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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Design 
SAQA QUAL ID QUALIFICATION TITLE
79809  Bachelor of Design 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 02 - Culture and Arts  Visual Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Unit Stds Based 
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   2024-06-30  

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:

This qualification is primarily intended for application in the design industry. The qualification will give the learner the competencies required of professional designers to enter a career in design. Learners credited with this qualification will be able to practice as a junior designer in a variety of design fields, and will be equipped to enter further design qualifications at NQF Level 7.

This qualification is generic and applies to the various fields and discipline of design including fashion design, interior design, graphic design, multimedia design, jewelry design, industrial design, product design, spatial design, design research, design writing and design for the environment.

Qualifying learners are capable of:
  • Conducting design research and construct design arguments.
  • Completing the design process.
  • Communicating messages through design solutions.
  • Producing designs from the selection of materials and processes to the technical finishing.
  • Monitoring, analysing and evaluating design projects and solutions.
  • Compiling and presenting a design portfolio and business plan within a specific sector of the industry.

    Learners will also have additional competence in at least one of the following areas:
  • Starting up and running a small business and sourcing design production companies.
  • Starting up and running a small business and sourcing a variety of design materials.
  • Operating multiple computer software packages for varying production techniques and sourcing design production companies.
  • Operating multiple computer software packages for varying production techniques and sourcing a variety of design materials.

    This qualification will allow a person to advance to a further qualification in design at NQF Level 7.

    Rationale:

    Historically the various fields within design and design education, have been segregated. A variety of diverse qualifications have been offered by public and private Higher Education institutions. In an attempt to align the disparate standards of these diverse qualifications, this qualification will allow for the education of designers to follow common guidelines. It will also implement long awaited minimum standards for designers of all disciplines.

    Design is a fast growing and fast changing industry that has established itself on a global level as a key contributor to national industries. Despite its relatively short academic history, qualifications in the various fields of design have been established around the world with the aim of training and educating people in these professional fields. Design is widely recognised as a professional qualification and education standards across the world require designers to have a minimum of a three year qualification.

    This qualification is aimed at learners who want to enter into careers in the various design sectors and who will qualify as professional designers. Learners who complete this qualification will be able to enter a design career as a junior designer. Design makes a significant annual contribution to the South African economy and industry and educational players acknowledge the importance of equipping designers with appropriate competencies and qualifications alike. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners embarking on learning towards this qualification are already competent in the areas of communication at NQF Level 4, mathematics at NQF Level 4 and computer literacy at NQF Level 2. It would be learners' advantage if they have competencies in creativity.

    Recognition of prior learning (RPL)

    This qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal, and non formal learning and workplace experience, in terms of the criteria laid out.

    Any learner wishing to be directly assessed may arrange to do so, without participating in further education and training. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is designed as follows:

    Compulsory
    All Fundamental Unit Standards (56 Credits);
    All Core Unit Standards (261 Credits)

    Optional
    At least 26 credits, from Elective Unit Standards:
  • ID 115165: Operate multiple computer software packages exceeding the fundamental ones and practice varying production techniques, Level 6, 20 credits.
  • ID 115167: Source design production materials, Level 6, 6 credits.
  • ID 115169: Source a variety of design materials, Level 6, 6 credits.
  • ID 7871: Start up and manage a small business, Level 7, 20 credits. 

  • EXIT LEVEL OUTCOMES 
    Fundamental
    1. Planning, researching and organising design projects
    2. Implementing design projects
    3. Monitoring and evaluating design projects
    4. Planning and organising the design process
    5. Operating industry related computer hardware and software for design

    Core
    1. Sourcing design research information
    2. Analysing and reviewing design research information
    3. Developing and constructing research based design arguments
    4. Locating design problems within collected design research
    5. ssessing and analysing the interaction between people and design
    6. Finding and assessing design problems
    7. Conceptualising a range of ideas to solve a design problem
    8. Choosing appropriate design elements and principles
    9. Establishing a design process
    10. Creating a variety of design solutions
    11. Solving diverse design problems
    12. Developing and refining design solutions
    13. Analysing and evaluating design solutions
    14. Identifying elements and principles of a design message
    15. Conveying a specific design message
    16. Creating original design messages, forms and arguments
    17. Presenting and explaining creative ideas and design solutions
    18. Selecting materials, media and processes for production
    19. Identifying and selecting the technological skills, methodologies and technological processes needed to produce a final design product
    20. Producing a variety of designs
    21. Tracing a design through a production process
    22. Compiling and presenting a design portfolio
    23. Locating design roles
    24. Developing and implementing a business plan

