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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Visual Arts 
SAQA QUAL ID QUALIFICATION TITLE
20924  Bachelor of Visual Arts 
ORIGINATOR
University of South Africa 
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(Min 480)  Field 02 - Culture and Arts  Visual Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  Level N/A: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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 
Primary purpose:

The BVA is designed to provide BVA graduates with professional training in the visual arts in order to practice as professional artists or in art-related professions.

Secondary purposes:

1. The BVA degree provides the local and global communities with leaders in the field of the visual arts who understand the crucial role they have to play in society and who can make a significant contribution to the cultural life of local and global communities through skills and strategies of facilitation, administration and partnerships in the visual arts.

2. Since the BVA enables students to continue with post-graduate studies in Art History and Visual Arts as well as in other art-related fields, its base of scholarly activity is wide.

3. The BVA degree provides the South African, African and global communities with graduates who will meet the requirements to register for a variety of professional qualifications with a relevant statutory body. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:

1. learn from predominantly visual and written material and a variety of physical, technological, cultural, environmental, experiential and imaginative sources;
2. use their previously acquired learning in verbal, written and visual forms of learning and communication;
3. with guided support, take responsibility for their own academic, technical and professional progress.


Recognition of prior learning:

Informal prior learning:

To register as a candidate for the BVA, learners must display informal prior learning in the form of the submission of a portfolio of practical work.

Formal prior learning:

Accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
1. In accordance with the official policy of the institution, the BVA qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Students can be accredited for modules if they can submit a portfolio of evidence that demonstrates that they meet the outcomes for that specific module.

2. Learners must be able to attend at least two workshops at an approved centre in each year in which they registered for one or more practical courses.

3. Learners must have access to their own electronic equipment in accordance with the requirements of the curriculum if they choose the computer graphics option; and

4. By setting up their own studios at home and completing practical and theoretical projects at home, learners must take responsibility for their own progress, carefully guided and monitored by their teachers.


Education development provision for students from diverse and disadvantaged background:

1. Enrichment Programmes, introduced as foundation packages for Visual Arts Module 1 (Graphic Art 1), Visual Arts Module 2 (Two-dimensional form 1) and Visual Arts Module 3 (Three-dimensional form), aim at supporting students from diverse and disadvantaged backgrounds. These three foundation packages introduce learners to the discipline of Visual Arts and provide them with certain basic knowledge and application skills to bridge possible gaps in their education.
2. No prior learning (competency) in art practice is required.
3. Verbal presentation of projects is a feature.
4. The programme emphasises the acquisition of visual skills.
5. Clear, simple language is used in tutorials. 

EXIT LEVEL OUTCOMES 
Critical cross-field:

Upon the successful completion of the BVA, graduates will demonstrate:

1. Problem-solving skills and creative thinking through learning how to identify, analyse, formulate and solve divergent art-related problems of a professional, individual, cultural and societal kind.

2. The ability to work effectively with others as a member of a team, group, organisation, and community, and contribute to the group output in projects emanating the fields traditionally considered as the Humanities and the field of the visual arts in particular, gained in the BVA learning programme through the group evaluation of assignments in a workshop context and through peer evaluation.

3. The ability to manage and organise his/her personal, academic and professional activities and life in a responsible, creative and effective manner (gained through the fact that in the BVA learning programme students work at home in their own studios and they do their examinations at home).

4. Being able to manage, organise, collect, analyse critically evaluate and use information.

5. Communication skills through the visual, verbal and written presentation of research proposals, ideas and concepts.

6. The acquisition of technical skills and an understanding of the role of technology in art making at a professional level.

7. The understanding of the world as a set of related systems and that material culture is inherent to its cultural context, as well as the ability to contextualise their own art making within general art historical perspective and contemporary discourse.


