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

Higher Diploma: Interior Decorating and Design 
SAQA QUAL ID QUALIFICATION TITLE
66730  Higher Diploma: Interior Decorating and Design 
ORIGINATOR
Potchefstroom Akademie (Edms) Bpk/Potchefstroom 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
National Higher Diploma  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  468  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   2022-12-31  

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 
Purpose:

The purpose of the programme is to prepare the qualifying learner to

Practice as an Interior designer in South Africa.

This Higher Diploma is a professional qualification based on a combination of exit level outcomes. The qualifying learner will have at his/her command the necessary knowledge, skills and attitude to fulfill the tasks and responsibilities of an interior designer in a suitably professional manner; thereby ensuring client satisfaction and upliftment.

A qualifying learner will be equipped to contribute his/her skills and knowledge to any suitable practice, e.g. Interior Design; Architecture; applicable product design, wholesale and retail businesses in the field; specific publishing and other media, etc.
This qualification will be instrumental in supplying the country and the region with well qualified interior designers; Having impact on responsible use of resources in all fields, while enhancing the function, quality, and aesthetics of interior spaces; Thereby improving quality of life, increasing productivity, and protecting the health, safety and welfare of their clients.

In order to realize these goals, the learner will have to demonstrate competence in the following programme outcomes for successful completion of the programme:
  • Understand the nature and substance, as well as the tasks and responsibilities of the profession of Interior Design.
  • Understand and interpret the traits and characteristics of clients and have command of communication skills - verbal and visual.
  • Be able to work efficiently and amicably as member of professional teams.
  • Be self-motivating.
  • Understand the complexity of design, art, and architecture and of interiors in history.
  • Be knowledgeable and sympathetic about cultural diversity.

    Upon successful completion of the Diploma in Interior Decorating and Design, the learner will have at his/her command the necessary knowledge, skills and attitude to fulfill the tasks and responsibilities of an interior decorator and designer in a suitably professional manner, thereby ensuring client satisfaction and upliftment:
  • Produce and present a professional interior design portfolio.
  • Be able to plan, research and organise design projects.
  • Be creative, independent and conceptual creators, producers, problem solvers and thinkers.
  • Be able to manipulate and articulate ideas, concepts and information visually, verbally and in writing.
  • Operate industry related computer hardware and software (AutoCAD & Revit).

    This qualification will co-operate in supplying the country and the region with well qualified interior decorators and designers; having impact on responsible use of resources in all fields while enhancing the function and quality of interior spaces, thereby improving quality of life, increasing productivity, and protecting the health, safety and welfare of the entire population.

    The level 7 qualification: Higher Diploma in Interior Decorating and Design with the purpose to accommodate all learners who wish to pursue a general career in this field.

    Rationale:

    The qualifying learner will have the competence to apply creativity, problem solving and specialised knowledge and management principles to the practical implementation of interior design, after appropriate research and analysis on an individual basis.
    Aim:
  • To equip students with the skills necessary to successfully complete various stages inherent in the interior design process (analysis, recognition, postulation of a problem, research, generation of concepts, evaluation, realisation and communication).
  • To provide the student with an understanding of the commercial realities of design practice as these pertain to office procedures, legislation affecting designers and the role of design within the larger framework of managerial and decision making processes.

    As one of the departments of Potchefstroom Akademie, Department Interior Decorating and Design fully subscribes to the overall Mission and Vision of Potchefstroom Akademie.

    In addition, this department strives to reach its own specialised goals and objectives within its field of study and expertise:

    Contribute to the local, national, and eventually the global environment by motivating our learners while empowering them with the necessary expertise, to become professionals who specify as far as possible and feasible:
  • Wood and wooden products harvested in sustainable forests.
  • Pollution-free heating and other energy sources.
  • Water-saving appliances and systems.
  • Chemical products such as plastics, paint, varnish, upholstery filling, etc. produced with minimum ecological damage and in such a way as not to jeopardize the health or safety of their workers or clients.
  • Textile products produced from environmentally safe raw materials and by means of responsible practice.

