SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Occupational Certificate: Design Thinking Practitioner

SAQA QUAL ID	QUALIFICATION TITLE
118705	Occupational Certificate: Design Thinking Practitioner
ORIGINATOR
Development Quality Partner - MICT SETA
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Part-Qualification	Field 02 - Culture and Arts		Design Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	100	Not Applicable	NQF Level 04	Regular-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0522/24	2022-02-03	2025-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-12-31		2029-12-31

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 part-qualification is to prepare a learner to operate as a Design Thinking Practitioner.

Design Thinking Practitioners apply design thinking approaches and methodologies to understand and address complex challenges and to collaboratively create innovative solutions that address human needs. They immerse themselves in the environment and context of the problem and approach it from multiple perspectives and collaboratively analyse, synthesise, and make sense of data to inform the development of relevant and innovative solutions.

A qualified learner will be able to:

Conduct applied ethnographic research and immerse self in the environment and context to augment engagement and empathise with stakeholders and conduct problem analysis.

Apply the design thinking process and methodology to stimulate creativity and innovation for the design and creation of innovative solutions to solve a problem.

Rationale:
Design thinking is an iterative process that diverse teams use to understand users as well as problems, challenge assumptions, redefine problems and create innovative solutions to and test those solutions with various stakeholders and subsequently develop implementation strategies. It involves various phases and is most useful to tackle problems that are ill-defined or unknown.

The 4IR is premised on exponential changes that were brought about by the constant evolution of digital technology. Digital transformation is changing the way we live and work, which influences business practices and the world we live in. In today's world, technological capabilities are constantly improving and to stay relevant, the workforce must be upskilled continuously for organisations to be agile and innovative as they integrate these digital technologies into their business practices.

Using design thinking to support an organisation's digital transformation helps reframe and solve complex problems by using a people-centred, creative, hands-on approach to interact with consumers and suppliers to understand challenges and innovate solutions. Today, data provide the information that initiates the design thinking process. People with design thinking skills are needed and there is a growing demand as businesses evolve constantly into the digital space. Through demonstrating innovation, the Design Thinking Practitioner can apply these methodologies for creative and innovative solutions to complex problems and the changes brought by digitalisation.
A recent study on digital transformation by Dell unveils most organisations are unprepared:

45% fear becoming obsolete in 3-5 years.

48% are unaware of what their industry will look like in 3 years.

only 7% are classified as Digital Leaders.

This illustrates the need to enable the workforce and businesses to operate in the digital environment and that the ability to do so will have a positive economic and social impact. By proactively adjusting and upskilling, organisations can leverage digital technology to successfully participate in the local and global economy.

This part-qualification opens the employment of Design Thinking Practitioner to other sectors, e.g., art, engineering and so forth. It provides opportunities to any person to augment his/her career with the addition of design thinking skills for creating innovative solutions to complex or ambiguous problems without having to skill themselves as team leaders or coaching. This will enable learners to exit at an appropriate level with sufficient skills to exit learning and earn an income as a Design Thinking Practitioner, as well as providing a seamless entry into the Occupational Certificate: Design Thinking Innovation Lead. It therefore also reduces the timeframe of learning before a learner can become employable. Being a part qualification, these skills can be accessible to any industry.

There is currently a registered qualification on the NQF, namely the Higher Certificate in Design Thinking which was analysed and was found not to be like the Occupational Certificate: Design Thinking Innovation Lead because the qualification Higher Certificate focuses on creative arts. Furthermore, the registration end-date is 2021-06-30 and it is a provider specific qualification registered within the HEQSF. The essential embedded knowledge of the Higher Certificate in Design Thinking seems to be only 10% similar.

Benefits to economy: This qualification affords organisations (such as Government, Public and Private Entities, Education and NGOs) to grow innovation and design thinking skills in their quest to advance the economy. Various industries, such as media, information, communication, advertising, health, education and electronics, augmented reality, animation, digital design, and education technology (EdTech) will benefit from employing Design Thinking Practitioners to apply innovation practices that lead to sustainable innovative solutions to problems. With empathy as one of the core principles for innovation, human centred design thinking enables the organisation to continuously sense and detect and build for the future while responding to customer needs quicker than they are able to change.