Developmental:

In order to contribute to the full personal development of each learner and the social and economic development of society at large, it is the intention of the BVA programme of learning to make the individual aware of the following developmental outcomes:


1. The BVA graduate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

2. The BVA graduate can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

3. The BVA graduate can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

4. The BVA graduate can explore various professional environments and identify vocational opportunities within the field of the visual arts.

5. The BVA graduate can apply the knowledge and skills acquired in the BVA degree to explore entrepreneurial opportunities.


Specific:

The BVA trainee is actively engaged in activities that will enable him/her to become a well-rounded, educated and competent professional artist, pursuing opportunities for further more specific study and professional practice in relevant work environments. As such she/he develops and/or holds certain values and integrates knowledge and skills to achieve his/her purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA fields of Culture and Arts (02) and Human and Social Studies (07)

1. The BVA graduate as a professional practitioner can engage in critical and creative thinking and can demonstrate competency with regard to articulating, understanding and assimilating contemporary modes in visual thinking.

2. The BVA graduate can think contextually, ie reflect on learning from individual and professional experience and academic disciplines in relation to political, social, cultural, technological realities, influencing visual arts production and interpretation locally and globally.

3. The BVA graduate can deal with problems in the field of the visual arts and individual related disciplines.

4. The BVA graduate can engage with the visual arts in general and can relate knowledge and its contribution to different visual arts contexts.

5. The BVA graduate can identify, describe and evaluate problems and solutions related to cultural diversity in South African and global society.

6. The BVA graduate can relate/ assess knowledge and its contribution to developing different cultures/ civilizations (inter-disciplinarity), and can demonstrate competency in technical and formal skills and visual research skills.

7. The BVA graduate can perform a socio-critical role in society and has developed cultural and aesthetic sensitivity across a range of social and cultural contexts, both local and global.

8. The BVA graduate can use and apply academic and visual literacy to become a life-long learner who is able to respond to the changing needs of society within the field of the visual arts.

9. The BVA graduate can demonstrate informed assessment of the role of technology in visual arts contexts and can use and apply human knowledge and technology in visual arts contexts.

10. The BVA graduate can demonstrate interpersonal skills in all cultural situations.

11. The BVA graduate can use appropriate research methodologies to access knowledge in the field of the visual arts.

12. The BVA graduate can demonstrate sensitivity to attitudes and values relevant to a just and democratic cultural dispensation.

13. The BVA graduate can demonstrate the ability to promote quality of life through aesthetic enhancement and using art practice as therapy for the self and others.

14. The BVA graduate can demonstrate a sense of integrity and ethical practice.

15. The BVA graduate can demonstrate an understanding of entrepreneurial opportunities. 

ASSOCIATED ASSESSMENT CRITERIA 
Critical cross-field:

Through a variety of didactical means such as practical and written assignments, visual and theoretical research, and experimentation, learners will be assessed on their ability to:

1.
  • identify and solve problems by means of exploring and critically assessing direct and indirect factors relating to visual production within a given context of visual culture.
  • identify and solve problems by means of exploring and critically evaluating abstract and personal situations, theories, ideas, art works, forms of material production, and contexts.
  • solve problems by generating solutions and alternative strategies for dealing with those problems at primary, secondary and tertiary levels of visual culture.
  • critically evaluate different viewpoints and compare them to own views.
  • overcome communication problems creatively.
  • identify and solve problems by drawing upon their own experience base.
  • identify and solve problems on a local, national and global scale.

    2.
  • demonstrate listening skills, respect and tolerance in group situations.
  • demonstrate tolerance for diversity.
  • organise themselves and others into effective working groups.
  • undertake and complete visual cultural projects in a team-based context and provide evidence of successful interaction with others.
  • communicate effectively within group context.
  • demonstrate leadership and support for other leaders.
  • demonstrate the ability be a supportive follower and an active group participant.
  • assist others to express themselves.
  • communicate the evidence of group interactions in professional and scientifically based visual, written and verbal form.

