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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Industrial Design 
SAQA QUAL ID QUALIFICATION TITLE
96752  Diploma in Industrial 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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 
Purpose:
The purpose of the programme is to provide students with an Level 6 accredited undergraduate qualification in Three Dimensional Design. The undergraduate Diploma aims to provide the learner with the broad knowledge of design required to pursue a career in Industrial design. This includes an understanding of the various influences that have a bearing on the product the student is designing, as well as an understanding of the skill of applying industrialization technologies, in order to develop realistic, stylish, and creative product solutions, that are not only functional, but also aesthetic and of value to the intended user.

The industrial design professional service is often provided in the context of a cooperative working relationship in development groups, the members of which may come from marketing, engineering, manufacturing, research and development, software development, or other professions. The ability to function as part of a multidisciplinary team is therefore essential.

The industrial designer's contribution places special emphasis on human characteristics, needs and interests that require particular understanding of the visual, tactile, safety and convenience elements of a design, in addition to practical concerns for technical processes and requirements for manufacture; marketing opportunities and economic constraints; and distribution, sales and servicing arrangements.

The qualifying undergraduate student should therefore be capable of integrating, interpreting and applying knowledge from a range of disciplines to respond to changing technologies, materials and social environments to design products across diverse fields of business.

Rationale:
To grow our economy, South Africa must change from an exporter of raw materials to an exporter of finished products and services. The government is aware of this and through its various departments including education is providing a platform to develop skills required to achieve this goal. Tshwane University of Technology vision and mission clearly states its intention to play an important role in developing skilled labour that is driven by the application of technology and solutions to produce products and services that are of socio-economic value to South Africa.

Tshwane University of Technology promotes the education of Industrial Design because this profession specifically addresses the need of taking ideas and turning them in to products. There is a clear need for designers and engineers because without these skilled professionals, converting raw materials into finished products is very difficult. Design is one of the necessary links in the 'value chain' turning ideas (or technology) into products that can be sold to mass markets.
The qualification is aimed at giving young South Africans the skills necessary to design and develop new products for local and international markets. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner should have achieved an Level 4 qualification and show Proof of inherent talent and interest in the visual world, creativity and problem solving as demonstrated in a portfolio of work.

Recognition of Prior Learning:
Access to the qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of this qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a single providers learning programme, or through experience that complies with the stated specified outcomes of this qualification.

Access to the Qualification:
The following are the minimum academic requirements to enrol for the National Diploma Three Dimensional Design:
In addition to the National Senior Certificate (General or vocational) a candidate must adhere to the specific requirements for the programme. Including proof of inherent talent and interest in the visual world, creativity and problem solving as demonstrated in a portfolio of work.

Specific requirements are:
  • English with a rating of 4 (first additional language).
  • Mathematical literacy is considered sufficient.
  • Minimum performance levels 3 are required for all subjects on Grade 12 level.

    Highly recommended subjects are:
  • Design.
  • Engineering Graphics and Design.
  • Computer Application Technology.
  • Visual Arts.
  • Consumer Studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Fundamental/Core at Level 5:
  • Engineering Drawing: 8 Credits.
  • Business Management 1 A and B: 16 Credits.
  • Manufacturing 1: 8 Credits.
  • Computer Aided Design: 8 Credits.
  • History of Art and Design: 20 Credits.
  • Free Hand Drawing: 20 Credits.
  • Industrial Design 1: 32 Credits.
    Total F/C Credits: 112.

    Core at Level 5 and 6:
  • Manufacturing 2 at Level 6: 8 Credits.
  • Business Management 2 A and B at Level 6: 16 Credits.
  • Material Technology 1: 12 Credits.
  • History of Industrial Design: 16 Credits.
  • Presentation Drawing: 20 Credits.
  • Industrial Design 2 (Level 6): 40 Credits.
    Total Core Credits: 112.

