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

National Certificate: Interactive Media 
SAQA QUAL ID QUALIFICATION TITLE
49121  National Certificate: Interactive Media 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
MICTS - Media, Information and Communication Technologies Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
122664  Higher Occupational Certificate: Interactive Media Designer  Not Applicable  NQF Level 05  229  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this qualification is for learners to be able to plan and create web sites. This may not involve substantial academic content competent to the qualification, but rather focus on the practical aspects required such as authoring / compiling / putting together components for e-learning running off Internet, intranet and CD ROM. In doing the former, qualifying learners can create an interface for communication, entertainment and information devices. In addition, qualifying learners are able to compile interactive presentations, graphics and photographic elements, 2D animation, that is, visual content for marketing purposes, to contribute to film, television, and video productions.

Qualifying learners are capable of:
  • Using science and technology effectively and critically showing responsibility to others
  • Designing visual and technical components and structure of interactive media solutions
  • Proposing audio-visual and technical interactive media solutions
  • Gathering interactive media content and information
  • Designing and developing creative elements for interactive media solutions
  • Authoring content for interactive media solutions
  • Delivering interactive media solutions in required formats
  • And:
  • Managing a business in the interactive industry, or
  • Innovating and creating ideas and opportunities, or
  • Safeguarding a multi-user computer system


    Rationale

    Web design is a new field within a dynamic industry. Typical learners for this qualification would be employed (or seek employment) in the following environments: organisations that specialise in web design, large organisations that have dedicated web design production facilities; in-house; e-learning in large companies; advertising; film, video, television production, multi-media industry, marketing companies, event companies, online gaming, newspaper and news letters, music industry (e.g. viral campaigns), telecommunications (mobile, MMS, PDA), touch screen kiosks, to name but a few. Qualified learners could thus fulfil the following job roles: computer operators, electronic originators of materials ready for the web, sales people in web/multi-media/events/television/motion graphics/media industry, web or print designers.

    Qualified learners will be competent to create computer-based, electronic/digital visual communication using digital technology, which, in turn may be used in web publishing, education, entertainment, marketing, presentations, news (including 2D animation)

    Learners will enjoy various advantages as a result of due to the qualification, for example; global applicability of the competencies, employment in an international industry enjoying substantial growth, benchmarked qualification, a creative career, improved communication.

    Qualified learners will be in a position to advise and contribute to development within Africa through the application of their competencies. An example of such contribution would be assisting in the development and maintenance of electronic banking environment. Learners may choose to be self-employed since the start-up costs for such an enterprise is low, and technology is becoming affordable to more people. (Some aspects are available at no cost)

    Avenues that allow for the further development of qualified learners include:
    1. National Diploma in Interactive Media, which will include additional interactive media elements, e.g. multi-media (heavy media) - CD ROM, video and sound editing, special effects for video, tools to manage content
    2. 3D animation and digital special effects
    3. Scripting, database development
    4. Film editing and television
    5. Print publishing, reproductions
    6. Sales and advertising agencies
    7. Strategists (what to do with the web as part of mix)
    8. Journalism 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The following learning is assumed to be in place upon commencement with the qualification:
  • Language and communication NQF Level 4
  • Mathematic literacy NQF Level 4
  • Unit Standard 7574, Demonstrate knowledge of and produce a presentation using basic functions, NQF Level 2
  • Unit Standard 7572, Demonstrate knowledge of and produce computer spreadsheets using basic functions, NQF Level 2
  • Unit Standard 7568, Demonstrate knowledge of and produce word processing documents using basic functions, NQF Level 2
  • Unit Standard 7547, Operate a personal computer system, NQF Level 2
  • Unit Standard 7566, Operate personal computer peripherals, NQF Level 2
  • Unit Standard 7548, Use personal computer operating system, NQF Level 2
  • Unit Standard 7567, Produce and use spreadsheets for business, NQF Level 3
  • Unit Standard 7575, Produce presentation documents for business, NQF Level 3
  • Unit Standard 7570, Produce word processing documents for business, NQF Level 3
  • Unit Standard 14933, Demonstrate an understanding of creating multimedia/web-based computer applications with scripting, NQF Level 4

    Recognition of prior learning (RPL)

    This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    All the Fundamental Component Unit Standards are compulsory (11 credits).
    All the Core Component Unit Standards are compulsory (108 credits).
    For the Elective Component learners are required to attain at least 11 credits out of 38 credits. 

