SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Interior Decorating 
SAQA QUAL ID QUALIFICATION TITLE
94798  Higher Certificate in Interior Decorating 
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 0733/25  2024-06-30  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 Diploma in Interior Design provides a vocationally oriented qualification that prepares graduates to design and deliver innovative, functional, and sustainable interior environments within professional practice contexts. Learners acquire focused knowledge of design theory, spatial planning, materials, finishes, and digital tools, combined with practical and technical skills developed through simulated projects and workplace-based learning.

Through the integration of work-integrated learning (WIL) and real-world projects, learners gain direct exposure to professional practice, industry standards, and client-driven contexts. This combination of theoretical principles, creative and technical application, and workplace experience ensures graduates are equipped to enter diverse career pathways as junior interior designers, consultants, or design support staff. Graduates exit with a professional portfolio demonstrating their ability to apply knowledge and skills in employment contexts, while also being prepared for articulation into advanced studies.

Upon completion of the qualification, qualifying learners will be able to:
  • Know and apply the conventions and regulations specific to the industry and follow the necessary processes. They will become competent in the use of technologies, including computer programs used in the industry to produce drawings and documentation, and to make presentations to clients and the trade.
  • Understand how the industry operates and how the various sectors relate to one another. Thus, can collect information relevant to their work and analyse and evaluate the information to solve basic discipline-specific problems.
  • Embrace ethical practice, especially regarding intellectual property.
    The qualification has been designed to challenge learners to demonstrate their knowledge and understanding of the theory relevant to their discipline by reflecting this in the practical execution of their assignments.

    Rationale:
    The interior design industry is a growing contributor to South Africa's cultural, economic, and built environment sectors. Interior design plays a critical role in shaping functional, sustainable, and aesthetically engaging environments that improve quality of life and reflect cultural identity. In response to evolving environmental, social, and technological challenges, this qualification prepares graduates who are both creative and technically proficient, with the professional readiness to transition directly into workplace contexts.

    This qualification responds to national and sectoral priorities by:
  • Employability: Preparing graduates with applied skills in spatial planning, materials, finishes, digital visualisation, and client communication for immediate entry into interior design studios, architectural practices, retail environments, and in-house facilities.
  • Entrepreneurship: Equipping learners with competencies to establish their own design practices or consult independently, thereby supporting SMME development.
  • Professional practice: Embedding work-integrated learning (WIL) to ensure exposure to real projects, industry workflows, and client-facing experiences.
  • Access and inclusivity: Offering an entry pathway that broadens participation in the built environment professions, particularly for learners from diverse backgrounds.
  • Sustainability and social impact: Developing graduates who recognise the environmental and social responsibility of interior design, and who apply sustainable, inclusive, and context-sensitive approaches in their work.

    By combining disciplinary expertise, applied problem-solving, and workplace integration, the qualification develops graduates who are work-ready, society-ready, life-ready, and challenge ready, positioned to contribute to South Africa's creative industries and to articulate into advanced interior design or related qualifications.

    The provision of occupationally directed education and training within the interior decorating field is crucial if the country is to achieve these goals:
  • Creating entrepreneurship, sustainable job creation, and self-sufficiency, making a significant contribution to the economy of South Africa and neighbouring SADC countries
  • Employment opportunities in "the creative industries."
  • Developing women entrepreneurs in South Africa who can meet national and regional challenges experienced by Sustainable Development Goals Mid-Term Country Report, South Africa.
  • Developing strong SMMEs to help both South Africa and other SADC countries to become more internationally competitive. This, in turn, will contribute to solving social problems such as poverty, crime, etc.

    The Institution establishes solutions to these needs through research and ongoing consultation with industry partners and employers of our learners undertaking internships nationally.

    The institution recognises how education in the interior decorating sector can help stimulate South African communities:
  • Interior decorating industries contribute to the development of the economy of South Africa and neighbouring countries through the improvement of environments, both functionally and aesthetically, decorating both productive and sustainable environments.
  • South Africa needs problem solvers - people who can meet national and regional challenges by identifying, defining, and solving problems through innovative responses.
  • Robust interior decorating industries will enable both South Africa and other African countries to become more internationally competitive.Thus, this, in turn, will contribute to reducing social problems such as poverty, the need for job creation, etc.

    The qualification will prepare a learner for a career in Interior Decorating. Typically, the learner would find employment in a built environment practice in one of a variety of fields, e.g., residential and small-scale commercial buildings. They can work in an interior decorating firm, interior design firm, architectural practice for developers, town planners, or an in-house facilities department, to name but a few. Or the more entrepreneurial person could start their own interior decorating business or contract their services as an interior decorating consultant. 
    		•

    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 that allows applicants to access 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 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 from 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.

    Entry requirements
    The minimum entry requirement to the qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Diploma studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Interior Decorating, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 and 6, totalling 360 credits.