    Elective
    1. Start up and run a small business and source design production companies
    2. Start up and run a small business and source a variety of design materials
    3. Operate multiple computer software packages exceeding the fundamental ones and practice varying production techniques and source design production companies
    4. Operate multiple computer software packages exceeding the fundamental ones and practice varying production techniques and source a variety of design materials 

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental
  • Research planning is appropriate and contextualised
  • Design project plans incorporate relevant research
  • Organisation of a variety of design projects is efficient and timeous
  • Interpretation of implementation plans for design projects is appropriate and accurate
  • Design projects have been implemented successfully and efficiently
  • A wide variety of design projects have been implemented successfully
  • A range of design projects have been monitored effectively
  • Design projects have been monitored and evaluated on a continual basis
  • Analyses and evaluations of design projects are contextualised and substantive
  • A range of design projects and processes have been explained accurately and planned appropriately
  • Planning for the design process is appropriate and contextualised within design projects
  • Organisation of the various elements and parts of the design process is efficient and successful
  • Operation of fundamental hardware and technological components is appropriate to an industry level
  • An appropriate variety of fundamental software packages are operated to an industry level
  • Implementation of basic troubleshooting of fundamental hardware and software is successful

    Core
  • Appropriate design information has been sourced for a number of different purposes
  • Relevant information for specific projects has been found and located successfully
  • Appropriate research methodologies have been explained accurately and used successfully
  • Assessments and evaluations are valid and substantive
  • Implementation of analytical skills is appropriate and relevant
  • Contextualisation of design research is and appropriate to the brief and the concept
  • Design research has been grouped according to relevance and content.
  • Arguments and perspectives are original and valid and are contextualised within historical frameworks
  • Arguments have been structured logically and coherently
  • Relevant historical and contemporary research information as been used appropriately
  • Appropriate and relevant problems have been located within collected design research
  • Interpretation of problems is accurate and valid
  • Contextualisation of problems is substantive and appropriate
  • Analyses are relevant and substantive
  • Identification is accurate and valid
  • Contextualisation of points of interaction is appropriate
  • Interpretations are valid and substantive
  • Explanation of design problems within design processes are clear and accurate
  • Evaluations and assessments are thorough and substantive
  • Evaluations are contextualised and relevant
  • Explanation and application of brainstorming and ideation techniques is accurate and relevant to the brief
  • Multiple ideas have been generated
  • Ideas are appropriate and relevant to the brief
  • Explanation, identification and contextualisation of the principles and elements of design is accurate and valid
  • Selection of principles and elements is relevant to the brief and the concept
  • Selection of elements principles aids in communication
  • Selection of elements and principles is appropriate and contextualised
  • Problems in the design process accurately have been predicted and detected accurately
  • A variety of solutions have been implemented successfully
  • The design process is logical and demonstrates appropriate development and experimentation
  • The design process develops appropriate and relevant solutions
  • A range of design solutions have been produced
  • Design solutions are appropriate and relevant to the brief and concepts
  • Design solutions are original with an appropriate degree of creativity
  • Design solutions are produced within the given time and media constraints
  • A wide variety of problems have been solved successfully
  • The design process has been planned appropriately and in accordance with the identified problems
  • Solutions offer the most appropriate means and form of communications
  • Problem solving methods have been selected and implemented successfully
  • Design projects have an appropriate industry related finish
  • Concepts have been implemented and translated successfully into practical designs
  • Appropriate and relevant technology has been used in the finish of the design project
  • Appropriate methods of assessment and evaluation have been used
  • Design solutions have been interpreted accurately
  • Assessments and evaluations are valid and substantive
  • Identification and explanations of a variety of elements and principles of a design message are accurate and relevant
  • Elements and principles have been accurately identified and contextualised
  • A range of design messages have been interpreted accurately
  • Identification and explanation of the communicative elements and principles of a range of design projects is accurate and appropriate
  • A range of messages have been conveyed successfully using a variety of formats
  • Messages are appropriate to their contexts
  • Identification and contextualisation of different target audiences is accurate and appropriate
  • Messages are clearly conveyed to the specific target audience
  • Identification and explanation of a variety of design messages and arguments is clear and valid
  • A range of messages have been created successfully using a variety of different formats
  • Interpretation of messages by the relevant target audiences is accurate
  • Design messages and arguments are original and convincing
  • Presentation of ideas and solutions is clear and logical
  • Explanation and rationalisation of design solutions is valid and substantive
  • Presentations are appropriate, and relevant
  • Presentations and explanations are clear and logical
  • Identification and explanation of a wide range of tools and media used in the production and implementation of design projects is accurate and appropriate
  • Explanations of a variety of different processes used to produce final designs are accurate and valid
  • Appropriate materials, tools and processes have been selected for design projects
  • Assessments and evaluations of selections are valid and substantive
  • Identification and selections are appropriate and relevant to the brief and concept
  • Appropriate technological skills and methodologies have been used in the final production of design
  • Explanations and selections of technological processes are appropriate and relevant
  • Selection processes, skills and methodologies of design production are appropriate for the concept and development of the design project
  • A design product has been completed successfully
  • Appropriate technologies are used to complete the design product
  • Design projects have been managed successfully
  • Design projects are completed within specific time and media constraints
  • Identification and explanation of the various components of the production process is valid and substantive
  • Identification of various components of the design and production processes are accurate and appropriate
  • The most appropriate production process has been selected
  • Selection is appropriate and relevant to a specific context
  • The portfolio is appropriate and relevant to the context
  • The presentation is clear and logical and the explanations are valid
  • Identification of the various roles and functions of designers within historic and contemporary societies is accurate and appropriate
  • Identification and explanation of the relationship between designers and design from different design disciplines is relevant and appropriate
  • The designer has been located successfully within the South African context
  • The designer has been located successfully within the business and creative industries
  • Explanations of legal and liability records are accurate
  • Production costs and profit margins are defined accurately
  • Explanations of performance and planned performance are appropriate
  • Explanations of the impact of market changes on businesses are appropriate and valid
  • Customer needs are described accurately and appropriately
  • Explanations of the role of business in society are valid and substantive
  • The relationship between business and its environment has been explained appropriately
  • Different forms of business ownership are described accurately
  • Description of the various components of the business process are valid and substantive
  • The business has been formed into a cohesive identity
  • Entrepreneurial opportunities have been identifies appropriately and accurately
  • Market research / feasibility studies have been conducted successfully
  • Detailed cost estimates and implementation plans have been successfully prepared

