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 Art 
SAQA QUAL ID QUALIFICATION TITLE
109275  Postgraduate Diploma in Fine Art 
ORIGINATOR
Vaal University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Reregistered  EXCO 0821/24  2019-03-08  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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:
The purpose of this qualification is to develop the necessary deeper knowledge, understanding, critical thinking skills and competencies in a specific discipline of choice or field of specialisation in both research and practice.

The qualification will be offered as a one-year full time qualification. It opens alternative pathways to further education.

This qualification engages with contemporary discourse through art practices that address entrepreneurship, technology, research and the community. It provides the learner with the development of enhanced competencies within the fine arts environment, where visual awareness, critical thinking and application are key. The qualification equips and supports the individual to be a creative and professionally competent as a visual practitioner and entrepreneur, sensitive to community and global needs. The curriculum of the qualification was designed to provide a strong theoretical and practical background that will address the national, community and global needs.

A graduate at this level will demonstrate competence in initiating, solving visual creative problems and manage entrepreneurial innovations or products/portfolios in a creative industry and the community at large. An intended focus is on research within the programme design to encourage life-long learning.

Rationale:
The creative industry, with specific reference to Visual Arts is a key sector in South Africa and has significant growth and job creation potential. Through benchmarking with national and international higher education institutions as well as consultation with relevant stakeholders, it became evident that there is a knowledge and research 'gap' in fine and the visual arts industry in South Africa, specifically in terms of development of art administrators, art teachers, art practitioners/entrepreneurs. However, the qualification is designed purposefully to address the academic, research enquiries and socio-economic challenges of South-Africa.

Through consultation and benchmarking with other universities offering similar qualifications and advisory board meetings, the stakeholders suggested that the existing gap should be addressed by exposing students in doing research in the specific field to close the gap. This qualification is imperative for progression and articulation purposes.

Qualifying learners will have an advantage in the discipline of visual arts. The successful learner will have the necessary competencies to do research and therefore will be able to progress to a relevant Master's Degree (Level 9). Learners will also have skills, knowledge and competencies that they can apply in the socio-economic structure of the creative industry in the Vaal Triangle and broader South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The details of the Faculty RPL policy are as follows, presuming prior learning has taken place:
  • Candidate applies for RPL against module, or part/full qualification at the relevant department (Head of Department-HOD).
  • An exemption form is completed for the RPL of modules or part/full qualification.
  • Credits are awarded for relevant, approved prior learning (RPL).
  • Only then may the prospective candidate continue with full registration.

    The details of the Faculty RPL policy are as follows, presuming NO prior accredited learning has taken place:
  • Candidate applies for RPL against module, or part/full qualification at the relevant department (Head of Department-HOD).
  • RPL officer is appointed from within subject heads (Subject experts) within the department.
  • The subject expert meets with the candidate to conduct pre-screening (evaluation) to ascertain viability of application based on programme requirements (Exit Level Outcomes and Assessment Criteria).
  • Candidate prepares evidence of work (portfolio of evidence) and/or any other relevant proof of evidence (practical work, assignments and or assessments). The evidence needs to be submitted to the RPL officer for RPL evaluation process.
  • Candidate pays an initial fee to be RPL-ed.
  • The candidate then completes a RPL form and submits it to RPL officer.
  • An assessor from within the department is then appointed.
  • Evidence submitted by the candidate is assessed by the assessor. However, additional evidence may be requested.
  • A moderator from the department's advisory board and from within the candidate's industry is appointed.
  • The moderator moderates the candidate's evidence.
  • The moderator reports on the assessor's judgment.
  • RPL outcome is presented to faculty board by RPL officer.
  • If the credit is not awarded, an appeals application to independently appointed moderator or Vaal University of Technology (VUT)'s registrar can be done. The process of moderation will then resume.
  • If the RPL is awarded, an exemption form is completed and the candidate may continue with full registration.

    Entry Requirements:
  • Advanced Diploma, NQF Level 7.
    Or
  • Bachelor's Degree, NQF Level 7 or 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at Level 8 totalling 120 Credits.

    Compulsory Module Level 8, 50 Credits:
  • Visual Studies Research Project, 50 Credits.