    Core at Level 6 and 7:
  • Ergonomics: 6
  • Business Management 3 A and B at Level 7: 16 Credits.
  • Manufacturing 3 at Level 7: 8 Credits.
  • Material Technology 2: 12 Credits.
  • Design Theory: 16 Credits.
  • Multimedia Presentation: 20 Credits.
  • Industrial Design 3 at Level 7: 42 Credits.
    Total Core Credits: 120.

    Elective at Level 5:
  • Engineering Design 1: 8 Credits.

    Elective at Level 5 and 6:
  • Engineering Design 2: 8 Credits.
    Total Elective Credits: 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The Exit Level Outcomes of the South African Qualifications Authority (SAQA) registered qualifications 2083, 2087 and 2291 serve as reference framework for the learning outcomes of this programme. For this programme, the outcomes are grouped into three main areas.

    These are:
  • Competence in producing two and three dimensional design.
  • Knowledge of materials, processes and related technologies for production.
  • Competence in applying business principles and tools.

    Group 1: Design Competence:
  • Design covers the knowledge and skills the student requires to create aesthetically appealing design solutions. The student must apply a design process to solve design problems and develop saleable product solutions that are realistic, stylish and innovative.

    1. Product development research:
  • Conduct and use product research information to identify possible design problems.

    2. Design problems:
  • Apply design principles to systematically diagnose and identify specific design problems in products.

    3. Design solutions:
  • Create aesthetically appealing design solutions by applying commercial product design processes.

    4. Communication of design message:
  • Communicate design message effectively, orally and in writing, using appropriate medium, language, terminology, structure, style, and graphical support.

    Group 2: Knowledge of Materials, Processes and Technologies:
  • Technology covers the knowledge and skills the student requires to use relevant material and production technologies. The student must be able to select relevant materials and production methods for use in the design and manufacture of products.

    5. Application of materials, processes and technology:
  • Select and apply relevant materials, production methods and technologies to develop products.

    6. Produce designed products and product manufacturing solutions:
  • Develop and produce realistic, stylish, innovative and saleable products and manufacturing solutions.

    Group 3: Business Competence:
  • This covers and an understanding the relationship between design-, economic-, material- and process requirements in product development. Provide relevant manufacturing and marketing documentation.

    7. Requirements analysis of product development:
  • Understand, relate and analyse the design, economic, material and process requirements within product development.

    8. Product business plan:
  • Develop and implement a Business plan for a designed product.

    9. Designer's Portfolio and Curriculum Vitae (CV):
  • Create, compile and present a designer's portfolio and Curriculum Vitae. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit-Level Outcome 1:
  • 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.
  • Implementation of analytical skills is appropriate and relevant.
  • Sketching and block modelling has been used effectively in the research process.
  • Contextualisation of design research is appropriate to the brief and the concept.
  • Design research has been grouped according to relevance and context.
  • Arguments and perspectives are original and valid and are contextualized within historical frameworks.
  • Arguments have been structured logically and coherently.
  • Relevant historical and contemporary research information has been used appropriately.

    Associated Assessment Criteria for Exit-Level Outcome 2:
  • Appropriate and relevant problems have been located within collected design research.
  • Interpretation of problems is accurate and valid.
  • Contextualisation of problems and points of interaction is substantive and appropriate.
  • Sketching and block modeling has been used to interpret, contextualize and analyse design problems.
  • Analyses are relevant and substantive.
  • Identification is accurate and valid.
  • Explanations of design problems within design processes are clear and accurate.
  • Evaluations and assessments are thorough and substantive, contextualized and relevant.