Benefits to society:
Design thinking addresses the needs of the people who will consume a product or service and the infrastructure that enables it. Through the application of human centred methodologies, Design Thinking Practitioners contribute to an organisation's ability to design experiences that are truly centred around its customers' latent and unconscious needs. Design thinking principles enable the design of digital learning solutions to provide access to quality education to all learners irrespective of economical or demographic circumstances, e.g., current education challenges due to the COVID-19 pandemic.

Design Thinking Practitioners can also help organisations to create the right environment for real and much broader understanding of the voice of the customer. It helps move beyond the monologue of research and, if incorporating prototyping and testing, begins an ongoing process of dialogue with current and potential customers.

The ICT sector will benefit from including design thinking skills into the various 4IR developed or qualifications to be developed including artificial intelligence (AI), augmented reality (AR), internet of things (IoT), cloud computing, robotic process automation (RPA), quality test automation, e-waste management, cyber security and data science.

Typical learners include school leavers, graduates from TVET colleges and other learning institutions, those currently employed without formal recognition of competencies, those who want to upskill themselves for future challenges or who want to make a career change and any unemployed person.

No professional registration or licencing is expected for Design Thinking Practitioners to find employment in the sector.

Design Thinking Practitioners can find employment as innovation solution developers (in any sector where design thinking skills can be applied) or become entrepreneurs.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL for Access to the External Integrated Summative Assessment
Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result.

RPL for Access to the Qualification

Learners will gain access to the qualification through RPL for Access as provided for in the QCTO RPL Policy. RPL for access is conducted by accredited education institution, skills development provider or workplace accredited to offer that specific qualification/part qualification.

Learners who have acquired competencies of the modules of a qualification or part qualification will be credited for modules through RPL.

RPL for access to the external integrated summative assessment
Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result.

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

NQF Level 3 Qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:

Knowledge Modules

242102-001-00-01-KM-01 Human Centred Innovation, Level 4, 4 Credits.

242102-001-00-01-KM-02 Design Thinking Fundamentals, Level 4, 4 Credits.

242102-001-00-01-KM-03 Collaboration, Level 4, 4 Credits.

242102-001-00-01-KM-04 Fundamentals of Positive Psychology for Design Thinking, Level 4, 4 Credits.

242102-001-00-01-KM-05 Research to Inform Design Thinking Processes, Level 4, 4 Credits.

242102-001-00-01-KM-06 Benefits of Design Thinking, Level 4, 2 Credits.

242102-001-00-01-KM-07 Introduction to Project Management for Design Thinking, Level 5, 4 Credits.

242102-001-00-01-KM-08 Introduction to Design Thinking Governance, Legislation and Ethics, Level 4, 2 Credits.

242102-001-00-01-KM-09 4IR and Future Skills, Level 4, 4 Credits.

242102-001-00-01-KM-10 Beginner, Intermediate and Advanced Computer Technology and Utilisation, Level 3, 2 Credits.

Total number of credits for Knowledge Modules: 34

Practical Skill Modules

Conduct Applied Ethnographic Research, Level 4, 8 Credits.

Apply Design Thinking for Innovation Principles and Methodologies, Level 4, 24 Credits.

Beginner, Intermediate and Advanced Computer Technology and Utilisation, Level 3, 2 Credits.

Apply Ethics and Effectiveness in the Workplace, Level 4, 4 Credits.

Total number of credits for Practical Skill Modules: 38

Work Experience Modules

242102-001-00-01-WM-01 Applied Ethnographic Research, Level 4, 4 Credits.

242102-001-00-01-WM-02 Creative Innovation Solution Design, Level 4, 24 Credits.

Total number of credits for Work Experience Modules: 28

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of the approach, principles and methodologies of design thinking for innovation.
2. Apply the design thinking process and methodology to stimulate creativity and innovation when designing an innovative solution.
3. Conduct applied ethnographic research to augment engagement with stakeholders and problem analysis.
4. Communicate at different levels using appropriate methods to present ideas.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate an understanding of the approach and principles of the design thinking process and innovation.

Demonstrate an understanding of the design thinking methodology, tools and techniques to create innovative solutions for problem solving and improvement.