    EXIT LEVEL OUTCOMES 
    Fundamental and Core

    1. Design visual and technical components and structure of interactive media solutions
  • Range: Components and structure include interfaces, navigation architecture and storyboards

    2. Propose audio-visual and technical interactive media solutions

    3. Gather interactive media content and information

    4. Design and develop creative elements for interactive media solutions

    5. Author content for interactive media solutions

    6. Deliver interactive media solutions in required formats

    Elective

    1. Manage business in the interactive industry

    2. Innovate and create ideas and opportunities

    3. Safeguard a multi-user computer system 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental and Core

    1.
  • Visual and technical components and structure are appropriate for specified purposes
  • Visual and technical components and structure meet agreed requirements
  • Visual and technical components and structure are feasible in terms of available technology
  • Technology meets agreed best practice requirements
  • Design is justified in terms of agreed principles of navigation
  • Processes of user interaction and their components are mapped according to interactive media design principle requirements (storyboards)
  • Approval by relevant decision makers of visual and technical components and structure design is obtained

    2.
  • Resources identified meet specified requirements (storyboards)
  • Time frames meet visual and technical component and structure requirements
  • Budgets meet visual and technical component and structure requirements
  • Proposals are appropriate in terms of available technology
  • Constraints are accurately identified
  • Range: Constraints include technical, legal, financial, time and other resource constraints
  • Proposals address constraints
  • Evaluation of delivery capability is accurate
    Range: Delivery capability includes hardware and software capacity

    3.
  • Selected sources of interactive media content and information are appropriate for specified needs
  • Design elements are appropriate for purpose of design
  • Range: Design elements include graphics, texts, photographic images, 2D animation images, 3D animation images, sound, video, etc.
  • Design elements are compatible with technology used
  • Design elements and information gathered meets budget, time frame and purpose requirements
  • Constraints are accurately identified
    Range: Constraints include technical, legal, financial, time and other resource constraints
  • Content and information gathering takes into account constraints
  • Storage of information meets safety and security requirements
  • Storage of information allows for future retrieval
  • Approval by relevant decision makers of interactive media content and information gathered is obtained

    4.
  • Design elements are appropriate for purpose of design
    Range: Design elements can be based on existing content
  • Design elements are compatible with technology used
  • Design elements meet budget, time frame and purpose requirements
  • Constraints are accurately identified
    Range: Constraints include legal, financial, time and other resource constraints
  • Design and development takes into account constraints
  • Storage of creative elements meets safety and security requirements
  • Storage of creative elements allows for future retrieval
  • Approval by relevant decision makers of creative elements is obtained

    5.
  • Content organisation meets specified requirements
  • Selection of content is relevant for specific purposes of interactive media solutions
  • Scripting results in faultless operation
  • Layout meets specified requirements
  • Information architecture meets end user functionality requirements
  • Solutions are tested against purpose of design
  • Solution functionality is tested against end user requirements and technology delivery
  • Constraints are accurately identified
    Range: Constraints include legal, financial, time and other resource constraints
  • Storage of content meets safety and security requirements
  • Storage of content allows for future retrieval
  • Approval by relevant decision makers of interactive media solutions is obtained

    6.
  • Formats selected meet specified requirements
  • Formats are retrievable by users
  • Delivered interactive media solutions include all relevant content and components
  • Delivered interactive media solutions include are virus-free
  • Labelling ensures accessibility
  • Delivered interactive media solutions are operational
  • Copies of delivered interactive media solutions are accessible and meet specified requirements
  • Format of copies is selected based on available technology

