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:

Diploma: Print Production and Design

SAQA QUAL ID	QUALIFICATION TITLE
60229	Diploma: Print Production and Design
ORIGINATOR
Prestige Academy (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Certificate	Field 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 5	Level N/A: Pre-2009 was L5	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		2023-12-31

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

This qualification has a specific purpose, which justifies its existence as a qualification in its own right. Generally, it addresses the human resource development needs of the country. It can be categorized as a vocational education and training program, because it is directly relevant to the needs in industry. There is a growing need for professionals with advanced knowledge and skills in the field of print production and design, in a rapidly changing business retail environment, particularly in the advertising and electronic information design environment.

Increased equity is achieved by giving students from historically disadvantaged communities wider access to these learning opportunities, and thus addressing imbalances of the past.

More specifically, this qualification is offered to candidates who:

Wish to be equipped with specialized knowledge and skills as well as practical workplace experience to pursue a career in print production and design.

Seek a learning program that is tailor-made for the needs of print production and design in the retail and advertising industry.

Wish to combine interpersonal skills, computer skills and art/creativity.

Were previously disadvantaged or who were denied access to formal learning programs.

Have worked as a DTP specialist in industry for many years but have no formal qualification, which limits job promotion and security of income.

Wish to get recognition for relevant prior learning and achieve a formal qualification that makes it easier to move up the value chain.

Have recently left school after acquiring a Senior Certificate, or equivalent qualification.

Who wish to acquire an advanced qualification that will enable them to continue with a further qualification at a higher level such as a degree in print production and design.

The program is designed to be offered over two years of full-time study. Since strong emphasis is on the development of a variety of creative skills using the latest ICT technology and software, this program will add educational value for enrolled students. The modules for the first year set a platform of knowledge and skills upon which the second year of studies follow, at an advanced level.

The program modules for the first year are Desktop Publishing Theory, Design Concepts, Typography Design, Prepress, e-Image Manipulation, e-Publication Graphics and Illustration, e-Page Layout and Typography, e-Photo Editing, and Basic Photography.

The program provides for the following modules in the second year: e-Publication Drawing, Applied Advertising, Advanced e-Image Manipulation, Advanced e-Page Layout and Typography, e-Document Design, Advanced e-Graphics and Illustration, Entrepreneurship, e-Publication Authoring, and e-PDF Editing.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learner entering this program should have a Senior/GET Certificate or equivalent. Knowledge of/and experience in applied computer technologies or information technology is not required. Interest or experience in art, graphic design or computer-based design would be beneficial.

Candidates should be able to communicate in English.

Recognition of Prior Learning:

Through RPL candidates have the opportunity to gain credit for certain modules successfully completed elsewhere, or in a previous program completed at this Institution (e.g. in a related program such as the Certificate in Desktop Publishing and Computer Art). In this way they can fast-track the prescribed learning program, may choose additional modules and expand their knowledge and skills during the period of study.

Generally, students can get access to this program through recognition of relevant knowledge and skills acquired by:

Occupational-related experience in this particular field, and/or.

Gaining credits for a certain part/component of this qualification (in another program within this Institution, or externally in the same/a similar qualification at an accredited education/training institution; and/or.

An entire qualification.

Through RPL students also have the opportunity to enter into more advanced programs and further their studies to acquire additional qualifications internationally. This program has been designed to address such a need too.

The specific form of assessment to determine the extent of recognition of prior learning will depend on evidence produced by each individual applicant. In case of the applicant not being able to produce a certificate of credits gained, the assessment will at least involve the presentation of a portfolio of practical work as demonstration of applied knowledge and skills. Part of the requirements in case of application for RPL is that the candidate must fill out a questionnaire accompanied by a portfolio of evidence of prior learning.

Experiential learning:

Since this is a vocational education and training program, it is required that all candidates must complete a specified period of experiential (work-based) learning: 40 hours in case of a one year certificate program, 80 hours in a two year program and an additional 40 hours in a three year program. Experiential learning is done at a company or organization of own choice during mid-term breaks. Should a candidate find it difficult to identify a suitable place, academic staff assists them in finding a workplace.

During this period, the students will gain experience in transferring knowledge and skills to the work setting. At the same time, they are given the opportunity to develop generic skills such as teamwork, interpersonal communication, decision-making, cultural sensitivity, etc. This is viewed as added value because it improves the employability of candidates at the exit point.

Apart from this work-based learning, students are also exposed to other modes of experiential learning, including field trips and job shadowing.

Candidates are being assessed in various ways. The supervisor or manager of the company gives feedback to the assessor by means of a completed performance appraisal for the candidate, and records the actual work hours completed at the company. Also, the candidate must hand in a written learning reflection report. In order to achieve a pass grade, the candidate must hand in all of the above documents as part of the PoE of the candidate. Certification will only be done once the candidate has completed the prescribed experiential learning.

Access to the Qualification:

There is open access to all candidates.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The learning program comprises theory, practical application of theory, and skills development according to the outcome-based education and training model. The learning content (syllabus) is structured around fundamental, core and elective components, each with a specific allocated credit value at the exit point. To ensure increased employability, the program includes compulsory experiential learning during the second academic year.

