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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Computer-Based Graphic Development 
SAQA QUAL ID QUALIFICATION TITLE
80006  Diploma in Computer-Based Graphic Development 
ORIGINATOR
The Independent Institute of Education (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
Diploma (Min 360)  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  372  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2032-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of this programme is to qualify students to follow a successful career in Graphic Development. The skills required by students to enter the workplace, either as self-employed individuals or within an existing organisation, together with industry requirements have been considered within this qualification. A balanced combination of information technology theory and practical skills, with strong emphasis on visual communication, creativity and graphics development, has been embraced through strategic module and outcomes selection.

The Diploma in Information Technology in Graphic Development develops three different skills specialisations: creative thinking, visual communication and graphics development.

Creative thinking skills modules start with drawing and illustration techniques in the first year and are followed with art and design 1 and 2 in subsequent years. A variety of graphics development modules ensure a solid skills base over the three years by teaching students to use a variety of different industry standard software packages where they learn to generate their conventional art and drawing techniques on both physical media and digital media. A logical progression is followed to establish and build a knowledge base in visual communication to develop the principles of marketing, corporate and business communication and branding.

Students learn conceptual techniques in the first year and are required to frequently assess the relationship between the main disciplines. In further support of the main disciplines, are modules dealing with practical application and workplace learning - one in second year and another in third year. In second year, project management provides a foundation for the two workplace learning modules. These modules also aim to introduce students to management and real world business concepts and skills.

The curriculum will contribute to the achievement of the intended outcomes by introducing simple concepts that provide the foundation for progression within the programme such as knowledge in the effective use of computers and related software packages and business skills. Creative skills are developed to meet the required outcomes by allowing learners to project their creative flair on paper and other media, also into a digital format. The work integrated learning activities together with the graphic development project ensure that project and solution development skills are encompassed within the programme.

In the final year, a much stronger emphasis is placed on solution development with students given a larger degree of freedom to formulate development solutions for given problems, to promote a greater degree of innovative and creative solution design.

Rationale:

Information Technology has been featuring on the DoL's scarce skills list for some time now, and was highlighted again on the IT Web's IT Skills conference last year.

This qualification considers a potential lack of significant computer experience at entry level and makes provision to lead students into this field of study, providing access to higher education in graphic development where such an opportunity might not otherwise exist. It introduces graphic development from a very basic level and progresses into more sophisticated concepts in the second and third year of study.

Students progress along three well defined specialisations, covering corporate and brand communication skills in the first, art and design concepts in the other and finally also creative concepts. These specialisations are supported by several modules which add progressive support in terms of creativity, design and development, and a set of management-related modules. This focus of the programme is computer based graphics development and this focus is further supported by several subjects aimed at providing students with the opportunity to carry their creative designs from a variety of other media, to a digital format on computer.

The Diploma in Information Technology in Graphic Development will help to meet the increased demand and present students with the opportunity to enter higher education and prepare them to take up positions as:
  • Graphic developers.
  • Graphic designers.
  • Graphic artists.
  • Graphic animators.

    The qualification takes into consideration the need to improve the communication and computer literacy skills of students given the digital nature of the information age in which graduates need to operate. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in the language of instruction (English) at NQF Level 4 and Computer Literacy at NQF Level 3.

    Recognition of Prior Learning (RPL):

    The IIE is committed to the principles of lifelong learning and opening access to higher education. A student who transfers from one to another programme within the IIE will be given credit at the discretion of the Senate for relevant modules successfully completed.
    Students can achieve this qualification in part or in whole through recognition of prior learning. The IIE RPL Policy (IIE010) and the IIE Academic Credit Policy (IIE004) guide this process.

    Recognition of Prior Learning for formal learning: (Credit recognition)

    Students may apply for credits or exemptions for subjects already passed in-house or at other recognized institutions.

