SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts in Interior Design

SAQA QUAL ID	QUALIFICATION TITLE
124105	Bachelor of Arts in Interior Design
ORIGINATOR
BHC School of Design (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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 0931/25	2025-04-17	2028-04-17
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-04-17		2034-04-17

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 Bachelor of Art in Interior Design is to equip learners with the knowledge and skills essential for a seamless transition into the interior design profession or advanced studies. Through a rigorous curriculum, learners gain a robust theoretical foundation and practical expertise, enabling them to find innovative solutions to design challenges and excel in diverse roles within the industry.

The qualification will provide learners with a comprehensive theoretical grounding in key areas such as space planning, design typology, construction methods, conceptual development, materials, historical styles, professional practice, research, and technology. This holistic approach ensures that graduates possess a deep understanding of the fundamental principles underpinning interior design.

Learners are encouraged to apply theoretical knowledge to real-world design problems, culminating in the creation of functional and aesthetically pleasing design proposals. The preparation of a portfolio in the third year allows learners to showcase their competencies through carefully selected projects, demonstrating their ability to critically analyse design challenges and communicate their solutions effectively.

Recognising the importance of industry experience, the qualification integrates guest lectures, industry outings, and real projects into its delivery. Emphasis on Research, Analysis, and Critical Thinking: Research, analysis, and critical thinking skills are central to the qualification's success, particularly in completing in-depth design projects where a nuanced understanding is paramount. Learners will interrogate design briefs, evaluate solutions, and engage critically with contemporary issues in the field.

The qualification prioritises exposure to contemporary issues such as social, economic, and environmental sustainability, as well as community design. In the third year, learners concentrate on gaining advanced technological and digital expertise, ensuring they are equipped to address the evolving challenges of the interior design industry. The qualification is designed to prepare learners for a rewarding career in interior design, offering a comprehensive introduction to the field while nurturing the skills needed for professional success or further academic pursuits.

Rationale:
The Bachelor of Arts in Interior Design is structured to provide undergraduate learners with a robust theoretical foundation essential for success in the interior design and construction sectors. Rooted in theoretical principles and industry best practices, this qualification addresses the evolving needs of the built-environment industries for knowledgeable professionals.

Through a rigorous curriculum, learners delve into theoretical frameworks that underpin interior design, including design principles, architectural history, spatial theories, and environmental psychology. By exploring these theoretical concepts, learners develop a deep understanding of the historical, cultural, and psychological aspects influencing design decisions.

The emphasis qualification is on critical thinking and analysis, allowing learners to deconstruct design challenges, explore various perspectives, and propose innovative solutions. Theoretical modules cover topics such as design research methodologies, design ethics, sustainability principles, and human-centred design approaches, equipping learners with the analytical tools necessary to address complex design problems responsibly.

Furthermore, learners engage with contemporary discourse in interior design, examining current trends, emerging technologies, and global perspectives shaping the industry. Through theoretical inquiry and discourse, learners cultivate a forward-thinking mindset, enabling them to adapt to evolving design paradigms and anticipate future industry demands. The theoretical component of the qualification is complemented by studio-based learning experiences, where learners apply theoretical concepts to real-world design projects. By integrating theory with hands-on practice, learners develop a holistic understanding of interior design, preparing them for diverse career pathways in the field.

This qualification is aligned with the growing demand for interior design professionals who possess not only practical skills but also a strong theoretical foundation. Graduates will emerge as critical thinkers equipped to navigate the complexities of the design industry, contribute to meaningful design solutions, and engage in scholarly discourse that advances the field of interior design. The qualification will not only offer current learners with an articulation opportunity but also offer school-leavers with an option of degree studies in Interior Design.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In the South African context, the recognition of prior learning (RPL) process for the qualification will be implemented to acknowledge and assess the knowledge and skills that learners have acquired through formal, non-formal, and informal learning experiences.

The learner submits their application, and the service will provide an advisory report indicating the kinds of academic support the learner may need to succeed with undergraduate degree studies. Applicants will receive feedback on the outcome of their RPL assessment, including any credits awarded and areas for further development. Support will be provided to assist learners in transitioning into the programme and addressing any gaps identified in their prior learning. By implementing a robust RPL process, the institution aims to recognise and validate the diverse learning experiences of learners, promote lifelong learning.

RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification 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 should they be allowed entrance into the qualification.

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:
The minimum entry requirement for this qualification is:

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

National Senior Certificate (Vocational), NQF Level 4, granting access to 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:

Communication Theory, 20 Credits.

Design Principles 1A, 15 Credits.

Design Principles 1B, 15 Credits.

Interior Design Materials 1, 20 Credits.

Critical Studies 1, 20 Credits.

Style and Structure 1, 20 Credits.

Visualisation Technology 1, 10 Credits.

Compulsory Modules, Level 6, 120 Credits:

Critical Studies 2, 30 Credits.