    3.
  • think and work independently and demonstrate the requisite study skills and learning strategies.
  • independently generate creative ideas and solutions to problems.
  • develop entrepreneurial skills.
  • develop self-discipline and coping strategies gained in a distance education environment.
  • demonstrate theoretical and visual research skills through the completion of assignments, projects and research articles.
  • assess their own weaknesses and strengths and develop creative coping strategies.

    4.
  • demonstrate an understanding of the convention of scholarship.
  • demonstrate basic research skills.
  • effectively access and use various sources such as libraries, the Internet and other information sources and data bases.
  • collect, collate, analyse, integrate and deconstruct information from a variety of sources.
  • demonstrate the integrity inherent to research methodology, i.e. act responsibly with sources.
  • critically and creatively analyse models, theories, ideas, art works, forms of material production, contexts, environments and experiences.
  • argue appropriately, creatively and generatively within the relevant discourse community.

    5.
  • communicate and formulate creatively in verbal, written and especially visual form, and provide evidence in a sustained manner.
  • offer evidence in a variety of ways, including argumentation, illustration and identification and overcome visual, verbal and written communication problems creatively.
  • identify conclusions and premises in academic arguments and visual projects.
  • use the terminology and/or jargon inherent to a discipline, topic and creative medium.
  • create and use statistics, visuals and other communication media in their communication.
  • identify shortcomings and problems inherent to the form of communication, but especially to the visual product as form of communication.
  • see, describe and interpret the world around them and material culture in particular in scientific ways.

    6.
  • demonstrate an understanding of the role and application of technology in society in a variety of art-related fields.
  • select appropriate technology for specific situations, tasks and environments.
  • demonstrate advanced technological skills appropriate to the visual arts for specific situations, tasks and environments.
  • use natural resources in a sustainable way and demonstrate a sense of care and respect for these through an awareness of the detrimental effects of certain technologies on the environment and public health.
  • demonstrate a responsible and ethical attitude towards the use of technology.
  • show respect and openness towards the psychological and physical conditions of people in a technological environment.

    7.
  • demonstrate the ability to contextualise local situations and problems within broader perspective.
  • creatively draw upon the personal environment and experience when investigating and finding solutions for the world around them.
  • demonstrate sensitivity to cultural diversity and the "other".
  • investigate possible solutions beyond the boundaries of the present context, be it their discipline, personal situation, cultural identity or national boundaries.
  • demonstrate an awareness of the complex nature and the interconnectedness of factors influencing the creation of visual culture.
  • be cognisant of both local and global orientations in order to follow an integrated approach in learning and problem solving.


    Developmental:

    1.
  • develop visual discernment.
  • learn by means other than rote-learning.
  • learn through analysis.
  • learn through synthesising and integrating different components.
  • learn through investigation.
  • learn through application.
  • learn through the use of technology.
  • develop learning preferences and strategies to suit their personal, professional, academic and art making needs.
  • develop creative and generative thinking and help-seeking strategies to further their own learning and that of others.
  • apply academic conventions with academic integrity.
  • explain what they see and know in their own images and words.
  • show evidence of effective study skills (such as note-taking, summarising, analysis, synthesis and drawing mind maps).
  • apply what they study in different contexts, both personal and professional, real and simulated, reporting and creating.

    2.
  • act responsibly and treat people and things with respect.
  • through the development of self-confidence and independent thinking, show leadership and initiative in local and global communities.
  • develop a creative attitude as well as a willingness and the ability to take risks and challenge existing contexts and paradigms.
  • liase successfully with groups and institutions.

    3.
  • show awareness of cultural diversity especially through the development of creative thinking which necessitates an open and responsive attitude
  • share with and communicate to others the skills acquired in the BVA degree.
  • cultivate a tolerant and open attitude on many levels, naturally extending to the personal and broader social contexts.
  • demonstrate awareness of own culture and background.
  • demonstrate tolerance of diversity and others' opinions.
  • use various skills to draw out the cultural accomplishments and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc).
  • illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • apply the knowledge and skills acquired in the BVA degree to various professional environments and identify vocational opportunities.
  • show leadership and initiative in various vocational areas.
  • develop a creative attitude with regard to the profession of professional artist as well as its related application.
  • identify gaps, needs and opportunities in the field of the visual arts.
  • liase effectively and in a knowledgeable manner with groups and institutions in the field of the visual arts.