    Elective Modules Level 8, 70 Credits (Choose one):
  • Painting 5, 70 Credits.
  • Sculpture 5, 70 Credits.
  • Printmaking 5, 70 Credits.
  • Ceramic Arts and Ceramics 5, 70 Credits.
  • Digital Imaging 5, 70 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically solve creative artistic problems by means of discipline specific methods, skills, techniques and applicable technology.
    2. Apply appropriate professional standards to fine/studio arts specific to a diverse range of professional artist/client contexts/tools/portfolios.
    3. Professionally communicate through the use of appropriate communication practices (academic writing, presentations, critique and visual presentation/portfolio).
    4. Plan, develop, design and exhibit a project portfolio.
    5. Explore, evaluate and analyse artistic practical knowledge and techniques in the artwork/portfolio production process.
    6. Plan, develop, and implement a business strategy.
    7. Apply professionalism and ethics during the research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria are applied in an integrated manner across the Exit Level Outcomes:
  • Describe, determine and interpret discipline theories, critique strategies, history, bodies of work, discourse in visual arts.
  • Identify and develop a suitable research topic/concept to address the research problem (individual projects).
  • Analyse a research strategy and research materials.
  • Communicate both verbally and textually within academic, range of artist/client contexts.
  • Perform an appropriate literature survey and theoretical framework in a visual art setting.
  • Write a research report and conclusion and apply research methods and techniques.
  • Utilise techniques and applications in two and three - dimensional production processes.
  • Identify entrepreneurial potential for the application of two-dimensional and three - skills in related areas.
  • Synthesise information that addresses academic enquires within the visual arts setting.
  • Conceptualise and translate pre-production concepts into complete works/creative products.
  • Perform experiments and apply hybrid processes.
  • Demonstrate critical thinking skills in solving specific artistic problems in an individual project development.
  • Perform critical thinking skills in solving specific artistic problems in a project.
  • Apply creative strategies to show understanding of philosophical, historical, social and economic challenges within the contexts of art and culture discourses.
  • Understand and practice safe working behaviour and sound work ethic.
  • Produce and present a competitive professional portfolio, underpinned by research, of artworks for a chosen professional career path.
  • Develop an extensive project report writing, design and presentation.

    Integrated Assessment:
    Assessment of modules in the Postgraduate Diploma in Fine Art is in accordance with the assessment policy of the institution. The learning guides for the modules contain the module intended outcomes and assessment criteria which must be satisfied in order to pass.
    Formative and Summative Assessment:
  • Both Formative and Summative Assessment are integral components of all modules within the programme and have application to continuous assessment, ensuring overall applied competence.

    Formative Assessment will be mainly through:
  • Group discussions.
  • Practical exercises and feedback.
  • Presentation of assignments.
  • Written reports.

    Summative Assessment practices will be implemented to assess achievement of outcomes:
  • Assignments.
  • Observations.
  • Assessment of practical tasks.
  • Continuous Assessment modules a portfolio of evidence.

    Integrated Assessment at Level 8, provides an opportunity for students to show that they are able to integrate concepts, ideas and actions in order to achieve competence that is grounded and coherent in relation to the purpose of the qualification.

    Assesses theoretical and practical knowledge of learners and the way in which they integrate information and concepts to achieve the competence required in this qualification.

    Assessment tools aim to encourage learners to give an account of their thinking and decision-making that underpins their demonstrated performance whether theoretical or practical of nature. The ratio between action and interpretation is flexible varying according to type and level of the module.

    Assessment regulations are approved by Senate. Summative Assessments are done on completion of modules. Reference and decisions are based on assessment description indicated in the study guide.

    Re-assessment opportunities included: Rewrites which shall only be accepted until modularisation and Client Assets sourcebook (CASS) Policy are fully implemented on all levels of Higher Education Qualifications Framework. (HEQF). Supplementary-assessments proceed after the main assessment has taken place. Re-assessment is the final opportunity of assessments (this falls in line with the CASS Policy.) Additional assessment opportunity includes special circumstance, which is only granted when written permission, with all supporting documents are submitted. Assessments will take place within 7 days after the main assessment. Circumstances, which would allow for a special assessment, include illness supported by a medical certificate, serious injury, death of an immediate member and postponement decided upon by Vaal University of Technology (VUT). Special assessments are done during time slots scheduled for supplementary events. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification internationally compares to:
    University of Auckland, New Zealand: Postgraduate Diploma in Fine Arts.
    Similarities and or differences in practices and standards.
  • Progression from Postgraduate Diploma to Master of Arts (MA) in Fine Arts.
  • The title of the course is Postgraduate Diploma in Fine Arts.
  • Duration is 1-year full time.

    University College London, Slade School of Fine Art, United Kingdom: Bachelor of Arts (BA) Fine Art.
    Similarities and or differences in practices and standards:
  • The title of the course is BA Fine Arts.
  • The studio programme for the BA is structured around three studio subject areas: painting, sculpture and fine art media. After an initial period of orientation as a first-year group, learners choose to be based in one of the areas.
  • BA is a 4-year full time. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for horizontal and vertical articulation.

    Horizontal Articulation:
  • Honours Degree in Fine Art National Qualifications Framework (NQF) Level 8 or a relevant programme on NQF Level 8.

    Vertical Articulation:
  • Master's Degree in Fine Art (NQF level 9) or a relevant programme on NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    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.