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 Interior Design 
SAQA QUAL ID QUALIFICATION TITLE
110051  Postgraduate Diploma in Interior Design 
ORIGINATOR
Durban 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
Postgraduate Diploma  Field 02 - Culture and Arts  Design Studies 
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  2019-07-25  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 provide intellectual enrichment by producing Interior Design learners with a deep and systematic understanding of current context, integration of theory and practice and current research methodologies in Interior Design. Qualifying learners will demonstrate ethical research abilities, innovative design solutions, advanced technical skill, responsible time management and are able to work both collaboratively and independently.

Qualifying learners will be able to collect, analyse and critically evaluate visual and written information in a manner which develops feasible solutions to a broad range of identified problems using associated digital technologies whilst satisfying all national building regulations.

Rationale:
The Construction Education and Training authority (CETA) lists draughtsperson as a specific scarce skill. A qualifying learner from this qualification is qualified to register as a professional draughtsperson with South African Council for Architectural Profession (SACAP), thereby supporting the development of this scarce skill.

The learners are given an opportunity to progress in their chosen field of study. The qualifying learners would benefit from research methodologies, an Interior Design project which integrates theory into practice and advanced knowledge of products, materials and interior design construction. Through access to education and training for the high percentage of the unemployed youth in South Africa, the qualification will cater for learners who want to further their studies in the field. The qualification will enforce the link of theory into practice prepare them for further postgraduate study in the field in the form of the Master of Applied Arts in Interior Design.

This qualification will thus provide sustainable employment within both the Interior Design and Architectural professions, and, most importantly allow for a higher category of registration within the proposed SACAP framework. For this reason, it is important that the qualification is developed to align with the international preferred competencies to meet the requirements for professional status. The qualification will produce learners who will be aware of cultural, environmental and social issues, and participate in society as responsible global citizens with an appreciation for lifelong learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):

The purpose of the institution's RPL policy is to:
  • To facilitate access and admission to learning qualifications within education and training and career paths.
  • To accelerate redress of past unfair discrimination in education, training and employment opportunities.
  • To promote and facilitate lifelong learning.

    The learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in the specific qualification. Prior learning may include formal, informal and non-formal learning and work experience.

    Evaluation of the learner's prior learning is accomplished by submission of a portfolio of relevant Interior Design work and other information; by interview; and if necessary by the completion of projects or exercises to provide evidence of competences not otherwise clear.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • An Advanced Diploma in Interior Design or related field.
    Or
  • A Bachelor's Degree in Interior Design or related field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 8 totalling 120 Credits.

    Compulsory Modules: 120 Credits:
  • Research Methodologies, 12 Credits.
  • Interior Design Research Project, 12 Credits.
  • Interior Design 501, 36 Credits.
  • Advanced Interior Construction Codes and Regulations 502, 12 Credits.
  • Products and Materials 502, 12 Credits.
  • Interior Design 502, 36 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Propose an innovative research study in Interior Design, identify the theoretical framework and justify the methodological decisions.
    2. Apply researched, feasible, critical, technical and innovative solutions to Interior Design problems in a social context.
    3. Access, process, critically evaluate and manage information in order to conduct ethical research and assimilate theoretical findings to an applied practice within Interior Design.
    4. Communicate and visually present complex, justified design solutions effectively in oral, visual and written form to diverse audiences using appropriate levels of technology.
    5. Apply professional research ethics and practice to a variety of contexts ensuring responsibility for, and management of, their own learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify a feasible problem to research which demonstrates awareness of social context and originality.
  • Identify an appropriate paradigm and conceptual framework.
  • Identify and justify an appropriate methodology for the research.
  • Identify and communicate a method of data analysis.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Investigate the interior design problem using appropriate research methods, identifying key issues, problems, targets, objectives and costs, whilst acknowledging social, cultural and economic factors within a given theme.
  • Analyse and interpret information in order to formulate findings which are used to inform Interior Design concepts, work plans, strategies, or other solutions.
  • Design Interior strategies, using innovative and creative approaches.
  • Investigate human and built environment relationships within a given theme informed by various cultural, environmental and social contexts.
  • Propose solutions which demonstrate advanced understanding of methods of.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Access, process and manage information using research methods appropriate to interior design.
  • Analyse complex precedent studies in order to formulate design criteria for an identified problem.
  • Investigate applied practices, including visual, textual and verbal forms.
  • Analyse information in reference to current Interior Design theory in order to develop feasible findings applicable to the given theme.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate complex arguments using appropriate visual, oral and writing forms, using live and technologically mediated skills to a variety of audiences.
  • Awareness of the importance of context through acknowledging social, ethical and cultural issues in formulating responses.
  • Appropriate use of advanced interior design terminology.
  • Apply forms of professional communication effectively and clearly through written, visual, and live presentations.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Knowledge and application of complex factors regarding project administration, documentation, legislations, professional licensing, legal responsibilities, certification and registration.
  • Practise ethical autonomy in all professional documentation and associated design work.
  • Document costs, contracts, timeframes and other business aspects of a project accurately and as appropriate.
  • Demonstrate knowledge of the contents of various building contracts used within the built environment.

    Integrated Assessment:
    In Interior Design these mostly involve the creation and production of written reports, visual design schemes and technical drawings as relevant. These can typically include; Specification documents, research papers, concept boards, plan layouts, elevations, 3D perspectives and fly throughs, branding elements, specifications, technical detailing and technical documentation as related to interior spaces.

    Types of projects and assignments can include technical and creative exercises, innovative applied projects, essays, specifications and other forms of written projects, portfolios and case studies. Please refer to module descriptors for each module assessment type.

