SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Visual Communication Design

SAQA QUAL ID	QUALIFICATION TITLE
110059	Advanced 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
Advanced 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 07	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 equip a qualifying learner with knowledge and skills to be competent in the design and production of visual communication, using a variety of media, skills and materials as applicable to niche or mass contexts. This qualification builds on knowledge, competencies and literacies acquired in the Diploma qualification. It provides entry-level vocational and professional specialisation for qualifying learners, and prepares learners to enter the Postgraduate Diploma level of study.

The distinguishing feature of this qualification is that it will facilitate articulation and specialisation meeting the requirements and advanced technical skills for careers in the visual communication design industry such as publication design, digital interactive/web design, illustration, packaging and branding. This qualification is suitable for continuing professional development and provides an introduction into systematic design research theory and application, along with specialised design practice at National Qualifications Framework (NQF) Level 7.

Graduate attributes of resilience and adaptability towards the complex world of work and the shifting needs of the South African socio-cultural landscape will be engendered in learners attending this qualification. Qualifying learners will have developed research that problematises and inquires deeply into topics that have been selected by learners for their self-directed research and design work. This research is synthesized within a design project that draws on participatory design processes, enhancing stakeholder inputs within real world settings. This in turn improves the value of the design outputs as contributions to improving the quality of life for relevant target audiences.

Rationale:
The Western Cape Government's Department of Economic Development and Tourism (DEDAT) has identified design as an important catalyst for economic growth. The design industry is showing encouraging signs of growth with an estimated 80 000 people working in design-related businesses contributing R14 billion a year to South Africa's Gross Domestic Product (GDP). In 2012, the DEDAT collaborated with the Cape Craft and Design Institute (CCDI) to develop a Design Strategy for the Western Cape region. Following from this Strategy, a design skills gap analysis study was conducted and the findings indicated that the qualification most sought after in new recruits was the Advanced Diploma.

The Advanced Diploma in Visual Communication Design is designed to harness the skills and knowledge gained in the Diploma qualification by applying these to the development of a specialised body of work that addresses a particular visual communication design challenge or opportunity. This qualification embodies three main stages of designing for visual communication:
(1) Research.
(2) Conceptualisation.
(3) Design development; and,
(4) Presentation.

Learners will develop their competencies and deepen their understanding of the visual communication design profession through innovative application of technology and understanding of economic and social issues within the following fields; Brand Strategy and Development, Integrated Advertising Campaigns, Design for Social or Sustainability Awareness, User-experience Design and the Sub-fields of Image Generation (i.e. photography, illustration and printmaking). The qualification has an underpinning ethic that is guided by sustainability imperatives that seek to balance human needs, social equity and respect for environment limits. This qualification will facilitate articulation into more diverse career paths, and further develop strategic design thinking and advanced technical skills within areas of specialisation. Positions a graduate could hold in industry fall into the following areas:

Graphic design.

Publication design.

Web design.

Animation.

Branding.

Illustration; and

Photography.

The need for this qualification has been established in consultation with an Advisory Board consisting of representatives from industry, alumni, a local design Higher Education Institution (HEI) and a work placement agency. The key findings from consultation with these stakeholders show:

Design is an integral part of all organisations which impacts on brand and customer experience, services and communications.

Design is multidisciplinary which foregrounds the need for niche area specialisation, generalist design literacies along with teamwork skills.

Design is integral to creative innovation and can dynamically manifest social values, hence the focus on its transformational possibilities in bringing about better living.

Opportunity for Visual Communication Design to support small business development.

The connection between Visual Communication Design, Service Design and Design Thinking's emphasis on participatory processes.

Opportunity in our location in the emergent District 6 design and innovation district.

Alignment with private and public sector opportunities.

Promote an awareness of local design.
Value of leveraging the opportunities of growing an international footprint with current favourable exchange rates.
The Design Strategy definition of good design is an 'activity that uses creative and iterative processes to take account of a range of factors and needs in the innovative development of products, services, systems, environments and communication, in response to the human condition and society's needs'. This qualification is uniquely positioned to act on this strategy and to prepare learners for entry into the workplace, or to start up as young entrepreneurs within the field of Visual Communication Design. The workplace offers a complex mix of positions in a range of small to large established design studios and advertising agencies. In addition, an increasing number of entrepreneurial opportunities are emergent within the design ecosystem resulting from recent design related events in the region.

