that meets the needs of the client.

    Exit level outcome 1.1
  • Work intuitively and independently according to the design process. (Outcomes relating to specific stages of the design process follow in exit level outcomes 1.2 to 1.5)

    Exit level outcome 1.2
  • Take a client`s brief, interpret it and prepare a problem definition.

    Exit level outcome 1.3
  • Research effectively.

    Exit level outcome 1.4
  • Solve problems creatively - demonstrate competence in conceptualising (creative idea finding) and development of concept - all within context of the client`s needs (brief and problem definition).

    Exit level outcome 1.5
  • Design responsibly by incorporating health, safety and disabled access considerations as well as enviroinmental implications into their designs.

    Exit level outcome 1.6
  • Solve functional problems of a space creatively through application, installation and construction of relevant materials and services.


    Component 2: Technical skill

    This component refers to the technical skill necessary for the execution of information required of an interior designer.

    Exit level outcome 2.1
  • Use relevant CAD and rendering software efficiently to produce full working drawings for local council and contractor/builder use.

    Exit level outcome 2.2
  • Possess a thorough knowledge of construction methods, use and properties of materials and services in order to prepare the said drawings in exit level outcome 2.1.

    Exit level outcome 2.3
  • Bossess a thorough knowledge of construction methods, use and properties of materials and services in order to compile all necessary specifications and schedules.

    Exit level outcome 2.4
  • Produce industry standard finish of artwork and presentation through hand drawing and rendered sketches and computer aided rendering.


    Component 3: Visual and design literacy

    This component refers to knowledge and understanding of various aspects of interior design which form the basis of thinking and working which contribute to the design process addressed in component 1.

    Exit level outcome 3.1
  • Possess knowledge and understanding of effective use of three-dimensional space and the impact a space or environment has on people.

    Exit level outcome 3.2
  • Communicate through design and the process thereof.

    Exit level outcome 3.3
  • Possess knowledge and understanding of trends, philosophy and critical social and cultural issues which impact on interior design and the related industries.

    Exit level outcome 3.4
  • Possess knowledge and understanding of the history of Architecture, Interior Design and Furniture design.

    Exit level outcome 3.5
  • Be competent in evaluating interior design, architecture and furniture.

    Exit level outcome 3.6
  • Be familiar with the terminology required of the industry and have basic written and verbal presentation and general communication skills.


    Component 4: Knowledge of the interior design industry

    This component refers to knowledge and understanding of the interior design industry and related industries that is necessary for newly qualified designers to function in the industry immediately and productively.

    Exit level outcome 4.1
  • Possess a thorough knowledge of how the interior design and related industries are structured.

    Exit level outcome 4.2
  • Possess a thorough and understanding of the typical structures of interior design businesses and how interior designers fit into the industry, including employment opportunities and career possibilities.

    Exit level outcome 4.3
  • Possess a basic knowledge of business management

    Exit level outcome 4.4
  • Possess a knowledge of relevant manufacturers and suppliers of materials and services required of the industry.


    Component 5: Time and self management and collaboration in teams

    This component refers to knowledge and understanding of the requirements of an interior designer at industry level, including work ethics, personal values associated with a working environment.

    Exit level outcome 5.1
  • Be able to manage a project from concept to successful completion including site supervision.

    Exit level outcome 5.2
  • Be able to manage a project including scheduling workflow and meet deadlines under conditions which may be out of their control.

    Exit level outcome 5.3
  • Be able to collaborate in an ethical manner with other designers and personnel relevant to the industry on all levels confidently.


    In addition to these, an outcome called Creativity is also assessed. Creativity Outcomes include:
  • Identifying, defining and solving problems;
  • Creative thinking;
  • Conceptualisation; and
  • Effective practical application of theoretical knowledge to solve problems and produce effective visual communication. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Component 1: Producing effective and creative interior design.

    Assessment for this component of exit level outcome is done predominantly by means of assessing learner`s competence in practical applied design projects.

    Competence is evident when learners are able to:
  • Independently answer a brief successfully, following the design process from start to finish and fully understands all the contextual aspects related to the project - at the level of competence expected of an industry entry level interior designer;
  • Compile and document relevant research and process information;
  • Conceptualise innovative and fresh design at industry level of sophistication;
  • Solve functional spaces creatively through the correct and creative application, installation and construction of relevant materials and services;
  • Use technical skill, including digital technology effectively to produce relevant drawings and design presentations;
    present the design solution, clearly indicating comprehension of the design process and intended result (produce a design rationale).


