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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Design Techniques 
SAQA QUAL ID QUALIFICATION TITLE
90722  Higher Certificate in Design Techniques 
ORIGINATOR
Inscape Education Group (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
Higher Certificate  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this Higher Certificate in Design Foundations qualification is to provide an entry-level introduction to the broad field of design and creative industries. The qualification equips learners with foundational knowledge, practical skills, and cognitive tools required to engage with design processes, apply problem-solving strategies, and communicate effectively in academic, professional, and creative contexts.

Learners will develop competence in design principles, elements, and processes, along with digital and communication tools essential for contemporary design and creative practice. They will apply this knowledge through drawing, ideation, conceptual development, and the production of design outcomes across a range of contexts. The qualification also emphasises ethical practice, collaboration, global citizenship, and reflective learning as essential components of professional and personal development.

This qualification is primarily vocational, preparing learners for entry-level roles in the creative industries or for establishing their own small-scale practices. It also provides articulation opportunities into related design qualifications at higher levels of the NQF, serving as a bridge into specialised design disciplines. In addition, the qualification enables learners to formalise prior or informal learning, broadening access and inclusivity into the design sector.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate understanding of the foundational concepts, principles, and practices of design, and apply them to defined, entry-level problems and contexts.
  • Undertake and manage basic design-related projects or tasks from concept through to execution, applying appropriate methods, techniques, and tools within defined parameters.
  • Generate and present innovative, practical, and contextually relevant design solutions to defined problems, demonstrating creative thinking, adaptability, and reflective practice.
  • Use design-relevant communication methods (oral, written, digital, and visual) to accurately convey ideas, technical information, and solutions to clients, peers, and professionals.

    Rationale:
    This qualification responds to the demand for multi-skilled, adaptable creative practitioners who can contribute to South Africa's and the SADC region's social, cultural, and economic development. It recognises the role of the design sector in supporting job creation, entrepreneurship, and innovation, in alignment with national imperatives and global creative trends.

    The rationale reflects several key priorities:
    Entrepreneurship and job creation: Equipping learners with practical skills to establish and manage small businesses, or to contribute meaningfully to SMMEs across the creative sector.
    Employment opportunities: Preparing qualifying learners for roles in entry-level positions within design studios, retail environments, production settings, and other creative industries.

    Creative/industry growth: Supporting the recognition of the creative and design sectors as drivers of innovation, cultural identity, competitiveness, and sustainable development.

    Access and inclusivity: Offering an accessible entry point into higher education and the creative industries for learners who may not yet be ready for advanced study, while supporting lifelong learning pathways.

    Socio-economic contribution: Developing qualifying learners who can enhance the quality of life and community wellbeing through sustainable design solutions, ethical practice, and creative innovation.

    Through its applied, industry-oriented approach, the qualification ensures qualifying learners are work ready, life ready, society ready, and challenge ready, making meaningful contributions to the profession and the broader creative and built environment sectors. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which allows applicants to gain access to or receive credits for the qualification based on prior formal, informal or non-formal learning. RPL may be applied for access, module exemption, or full/partial credit. Evidence must demonstrate achievement of learning outcomes equivalent to the qualification requirements.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry requirements:
  • National Senior Certificate (NSC), granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises 6 compulsory subjects at NQF Level 5, totalling 120 credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
    Readiness, 24 Credits:
  • Digital Navigation, 4 Credits.
  • Communication Fundamentals, 4 Credits.
  • Design Thinking Fundamentals, 4 Credits.
  • Global Citizenship, 4 Credits.
  • Critical Thinking, 4 Credits.
  • Personal Development, 4 Credits.

    Work Integrated Learning, 24 Credits:
  • WIL Preparation, 16 Credits.
  • WIL Practice, 8 Credits.

    Design Tools, 12 Credits:
  • Design software, 6 Credits.
  • Communication software, 6 Credits.

    Design Industry, 12 Credits:
  • Introduction to the design industry, 6 Credits.
  • Creative business approaches, 6 Credits.

    Design Foundations, 24 Credits:
  • Design influences, 6 Credits.
  • Design thinking and process, 6 Credits.
  • Design principles and elements, 6 Credits.
  • Contextual studies, 6 Credits.

    Design Practice, 24 Credits:
  • Drawing for design, 8 Credits.
  • Ideation and problem-solving techniques, 8 Credits.
  • Conceptual development techniques, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate understanding of the foundational concepts, principles, and practices of design, and apply them to defined, entry-level problems and contexts.
    2. Undertake and manage basic design-related projects or tasks from concept through to execution, applying appropriate methods, techniques, and tools within defined parameters.
    3. Generate and present innovative, practical, and contextually relevant design solutions to defined problems, demonstrating creative thinking, adaptability, and reflective practice.
    4. Use design-relevant communication methods (oral, written, digital, and visual) to accurately convey ideas, technical information, and solutions to clients, peers, and professionals.
    5. Engage in professional and ethical practice, demonstrating reflective learning, collaboration, and accountability in academic and workplace contexts.
    6. Demonstrate awareness of the broader design industry, cultural, social, and environmental contexts, and apply basic sustainable, inclusive, and socially responsible practices.
    7. Manage own learning by identifying, evaluating and addressing his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes. Take responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria Exit Level Outcome 1:
  • Demonstrate understanding of design elements and principles in project work.
  • Apply foundational knowledge of design history and contextual influences to design responses.
  • Follow basic design processes, including research, ideation, iteration, and evaluation, to develop coherent solutions.
  • Apply concepts appropriately to entry-level briefs and defined contexts.