Learners are prepared with the appropriate mix of business and professional practice skills to find their way either as freelancers, small business start-ups or as employees. The subject mix prepares a learner with strong general design principles but allows for specialisation within an industry calling for designers with the ability to lead in multi-disciplinary contexts, as stated above. The aim of this qualification is to advance the skills and literacies developed in the Diploma with special focus on the technical proficiencies (design software) required of designers entering the industry.

This qualification replaces the Bachelor of Technology (BTech) Degree and is positioned within the vertical learning pathway leading from the Diploma into the Postgraduate Diploma, allowing for learners to either exit after the Advanced Diploma or (if inclined to further research based qualifications) to continue into the Masters qualification. Additionally, it will provide horizontal articulation for learners from other institutions to be admitted via Recognition of Prior Learning (RPL) to continue their learning journey and achieve further qualifications.

In conclusion, this qualification prepares learners to be valuable contributors in society through advancing design skills and literacies that enable contributions as aware and involved citizens. Much of the design project work done at this level is aimed at improving people's lives through contextual design interventions that are:

Well researched to carefully expose the particular problem being addressed.

Participatory in the way that all stakeholders and users are consulted.

Responsive to real world challenges, and,

Speculatively placed to propose alternative scenarios that are oriented towards sustainable futures.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In keeping with national policy frameworks and the Institution's mission and vision, widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of learners and is handled in accordance with Institution's RPL policy The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. A candidate is considered according to past work experience in the industry as well as previous National Qualifications Framework (NQF) Level 6 academic qualifications from other institutions of higher learning. The body of evidence consists of non-formal (often work based) and formal learning components in the form of a portfolio. This process will usually include an interview to establish the candidate's ability to cope with the Advanced Diploma level of study. An appeal procedure is also in place to accommodate queries.

Entry Requirements:
The minimum entry requirement for this qualification is:

A Diploma in Graphic Design, Level 6.

National Diploma in Graphic Design, Level 6.

A Bachelor's Degree in Graphic Design, Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.

Modules:

Business Skills for Design 4, 20 Credits.

Research for Report Writing 4, 20 Credits.

Conceptualisation for Design 4, 25 Credits.

Visual Communication Design 4, 30 Credits.

Visual Communication Technology 4, 25 Credits.

EXIT LEVEL OUTCOMES

1. Develop and execute appropriate and ethical processes of information gathering for research into complex problems or challenges within the commercial sector, or wider socio-cultural space, and validate, manage, evaluate, analyse and synthesise the information towards visual communication design solutions.
2. Work and act in a professional and ethical manner in both research and design processes, taking full accountability for actions and decisions.
3. Develop a professional standard design brief based on thorough research into a specific design problem or challenge, applying evidence-based solutions and theory-driven arguments.
4. Reference and implement advanced design conceptualising methodologies to solve complex visual communication design problems and to introduce change within a practice.
5. Identify and solve complex design problems in an innovative multimodal manner through strategic application of integrated, disciplinary knowledge and the evaluation of empirical evidence.
6. Demonstrate advanced technical proficiency in industry standard digital graphic application programmes relating to chosen disciplinary specialisation for innovative visual communication design solutions.
7. Participate actively in collaborative projects, displaying basic project management skills and taking responsibility for own decisions, actions and completion of own work.
8. Communicate own ideas and engage with stakeholders, in various familiar and unfamiliar business and research contexts, using appropriate academic, professional and/or occupational discourse.
9. Self-direct learning in identifying visual communication design business opportunities and develop a comprehensive business plan to address the opportunity.
10. Critically engage as contributing citizens within the South African context, drawing on detailed visual communication design knowledge in relation to sustainability imperatives that seek to balance human needs, social equity and respect for the environment, so as to introduce new and relevant ideas into the visual communication design industry.