    Citizen development in training our students for viable careers, leading to:
  • Economic independence.
  • Responsible lifestyle.
  • Enhancement of lifestyle on as many levels of society as possible.

    Personal development by profiting from the stimulating, nurturing and formative learning environment created here for the realization, fulfillment and continuous growth of their potential, into persons with:
  • Integrity and ethical responsibility.
  • Social, religious and cultural sensitivity.
  • A well-developed sense of style, aesthetics and artistic discrimination. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Apart from the access requirements as described above, each application is treated on its merits in terms of relevant work experience and prior relevant NQF-aligned qualifications obtained.

    The learner will possess fundamental numeracy, communication, literacy and life skills on entry to the programme. Basic literacy skills such as reading and writing, and to communicate effectively in written form. The ability to analyse, interpret and critically evaluate written and verbal information.

    Recognition of prior learning (RPL):

    As part of the admission process, a candidate may apply for recognition of prior learning. If a learner has previously obtained qualifications (or credits) which may be recognized towards obtaining this qualification, he/she can apply for RPL prior to admission to the school or during the first semester of the first year.

    The process of RPL is as follow:

    Pre-application:
  • Information of Learner.
  • Preliminary screening.

    Advisory stage:
  • Application/self-assessment.
  • Formal screening.
  • Comparison between results and unit standards or qualifications.
  • Identify gaps and action plans before formal assessment.

    Assessment through following:
  • Portfolio.
  • Examinations.
  • Assignments.
  • Projects.
  • Demonstrations/simulations.
  • Combination of the above.

    Recommendations:
  • Admission to learning programmes.
  • Credits.
  • Registration with professional body.

    Certification:
  • Academic records.
  • Credits for part qualification.
  • Credits for full qualification.

    If, after the process has been followed, a student can prove him/ herself competent on the specific learner outcomes of this programme, he can achieve the qualification in whole or in part, depending the outcome of the RPL process.

    Access to the qualification:

    For students of 18 years on the 31st of June during the year of admission the admission criteria are the following:

    1. Grade 12 or equivalent qualification.
    2. Matriculation exemption is not necessary.
    3. Art, as a school subject, is not compulsory but it would be to the student's advantage.
    4. It will be expected from the prospective student to conduct an interview with the Managing Director as well as the Head of the Department for Interior Decorating and Design.
    5. During this interview the following will be discussed with the prospective student as well as the parents:
  • The detail of the course.
  • Timetable and what would be expected from the student.
  • The student will also be informed on the practical hours that need to be completed.
    6. During the interview the student should be able to answer the following questions (all students will be asked the same questions).
    6.1. Marks obtained in grade 12:
  • Subject combinations, as well as the average mark obtained.
  • The prospective student will be asked about the references which was presented with the application.
  • The student will also be asked about his/her creativity. Questions regarding this will include:
    > Are you interested in objects that are displayed in shops' windows and what will draw you to the window.
    > Do you read interior decorating magazines? Which magazines?
    > Do you attend interior decorating exhibitions such as Decorex and Lifestyle?
    > Have you decorated your own room? If so:
    > What does your room look like?
    > Which objects do you display?
    > Do you like the décor or is there something you would like to change:
    > Do you participate in any creative activities such as art classes, needlework, knitting, drawing, ballet or playing an instrument?
  • The prospective student will also be asked to convince the Head of Department that he/she has a feeling for the career he/she plans to follow.
  • The student should be able to motivate that he/she will be able to complete this programme.
  • A few questions will be asked to test the general knowledge of the student to evaluate whether the student is interested in the world around him.
    7. Examples of creative work done by the learner will be expected. preferably in the form of a portfolio.
    8. Where the student does not have a portfolio, it will be expected from the student to:
  • Make a drawing of a piece of furniture in his/her own room, as seen from the door.
  • Hand in a written piece testing the student's communication abilities.
    9. This interview will be completed with a visit to the main campus where the student and his/her parents will see the classrooms, residences and other facilities. The student's reaction will be monitored in order to determine his/her enthusiasm.
    10. Lastly the prospective student and his/her parents will see the registrar of the institution where financial aspects will be discussed.