    5.
  • act with self-confidence gained through the development of independent thinking skills in the BVA degree and explore various entrepreneurial opportunities.
  • through risk-taking skills developed in the practical courses of the BVA degree, deal with and adapt to various unexpected and unknown situations.
  • share with and communicate to others the knowledge and skills acquired in the BVA degree.


    Specific:

    Through a variety of means such as practical and written assignments, visual and theoretical research, and experimentation, learners will be assessed on their ability to:

    1.
  • analyse and reflect on the academic debates inherent to the discipline of Visual Arts including both art history and visual practice, and critically consider visual practice in post-industrial society.
  • analyse and reflect on the relationship between art and the community or the public and the visual arts as an expression of socio-political ideologies.
  • analyse and reflect on the concepts and history of commission and patronage in art.
  • analyse and reflect on categorisations in and definitions of art.
  • contextualise and evaluate the role and contribution of the discipline of Visual Arts in broader socio-cultural perspective.
  • assess the knowledge, skills and competencies gained in the BVA degree and relate these to various other contexts, disciplines and vocational possibilities.
  • show potential to make a contribution to the present situation and future development of the discipline of Visual Arts.
  • interact critically with cultural texts in oral, written and visual form.
  • use the knowledge, skills and competencies gained in the BVA degree for the purposes of further study or postgraduate studies.

    2.
  • deal with conceptualisation in subject matter, methodology, strategy and materials .
  • use methodologies inherent to generating ideas and concepts, as well as the processes intrinsic to inference, deduction and the production of meaning.
  • analyse and interpret the conceptual underpinning of cultural production in general and visual texts in particular.
  • analyse and interpret the conceptual underpinning of the use of materials in cultural production in general and visual texts in particular.
  • analyse and interpret the methodologies and strategies inherent to cultural production in general and visual texts in particular.


    3.
  • analyse and interpret cultural production in general and visual texts in particular.
  • select and use suitable critical methodologies in the analysis and interpretation of cultural products.
  • select and use suitable critical methodologies in the creative art making process.
  • identify and describe problems in relevant fields and individual disciplines and develop solutions appropriate to various visual arts contexts.
  • formulate appropriate responses to resolve both concrete and abstract, practical and theoretical, problems.

    4.
  • relate learning gained from the academic environment to individual experience and vice versa.
  • think innovatively and independently and bring fresh and new insights to known views, topics or areas of interest.
  • work independent of others with self-confidence and responsibility.
  • show awareness of aspects such as culture, aesthetics and creativity.
  • use appropriate media to create new cultural and aesthetic forms in disciplines with a creative bias.
  • critically and independently evaluate and assess visual culture without being unduly influenced by outside viewpoints.

    5.
  • show awareness of own culture and others in SA and global society.
  • show interest in other cultures in SA and globally.
  • analyse how cultural issues affect actions in authentic and simulated contexts.
  • generate and evaluate alternative solutions.
  • assess impacts and benefits of different solutions.

    6.
  • assess knowledge gained in the BVA programme.
  • relate knowledge in the field of the visual arts to its contributions to developing different cultures/ civilizations.
  • relate information from one discipline to that of others.
  • use and combine appropriate techniques, media and technology in the creative art making process.
  • make informed projections about the impact, the future role and function of cultural products in general and the visual arts in particular.
  • critically and independently evaluate and assess visual strategies used in the media and advertising.
  • critically and independently evaluate and assess the fundamental conceptual relationship between form and content.
  • access and use various sources effectively in the theoretical and practical investigation of a topic.

