SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Design

SAQA QUAL ID	QUALIFICATION TITLE
118657	Postgraduate Diploma in Design
ORIGINATOR
Cape Peninsula 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		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 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 Postgraduate Diploma in Design is an interdisciplinary qualification that could appeal to design practitioners wanting to improve their qualifications in preparation for leadership roles using Design Thinking principles to solve complex problems in a variety of contexts. The qualification would therefore be suitable for continuing professional development and provide a deep, systematic understanding of specialised theory and practice for Design Practitioners.

The qualification will facilitate articulation into diverse career paths, by providing an opportunity to expand and enhance learners existing, discipline-specific, professional knowledge and skills. The qualifications are introduced in preparation for working in interdisciplinary environments synonymous with the design sector. Design thinking knowledge and its associated design research methods are used in an interdisciplinary context to design innovative goods and services for ethical responses to complex real-world challenges. The outcome would be learners who can lead and contribute to design teams working in complex environments.

Upon completion of this qualification, qualifying learners will be able to:

Design and implement innovative design proposals using a design thinking approach and apply design methods to a real-world challenge.

Apply design management principles in the design of innovations taking into consideration different contextual and societal challenges.

Incorporate appropriate technologies where needed, to support design concepts.

Make autonomous socially responsible ethical decisions that affect knowledge production, or complex organizational or professional issues and critically contribute to the development of ethical standards in the design.

Operate and take full responsibility, both independently, and within a team, interacting with stakeholders to contribute to the design process and implementation thereof.

Use an interdisciplinary design research approach, referencing relevant, literature to frame design proposals to real-world challenges and problems.

Use academic and professional discourse to communicate and defend innovative and sustainably transformative design ideas that are the product of research.

Develop Individual learning strategies which sustain independent learning and academic or professional development to deal with challenges in a complex environment.

Rationale:
The Department of Economic Development and Tourism (DEDAT) has identified design as an important catalyst for economic growth. The Design industry has shown encouraging signs of growth. It is estimated that close to 80 000 people work in design-related businesses and contribute R14 billion a year to South Africa's GDP. Consequently, the Government's Department of Economic Development and Tourism (DEDAT) collaborated with the then Cape Craft & Design Institute (CCDI) to develop a Design strategy for South Africa. (CCDI, 2014).

The Human and Social Dynamics (HSD) research and innovation focus at the institution aims "to maximise the benefits of research by advancing fundamental knowledge and contributing to good quality public education, better public policy, improved health outcomes, economic prosperity, social cohesion, community identity, culture and the quality of life of South Africans and the continent as a whole." (CPUT, 2014:26).

The qualification would focus on problem-solving using design methods as they apply to both commercial and social environments. Content and interdisciplinary projects focus on user-centred design approaches to develop products, systems and service concepts that respond to human needs and sustainable development. The focus would be placed on the impact of design and relevant technology on the quality of life of individuals and communities, research ethics, empathy in design and user-driven research approaches.

Commercial projects aim to explore the development of new, or improved, human-product or human-service engagement. All activities undertaken as part of the proposed qualification will consider the role of sustainable practice in both commercial and community service and product innovations. The Postgraduate Diploma in Design includes theoretical and applied design research and places the design process and thinking in a central position to explore both social and commercial design challenges. The qualifying learner attributes will be aligned with the design competencies, global developments and emerging professions within the design domain.

After completion of the Postgraduate Diploma in Design, learners will be able to either broaden their vocational career through entering the industry or pursue a career in academia through Postgraduate studies at the Master's level.

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. 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 and is applied in accordance with an institutional RPL policy by a unit dedicated to this activity. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing towards certain modules as described in the institutional policies and guidelines.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

Advanced standing may be granted.

RPL for exemption of modules:

Learners may apply for RPL to be exempted for modules that form part of the qualification.

For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

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

Advanced Diploma in Fashion Design, NQF Level 7.
Or

Advanced Diploma in Jewellery Design and Manufacture, NQF Level 7.
Or

Advanced Diploma in Visual Communication Design, NQF Level 7.
Or

Bachelor of Design, NQF Level 7.
Or

Bachelor's Degree in a cognate field, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 96 Credits:

Interdisciplinary Design Research, 48 Credits.

Design Management, 12 Credits.

Digital Design and Making, 12 Credits.