Design Principles 2, 30 Credits.

Style and Structure 2, 10 Credits.

Building Construction and Compliance, 20 Credits.

Interior Design Materials 2, 20 Credits.

Visualisation Technology 2, 10 Credits.

Compulsory Modules, Level 7, 120 Credits:

Critical Studies 3, 20 Credits.

Design Principles 3, 30 Credits.

Style and Structure 3, 30 Credits.

Professional Practice, 20 Credits.

Research Methods A, 10 Credits.

Research Methods B, 10 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to conceptualise, develop, and present interior design solutions that effectively meet client needs and design briefs and integrate theoretical principles such as design theory and spatial analysis to ensure creativity, innovation, and sensitivity to design principles.
2. Demonstrate the technical skills necessary to translate design concepts into tangible outputs and thus should be able to produce detailed drawings, specifications, and visualisations using industry-standard software and techniques, ensuring clear communication of design intent to stakeholders.
3. Demonstrate the ability to synthesise diverse sources of information to inform their design decisions and evaluate the feasibility, functionality, and sustainability of designs, drawing from theoretical frameworks in design thinking and research methodology.
4. Demonstrate the ability to effectively articulate design concepts, present proposals, and engage with interdisciplinary teams, clients, and stakeholders, thus demonstrating proficiency in verbal, written, and visual communication, fostering understanding and consensus among project stakeholders.
5. Demonstrate the ability to uphold professional standards of conduct, integrity, and ethical practice in the interior design profession by exhibiting a commitment to ethical decision-making, social responsibility, and environmental sustainability, fostering trust and credibility with clients and colleagues.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Conceptualise and develop interior design solutions aligned with client needs and design briefs, evidenced through portfolio presentations and project documentation.

Integrate design theory and spatial analysis to exhibit creativity, innovation, and adherence to design principles in design solutions.

Consistently apply effective problem-solving skills to address design challenges and refine design solutions based on feedback and critique.

Associated Assessment Criteria for Exit Level Outcome 2:

Proficiently utilise industry-standard software and techniques to produce detailed drawings, specifications, and visualisations that accurately communicate design intent.

Effectively utilise technical skills to translate design concepts into tangible outputs, considering factors such as materials, construction techniques, and building codes.

Consistently produce high-quality technical documentation demonstrating attention to detail and clarity in conveying design information to stakeholders.

Associated Assessment Criteria for Exit Level Outcome 3:

Synthesise and evaluate diverse sources of information to inform design decisions, considering factors such as feasibility, functionality, and sustainability.

Apply theoretical frameworks in design thinking and research methodology to critically analyse design problems and propose well-grounded solutions.

Consistently use evidence-based reasoning and logical argumentation to justify design decisions and anticipate potential impacts on project outcomes.

Associated Assessment Criteria for Exit Level Outcome 4:

Communicate a project through visual communication, verbally and in written form.

Articulate design concepts and present proposals.

Associated Assessment Criteria for Exit Level Outcome 5:

Act in accordance with prescribed professional ethical codes of conduct, values and practices.

Appropriately apply building construction regulations, standards and techniques to the design project.

INTEGRATED ASSESSMENT
The assessment strategy is designed to ensure the comprehensive evaluation of learners' achievement of outcomes across the curriculum at various levels of the qualification. Assessment tasks are integrated across modules within the curriculum. This integration allows for the evaluation of learners' achievement of outcomes in a holistic manner, reflecting the interdisciplinary nature of interior design and ensuring that learners develop a comprehensive understanding of the field. This is achieved through several key elements:

Assessment tasks are aligned with the learning outcomes at each level of the curriculum. This alignment ensures that assessment tasks directly measure the attainment of specific learning outcomes, allowing for a clear and focused evaluation of learners' progress.

Assessment tasks are structured to reflect the increasing complexity of learning outcomes as learners progress through the programme. For example, introductory courses typically focus on foundational knowledge and basic skills, whereas advanced courses require learners to demonstrate higher-order thinking skills, creativity, and innovation.

Formative and Summative Assessment:
The assessment strategy includes both formative and summative assessment tasks. Formative assessments provide ongoing feedback to learners and lecturers, allowing for continuous improvement and adjustment of teaching and learning strategies. Summative assessments, on the other hand, evaluate learners' overall achievement of learning outcomes and determine their readiness to progress to the next level of the qualification.

A variety of assessment methods are used to evaluate learners' achievement of outcomes, including written assignments, design projects, presentations, examinations, and practical demonstrations. This diversity of assessment methods allows for the evaluation of different types of learning outcomes and ensures that learners have multiple opportunities to demonstrate their understanding and skills.

Clear assessment criteria and rubrics are provided to learners for each assessment task. These criteria outline the specific expectations for achievement and provide a transparent framework for evaluating learners' performance against the learning outcomes.

