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:

Diploma in Interior Design

SAQA QUAL ID	QUALIFICATION TITLE
111012	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
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	2019-08-19	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Diploma in Interior Design is to produce effective Interior Design learners who demonstrate responsible time management, are able to work both collaboratively and independently, and are able to collect, analyse and critically evaluate visual and written information in a manner which develops solutions to a broad range of identified problems using associated digital technologies. The qualification is also designed to produce qualifying learners who are sensitive to cultural, environmental and social issues, and who participate in society as responsible global citizens with an appreciation for lifelong learning. The proposed qualification is also preparing learners for further study at Advanced Diploma and Honours level.

The qualification has been designed to provide skills in the practice of Interior Design namely, communication, human environment needs, professional practice, Interior Design construction, knowledge of products and materials and design for the built environment. This qualification is providing learners for local and national industry with much needed skills in the practice of Interior Design namely communication, human environment needs, professional practice, interior design construction, knowledge of products and materials and design for the built environment.

It is imperative that the qualification is revised to align with the African Institute of the Interior Design Professions (IID's) preferred competencies to meet the requirements for professional status. The qualification will promote technology, applied research, external collaboration and partnerships with industry and the greater community.

Qualifying learners will be primed to be analytical thinkers and become global citizens by acknowledging and designing for society, the economy and the environment.

The qualification will provide learners with further insight into interior design in a contemporary African and Global society, through research and design projects and offer skills to meet the changing technological demands of the Interior Design industry.

Rationale:
Through access to education and training for the high percentage of the unemployed youth in South Africa, the qualification will cater for applicants that do not qualify for Degree status.

The nature of the profession has changed as the Institute for Interior Design (IID) professions was granted professional status by the South Africa Qualifications Authority in 2012 and is presently undergoing admission into the South African Council for Architectural Professions.

The Diploma in Interior Design will thus provide sustainable employment within both the Interior Design and Architectural professions. It is imperative that the qualification is revised to align with the IID's preferred competencies to meet the requirements for professional status.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) in South Africa is critical to the development of an equitable education and to support transformation of the education and training system of the country. The institution therefore strives to build a viable, sustainable and credible system to implement RPL.

The institution's policies and procedures encourage the Recognition of Prior Learning through a process of assessment, in which the learner's experience is evaluated for correspondence with learning outcomes of the modules for which the learner wishes to gain credit. The purpose of the institution's RPL policy is to:

To provide a framework for the implementation of Recognition of Prior Learning procedures within the institution.

To facilitate access and admission to learning programmes 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 to the qualification is:

National Senior Certificate, Level 4 granting access to Diploma studies.
Or

National Certificate (Vocational), Level 4 granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises of compulsory and elective modules at Levels 5, 6 and 7 totalling 368 Credits.

Compulsory Modules, Level 5: 72 Credits:

Interior Design Communication 1, Level 5, 16 Credits.

Products and Materials 1, Level 5, 16 Credits.

Cornerstone 101, Level 5, 12 Credits.

English for the Arts, Level 5, 12 Credits.

Compulsory Modules, Level 6: 212 Credits:

Interior Design Communication 2, Level 6, 16 Credits.

Products and Materials 2, Level 6, 16 Credits.

Professional Practice for Interior Design 1, Level 6, 12 Credits.

Professional Practice for Interior Design 2, Level 6, 12 Credits.

Products and Materials 3, Level 6, 12 Credits.

Interior Design 1, Level 6, 36 Credits.

Human Environment Needs 1, Level 6, 12 Credits.

Interior Construction, Codes and Regulations 2, Level 6, 16 Credits.

Interior Design 2, Level 6, 20 Credits.

Interior Design 3, Level 6, 20 Credits.

Human Environment Needs 2, Level 6, 12 Credits.

Interior Design 4, Level 6, 16 Credits.

Human Environment Needs 3, Level 6, 12 Credits.

Compulsory Module, Level 7: 36 Credits:

Interior Design 302, Level 7, 36 Credits.

Elective Modules, Level 5 and 6, 48 Credits: (Choose minimum of 48 Credits):

Interpersonal Communication and Self, Level 5, 8 Credits.

Introduction to Technopreneurship, Level 5, 8 Credits.

Values in the Workplace, Level 5, 8 Credits.

Information and communication technology literacy and skills, Level 5, 8 Credits.

Sustainable Earth Studies, Level 5, 8 Credits.

World of Work, Level 5, 8 Credits.

Media and Visual Literacy, Level 5, 12 Credits.

Critical Thinking, Level 5, 12 Credits.

Social Responsibility and Sustainable Community Development, Level 5, 12 Credits.

Equality and Diversity, Level 6, 8 Credits.

Gender Studies, Level 6, 8 Credits.

Community Engagement, 6, 8 Credits.

EXIT LEVEL OUTCOMES

1. Apply logical, critical and creative solutions to Interior Design strategies.
2. Conduct research and apply resulting knowledge to an applied practice within Interior Design.
3. Communicate and visually present complex arguments and designs effectively in oral, visual and written form to diverse audiences using appropriate levels of technology to do so.
4. Analyse the impact of cultural, environmental and human behavioural topics within the built environment.
5. Apply professional ethics and practice to all business and communication and take responsibility for their own learning.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Research the problem appropriately, identifying key issues, problems, targets, objectives and costs, and incorporating social, cultural and economic factors within brief requirements. Analyse and interpret knowledge in order to formulate Interior Design concepts, work plans, strategies, or other solutions which answer these requirements.

Demonstrate innovation, reflection and synthesis in developing Interior Design interventions, including both logical and lateral approaches.