    Compulsory Modules, NQF Level 5, 132 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.
  • Leadership Programme, 6 Credits.
  • WIL, 6 Credits.
  • Interior Design Computer Applications 1, 12 Credits.
  • Interior Design Skills Application 1, 12 Credits.
  • Interior Design Influences 1, 10 Credits.
  • Presentation Skills, 14 Credits.
  • Materials and Manufacturing 1, 12 Credits.
  • Interior Design Applications 1, 12 Credits.
  • Technical Drawing 1, 12 Credits.
  • Interior Design Industry 1,12 Credits

    Compulsory Modules, NQF Level 6, 228 Credits:
  • Professional Communication, 6 Credits.
  • Applied Design Thinking, 6 Credits.
  • WIL Preparation, 16 Credits.
  • WIL Practice, 8Credits.
  • WIL Preparation, 8 Credits.
  • WIL Practice, 28 Credits.
  • Interior Design Computer Applications II, 12 Credits.
  • Interior Design Skills Application II, 12 Credits.
  • Interior Design Computer Applications III, 12 Credits.
  • Interior Design Skills Application III, 12 Credits.
  • Interior Design Influences II, 8 Credits.
  • Building Technology. 8 Credits.
  • Materials and Manufacturing, 8 Credits.
  • Technical Drawing II, 12 Credits.
  • Interior Design Applications II, 12 Credits
  • Technical Drawing III, 18.
  • Interior Design Applications III, 18 Credits.
  • Interior Design Industry II, 24 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Solve complex spatial design problems through research, design thinking, and concept development.
    2. Apply design principles, aesthetics, and theory to create functional, meaningful, and sustainable interior environments.
    3. Use industry-standard digital tools, technical documentation, and visualisation techniques to deliver professional design outcomes.
    4. Demonstrate knowledge of the interior design industry, including materials, building services, ethical practice, and business operations.
    5. Work collaboratively and manage interior design projects to meet client needs, budgets, deadlines, and quality standards.
    6. 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 for Exit Level Outcome 1:
  • Define spatial design problems through contextual, user, and environmental analysis.
  • Conduct research into client needs, cultural contexts, and sustainability considerations, translating findings into design briefs.
  • Generate original and feasible design concepts that respond to spatial, functional, and aesthetic requirements.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply design principles, aesthetics, and spatial theory with the intent to create functional and meaningful interiors.
  • Demonstrate understanding of circulation, ergonomics, and spatial hierarchy.
  • Justify design decisions using theoretical, contextual, and client-driven frameworks.
  • Produce compelling visual narratives through drawings, renderings, models, and other representational techniques.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Produce technically accurate documentation, including plans, sections, elevations, and details using CAD (Computer Aided Design) and BIM (Building Information Modelling) tools.
  • Apply appropriate conventions of scale, dimensioning, and notation.
  • Integrate software platforms for design visualisation, modelling, and presentation.
  • Demonstrate understanding of building services, materials, and detailing relevant to the feasibility of design solutions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Evaluate interior design solutions against client needs, industry standards, and sustainability benchmarks.
  • Integrate ethical practice, environmental responsibility, and cultural sensitivity into project outcomes.
  • Demonstrate understanding of professional roles, workflows, contracts, and regulatory frameworks governing interior design practice.
  • Apply knowledge of business operations, including project costing, client communication, and industry protocols.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Develop project timelines, budgets, and resource plans to manage deliverables effectively.
  • Engage in constructive critique, peer review, and collaborative problem-solving within multidisciplinary teams.
  • Document process, decisions, and outcomes for professional client and stakeholder communication.
  • Demonstrate accountability, independence, and reflective practice in managing interior design projects.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Organise and manage own time and learning, working effectively with others, and communicating effectively.
  • Use technology, understanding problem-solving functions within multiple contexts, participating as an ethical and responsible citizen in the life of local, national, and global communities, and being culturally and aesthetically sensitive across a range of social contexts.

    Integrated assessment
    Assessment is project-based and integrated across modules. Learners demonstrate applied competence through briefs that simulate professional practice. Formative assessments include peer critique, reflections, and reviews. Summative assessments include portfolio reviews, presentations, and capstone projects. Work-integrated learning is assessed via supervisor feedback, learner reflections, and evidence of deliverables. 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, and capstone projects. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is compared with similar qualifications offered by the following countries.

    Country: Canada
    Institution: Humber College
    Qualification Title: Advanced Diploma in Interior Design
    Duration: Three years.

    The qualification combines interior design theory with applied technical skills, including spatial planning, materials, lighting, and digital visualisation. Learners complete project-based learning and industry placements to develop professional competence. Core modules include design principles, technical drawing, interior systems, sustainable practice, and portfolio development, ensuring graduates are workplace ready.

    Country: United Kingdom
    Institution: KLC School of Design
    Qualification Title: Certificate in Interior Design.

    This qualification focuses on design fundamentals, space planning, colour theory, materials, and visual presentation. Learners develop a design portfolio and are introduced to professional practice and industry standards. While shorter in duration, the programme provides a concentrated study of key design principles and practical applications.

    Country: Australia
    Institution: RMIT University
    Qualification Title: Diploma in Interior Design
    Duration: Two years full-time

    Purpose:
    The qualification integrates interior design theory, spatial planning, materials, and digital visualisation.
    The qualification includes applied projects, industry placements, and portfolio development. Subjects cover residential and commercial interiors, colour and lighting, technical drawing, and professional practice, equipping graduates with foundational skills for employment or further study.
    These international and local benchmarks illustrate a similar approach to the Diploma in Interior Design, in which learners develop disciplinary knowledge, applied skills, and professional readiness. All qualifications integrate theory and practice, with an emphasis on spatial problem-solving, technical proficiency, design thinking, portfolio development, and industry engagement, ensuring graduates are prepared for employment or further study both locally and internationally. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical, horizontal, and diagonal articulation.

    Horizontal Articulation:
  • Diploma in Project Management, Level 6
  • Diploma in Textile Design, Level 6

    Vertical Articulation:
  • Advanced Diploma in Interior Design, NQF Level 7
  • Bachelor of Design in Interior Design, NQF Level 7
  • Bachelor of Arts in Interior Design, NQF Level 7

    Diagonal Articulation:
  • National N Diploma: Interior Decorating, Level 6. 
    		•

    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. 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.