SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Occupational Certificate: Interactive Media Designer

SAQA QUAL ID	QUALIFICATION TITLE
122664	Higher Occupational Certificate: Interactive Media Designer
ORIGINATOR
Development Quality Partner-MICT SETA
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Occupational Cert	Field 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	229	Not Applicable	NQF Level 05	Regular-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0426/24	2024-08-22	2029-08-22
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-08-22		2033-08-22

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
49121	National Certificate: Interactive Media	Level 5	Level TBA: Pre-2009 was L5	130	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this qualification is to prepare a learner to function as an Interactive Media Designer.

Interactive Media Designers design interactive experiences, such as websites, mobile apps, and other digital products such as games. They create interfaces that are intuitive and user-friendly, that allow users to interact with the content.

A qualified learner will be able to:

Determine target market interactive media content and audience preferences.

Prepare for production of interactive media and related apps and web interfaces.

Create and produce interactive media for specific purposes, clients, or audiences.

Conduct business processes related interactive media creation.

A qualified learner will demonstrate the following key attributes:

sense of urgency

adaptability

effective team player

critical thinking

practically orientated

customer-focused

innovative

technology-inclined and

culturally sensitive.

Rationale:
Interactive Media Designers bring creative and innovative ideas to the sector. The Higher Occupational Qualification: Interactive Media Designer enhances the overall user experience of websites, applications, and digital platforms. The qualification is focused on creating content that seamlessly adapts to various devices and platforms, ensuring a consistent and engaging user experience across desktops, smartphones, tablets, and other digital mediums. Interactive designs encourage user engagement, interactivity, and participation. These sectors' unique elements are crucial for digital marketing, online learning, and entertainment platforms, enhancing audience interaction and satisfaction, hence buying the advertised products and services.

The South African society will benefit from this qualification due to the significant role interactive media plays in disseminating information. Interactive designs competencies addressed in the Higher Occupational Certificate: Interactive Media Designer make complex data and information more accessible and understandable to a wider audience.

Interactive media drives the South African digital economy by creating opportunities for digital marketing, e-commerce, online services, and digital entertainment. The Higher Occupational Certificate: Interactive Media Designer fosters innovation by pushing and exploring technological boundaries. This innovation attracts investments and creates a conducive environment for other tech-related industries to thrive.

Typical learners include those who are already working within the interactive media design environment and those who wish to enter the field.

Representatives working in all spheres of the interactive media industry were consulted in the review of the qualification. A qualifying learner will operate in occupations such as Interactive Media Design.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL for Access to Training:
Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification, or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

RPL for Exemption:
For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal, or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for Access to the External Integrated Summative Assessment (EISA):
Learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications is approved by the QCTO.

Entry Requirements:
An NQF Level 4 qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Knowledge Modules:

216603-002-00-KM-01, Basic Elements and Principles of Design, Level 4, 10 Credits.

216603-002-00-KM-02, Principles of Visual Content Development, Level 4, 25 Credits.

216603-002-00-KM-03, Principles of Photography & Videography for Visual Content Developers, Level 4, 15 Credits.

216603-002-00-KM-04, Principles of Design Technology Used by Visual Content Developers, Level 5, 25 Credits.

216603-002-00-KM-05, Business Communication and Administration, Level 4, 10 Credits.

216603-002-00-KM-06, Principles Underpinning Processes of Interactive Media Development, Level 5, 30 Credits.

Total number of credits for Knowledge Modules:115

Practical Skill Modules:

216603-002-00-PM-01, Assess the Target Market to Determine Interactive Media Client, User and Audience Preferences and Requirements, Level 5, 15 Credits.

216603-002-00-PM-02, Conduct Pre-Production Processes in Preparation for Creating Interactive Media and Related Apps and Web Interfaces, Level 5, 25 Credits.

216603-002-00-PM-03, Create and Produce Interactive Media for Specific Purposes, Clients, or Audiences, Level 5, 25 Credits.

216603-002-00-PM-04, Conduct Business Supervisory and Administration Functions, Level 4, 5 Credits.

Total number of credits for Practical Skill Modules:70

Work Experience Modules:

216603-002-00-WM-01, Assess the Workplace Target Market to determine Interactive Media Client, User and Audience Preferences and Requirements, Level 5, 10 Credits.

216603-002-00-WM-02, Conduct Pre-Production Processes in a Workplace in Preparation of Creating Interactive Media Content, Level 5, 15 Credits.

216603-002-00-WM-03, Create and Produce Interactive Media Content in a Workplace for Specific Purposes, Clients, or Audiences, Level 5, 15 Credits.

216603-002-00-WM-04, Observe and Report on Business Supervisory and Administration Functions, Level 4, 4 Credits.

Total number of credits for Work Experience Modules: 44

EXIT LEVEL OUTCOMES

1. Determine interactive media content target market preferences.
2. Conduct pre-production processes for creating interactive media content.
3. Create and produce interactive media content.
4. Apply business processes related to creating interactive media.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Determine interactive media content target market preferences.

Analyse, interpret, and confirm client brief that outlines the intended purpose or outcome of interactive media content to be developed applying standard methods, procedures, or techniques.

Analyse, synthesise, and evaluate interactive media content and market preferences data.

Analyse audience and user interactive media experience requirements by applying basic processes of analysis, synthesis, and evaluation.

Consider software development requirements to address client needs and required user experience by applying principles of evaluating and selecting the most suitable digital interfaces.

Prepare and present interactive media designs and concepts to the client using suitable methods and techniques for clarification and confirmation.

Associated Assessment Criteria for Exit Level Outcome 2:
ELO 2: Conduct pre-production processes for creating interactive media content.