Associated Assessment Criteria for Exit Level Outcome 2:

Formulate a research problem or question, develop a research plan, and conduct the necessary research.

Investigate and develop competencies in research methodologies, skills and practices, including visual, textual and verbal forms of research.

Analyse data, reflect on and critique both research and the design process using current Interior Design theory and history; and apply an awareness of social, cultural, economic and environmental effects and sustainability.

Engage creatively with disciplines outside of Interior Design in collaborative interdisciplinary and real-world projects.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate appropriate visual, oral, written, and listening abilities, using live and technologically mediated skills, with individuals and groups.

Effectively communicate with a variety of audiences.

Discuss the importance of context through an awareness of social, ethical and cultural issues in formulating responses.

Demonstrate understanding and correct use of appropriate design concepts and terminology.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse the impact of cultural, environmental and social issues on Interior Design projects.

Understand and use relevance of cultural, environmental and social issues to develop responsible citizenry.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply knowledge and application of professional business practice, including ethical and professional issues, codes of conduct, contracts, values and formal structures, rules, laws and guidelines as relevant to the broad Interior Design industry.

Demonstrate an understanding of human-centredness in business, including the complexities of working in teams, management skills, and the place of professional practice in determining social, cultural and environmental benefit and sustainability.

Document and control costs, income, timeframes and other business aspects of a project accurately and as appropriate, and thus demonstrate sufficient general business competency to be able to practice as a professional Interior Designer.

Apply forms of business communication effectively and clearly, including written, visual, and live audio/visual information and presentations.

Integrated Assessment:
Integrated Assessment implies the assessment of both theoretical and practical components of a module within one assessment event. It combines a number of different elements, and will require learners to bring together a range of learning outcomes.

Assessment types are varied and based on continuous assessment principles in order to be appropriate to a diverse learner group and include, but are not limited to; self and peer assessment, practical assessment, forms of written formative and summative assessment, project assessment and oral 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 learner'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 unit 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:

Face to face contact with learners: Live, regular formative feedback with individuals and groups.

Assignments: Problem solving activity with stipulated guidelines and clear structure presented orally or in writing, in collaboration or independently. The assignments may include essays and research reports which can be formatively supported through the Faculty of Arts and Design Writing Centre.

Case Studies: A description of an experience, which can be written or orally presented in groups or individually.

Tests: Written tests and workbooks may be included for theoretical subjects where appropriate.

Portfolios: A collection of evidence relating to predetermined outcomes usually at the end of a module.

Project Briefs: An investigation into a specific area, with a practical outcome, developed under supervision with support. At more senior levels this can also include an industry simulated project mentored by a professional interior designer.

Journaling: A collection of thoughts and experiences which can be used for critical self-reflection.

The institution's assessment policy defines and requires criteria for such assessment. It stipulates that assessment practices be open, transparent, fair, valid and reliable.

INTERNATIONAL COMPARABILITY

Swinburne University of Technology offers an eighteen-month Diploma in Interior Design which consists of twenty nine units, to name a few; Technical Drawings, Environmentally Sustainable Work Practices, Interior Lighting, Perspective Drawing, Creative Design Process, Designing for People with Disabilities, Materials and Finishes, Architectural Styles and Movements and Design Influences.

Technical and Further Education (TAFE) in Australia offers a three-year full time Advanced Diploma of Interior Design including subjects such as Drawing for Design, Environmental Processes, Technical Drawing, Understanding Sites, Residential and Commercial Spaces, Digital Technologies, Business Skills and Design Research. This programme is validated by the Design Institute of Australia (DIA) which is aligned to the unit standards identified by the South African Institute for Interior Design Professions (IID).

Geomatika University College in Kuala Lumpar offers a three-year Diploma in Interior Design designed to include up to 20 hours a week of dedicated studio design time. The subjects run over the course of a year, are progressive in nature and include; Fundamentals in Design, Graphic Architecture I, Interior Design I, Materials, Finishing, Building Science, Graphic Architecture II, Computer-aided design (CAD) I, Lighting and Colour, CAD II, Interior Design II, Building Science II, Interior Design III, Professional Practice I, Final Project, Contract Management and Building Services.

Unitec Institute of Technology in New Zealand offers a two-year Diploma in Applied Interior Design constituting subjects such as Technology: Materials, Building Construction and Services, Design History, Visual Communication I, II, II and IV, Commercial Design, Residential Design and Professional Practice I and II. Teaching strategies include collaborating with professionals on "real life" projects to ensure an industry focused programme.

Parsons The New School for Design in the United States of America offers a four-year Bachelor of Fine Arts (Interior Design) which encompasses subjects such as; History, Drawing, Design, Sustainable Systems, Materiality and Systems, Architectural Theory, Energy and Ecology as well as Constructed Environments.

Rhode Island School of Design in America offers a four-year Bachelor of Interior Architecture which includes subjects such as; Drawing for Interior Architecture, Building Structures and Systems for Adaptive Reuse, Drawing, Spatial Dynamics, Design, Building Materials, History of Interior Architecture and Advanced Design Studio.

The proposed Interior Design Diploma is aligned to these international programmes 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 as defined by Martin and Geurin (2010).

Conclusion:
This qualification 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 as defined by Martin and Geurin (2010).

ARTICULATION OPTIONS

This qualification allows for horizontal and vertical articulation possibilities.

Horizontal Articulation:

Diploma in Industrial Design, Level 6.

Diploma in Product Design, Level 6.

Diploma in Architecture, Level 6.

Diploma in Architectural Technology, Level 6.

Vertical Articulation:

Advanced Diploma in Interior Design, Level 7.

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