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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate: Applied Textile Design 
SAQA QUAL ID QUALIFICATION TITLE
90846  Higher Certificate: Applied Textile Design 
ORIGINATOR
Stellenbosch Academy of Design and Photography (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  135  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 Higher Certificate: Applied Textile Design aims to provide learners with a full range of theoretical and technical skills that can be applied to various textiles. A variety of techniques, historical to contemporary, will be learned. The qualification will equip learners with the competence to combine current digital and other technology with traditional printing processes, thus ensuring the survival of these processes, as well as keeping up with digital skills. The Qualification focuses on textile design and execution to create employable learners ready to enter the work place in a variety of related positions or become entrepreneurs who can start their own businesses.

The qualification will assist in transferring textile design skills to the local market, thus adding work opportunities and a competitive advantage against emerging countries such as India, Mexico, Turkey and Brazil. The theoretical and technical skills that learners will gain in this qualification will give them the opportunity to take textile skills back into our country and train our local workforce to become apprentices and eventually develop competency in assisting with their entrepreneurial businesses or within larger corporations.

The multi-faceted learning within this qualification integrates Applied Textile Design, Applied Arts and Culture, Visual Narrative/Illustration, Digital Media and Entrepreneurship providing the learner with the competence and skills to work as Applied Textile Designers within various areas of industry such as merchandising specialists, textile designers for interior/surface and fashion fabrics, technological operators of print machines, illustrating initial designs, performance testers of textiles, and entrepreneurial businesses owners using the local workforce to assist with the output.

Rationale:
If the qualification is to remain relevant to not only the regional and national context, but also to the global context, then it is crucial that the quality of learning inputs, processes and outcomes keep pace with the developments that taking place in the applied textile design fields, and that critical, analytical thinking skills are developed to produce suitable and sufficient learning outcomes for the industry, both regionally and nationally. In vocational fields such as the applied textile design fields it is important that learners not only satisfy specific outcomes, but also master critical cross-field learning outcomes in order to develop reflexive problem-solving, communication and technological skills, in order to deal with a broad range of circumstances which demand open-ended intellectual inquiry, technological competency, effective entrepreneurial skills, change and diversity within the industry.

In this manner this qualification will contribute not only to the learner's body of knowledge relevant to the field of study, but will also promote personal and economic growth within the industry and provide greater opportunities and access for further skills development towards lifelong learning. The national goals articulated in the Education White Paper are clear about the need to provide a fuller range of advanced educational opportunities (in higher education), and to diversify the higher education system in respect of programmes that are needed to meet national and regional social, cultural and economic development needs. Qualifications must be developed nationally around these needs to advance learning of a critical and creative nature in order to realise the broader goals expressed in the White Paper.

At present applied textile design is done predominantly by competitor countries and the need for the development of these skills in South Africa is economically, socially and environmentally sustainable and beneficial. This qualification will benefit the learners and stakeholders in that it will provide a unique, cutting edge curriculum which will equip learners with a multi-faceted combination of cutting edge digital technology, conceptual abilities and illustration, combined with traditional art forms ensuring the importance of applied textile design within our social and economic environments.

Learners achieving this qualification will thus benefit society in that they will be able to work in various industries related jobs or become entrepreneurs who can start their own businesses, thereby contributing to job creation. The aim is to provide exceptional skills within South Africa to lessen reliance on international competitors. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners are competent in:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.

    Recognition of Prior Learning (RPL):
    Learners may provide evidence of prior learning for which they may receive credit towards the qualification by means of portfolios or other forms of appropriate evidence which may include, verified accounts of previous relevant work done and performance records and which evidence is in accordance with the requirements of the relevant Quality Council.

    Learners not meeting the minimum entry requirements may be granted admission through Recognition of Prior Learning.

    Access to the Qualification:
  • National Senior Certificate (NSC) with English as one of the subjects granting admission to higher certificate studies.
    Or
  • National Certificate (Vocational) Level 4 (NCV4) with English as one of the subjects, which grants admission to higher certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    All modules are at NQF Level 5.