    Component 2: Technical skill

    Learner`s competence in this component of exit level outcomes is assessed by means of practical exercises and projects, many of which are extensions of applied design projects. Interactive tests are also completed.

    Competence is evident when learners are able to:
  • Produce relevant technical drawings using a CAD system;
  • Demonstrate a confident knowledge of various construction methods using a variety of materials and services available;
  • Complete a specification document of materials and services used within a design solution at industry entry level;
  • Present a visual design solution through hand rendered and computer rendered artwork.


    Component 3: Visual and design literacy

    Assessment of a learners`s competence of exit level outcomes is done predominantly by means of analytical essays, written and verbal research presentations and practical application projects.

    Competence is evident when learners are able to:
  • Demonstrate the way in which a space impacts upon people and how to manipulate a space to meet certain requirements, eg: creating a productive working environment versus a non-productive environment;
  • Demonstrate a professional (industry) level of knowledge about interior design in general, specific projects and designs, design trends, the history of interior design and architecture and the economic and social context of interior design through a verbal presentation;
  • Use industry related terminology confidently;
  • Critique interior deign solutions at a professional level;
  • Distinguish between successful and unsuccessful design solutions through the knowledge that they have gained;
  • Conceptualise and produce design solutions that display the learners understanding of design trends, styles, the history of interior deign and architecture and the economic and social context of interior design;
  • Understand and discuss ethical practice in an informed manner, and apply thorough knowledge of the history of interior deign and architecture in applied design projects and understand its relevance to the current practice of interior deign.


    Component 4: Knowledge of the interior design industry

    Assessment of a learner`s competence of exit level outcomes is done predominantly by means of analytical essays, written and verbal research presentations and practical application projects.

    Competence is evident when the learners are able to:
  • Demonstrate a thorough knowledge of the nature of the interior design industry and understand the structure, activities and functions of various typical types of design business;
  • Display industry level knowledge of the activities and responsibilities they will have as designers in industry; and
  • Demonstrate the relevance of a thorough knowledge of materials and services available to them.


    Component 5: Time and self management and collaboration in teams

    Assessment of a learner`s competence in this component of exit level outcomes is through practical applied design projects and written and verbally presented research projects.

    Competence is evident when learners are able to:
  • Confidently complete a design project following the design process from the initial brief to site supervision;
  • Understand the importance of scheduling realistic deadlines and meeting them subject to conditions out of their control;
  • Collaborate with other designers and personnel relevant to the industry at all levels.


    Assessment is outcomes based - outcomes are defined for each exercise and project and learners` work (learning) is assessed against these outcomes. An integrated assessment is performed by assessing critical, specific and developmental outcomes. Projects are designed in such a way that the critical crossfield outcomes are automatically
    achieved when learners complete a project successfully.

    Assessment is project based with every project or exercise in a particular subject resulting in a mark. Learning is assess according to the required specific outcomes - Knowledge, Skills and Values - defined for a project.


    Learning is assessed by means of the following strategies:
  • Continuous project based assessment;
  • Continuous evaluation of learners` progress during interactive group critique of learners` work;
  • Peer assessment during interactive group critique of learners` work;
  • Self assessment - learners critique their own work; and
  • Internal and external moderation.

    Continuous assessment during projects allows learners to improve and remedy insufficient learning during the completion of a project. This also allows learners to learn at their own pace. 

  • INTERNATIONAL COMPARABILITY 
    This qualification is comparable with qualifications of the same name registered on the New Zealand, Australian and Scottish Qualifications Frameworks. 

    ARTICULATION OPTIONS 
    The Diploma in Interior Design is comparable with that offered at technikons and horizontal and vertical articulation with those institutions is therefore possible. This qualification does not share a significant component with other design qualifications and articulation with other design qualifications is therefore not possible. 

    MODERATION OPTIONS 
    Internal moderation takes place on a regular basis throughout the course of learning. Primary external moderation takes place at the conclusion of the programme. External moderators are chosen to represent the academic and industry
    fraternity. In-service Training is also considered a form of external moderation. Although internship is assessed internally, part of this assessment is based on the report received from the learners` employers. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    Component 1: Producing effective and creative interior design
    Component 2: Technical skill
    Component 3: Visual and design literacy
    Component 4: Knowledge of the interior design industry
    Component 5: Time and self management and collaboration in teams 

    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. Inscape Education Group - Cape Town 
    2. Inscape Education Group - Durban 
    3. Inscape Education Group - Midrand (formerly Johannesburg) 
    4. 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.