SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts in Interior Design

SAQA QUAL ID	QUALIFICATION TITLE
123945	Bachelor of Arts in Interior 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		EXCO 0429/25	2025-02-04	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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
63009	Bachelor of Arts in Interior Design	Level 6	NQF Level 07	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Bachelor of Arts in Interior Design is to develop the skills and competencies inherent in the interior design process, from analysis and postulation of a problem through to research, realisation and communication. The qualification addresses the commercial realities of design practice including legislation.

The qualification is structured to facilitate in learners an awareness of the interrelationship of the many facets that lead to good and responsible design. Various modules such as the Principles and Theory of Design, Communications, Technology and Professional Practice and Critical Studies, will develop specific abilities, skills and bodies of knowledge. The Principles and Theory of Design, Communications and Technology and Professional Practice are 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 largely structured as a linear programme, support the design theory and practice within contemporary discourses. Learners are also exposed to the working environment.

The first year of study acquaints learners with the broad principles of three-dimensional design, develops communication skills and allows for experimentation. The second year is more discipline specific in that learners are exposed to design methodologies and problems pertinent to the field. In the third year, learners are taught to deal with increasingly complex interior design problems on conceptual and practical levels.

The overall structure of the qualification contributes towards the attainment of intended outcomes. The qualification is made up of two principal classes that correspond to the practical and theoretical research components.

In the practical supervised studio classes, learners execute design projects that mirror the practice in industry. Learning is experiential, hands-on, authentic, and requires learners to engage with problem-solving and creative thinking tools. Learners repeatedly apply the design process, critiquing others' work as well as their own. Each project presents a different theme or type of output which exposes learners to the fundamentals of the discipline. Each project produced in the studio is then assessed against the three practical subjects, namely, Design, Communication and Technology, Professional Practice and thereby contribute towards the realization of all the intended outcomes.

In the theoretical research oriented Critical Studies classes, the ability to engage meaningfully with the theoretical and critical underpinnings of design is emphasised. Through the writing of essays, learners are exposed to existing theories in interior design, visual culture and develop critical thinking and academic reading and writing skills and contribute towards learning outcomes.

On completion of the qualification, qualifying learners will be able to:

Produce and present a professional interior design portfolio.

Plan, research and organise design projects.

Be creative, independent and conceptual creators, producers, problem solvers and thinkers.

Manipulate and articulate ideas, concepts and information visually, verbally, and in writing.

Operate industry related computer hardware and software.

Rationale:
The primary purpose of the qualification is to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines, and enables them to demonstrate initiative and responsibility in an academic or professional context. Principles and theory are emphasised as a basis for entry into the labour market, professional training, postgraduate studies, or professional practice in a wide range of careers.

The qualification is intended for learners who completed the National Senior Certificate (NSC) with entry into a bachelor's degree. The qualification caters for the education and training of Interior Designers as designated by the African Institute of the Interior Design Professions (IID). The IID has reserved the title of 'Professional Interior Designer' for learners who completed three years of tertiary study in interior design at an accredited institution and gained an additional three years of practical experience.

The qualification will equip learners with the skills to successfully complete the various stages inherent in the interior design process such as analysis, recognition and postulation of a problem, research, generation of concepts, evaluation, realisation and communication. The qualification will provide the learner with theoretical knowledge of the commercial design practice in relation to office procedures, legislation affecting designers, and the role of design within the larger framework of managerial and decision-making processes.

These aims are therefore consistent with the IID's description of a professional interior designer as someone who:

identifies, researches and creatively solves problems pertaining to the function and quality of the interior environment.

performs services relative to interior spaces including programming, design analysis, space planning, aesthetics and inspection of work on site using specialized knowledge of interior construction, building systems and components, building regulations, equipment, materials and furnishings.

prepares technical drawings and documents related to the design of interior spaces, to enhance the quality of life and protect the health, safety and welfare of the public.

The qualification will allow learners to progress into a Bachelor of Arts Honours, which will enable them to apply for more senior membership categories with the IID. The qualification will be offered through distance learning to open new avenues for providing essential teaching and learning in an uncertain future. This qualification will also widen access to higher education as it will accommodate a more diverse learner body.

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, which is applicable to equivalent qualifications for admission into the qualification.

RPL for access

The RPL policy makes provision for admission into the qualifications based on experience other than those noted in the admission criteria. The policy caters for learners who have not met the automatic admission requirements, namely an NSC with a minimum of 50% in English.

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.

In brief, applicants are first screened for eligibility, which in essence checks whether they have some kind of experience over and beyond the National Senior Certificate. Once eligibility is confirmed, applicants are given a brief detailing the kinds of evidence to submit as part of a portfolio of evidence. The intention is to determine that they have the necessary competencies to succeed in the undergraduate programme. This is typically a basic drawing exercise and an assessment of English proficiency.

