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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts in Multimedia Design 
SAQA QUAL ID QUALIFICATION TITLE
123885  Bachelor of Arts in Multimedia Design 
ORIGINATOR
Academic Institute of Excellence (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
National First Degree  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0429/25  2025-02-04  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this course is to equip the students with the necessary skills, knowledge and technological training in order for them to be able to be proficient as designers in their field. In short, the three year Multimedia Design programme is aimed at nurturing and producing specialists in Multimedia with a strong grounding in design principles, theory and communication skills. The students will be taught to handle a wide range of media, which they will use to create creative and original solutions for complex design problems.

The educational philosophy motivating the course content, structure and delivery is essentially a holistic one, seeking, not only to equip the student for employment opportunities upon graduation, but also to progressively develop the student's intellectual, creative, technological and perceptual abilities, thereby allowing for increasing competence and independence. The student is thus equipped to adjust to the ever changing working environment. This is done through engaging them in projects and assignments pertinent to the practice of Multimedia Design, but also requiring research, creativity and criticality. The lecturer's role is essentially one of providing the appropriate challenges for, and facilitating the development of, the student's growth in competence and knowledge base.

The programme is structured to facilitate in students an awareness of the interrelationship of the many facets which lead to good and responsible design. The various subjects (Principles and Theory of Multimedia Design, Communications, Technology and Professional Practice and Critical Studies), which are aimed to develop specific abilities, skills and bodies of knowledge, are therefore integrated into projects supported by research and formal lectures. Projects/assignments become successively more complex, demanding increasing breadth and depth of research and analysis, and higher levels of perspicuity and sophistication in meeting the criteria of the set task. Critical Studies, although integrated into some projects, is largely structured as a linear programme.

The BA Multimedia Design course is delivered as a three year course, comprising of three academic years of study. On successful completion of this course, students can register for the BA Honours degree in Multimedia Design.

Rationale:
This Qualification allows for students to obtain a Bachelor of Arts degree over a three year period for successfully completing 360 credit points in the field of Design and Multimedia Design. The rationale for the qualification is largely motivated by professional and academic reasons. Students who are awarded this professional qualification are qualified to work within the Multimedia Design industry, and have also completed an academic course that is based on international standards and industry performance. Rapid changes in technology have created more specialised fields within the broad arena of design. This necessitates that design courses need to offer more specific knowledge and skills based opportunities, with titles that are more descriptive of the specialisation, while still providing for the intellectual, creative and social growth of the student.

In short, the three year BA Multimedia degree programme is aimed at nurturing and producing multimedia specialists with a strong grounding in design principles and communication skills. The students will be taught to handle a wide range of digital and technological equipment, which they will use to create highly creative and original solutions for complex design problems. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Upon admission to this programme, Design Center assumes that the learner is competent in the language of instruction, and that they have successfully met with the admission criteria for that programme. A student is admitted to a programme when there is a reasonable expectation that the applicant will be able to fulfill and benefit from the objectives of the course and achieve the standard outcomes for the award.

Recognition of Prior Learning:

Please see Design Center's policy on the recognition of Prior Learning, Annexure 1.

Access to the Qualification:

The decision to admit an individual applicant is subject to a reasonable expectation that the applicant will be able to fulfill and benefit from the objectives of the course and achieve the standard required for the award.

Admission requirements; First Year-Design:

Candidates must have successfully completed Grade 12 (or equivalent) with English as a subject on Higher Grade, with documentary evidence. Preference is given to students who have gained Mathematics and/or Art as a Grade 12 subject. Design Center has an established a one year Access Course which allows students without the above qualifications to obtain the necessary skills and knowledge for entry into First Year Design. Students who are of a mature age or have completed and prior learning will be assessed in accordance with the Recognition of Prior Learning (RPL) Policy.

Admission requirements; Second Year-Multimedia Design:

Entrants previously enrolled at Design Center must have passed NQF Level 1 in Design. The course leader and at least one other member of staff will interview applicants from other Design institutions. Applicants must provide a portfolio of their work and examples of written assignments. Entry to the course will be considered on merit and offered at the appropriate level. Non standard entrants to the course will be considered at the discretion of the interview panel.

Admission requirements; Third Year-BA Multimedia Design:

Entrants previously enrolled at Design Center must have passed Second Year Multimedia Design. Transfer from other institutions and non standard entry directly into the third year is exceptional.

