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: 

Higher Certificate in Game Design and Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
121165  Higher Certificate in Game Design and Development Practice 
ORIGINATOR
Boston City Campus (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0920/23  2023-11-14  2026-11-14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-11-14   2030-11-14  

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 Higher Certificate in Game Design and Development Practice is to cater for school leavers' learning needs and professionals who may have a related first qualification but are keen to upskill in the field of game development. This qualification has been specifically selected to equip learners with the knowledge and skills identified as crucial for entry-level positions in the gaming industry. Coherence in the programme design is further evidenced in the module selection and the choice of assessments.

The purpose of this qualification is twofold. First, it will equip learners with the foundational theoretical and practical knowledge and skills for entry-level positions in the gaming industry. Second, the foundational nature of this qualification will provide learners with the basic introductory knowledge, cognitive and conceptual tools, and practical techniques to pursue further higher education studies within the field of game design and development or related fields.

Upon completion of the qualification, qualifying learners will be able to:
  • Select suitable strategies and techniques in a game design and development environment.
  • Demonstrate a fundamental understanding of relevant programming language logic, syntax and use in the pipeline, mechanics, and development of a game.
  • Design a basic game with rules, mechanics, and narrative, digital and non-digital and
    combine production elements to create a digital video game experience on a basic level.
  • Create 2D and 3D artwork/assets for use within an industry-standard game engine on a basic level.
  • Produce basic game-ready assets contextualised by design, modelling, texturing, animating, and rigging.
  • Demonstrate the fundamental ability to implement, produce and source 2D and 3D game assets for an industry-standard game engine.

    Rationale:
    Education can transform the lives of learners and, consequently, the communities and families they represent. Providing access, broadly understood to encompass both formal and epistemological notions of access to higher education, is a starting point for initiating the process of transformation, which has the learners' identity, understanding of the world, and academic knowledge as the focus.
    This qualification comes as support of the notion that education, in particular higher education, is a significant contributor to the growth of South Africa's economy by providing quality education, upskilling the youth, and providing opportunities to address unemployment in South Africa (South Africa Economic Update, 2019. World Bank).

    For higher education institutions to successfully contribute to the economic growth of the country and respond to unemployment, it is essential to develop programmes that allow access to higher education, use flexible modes of provision, i.e., open distance learning, and explicitly use vocational qualifications aligned to the industries where significant job growth is expected (Gaming Market - Growth, Trends, Forecasts 2020 - 2025).
    The introduction of this qualification addresses critical focus areas highlighted in the White Paper for Post-School Education and Training (2013), requiring the development of qualifications that increase access, use diverse modes of provision and link education to the workplace.

    The Higher Certificate in Game Design and Development Practice aligns with the technological advancements and the growing digital community leading to the accelerated growth of several entertainment industries (Javed, 2020). The game design and development field is growing in line with digital expansion, with significant projected growth.

    "Game developers across emerging economies are continually striving to enhance gamer's experience, launching, and rewriting codes for diverse console/platforms, such as PlayStation, Xbox, and Windows PC, which are incorporated into one product provided to the gamers through the cloud platform" (Gaming Market - Growth, Trends, Forecasts 2020 - 2025). The increasing demand for practitioners in the field necessitates the development of learning programmes that will equip individuals with the required knowledge, cognitive and conceptual tools, and practical techniques to design, build and release functional games, which is a central aim of this programme. This mounting demand also requires learners equipped to enter the gaming industry in entry-level positions.

    The Higher Certificate in Game Design and Development Practice will supply qualified learners to the expanding industry demand in the following entry-level positions:
  • Junior Game Designer/Developer
  • Junior Game Artist
  • Junior Animator
  • Junior 2D Artist
  • Junior Level Designer
  • Junior Game Tester
  • Junior User Interface Designer. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    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 formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from 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 formal, 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:
    National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
    National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
    Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 130:

