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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Visual Communication Design 
SAQA QUAL ID QUALIFICATION TITLE
100726  Diploma in Visual Communication Design 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78636  National Diploma: Graphic Design  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The three-year Diploma in Visual Communication Design prepares learners who wish to enter various sectors of the Communication Design industry. The qualification equips learners with the knowledge, skills and values to conceptualise, design and produce creative visual communication design solutions applicable to the private and public sectors, in both print and digital contexts, to a basic industry-entry-level standard. Learners perform appropriate roles within the communication design industry. They engage with this industry in a professional manner according to best practices, and in ways which engage self-direction, collaboration and innovation. This qualification equips learners in terms of knowledge, skills and the handling of ethical issues associated with aspects such as graphic design, branding, advertising and campaign, strategy, publication design, illustration and packaging.

Rationale:
The qualification prepares learners who intend to enter various sectors of the Communication design industry. The current qualification has evolved over many years to a generalist offering, to prepare learners for entry into the diverse communication design industry, and is largely reflective of the print media niche that it has historically served. The qualification moves beyond the term Graphic Design and limited media. This term is inclusive of new media platforms that have emerged over recent years. The terms Graphic Design and Visual Communication are sometimes used interchangeably. However, historically, Graphic Design has referred specifically to activities related to the print industry, encompassing the manipulation of typography, image and layout, and the development of a personal or idiosyncratic style. Visual communication is broader and encompasses graphic design, branding, advertising and campaign, strategy, publication design, illustration, packaging, all of these which may be applied to multiple contexts, using either or both hand and digital technology. It is due to this, as well as the expansion of the digital component within the industry that the name change has become necessary.

The revised curriculum is a result of consultation with the Advisory Board which takes place at least twice annually, and includes representation from the diverse visual communication design industry, representing small and larger agencies, print and online media, design and advertising, educational institutions, strategists, publication, placement agencies, local government, alumni, community, and representatives of professional bodies such as THINK. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of learners and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learners to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.


Entry Requirements:
The minimum entry requirement is:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Diploma studies.
    Or
  • National Certificate (Vocational) NC (V), NQF Level 4, granting access to Diploma studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 and 6 totalling 360 Credits.

    Compulsory Modules at Level 5: 120 Credits:
  • Visual communication Design Essentials, 30 Credits.
  • Media Innovation for Visual Communication 1, 30 Credits.
  • Visualisation 1, 30 Credits.
  • Academic and Professional Literacies, 10 Credits.
  • Business skills for design 1, 10 Credits.
  • History and Theory of design 1, 10 Credits.

