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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts in Interior Design 
SAQA QUAL ID QUALIFICATION TITLE
97588  Bachelor of Arts in Interior Design 
ORIGINATOR
University of Johannesburg 
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 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  372  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 the Bachelor of Arts in Interior Design is to develop and prepare learners for entry into a career in interior design or into postgraduate studies, by enabling them to apply integrated knowledge and conceptual thinking skills to innovatively solve a range of interior design problems. This qualification will equip learners with a thorough foundation in the knowledge of design practice and theory, to conduct design criticism and research. Learners will be able to:
  • Solve a range of complex Interior Design problems and present innovative design solutions.
  • Apply knowledge of Interior Design processes and principles when designing and identify appropriate technology to communicate the interior design project.
  • Develop interior design projects that comply with accepted professional standards and statutory regulations.
  • Apply interior design professional practices and procedures, using standard professional documents, guides, legal and ethical prescriptions.
  • Demonstrate detailed knowledge of human and built-environment imperatives by including historical and theoretical positions in conducting research and presenting design solutions.

    Rationale:
    The Faculty of Art, Design and Architecture reflected on the needs of art, design and architectural professions, industries as well as learner needs and took a strategic decision to develop and introduce a new Bachelor of Arts Interior Design qualification. The Department of Interior Design formed part of the 2006 strategic planning to implement a new Degree qualification. The reason for the development of this qualification is a response to the identified internal challenges but also reflections on the external factors such as the introduction of an Interior Design framework for professional registration categories, revised national Higher Education Qualification Sub-framework (HEQSF) requirements as well as recommendations presented by two internal programme reviews. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, aligned to Faculty programmes to promote lifelong learning. The purpose of the University's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning, in order to provide for access into qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

    Applicants will be guided by the RPL information brochure and assessment preparation guidelines. Assessors are guided by the manual for RPL implementation. Applicants requesting RPL from the department will be expected to present evidence to the department. The department will constitute an RPL Committee and review such evidence. RPL will be dealt with on a case by case basis.

    Entry Requirements:
    Learners are required to have the following in order to be considered for admission:
  • National Senior Certificate allowing entry to Bachelor's Degree studies.
    Or,
  • Senior Certificate with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 372 Credits.
    Modules at NQF Level 5, totalling 124 Credits:
  • Interior Design 1, 28 Credits.
  • Interior Design Construction and Detailing 1, 20 Credits.
  • Interior Design Communication Technology 1, 20 Credits.
  • History and Theory of Interior Design 1, 16 Credits.
  • Building Services and Materials 1, 16 Credits.
  • Entrepreneurship 1 (Semester 1), 16 Credits.
  • Sustainable Design1 (Semester 2), 8 Credits.

    Modules at NQF Level 6, totalling 124 Credits:
  • Interior Design 2, 28 Credits.
  • Interior Design Construction and Detailing 2, 20 Credits.
  • Interior Design Communication Technology 2, 20 Credits.
  • History and Theory of Interior Design 2, 16 Credits.
  • Building Services and Materials 2, 16 Credits.
  • Entrepreneurship 2 (Semester 1), 16 Credits.
  • Sustainable Design2 (Semester 2), 8 Credits.

    Modules at NQF Level 6 (4 compulsory modules totalling 124 Credits):
  • Interior Design 3, 48 Credits.
  • Interior Design Construction and Detailing 3, 36 Credits.
  • History and Theory of Interior Design 3, 24 Credits.
  • Professional Interior Design Practice 3, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Solve a range of complex Interior Design problems and present innovative design solutions.
    2. Apply knowledge of Interior Design processes and principles when designing and identify appropriate technology to communicate the interior design project.
    3. Develop interior design projects that comply with accepted professional standards and statutory regulations.
    4. Apply standard professional documents, guides, legal and ethical prescriptions to interior design professional practices and procedures.
    5. Demonstrate detailed knowledge of human and built-environment imperatives by including historical and theoretical positions in conducting research and presenting design solutions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An ability to solve defined problems, routine and new problems is displayed.
  • Innovative solutions that are based on applicable evidence and practices are presented.
  • Suitable technology in Design solutions is correctly identify and introduced.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Appropriate Interior Design principles, theories and statuary regulations in the presentation of Design solutions are integrated.
  • A project is communicated accurately and coherently in writing, verbally or through a practical demonstration.
  • A correct understanding of conventions pertaining to intellectual property, copyright and plagiarism in the execution and presentation of written or practical projects is applied.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • An ability to operate in a range of familiar and new contexts when assembling construction details is displayed.
  • An accurate understanding of different systems, their constituent parts and relationships between these parts during the development of execution of construction documentation is demonstrated.
  • Through adhering to accepted professional standards and statutory regulations of the project is executed.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Standard methods, procedures, building regulations and/or techniques that are relevant to the construction of the project are correctly selected and applied.
  • The ability to take account of, and act in accordance with prescribed organisational and professional ethical codes of conduct, values and practices is displayed.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • A correct understanding of how knowledge develops or evolves with reference to appropriate historical and design precedents is reflected.
  • Research conventions are correctly and consistently observed and included.
  • A project with a correct understanding of an appropriate theoretical position that addresses human and built environment imperatives is executed.

    Integrated Assessment:
    Both formative and summative modes of assessment are used in measuring progress of learners in this qualification.

    Formative assessments take place on a continuous basis throughout the qualification and summative assessments are conducted according to a schedule outlined in the Learning Guide and in line with the procedures set out in the institutional Assessment Policy. The results of assessments are timeously communicated to learners thereby creating a system in which the learners continuously receive feedback on their performance. Assessors monitor the learner progress continuously to ensure that the expected minimum competencies and outcomes are achieved in every module to ensure successful completion of all learning activities.

    First year learners receive a greater degree of support and guidance, whilst in third year they are expected to consolidate learning obtained in modules such as Interior Design Communication Technology and Building Services and Materials. Third year learners should also show the ability to work more independently. 
    		•

    INTERNATIONAL COMPARABILITY 
    Institutions from Canada and New Zealand have been selected for this comparability study.

    A university in Canada offers a Bachelor of Applied Interior Design. The qualification is designed to equip learners with theoretical and practical knowledge to increase economic and operational efficiency, protect public safety, promote health and welfare, and develop processes and environments that can profoundly influence the quality of people's lives. Learners are assessed in areas such as: design skills, theories and process; Construction detailing and specification; Design communication; Universal design and Building systems and codes; Business ethics and principles; Sustainability and Leadership in Energy and Environmental Design (LEED) guidelines.

    In New Zealand, a Bachelor of Design and Visual Arts (Interior Design) is offered at an Institute of Technology. This qualification enables learners to complete a range of interior design projects, explore architectural representation techniques and discover new and emergent technologies that will enable qualified learners to work within a design practice.

    Conclusion:
    The two qualifications cited in this international comparability study compare favourably with this qualification in terms of purpose. 

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with the following qualifications:
  • Bachelor of Architectural Studies in Interior Design, at NQF Level 7.

    This qualification articulates vertically with the following qualifications:
  • Bachelor of Arts Honours in Interior Design, at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. University of Johannesburg 


    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.