    Compulsory modules, Level 5, 130 Credits.
  • Academic Literacy, 14 Credits.
  • Game Design Theory, 12 Credits.
  • Foundation of Game Engines, 12 Credits.
  • Introduction to Digital Arts, 12 Credits.
  • Introduction to Game Scripting, 12 Credits.
  • Foundation of Game Engines, 12 Credits.
  • Introduction to Digital Arts, 12 Credits.
  • Introduction to Game Scripting, 12 Credits.
  • Game Design and Development Project, 20 Credits.
  • Professional Practice in Game Design and Development, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes
    1. Apply knowledge and select suitable strategies and techniques in a game design and development environment.
    2. Demonstrate a fundamental understanding of relevant programming language logic, syntax and use in the pipeline, mechanics, and development of a game.
    3. Produce basic game-ready assets contextualised by design, modelling, texturing, animating, and rigging.
    4. Demonstrate the fundamental ability to implement, produce and source 2D and 3D game assets for an industry-standard game engine.
    5. Design and produce a functional game using an industry-standard game engine platform.
    6. Demonstrate fundamental knowledge and understanding of the game publishing marketplaces and related game format export.
    7. Demonstrate the ability to work collaboratively and professionally with peers, and effectively manage time and resources to meet deadlines. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define and interpret fundamental theories and principles of game design and development.
  • Identify and select the most suited approach to solve a game design and development problem.
  • Define the psychology of gaming and its relation to game design and development.
  • Apply the fundamental principles of game design and development to a given scenario.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply understanding of computer programming fundamentals.
  • Apply understanding of the variations in programming languages and the reason C# language is utilised in game design and development.
  • Apply basic programming skills for simple game function programming.
  • Use knowledge of sourcing existing codes and employ them in a game engine.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain understanding of visual conceptual thinking through digital mediums.
  • Plan basic storyboards and game-level maps.
  • Replicate or modify a character and game asset through digital concept art.
  • Create basic 2D level design art.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Utilise a fundamental understanding of the principles of animation.
  • Explain fundamental knowledge and understanding of the rigging of game characters, animations, and loop motions.
  • Apply fundamental animation principles to 2D game characters and levels.
  • Apply fundamental animation principles to 3D game characters and levels.
  • Apply fundamental skills of 3D modelling to produce 3D assets for utilisation in a game engine.
  • Remodel basic game characters and assets.
  • Employ 3D texturing ability for characters and assets.
  • Design and bring a simple static image to life.
  • Apply fundamental design skills for the addition of audio and sound to a game.
  • Source royalty-free sound clips and soundscapes for games.
  • Apply understanding of the ambient and emotional effects of sound in games.
  • Generate and manipulate essential sound for a game application.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Utilise knowledge and understanding of varied game engine applications.
  • Apply foundational knowledge and interpretation of game engines and the history of game design in the national and global context.
  • Illustrate the functionality of 2D and 3D game design in a game engine application.
  • Appropriately link and transfer game engine knowledge from one application to another.
  • Utilise fundamental knowledge of designing and developing a 2D and 3D game for publication.
  • Explain the principles of 2D and 3D games and the operation of the varied platforms.
  • Replicate a basic 2D and 3D character design, interactive level design, and a working in-game 2D and 3D interactive menu design.
  • Utilise knowledge and understanding of publishing a completed 2D and 3D level to a mobile platform.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Distinguish between the varied game publishing platforms.
  • Utilise working knowledge on the addition of a game to a digital marketplace.
  • Apply fundamental entrepreneurial capabilities by designing a game for profit.
  • Utilise a fundamental understanding of marketing a game as a product through marketplace presentation and advertising.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Utilise a fundamental understanding of project planning and management.
  • Apply knowledge to maintain professional standards of time management and understand the value of meeting deadlines in a commercial context.
  • Utilise discipline-specific fundamental terminology and appropriate, professional language when communicating with other designers and team collaborators.
  • Apply general communication skills required to contribute to peer reviews and to communicate with industry practitioners. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution: SAE Creative Media Institute
    Qualification: Diploma of Game Development
    AQF Level: 5
    Credits: 80
    Duration: One year

    Entry requirements:
    Senior Secondary Certificate of Education
    Or
    Completion of a Certificate III level qualification
    Or
    Experience-Based Entry

    Purpose:
    The purpose of the Diploma of Game Development is to develop the essential technical animation skills and the knowledge required to collaborate with other creative media learners and professionals.
    This qualification offers learners an opportunity to learn as they collaborate on real-world projects and briefs and build a portfolio to share with an employer or first client.
    This qualification will lead to the following jobs:
  • App Developer
  • Entry-level Community Manager
  • Entry-level Game Designer
  • Entry-level Games Writer
  • Production Assistant
  • Quality Assurance Officer
    This qualification leads to completing one of the three stages of the Bachelor of Games Development, it provides an excellent pathway into the degree.

