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:

Postgraduate Diploma in Fine Arts

SAQA QUAL ID	QUALIFICATION TITLE
96506	Postgraduate Diploma in Fine Arts
ORIGINATOR
University of Witwatersrand
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 02 - Culture and Arts		Visual Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered-data under construction		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

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.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to produce a diplomate who is proficient in a chosen area of visual arts professional practice.

The purpose of the qualification is also to enhance the career of the diplomate by enabling him/her to use specialist knowledge in a particular discipline, profession or field of enquiry, within the visual arts.

Further, the purpose of the qualification is to produce diplomates who can contribute to the economy of South Africa through Arts and Culture.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning and Other Qualities:
The typical applicant has a qualification equivalent to a Bachelor of Arts Fine Arts Degree, a three-year Diploma in Fine Arts, or satisfies the University that he/she has acquired professional skills and expertise which is equivalent to the skills and expertise required for the purpose of admission to the Diploma - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning (RPL):
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The qualifying learner is able to:

1. The qualifying learner is able to access and process information using a range of technologies:
1.1 Use full range of terminology and key concepts in different disciplines in South African and international literature and professional practice.
1.2 Use specialist primary and secondary research resources, materials, methodologies.
1.3 Understanding modes of professional practice.

2. The qualifying learner is able to communicate and produce:
2.1 Understand current debates, research findings and professional practices necessary for research essay.
2.2 Demonstrate an understanding of generic, academic, oral, written, visual and graphic conventions for discipline and media specific content.

3. The qualifying learner demonstrates critical analytic competence and problem solving:
3.1 Apply knowledge to professional and other real-life situations.
3.2 Structure knowledge creatively in response to specific, creative scholarly demands and the demands of professional and studio practice.
3.3 Integrate conceptual and technical knowledge.

4. The qualifying learner demonstrates research competence:
4.1 Apply knowledge of research methods and their applications.
4.2 Apply knowledge from relevant literature and to modes of professional practice.
4.3 Contribute to the advancement of knowledge and creative development of professional practice.
4.4 Explain the nature and purpose of the research both theoretically and practically.
4.5 Articulate the relationship between theory and practice.

5. The qualifying learner shows competence to manage her/himself:
5.1 Apply knowledge of the importance of individual responsibility and creative independence in generating research projects.
5.2 Develop creative and intellectual self-awareness and reflexivity.
5.3 Identify and rank tasks according to priority and take responsibility for successful completion.

6. The qualifying learner demonstrates social competence:
6.1 Understand individual and social dynamics and processes required to achieve a successful outcome.
6.2 Apply knowledge to the individual's role and be able to alter that role creatively in response to prevailing convention.
6.3 Understand and demonstrate an awareness of diversity as academically and creatively productive.
6.4 Understand the construction of diversity in terms of race, class, gender, sexual preference culture, religion, language ethnicity, and nationality.
6.5 Understand different modes of knowledge and styles of knowledge acquisition.

7. The qualifying learner shows ecosystemic competence:
7.1 Understand the world as a set of interrelated systems, and be able to act in a manner consistent with this understanding.
7.2 Work independently in a complex environment.
7.3 Understand the nature of social relationships in complex and changing cultural environments.
7.4 Understand the social context of research and creative work.
7.5 Recognise and be able to act on the economic implications and potential of possessing creative and intellectual skills in culture.

8. The qualifying learner shows disciplinary and/or professional competence (can substitute field of enquiry for discipline):
8.1 Understand and use the concepts, methods, theories, analytical and creative processes currently and prospectively significant in the discipline.
8.2 Be familiar with related fields of enquiry (interdisciplinary facility.
8.3 Demonstrate competence and originality in a focused area of research and practice.

Critical Cross-field Outcomes:
a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 & 4.
b) "Working with others as a member of a team, group, organisation, community" - see ELO 6.
c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5.
d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1.
e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 and 4.
f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 and 7.
g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 7.
h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 5.
(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 6.
(iv) "Exploring education and career opportunities" - see ELO 5.
(v) "Developing entrepreneurial opportunities" - see ELO 7 and 8.