    Modules:
  • Applied Textile Design, 45 Credits.
  • Arts and Culture, 25 Credits.
  • Visual Narrative, 30 Credits.
  • Digital Media, 20 Credits.
  • Entrepreneurship, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Integrate the theory and methodology of the various applied textile design processes.
    2. Produce a well-crafted, conceptually strong, portfolio for work in the textile industry or start own business.
    3. Apply technical skills in contemporary textile design including print processes and digital media.
  • Range: Leading edge digital skills coupled with traditional skills.
    4. Demonstrate knowledge and understanding of drawing, conceptual and design skills relevant to textile design in terms of laying the foundation for the principles of visual communication and story-telling.
    5. Apply entrepreneurial/business skills to support own applied textile design output.
    6. Explain how Applied Textile Design can influence social, environmental and economic sustainability and improvement within the South African local and broader community.

    Critical Cross-Field Outcomes:
    The Critical Cross-Field Outcomes are embedded in the qualification and will be assessed appropriately within the modules that constitute the qualification. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    All the assessment criteria are applicable in an integrated fashion across all the Exit Level Outcomes:
  • Integrate knowledge and skills in practical design processes.
  • The rich craft traditions from around the world are applied to contemporary design.
  • Understanding of the technical theory of Applied Textile Design is applied practically.
  • Drawing and illustration techniques, and understanding of the elements and principles of design are demonstrated.
    > Range: Pen and ink drawing; collage; montage; gouache painting; basic printmaking and stencilling.
  • Concepts and motifs are extracted from narratives to discover visual metaphors, create abstractions and draw type art.
  • Knowledge and understanding of experimental use and combination of mediums, layering sketches, design repeat patterns, and incorporating colour symbolism is demonstrated.
  • Knowledge and understanding of printing and dyeing is demonstrated through class presentation and special assignments.
  • Both a general portfolio and specialised portfolios are produced.
  • Own visual narrative is created, focusing on visual metaphor, continuity, pictorial rhythm, abstraction, character development and working in series.
  • A conceptual task for a fictional stage production, creating visual patterns and motifs as part of the set design is produced.
  • A series of designs around a concept or theme for a specific area of specialisation is created.
    > Range: Specific area of specialisation refers to, but is not limited to, stage design, performance art, magazine shoot, décor project, or fashion collection.
  • Knowledge of Digital Media in Applied Textile Design is applied.
  • Basic editing is applied to an image and composite photographic collages suitable for screen printing are created.
  • Knowledge of the process of starting, financing, and managing a business is practically applied.

    Integrated Assessment:
    Integrated assessment is ordinary practice in this type of qualification and is essential to ensure that the purpose of the qualification is achieved in relation to the occupational focus carried by the qualifier and in terms of its propositional and declarative knowledge, vocational relevance, reflexive competency and critical cross-field learning outcomes.

    Successful learners will have undertaken an extensive process in which assessments progressively build the learners' integrated competency to a point where the learner is able to express - through a range of mechanisms measured against valid, reliable and transparent criteria - that they can operate effectively in an entry level occupational position within the knowledge system specified by the qualification title.

    Formative assessment integrates the cycle of teaching and learning, and assessment. Study guides and texts contain self-assessment exercises. The scheme of work includes formal assessments in the form of tests and/or assignments based on the learning material and learners are graded and provided written feedback. The process is continuous and focuses on smaller sections of the work and limited in the number of outcomes assessed.

    Summative assessments are in the form of proctored examinations, or equivalent assessment such as a research report which assesses a representative selection of the outcomes practiced and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a full course. 
    		•

    INTERNATIONAL COMPARABILITY 
    The following institutions were researched and a number of different qualifications are offered in textile design at Certificate, Diploma, Degree and Postgraduate Diploma levels. Specialised courses in textile design are offered at Postgraduate level.