    Course Structure:
    Modules:
  • Thinking About Games, 10 Credits similar to Foundation of Game Engines.
  • Game Scripting, 10 Credits similar to Game Design Theory.
  • Project Design and the Entrepreneur, 10 Credits.
  • Game Scripting 2, 10 Credits.
  • Game Mechanics and Dynamics, 10 Credits.
  • Game Asset Production, 10 Credits.
  • Game Studio, 20 Credits similar to Game Design and Development Project.

    Learners will understand and apply strategies and methods of industry tools & software like Unreal Engine and Unity.
    To become job-ready, this qualification will complement the learners' technical skills, they will develop communication, introductory project management, teamwork, and collaboration skills.

    Similarities:
  • The SAE Creative Media Institute (SAE) qualification and South African (SA) qualifications, both accept learners who have completed a Senior Certificate.
  • Both SAE and SA qualifications are registered at the NQF level 5.
  • Both SAE and SA qualifications share similar modules such as Game Design Theory, Introduction to Game Scripting and Introduction to Game Scripting Game Design and Development Project.
  • Both SAE and SA qualifications aim to provide learners with practical knowledge and skills for entry-level positions in the gaming industry.

    Differences:
  • The SAE qualification is divided into three trimesters, with six modules and a total of 80 credits and can be done over a year or seven months, whereas the SA qualification is done over one year and carries 130 credits.

    Country: Canada
    Institution: Vancouver Film School
    Qualification: Diploma in Game Design
    Duration: One year

    Entry requirements:
    A synopsis of a game that you are passionate about creating.
    Or
    Successful completion of the VFS Foundation Visual Art & Design program
    And Intermediate computer skills, including the ability to use Microsoft and Excel.

    Purpose:
    The Diploma in Game Design focuses on preparing learners for a transition into the industry by offering 'Pitch + Play', where learners present a short version of their final production and a short speech to introduce themselves to industry professionals.

    This qualification offers specialisations in coding, game art and level design, focusing on game production.
    The qualification is helping shape the entertainment and media industries' transformation.
    The learners combine the program's focus on production with two of the three specializations below, to develop a professional-quality online portfolio that demonstrates a thorough understanding of game design.
  • Coding.
  • Game Art
  • Level Design

    Qualification structure:
    Modules:
  • Board Game Theory compares with Game Design Theory.
  • Pre-Production Techniques compares with Professional Practice in Game Design and Development.
  • Game Production compares with Game Design and Development Project.
  • Game Art compares with Introduction to Digital Arts.
  • Game Theory - Digital.
  • Team Management compares with Professional Practice in Game Design.
  • Intro to Visual Scripting in Unreal compares with Introduction to Game Scripting.
  • Team Project compares with Game Design and Development Project.

    Similarities:
    The Vancouver Film School (VFS) and South African qualifications are offered over one year.
    Both VFS and SA qualifications share similar modules such as Introduction to Digital Arts, Professional Practice in Game Design and Development, Game Design Theory, Game Design and Development Project and Introduction to Game Scripting.
    Both VFS and SA qualifications aim to prepare learners for the working world through the Professional Practice in Game Design and Development module dedicated to providing learners with knowledge and understanding of working practice in their discipline and field. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Higher Certificate in Game Graphics and Multimedia Entertainment, NQF level 5
  • Higher Certificate in Game Design and Development, NQF level 5.
  • Higher Certificate in Creative Development, NQF level 5.
  • Higher Certificate in Game Design and Production, NQF level 5.
  • Higher Certificate in Graphic Design, NQF Level 5.

    Vertical Articulation:
  • Diploma in Media Practices, NQF Level 6.
  • Diploma in Systems Development, NQF Level 6.
  • Diploma in Interactive Graphics, NQF Level 6.
  • Advanced Certificate in Graphic Design, NQF Level 6.
  • Diploma in Information Technology in Network Design and Administration, NQF Level 6.
  • Diploma in Media and Graphic Design, NQF Level 6.
  • Bachelor of Arts in Graphic Design Level 7.

    Diagonal Articulation:
    Diagonal articulation options not available. 
    		•

    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. Boston City Campus (Pty) Ltd 


    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.