    Associated Assessment Criteria Exit Level Outcome 2:
  • Implement the stages of a design task or project within defined parameters.
  • Demonstrate time management, organisation, and task planning in the completion of projects.
  • Show workplace readiness through participation in work-integrated learning activities.
  • Apply a basic understanding of business and industry processes, such as client interaction and creative entrepreneurship, in a project context.

    Associated Assessment Criteria Exit Level Outcome 3:
  • Generate creative responses for given briefs, showing flexibility and originality.
  • Adapt solutions to different contexts, users, and constraints.
  • Demonstrate independent work and initiative in addressing design challenges.
  • Use reflective practice to revise, refine, and improve solutions based on feedback.
  • Balance creativity with functionality and relevance to context.

    Associated Assessment Criteria Exit Level Outcome 4:
  • Achieve clear and accurate visual communication through drawings, sketches, and models.
  • Organise presentation layouts in accordance with basic industry conventions.
  • Use digital tools, such as design and communication software, appropriately to develop and present work.
  • Communicate clearly and professionally in oral and written formats suited to defined audiences.
  • Use presentation methods effectively to communicate design outcomes.

    Associated Assessment Criteria Exit Level Outcome 5:
  • Demonstrate ethical practice, including awareness of intellectual property and professional responsibility.
  • Show professional conduct during critiques, teamwork, and presentations.
  • Use reflective practice to assess personal strengths, weaknesses, and progress.
  • Demonstrate collaboration and peer-to-peer learning in academic and workplace-simulated contexts.
  • Observe workplace conduct standards in project and WIL activities.

    Associated Assessment Criteria Exit Level Outcome 6:
  • Explain the role of design in contributing to cultural, social, and economic development.
  • Consider inclusivity and cultural sensitivity when developing design responses for diverse users.
  • Demonstrate awareness of current industry trends, including sustainability, digital tools, and global citizenship, through research and integration into project work.

    Associated Assessment Criteria Exit Level Outcome 7:
  • Organise and manage own time and learning, work effectively with others, and communicate effectively.
  • Use technology and apply problem-solving functions across multiple contexts.
  • Participate as an ethical and responsible citizen in local, national, and global communities, and demonstrate cultural and aesthetic sensitivity across a range of social contexts.

    Integrated assessment
    Assessment for the qualification covers a range of methods and aligns with Inscape's approach of project- and problem-based learning and applying authentic and continuous assessment approaches. Learning in one module supports learning in other modules.
  • Each subject has several assessment opportunities linked to the credits of the subject.
  • Assessments have clearly stated assessment criteria.
  • Learners are given resubmission and supplementary opportunities aligned with the institution's assessment policy.

    Formative assessment:
    Formative assessments take place during learning and take the form of individual and group written and practical projects, verbal and visual presentations, and Formative Automated Assessments (FAA). Learners receive feedback during and after formative assessments and have an opportunity to implement feedback.

    Summative assessment:
    Summative assessments take place at the end of learning and include:
  • Portfolios.
  • Presentations.
  • Capstone projects. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to similar qualifications from the United Kingdom and Australia.

    Country: United Kingdom
    Institution: University of the Arts London (UAL), United Kingdom
    Qualification Title: UAL Foundation Diploma in Art and Design
    Credits: 120 credits, with 1,200 total qualification time hours and 680 guided learning hours.
    Duration: One year full-time.

    Entry Requirements:
  • Completion of general or secondary education, or an equivalent art and design pathway.
  • Submission of a portfolio or evidence of creative work may be required by delivery centres.
  • Learners are expected to show readiness for exploratory creative study and progression into higher education.

    Purpose/Rationale:
    The UAL Foundation Diploma in Art and Design provides a transition from general education into specialist art and design education. It develops creative independence, experimentation, visual language, research, reflective practice and portfolio development. The qualification prepares learners for undergraduate study, employment, self-employment or further training opportunities in the creative sector.

    Learning Outcomes:
  • Explore a range of art and design disciplines, materials, methods and processes.
  • Apply research, experimentation and critical reflection to creative practice.
  • Develop a portfolio that supports progression into specialist undergraduate design studies.
  • Demonstrate creative independence, problem-solving and awareness of specialist art and design standards.

    Qualification Structure:
  • Diagnostic investigation into creative practice.
  • Developing specialist practice.
  • Consolidating practice through a final project and portfolio development.