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

National Senior Certificate, NQF Level 4 granting access to a bachelor's degree studies.
Or

National Certificate (Vocational), NQF Level 4 granting access to a bachelor's degree studies.
Or

Senior Certificate, NQF Level 4 with endorsement.
Or

Higher Certificate in Interior Decorating, NQF Level 5.
Or

Higher Certificate in Interior Design and Decorating, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 360 credits.

Compulsory Modules, Level 5, 120 Credits:

Principles and Theory of Design I, 30 Credits.

Communications I, 30 Credits.

Technology and Professional Practice I, 30 Credits.

Critical Studies 1, 30 Credits.

Compulsory Modules, Level 6, 120 Credits

Principles and Theory of Design 2, 30 Credits.

Communication 2, 30 Credits.

Technology and Professional Practice II, 30 Credits.

Critical Studies 2, 30 Credits.

Compulsory Modules, Level 7, 120 Credits

Principles and Theory 3, 30 Credits.

Technology and Professional Practice 3, 30 Credits.

Communication 3, 30 Credits.

Critical Studies 3, 30 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of construction, materials and services related to interior design.
2. Demonstrate the ability to plan, research and organise design projects.
3. Be creative, independent, conceptual creators, producers, problem solvers and thinkers.
4. Demonstrate the ability to manipulate and articulate ideas, concepts and information visually, verbally, and in writing.
5. Demonstrate the ability to operate industry related computer hardware and software.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Discuss the relationship between theory and practice in interior design.

Acquire critical, analytical and professional and technical skills at an appropriate level to prepare learners for a junior role within the design profession.

Communicate and conceptualise design ideas and solutions through appropriate and stimulating presentations.

Communicate design skills through technical drawing in a clear, easily assimilated manner using standard conventions.

Produce and present a professional interior design portfolio.

Produce technically proficient documentation.

Associated Assessment Criteria for Exit Level Outcome 2:

Plan, implement, monitor and evaluate the design process

Describe the role of the designer in the workplace

Discuss the context of professional and commercial practice and the industry mechanisms.

Associated Assessment Criteria for Exit Level Outcome 3:

Explore diverse cultures and communities and assess the impact of these legacies on the development of ideas and design.

Choose appropriate design principles and elements to solve complex design problems

Identify relevant research, critically evaluate it and synthesise it into a coherent argument from a personal perspective

Situate an argument within various theoretical discourses and apply within a design framework.

Demonstrate an internalization of theory in their design practice.

Associated Assessment Criteria for Exit Level Outcome 4:

Communicate design proposals by means of concept and presentation models.

Structure and critically articulate an analysis of visual culture within a focused discussion of space and spatial relations.

Structure written information and verbal presentations clearly and logically.

Conceptualise and communicate within a cohesive, well-articulated and sophisticated spoken and written framework.

Communicate information clearly and logically in writing following prescribed referencing style format.

Associated Assessment Criteria for Exit Level Outcome 5:

Competently render in a medium suited to the practice of interior design, including relevant computer software.

Operate relevant computer technology to produce final designs.

INTEGRATED ASSESSMENT
Teaching and learning strategies are tailored with a focus on project-based learning and integrated assessment that largely mirror the integration of applied and conceptual skills in the execution of design projects in industry. This strategy is appropriate for developing holistic and trans-disciplinary thinking skills and complex problem-solving skills expected of designers in the future of professional practice.

Additionally, an emphasis on constructivist models of learning and a balance of theory and practice provides for a curriculum that exceeds the expectations of industry, while promoting research practice to address real-world challenges. The strategy is further supported by detailed and comprehensive integrated assessment strategies that address both academic research and the full design process.

Supervised studio for project-based learning:
The type of learning is project-based learning where learners complete a design project under guidance in an online environment. The primary teaching and learning activity for this is 'studio time' where learners continue with their projects in an online class and where the lecturer is available to provide feedback and guidance on their progress. Group critiques, where learners' work is critiqued in front of the rest of the class for demonstrative purposes, as well as individual consultations and presentations are incorporated in this supervision process during 'studio time'. This constitutes 30% of the qualification's assessment activities.

Independent project-based learning:
This refers to the completion of design or written projects but speaks to the work that learners complete outside of class and independently. Whilst the learner is working on their own during this time, their progress is monitored and supervised during the online class times in the learning activities. This accounts for 36% of the qualification's assessment activities.

In the theoretical research oriented Critical Studies classes, the ability to engage meaningfully with the theoretical and critical underpinnings of design is emphasised. Through the writing of essays, learners are exposed to existing theory in interior design, visual culture and develop critical thinking and academic reading and writing skills and contribute towards learning outcomes.