    Recognition of Prior Learning for informal and non-formal learning:

    Skills, knowledge and experience in respect of competences acquired through informal and non-formal learning are also assessed in the RPL process.
    Access to the Qualification:

    Admission to the qualification is open to learners in possession of:
  • A Senior Certificate with an E in English (as the language of teaching and learning or first additional language) and an E or better in four or more subjects.

    Or;
  • A National Senior Certificate (NSC) granting admission to diploma studies with a minimum of 30% (rating of 2) in English (as the language of teaching and learning or first additional language) and a rating of 3 (40-50%) or better in four or more recognised NSC 20-credit subjects.

    Or;
  • A National Certificate (Vocational), NQF Level 4 (NC:V) with a minimum of 50% in English (as the language of teaching and learning or first additional language) and in two more fundamental subjects.

    Or;
  • A National Certificate (Vocational), NQF Level 4 (NC:V) with a minimum of 60% in the following vocational subjects:
    > Systems analysis and design.
    > Data communication and networking.
    > Computer programming.
    > Physical science.

    Candidates over the age of 23 at registration with three years` work experience and proven ability relating to the proposed programme as well as adequate communication skills may be admitted without meeting the admission requirement.

    Candidates having attained the age of 45 before or during the first year of registration may be admitted. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification is made up of the following components:

    Modules at NQF Level 5:
  • End User Computing, 20 Credits.
  • Business Communications, 10 Credits.
  • Drawing and Illustration Techniques, 10 Credits.
  • Introduction to Conceptual Techniques, 13 Credits.
  • Desktop Publishing Fundamentals 7 Credits.
  • Visual Communication, 15 Credits.
  • Graphic Development, 12 Credits.
  • Business Practice and Entrepreneurship, 5 Credits.
  • Desktop Publishing, 10 Credits.

    Total credits at NQF Level 5 = 102 Credits.

    Modules at NQF Level 6:
  • Business Information Systems, 12 Credits.
  • Art and Design, 20 Credits.
  • 2D Animation, 15 Credits
  • Graphic Development , 15 Credits.
  • Web Development Introduction, 10 Credits.
  • Project Management, 15 Credits.
  • Experiential Learning, 10 Credits.
  • Marketing, 15 Credits.
  • Digital Photography, 15 Credits.
  • Print Reproduction, 15 Credits.
  • Art & Design, 20 Credits.
  • Visual Communication 2, 20 Credits.
  • Video Editing, 18 Credits.

    Total credits at NQF Level 6 = 200 Credits.

    Modules at NQF Level 7:
  • 3D Animation, 20 Credits
  • Graphic Development , 15 Credits.
  • Video Editing, 15 Credits.
  • Project, 20 Credits.

    Total credits at NQF Level 7 = 70 Credits.

    All the modules are compulsory.

    Total credits for the qualification = 372 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective use of a personal computer in a business environment.

    2. Apply the basic principles of business management in a business environment.

    3. Communicate effectively and professionally in a business environment.

    4. Interpret visual impressions and represent these again in and on a variety of different media.

    5. Discuss the role and function of information systems within business organisations.

    6. Explore creativity and creative thinking, and relate creativity to strategic brand communications and development concepts.

    7. Design a variety of different publications in digital format, using popular software.

    8. Discuss the role and scope of visual media as a communication medium in a commercial environment.

    9. Design and produce digital graphics suitable for advertising and marketing purposes.

    10. Identify and apply important design and development principles to produce high quality desktop publications using professional software.

    11. Identify design theory elements, composition, creativity and related concepts, approaches, techniques, principles and practices and explore the application of these in digital art and design.

    12. Produce a series of consecutive digital images which represent animation, using a popular software package.

    13. Design and produce marketable digital vector images using industry-standard software.

    14. Design and produce a working website to demonstrate a solid understanding of website technologies, architectures and acceptable practices.

    15. Explain the principles of and apply the key functions of project management in an IT environment.

    16. Design and develop a portfolio of graphic and web design work.

    17. Define marketing and identify activities and success factors required to achieve an organisation's marketing objectives.