Give reasons for the importance of the principles of customer-centricity, empathy and collaboration in the design thinking methodology and process.

Associated Assessment Criteria for Exit Level Outcome 2:

Work each stage of the design thinking process through, from designing and implementing research and problem identification to generating, prototyping, testing and evaluating creative solutions.

Apply various design thinking tools and techniques at disposal to originate innovative solutions.

Embrace the evolution of the solution.

Contribute to the development of an implementation strategy.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply a range ethnographic and use research methods to gather, analyse and synthesise information relevant to the context and environment.

Demonstrate the ability to follow a collaborative approach to analyse and synthesise data from multiple sources in a coherent way and in a manner that is relevant to solution.

Approach immersing of themselves in the environment and context of the problem or need is done and the problem from multiple perspectives.

Associated Assessment Criteria for Exit Level Outcome 4:

Select a variety of visual communication methods (such as story boards and storytelling) to present information verbally or visually in a manner which appeals to stakeholders.

The decision-making journey, collect evidence and document and report the solution using design thinking artefacts and project partner documentation.

Evaluate recommended solution through the data analysis and synthesis.

Present ideas in numerous applicable formats e.g., visual, text, video, audio, design, etc.

Integrated Assessment:
Integrated Formative Assessment
The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment together with work experience leads to entrance in the integrated external summative assessment.

Integrated summative assessment
An external integrated summative assessment, conducted through the relevant QCTO Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria.

The external integrated summative assessment will be conducted through a theoretical assessment and the evaluation of practical tasks at decentralised approved assessment sites in a simulated environment and conducted by an assessor(s) registered with the relevant AQP.

INTERNATIONAL COMPARABILITY

The Occupational Certificate: Design Thinking Innovation Lead was compared with two international qualifications from Canada and Australia respectively.

Canada:
Ontario College, Canada, presents a one-year College Graduate Certificate in Interdisciplinary Studies in Human-Centred Design (options: Co-op and Non-Co-op) which focusses on the intersection of research, technology, business, and design to apply a human-centred approach to solving problems, preparing learners in design research and strategy. The skills and competencies augment and complement several professional backgrounds- from designers, computer programmers and engineers looking to update their skill set to public servants and social scientists looking for new ways to draft policies and model services. Learners also collaborate with industry partners in a design studio setting throughout the program to find solutions for real-world issues. Learners also have the option to gain real-world experience through a co-operative education (co-op) work term. Entry requirements are stated as an Ontario College Diploma, Ontario College Advanced Diploma, or degree or equivalent.

Learning outcomes are identified as:

Apply a universal, interdisciplinary design approach to overcome complex problems and create intelligent solutions that address social, technological, and economic challenges.

Manage a holistic, human-centred process to deliver design strategies, products, systems and services for government, corporations, and non-profit organizations.

Design collaboratively in an interdisciplinary studio environment to produce communication, products, systems and service projects for a variety of media.

Apply primary and secondary research methodologies to the design process using a think/make practice model to achieve project outcomes that meet user needs and adhere to industry standards.

Adhere to the professional practices of a design studio to facilitate and manage the success of design teams in achieving project goals.

Participate in an iterative, multi-phase design process in order to create testable prototypes and realized products.

Liaise and negotiate project direction and process with stakeholders to produce strategies and outcomes that align with business objectives.

Present and defend research results and design outcomes to a diverse audience using effective communication strategies.

Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment, and environmental stewardship.

Cooperative education (Co-op) allows learners to integrate their classroom learning with a real-world experience through work terms. Co-op work terms are typically 14 weeks in duration and are completed during a term when learners are not taking classes. Entry requirements are stated as an Ontario College Diploma, Ontario College Advanced Diploma, or degree or equivalent.

Similarities:
Both qualifications include a component of work experience, and the duration of both qualifications is one year. Similarities in terms of the content refers to: interdisciplinary design approach, holistic, human-centred process, design collaboratively, research, facilitate and manage the success of design, participate in an iterative, multi-phase design process, create testable prototypes, and realise solutions, negotiate project direction, present, and defend research results and design outcomes.