    Compulsory Modules at Level 6: 240 Credits:
  • Visual Communication Design core 2, 30 Credits.
  • Media Innovation for Visual Communication 2, 20 Credits.
  • Visualisation 2, 20 Credits.
  • Design Specialisation 2, 20 Credits.
  • Business Skills for Design 2,10 Credits.
  • History and Theory of Design 2, 20 Credits.
  • Visual Communication Design core 3, 30 Credits.
  • Media Innovation for Visual Communication 3, 20 Credits.
  • Visualisation 3,15 Credits.
  • Design Specialisation 3, 25 Credits.
  • Business Skills for Design 3, 10 Credits.
  • History and Theory of Design 3, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Research, develop and answer a creative brief, which meets a client's visual communication needs in a broad variety of contexts.
    2. Conceptualise and visualise innovative solutions, which meet the requirements of a creative brief.
    3. Design the appropriate visual communication components to give expression to the proposed concept.
    4. Critically evaluate and respond to design solutions and contexts.
    5. Direct and prepare the production of the design in accordance with appropriate professional technical requirements and media specifications.
    6. Apply professional ethics and practice in business, finance and communication with reference to the visual communication sector.
    7. Research and engage with academic discourse relevant to the design field.
    8. Respond and adapt to changing technology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conduct appropriate research into the context and objectives presented by the client brief through desk research and interviews.
  • Conduct appropriate research into the media to convey the communication needs of the client in relevant socio-cultural and technological contexts.
  • Show accurate understanding of the target audience/s in terms of demographics and psychographics, is demonstrated.
  • Give consideration is given to ethical dimensions of a creative solution that meets the needs of the client.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop creative concepts through a process of sketching that visualises the development of possible solutions relevant to the requirements of the creative brief.
  • Ensure the creative conceptual process is explicit in the use of the design thinking process in its iterative and productive phases.
  • Develop a visual communication strategy along with the creative concept, and maximise the communicative capacity of the message inappropriate media.
  • Explore solutions to the creative brief thoroughly for their innovative potential relating to the specified target audience.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Choose design elements appropriately to deliver on the proposed creative concept, which is guided by the brief.
  • Multi-modal media components are in line with the communication objectives and strategy.
  • Craft design principles of composition, form and colour, and typography and produce final design components that are cohesive and impactful.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Through a process of concept development, make critical reference to existing design solutions.
  • Demonstrate in innovative thinking and design the response to existing design solutions and contexts
  • Exhibit critical design thinking in the way that design solutions are evaluated against specific needs of the local context in the service of the client.
  • Demonstrate evidence of testing the design solution using focus groups or participatory.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Adhere to digital processes whereby designed media is prepared appropriately for the production process to industry standards.
  • Demonstrate good practice in the use of software applications appropriate to whatever media platform is chosen in the context of the brief, concept and strategy.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate an appropriate contextual understanding of professional practice within the field of communication design as it relates to business.
  • Show how ethical considerations have been factored into both theoretical and practical outputs as they relate to business, finance and communication in the communication design sector.
  • Write reports and assignments and demonstrate an ability to identify, gather evidence, and solve problems and then apply 'evidence-based' solutions within a business environment.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Write reports and assignments and demonstrate how current academic discourse shapes design thinking and doing within the theoretical research component of the course.
  • Design project work demonstrates how current academic discourse shapes design thinking and doing within the practical component of the course.
  • Demonstrate evidence of an 'integrated application' of academic discourse relevant to the design field across both practical and theoretical components of the course.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Show initiative regarding the use and appropriation of new technology to further the objectives of effective visual design communication.
  • Demonstrate the ability to use current design software and hardware technology and to widen the scope of technology use as it evolves pro-actively.
  • Demonstrate technical specifications of communication design elements are comprehensive and appropriate to industry standards.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate thorough 'problematizing' and investigation into the nature of the communication challenge prior to developing an appropriate designed response.
  • Show resilience is shown in resolving design challenges in sociocultural settings that may be unfamiliar.
  • Demonstrate the capacity for empathy in the manner of researching and designing communication for unfamiliar target audiences.
  • Demonstrate innovative thinking and design is evidenced in the problem-solving approach that is relevant to specific contexts.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Develop visual design communication to an appropriate level of competency to viably compete at an entry-level in the market-driven economy.
  • Develop visual design communication skills ethically and constructively benefit society in general.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Use practical design processes of self-assessment to critically evaluate design project work in relation to the stated criteria in brief.
  • Assignments in theory subjects demonstrate a critical engagement with given criteria, including plagiarism and ethical considerations.
  • Evidence of self-directed performance evaluation is displayed across all theory and practical subjects, in terms of time management and decisions are taken.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate self-directed learning and decision making through critical engagement with self-branding and exit portfolio preparation.
  • Demonstrate an understanding of the culture of the communication design field and how to engage with it to seek employment or self-employment pro-actively.

    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance learner engagement.

    Assessment practices will be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative assessment aims at enhancing student learning and provides learners with an opportunity to reflect critically on their learning and to improve their own levels of personal accountability and time management.

    The formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification, it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and other means of student engagement with learning.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing students attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

    In this qualification, it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year as well as an assessment of studio work and capstone projects.

    Integrated assessment often cuts across a number of modules and holistically develops the learner. It also contributes to the learner's personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

    Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international comparability exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the comparability exercise; the selection of a variety of reputable Higher Education institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

    The qualification is compared to:
  • Hertfordshire University (BA Graphic Design and Illustration).
  • Queensland University of Technology (A three-year BA Creative Industries).
  • Edinburgh College of Art (Graphic Design BA (Hons).
  • London Communications College ( A three year BA in Graphic and Media Design.

    The comparability highlighted the following areas for attention:
  • The shift towards the usage of the term Visual Communication Design locally and internationally.
  • Drawing as a significant element of the curriculum, within Public HEI's.
  • Emphasis on the teaching of basic visual communication/ graphic design elements and the skilful use of these, which articulates vertically with more applied use of these elements in second and third years. This facilitates learning scaffolding.
  • Within local institutions, a need to offer digital training and develop familiarity and flexibility in multiple applications and digital platforms, such as tablet and online media.
  • The presence of Major vs Minor subjects within the curricula, which enable difference in the focus of learning outcomes, and highlighted the need for differentiation within exit level portfolios this catering for students strengths.
  • A focus on the co-existence of new and traditional technologies and the role of the designer in of society.
  • Interactive teamwork, as well as individual work, noted as important for student preparation in the workplace.
  • Vocational projects within the curriculum.
  • Inclusive role of the industry via talks, lecturing, live projects, competition briefs.
  • Business studies in broad terms within local curricula, whether marketing, entrepreneurship, industrial psychology.
  • Integration of both History and Theory of Design. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Diploma in the related field, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Visual Communication Design, NQF Level 7.
  • Bachelor of Arts in Visual Communications, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. Cape Peninsula University of Technology 


    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.