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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Graphic Design 
SAQA QUAL ID QUALIFICATION TITLE
124915  Higher Certificate in Graphic Design 
ORIGINATOR
The Open Window (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0535/25  2025-10-02  2028-10-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-10-02   2032-10-02  

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 Higher Certificate in Graphic Design is to equip learners with introductory knowledge and a broad skills base to enter the creative industry, in areas such as branding, marketing, and print design-related fields. The qualification aims to provide learners with the necessary, relevant, and current knowledge and practical skills to produce professional and appropriate design solutions, both in print and on screen, for their clients.

These skills are supported and grown through theoretical and contextual explorations at a foundational level. The qualification provides school-leavers and young professionals with the opportunity to gain exposure and knowledge in the field of Graphic Design, which can be developed and built upon through further academic study and/or industry practice.

Upon completion of the qualifications, qualifying learners will be able to:
  • Apply critical thinking skills to structure an academically sound essay / practical project supported by the research of others (Academic Practice).
  • Demonstrate a broad understanding of the creative industry in terms of business potential, different types of creative specializations, and creative disciplines as professional occupations (Entrepreneurship).
  • Display an understanding of the design terminology and fundamental theories, principles, and concepts of Graphic Design (GD Production Essentials).

    Rationale:
    The qualification aims to provide an opportunity for learners to gain insight into the potential of Graphic Design in a one-year introductory programme. The qualification aims to widen access to quality education and address the country's skills shortage. This qualification therefore functions either as a stand-alone vocational qualification that provides learners with the needed skills to enter the industry as a junior, or to continue with further education in a degree or diploma program.

    Based on the above figures, it is envisaged that the Higher Certificate in Graphic Design will have a learner intake of between 25 and 40 learners.

    The institution's academic offer is in line with industry requirements for being able to work in a specialised field. The qualification will enable learners to broaden their insights into the field and acquire the foundational knowledge to study further in a design degree or related qualification. Upon completion of this qualification, learners will have foundational knowledge and a basic portfolio, allowing them to contribute as a junior in a digital design team or agency. The qualification aims to instil introductory, yet sound, design principles and techniques in learners, while providing them with the skills to view their craft as a viable business.

    Several institutions are currently teaching either short courses or a Higher Certificate in Graphic Design. While most of the Higher Certificates provide a similar course structure, consisting of theory and practical projects that introduce learners to the broad field of Graphic Design with modules covering fundamental topics such as the elements and principles of design, identity design, layout and packaging, there are some differences between the programme offerings.

    The qualification provides learners with more choices and a broader introduction to visual communication. Firstly, Drawing & Narrative is included in the qualification to provide learners with a foundational knowledge of drawing and visual perception. Secondly, learners have the choice between the Entrepreneurship or the Academic Practice modules. For learners who would like to continue on the degree programme, Academic Practice is advised. The qualification provides learners with a studio environment similar to that found in industry and real-world project applications. Learners are provided with the opportunity to pick another field of design specialisation as well as create a personal identity and portfolio to market their skills. As part of the opportunity to expand their design skill sets, Open Window offers three choice modules: Experimental Design, Motion for Designers as well and Infographics. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution believes that RPL has an important place in the country's skills development agenda, as represented in seminal documents like the New Growth Path, the National Qualifications Framework Act, the National Skills Development Strategy (NSDS), and the Human Resource Development Strategy. This is particularly relevant in the context of Creative Practice.

    Learners who wish to enrol or are enrolled may apply for RPL for this qualification. RPL involves the assessment of previously unrecognised skills and knowledge that an individual has achieved outside the formal education and training system.

    The institution encourages an individual to continue developing their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes by recognising their formal learning. The institution ensures that all potential candidates for enrolment and all current learners have access to the institution's Policy for the Recognition of Prior Learning Policy and Procedures.

    Appropriately qualified assessors, using a process that is valid, fair, sufficient, and authentic, will evaluate RPL applications efficiently. The candidate is responsible for the provision of suitable evidence, with guidance available from the assessor.

    Final interviews will be held with the assessors. These assessors will compile their feedback and if deemed appropriate, will submit the case to the RPL committee, which includes the following people: Academic Head, the Learner Registrar, and the relevant Head of School.
    Credit for units of competence will be provided if a candidate who applies for RPL can demonstrate learning, skills, and knowledge that meet the performance criteria of the units of competence for which the candidate is applying for RPL. The institution provides and ensures:
    Opportunity for South Africans to have non-formal and informal learning recognised and counted towards a qualification; we also incorporate candidates into our short courses where necessary.
    Diverse and inclusive pathways to lifelong learning.