A student applying for non standard entry into any of the above years will be expected to undergo an initial portfolio review with pertinent academic staff which will determine the procedure for accrediting prior learning and credit transfers, thereby determining the most appropriate entry level to the course. Any or all of the following might apply:
  • Accreditation of previous learning, leading to educational qualifications. Documentation of the structure and content of previously completed courses will be required.
  • The demonstration of the attainment of necessary abilities, skills and knowledge base in order to cope with the course, through the submission of a portfolio of work undertaken over a specified period of time.
  • A covering statement or report, linking professional development to identified learning outcomes. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    BA Multimedia Design is a 360 credit qualification at NQF Level 6. The number of Credit Points awarded to each subject relates to the number of hours per subject per year. This in turn is related to the weighting of the subject, which is expressed as a percentage. Three to four major subject areas are carried from year one through to year three.

    1st Year-Design:

    Curriculum; Credit Points; Hours; Subject Weighting:
  • Principles and Theory of Design I; 35; 350; 30%.
  • Communications I; 45; 450; 35%.
  • Critical Studies I; 30; 300, 25%.
  • Technology and Professional Practice I; 10; 100; 10%.
    Total: 120; 1200; 100%.

    2nd Year-Multimedia Design:

    1st year Credit point total: 120.

    Curriculum; Credit Points; Hours; Subject Weighting:
  • Principles and Theory of Multimedia Design II; 40; 400; 34%.
  • Communications II; 20; 200; 16%.
  • Technology and Professional Practice II; 30; 300; 25%.
  • Critical Studies II; 30; 300; 25%.
    Total: 240; 2400; 100%.

    3rd Year-BA Multimedia Design:

    1st and 2nd year Credit point total: 240.

    Curriculum; Credit Points; Hours; Subject Weighting:
  • Principles and Theory of Multimedia Communication III; 54; 540; 45%.
  • Critical Studies III; 30; 300; 25%.
  • Technology and Professional Practice III; 36; 360; 30%.
    Total: 360; 3600; 100%. 
    		•

    EXIT LEVEL OUTCOMES 
    The Exit Level Outcomes for the BA Multimedia Design programme are reflected in three areas: the Generic Level Descriptors; the Learning Outcomes for Third Year; and the Subject Learning Outcomes for each subject in third year. Please see Integrated Assessment for a full description of the Assessment Criteria.

    Generic Level Descriptors:

    Third Year-BA Multimedia Design:

    1. Competently apply skills pertinent to the discipline.
    2. Contextualise problems within a broader technological, theoretical and social framework and solve them accordingly.
    3. Build a broad knowledge base pertinent to the discipline and an in depth knowledge base in specialized areas.
    4. Transfer previously learned skills and knowledge base to new situations.

    Learning Outcomes for Third Year:

    On completion of this level students should:

    1. Be competent Multimedia designers.
    2. Be able to communicate and present design solutions effectively using a variety of technological and art media.
    3. Have developed competent research skills and be able to apply them to theoretical and practical problems.
    4. Provide evidence of analytical and critical skills.
    5. Articulate ideas and arguments effectively in written and spoken form.

    Subject Learning Outcomes:

    Principles and Theory of Multimedia Design III Learning Outcomes.

    On completion of this subject at this level, students should:

    1. Be able to build upon the conceptual and creative abilities developed in the previous year of study.
    2. Be competent and creative problem solvers on a conceptual and practical level.
    3. Demonstrate an awareness of the relationship between theory and practice in multimedia design and thus be able to discern between successful and unsuccessful design.
    4. Demonstrate a good understanding of animation and character development, digital photography, interactive design, motion based design, and design for the internet.
    5. Demonstrate a thorough understanding of the different elements of design (typography, colour, texture, composition etc.) and how these are affected by digitisation and movement.

    Critical Studies III Learning Outcomes:

    By the successful completion of this subject, the student should:

    1. Demonstrate the ability to conceptualise and communicate within a cohesive, well articulated and sophisticated spoken and written framework.
    2. Be able to identify relevant research, assess it critically and synthesise it into a coherent argument from a personal perspective.
    3. Be able to situate an argument within various discourses addressing design.

    Technology and Professional Practice III Learning Outcomes:

    On completion of this subject at this level, students should:

    1. Be able to produce a professional portfolio using interactive media.
    2. Have an industry compliant working knowledge of technology pertinent to multimedia design.
    3. Be able to conduct themselves in interviews and presentations.
    4. Demonstrate a high degree of commitment, professionalism and reliability. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment:

    The educational philosophy motivating the course content, structure and delivery is essentially a holistic one, seeking, not only to equip the student for employment opportunities upon graduation, but also to progressively develop the student's intellectual, creative, technological and perceptual abilities, thereby allowing for increasing competence and independence.

    Although each level of study involves a number of subjects, the assignments are designed to inform all subject areas. The marking schedules for these projects thus integrate learning outcomes between subject areas and projects.