    Electives

    7.
  • Team members are monitored and the effectiveness of performance measured realistically
  • Staff selection interviews are prepared and conducted to optimise staff selection process
  • Best Practice guidelines are identified and interpreted, planned for and implemented within the team, department or division to optimise efficiency
  • Financial analyses are applied effectively

    8.
  • Opportunities for innovation and lead projects are effectively created
  • Innovative ideas are generated which are practicable
  • Strategy and action plans are developed which are practicable
  • Strategy and action plans are effectively implemented for a team, department or division

    9.
  • Use of illegal software is recorded and reported according to standard operating procedures
  • Security systems for a multi-user computer system which may be effective in the context are identified
  • Security systems for a multi-user computer system are administered and tested to be effective
  • Back-ups are created when required

    Integrated assessment

    The assessment criteria in the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts, to qualify. Evidence is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and thus its purpose, at the time of the award of the qualification. Workplace experience can be recognised when assessing towards this qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    A comprehensive search for Web design qualifications in Africa yielded no results. The Australia Qualifications Authority has a number of qualifications registered on their framework. The qualifications most relevant to the current one include:
  • Certificate IV in Information Technology (Website Administration)
  • Diploma of Information Technology (Website Development)
  • Certificate IV in Information Technology (Website Design)
    The latter qualification compares closely with the present one, as is evident in some of the units in the Australian qualification
  • Design a website to meet technical requirements
  • Develop web site information architecture
  • Confirm accessibility of web site design
  • Ensure website content meets appropriate technical protocols & standards
  • Apply a web authoring tool to convert client data
  • Select and employ software and hardware multimedia tools
  • Use development software and IT tools to build a basic website to specification
  • Transfer content to a web site using commercial applications

    The New Zealand Qualifications Authority has a number of registered qualifications. The most relevant components of the qualifications are listed below:
  • Create a web homepage using a template
  • Credits Use a browser to navigate the world wide web
  • Create a simple website to meet the specifications of a given brief
  • Create individual web pages as a basis of a website
  • Create simple webpages using a text editor to the specifications of a given brief
  • Develop and publish an operational website
  • Enhance pages on a website
  • Create a website for organisation use
  • Create and operate an interactive website to provide a solution for an organisation
  • The present qualification compares well with similar international qualifications. 
    		•

    ARTICULATION OPTIONS 
    Vertical articulation upwards is possible with qualifications for various Audi Visual Media areas, such as 3D Animation, and generic first degrees. Horizontal articulation on the NQF is possible with various NQF Level 5 Certificates and Diplomas, depending on the electives chosen by the learner. Included are qualifications in Information Technology systems administration, and generic management qualifications. 

    MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.

    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant qualification/s, practical training completed, and experience gained
  • NQF recognised assessor credit

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. Remember that the learner needs to be declared competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageable: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  117553  Assess resources for interactive media production  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  117551  Deliver interactive media content  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  117552  Design and develop two dimensional animation elements  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117548  Design creative elements with digital photographic images  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  13807  Design graphics for multimedia  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  117547  Design interactive media  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  10070  Develop and implement marketing plan in line with marketing strategy  Level 5  Level TBA: Pre-2009 was L5  20 
    Core  117556  Draw electronic graphic images  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  117549  Edit interactive media content  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  12499  Edit sound  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  117555  Gather interactive media content from existing sources  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  117550  Plan processes for interaction with multiple media  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117554  Propose interactive media solutions  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  13806  Code a web page layout  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  115374  Demonstrate an understanding of the use of web-sites in business  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  115372  Demonstrate an understanding of tools and products available for web-site development  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  15236  Apply financial analysis  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15219  Develop and implement a strategy and action plans for a team, department or division  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15215  Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15230  Monitor team members and measure effectiveness of performance  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15235  Prepare and conduct staff selection interviews  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  114069  Administer security systems for a multi-user computer system  Level 6  Level TBA: Pre-2009 was L6  15 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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. African Academy of Cinematic Arts (Pty) Ltd 
    2. Bconsult 
    3. CTU Training Solutions 
    4. Revolution Media Academy (Pty) Ltd 
    5. Shree Institute for Professional Studies Pty Ltd 


    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.