SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Interior Design

SAQA QUAL ID	QUALIFICATION TITLE
111016	Advanced Diploma in Interior 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	2019-08-19	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 the Advanced Diploma in Interior Design is to provide qualifying learners with knowledge, skills and competences that will enable entry in an advanced level of practice in the field of study as well as meet the competencies specified by the African Institute of Interior Design (IID) professions/ South African Council for the Architectural Profession (SACAP), to enable registration as a candidate professional interior designer. Qualifying learners are expected to meet the requirements as set out by the IID and future SACAP registration categories, enter the design industry and be able to execute design through all stages from definition of brief to design development and documentation through to completion and handover. The qualification aims to equip learners to function effectively as Senior Interior Designers which is comparable to that of a Professional Senior Architectural Technologists. The scope of work required from senior interior designers include complex interior fit-out and adaptive reuse projects in the categories of: specialist retail design; corporate design; hospitality design; institutional design; the design of places of assembly and residential alterations. In consultation with professional engineers, senior interior designers may execute load bearing interior construction systems.

Qualifying learners will be independent thinkers that can assimilate broad aspects of information, analyse complex problems well and compile findings into coherent relevant and appropriate interior design solutions. Learners are aware of environmental and social sustainability and understand their responsibility in this regard. They are able to make decisions in the built environment and reflect this awareness. The qualifying learner will have the competence to apply creativity, problem-solving, specialised knowledge and management principles to the practical implementation of interior design, after appropriate research.

The qualification consists of five subject streams which progress vertically from the Diploma in Interior Design into this qualification with a deepening of knowledge and skills and broadening of the scope of work required. A strong emphasis is place on the effective use of technology as the driver for the design process, supported by other aspects such as interior design practice, digital literacy and environmental design. The teaching and learning strategy is project-based in nature allowing integration and synthesis of knowledge, skills and competencies across the various aspects of the qualification, hence simulating the work flow in an architectural or design practice.

Group work is encouraged, building learner's ability and confidence in communicating and negotiating design ideas within a team. Similarly, a variety of digital media is utilised across various platforms, this develops digital competence required in the workplace, but also contributes a degree of flexibility in the qualification as learners are able to participate from the workplace if they are registered for the part-time qualification.

Rationale:
The aim of this qualification is to provide qualifying learners with advanced entry into the professional practice of interior design through the accumulation of knowledge, skills and attributes, aligned with the competencies specified by the voluntary association, Completion of the Advanced Diploma will allow progression into a Postgraduate Diploma or a Bachelor Honours Degree.

Although currently not regulated by national legislation, there are on-going discussions between the IID and SACAP to possibly create interior design categories as part of the architecturally legislated professional registration categories regulated by SACAP.

The IID currently allows for four professional registration categories which include Interior Decorator, Interior Designer, Senior Interior Designer and Interior Architect. Different tertiary qualifications and related work experience can lead to being accepted as a candidate for one of these categories.

Stakeholders consulted in conceptualising the qualification include curriculum developers in programs at other Interior Design/Architecture Learning Sites, specifically at Universities of Technology and comprehensive Universities; professional bodies, South African education researchers, the interior design profession through formal stakeholder meetings and informal discussions, alumni through formal surveys and informal interviews, current students and full and part-time academic staff of the institution.

Working and building within communities as part of the architectural qualification puts it firmly in line with the drive to find new solutions to the real issues in society; social transformation through advanced social responsiveness in the curriculum and the application of knowledge to solve real-life problems and finally, the infusion of Work Integrated Learning in the qualification.

The Interior Design and Architectural profession have much to offer the development of a better life for all in South Africa. The curriculum for the professions, including this qualification, is geared to make learners aware of how they can contribute.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a 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 applicants. 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.

Each learner is evaluated according to the institution's RPL policy and application is made through the RPL office. Applicants are then assessed against exit level competencies of the preceding qualification. The RPL internal process is based on the submission of a comprehensive portfolio of evidence which indicates the candidate's range of work undertaken in academia and/or the profession. An appeal procedure is in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/towards advanced standing as described in institutional guidelines.

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

National Diploma Interior Design, NQF Level 6, 360 Credits.
Or

Diploma in Interior Design, NQF Level 6, 360 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, 120 Credits:

Interior Technology, Level 7, 35 Credits.

Interior Design, Level 7, 35 Credits.

Interior Practice, Level 7, 20 Credits.

Interior Literacy, Level 7, 10 Credits.

Environmental Design, Level 7, 20 Credits.

EXIT LEVEL OUTCOMES

1. Develop effective advanced and complex construction solutions for load bearing interior fit-out systems.
2. Apply relevant contextual, social, cultural, political, aesthetic and environmentally appropriate aspects related to interior design.
3. Demonstrate a working knowledge of professional interior design practice and procedures.
4. Communicate with clients, relevant authorities, contractors and other professionals, effectively using a variety of appropriate media.
5. Respond to environmental concerns through the application of sustainable building principles to all aspects of a design project.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Conduct independent research focused on the explorative detailing of load bearing interior fit-out systems.