    The rationale for assessment methods is based on Design Center's policy of assessing the application of knowledge, skills and processes through appropriate assignments, projects and portfolio reviews, which maximise the student's opportunity for development and ensure just and fair assessment of their abilities. In order to achieve this Design Center employs the following principles:
  • That assessments are valid. They are designed to measure what they intend to measure. Thus an assignment which requires logical deductions is not assessed for creativity.
  • That assessments are reliable. They are not subjective opinion with no relation to standards of quality accepted by a broader educational framework.
  • They are transparent. It is clear how they relate to the aims and learning outcomes of the course and are easily understood by students, staff, external examiners etc.
  • They are diverse. Different abilities require different methods of assessment. An examination, which requires an ability to memorise data, may not be the best vehicle for assessing the ability to synthesize varying ideas

    Design Center practices three kinds of assessment:
  • Diagnostic assessment is used to determine whether students have any learning difficulties. In most cases students be will directed to agencies outside of Design Center for diagnostic assessment. Students with reading and writing difficulties have access to in house testing and a subsequent language module, which addresses these problems.
  • Formative assessment is used to give students feedback on the progress they are making. This feedback takes the form of marking schedules, critiques of student work or written feedback on essays, assignments and projects.
  • Summative assessment establishes what a student has achieved at the end of each project, module and programme of study. This assessment is reflected on a separate portion of the marking schedules as marks for particular subjects. Subject marks accrue throughout the year towards an end of year aggregate. Subject marks and therefore the aggregate are reassessed both internally and externally to determine whether they are a true reflection of the student's ability.

    End of Assignment/Project Assessment:

    The student's performance in each subject relevant to the given project or assignment is assessed upon submission of work on the given deadline. This is done by means of defined marking criteria that appear on a Marking Schedule for each project. This Marking Schedule is directly related to measuring the achievement of the stated aims and learning outcomes required of students as well as the marking criteria by which they will be assessed. Additionally students are aware of the levels of achievement required to attain grades as described and contained within the marking criteria. Grades are awarded in symbols. This assessment is undertaken by pertinent academic staff for the given project or assignment. Most of these assessments are formative and summative.

    Mid-Year Portfolio Assessment:

    A portfolio of work, completed during the first half of the year, is submitted at mid-year for assessment. The pertinent academic staff, the year tutor and the course leader undertake this assessment. Students receive a mid-year report based upon subject marks reflected by the Marking Schedules (indicated above) as well as reassessment of the portfolio of work. This is done to encourage students to further develop and refine work based upon critique following submission of work on deadlines. Grades achieved are awarded in symbols. This assessment is summative.

    Portfolio Pre-Assessment:

    This opportunity is provided prior to mid-year and end of year portfolio assessment and is available to all students, but it is not compulsory for first and second year students. It is compulsory for third year students. This assessment is undertaken by the pertinent academic staff as a developmental aid to students to assist them in final preparation of their portfolios for submission to the Examination Board. This assessment is formative.

    Final Portfolio Assessment:

    This will take place at the end of the academic year when students submit a portfolio of work to an Examination Board for assessment. At this stage, all work must be included in the final portfolio. The Examination Board is presented with the student's overall mark for each subject, and may adjust marks according to its findings. The Board has access to individual assignment marks if these are required. The Examination Board will determine the student's final results. This assessment is summative.

    Assessment Procedures for First, Second and Third Year:

    Assessment procedures for first, second and third year are conducted as follows:
  • Marking Schedules: Tutors and a Moderator.
  • Mid Year Reports (Subject Marks): Tutors and Course Leader.
  • Portfolio Review (Mid and End year internal reassessment): Tutors and Course Leader.

    End of Year Final Assessment; Examination Board consisting of:
  • Tutors.
  • Course Leader.
  • External Examiner.
  • Verifier from the Nottingham Trent University.

    1. Assessment will take place on the dates specified in the year planner.
    2. All modules/subjects stated in the definitive document will be assessed, and the minimum standards for each of these as laid down in the definitive document must be attained.
    3. Assessments will be performed by a Board of Examiners.
    4. Students will be informed of the Board's recommendations in writing.

    Members of the Board of Examiners:

    The Board shall consist of the following members:
  • A Chair who shall be the Head of Department responsible for the management of the programme.
  • A Secretary who shall be responsible for the arrangements for convening and servicing meetings of the Board.
  • Members of the academic staff who teach on the programme.
  • An external examiner or external examiners, nominated by Design Center and appointed by the Nottingham Trent University.
  • A verifier from the Nottingham Trent University.

    The Role of the Board of Examiners:

    The Board:
  • Assesses student performance in terms of the stated objectives and standards required for each course and makes recommendations to the Academic Board on the conferment of the award.
  • Receives, considers and agrees on all assessment requirements.
  • Operates the approved assessment regulations and makes recommendations to the course committee where it has found that they are inappropriate. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Nottingham Trent University has been acting in the role of verifier for this course since 1993. Verifiers conduct site visits to Design Center on an annual basis to check that the standard of this course is comparable to other courses of the same nature, and to check that the assessment procedures are fair and accurate. Since January 2002, The Nottingham Trent University's role has changed to one of accreditation. Design Center's relationship with the International Federation of Interior Designers/Architects (IFI) and the International Council of Graphic Design Associations (Icograda), has served to keep the lecturers and courses up to date on international trends, standards and courses.

