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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Computer and Information Sciences in Game Design and Development 
SAQA QUAL ID QUALIFICATION TITLE
94726  Bachelor of Computer and Information Sciences in Game Design and 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
National First Degree  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  365  Not Applicable  NQF Level 07  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   2033-06-30  

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 qualification is for learners to follow a career in Game Design and Development. The Degree is structured in accordance with the new Higher Education Qualification Sub-Framework guidelines and will provide learners with the knowledge, skills and applied competencies identified by the gaming industry as critical for employees to enter the world of work as game designers and developers in either the private, in the government sector or in non-governmental organisations (NGO). Learners will also be well-prepared with the insight and skills that are relevant to further specialised study in support of the principles of life-long learning. The specific skill sets incorporated into the design presents a combination that is highly attractive to prospective employers and add value to the organisations that employs them.

This qualification will provide learners with a thorough theoretical grounding in the key disciplines of computer programming, game design and game development. These are the key disciplines that inform the professional practice of computer game design and development. Graduates will be able to create both two-dimensional and three-dimensional computer games for mobile and personal computer markets using an informed creative game design, which can be developed into a complete computer gaming solution.

This Degree will also develop learner's knowledge of the mathematical theories applicable to 3D game design and development and the abilities to write creative story lines and develop plots and characters for games. Digital law and ethics, a variety of programming languages and gaming platforms as well as the opportunities presented in developing markets with an understanding of relevant technology, communication and culture all make up aspects of this qualification design.

The purpose of the Bachelor of Computer and Information Sciences in Game Design and Development is to develop learners who are able to demonstrate:
  • The ability to show knowledge and understanding of the theories and principles required for the design and development of innovative game strategies.
  • The ability to evaluate and synthesise computer science theories in the context of Gaming.
  • The ability to provide gaming solutions ethically and professionally.
  • The ability to critically analyse the development process and design and develop computer games on a variety of platforms.
  • The ability to show collaborate and communicate effectively and professionally as a member of a game design and development team.

    Rationale:
    Bachelors' Degrees have the primary purpose of providing "a well-rounded, broad education that equips learners with the knowledge base, theory and methodology of disciplines, and enables them to demonstrate initiative and responsibility in an academic or professional context. Principles and theory are emphasised as a basis for entry into the labour market, professional training, Postgraduate studies, or professional practice in a wide range of careers" (HEQSF, 2013).

    This qualification has been designed for solution-focused, logical and creative thinkers geared for designing and developing computer games for both the South African and international markets.

    The design for this degree has been informed by a demand identified in industry for specialised gaming programmers because video and computer gaming has added billions of dollars to the United States economy and is recognised as one of the fastest growing sectors on an international basis. Game Development companies in South Africa are growing with the emerging profitable market and companies who are producing games for the South African and international market. The local game development industry may still be in the early stages, compared with that of the US or Japan, but South African developers certainly don't lack the passion and skill that has made their international counterparts successful.

    Predictions by the Entertainment Software Association are that the video game markets will continue growing by approximately five percent annually through 2015. Entertainment software companies continue to provide jobs to both state and local economies and Gamification is increasingly being introduced into business as a tool to predict the movement of, and reaction to, an organisation's competitors.

    This Degree would appeal to school leavers who show an interest in both computers and electronic gaming and who would like to follow a career in this specialised field. Currently there are no qualification options available to school leavers at South African tertiary institutions, which combine both game design and game development in one qualification. Indications from feedback received via school visits and enquiries is that this Degree would be a popular choice amongst school leavers and this qualification would allow access to this rapidly growing field of gaming and mobile application and game development.

    This Degree will qualify people to work in the private and public gaming sectors and aims at providing competent computer and mobile game designers and developers who, by understanding innovative and current developments and trends in the context of game design and development, will contribute to the success and growth of an organisation and the economy. Learners will be equipped with the knowledge and understanding for the underlying competencies required for game design and development and would be able to transition into designing and developing games for other gaming platforms by critically applying these competencies.

    The outcomes in the design of this qualification were identified as critical to drive a successful career in game design and development and will prepare the learner to take up positions in business gamification, using of games to brand and market organisations using social media, computer gaming, non-governmental organisations, in government communications and community-based organisations thus suitably preparing learners to contribute to the economy via game design and development.

    In keeping with the purpose of Bachelors' Degrees, this qualification will therefore enable learners to critically apply a well-rounded strategic knowledge base to professional entry practice across a broad range of enterprise types and industries. Career opportunities for learners of this Degree exist in:
  • Game Designer (various platforms).
  • Game Developer/Programmer (various platforms).
  • Commercial Software Developer/Programmer.
  • Digital Animator. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Learners can achieve this qualification in part through Recognition of Prior Learning. The institution's RPL Policy and the Academic Credit and Qualification Completion Policy guide this process.

