SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Education in Design

SAQA QUAL ID	QUALIFICATION TITLE
123906	Postgraduate Diploma in Education in 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
Postgraduate Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0429/25	2025-02-04	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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
110544	Postgraduate Diploma in Education in Design	Not Applicable	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The target audience of this qualification is existing and future professionals involved in design education at school-level. The purpose of the qualification is to develop the knowledge-base and skill set specifically of educators who teach the subject of Design at Grades 10, 11 and 12. The qualification integrates education and design competencies such that graduates are able to effectively teach design. This qualification aims more specifically to address the complexities of design acknowledging its theoretical and practical processes and outputs; acknowledging its role in socio-political contexts; acknowledging is transdisciplinary and multidisciplinary nature; and importantly the problem-solving, critical, analytical and creative thinking skills involved in design. It can be completed on a part-time basis to accommodate teachers who are employed.

Rationale:
This qualification aims to address a shortage of skills in the current education system, namely the competencies of educators who carry the responsibility of teaching design.

The qualification targets existing educators who don't have training in design. At present most design teachers in senior schools are qualified in the arts and visual arts fields, given that the subject of Design has been introduced into the South African schooling curriculum relatively recently. There is thus currently a significant portion of design teachers that have not had opportunity to study design to the extent that is needed to teach the subject most effectively. This qualification address this need for qualified teachers specifically in design. It furthermore feeds the Further Education and Training (FET) sector by building on the competencies of qualified designers in education so that they may take up positions as educators of design in schools.

The qualification also serves to promote the subject of design in the South African basic education system. Design is frequently misunderstood by laypeople resulting in a failure to recognise its economic value and socio-political impact and influence. Furthermore, a recent drive by the IDEA Collective (supported by Umalusi and the South African Department of Education) is to recognise the value of design thinking skills in general education, as well its application in the teaching of other subjects. The proposed programme supports this drive by demonstrating the value of design to broader populations, and upskilling those who teach it.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's Policy makes provision for both Credit Accumulation and Transfer as well as Recognition of Prior Learning. The principle for the RPL policy is to allow for entry into the qualification based on non-formal learning. Cases of RPL applications are addressed on the merits of each case and applicants are successful if the panel finds that they meet the learning assumed to be in place. Teachers who teach in the schooling system at Further Education and Training (FET) level but who do not hold formal qualifications in education are likely RPL applicants.

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

A Bachelor of Education National Qualifications Framework (NQF) Level 7, 360 Credits.
Or

A Postgraduate Certificate in Education, NQF Level 7, 120 Credits.
Or

A Postgraduate Certificate: Higher Education, NQF Level 7, 120 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, 90 Credits:

Design projects suitable for Grades 10, 11 and 12, 30 Credits.

Teaching and Learning Strategies and Methodologies for Design Education, 30 Credits.

Preparing Learners for Design in a Complex World, 30 Credits.

Elective Modules, 30 Credits (Choose one module):

Methodologies and Tools for Communication in the Visual Arts, 30 Credits.

Methodologies and Tools for Communication in Engineering Graphic Design, 30 Credits.

EXIT LEVEL OUTCOMES

1. Explain and exemplify design thinking, the design process and the solving of design problems.
2. Engage successfully with various thinking skills.
3. Generate designs that are appropriate.
4. Generate briefs appropriate for grades 10, 11 and 12.
5. Critique a range of teaching models and strategies with reference to design education.
6. Plan for and develop teaching strategies for effective design teaching.
7. Effectively carry out a range of appropriate Teaching and Learning (T&L) activities.
8. Demonstrate the use of a variety of media (including digital media), tools and techniques to express design ideas.
9. Critique different designs and design communications using appropriate methods for interpretation and evaluation.
10. Explain and evaluate theory of assessment in education at school level.
11. Explain and evaluate assessment strategies and practices best suited for transdisciplinary design.
12. Interpret, analyse and critique design with reference to the socio-cultural context of the design.
13. Interpret, analyse and critique design with reference to social, economic and environmental sustainability.
14. Develop and apply teaching and learning strategies most effective for cultivating in senior phase learners critical reading and thinking skills, and to develop an appropriate knowledge-base.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explain the methods for design thinking, design process and problem solving.

Use concept drawings, idea generation, models to explore possible design solutions and for resolving design problems.

Design principles underpin design solutions in order to arrive at functional and creative design.

Conduct research on the feasibility of production of the design solution encompassing as methods, techniques and materials.

Associated Assessment Criteria for Exit Level Outcome 2:

Explain and exemplify a range of cognitive skills, such as gestalt thinking, hypothesis testing, critical thinking, creative thinking, problem-solving, lateral and convergent thinking.

Associated Assessment Criteria for Exit Level Outcome 3:

Create a design is responsive to the client's needs and the design problem.

Generate a design solution is responsible, feasible, practicable, researched, justified and sustainable.

Associated Assessment Criteria for Exit Level Outcome 4:

Produce briefs that present a design problem that is appropriate in scope and complexity for grades 10,11 and 12.

Create brief that leads learners through the design process.

Associated Assessment Criteria for Exit Level Outcome 5:

Evaluate a range of teaching strategies have been.

Clearly and persuasively articulate the strengths of difference strategies for design education and make reference to problem-based learning, integrated learning, authentic and deep learning, peer assessment, group work, critique, lecturing, supervising.

Associated Assessment Criteria for Exit Level Outcome 6:

Select, create and deliver an appropriate design related material for instruction, discussion, small group work, role play, problem solving and inquiry as a strategy.