    7.
  • demonstrate an open and responsive attitude to the diversity of cultural expression and production, as well as demonstrate people skills.
  • contextualise local cultural production in an international perspective.
  • critically and independently evaluate and assess the merging of cultural traditions in a market economy.
  • use disciplinary- and interdisciplinary-based information related to problems of the field of the visual arts.
  • explore, interpret and utilise relationships between the visual arts and socio-cultural situations.
  • critically and independently evaluate and assess the ways in which artists and theorists are challenging existing notions, foregrounding gender and socio-political dimensions in the society in which art is produced.
  • critically and independently evaluate and assess popular visual culture as a feature of increasing consumerism.

    8.
  • interact with visual, verbal and oral texts through critical viewing, listening, reading and inferencing skills.
  • produce critical texts and art works which integrate cultural elements/information from different sources.
  • use verbal and visual language effectively to convey ideas and insights intelligibly and achieve own purposes.
  • produce and interpret creative work in a variety of media as well as of an interdisciplinary and technological nature.
  • distance herself/himself from cultural texts from different sources and be able to reflect on the visual arts and take a critical position.

    9.
  • compare knowledge and skills of the past to new situations.
  • draw upon known information (such as painting or drawing skills) and adapt these to unknown technological media and situations.
  • use technological media and data bases to access, process, store, distribute and facilitate information in general and visual arts knowledge in particular.
  • assess the applicability and limitations of various types of technology in the academic and visual arts fields.
  • critically and independently evaluate and assess the role, logistics and integrity involved in accessing and using technology in the field of the visual arts.
  • critically and independently evaluate and assess the role, logistics and integrity involved in accessing and using information from a technological source.
  • use technology to train others and communicate ideas effectively.

    10.
  • operate as a responsible individual with individuals, families, groups and communities within cultural contexts.
  • apply knowledge strategies and show empathy to problems arising in a culturally diverse society, in South Africa, Africa and globally.
  • show empathy and understanding of others' problems and contexts in the authentic and simulated contexts.

    11.
  • apply a creative and open approach to the understanding and interpretation of cultural production in general and visual texts in particular.
  • select and use suitable creative and generative methodologies in the interpretation of cultural products.
  • select and use suitable creative and generative methodologies in the creative art making process.
  • collect, analyse, organise and evaluate related information and ideas from a variety of sources in various visual arts art-related fields and specific disciplines.
  • critically evaluate and utilise information from different sources to solve art-related problems in the relevant fields of art practice and critical practice.
  • integrate information from different sources to identify, address and solve problems in the visual arts.
  • integrate and apply models and theories to address problems in the visual arts.
  • use theories from one or more fields to solve problems within the visual arts.
  • apply past and present knowledge and skills to authentic and simulated scenarios in the visual arts.
  • identify patterns in specific fields in the visual arts, both locally and globally in order to reason from specific contexts to more universal contexts and principles.

    12.
  • empathise with diversity.
  • be receptive to different points of view.
  • promote equity in the visual arts.
  • demonstrate respect and sensitivity in the process of creating and interpreting visual culture.
  • acknowledge the rights of artists and critics to safe, informed and quality art and critical practice.

    13.
  • identify various art making processes and experiences in developing a strategy for promoting quality of life.
  • develop various strategies and methodologies to enhance and develop aesthetic enjoyment.
  • develop various therapeutic methodologies through art making processes to enhance and develop quality of life and treat psychological problems.

    14.
  • act professionally and ethically with literary sources and visual texts.
  • acknowledge input of others and the use of sources.
  • take responsibility and be accountable within the limitations of the self.
  • endeavor to eliminate subjectivity and aim for objectivity and democracy.
  • protect and promote the integrity of the discipline without ignoring inter-disciplinarity activity or broadening of the discipline boundaries.

    15.
  • create job opportunities through the development of creative and generative thinking, as well as through the understanding of the local and international art markets.
  • create self-employment as a professional artist.
  • create self-employment in a variety of art related fields.