Social Innovation and Citizenship, 12 Credits.

Design for Sustainable Futures,12 Credits.

Elective Modules, Level 8, 24 Credits (Select two Modules)

Service innovation Design, 12 Credits.

Materials Technology, 12 Credits.

User Experience and User interface Design, 12 Credits.

EXIT LEVEL OUTCOMES

1. Design and implement innovative design proposals using a design thinking approach and applying design methods to a real-world challenge.
2. Apply design management principles in the design of innovations taking into consideration different contextual and societal challenges.
3. Incorporate appropriate technologies where needed, to support design concepts.
4. Make autonomous socially responsible ethical decisions that affect knowledge production, or complex organizational or professional issues and critically contribute to the development of ethical standards in the design.
5. Operate and take full responsibility, both independently, and within a team, interacting with stakeholders to contribute to the design process and implementation thereof.
6. Use an interdisciplinary design research approach, referencing relevant, literature to frame design proposals to real-world challenges and problems.
7. Use academic and professional discourse to communicate and defend innovative and sustainable transformative design ideas that are the product of research.
8. Develop Individual learning strategies which sustain independent learning and academic or professional development to deal with challenges in a complex environment.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate the ability to recognise and evaluate creative ideas.

Evaluate the emerging design concept against research insights.

Demonstrate the ability to conceptualise and document a sustainable design concept that responds to a particular contextual need.

Identify and apply suitable design tools to gather information and inform design decisions.

Synthesise key concepts from research and outcomes from other subjects into a coherently structured concept, rationale, or research report.

Associated Assessment Criteria for Exit Level Outcome 2:

Identify and critically analyse current leadership perspectives and theories relevant to production and delivery within local, national, and global markets.

Produce a research plan and associated research and design tools that acknowledges ethical considerations and requirements of stakeholders consulted.

Map comprehensive sequences of activities along with expected in- and outputs required in response to a brief.

Schedule expected content and mode of communication with stakeholders in a project plan.

Consideration of the impact of economic constraints and social structures and the implications thereof.

Identify and assess the components of innovation management and innovative environments that contribute to customer-focused services.

Associated Assessment Criteria for Exit Level Outcome 3:

Display confidence and competence selecting and adapting design methods and tools to facilitate research activities and design activities during the design process.

Demonstrate ability to make informed decisions regarding material selection against predefined criteria.

Synthesise the key concepts and aspects into a coherently structured process as a direct means to inform future design directions.

Associated Assessment Criteria for Exit Level Outcome 4:

Evaluate human needs, wants and desires as they relate to products, systems, and services.

Conduct primary research in an ethical manner, with a comprehensive ethics plan and context-specific consent documentation.

Examine the global nature of society and appreciates the value of unique points of view.

Evaluate the impact of sustainable design on social structures and development (in both community-based and commercial projects).

Consider the impact of local and regional policy (as appropriate) on the proposed design for sustainable futures concepts

Develop a design concept or process that acknowledges multiple stakeholder and ecological factors through an ethical perspective.

Associated Assessment Criteria for Exit Level Outcome 5:

Plan individual and group activities being mindful of available resources.

Understand group dynamics and how to be a productive member of a team.

Manage assumptions in a collaborative setting with stakeholders and end-users.

Listen and facilitate discussions in a collaborative project setting to engage as many participants as possible in activities.

Display empathy when communicating and co-creating with stakeholders throughout the design process.

Actively contribute to class activities and discussions within allocated times.

Associated Assessment Criteria for Exit Level Outcome 6:

Analyse and critically appraise the information obtained from a range of relevant and reputable sources of information including textbooks, journal articles, conference proceedings and other relevant printed and electronic material relevant to the research topic.

Consider literature pertaining to possible design constraints, such as (but not limited to) economic, environmental, social, political, ethical, health and safety and sustainability

Understand and apply principles and theory that impact socio-environmental oriented design projects.

Understand the relationship between business, technology, the environment, and human values.

Associated Assessment Criteria for Exit Level Outcome 7:

Acceptable justification and explanation of problem context

Relevance of solution to problem context in relation to interdisciplinary thinking and approaches.

Impact and significance of solutions in relation to interdisciplinary approaches.

Relevance and currency of information sources.

Accuracy of information depicted.