Develop material that uses a holistic approach.

Associated Assessment Criteria for Exit Level Outcome 7:

Apply a range of T&L activities, such as lecturing, facilitating group work, critiques and in-studio supervision.

Associated Assessment Criteria for Exit Level Outcome 8:

Engage with a variety of media and techniques and show acquired competence in some of such media.

Use appropriate media to communicate design ideas (both concepts and final presentation).

Associated Assessment Criteria for Exit Level Outcome 9:

Recognise the skill required for a particular technique specific to a range of design disciplines

Explain the communicative value of different media.

Critique different design products from different design disciplines and design communication both verbally and in writing.

Associated Assessment Criteria for Exit Level Outcome 10:

Show that the reading material has been clearly understood.

Responses to different theories are well supported.

Differences and similarities between various theories have been identified.

Associated Assessment Criteria for Exit Level Outcome 11:

Explore Different strategies and practices.

Illustrate understanding and evaluation of the various strategies and practices.

Develop assessment methods and materials suitable for transdisciplinary design.

Associated Assessment Criteria for Exit Level Outcome 12:

Analyse and interpret design examples in relation to a range of social, cultural, technological and historical contexts.

Evaluate design examples according to the function, aesthetic, and innovation pertinent to their context.

Associated Assessment Criteria for Exit Level Outcome 13:

Evaluate the sustainability of design examples from a social, economic and environmental perspective.

Associated Assessment Criteria for Exit Level Outcome 14:

Ability to guide learners effectively with the use of a range of learning methods (such as study reading, knowing the context, using questions to point to problems, invention and construction procedures for writing.

Develop instruction techniques for inductive and deductive reasoning and teaching material for an introduction to referencing methods suitable to grades 10, 11 and 12.

INTEGRATED ASSESSMENT

In accordance with the institution's Assessment Policy, Assessments Integrate knowledge, skills, attitudes and applied competence. Assessments include both formative and summative assessment.

Assessment is an integral part of the learning process. Through assessment, judgements can be made about the quality and extent of learner's achievements and performances. The forms of assessment used throughout are diverse and vary according to academic discipline. The methods of assessment will demonstrate appropriateness to a module's outcomes and requirements for graduation. Assessment plays an important educative role in conveying to learners the kind of intellectual engagement desired and provides feedback on learning. Assessment enables learners to meet minimum academic and professional requirements.

Formative and continuous assessment provides learners with feedback on the progress they are making. This feedback takes the form of marking schedules, verbal critiques of student work or written feedback on essays, assignments and projects. Inclusive of formative assessment is the notion that a diagnostic assessment process is used to determine whether learners have any gaps in their learning. Where this is the case a suitable approach to address these gaps will be developed and reference to the Academic Support Policy will prevail.

Summative assessment establishes what a learner has achieved at the end of each project, module and qualification. This form of assessment is reflected on a separate portion of the marking schedules as marks for particular assignment. Assignment marks accrue throughout the year towards an end-of-qualification aggregate. Assignment marks and therefore the aggregate are reassessed at portfolio assessments, then both internally and externally moderated to ensure that they are a true reflection of the learner's ability.

The institution practices an integrated system of assessment, in terms of which learners are assessed on an ongoing basis. Learners are required to complete assignments (including practical work and projects) and a final portfolio of evidence, the results of which count towards the final mark for each semester. Assessment is ongoing throughout the year. A Mid-programme and end-of programme portfolio will be assessed as summative.

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted as case studies and simulated environments. Summative assessments are conducted as an assessment of an evidence-based portfolio. Assessment practices are fair, transparent, valid and reliable.

INTERNATIONAL COMPARABILITY

Rhodes Island School in Design (USA) offers a Master of Arts in Teaching (MAT) which is a one-year (summer through spring) cohort teacher preparation qualification for artists and designers. Their qualification are over 4 years, with the Masters as the post-graduate level. Also Teach-Now Graduate School of Education (USA) offers a postgraduate Teacher Preparation Certificate in Education that can be customised for any discipline.

Liverpool John Moores University (UK) offers a Professional Graduate Diploma in Education (PGDE) for teacher training in Design and Technology. The University of Oxford (UK) offers a Post-Graduate Certificate in Education that (PGCE) that does not include Art and Design, but would compare very well to the level of the PGDip in Education in Design. Warwick University (UK) offers a PGCE for teaching internationally (PGCEi), however the learner will need to be licensed/registered in the country they wish to teach in. The qualification can be tailor-made to the learner's area of specialisation.

Massey University (New Zealand) offers the following Post-Graduate qualifications in either design or Education: Post Graduate Certificate in Education, Post-Graduate Diploma in Design, and Post-Graduate Diploma in Education. The closest to the PGDip Ed would be the Post-Graduate Diploma in Education with a specialisation in Digital Education.

All qualifications above are delivered at a post-graduate level and based in the theories of education. Some of the above offer specialisation in a variety of subjects, with Fine Art as an option, however the subject choice within schools internationally differs somewhat from the subject choice in South African schools, with Design being the focus of the GDC Qualification. Most international qualifications will require a learner to complete more than one in order to be able to teach Design in a school. The GDC qualification combines the two disciplines in and integrated way.

ARTICULATION OPTIONS

This qualification allows for both vertical and horizontal articulation possibilities.

Horizontal Articulation:

Postgraduate Diploma in Education, Level 8.

Vertical Articulation:

Masters in Design Studies, Level 9.

MODERATION OPTIONS

N/A

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