ASSOCIATED ASSESSMENT CRITERIA

Associate Assessment Criteria for Exit Level Outcome 1:

Appropriate information sources are located, validated, analysed and critically reviewed in the research process.

Critical research engagement with and application of research methodologies to a visual communication design problem or challenge within the commercial sector or wider socio-cultural space, for gathering relevant empirical data, is thoroughly documented.

Findings are collated, critically evaluated and synthesised, using appropriate research methodology, to inform visual communication design solutions.

The written research report coherently communicates the full research process, including the planning and management of information, through well-formed arguments and use of appropriate academic, professional, or occupational discourse.

Ethical and professional decision-making, that draws on appropriate ethical values and references institutional policy, is demonstrated throughout the research process and reflected in the research report.

Associate Assessment Criteria for Exit Level Outcome 2:

Ethical considerations are factored into both theoretical and practical outputs as they relate to social, economic, and environmental sustainability in the visual communication design sector.

An appropriate contextual understanding of professional practice as it relates to business within the field of communication design, is demonstrated.

Good time management of design projects is evidenced through adherence to self-imposed and class deadlines.

Associate Assessment Criteria for Exit Level Outcome 3:

The background and context of the communication design problem is explored, the design intervention objectives are explained, the target audience appropriately defined, and the proposed strategic plan is compiled in a design brief.

The design brief is presented in a professional manner in both written form and orally.

Associate Assessment Criteria for Exit Level Outcome 4:

The iterative design thinking methodology is followed as a means of tracking the design process.

The creative and imaginative conceptual process is documented in visual diaries (analogue and digital) and sketchbooks.

Process work indicates iterative development of original solutions that are thoroughly crafted, based on research and on specialist design knowledge and theory.

Design process work evidence of original thinking, independence and sufficient depth in iterative exploration of concepts and designs is shown.

There is rigorous management of the design process through its phases of discovering, defining, developing and delivering an outcome.

Associate Assessment Criteria for Exit Level Outcome 5:

Project work on complex design problems and challenges is identified, analysed, evaluated, and critically reflected on.

Participatory engagement is initiated with relevant stakeholder groups associated with the identified design problem or challenge.

Visual mapping methods are applied in planning and developing a multimodal strategic design solution.

Elements that are semiotically and technically relevant and appropriate to the conceptual direction of the design solution are integrated in the design.

Multimodal platforms are used to strategically implement a specific visual communication design intervention.

Associate Assessment Criteria for Exit Level Outcome 6:

Industry standard digital software, such as the Adobe Creative suite plus relevant others, are operated at an advanced level in the design of graphical elements.

Digital prototypes are produced to an advanced level of finish for a professional presentation.

Graphical elements are prepared to required professional level of readiness for print production and/or digital publishing.

Associate Assessment Criteria for Exit Level Outcome 7:

Empathic listening, constructive communication, division of labour and accountability is demonstrated within group work scenarios.

Critical reflection on own work and critique of others' work is demonstrated and constructively communicated within group work scenarios.

Progress is managed and clearly communicated, using appropriate discourse, during studio work and individual consultations.

Associate Assessment Criteria for Exit Level Outcome 8:

Visual communication design proposals and solutions in written reports, formal visual/oral presentations and poster formats is presented, using discourses appropriate to the target audience.

A range of stakeholders, in different business and community contexts are professionally interacted with, using appropriate academic, professional and/or occupational discourse.

Associate Assessment Criteria for Exit Level Outcome 9:

A visual communication design business opportunity is identified and explored, in the corporate/commercial space or as an entrepreneurial venture, and its parameters clearly defined.

A comprehensive business plan is drawn up, including critical reflection on the research methodologies applied, information gathered, findings and proposed solutions.

Resources, including a budget and basic project management processes to execute the business plan, are documented.

Associate Assessment Criteria for Exit Level Outcome 10:

Evidence is shown of empathic engagement within the local and national sociocultural context, with attention given to human needs, social equity and environmental sustainability.