    RPL for formal learning: (Credit recognition):
    Learners may apply for credits or exemptions for modules already passed in-house or at other recognised institutions.

    RPL for informal and non-formal learning:
    Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the RPL process.

    The institution's RPL Policy and the Academic Credit and Qualification Completion Policy will guide the process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed. All RPL submissions are managed by an academic committee under the supervision of the Academic Manager and Registrar.

    Entry Requirements:
  • A National Senior Certificate (NSC) granting access to Degree studies.
    Or
  • A National Certificate Vocational (NC(V)) at NQF level 4.
    Or
  • A Senior Certificate (SC) granting access to Degree studies.
    Or
  • An Advanced Diploma in a cognate discipline.
    Or
  • An Advanced Certificate in relevant studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules at NQF Level 5, 6 and 7 totalling 365 Credits.

    Modules at NQF Level 5:
  • Applied Communication Techniques, 9 Credits.
  • Creative Writing for Gaming, 10 Credits.
  • Database (Introduction), 15 Credits.
  • Digital Law and Ethics, 5 Credits.
  • Mathematical Principles for Developers, 15 Credits.
  • Principles of Game Design 1A, 15 Credits.
  • Principles of Game Design 1B, 15 Credits.
  • Programming 1A, 20 Credits.
  • Programming Logic and Design (Introduction), 10 Credits.
    9 Modules totalling 114 Credits.
  • Modules at NQF Level 6:
  • 2D Animation, 15 Credits.
  • 3D Animation, 20 Credits.
  • Game Design 2A, 15 Credits.
  • Game Design 2B, 15 Credits.
  • Game Development 2A, 20 Credits.
  • Programming 1B, 15 Credits.
  • Systems Analysis and Design, 16 Credits.
    7 Modules totalling 116 Credits.

    Modules at NQF Level 7:
  • Game Design 3A, 15 Credits.
  • Game Design 3B, 15 Credits.
  • Game Development 2B, 20 Credits.
  • Game Development 3A, 15 Credits.
  • Game Development 3B, 15 Credits.
  • Introduction to Research, 10 Credits.
  • Open Source Coding (Introduction), 15 Credits.
  • Open Source Coding (Intermediate), 15 Credits.
  • WIL, 15 Credits.
    9 Modules totalling 135 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and understanding of the theories and principles required for the design and development of innovative game strategies.
    2. Evaluate and synthesise computer science theories in the context of gaming.
    3. Demonstrate the ability to provide gaming solutions ethically and professionally.
    4. Critically analyse the development process, the design and develop computer games on a variety of platforms.
    5. Collaborate and communicate effectively and professionally as a member of a game design and development team. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An understanding of the development process is demonstrated by applying logical thinking to game design and development.
  • The theoretical foundations and principles of best practice in the development of game characters, plots and strategies are critically examined.
  • Gaming genres applicable to particular audiences and situations are critically evaluated.
  • An understanding of the psychology of gaming as it relates to the design and development of computer games is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The ability to access and critically evaluate information is demonstrated.
  • An understanding of the development process by critically applying logical thinking to game design and development is established.
  • A systematic and coherent body of knowledge and an understanding of underlying concepts and principles as well as the ability to access and evaluate information including knowing how knowledge is created is demonstrated.
  • The ability to problem-solve, to communicate orally and in writing and to apply knowledge using basic research methods and practice is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Legal practices and ethical strategies for a variety of gaming solutions are identified.
  • Gaming solutions and game characters that are ethical and unbiased are designed and developed.
  • Gaming solutions for a variety of purposes, including entertainment and business gamification are provided.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Hardware, software and audience requirements during the game conceptualisation process based on theoretical concepts are identified.
  • Theoretical requirements and limitations are critically evaluated and are applied to games for different platforms and the game design to satisfy these requirements and limitations are adapted.
  • An understanding of the current theoretical developments in the context of computer game design and development as well as appropriate User Experience Design and Human Computer Interaction principles is demonstrated.
  • The development process, programmatically design and develop games for a variety of platforms is critically analysed.
  • An understanding of the theory of Artificial Intelligence is demonstrated and it is critically applied to computer game design and development.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • A high group dynamic intelligence is displayed.
  • Team members and external stakeholders are professionally engaged.
  • Strategies and design elements of a game are critically argued in the context of design thinking and game development.

    Integrated Assessment:
    Summative Assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Integrated Assessments will be designed to achieve:
  • An integration of the achievement of Exit Level Outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
  • The evaluation of learner performance which can provide evidence of applied competence.
  • Criterion-referenced assessment which is clearly explained to, and understood by, the learners and which can be applied in the recognition of prior learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Countries that operate on the basis of an NQF include the United Kingdom, Australia and New Zealand and comparison for this qualification was thus done by comparing it with qualifications and outcomes for game development and design qualifications in higher education institutions in these countries.