    For students older than 23 years on 31st June (during the year of admission), the admission criteria is as follows:
  • These students will not necessarily, be subjected to the same criteria as for normal grade 12 qualifications.
  • These students will still be interviewed (as explained above) and it will be expected from them to present a portfolio.
  • Where a portfolio is not available, the prospective student will also be asked to make a drawing and to complete a written piece. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Fundamentals:

    Learning components(Modules titles only); Number of Credits allocated; NQF Level:

    Design Studies I; 28 Credits; NQF Level 5.
    Drawing for Design I; 28 Credits; NQF Level 5.
    Interior Design II; 28 Credits; NQF Level 6.
    Presentation Techniques II; 28 Credits; NQF Level 6.
    Interior Design III; 40 Credits; NQF Level 7.
    Presentation Techniques III; 36 Credits; NQF Level 7.

    Subtotal: 188 credits.

    Core:

    Learning components(Modules titles only); Number of Credits allocated; NQF Level:

    Design Technology I; 20 Credits; NQF Level 5.
    Building Construction I; 20 Credits; 5 NQF Level.
    Professional Practice I; 16 Credits; NQF Level 5.
    History of Interior Design and Visual Art Styles I; 20 Credits; NQF Level 5.
    Design Technology II; 24 Credits; NQF Level 6.
    Building Construction II; 24 Credits; NQF Level 6.
    Professional Practice II; 20 Credits; NQF Level 6.
    History of Interior Design and Visual Art Styles II; 24 Credits; NQF Level 6.
    Design Technology III; 24 Credits; NQF Level 7.
    Building Construction III; 28 Credits; 7 NQF Level.
    Professional Practice III; 24 Credits; NQF Level 7.
    History of Interior Design and Visual Art Styles III; 36 Credits; NQF Level 7.

    Subtotal: 280 credits.

    Qualification Rules (Choice of modules or unit standards and credits):

    Refer criteria and guideline document for required details. An example of rules:
  • All the Fundamentals totalling 188 credits are compulsory.
  • All the Core modules totalling 280 credits are compulsory.

    A minimum of 280 credits is required to obtain the qualification. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand the nature and substance, as well as the tasks and responsibilities of the profession of Interior Design.

    2. Show sensitivity to cultural diversity.

    3. Work efficiently and amicably as a member of a professional team.

    4. Understand the complexity of design, art and architecture, and of interiors in history.

    5. Interpret the traits and characteristics of clients.

    Critical Cross-Field Outcomes:

    SAQA uses the term "Critical Outcomes" as a shortened form of the term "Critical Cross-field Education and Training Outcomes". However the latter, cumbersome term is still current in SAQA's documents. We recommend that it be abandoned.

    The NSB Regulations state that Critical Outcome "includes but is not limited to" the following statements:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organization, or community.
  • Organize and manage oneself and one's activities responsibly and effectively.
  • Collect, analyze, organize and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written communication.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
  • In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any learning programme to make an individual aware of the importance of:
    > Reflecting on and exploring a variety of strategies to learn more effectively.
    > Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts exploring education and career opportunities developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome1:
  • The architectural space and the design process is described in terms of the area of responsibility of the designer.
  • Designs are communicated to clients in a manner that is appropriate to the level of understanding of the client.
  • Interior Design elements are integrated into structural design aspects to enhance the aesthetic appearance of the completed building.

    Associated Assessment Criteria for Exit Level Outcome2:
  • The interior is designed to be in accordance with client preferred tastes.
  • The design is in accordance with client approved budgets.
  • The design is communicated to the client through sketches and drawings that are appropriate to indicate the intended result.
  • The design incorporates any special needs of the client.
    > Range: Special needs include catering for physically handicapped people.