EXIT LEVEL OUTCOMES

Upon completion of the program the learner will be able to:

Explain the basic concepts and principles of design and associated processes regarding colour, construction of a publication and commercial printing.

List and describe the critical features and fundamentals of typography, and apply it to print production design.

Demonstrate an understanding of the key concepts, role, components and scope of advertising.

Describe the key stages in the advertising campaign process within context of advertising control mechanisms.

Demonstrate an understanding of the functions of desktop publishing software, and the compatibility with other multimedia software.

Use word processing software to perform design planning tasks, present text and create graphic images such as illustrations and diagrams.

Demonstrate a range of skills and techniques in using specified design software packages common to the authoring, publishing and print production design work environment.

Demonstrate an understanding of graphics and photographic software functions to manipulate images and image elements such as colour.

Utilize and apply a variety of software tools and functions to create and manipulate a range of digital images.

Export desktop publishing files and perform preparations for printing files containing text and images.

Describe the functions and operations of equipment and related materials used in photographic processes.

Create and develop images using basic design principles and photographic technology to enhance the end product of a print and production design.

Demonstrate understanding of the principles of entrepreneurship, the development of a creative business enterprise and develop a business plan to exploit potential business opportunities.

The relevant Critical Cross-filed Outcomes applicable to this program, are as follows:

Identify and solve problems using critical and creative thinking within context of print and production design.

Work effectively with others as a member of a print and production design team.

Organize and manage oneself to complete assignments and tasks in time.

Collect, analyse, organize and critically evaluate information related to execution of print and production design tasks.

Communicate effectively using graphic, visual and verbal skills.

Use scientific processes and computer technology effectively and responsibility.

Comprehend that the world of print and production design is a set of inter-related systems by recognizing that design problems cannot be solved in isolation.

ASSOCIATED ASSESSMENT CRITERIA

Integrated assessment:

According to institutional policy the term integrated assessment is interpreted and should be applied as follows:

Assessment of competence is an integral part of program delivery. Assessment is thus conducted throughout the duration of the program as a mechanism to monitor learning progress, identify weak points or limitations and give guidance to individual students towards further learning and professional development (formative assessment). This complemented by summative assessment with the emphasis on measuring the ability of the learner to integrated knowledge and skills from different related modules (using cognitive skills of application, analysis and synthesis).

Since the execution of job-related tasks require the integration of theory and the application of knowledge as well as skills, assessment practice will as far as possible be conducted along the same line. This means that assessment tools will be suitable to assess mastery of knowledge as well as skills together, rather than written tests and exam alone. Different outcomes are thus also assessed in a combined manner.

At the same time, the specific learning outcomes and critical cross-field outcomes will be assessed jointly, e.g. creative problem-solving, the ability to organize and manage oneself responsibly and effectively, collect, analyse, organize and critically evaluate information, as well as using computer technology in a responsible manner.

INTERNATIONAL COMPARABILITY

The program is on par with similar learning programs nationally and internationally, for example the BTEC NDip in Print Technologies offered by the Academy of Graphic Technologies (AGT) in Kenya. All software packages applicable to the offering of the qualification are the latest and commonly used in both advertising and information design companies at international level.

ARTICULATION OPTIONS

Possibilities exist for articulation to other qualifications horizontally, within and external to the Institution, as well as vertically to the next level qualification within and external to the Institution.

Horizontal articulation:

Learners who have passed a certain module at another Institution, or are given credit after individual RPL assessment, will gain entry into this program, thus going the "fast-track route" towards qualification. An example is the Certificate in Graphic Web Design and Web Development, which has certain elements common to desktop publishing and computer art studies.

Vertical articulation:

Candidates may build on this qualification and progress to further (more advanced) qualifications. If such a program is offered at another Institution the learner will be able to enroll into that program.

MODERATION OPTIONS

Moderation will be conducted in line with the Institutional Moderation Policy. Generally, our moderation system requires internal moderation every term, and external moderation in all modules at the exit point of the program. This Policy also states that students have the right to appeal against the results of any assessment. This is dealt with in a prescribed manner. Various options may be considered such as the modification of the initial assessment results. The Committee may also decide to uphold the result.

We do not use a system of external examiners, as the case with postgraduate masters and doctoral students at universities.

Suitable qualified persons will be used for both internal and external moderation, in line with the requirements for selection and appointment as well as prescribed responsibilities as stated in the Moderation Policy.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors are appointed in line with the Institutional Assessment Policy, as well as the Quality Management Policy and performance framework of academic staff. Anyone acting as assessor of learning must meet specified requirements. These are:

Relevant formal education at the minimum required NQF Level for which evidence must be provided by way of certificates of qualification.

At least three years of relevant practical work experience in industry OR a professional teacher qualification.

Formal training in outcome-based assessment leading to accreditation and registration as assessor. Should a new member of academic staff not be an accredited assessor, it is required that he/she completes this training within a year (this commitment is specified in the conditions of appointment). All new employees also receive thorough briefing on all relevant institutional policies and procedures (including assessment and moderation) during a compulsory induction program.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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.	Prestige Academy (Pty) Ltd