    Australia: WLCI School of Fashion, Certificate III in Applied Fashion Design and Technology:

    This qualification is an introduction to the glamorous world of Fashion. A broad overview of the Fashion industry is given. The qualification helps to explore the learner's own creativity and teaches the fundamentals of the design process, illustration, pattern making and construction.

    This qualification is a perfect blend of theoretical knowledge and hands-on practical skills. Faculty members encourage original thinking process which inspires the generation, development and communication of ideas and concepts. An understanding of own innovative thought processes will be developed and new concepts and ideas are explored. Abilities in fashion model drawing will be developed to stimulate communicable fashion ideas.

    On completion, fundamental knowledge and basic practical skills in conceptualising, illustrating, pattern making and operating industrial sewing machines will be acquired:

    Modules:
  • Fashion Model Drawing.
  • Basic Pattern Making.
  • Basic Construction.
  • Computer Application in Fashion.
  • Design Project.

    New York: Limerick Institute of Technology, Higher Certificate: Fashion Knitwear and Textiles:
    This two-year Higher Certificate in Design in Fashion Knitwear and Textiles offers learners the opportunity of training in fashion knitwear design and production within the clothing/garment sector and also knitted textile design and production focusing on areas beyond fashion and clothing, i.e., accessories for fashion, interior accessories and fine art textiles.

    Modules:

    Year 1:
  • Module 1, Research and Design development.
  • Module 2, Colour and Presentation.
  • Module 3, Pattern Drafting and Construction,
  • Module 4, Drawing, Illustration and Fashion Specific Drawing.
  • Module 5, Fashion Knitwear and Knitted Textiles.
  • Module 6, Fashion Theory and Contextual Research.

    Year 2:
  • Module 1, Design concept development.
  • Module 2, Textile development/Knitting skills/techniques.
  • Module 3, CAD/CAM, Design and Programming.
  • Module 4, Pattern drafting and Construction for Product and Fashion.
  • Module 5, Presentation/Drawing.
  • Module 6, Fashion Theory and Contextual Research.
  • Placement (to take place in summer months at end of Year 2).

    Conclusion:
    In comparing the Higher Certificate in Applied Textile Design with similar qualifications, it compares favourably. Comparison could not be compared with qualifications offered in India, as the qualifications in India, in this field, start with Diplomas as an entry level. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with the Higher Certificate: Fashion at NQF Level 5.

    This qualification articulates vertically with the following qualifications:
  • Diploma: Fashion Design at NQF Level 6.
  • Bachelor of Technology: Textile Design and Technology at NQF Level 7. 
    		•

    MODERATION OPTIONS 
    All formal formative and summative assessments in the learning programme are internally moderated and all formal formative and summative assessments at the exit level are both internally and externally moderated according to the policy of the institution. The programme embraces a continuous outcomes based assessment model. External assessors and/or moderators are appointed to validate the learners' examination and final assessments. The Examinations Committee is the final decision making body that is responsible for the promotion of learners and the awarding of results.

    All assessors and moderators (internal and external) must be proficient in the declarative and propositional knowledge content of the qualification. Assessors and moderators (whether internal or external) must have a clear understanding of applying critical benchmarks and assessment practices to higher education learning outcomes, as well as have a clear understanding of current good practice standards in the related occupational contexts, in order to make valid assessment or moderation judgments about learner proficiency and in order to provide validation of, and evaluate, qualification.

    Internal faculty members will be used as assessors and/or moderators in a manner that fits into the quality management system and accords with the institution's teaching and learning, and assessment and moderation policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for certain courses i.e. experiential learning.

    The minimum requirement for appointment as an internal faculty member and/or external assessor and/or moderator is an NQF (HEQF) Level 6 qualification and appropriate experience. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors and moderators must hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years' teaching experience. Assessors with less than two years' experience have their assessment work moderated by a peer. 

    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. Stellenbosch Academy of Design and Photography (Pty) Ltd 


    All qualifications and part qualifications submitted for public comment, or 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.