    Associated Assessment Criteria for Exit Level Outcome3:
  • Designs ensure maximum safety and security of occupants.
  • Designs are functional and aesthetically pleasing.
  • The principles of design are implemented according to client requirements.
  • The impact of various designs on global resources is described in terms of sustainability.


    Associated Assessment Criteria for Exit Level Outcome4:
  • Structural and decorative design are contrasted in terms of suitability for a given situation.
  • A selected design is justified for suitability to a given situation, based on the influence of historic styles.
  • Designs incorporate decorative uses of various materials that are appropriate to the context.
  • Specific styles are classified into historical times and the reason for the application of the style is described according to generally accepted historical evidence.
  • Chronological events are described in terms of world historical styles and designs.

    Associated Assessment Criteria for Exit Level Outcome5:
  • Designs are appropriate for the setting and client preferences.
  • Ideas and concepts are presented visually to the client in a manner that is easily understood.
  • The way in which interior design and artistic styles have evolved is explained in the context Africa and South Africa.

    Integrated assessment:

    All assessment is done rigorously under internal policy and procedures. A staff member has been appointed to handle Quality Control.

    Assessment of the programme:

    Who will be assessing the programme

    Assessment in each section is done by the lecturer(s) in that specific section.

    Assessment of written and oral theoretical tests and exams is done by means of test/examination papers, compiled by lecturers in the particular subject, accompanied by complete written memoranda for marking, both of which is scheduled for handing in well in advance of the test/examination date.

    The Head of the School of Interior Design uses his/her discretion in doing spot or general checks for balance in covering the syllabi, level-suitability, thoroughness, language usage, and clarity of papers and memoranda. No test or examination paper may be given without approval of the Quality Control Officer. This person keeps records of all papers monitored.

    Likewise, evaluation of written assignments is thoroughly pre-planned.

    Evaluation of concrete, practically executed examination or test assignments is always carried out by consensus of at least two staff members suitably qualified and / or endowed, according to an assessment schedule to ensure objectivity.

    Assessment Process:

    The learners are assessed in two ways:
  • Assessments conducted during the programme while learners are still in training (formative assessment).
  • Assessments conducted at the end of the training period (summative assessment) to judge whether the learner is fully competent on the specific outcomes of each section, based on the evidence collected during both the formative & summative assessments.

    The students are assessed according to the specific outcomes of each section. As some subjects have a larger theoretical component and others has a larger practical component, assessment methods and instruments are adapted for each subject.

    It is imperative that all assessments comply with the principles of good assessment; fair, valid, reliable and consistent.

    For this reason mark sheets were developed for each assessment instrument, which can be adapted for each section according to the subject matter. This also ensures that every learner is assessed objectively and that the same assessment criteria are used for every piece of evidence provided by each and every candidate.

    Remedial Support:

    For students who fail to prove themselves competent on sections of the programme, a Remedial support policy was developed as follow:
  • After each exam a report is sent to the student and their parents.
  • Details regarding Extra Classes is included in this report.
  • Any student who proved themselves not yet competent on any particular subject is asked to attend extra classes.
  • A Timetable for the Extra Classes is placed on the notice board.
  • Each tutor is responsible for monitoring attendance to these classes.
  • A report is sent to parents regarding attendance and improvements.
  • At the end of the students studies a letter of recommendation is given to students.
  • Details of additional courses etc. is provided if the student wishes to further her studies.

    Appeal policy and Procedure:

    When a situation arises where a learner is not satisfied that the assessment complied with the principles of good assessment, he/she can lodge an appeal against a decision made by the facilitator of a course (if he/she acted as the assessor) or against the assessor who otherwise conducted the assessment.

    Learners are informed of their right to appeal, and the information regarding the appeals procedure is included in the information booklet that the learner receives when enrolling for classes. It is the policy of Potchefstroom Akademie that the appeals procedure is open to all learners and that no learner may be prevented from lodging an appeal.