    Assessment Criteria:
  • Internally assessed creative projects and portfolio evidence.
  • Synoptic assessment through consolidated creative practice.
  • External moderation and grading according to qualification standards.

    Similarities:
    The South African Higher Certificate in Design Foundations compares favourably with the UAL Foundation Diploma in Art and Design because both qualifications:
  • Provide an entry-level foundation in design, creative practice and visual communication.
  • Develop design thinking, research, experimentation, creative problem-solving and reflective practice.
  • Include practical projects and portfolio-based evidence to support progression into further design studies.

    Differences:
  • The UAL qualification is positioned as a pre-degree transition qualification, while the SA qualification is a Higher Certificate registered at NQF Level 5.
  • UAL places stronger emphasis on progression into undergraduate creative arts study, while the SA qualification places stronger emphasis on work readiness, work-integrated learning and design industry awareness.
  • The SA qualification includes readiness, global citizenship and South African/SADC creative sector contextualisation, which are not emphasised in the same manner in the UAL qualification.

    Country: Australia
    Institution: TAFE NSW, Australia
    Qualification Title: Certificate IV in Design
    Credits: The Australian qualification is structured as 15 units of competency, comprising 7 core units and 8 elective units.
    Duration: Six to twelve months full-time, depending on campus, mode of delivery and learner pathway.

    Entry Requirements:
  • No formal academic entry requirements apply to the qualification.
  • Learners are expected to have appropriate language, literacy and numeracy skills for vocational study.
  • Interest in creative design, drawing, digital media and collaborative project work is recommended.

    Purpose/Rationale:
    The Certificate IV in Design develops broad technical and conceptual design skills for use across different design work environments. It prepares learners to generate design solutions in response to briefs, apply design history and theory, use digital technologies, work with colour and creative processes, and contribute to projects that meet creative and commercial needs.

    Learning Outcomes:
  • Generate design solutions to meet client needs.
  • Research and apply information using design history and theory.
  • Use digital technologies and industry-specific programs, equipment and materials.
  • Realise creative projects from concept to completion.

    Qualification Structure:
  • Core design units focused on technical, theoretical and conceptual design knowledge.
  • Elective units that support specialisation in areas such as general design, graphic design, fashion design, interiors or related creative fields.

    Assessment Criteria:
  • Practical design projects and responses to briefs.
  • Portfolio evidence, creative project work and demonstration of competency against unit requirements.

    Similarities:
    The South African Higher Certificate in Design Foundations compares favourably with the TAFE NSW Certificate IV in Design because both qualifications:
  • Provide an entry-level foundation in design, creative practice and visual communication.
  • Develop design thinking, research, ideation, experimentation and creative problem-solving.
  • Include practical projects, portfolio development and the use of digital tools.
  • Prepare learners for further study, employment, self-employment or entry-level creative industry practice.

    Differences:
  • The TAFE NSW qualification is competency-based and structured around core and elective units, while the SA qualification is credit-based and structured around compulsory modules totalling 120 credits.
  • The SA qualification includes explicit work-integrated learning, readiness, global citizenship and design industry modules, which provide a stronger vocational and contextual focus for the South African and SADC creative sectors.
  • The SA qualification includes explicit work-integrated learning, readiness, global citizenship and design industry modules, which provide a stronger vocational and contextual focus for the South African and SADC creative sectors.
  • TAFE NSW is more directly aligned to vocational competency and junior design assistant roles, while the SA qualification integrates broader readiness, global citizenship and work-integrated learning components.

    Conclusion:
    The South African Higher Certificate in Design Foundations compares favourably with both the UAL Foundation Diploma in Art and Design in the United Kingdom and the TAFE NSW Certificate IV in Design in Australia. All three qualifications provide a broad foundation in design, creative practice, practical project work, digital tools, visual communication, research and progression into further study or creative industry opportunities. The main differences relate to national qualification frameworks, delivery models, assessment systems and contextual emphasis. The South African qualification is distinctive in its NQF Level 5 registration, 120-credit structure, work-integrated learning component, emphasis on readiness and global citizenship, and its focus on preparing learners for entry-level creative industry practice within the South African and SADC context. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:
    Horizontal Articulation:
  • Higher Certificate in Graphic Design, NQF Level 5.
  • There are currently no registered horizontal articulation possibilities between Sub-frameworks for this qualification.

    Vertical Articulation:
  • Diploma in Graphic Design, NQF Level 6.
  • Bachelor of Design, NQF Level 7.

    Diagonal Articulation:
  • Higher Occupational Certificate: Information and Communication Technology: Business Development Consultant, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

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

    NOTES 
    N/A. 

    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. Inscape Education Group (Pty) Ltd - Stellenbosch 
    2. Inscape Education Group - Cape Town 
    3. Inscape Education Group - Durban 
    4. Inscape Education Group - Midrand (formerly Johannesburg) 
    5. Inscape Education Group - Pretoria 


    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.