    Design Center believes that the BA Multimedia Design programme is internationally comparable, and is equivalent to the standard of leading Multimedia and New Media Design courses around the world. 

    ARTICULATION OPTIONS 
    In a horizontal articulation, the number of credit points and hours are the same as those required of other Bachelor of Arts Degrees.

    In a vertical articulation, students who successfully pass this degree programme will be able to register for their two year BA Honours degree in Multimedia Design at Design Center. It is understood that these students will also be admitted into other Honours degree courses of a similar nature. 

    MODERATION OPTIONS 
    Rules and Procedures for the appointment of assessors/examiners and moderators.

    All final assessments, whether for the purpose of issuing an exit level award (BA Multimedia Design) or to determine progression from one level to the next, are subject to consideration by the Examination Board. The Examination Board is comprised of Pertinent Academic Staff, who have been selected by nature of their qualifications and ability in delivering the specific programme, the Year Tutor of the programme under evaluation, the Course Leader, the External Examiner/s and the Nottingham Trent University Verifier. It is essential that the Examination Board team as a whole represent sufficient and wide ranging experience to assess the required subject matter.

    The External Examiner/s:

    Design Center External Examiners are appointed for a period of three years and the following conditions must be satisfied. Nominations for the appointment of an
    External Examiners are approved by Design Center's Academic Board. The outgoing External Examiner must remain available for one further assessment to ensure a smooth transition for the newly appointed Examiner.

    External Examiners must be appointed six months prior to the first assessment which they will be required to undertake to allow for adequate introduction to the programme to take place.

    The External Examiner's academic/professional qualifications must be appropriate to the programme to be examined both in terms of level and subject.
    The External Examiner should have appropriate standing, expertise and experience to maintain comparability of standards as indicated by:
    Post and place of work.
    Range and scope of experience.
    Current and recent active involvement in research/scholarly/professional activities in the field of study concerned.
    The External Examiner should have recent external examining or comparable related experience to indicate competence in assessing students in the subject area.
    External Examiners should be drawn from a variety of institutional/professional contexts; an appropriate balance between academic and professional practitioners should be reflected.
    There should not be more than one examiner from the same institution within the same team of external examiners.
    There should not be reciprocal external examining arrangements between Design Center and an External Examiner selected from another institution.
    The External Examiner, on completion of tenure, may not be replaced with another examiner from the same institution for a period of 5 years.
    The External Examiner should not hold more than two other external examiner appointments concomitant with that to Design Center.
    The External Examiner should be impartial in judgment and should not have previous close involvement with Design Center or the Nottingham Trent University which might compromise objectivity.
    The External Examiner may not, in the preceding 5 years have been a member of staff, a governor, a student or a near relative of a member of staff, or hold a position or act as a consultant on the development of the programme for which they are being appointed.

    The Nottingham Trent University Verifier:

    The Verifier is a member of the University's Validation Services Sub-Committee. This is a sub-committee of the University's Academic Board. The Verifier has a role distinct to that of the assessors and examiners. The role of the Verifier is to verify that the assessment procedures as laid down are operating fairly and correctly, and that all pertinent staff, examiners and students are aware of their rights and responsibilities and that the examination and assessment process is impartially and professionally conducted. Additionally the Verifier must ensure that the standard of work submitted is of an appropriate and comparable level to that of the University, for which the award/progression is being considered.

    The Verifier is at all times impartial and may act as a mediator or offer advice on occasion of requirement for interpretation or clarification of issues relevant to the assessment process. The Verifier ensures that that the final assessment process is rigorous and that all technical undertakings are completed in a proper manner. The Verifier must also be satisfied and confirm that the External Examiner is fully conversant with the requirements and level commensurate for consideration of the award or progression being assessed.

    Rules and procedures for instructions to assessors/examiners and moderators:

    The External Examiner must be briefed on their task as soon as possible following appointment. This briefing will be held at Design Center in a meeting with the appropriate course team and staff and will include the following:

    The Dates of the External Examiner's meetings.
    The External Examiner's role in relation to the Examination Board.
    The objectives of the programme being assessed.
    Its syllabuses and teaching methods.
    The methods of assessment and marking criteria and strategy.
    The regulations of the programme including compensation for failure.
    Opportunities for re-assessment.
    Design Center's requirements and conditions for the award. 

    NOTES 
    N/A 

    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.
     
    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. Academic Institute of Excellence (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.