    Student Records of Assessment - Portfolio of Evidence:

    To keep record of all assessments conducted throughout the programme, each student will keep a portfolio of evidence. The purpose of this portfolio is both to enable the student to keep record of his/her own assessment and to enable him/her to keep track of their own academic progress.

    The following will be included in the portfolio:
  • Exam rules and regulations.
  • Equipment checklist.
  • Assessment policy.
  • Learner support.
  • Appeals policy and procedure.
  • Copy of contract with the Academy.
  • Record of any correspondence between academy and student.
  • Results and comments of assessments.
  • All certificates/diplomas of courses done throughout the year.
  • Exam regulations and information.
  • Case studies completed.
  • Record and reports of experiential learning.
  • Practical exam checklist.

    These portfolios are checked twice a year by lecturers (appointed to each student) in order to make sure that the students update their portfolios on a regular basis. The Head of Department then do spot checks after the portfolios have been checked by the lecturers to ensure Quality control.

    Third year assessment is done as set out previously where Combined Projects/Assignments are concerned.

    Potchefstroom Akademie Department Interior Decorating and Design is a member of the IID - POT01 (The South African Institute of the Interior Design Professions).

    As mentioned previously, all written questionnaires and exam papers, together with a memoranda are handed in well in advance of the assessment date in order to be moderated internally & externally. The process is as follow:

    Examination papers:

    The internal examiner should have sent the external moderator the following documents in order to approve the examination paper:
  • The curriculum: this should indicate to the moderator the content of the section, which has received great emphasis in the course. It is important to note this as it tells one what has been emphasized as "essential to know". This should constitute the bulk of the paper. Questions should also reflect the various levels of knowledge testing, i.e., and analysis.
  • The proposed question paper: This should be assessed for content and its appropriateness. The question and the memorandum should be consistent. Wording should be checked for clarity. The appropriate use of task words should be checked. These words give some information of the degree of difficulty of the question. More than 60% of task words should be of the higher order type. It is also important to check that the number of marks is appropriate for the question. Ensure that the marks add up correctly and that the time allocated for the total number of marks is realistic. Usually 3 (three) hours are allocated for a total of 100 marks. Fewer or more marks should require proportionally less or more time.
  • The memorandum or marking guide: This should serve as a guide. It gives the examiner an idea of memory, the type and level of content that is expected from the candidate. It also gives an evaluation idea of the level at which content has been taught.

    Examination scripts:

    The following is expected from the external examiner regarding the examination scripts:
  • Where the scripts exceed 100, only 10% of the scripts have to be moderated.
  • Where the scripts are less than 100, e.g. 30, at least 10 should be moderated.
  • The moderator should check if the scripts have been marked fairly and consistently.
  • Common problems should be identified, which may be related to the wording of the question. In this case it may be suggested that all students are given an additional 2-3 marks in compensation.
  • Addition of marks should be spot checked.
  • All scripts that the examiners have referred to the examiner should be examined.
  • All borderline pass/failure and distinction or no distinction scripts, should be checked. It is not an obligation to mark up to 50% if a student has scored 48% or 49%.
  • An indication should be given in the moderating report whether these scripts were checked and what the moderators' impression is of the knowledge of that student.
  • Check that all relevant information has been credited, i.e. that memos have not been rigidly adhered to in the process.
  • The moderators report should be written. It should include the following:
    > The number of scripts that have been moderated.
    > An indication of the standard of the answers. Ex: Indicate whether the students are given information which is outdated etc.
    > An indication of the standard of the questions. Ex: Was there any question in which the students scored very high or very low marks? Did this appear to be related to the question in any way?
    > It is not necessary to calculate the percentage pass on individual questions or the overall pass or failure rate.
    > Any suggestions for improvement in the teaching or examination of the course are always valuable and useful.

    For qualifications of subject lecturers acting as assessors Academic Staff.