    18. Discuss the techniques and skills required for good quality digital photos and explain the process of photo editing, using industry standard software.

    19. Define the factors which determine the quality and usability of a digital image produced for commercial printing.

    20. Identify the functions of industry standard video editing software and explain its application in the production of digital videos.

    21. Discuss and analyse art and art forms to identify different techniques, approaches, objectives and design strategies and the application to achieve specific design goals.

    22. Analyse, identify and apply effective visual communication approaches to meet corporate visual communication objectives.

    23. Identify the design requirements for a professional project and develop a solution to meet the specific requirements of the project.

    24. Develop and animate characters and use these in commercial advertising.

    25. Analyse corporate graphic or web design needs and design solutions for it.

    26. Plan and produce a professional quality commercial video with suitable footage and matching sound track, for a web-based advertisement. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A personal computer is used appropriately and the use of relevant software packages in a business environment is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The basic principles of business management and entrepreneurship are applied to establish and manage a business. Knowledge gained will be used to draw up a business plan for the establishment of a small business venture.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Information is communicated in a reliable and coherent format in a business environment using professional business communication discourse and formats.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The ability to interpret visual impressions and represent these again in and on a variety of different media is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The role and functions of Information systems within business organisations are discussed.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Creativity and creative thinking are explored and creativity is related to strategic brand communications and development concepts.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • A variety of different publications is designed in digital format, using popular software for the purpose.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The role and scope of visual media as a communication medium in a commercial environment is discussed.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Digital graphics suitable for advertising and marketing purposes are designed and produced.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Important design and development principles are identified and applied to produce high quality desktop publications using professional software.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Design theory elements, composition, creativity and related concepts, approaches, techniques, principles and practices are identified and the application of these in digital art and design are explored.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • A series of consecutive digital images which represents animation is produced, using a popular software package.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Marketable digital vector images using industry-standard software are designed and produced.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • A working website is designed and produced to demonstrate a solid understanding of website technologies, architectures and acceptable practices.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • The principles of project management are explained and key functions are applied in an IT environment.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • A portfolio of graphic and web design work is designed and developed.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Marketing is defined and activities and factors which may contribute to achieve an organisation's marketing objectives are identified.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • The techniques and skills required for good quality digital photos are discussed and the process of photo editing, using industry standard software is explained.

    Associated Assessment Criteria for Exit Level Outcome 19:
  • The factors which determine the quality and usability of a digital image produced for commercial printing are defined.

    Associated Assessment Criteria for Exit Level Outcome 20:
  • The functions of industry standard video editing software are identified and its application in the production of digital videos is explained.

    Associated Assessment Criteria for Exit Level Outcome 21:
  • Art and art forms are discussed and analysed to identify different techniques, approaches, objectives and design strategies and the application to achieve specific design goals.

    Associated Assessment Criteria for Exit Level Outcome 22:
  • Effective visual communication approaches are analysed, identified and applied to meet corporate visual communication objectives.

    Associated Assessment Criteria for Exit Level Outcome 23:
  • The design requirements for a professional project are identified and a solution that meet the specific requirements of the project are developed.

    Associated Assessment Criteria for Exit Level Outcome 24:
  • Graphical characters and scenes are developed and animated for a working 3D animation and incorporated into commercial advertising.

    Associated Assessment Criteria for Exit Level Outcome 25:
  • Corporate graphic or web design needs are analysed and solutions for them are designed.

    Associated Assessment Criteria for Exit Level Outcome 26:
  • A professional quality commercial video with suitable footage and matching sound track, for a web-based advertisement is planned and produced.

    Integrated Assessment:

    This qualification makes use of integrated assessment methods and tools which include formative and assessment. Experiential learning and a project worth 20 credits form part of the integrated assessment practices. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with international qualifications. In general this qualification compares well with its international equivalents. The international schools seem to focus on software. This qualification maintains a good balance between foundation work, software, creativity and workplace learning and should be considered a well balanced career-focused offering.