Differences:
In the case of the College Graduate Certificate in Interdisciplinary Studies in Human-Centred Design entry requirements are stated as college diploma, College advanced Diploma, degree or equivalent while entry requirements for the OC: Design Thinking Innovation Lead is NQF Level 3.

Australia:
RMIT University, officially the Royal Melbourne Institute of Technology, is a public research university in Melbourne, Australia. RMIT promotes itself as a world leader in Art and Design; Architecture; Education; Engineering; Development; Computer Science and Information Systems; Business and Management and Communication and Media Studies. RMIT presents the 9 - 12 months Graduate Certificate in Service Design that is offered as an online, self-paced learning opportunity (whenever and wherever). Entry requirements are defined as an Australian bachelor's degree or equivalent, higher-level qualification from a recognised tertiary institution, work experience or skills required in service design and delivery.

The outcomes are:

Apply skills and knowledge of service design practices and strategy to engage stakeholders, frame problems, and propose innovative solutions.

Communicate to audiences from a range of disciplines using various format and strategies.

Articulate the design solution using various tools to create artefacts such as customer journey maps, service blueprints and a service prototype.

Work autonomously and collaborate with others in diverse contexts, demonstrating cultural, environmental, and social awareness and ethical and reflective practice.

Articulate how service design supports activities in a range of fields, including corporate, social and public sectors.

Apply a range of design processes and principles such as thinking in critical, systemic and holistic ways to analyse complex systems and issues.

Critically reflect on the role of a designer within human-centred approaches to service design.

Evaluate service design solutions from real-world contexts and propose solutions.

Identify current and emerging service approaches in an organisational strategy.

Articulate and apply strategic design knowledge and principles to solve organisational problems.

Critically evaluate the efficacy of strategic design and propose alternatives.

Implement design research tools and methods to define a service problem within a human-centred design framework.

Synthesise results gathered from the design research process.

Communicate insights, risks, and opportunities for the design solution.

Identify opportunities for the application of human-centred design approaches to service problems.

Critically evaluate and apply judgement in the use of design methods and tools.

Articulate a professional design proposition which demonstrates a process of reflective practice.

Collaborate constructively within a multi-disciplinary professional setting.

Identify the next steps to develop your professional skills and future learning as a service designer.

Similarities:
Both qualifications encompass content aspects of research and synthesis of information, engage stakeholders, frame problems, and propose innovative solutions, work with a range of disciplines, create artefacts, collaborate, apply human-centred approaches, communicate insights, risks and opportunities for the design solution and work within a multi-disciplinary professional setting. The duration of both qualifications is one year.

Differences:
In the case of the Graduate Certificate in Service Design entry requirements are stated as an Australian bachelor's degree or equivalent higher-level qualification from a recognised tertiary institution, work experience or skills required in service design and delivery, while entry requirements for the OC: Design Thinking Innovation Lead is NQF Level 3. The Graduate Certificate in Service Design focusses on design solutions for service-related problems, while the OC: Design Thinking Innovation Lead creates design solutions for services, products, or processes.

Conclusion:
The Occupational Certificate: Design Thinking Practitioner compares favourably with the two international qualifications used for international comparability.

ARTICULATION OPTIONS

This qualification provides opportunities for horizontal and vertical articulation options.

Horizontal Articulation:

Occupational Certificate: Community Development Worker, NQF Level 4.

Further Education and Training Certificate: Graphic Web Design and Multimedia, NQF Level 4.

Further Education and Training Certificate: New Venture Creation, NQF Level 4.

Vertical Articulation:

National Certificate: N6: Art and Design, NQF Level 5.

NOTES

Qualifying for External Assessment:
To qualify for an external assessment, learners must provide proof of completion of all required knowledge and practical modules by means of statements of results and a record of completed work experience.

Additional Legal or Physical Entry Requirements:
None

Criteria for the accreditation of providers
Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the QCTO website.

The curriculum title and code are Design Thinking Practitioner: 242102-001-00-01

Encompassed Trade:
This part-qualification encompasses the following trades as recorded on the NLRD:
This is not a trade qualification

Assessment Quality Partner (AQP)
MICT SETA

Parent Qualification:

Occupational Certificate: Design Thinking Innovation Lead, NQF Level 4.

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.

NONE