Describe and explain the application of a wide range of building materials, systems and technologies with regard to interior fit outs.

Appraise the environmental and social appropriateness of building technologies and materials within a specific interior design context.

Resolve the technological aspects of a complex interior design fit out.

Prepare technical documentation relative to the design of interior spaces for submission to a local municipality.

Associated Assessment Criteria for Exit Level Outcome 2:

Appraise contemporary theories applied to the South African context.

Identify, analyse and critically discuss selected, relevant precedent studies.

Define and appraise a variety of interior design problems and/client needs in various contexts.

Independently develop project solutions for a variety of building typologies.

Identify and research a problem related to Interior Design.

Associated Assessment Criteria for Exit Level Outcome 3:

Develop complete documentation drawings for a complex interior, including load bearing fit-out systems.

Generate written specifications for a complex interior fit-out.

Participate in and appraise office administration and business practice.

Explain the principles and application of building project management.

Understand the roles and responsibilities of the various building professional's in the South African context.

Associated Assessment Criteria for Exit Level Outcome 4:

Produce clear and effective communication across a variety of modalities and platforms

Prepare and present advanced graphic three-dimensional computer generated models.

Build and maintain effective channels of communication with the various role players in interior design practice.

Associated Assessment Criteria for Exit Level Outcome 5:

Relate the interior to its surroundings as part of a bigger system.

Identify adaptive re-use opportunities related to interior design projects.

Identify landscape concerns related to the passive climatic impact on habitable interior spaces.

Appraise, schedule and document building services for complex interiors.

Compute and apply environmental calculations as stipulated in environmental legislation.

Integrated Assessment:
The assessment of work is guided by the institution's assessment policy. In the policy provision is made for formative as well as Summative Assessment.

Interior design education and the interior design profession are principally project focused. In this qualification teaching, learning and assessment will focus on continuous assessment in applied projects that integrate all five subjects of the qualification.

The assessment strategy for the qualification follows a continuous and integrated approach and is aligned with the teaching and learning strategy of this qualification. In principle the assessment strategy is designed to give Formative Assessment during and Summative Assessment at the submission of each of the applied projects.

In the qualification, Formative Assessments form an integral part of the teaching and learning strategy. Some of the more theoretical aspects of the subjects will be assessed within each module through group presentations, formal written assignments, written and verbal tests and content created and disseminated digitally such as blogs. All assessments form part of the continuous assessment strategy.

Summative Assessment according to the institution's Policy "occurs at the end of a section of work (not necessarily at the end of a semester or year). Summative Assessment tasks assess learner attainment against course outcomes; SA happens at particular times or has specific deadlines and the results of the SA task contribute to the students' mark record".

For all modules, there are four summative assessments each year, which result in four progress marks.

INTERNATIONAL COMPARABILITY

Interior Design/Architecture education centres on the project based studio model. Internationally there has been a trend towards introducing live projects (real projects) into the studio environment. These projects take the learner into the real world and often deal with aspects of the upliftment of society and environmental sustainability.

International qualifications that align themselves with architectural courses and that are more vocationally and hands-on orientated have been investigated. Since the South African professional categories are unique internationally and no other countries offer precisely the same type of exit levels, qualifications at the same knowledge level and with the same focus were studied.

Key characteristics of similar qualifications, both local and international (The Oxford Brookes University, Queensland University of Technology, Auburn University) is that they align early or undergraduate studies closely with their architecture qualifications and the alignment becomes less as the learner progress further along the study path. A very similar approach is followed at the institution. When learners reach this qualification, some aspects of technology and (professional) practice is still shared, but the bigger part of the curriculum of the Advanced Diploma in Interior Design is focused on the specialised field of interior design.

The Oxford Brookes University, Queensland University of Technology, Sheffield Hallam University, Auburn University emphasise live projects, hands-on and full-scale exploration with close links to industry. Of special interest is the Undergraduate course at the College of Architecture, Design and Construction at the Auburn University. The College is leader in the field with their focus on hands-on experience and user-oriented design. Learners can elect to take part in real community projects in their third year (equal to the Advanced Diploma) as well as in their fifth year, in either their Rural Studio or Urban Studio. This is in line with real projects that the institution introduced over the past few years and which is now embedded in the projects of the new curriculum. All of the schools studied emphasised aspect of the introduction of live projects and sustainable environmental design, both these have been introduced in the new Advanced Diploma.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Arts in Interior Design, Level 7, 372 Credits.

Vertical Articulation:

Bachelor of Arts Honours: Interior 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.

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