    Elective
  • Explanations of business plans and legal and liability issues are accurate and contextualised
  • Explanations of communication and leadership skills are appropriate
  • Description of organisational systems are accurate and relevant
  • Preparation of business plan is appropriate and uses recognised business techniques
  • Plans for consultation with relevant staff, management and stakeholders is appropriate
  • Objectives and content of the plan have been communicated successfully
  • Business plan has been managed appropriately and successfully
  • Actions have been implemented in a cost efficient manner
  • Identification of environmental changes is accurate and appropriate
  • Business plan is reviewed and monitored consistently and successfully
  • Contingency plans have been implemented successfully
  • Identification of design production companies is accurate and appropriate
  • Contact with design production companies is successful and relevant
  • Location of the role of design production companies is valid and substantive
  • Explanations of business plans and legal and liability issues are accurate and contextualised
  • Explanations of communication and leadership skills are appropriate
  • Description of organisational systems are accurate and relevant
  • Preparation of business plan is appropriate and uses recognised business techniques
  • Plans for consultation with relevant staff, management and stakeholders is appropriate
  • Objectives and content of the plan have been communicated successfully
  • Business plan has been managed appropriately and successfully
  • Actions have been implemented in a cost efficient manner
  • Explanations of business plans and legal and liability issues are accurate and contextualised
  • Explanations of communication and leadership skills are appropriate
  • Description of organisational systems are accurate and relevant
  • Preparation of business plan is appropriate and uses recognised business techniques
  • Plans for consultation with relevant staff, management and stakeholders is appropriate
  • Objectives and content of the plan have been communicated successfully
  • Business plan has been managed appropriately and successfully
  • Actions have been implemented in a cost efficient manner
  • Identification of environmental changes is accurate and appropriate
  • Business plan is reviewed and monitored consistently and successfully
  • Contingency plans have been implemented successfully
  • Design materials are appropriate and relevant to the project brief and concept
  • A wide variety of design materials have been sourced successfully
  • Operation of a wide variety of computer packages is of an industry standard
  • Selection of software packages is relevant and appropriate
  • Troubleshooting on a wide variety of software packages is successful
  • Production techniques are appropriate to the brief and to the concept
  • Products have been finished successfully using the most appropriate production technique
  • A wide variety of alternative production techniques can be explained and implemented successfully
  • Identification of design production companies is accurate and appropriate
  • Contact with design production companies is successful and relevant
  • Location of the role of design production companies is valid and substantive
  • Operation of a wide variety of computer packages is of an industry standard
  • Selection of software packages is relevant and appropriate
  • Troubleshooting on a wide variety of software packages is successful
  • Production techniques are appropriate to the brief and to the concept
  • Products have been finished successfully using the most appropriate production technique
  • A wide variety of alternative production techniques can be explained and implemented successfully
  • Design materials are appropriate and relevant to the project brief and concept
  • A wide variety of design materials have been sourced successfully