    Formative and Summative Assessment:
    Both formative and summative assessments are employed in this qualification. Formative assessment is used to support teaching and learning and assists in planning future learning engagements. It is used to identify the student's strengths and weaknesses and provides feedback on academic progress during the development of concepts. Summative assessment is used to determine learner competency and is typically scheduled at the end of a section of learning which results in credit being rewarded and reported.

    A range of assessment methods are used with a range of assessment instruments, such as, but not limited to:
  • Assignments.
  • Case Studies.
  • Project Brief.
  • Face to face feedback. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Kenya.
    Institution: University of Nairobi.
    Qualification: Bachelor of Design in Interior Design.

    Duration:
  • 4 years.

    Indicative Content.
    Described as general in nature during the first year, progressing to design theory and studio practices in 2nd and 3rd year and specialising in either two dimensional or three dimensional studies in the fourth year.

    Modules include:
  • Communication Skills.
  • African Art and Design.
  • Two Dimensional studies.
  • Foundations of Design Theory.
  • Research Methodology.

    Country: Kenya.
    Institution: University of Nairobi in Kenya.
    Qualification: Bachelor of Design.

    Duration:
  • 2 years.

    Indicative Content:
  • Principles of Landscape.
  • Interior Space Design.
  • Exhibition and Display Design.
  • Furnishing Design.
  • Contemporary Design Issues.
  • Design Project 1.
  • Research Project II.

    Country: Botswana:
    Institution: Limkokwing University (Botswana).
    Qualification: Bachelor of Arts in Interior Architecture.

    Duration:
  • 3 years.

    Indicative Content
    The modules include:
  • Design Communication.
  • Digital Communication.
  • Building Construction and Material.
  • Building Technology.
  • Interior Architecture and Professional Practice.

    Country: United Kingdom.
    Institution: Swinburne University of Technology.
    Qualification: Bachelor of Design (Interior Architecture) Honours.

    Duration:
  • 4 years.

    Indicative Content:
  • 20th Century Design
  • Introductory Design Studio Construction 1: Building Systems and Materials History of Interior Architecture.
  • Interior Architecture Communication.
  • Interior Architecture Studio 1 - Space, Form and Human Occupation.
  • Interior Architecture Digital Documentation 1.
  • Contemporary Design Issues Construction 2: Building Services and Documentation Packages.
  • Interior Architecture Studio 2: Place, Space and Human Experience.
  • Interior Architecture Studio 3: Design Exploration.
  • Interior Architecture Digital Documentation 2.
  • Construction 3: Sustainability.
  • Interior Architecture Entrepreneurship and Professional Development.
  • Interior Architecture Studio 4: Sustainability.
  • Philosophy of Interior Architecture.

    Country: United Kingdom.
    Institution: Swinburne University of Technology.
    Qualification: Master of Design.

    Duration:
  • 2 years.

    Indicative Content:
    The purpose is described as building on breadth and depth through advanced skills and knowledge of the interior built environment. The qualification consists of a variety of units such as:
  • Design Realisation.
  • Digital Design simulations.
  • Global Research.
  • Legal requirements for Design.
  • Structural elements, systems and services for Interior Design.
  • Design skills and Practice.

    Country: Australia.
    Institution: TAFE.
    Qualification: Advanced Diploma of Interior Design (no Postgraduate Diploma offering).

    Duration:
  • 1 year.

    Indicative Content:
    Focussed on specialist design areas such as building for people with disabilities, the aged or adaptive re-use projects. This qualification is used to develop breadth, depth and complexity of skills and knowledge for interior design. Graduates must produce designs which meet the purpose, efficiency, comfort, safety and aesthetic requirements of their specific context.

    Country: Hong Kong.
    Institution: HKU Space.
    Qualification: Advanced Diploma in Interior Design (no Postgraduate Diploma offering).

    Duration:
  • 15 months.

    Indicative Content:
    Focussed on conceptual analysis and creative problem solving, is offered in a variety of ways to suit individual's needs. The modules include:
  • Concept Exploration.
  • CAD for Interiors.
  • Advanced Design Project.
  • Design Management and Professional Practice.
  • Interior Design Studio.

    Country: United State of America (USA):
    Institution: Parsons The New School for Design.
    Bachelor of Fine Arts (Interior Design).

    Duration:
  • 4 year.

    Indicative Content.
    Encompasses subjects such as:
  • History.
  • Drawing.
  • Design.
  • Sustainable Systems.
  • Materiality and Systems.
  • Architectural Theory.
  • Energy and Ecology.
  • Constructed Environments.

    Learners can progress straight into a two year Master of Fine Arts in Interior Design which focuses on social practice and environmental stewardship. Modules include:
  • Design Studio.
  • Representation and Spatial Reasoning.
  • Materials and Performance.
  • Thesis Preparation.
  • Ethnography and Design.
  • Professional Practice.

    Country: United States of America.
    Institution: Parsons The New School for Design.
    Master of Fine Arts (Interior Design).

    Duration:
  • 2 years.

    Indicative Content:
  • Design Studio 1.
  • Interior Design Survey.
  • Representation and Spatial Reasoning.
  • Materials and Performance.
  • Environmental Technology Environmental Technology.
  • Thesis Preparation.

    Country: United States of America.
    Institution: Rhode Island School of Design (USA):
    Bachelor of Interior Architecture leading to a two year Master of Design in Interior Design.
  • 4 years.

    Modules include:
  • Advanced Building Design.
  • Theory of Adaptive Reuse.
  • Applied Building Systems.
  • Thesis preparation.

    Indicative Content:
    The proposed Postgraduate Diploma in Interior Design is aligned to these international qualifications in terms of subject allocation, theoretical content and through the teaching and learning strategies. The qualification is also aligned with the Interior Design body of knowledge. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Arts Honours in Design, Level 8.

    Vertical Articulation:
  • Master of Applied Arts in Interior Design, 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.
     
    1. Durban 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.