    Integrated assessment for the purpose of the qualification:

    Formative assessment:

    There is continuous assessment involving the following:
  • Completion of practical and theoretical assignments and projects at home
  • Practical and theoretical assignments contain self-evaluation exercises and tasks
  • Students report orally on practical and theoretical assignments during workshops
  • Students not attending workshops report back in written form on practical assignments
  • Feedback on practical assignments through peer evaluation during workshops
  • Feedback on practical and theoretical assignments through team-based assessment by a panel of internal and external lecturers

    Summative assessment:
  • Practical and theoretical examinations to be team-based assessed by a panel of internal and external lecturers
  • Submission of a portfolio of practical year work to be team-based assessed by a panel of internal and external lecturers
  • Testing of the formative stage of learning on how to compile, arrange and present an exhibition of cultural objects to be team-based assessed by a panel of internal and external lecturers. 
    		•

    INTERNATIONAL COMPARABILITY 
    UNISA forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly. 

    ARTICULATION OPTIONS 
    1. Recognition will be given to modules that were completed at other tertiary institutions provided that such modules achieve the same learning outcome and that the tuition of such modules is of a similar standard to that of the Department of Art History and Visual Arts of UNISA.

    2. The programme gives students entry to the DVA (Advanced Diploma in Visual Arts), the Master of Arts in Visual Arts (MVA) - Curriculum A or B, and the Honours degree in Art History.
    The curricula of the UNISA Level 4 modules of the BVA - both in the practical subjects, such as Professional Art Practice (Visual Arts Module 19) and Visual Arts (Modules 20 to 23); and in the theory, such as Contemporary International Art (Art History Module 11) and Contemporary South African Art (Art History Module 12) - aim to equip the student for postgraduate studies.

    3. The following exit levels are built into the degree:

    3.1 After completion of 120 credits, a Certificate in Visual Arts will be awarded to students, compiled as follows: two Art History modules, six Visual Arts modules and any two elective modules. Registration requirements and prerequisites in the choice of modules, as set out in the UNISA Calendar, must be strictly adhered to.

    3.2 After completion of 240 credits, a Diploma in Visual Arts will be awarded to students, compiled as follows: six UNISA Art History modules, twelve Visual Arts modules and any two elective modules. Registration requirements and prerequisites in the choice of modules, as set out in the UNISA Calendar, must be strictly adhered to.

    3.3 After completion of 480 credits, the Bachelor in Visual Arts (BVA) will be awarded, compiled as follows; twelve Art History modules, twenty-three Visual Arts modules and any other five elective modules. Registration requirements and prerequisites in the choice of modules, as set out in the UNISA Calendar, must be strictly adhered to. 

    MODERATION OPTIONS 
  • On an informal level internal quality assurance procedures are in place to ensure feedback to academic staff on the quality of the programme, such as comparison with other institutions, national art competitions and student exhibitions to discerning art public.
  • Students do self-assessment tasks moderated by lecturers.
  • On a formal level a system of internal first and second examiners, course coordinators and project leaders is used. In all cases the Head of Department does quality checks.
  • On a formal level a system of external examiners is used at the exit levels: at UNISA Level 3 moderators and at UNISA Level 4 external examiners from peer institutions are employed.
  • A quality management system is used in which junior and new staff members are mentored and monitored by more experienced staff. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Our own staff will be used as assessors in a manner, which fits into the quality management system of UNISA. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the BA.

    Assessors must be able to determine whether the student has achieved an understanding of:
  • application of methodology
  • working with concepts/ideas/theories
  • forms of expression of original thoughts/ideas
  • independent research

    It is preferable that assessors will be in possession of at least a four-year undergraduate Bachelor of Arts in Fine Arts or a Bachelor in Visual Arts. It is compulsory that assessors will have extensive experience in the field of visual art production in South Africa. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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.
     
    1. University of South Africa 


    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.