    Every member of staff, who conducts assessments, will complete the training course on Unit Standards ASSMT 01 & ASSMT 04. For this reason future training of staff members in the principles of planning and conducting good assessment is in place as part of the ongoing improvement of the services provided for by the department and Potchefstroom Akademie.

    In addition to (but not limited to) assessment training the following qualifications will be required of assessors:
  • Relevant qualifications in the specific field of expertise that will be assessed.
  • Experience in that specific field which may include relevant experience in the industry.
  • Level of qualification at least 1 level higher than the qualification that will be obtained.

    External Examiners & Moderators:

    All exit level examinations are moderated externally according to our written policy. External examiners and moderators were appointed for final year exams on exit level.

    Criteria for External Examiners:
  • Relevant qualification in the specific field of expertise that will be assessed.
  • Experience in that specific field which may include relevant experience in the industry.
  • Level of qualification at least 1 level higher than the qualification that will be obtained.
  • Examiners have to be from a reliable educational institution of acknowledged firm in the specific field of expertise.

    Criteria for external moderators:
  • Relevant qualification in the specific field of expertise that will be moderated.
  • Relevant experience in that specific field which may include relevant experience in the industry.
  • Level of qualification at least 1 level higher than the qualification that will be obtained.
  • Moderators have to be from a reliable educational institution or acknowledged firm.
  • Relevant knowledge regarding the subject matter that will be moderated.
  • The external moderator should have knowledge regarding higher education policy of the Akademie.

    The process for appointing external examiners and moderators is the following:
  • Institutions highly acknowledged on academic level or highly acknowledged in the field of Interior Design and Decorating can be approached to appoint examiners and moderators.
  • Examiners & moderators can also be form related professions in the industry such as architects, artists, industrial designers. etc. especially in related subjects as building construction, drawing for design, ceramic art etc.

    Qualifications of external moderators and examiners:

    All external moderators and examiners qualifications have to meet the following criteria for the specific subjects:
  • At least the same level, preferably higher than the incumbent lecturer, according to policy documents.
  • They have to have experience in the specific subject field.
  • They have to be subject matter experts.

    Learner work to be moderated externally:

    External examinations:

    The following learner work will be evaluated by external examiners:

    All year-end examinations (written and oral) and final practical assignments/projects of the following sections, at exit level, will be assessed externally (This includes all Study Units of each section):

    Exit level 1:
  • Interior Design II (NQF level 6).
  • Design Technology II (NQF level 6).
  • Building Construction II (NGF level 6).
  • Presentation Techniques II (NQF level 6).
  • Professional Practice II (NQF level 6).
  • History of Interior Design and Visual Art Styles II (level 6).

    Exit level 2:
  • Interior Design III (NQF level 7).
  • Design Technology III (NQF level 7).
  • Building Construction III (NGF level 7).
  • Presentation Techniques III (NQF level 7).
  • Professional Practice III (NQF level 7).
  • History of Interior Design and Visual Art Styles III (level 7).

    External moderating:

    The following criteria are laid down for external moderating of external examinations:
  • The year-end examinations and final practical assignments/projects of all exit level subjects will be moderated externally.
  • Moderators will be appointed according to specific criteria that is given in our moderating policy:
    > The moderators must be informed of all examinations on exit levels.
    > All tests and examinations papers, with the memorandums, must be handed in before the examination date in order for the moderator to check the quality of these question papers as well as the memorandums.
    > Moderators should be familiar with the contents of the subject.
    > Moderators should be willing to take responsibility to assess candidates against the National Standards.
    > The moderators have to be informed on what the specific outcomes of the sections are that has to be assessed.
    > Moderators have to make fair judgments based on the evidence against the criteria.
    > Moderators have to be fair and objective.
    > Moderators have to be positive and honest, without being critical. 
    		•

    INTERNATIONAL COMPARABILITY 
    Countries that are leaders in design education and training include the United States of America (USA), Canada, Saudi Arabia, Japan, Sweden, Malaysia, Israel, the United Kingdom, Belgium, The Netherlands, France, India and Germany.