As all subjects are compulsory, learners' projects are marked throughout the year for formative and continuous assessment. They then resubmit a portfolio of all their work at the end of each year for summative assessment, which is assessed against all four subjects. Learners must pass all subjects to progress to the next level.

The assessment policy stipulates the minimum end of year requirements as follows:

For each subject, an average of D (50%) or higher.

An overall aggregate of D (50%) or higher.

Learners who fail to submit their portfolios for final assessment on the given date will be deemed not to have met the minimum requirements and will fail the year of study. Promote research practices that help address real-world challenges.

INTERNATIONAL COMPARABILITY

The institution has extensive relationships with international organisations to compare the qualification. It is affiliated with leading international organisations including: The International Association of Universities and Colleges of Art, Design and Media (Cumulus) which is by invitation only; The International Council of Design (Ico-D); The Pan African Design Institute (PADI); The International Federation of Interior Designers/ Architects (IFI); and the African Institute of the Interior Design Professions (IID). Through these relationships, the institution has its qualifications and learner portfolios benchmarked each year during the end of year moderation process by international verifiers who have included past presidents of the IFI, Ico-D and the European Union of Architects.

The Bachelor of Interior Design at NQF level 7 aligns with the designation 'Professional Interior Designer' provided by the African Institute of the Interior Design Professions (IID). The IID has reserved the title of 'Professional Interior Designer' for someone who has completed three years of tertiary study in interior design at an accredited institution and gained an additional 3 years of practical experience. This qualification is further comparable with similar qualifications offered by the following international countries.

Country: Australia
Institution: LCI Melbourne
Qualification Title: Bachelor of Design Arts - Major in Interior Design
Duration: 2 years full-time
Entry requirements:
Satisfactory completion of Australian Year 12, or one of the equivalent qualifications

LCI Melbourne's Bachelor's degree is accredited by TEQSA, meeting international recognition standards.

Learning Outcomes:

Demonstrate an advanced knowledge of the context, concepts, and principles of business entrepreneurship for creative industries.

Identify and explain the business industry standards and expectations for a range of creative industries.

Analyze and evaluate information, concepts, and ideas aligned to entrepreneurship, aligned to creative industries.

Develop ideas appropriate for different outcomes and target markets for creative industries.

Demonstrate advanced analytical, verbal, and creative communication skills to present information in professional formats.

Apply knowledge and skills through the practice of appropriate and effective ideas analysis and complex decision-making with a commercial and entrepreneurial business focus to achieve viable solutions.

Demonstrate and apply knowledge and skills through the identification and evaluation of effective entrepreneurial practices aligned to appropriate industry and client briefs.

Apply knowledge and skills to complex issues and scenarios with responsibility and accountability for their professional practice and in collaboration with others within creative industries.

Similarities:

The LCI Melbourne and the South African (SA) qualifications accept applicants who completed the Year 12 qualifications.

Both qualifications share similar learning outcomes.

Difference:

The LCI Melbourne qualification is completed in two years whereas the SA qualification is completed in three years.

Country: Belgium
Institution: LUCA School of Arts
Qualification Title Bachelor of Interior Design
Credits: 180 ECTS
Duration: 3 years full-time
Entry Requirements:

Belgian's secondary-school diploma

Purpose:
Interior Design is a professionally oriented spatial design course. A thorough technical and cultural training goes hand in hand with a significant amount of practice-based learning. The qualification focuses on designing interiors, spatial installations, scenography, furniture and objects.

Similarities:

The LUCA School of Arts and the South African (SA) qualifications are offered over three years full time.

Both qualifications accept applicants who completed the secondary school qualifications or equivalent qualifications.

Both qualifications share similar purpose and curriculum.

Difference:

The LUCA School of Arts has 180 credits whereas the SA qualification has 360 credits.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Art and Design, NQF Level 7.

Advanced Diploma in Interior Design, NQF Level 7.

Bachelor of Arts in Digital Design, NQF Level 7.

Bachelor of Design in Interior Design, NQF Level 7.

Bachelor of Arts in Multimedia Design, NQF Level 7.

Bachelor of Arts in Visual Communication Design, NQF Level 7.

Vertical Articulation:

Bachelor of Arts Honours in Design, NQF Level 8.

Bachelor of Arts Honours in Digital Art, NQF Level 8.

Bachelor of Arts Honours in Interior Design, NQF Level 8.

Bachelor of Arts Honours in Visual Communication Design, NQF Level 8.

Postgraduate Diploma in Design, NQF Level 8.

Postgraduate Diploma in Interior Design, NQF Level 8.

Diagonal Articulation
There is no diagonal articulation for this qualification.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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