    Associated Assessment Criteria for Exit-Level Outcome 3:
  • Explanation and application of brainstorming and ideation techniques is accurate and relevant to the brief.
  • Multiple ideas have been generated.
  • Sketching has been used to develop various stylistic options of the design solution.
  • Explanation, identification and contextualization of the principles and elements of design are accurate and valid.
  • Selection of principles and elements is:
  • Relevant to the brief and the concept.
  • Aids in communication.
  • Appropriate and contextualized.
  • Problems in the design process have been accurately predicted and detected.
  • A variety of solutions have been implemented successfully.
  • Block models are produced and demonstrate appropriate development and experimentation.
  • The design process is logical and demonstrates appropriate development and experimentation.
  • The design process develops appropriate and relevant solutions.
  • Appropriate CAD software packages are used to produce detailed designs for a wide variety of design projects.
  • Appropriate CAD software packages are operated to an industry level.
  • A range of design solutions have been produced.
  • Design solutions are:
  • Appropriate and relevant to the brief and concepts.
  • Original with an appropriate degree of creativity.
  • Produced within the given time and media constraints.
  • A wide variety of problems solved successfully.
  • The design process has been planned appropriately and in accordance with the identified problem.

    Associated Assessment Criteria for Exit-Level Outcome 4:
  • Identification and explanation of a variety of elements and principles of a design message are accurate and relevant.
  • Elements and principles have been accurately identified and contextualized.
  • 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 contextualization 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 audience is accurate.
  • Design messages and arguments are original and convincing.
  • Presentation of ideas and solutions is clear and logical.
  • Explanations and rationalization of design solutions is valid and substantive.
  • Presentations are appropriate, and relevant.
  • Presentations and explanations are clear and logical.

    Associated Assessment Criteria for Exit-Level Outcome 5:
  • Identification and explanation of a wide range of tools and media used in the production and implementation of design projects is accurate and appropriate.
  • Explanation 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.
  • Assessment 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.
  • A range of design projects and processes have been explained accurately and planned appropriately.
  • Planning for the design process is appropriate and contextualized 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 hardware and software is successful.

    Associated Assessment Criteria for Exit-Level Outcome 6:
  • A designed product has been completed successfully.
  • Appropriate technologies are used to complete the designed product.
  • Design projects have managed successfully.
  • Design projects are completed within 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.

    Associated Assessment Criteria for Exit-Level Outcome 7:
  • 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 identified appropriately and accurately.
  • Market research/feasibility studies have been conducted successfully.
  • Detailed cost estimates and implementation plans have been successfully prepared.

    Associated Assessment Criteria for Exit-Level Outcome 8:
  • Explanations of business plans and legal and liability issues are accurate and contextualized.
  • Explanations of communication and leadership skills are appropriate.
  • Descriptions of organisational systems are accurate and relevant.
  • Preparation of business plan is appropriate and uses recognized 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.

    Associated Assessment Criteria for Exit-Level Outcome 9:
  • 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.

    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 courses/modules to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment shows 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.

    Integrated assessment assesses 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.

    Assessment should be specific to Industrial Design. Assessors make use of formative and summative assessment procedures and assess the combination of practical, theoretical, applied and reflexive competencies. Through the use of written tests, examinations and applied knowledge and skills are continuously evaluated in practical project work. 
    		•

    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 of Competency for the qualifications abroad are as follows:
  • 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. Marketing: Develop and manage public relations strategies. Finance: Research and utilise revenue and funding.

    Specialisation:
  • Support: Plan work for a nominated project. 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.
  • Multimedia: Apply principles of visual design and communication for the development of a product. The present qualification is at Level 6, which further aligns it with international standards. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • With other Design disciplines, Mechanical Engineering and Architecture. (Per individual portfolio) at Level 6.

    Vertical Articulation:
  • To a qualification at Level 7 in Three-Dimensional Design and Industrial Design Programmes (University of Johannesburg and Cape Peninsula University of Technology), or Specialist Design Programmes (Europe; United States of America (USA). 
    		•

    MODERATION OPTIONS 
  • The registration of assessors at Tshwane University of Technology is governed by the policy of the university. Assessors are required to meet the requirements of this policy to be eligible to act as assessors for this qualification.
  • Those assessing or moderating the outcomes of this qualification must hold a qualification at Level 7 in the relevant field. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • A minimum of an Level 7 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. 
    		•

    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. Tshwane University of Technology (TUT) 


    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.