    The qualification compares favourably in content and approach with the following qualifications which are highly regarded in the sector:
  • Australian College: Professional Graphic Design & Desktop Publishing.
  • South Bank Institute of Technology: Diploma of Graphic Design.
  • University of the Arts, London: Foundation Degree Arts Graphic and Spatial Communication Development. 
    		•

    ARTICULATION OPTIONS 
    This qualification should articulate with the BTech in IT: Web Development or its expected replacement, at public South African Universities. 

    MODERATION OPTIONS 
    The IIE ensures the quality of its qualifications through a stringent process of internal and external control as set out in the IIE Assessment Policy IIE009.

    All exit level modules are externally moderated while all others are internally moderated.
    The IIE which is a multi-site provider has a sophisticated system of internal and external moderation to assure quality and ensure equity of provision. Feedback from moderators is used to improve the quality of assessment, material and student support as well as to ensure fairness and validity in any particular examination cycle. External moderation is also used to ensure that the quality of the programme content and its assessment is comparable to that offered by other providers.

    All HEQC accreditation criteria in this regard are met and indeed exceeded because of the additional layer of internal moderation to secure equity across the sites.

    Internal Moderation:

    The role of internal moderation is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all IIE campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, portfolios etc. Moderation of assessment is formalised within the institution on both an internal and external level through the IIE Quality Management System as per IIE Policies IIE001 and IIE009.

    Feedback on internal moderation is provided to respective lecturers and academic staff across the campuses through a moderation report.

    External Moderation:

    External Examiners/External Moderators will be appointed to examine the exit level subjects of a qualification.

    External Moderators' reports:

    External moderators are required to submit formal reports using the given template. External moderators are asked to report on the following:
  • The consistency and fairness of assessment.
  • The assessment process.
  • The overall standard of work.
  • The standard of work in relation to other courses of the same nature.

    Before this report is submitted to the relevant academic team for decisions on action the national averages for the module and for each set of campuses is included (internal examiner and moderator) so that variances can be managed whether or not they have been identified by the moderator.

    External moderator's reports are forwarded to the respective Heads of Programme (HOP) and National Heads of Department and shared with the lecturers concerned. If marking problems are identified a development process and support for the lecturer is initiated. The HOP ensures that all pertinent feedback is taken into account for the following year's programme and curriculum.

    In relation to the group of student's whose work has been externally examined /moderated the moderator's assessment can result in anything from the whole country being remarked to remarking on one site to the adjustment or marks or no action as required - the Assessment Policy spells out the conditions for such decisions. As of 2010 the actions that arise from internal and external moderation reports will be the same. The practices are based on standard public provider practices.

    Criteria for the appointment of external moderators include:
  • For courses at the exit level, someone not employed by the IIE.
  • A relevant qualification one level higher than the exit level of the qualification being moderated and competency in assessment.
  • For practical subjects, relevant and extensive industry/educational experience in the specific field of study.
  • For theoretical subjects, relevant educational experience and a qualification higher than the level which they are moderating.
  • Being drawn from a range of backgrounds and institutions.
  • Approval by the relevant Head of Programme.

    Criteria for Appointment of External Examiners/External Moderators:

    To date moderators that meet the requirements are approved by the Senior Head of Programme. The Senior Head of Programme holds the position equivalent to a Head of School in a public provider. The moderators' details are then approved by the Director (Academic Head). As of 2009 a list of moderators, their institutional affiliation and qualifications will also be considered by both the relevant Faculty Board and Senate on a semester basis. Appointment is thus not at the sole discretion of any one person but is against the criteria and guidelines and with the "verification" of the Director and now, of the Faculty Board and Senate. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors and moderators must hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years teaching experience. Assessors with less than two years experience has their assessment work moderated by a peer. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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. The Independent Institute of Education (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.