    Consistency in the principles used in implementing RPL within the Education sector.
    The quality, integrity, and standing of the South African Education framework are in line with the CHE requirements.
    The institution further recognises learning regardless of how and where it was acquired, provided that the learning is relevant to the learning or competency outcomes in a unit or qualification. The institution will investigate and check the currency of the evidence in relation to the qualification on a case-by-case basis.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, totalling 120 credits.

    Compulsory Modules, NQF Level 5, 105 Credits:
  • Drawing and Narrative, 15 Credits.
  • Graphic Design Production Essentials, 10 Credits.
  • Graphic Design Process Tools, 20 Credits.
  • Graphic Design, 60 Credits.

    Elective Modules, NQF Level 6, 15 Credits: (Choose one module):
  • Academic Practice, 10 Credits.
    Or
  • Entrepreneurship, 10 Credits.
    And
  • Explorative Design, 5 Credits.
    Or
  • Motion Design for Designers, 5 Credits.
    Or
  • Infographics, 5 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Think and communicate visually by applying the skills learned in drawing, visual perception, and composition.
    2. Read, reflect on, understand, and process information from a variety of academic and design sources while demonstrating the standard ability to apply critical thinking skills to structure an academically sound essay / practical project supported by the research of others.
    3. Demonstrate the ability to apply a broad understanding of the creative industry in terms of business potential, different types of creative specializations, and creative disciplines as professional occupations.
    4. Display an understanding of the terminology and fundamental theories, principles, and concepts of Graphic Design.
    5. Display understanding and basic competence in the use of relevant design software.
    6. Display a practical understanding through the conception, planning, problem-solving, and execution of design problems as presented in brief.
    7. Compile and present work professionally (verbally) usually) and in writing.
    8. Convey the ability to work both individually as well as collaboratively. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria are integrated:
  • . Compile a drawing portfolio consisting of several drawing projects that demonstrate the learner can apply standard skills related to drawing, visual perception, and composition.
  • . Research a broad topic, critically reflect on the topic, and be able to articulate this information in an academic essay on the topic, conveying comprehension and understanding.
  • . Critically evaluate different types of creative specialisation and their related career potentials and formulate a report on the potential career path in context to the creative discipline and industry.
  • . Critically engage, analyse, and form an opinion of the content provided.
  • . Utilise the functions and associated tools in the design software and digital production workflow when designing Graphic Design deliverables.
  • . Produce competent design products that meet specific brief requirements and professionally present the products within the GD portfolio.
  • . Develop a body of work that conveys a broad understanding of Graphic Design techniques..
  • . Provide and receive peer feedback throughout the course and apply individual formative feedback throughout the year.

    Integrated Assessment
    The institution is committed to providing education that is fair, ethically sound, reasonable, transparent, consistent, and in line with all relevant national standards. As such, the institution commits to instilling the principles of fairness, egalitarianism, transparency, reliability, and efficiency in all its learners. Assessment tasks are well designed and reflect the qualification's outcomes, content, and assessment criteria.

    Integrated Assessment:
    The qualification is assessed based on integrated assessment principles whereby learning outcomes, which have a defined purpose including specific and critical cross-field outcomes are assessed simultaneously. As such, a combination of formative (assessment during the process of learning and teaching) and summative (assessment based on judgement of achievement during the programme at the end of the qualification) assessment facilitates evaluation within the context of this qualification.

    Formative Assessment:
    The learners ongoing competencies in all core and fundamental subjects that form part of this qualification are assessed during each term and support the teaching and learning process of learners.

    The following formative assessment tools are employed in the qualification:
  • Practical assignments.
  • Oral reports and discussions.
  • Applied research assignments.
  • Practical exercises and demonstrations.
  • Short answer questions.
  • Tests and theoretical assignments.
  • Audio-visual presentations.
  • Critique sessions and feedback.
  • Academic research assignments.
  • Group workshops.

    Feedback and informal assessment are conducted through periodic group presentations and/or critique sessions as well as one-on-one critique sessions with the programme coordinator and subject specialists.

    Summative Assessment:
    Each subject and each term of these qualifications comprise a measure of internal, summative assessment. In line with the rules of this qualification, the following fundamental subjects are assessed at the end of each term:
  • Fundamentals: Drawing and Narrative | GD Production Essentials | GD Process Tools. Each fundamental subject must be passed with a minimum mark of 50% for the full course.

    Core: Graphic Design:
  • The core subject must be passed with a minimum mark of 50% for the full course.

    Choice subjects: Academic Practice | Entrepreneurship
  • Learners can select between Academic Practice or Entrepreneurship. The chosen subject must be passed with a minimum mark of 50% for the full course.
    Choice modules: Explorative Design | Motion for Designers | Infographics.

    The learners can select between the two choice modules. A minimum mark of 50% is required to pass the module course.