Clarity and depth of the explanation of interdisciplinary understanding

Succinctness and accuracy of presented work.

Associated Assessment Criteria for Exit Level Outcome 8:

Analyse and transfer knowledge from other subject assignments, coursework, and feedback.

Analyse and transfer knowledge from other coursework content and assignments to real-world professional contexts.

Manage time to produce all required projects and assignments on-time.

INTERNATIONAL COMPARABILITY

Best practices have been identified from leading institutions locally and abroad, ensuring that the curriculum and content are relevant and addresses the needs of both industry and prospective learners. The South African qualification is comparable to the following international qualifications in terms of duration and content.

Country: Belgium
Institution: The College of Art and Design (CAD)
Qualification Title:
CAD offers various qualifications in design (including interior architecture, communication, and 3D image design) but these are 5-year programmes at 300 ECTS.

Country: Ireland
Institution: Dublin Institute of Design
Qualification structure:
The qualification offers specialised modules in various design disciplines, namely:

Graphic.

Fashion.

Interior.

Visual merchandising.

User Experience Design.

Differences:
These qualifications are, however, at a 3-year bachelor's level or below) at the equivalent of NQF level 6 while the new qualification is registered at NQF Level 8.

The Goldsmiths College, University of London, offers a qualification in which design is approached as a holistic and multi-disciplinary field. This qualification is, however, registered at a 3-year bachelor's level at the equivalent of NQF level 6.

The School of Design, Royal College of Art in London, offers various specialist qualifications in design, but these are all at a master's level and above. Similarly, Curtin University in Western Australia offers various specialist design programmes, but not at an equivalent NQF level.

Initial comparison indicated a need for such a qualification even though Internationally it is offered as part of Degree qualifications. The development of this qualification was informed by an evaluation and comparison of relevant aspects of the curriculum conducted using the following examples:

Foundation Programme in Design Thinking, offered by the Hasso Plattner Institute of Design Thinking, Graduate School of Business

Postgraduate Diploma in Design offered by University of the Arts, London

Bachelor of Arts Program in Service Innovation offered by the College of Innovation, Thammasat University

BA (Hons) Leadership and Management offered by Plymouth University.

Country: New Zealand
Institution: Media Design School
Qualification Title: Postgraduate Diploma
Duration: 30 Weeks
NZQF Level 8 (120 Credits)
Entry requirements:

A relevant degree qualification
or

Relevant professional experience specialising in creative technologies.

Provide evidence that can undertake self-directed investigation (provide portfolio/show-reel of creative/technical work or employer statements).

Purpose:
The purpose of the qualification is to develop analytical design thinking and build creative technological skills in an innovative environment. The Media Design Graduate School empowers learners to take steps that will change the world. Mix with the brightest, most passionate people. Develop systematically creative thinking and build design skills in an innovative fast-paced fun environment.

Qualification structure:
To complete a Postgraduate Diploma in Design, learners must complete any four of the following components:

Design Research: Connecting Texts, Deciphering Context, 30 Credits.

Interdisciplinary Design Project: Emerging Contexts, 30 Credits.

Contemporary Design Issue: Creative Futures, 30 Credits.

Special Topic Project: Creative Entrepreneurship, 30 Credits.

Special Topic Project: Design and Economies, 30 Credits.

Interdisciplinary Design Theories: Dialogues, 30 Credits.

Similarities:
The qualification shared common purpose, rationale, and content with the new qualification. The new qualification shares the following compulsory modules

Design Management, 12 Credits.

Digital Design and Making, 12 Credits.

Social Innovation and Citizenship, 12 Credits.

Design for Sustainable Futures, 12 Credits.

Conclusion:
The comparison indicated a need for such a qualification even though Internationally it is offered as part of Degree qualifications. Based on the information presented from the various international Higher Education Institutions, this qualification is unique as it is designed within a framework from which learners and lecturers can tailor the offerings to address specific learners' interests.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Fashion Design, NQF Level 8.

Bachelor of Design Honours in Visual Communication Design, NQF Level 8.

Bachelor of Arts Honours in Visual Communication, NQF Level 8.

Bachelor of Arts Honours in Industrial Design, NQF Level 8.

Bachelor of Arts Honours in Design, NQF Level 8.

Vertical Articulation:

Master of Arts in Industrial Design, NQF Level 9.

Master of Arts in Design, 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.

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