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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Locate design roles 
SAQA US ID UNIT STANDARD TITLE
115168  Locate design roles 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Visual Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of the learning credited in this unit standard is to enable learners to locate the role of design and designers within specific and broad contexts relevant to the industry and career opportunities.
The unit standards that centre on the industry and business components of design are aimed at learners who want to enter the workplace upon completing their qualification. These standards are thus most relevant to all learners who will be pursuing careers as practising designers in any number of design fields and disciplines or people practising within the design sectors. People who pursue careers in these sectors contribute directly to the economic development of the country and to the social development of communities, region and the nation as a whole.

Credited learners are capable of:
1. Locating design roles and their function within the contexts of industry.
2. Locating design roles within the interrelationship between the different disciplines of design.
3. Locating the role of design and the designer within the greater economy and South African society.
4. Defining the role and function of the designer in the context of a design company. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 
    		•

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The depth, scope and context of this unit standard are based on the particular design disciplines and their relationship to each other.
    2. Credited learners are capable of locating the role and function of design within contemporary South African society.
    3. The function of design refers to the contribution of design and designers to the economy and to society.
    4. The various design disciplines include fashion design, industrial design, product design, interior design, graphic design, multimedia design, jewellery design, exhibition and spatial design and environmental design.
    5. The contextualisation of design within the economy and within society is ever changing and learners need to demonstrate an awareness of the development and metamorphosis of these contexts. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Locate design roles and their function within the contexts of industry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Contextualisation of the role of a specific discipline of design within global and South African industry is accurate and appropriate. 

    ASSESSMENT CRITERION 2 
    Contextualisation of the role of a specific discipline of design within global and South African industry relevant and logical. 

    ASSESSMENT CRITERION 3 
    Definition and contextualisation of the function of a specific design discipline is valid and substantive. 

    SPECIFIC OUTCOME 2 
    Locate design roles within the interrelationship between the different disciplines of design. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Various design disciplines are contextualised appropriately. 

    ASSESSMENT CRITERION 2 
    Various design disciplines are defined accurately. 

    ASSESSMENT CRITERION 3 
    Interrelationship between the design disciplines is clearly defined. 

    ASSESSMENT CRITERION 4 
    Contribution of the specific discipline of design to the greater industry of design is defined. 

    SPECIFIC OUTCOME 3 
    Locate the role of design and the designer within the greater economy and South African society. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Contextualisation of specific discipline of design within the South African economy is appropriate and valid. 

    ASSESSMENT CRITERION 2 
    Contextualisation of specific discipline of design within the South African society is substantive and valid. 

    ASSESSMENT CRITERION 3 
    Location of the role of the designer within a specific design discipline is appropriate and relevant. 

    ASSESSMENT CRITERION 4 
    Definitions of the contribution of design and designers to the South African economy are appropriate and contextualised. 

    SPECIFIC OUTCOME 4 
    Define the role and function of the designer in the context of a design company. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Definitions of the specific roles of designers within a company are appropriate and accurate. 

    ASSESSMENT CRITERION 2 
    Definitions of the specific functions of designers within a design or other company are accurate and valid. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
    2. Learners need to demonstrate an ability to locate design and designers within a number of different contexts.
    3. Learners need to be able to identify with designers and design from design disciplines other than their own, and contextualise these disciplines and their contribution to the economy. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Various design disciplines other than their own.
    2. Contribution of design to society on a theoretical and practical level.
    3. The interrelationship between design disciplines.
    4. Function of design.
    5. Role of designers within society and the economy.
    6. Structure of design companies.
    7. Variety of career opportunities for designers. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking
  • Locate the role of design and its function within society. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information
  • Evaluate the role of the designer within society. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively
  • Communicate with designers from different disciplines. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence
  • Define the function of design and its contribution to society. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
  • Contextualise the role of design and designers within contemporary South Africa. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  79809   Bachelor of Design  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.
     
    NONE 


    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.