    The USA qualifications are offered mostly at first degree level, although some shorter programmes exist at lower levels, often aimed at one particular field within the design discipline (e.g. graphic design, fashion design, architectural design, landscape design, etc.).

    Canada has a Design Foundations Certificate. These programmes are longer and specific to an area of design, for example, a Diploma in Graphic Design that includes components such as: production, history, advertising, research, personal development, creative imaging and system management, portfolio development, etc. The equivalent Design Foundations Certificate includes the history, thought, and practice of design.

    In the United Kingdom the equivalent qualification is a one-year Higher National Certificate in Design.

    The University of the Arts London`s Central Saint Martins College of Art and Design offers courses in interior and structural design at Bachelor degree level.

    In Ireland, a Certificate in Design Studies is offered over one year that includes structural and interior design.

    In New Zealand, a National Diploma in Design is offered, which includes graphic design and interior design.

    In Germany, design qualifications are generally three years or longer, for example, the four-year Design Akademie Berlin Diploma Communication Designer programme.

    In Saudi Arabia, education is offered mostly separately for men and women, with few higher education institutions for women. For example, the Dar Al Hekma College offers a Bachelor of Arts Degree in Interior Design and a Bachelor of Arts in Graphic Design, and an Associate degree (the first two years of these qualifications) for women. Some of these learning programmes are aligned with the United Kingdom qualifications framework. At first year level, both Bachelor Degrees include Computer application, Art appreciation, English rhetoric and composition, Foundations of Drawing, Chemistry, Islamic Studies, Marriage, Family and Society, and College algebra or geometry. For interior design, the remainder of the first year programme includes an Introduction to Interior Design, Foundations of 2-D Design, and Interior Design Drafting, whereas the graphic design programme includes an Introduction to Graphic Design, Digital Production for Graphic Design, Basic Design and Photography.

    In Japan, many short courses are offered for garden and floral design, and programmes in engineering and industrial design dominate. A two-year programme is offered at the Musashino Art University. Design is offered in three streams, namely, Graphic Design, Craft Design and Scenography and Display Design.

    In Sweden the HDK School of Design and Crafts at Gothenburg University offers a three-year Bachelor degree programme which includes:
  • Theoretical studies (history, current debates) and research.
  • Writing, through visual media, and personal presentation.
  • Ethics.
  • Formulating a problem, analysing, approaching concepts, and completing and presenting a project.
  • Two-dimensional (visual communication), three-dimensional (products) and spatial design methods.
    The first year of the programme includes the art of communication in various situations using various media, various tools to produce texts and various methods of visualisation, drawing, phases of the design project and methods for approaching the project.

    The KBU International College in Malaysia offers a Foundation Certificate in Art and Design (specialising in graphic, or interior and architectural design) that includes drawing, colour, visual analysis, proportional drawing, 2D and 3D design, problem solving design, computer graphics, printmaking, photography, critical studies and research, history and theory of art and design, and English.

    In Belgium and The Netherlands, the Koninklijke Academie van Beeldende Kunsten has a four-year programme that includes as part of its first year courses regarding painting techniques, colour application, image application, critical studies and research, concept development, contemporary art, photography, inspiration for photography, presentation media, interpreting photographic images, letter design, writing, fonts, managing design processes, analytical skills, typography, printmaking, software programmes, skills and tools, art history, art works, art styles, art theories, art analysis, writing and speaking, and graphic design processes and roles.

    In France, most programmes are aimed at engineers. Nonetheless, examples of other programmes include a two-year learnership at L`école de Design Nantes Atlantique, and a two-year learnership Design Graphique Multimedia qualification at the Institut Européen de Design.