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner is able to:

1.1. Develop a selection of search strategies for appropriate databases and information resources.
1.2. Find information and current forms of professional practice in order to articulate own position with debates and practices.
1.3. Critically evaluate different kinds of data and texts, specifically in visual culture.
1.4. Process and present an extensive, in-depth range of texts, data, images and artistic practices.
1.5. Produce and understand visual knowledge.
1.6. Produce a body of practical work.

2.1. Use and develop appropriate written and visual conventions to sustain a clear coherent argument and presentation of creative work.
2.2. Present effectively in oral and visual form, ideas, theories, and discipline-specific information.

3.1. Develop and critically examine innovative approaches in the scholarly and professional field.
3.2. Integrate information, creative practices, theory and context to produce relevant visual culture.

4.1. Evaluate the outcome of the research process.
4.3. Produce a written research essay and body of creative work in a satisfactory way.

5.1. Become a mentor/tutor/role model in imparting skills and knowledge to others.
5.2. Have established time management and creative habits.
5.3. Show confidence in balancing and managing a range of creative and intellectual life-tasks.
5.4. Be a resourceful learner and a creative producer of culture.
5.5. Be confident in initiating and conducting research and creative work and have an intrinsic motivation to follow through on all aspects of an intellectual and creative project.
5.6. Demonstrate a developed critical and creative approach to handling and integrating feedback from peers/supervisors.

6.1. Show an ongoing ability to assess the effectiveness of individual and group processes and act on this new knowledge appropriately.
6.2. Work through challenges creatively and solve problems effectively.
6.3. Demonstrate initiative and leadership where appropriate.
6.4. Work creatively and productively with diversity within a dynamic situation using all the aforementioned skills.

7.1. Draw on one's own abilities to manage oneself in order to network and communicate effectively.
7.2. Analyse the world in which you operate.
7.3. Propose sustainable solutions to problems.
7.4. Have a capacity to recognise and work with change.
7.5. Build up and use a repertoire of professional and creative skills.

8.1. Apply concepts, methods, creative theories and to new information and knowledge professional practice.
8.2. Apply disciplinary knowledge to self motivated enquiry.
8.3. Apply the breadth of information pertaining to creative and professional practice.

Integrated Assessment:
A battery of assessment instruments, including a written research paper, ongoing critique of work during studio practice, portfolios and exhibitions.

Associated Values:
The qualifying learner is aware of the importance of the need to:

1. Commit him/herself to evaluate published research.

2. Produce a research essay and body of practical work which respects and acknowledges the ownership of intellectual and creative property.

3.1 Critically examine, recommend and show commitment to responsible decision-making.
3.2 Demonstrate sensitivity to different ways of constructing knowledge in the field of culture.
3.3 Recognise the importance of applying knowledge and creating works in an ethically sensitive manner.
3.4 Show sensitivity to context.

4.1 Show ethical responsibility to research subjects.
4.2 Do socially responsible creative research.
4.3 Evaluate the ethical and creative implications of research within the field.

5. Pursue excellence, creativity, accountability and relevance.

6.1 Show a commitment to the collaborative process.
6.2 Value diversity.
6.3 Value culture, imagination and creativity.
6.4 Understand that group interaction through group process leads to a holistic outcome.

7.1 Appreciate and deal with the multiple perspectives of people.
7.2 Value the ability to adapt and live with change.

8.1 Adhere to the ethical standards of the discipline.
8.2 Be sensitive to the ethical implications of his/her own practices.

Integrated Assessment:
A battery of assessment instruments, including a written research paper, ongoing critique of work during studio practice, portfolios and exhibitions.

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Entry to the qualification:
The typical applicant has a qualification equivalent to a Bachelor of Arts Fine Arts Degree, a three-year Diploma in Fine Arts, or satisfies the University that he/she has acquired professional skills and expertise which is equivalent to the skills and expertise required for the purpose of admission to the Diploma.

Articulation during the qualification:
No formal articulation.

On completion of the qualification:
The qualifying learner may proceed to the Masters Degree, or another appropriate postgraduate qualification if the Advanced Diploma in Fine Arts has been achieved with a certain percentage.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.	University of Witwatersrand