By implementing these elements, the assessment strategy ensures that the achievement of outcomes is systematically evaluated across the curriculum at various levels of the programme. This approach facilitates the development of learners' knowledge, skills, and competencies in interior design and prepares them for success in their academic and professional pursuits.

Formative assessment:
Learners will be assessed on a continuous basis throughout the year with a range of the following formative assessment types:

Essays.

Assignments.

Case studies.

Reports.

Oral presentations.

Multimedia presentations.

Tests.

Summative Assessment:
The Summative Assessment type for most modules is a final examination and, in some cases, a portfolio of evidence to demonstrate achievement of application of associated design competencies.

Examinations.

Portfolio of Evidence.

Assessment tasks are weighted as follows:

Essays/Written Assignments: 30%

Presentations (Oral and Multimedia): 30%

Tests: 10%

Examinations: 30%

Informed by John Biggs' Constructive Alignment principles, all formative and summative assessments are designed to align to the learning outcomes being tested. The developmental nature of formative assessments is designed to provide learners with constructive feedback so that they improve their skills and competencies through the application of new knowledge constructed as they progress through the curriculum over the three years. The assessment strategy aims to ensure that learners who graduate can demonstrate the exit-level outcomes valued by the interior design industry.

INTERNATIONAL COMPARABILITY

The qualification was compared with the following international institutions:

Country: Canada
Institution: The LaSalle College
Qualification Title: Bachelor of Applied Design in Interior Design.
Duration: Three years full time
Entry Requirements:

Proof of secondary school graduation or equivalent

Purpose:
This qualification focuses on creating impactful processes and environments. The curriculum encompasses various areas such as design skills, construction detailing, design communication, universal design principles, building systems and codes, business ethics, sustainability, and adherence to Leadership in Energy and Environmental Design standards.

The Bachelor of Applied Design in Interior Design explores universal design, human factors, environmental and sustainable design, and business aspects of the profession. Graduates of the qualification will develop the technical and creative skills to design interior spaces that meet demanding requirements, not just aesthetically but also in relation to safety, accessibility, and sustainability.

Graduates will work with residential firms, start own interior design company, or work for large-scale companies that require in-house interior design services (e.g., restaurants, hotels, retail) and build a career in commercial design, apartment or condo design, or in the public sector, managing design needs for hospitals, schools, and libraries.

Learning Outcomes:
On completion of the qualification, graduates will be able to:

Solve complex interior design problems using the design process and their knowledge of principles, theories, and applications in analysing client profiles and project program requirements, both individually and collaboratively.

Provide interior design services using effective oral, written, and visual communication, employing a variety of means, methods, and technologies in both 2- and 3-dimensions.

Produce interior design solutions that constructively integrate with available building, environmental, and property management systems, as well as prevailing codes and standards of use, maintenance, and sustainability.

Specify and apply prevailing standards of use, maintenance, sustainability, regulatory compliance, and aesthetics to their solutions and finish materials.

Provide professional services based on their body of knowledge with a standard of care that meets both client needs and protects the health, safety, and welfare of the public ethically and legally.

Similarities:

The LaSalle College (TLC) and the South African (SA) qualifications are offered over three years full-time.

Both qualifications require applicants who have completed secondary school qualifications with a university entrance.

The purpose of TLC and SA qualifications is to provide learners with a blend of theoretical knowledge and practical skills aimed at enhancing economic and operational effectiveness, ensuring public safety, and promoting health and well-being.

Both qualifications share similar learning outcomes.

Country: New Zealand
Institution: Auckland University of Technology
Qualification Title: Bachelor of Design and Visual Arts, specialising in Interior Design.
NQF Level: NZQF Level 7
Credits: 360
Duration: 3 years full-time
Entry Requirement: NCEA University Entrance

Purpose:
This qualification equips learners with the ability to undertake diverse interior design projects, delve into architectural representation, and engage with emerging technologies in the field. This prepares them for professional practice in interior design.

Similarities:

The Auckland University of Technology (AUT) and the South African (SA) qualifications are registered at level on the level NZQF/SA NQF with 360 credits.

Both qualifications are offered over three years of full-time study.

The AUT and SA qualifications require applicants who completed the national senior certificate with the university entrance.

Both qualifications emphasise a comprehensive understanding of interior design, blending theoretical knowledge with practical application and preparing learners for professional roles in the field.

Both maintain a high standard of education in interior design, reflecting their commitment to producing skilled professionals in the industry.

The AUT and SA qualifications share similar modules, such as Design Principles and Design Technology.

Difference:
The AUT qualification consists of compulsory and elective modules, whereas the SA qualification consists of compulsory modules and no electives.

ARTICULATION OPTIONS

Horizontal Articulation:

Advanced Diploma in Interior Design, NQF Level 7.

Bachelor of Design in Interior Design, NQF Level 7.

Vertical Articulation:

Bachelor of Arts Honours in Interior 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:

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.

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