Design work innovative, environmentally sustainable visual communication design approaches towards improving the lives of South Africans within a chosen context is shown.

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 student engagement. Assessment practices aim to be fair, reliable and valid in keeping with the academic, disciplinary and professional field norms and standards.

Formative Assessment is aimed at enhancing learner learning, providing them with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment consists of a variety of assessment tasks relevant to the field of visual communication design.

This qualification will consist of a variety of tasks such as problem-solving individual and group assignments and projects, case studies, design portfolio development, class discussions, quizzes, field trip reports and academic poster design.

Summative Assessment will take place at the end of each semester and is aimed at assessing learners' attainment against the learning outcomes of this qualification and its modules. Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments consist of a variety of formal assessment tasks relevant to the field of study, including written assignments. A Research Report and presentation of practical design work in an examination setting.

Integrated Assessment cuts across the subjects within this qualification and is aimed at the holistic development of learners. It contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Assessment in this form is conducted at regular formative points throughout the year as learners work on design briefs that draw on each of the five subjects. At the end of the year, learners will be assessed holistically by means of written project reports, a final design portfolio and an oral presentation relevant to the needs and requirements of industry. Integrated assessment in this qualification aims to:

Assess the extent to which learners can practice competently, effectively and ethically within a creative studio environment.

Evaluate the extent to which learners have integrated the professional roles, knowledge, practice, and skills delivered through the learning outcomes of the subjects of this qualification.

Establish good practice with regard to reflection in and on action during design process.

INTERNATIONAL COMPARABILITY

This qualification compares favourably with the following qualifications:
Country: Indonesia.
Institution: Raffles College.
Qualification: Advanced Diploma in Visual Communications and Graphic Design.

Country: Australia.
Institution: Design College.
Qualification: Advanced Diploma of Visual Communication (Design/Photo Communication).

Country: Australia.
Institution: Queensland University of Technology.
Qualification: Bachelor of Design (Honours) (Interactive and Visual Design).

Country: Scotland.
Institution: Edinburgh College of Art.
Qualification: Graphic Design Bachelor of Arts (BA) (Hons).

The following conclusions were drawn from this national and international comparability study:
i) Most institutions across the board are using the term "Visual Communication Design" as a descriptor for a field that has widened considerably with interactive and digital technology.
ii) International Universities have far more postgraduate options and courses and tend to offer three-year Degree programmes followed by an Honours Degree. The relevance and need for the Advanced Diploma lie in the fact that, for many learners, discipline specialisation and academic preparedness is in need of support after the Diploma programme for those wanting to do a Postgraduate Diploma and ultimately enter the Master's Degree. An advantage of the Advanced Diploma will be that alumni and other graduates can return for specialist education relevant to their needs in industry, or perhaps to develop a more academic pathway towards a Master's Degree through the Postgraduate Diploma.
ii) Interaction with industry remains a key feature of programmes in this field of study.
iv) The use of creative computer software programmes is a component of all curricula.
v) The opportunity to specialise by choosing between various electives within International Institutions exists in most curricula ranging from Illustration, to photography and 3D Animation, with the purpose of facilitating a unique portfolio for entry into what is a broad industry.
vi) Most international institutions do not offer business skills or entrepreneurship as part of their qualifications whereas South African visual communications qualifications do. We believe that in the South African context, graduates need to have the flexibility and skill to work as freelancers, or as entrepreneurs, as well as fit easily into the established visual communication design industry.

Conclusion:
The Advanced Diploma is of importance in its focus on technical proficiencies required within the industry. In the SA context, institutions need to be focusing on wider socio-cultural challenges such as design for social innovation and sustainability. International Institutions include Research, Technology and Innovation blue printing the future, especially through the Postgraduate Diploma, greater convergence in the delivery and academic activities within and across all design programmes is anticipated. The international comparability study suggested that real-life projects should be included to offer students additional/specialised skills that might fall outside the scope of the current expertise of staff.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Integrated Communication Design, Level 7.

Vertical Articulation:

Postgraduate Diploma in Visual Communication Design, Level 8.

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.	Cape Peninsula University of Technology