    In India, the National Institute of Design offers a four-year Graduate Diploma Programme in Design that includes an equivalent one-year Foundation Programme. The Foundation Programme includes Fundamentals of design, Design as a problem solving process, Aesthetic sensitivity and `design` attitude, related studies of Science and Liberal Arts (Indian milieu), user needs and the intent application and processing of design. Beyond the first year, specialisation takes place in industrial, communication or textile and apparel design.

    India also offers a Bachelor`s degree (with specialisation in Fashion, Interior, or Product Design) offered at the Creative-i College of Design and Fine Arts. For interior design, subjects include design studio, colour, basic structures, interior technology, sketching, drawing and painting, technical representation drawings, history, and language and visual communication.

    Many African countries do not offer interior design programmes at an equivalent level to this qualification. For example:
  • In Ghana the Asheshi University offers an interdisciplinary three year liberal arts programme that combines courses in the humanities and social sciences, as well as mathematics and preparatory business and computer science courses. Design is a second year elective subject and includes current process-oriented and object-oriented design techniques using a framework that situates design activity within both the modern condition of commerce and computing, and the larger historical context of technological and commercial development, and creating and implementing original design solutions under resource and time constraints. However, Interior design is not directly covered.
  • In Botswana, a five-year Bachelor of Design (Industrial Design) is offered, with the first year being a generic B.Sc.
  • In Namibia, a three year Diploma programme exists in Technology Studies. The second year of this course includes an Introduction to Structural Design, and the third year includes Digital Art and Design.

    No comparable programmes were found in Angola, Botswana, Democratic Republic of Congo, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Swaziland, Tanzania, Zambia, Zimbabwe, Ghana or Kenya.

    Conclusion:

    This South African qualification contains aspects that are comparable with the components in qualifications of various other countries at a similar level. 
    		•

    ARTICULATION OPTIONS 
    Horizontally:

    Students who have previously completed specific sections, or part of sections, either by studying at Potchefstroom Akademie, or at other institutions will be allowed to apply for RPL on these sections. If it is proved that the learner is competent on the section outcomes on which he has applied for PRL, the credits of the section he has already obtained will be recognized towards obtaining the Diploma for which he/she has enrolled. These credits can be transferred horizontally between qualifications.

    A learner will be allowed to apply for PRL on any amount of sections, and without limiting the amount of credits, as long as he/she can prove competence on the section outcomes applicable.

    Vertically:

    If a learner applies for RPL on more than one section, and is proved competent on the section outcomes of each section(s) applied for, the total amount of credits will be forwarded to obtaining a qualification provided for by the programme. This will imply that if a student has previously obtained qualifications containing i.e. 4 out of the 6 sections needed to obtain the qualification, all those credits will be recognized. A student can therefore obtain the qualifications provided for by the programme in whole, or in part through the process of RPL. Credits can be added vertically in order for a learner to obtain a qualification. 

    MODERATION OPTIONS 
    The following criteria are laid down for external moderating of external examinations:
  • The year-end examinations and final practical assignments/projects of all exit level subjects will be moderated externally.
  • Moderators will be appointed according to specific criteria that is given in our moderating policy:
    > The moderators must be informed of all examinations on exit levels.
    > All tests and examinations papers, with the memorandums, must be handed in before the examination date in order for the moderator to check the quality of these question papers as well as the memorandums.
    > Moderators should be familiar with the contents of the subject.
    > Moderators should be willing to take responsibility to assess candidates against the National Standards.
    > The moderators have to be informed on what the specific outcomes of the sections are that has to be assessed.
    > Moderators have to make fair judgments based on the evidence against the criteria.
    > Moderators have to be fair and objective.
    > Moderators have to be positive and honest, without being critical. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Relevant qualification in the specific field of expertise that will be assessed.
  • Experience in that specific field which may include relevant experience in the industry.
  • Level of qualification at least 1 level higher than the qualification that will be obtained.
  • Examiners have to be from a reliable educational institution of acknowledged firm in the specific field of expertise. 
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    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. Potchefstroom Akademie (Edms) Bpk/Potchefstroom Academy (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.