Conceptualise and design interactive media content to be created using interactive media conceptualisation tools and techniques such as hand-drawn sketches.

Select and apply interactive media content industry specific pre-production processes, methods, procedures, or techniques.

Create interactive media prototypes and wireframes using prototyping tools, techniques and software.

Confirm distribution platform deployment requirements by applying principles of evaluating and selecting the most suitable digital interfaces.

Share interactive media concepts with clients and stakeholders using suitable methods and techniques for clarification and confirmation of content and user experience.

Associated Assessment Criteria for Exit Level Outcome 3:
ELO 3: Create and produce interactive media content.

Develop interactive content that needs to be presented applying tools, procedures, and innovative techniques.

Design and develop interactive user-centred experiences using interactive media tools and software.

Apply interactive media content production methods, processes, procedures, and techniques.

Integrate interactive content and interactive platforms by applying integration principles, processes, coding, and content management protocols.

Conduct post-production processes by applying key principles, industry protocols, processes, tools, and techniques.

Associated Assessment Criteria for Exit Level Outcome 4:
ELO 4: Apply business processes related to creating interactive media.

Apply key terms, rules, concepts, established principles, and theories.

Compile reports and other business documentation applying business communications principles.

Organise contracts and projects applying project, pipeline, and budget management principles.

Monitor legal compliance and ethical considerations of a production using conventions related to intellectual property, copyright, plagiarism, cultural sensitivity, and audience impact.

Develop business marketing material by selecting and applying key terms, rules, concepts, established principles, and theories.

Integrated Assessment:
Formative Assessments.
Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

Summative Assessments
Integrated Assessment involves all the different types of assessment tasks required for a particular qualification such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification.

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment (EISA) - a national assessment
The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules.

INTERNATIONAL COMPARABILITY

This qualification was compared with qualifications related to Interactive Media Designers in the United Kingdom (UK) and Canada.

Canada
Ontario College in Canada offers a certificate programme in Interactive Media Management.

The following learning outcomes are covered:

Facilitate effective completion of both individual and collaborative interactive media projects.

Use and evaluate best practices and tools to design and develop dynamic, rich-media content.

Conduct and evaluate a thorough assessment of the requirements of a complex interactive media project.

Coordinate the development, budgeting, planning and professional presentation of a complex interactive media project.

Design and coordinate a complex media project (interface, navigation, graphics, text treatment) using best practice design and development principles and development principles and applying conceptual and theoretical frameworks.

Manage the building of effective and dynamic complex websites and/or mobile applications.

Propose solutions to ethical and professional issues arising in an online environment.

Apply research and conceptual skills to propose optimal solutions for mobile/multimedia/web development problems and facilitate these skills within the project team.

Provide creative leadership that results in the effective design, development and implementation of complex interactive media projects.

Evaluate the financial, technical and artistic success of a complex interactive media project and present recommendations for improvement.

The Interactive Media Management is designed as a one-year qualification Learners need to demonstrate competence through related work and/or educational experience. They are also expected to have computer literacy skills prior to admission (Microsoft Windows, image editing software, web page tools) and they are required to be proficient in English language. There is no information on the level of the qualification.

Similarities
The content focuses on creating, managing, and developing web and mobile content. This is similar to the Higher Occupational Certificate: Interactive Media Designer, leveraging a curriculum in usability, interactivity, front-end coding, social media, user experience (UX) and emerging mobile technologies.

Differences
The complexity of business acumen skills is higher than that defined in the Higher Occupational Certificate: Interactive Media Designer. The Canadian qualification has no specific minimum entry requirements and is shorter in duration compared to the South African qualification.

United Kingdom
Leeds City College in the United Kingdom offers a Computer Game Design and Development Course.
Topics covered are:

Game development using Unreal Engine.

Game design.

Concept art and digital graphics.

3D game models using 3DS Max or Maya.

Programming in C++, HTML, CSS, and JavaScript.

Website development.

Research techniques and project management.

Academic skills including report writing, presentational skills.

The qualification is offered over one-year. Leaners require a General Certificate of Secondary Education (GCSE) with English, Mathematics and science as entry for the programme. The programme is intended to bridge the gap between GCSE and Higher Education.

Similarities
The content covers a similar range of interactive skills covered by the Higher Occupational Certificate: Interactive Media Designer. Though topics are focused on game design and development game development involves creating interactive experiences for users, which aligns with the skills and expertise of interactive media designers addressed in the newly developed South African qualification. They have similar entry requirements.

Differences
The Higher Occupational Certificate: Interactive Media Designer has a specific focus on business acumen, which is not covered in the Computer Game Design and Development Course offered by Leeds City College. The South African qualification takes longer to complete compared to the UK qualification.

Conclusion
The topics or content and focus of the Higher Occupational Certificate: Interactive Media Designer compares favourably with the two international qualifications used for the comparability study. Compared to the UK qualification, the newly developed South African qualification is more comprehensive than just game development, providing a wider application base and broader career options.

ARTICULATION OPTIONS

This qualification provides opportunities for horizontal and vertical articulation options.

Horizontal Articulation:

Higher Occupational Certificate: Advertiser, NQF Level 5.

Higher Certificate in Web Publishing and Interactive Media, NQF Level 5.

Vertical Articulation:

Advanced Occupational Certificate: Media/Programme Content Production Manager, NQF Level 6.

Diagonal Articulation:

Diploma in Interactive Graphics, NQF Level 6.

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 requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below:

The curriculum title and code: Interactive Media Designer: 216603-002-00-00.

Encompassed Trade:
This qualification encompasses the following trades as recorded on the NLRD:
None.

Assessment Quality Partner (AQP)
MICTSETA.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

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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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