    A direct comparison of the title, exit level outcomes and assessment criteria was undertaken with each. The IIE qualification was compared with qualifications in game design and development in the United Kingdom, Australia and New Zealand.

    This analysis indicates that there is strong international precedent for a Degree that focuses on game design and development. With the meteoric growth of the computer game industry in recent years, Universities in various parts of the world initially introduced computer game design and development majors to existing Degrees, and are now providing standalone Degrees that specialise in this field, with a view to being responsive to massive industry and learner demand for such qualifications.

    In the United Kingdom, for example, Birmingham City University now offers a three year Bachelor Science Honours in Computer Games Technology Degree that teaches game engine development, game console and hardware design, artificial intelligence and game user interface design and development. This is a standalone Degree that is offered alongside more traditional IT Degrees, including Bachelor Science (Honours) Information and Communication Technology, Bachelor Science (Honours) Computer Networks, and Bachelor Science (Honours) Computer Science. Similarly, the University of South Wales offers a Bachelor of Arts (Honours) Computer Games Design, alongside other IT Degrees such as the Bachelor of Engineering (Honours) Computer Systems Engineering, Bachelor of Arts (Honous) Computer Games Enterprise, and Bachelor of Arts (Honours) Computer Animation. The University of Bedfordshire offers a three year Bachelor Science (Honours) Computer Games Development that teaches the production of software artefacts for game design and development using technologies such as 3d Studio Max and Visual Studio. Coventry University's Bachelor Science (Honours) Games Technology teaches similar subjects to the universities referred to above, along side their traditional IT Degrees, such as Bachelor of Engineering (Honours) Computer Hardware and Software Engineering, Bachelor Science (Honours) Business Information Technology, and Bachelor Science (Honours) Multimedia Computing.

    Australia's universities have responded strongly to the aforementioned international trends in computer science and gaming. For example, Murdoch University offers specific game design and development degrees, such as the Bachelor Science Games Technology, alongside more traditional IT degrees such as the Bachelor Science Internet Software Development, and Bachelor Science Computer Science Degrees. The University of South Australia offers a Bachelor of Information Technology (Games and Entertainment Design) in addition to various traditional IT degrees, including Bachelor of Information Technology, Bachelor of Information Technology (Business Systems), and Bachelor of Information Technology (Software Development). Deakin University's Bachelor of Information Technology (Games Design and Development) similarly provides a focus on gaming related technology alongside the more generic IT Degrees. Queensland University of Technology offers the Bachelor of Games and Interactive Entertainment in addition to the Bachelor of Engineering (Computer and Software Systems) and Bachelor of Information Technology (Computer Science). Macqaurie University offers a Bachelor of Information Technology-Game Design and Development as a standalone Degree alongside various other more generic IT Degrees. RMIT University has a Bachelor of Information Technology (Games and Graphics Programming) that specifically teaches game engine development, animation, graphics, narrative and special effects technologies that are focused on game design and development over three years of study.

    New Zealand universities have similarly been responsive to the international trends toward computer game design and development as a specific and critical focus of computer science faculties. The Media Design School, for example, offers a variety of NZQF Level 7 Degree programmes that focus on game design and development, including the Bachelor of Software Engineering (Game Programming), and Bachelor of Creative Technologies (Game Art). Auckland University of Technology offers a variety of computer game design and development related qualifications, including a Bachelor of Design, Bachelor of Visual Arts, and Bachelor of Computer and Information Sciences that have majors in computer game design and development. The University of Otago, Victoria University, and the University of Auckland, all similarly offer computer game development subjects as part of their computer science Degree structures.

    Conclusion:
    The Bachelor of Computer and Information Sciences in Game Design and Development has a high level of similarity in structure and design with the Degrees referred to above in the leading universities of the United Kingdom, Australia and New Zealand. 

    ARTICULATION OPTIONS 
    The Institution is committed to the principles of lifelong learning and opening access to higher education. A learner who transfers from one qualification to another within, will be given credit at the discretion of the Senate for relevant modules successfully completed.

    The qualification also allows articulation across other institutions that offer related qualifications.

    Horizontal articulation is possible with the following:
  • Bachelor of Arts in Communication Design.
  • Bachelor of Arts in Graphic Design.
  • Bachelor of Arts in Multimedia Design.

    Vertically the qualification articulates with:
  • Bachelor of Arts Honours in Multimedia Design.
  • Bachelor of Arts Honours in Graphic Design.

    The development of further qualifications in various other specialisations related to Computer and Information Sciences will improve articulation opportunities from this Degree. Beyond the Institution, in terms of the HEQSF, this qualification should articulate with an appropriate Postgraduate Degree at public South African Universities or other accredited qualifications. 
    		•

    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 Reregistered 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. 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.