    Integrated assessment

    Integrated assessment at the level of the 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 in design. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome. In relation to design in particular, the different competencies involved in the design process cannot be achieved in isolation, and assessment needs to consider the sum of the parts.

    The aims of integrated assessment are to assess the learner's application of competencies within the broad framework of design. Whilst integrated assessment evaluates the demonstrated competencies, it is also important that it evaluates the thinking and critical framework behind the competencies.

    As this qualification is a generic one under which all the various disciplines of design fall, assessment should be more specific to the particular discipline. Assessors should make use of formative and summative assessment procedures and should assess the combination of practical, theoretical, applied and reflexive competencies. 

  • INTERNATIONAL COMPARABILITY 
    International comparability

    Across the multiple design disciplines, the minimum standard as laid out by educational programmes in Canada, the United States, the United Kingdom, Australia, much of Asia and most of Europe, is a three year design programme with the opportunity to study further for another year. Some of these countries also stipulate a four year degree programme in order to be qualified as a professional designer.

    More specifically, typical categories and Units of Competency for the qualifications abroad are as follows:


    Australia:

    Core
    Finance: Research and utilise revenue and funding opportunities
    Marketing: Develop and manage public relations strategies
    Design: Apply the design process to 3-dimensional work in response to a brief
    Drawing: Select and apply drawing techniques and media to represent and communicate the concept
    Professional Practice: Originate and develop a concept

    Specialisation
    Support: Plan work for a nominated site
    The Creative Process: Originate concept for own work and conduct critical discourse
    Assessment and Workplace Training: Conduct assessment
    Business Services: Provide leadership in the workplace
    Film, TV, Radio and Multimedia: Apply principles of visual design and communication to the development of a multimedia product
    Printing and Graphic Arts: Create web pages with multimedia
    Arts Administration and Management: Research and critique cultural work(s)
    Jewellery: Apply techniques to produce jewellery

    New Zealand
    Registered at the New Zealand qualifications Authority is a Bachelor of Art and Design, which covers the following major areas (some of which are elective):
    Art and design theory. Professional and studio practice. Fashion: Fashion Design, Apparel, Costume Design, Knitwear Design. Graphic Design: Design, Illustration, Photography. Spatial Design: Interior Design, Theatre and Television Design, Events, Furniture and Exhibition Design, Lighting and Technology. Visual Arts: Sculpture, Printmaking, Painting, Photography.
    Examples of Unit Standards found in this qualification
  • Produce a record of design work constructed
  • Produce construction drawings for design using digital techniques
  • Produce spatial rendering design (digital technique)

    The present qualification is at NQF Level 6, which further aligns it with international standards. 

  • ARTICULATION OPTIONS 
    This qualification allows for the following articulation
  • Vertically; from a National Certificate in Design (NQF Level 4) to a variety of qualifications at NQF Level 7, or particular qualifications in design at NQF Level 7.
  • Horizontally; this qualification contains Unit Standards that are from other sub-fields, such as hospitality and tourism, allowing for articulation with such qualification 

  • MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the relevant ETQA.
    2. The relevant ETQA is responsible for the moderation of achievement of those learners who meet the requirements of this qualification.
    3. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF Level 6 in the relevant field. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • A minimum of an NQF level 5 Qualification in this or a related sub-field
  • To be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by South African Qualifications Authority (SAQA)
  • Detailed documentary proof of educational qualification, practical training undergone, and experience gained by the applicant must be provided.