    Examination:
    Internal examiners are responsible for assessing learners' final practical output for:
  • Fundamentals: Drawing & Narrative.
  • GD Production Essentials.
  • GD Process Tools.

    Choice subjects:
  • Academic Practice.
  • Entrepreneurship Choice modules:
  • Explorative Design.
  • Motion for Designers.
  • Infographics.

    Internal examiners are selected based on their field of expertise and their association with the learner s) research field(s).

    Internal moderation procedures will be adhered to ensure that the mark. For the following Core subjects: Graphic Design
    An internal examiner will evaluate each learner's work. Internal examiners are selected based on their field of expertise and their association with the learner s) research field(s).

    An external moderator will be invited to moderate the internal assessment. External moderators must be from different institutions or directly from industry, yet in both cases need to hold a minimum of NQF level 8 qualification or equivalent.

    Moderation:
    Internal moderation of all marks awarded during the qualification takes place throughout the year. Moderation serves to ensure that marks are awarded fairly and transparently. Subject Managers (subject specialists) or lecturers teaching within the relevant subject are to moderate all projects.

    Moderation includes internal and external moderation of assessments for the qualification.

    Moderation adheres to the desired achievement of competency as described in the assessment criteria, specific and critical cross-field outcomes.
    Internal moderation of all assessments takes place throughout the year.

    WIL
    Scenario and project-based learning approach is an integral part of the overall pedagogy and qualification design and forms the basis of work-integrated learning. This is particularly important as it gives learners an introduction to the types of projects and processes they will have to follow as part of their professional career.

    The integration of scenario and project-based learning provides the learner with an early and ongoing orientation towards the world of work and familiarises the learner with how theoretical skills fit into, and apply to, its associated professional context.

    All projects/briefs reflect industry-related projects, which guide learners to prepare them for the workplace and to give them the opportunity to apply their skills to practice-based projects. This manifests in various ways that may include, but are not limited to: Once-off or recurring actual client engagements through partnerships with industry; Fictitious client requirements and problem scenarios; Deliverables that match industry formats, standards, workflows, and expectations; Facilitation/training to use and apply relevant software and tools used in the associated industry of focus; Formal presentations by learners in pitch-like scenarios.

    Through the Entrepreneurship course (choice), learners will also be introduced to Work Directed Theoretical Learning (WDTL), as the course focuses on specifics surrounding the workplace and processes as applicable to individual fields of practice. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Higher Certificate in Graphic Design compares well with several other one-year qualifications offered internationally, especially when comparing the levels and modules on offer.

    Country: United Kingdom
    Institution: Leeds Arts University
    Qualification title: Foundational Diploma in Art and Design.
    Duration: One year full-time

    Similarities:
  • This qualification, established in the 1950s, has similar objectives to the institution's qualifications.
  • The qualification is preparing learners for either an entry-level career or vertical progression into the degree qualification.
  • With a strong focus on lateral thinking and experimentation, learners are taught the basic principles of art and design through shorter projects before moving into more specialised areas, such as Graphic Communication, culminating in a portfolio presentation in preparation for degree course interviews.

    Differences:
    The South African qualification, Leeds, however, does offer learners within the foundational course to select one of three main areas or pathways of specialisation:
  • Graphic Communication,
  • Fine Arts,
  • Fashion and Textile.
  • 3D Design.
    These pathways lead to different degree offerings being available at Leeds Arts University.

    Country: United States (US)
    Institution: Parsons School of Design, The New School
    Qualification title: Certificate in Graphic and Digital Design.
    Duration: One year full-time

    Similarities:
  • The South African (SA)qualification provides a combination of both online and contact classes through a qualification that focuses on establishing basic design skills, including concept, type, layout, and colour.
  • The United States qualification offering corresponds well with the SA qualification structure as the fundamentals of design and design history are covered in the first modules, along with software training, progressively building up their learners' skills. Parsons' also offers learners an option of three elective modules to expand their skill set, like SA, on subjects such as:
  • Typography
  • Digital Layout:
  • Adobe InDesign
  • Communication and Promotional Design.
  • 3D Modelling Fundamentals.

    Difference:
    The only difference between the United States (US) and South Africa (SA) in this instance is the fact that digital layout is part of the qualification offering, providing learners with a broader introduction to Graphic Design. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides for the following articulation options:

    Horizontal Articulation:
  • Higher Certificate in Graphic Web Design, NQF Level 5.
  • Higher Occupational Certificate: Motion Graphics Designer, NQF Level 5.

    Vertical Articulation:
  • Diploma in Visual Communication Design, NQF Level 6.

    Diagonal Articulation:
  • National Certificate: Vocational: Information Technology and Computer Science, NQF Level 2. 
    		•

    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.
     
    NONE 


    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.