    Assessors should keep the following general principles in mind when designing and conducting assessment:
    1. Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. The aim is to declare a person competent in terms of the purpose of the qualification. Where assessment across titles or title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
    2. Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations are used, there should be supporting evidence to show that the candidate is able to perform in the real situation.
    3. All assessments should be conducted in line with the following well documented principles of assessment: appropriate, fair, manageable, integration into work or learning, valid, direct, authentic, sufficient, systematic, open and consistent as defined below:

    Principles of assessment
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to their evidence.
  • Manageable: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with the learning.
  • Integration into work or learning: Evidence collection is integrated into work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for the purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. 

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  115133  Analyse and review design research information  Level 5  Level TBA: Pre-2009 was L5  14 
    Core  115154  Conceptualise a range of ideas to solve design problems  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  115163  Convey a specific design message  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115116  Create original design messages, forms and arguments  Level 5  Level TBA: Pre-2009 was L5  16 
    Core  115153  Find and assess design problems  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115161  Identify elements and principles of a design message  Level 5  Level TBA: Pre-2009 was L5 
    Core  115141  Locate design problems within collected design research  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  115146  Select materials, media and processes for production  Level 5  Level TBA: Pre-2009 was L5  16 
    Core  115130  Source design research information  Level 5  Level TBA: Pre-2009 was L5 
    Core  115159  Analyse and evaluate design solutions  Level 6  Level TBA: Pre-2009 was L6  12 
    Core  115151  Assess and analyse the interaction between people and design  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115156  Choose appropriate design elements and principles  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115170  Compile and present a design portfolio  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115162  Create a variety of design solutions  Level 6  Level TBA: Pre-2009 was L6  14 
    Core  115137  Develop and construct research based design arguments  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115166  Develop and refine design solutions  Level 6  Level TBA: Pre-2009 was L6  14 
    Core  115158  Establish a design process  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115150  Identify and select the technological skills, methodologies and technological processes needed to produce a final design product  Level 6  Level TBA: Pre-2009 was L6  16 
    Core  115168  Locate design roles  Level 6  Level TBA: Pre-2009 was L6 
    Core  115143  Present and explain creative ideas and design solutions  Level 6  Level TBA: Pre-2009 was L6  16 
    Core  115157  Produce a variety of designs  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  115164  Solve diverse design problems  Level 6  Level TBA: Pre-2009 was L6  14 
    Core  115160  Trace a design through a production process  Level 6  Level TBA: Pre-2009 was L6 
    Fundamental  115118  Implement design projects  Level 6  Level TBA: Pre-2009 was L6  12 
    Fundamental  115119  Monitor and evaluate design projects  Level 6  Level TBA: Pre-2009 was L6  12 
    Fundamental  115126  Operate industry related computer hardware and software for design  Level 6  Level TBA: Pre-2009 was L6  14 
    Fundamental  115120  Plan and organise the design process  Level 6  Level TBA: Pre-2009 was L6  10 
    Fundamental  115117  Plan, research and organise design projects  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  7886  Develop and implement a business plan  Level 5  NQF Level 05 
    Elective  115165  Operate multiple computer software packages exceeding the fundamental ones and practice varying production techniques  Level 6  Level TBA: Pre-2009 was L6  20 
    Elective  115169  Source a variety of design materials  Level 6  Level TBA: Pre-2009 was L6 
    Elective  115167  Source design production materials  Level 6  Level TBA: Pre-2009 was L6 
    Elective  7871  Start up and manage a small business  Level 7  Level TBA: Pre-2009 was L7  20 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary
    NQF Sub-Framework
    48810  Bachelor of Design  Generic Provider - Field 02  Level 6  NQF Level 07  360     CHE  HEQSF 
    82967  Bachelor of Design  Generic Provider - Field 02  Level 6  NQF Level 07  360       HEQSF 
    79830  Bachelor of Design  Inscape Education Group  Level 6  NQF Level 07  360     CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    79830  Bachelor of Design  1. Inscape Education Group - Cape Town
    2. Inscape Education Group - Durban
    3. Inscape Education Group - Midrand (formerly Johannesburg)
    4. Inscape Education Group - Pretoria  



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