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

Further Education and Training Certificate: Design Foundation 
SAQA QUAL ID QUALIFICATION TITLE
49127  Further Education and Training Certificate: Design Foundation 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
MICTS - Media, Information and Communication Technologies Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 02 - Culture and Arts  Visual Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  141  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
122663  National Occupational Certificate: Graphic Media Designer  Not Applicable  NQF Level 04  160  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this qualification is to provide a foundation for a variety of design-orientated fields, in that the learner gains competencies in the generic processes of various design specialisations.

The qualification formalises sets of competencies and combinations of systems to help to accumulate expertise in this area of learning. Experiential knowledge is an important aspect of this qualification, as its application reaches across different fields, assisting in accelerating the learning of people who may have previously been denied opportunities in formal training or employment. An important part of achieving this qualification is for the learner to explore and experiment.

If lessons can be learned, documented and applied, a contribution will be made to building the discipline of design, as well as an integrated national framework for learning achievements, which is one of the primary objectives of the NQF. Learners credited with this qualification are capable of:
  • Reflecting on own and other's work in context.
  • Using mathematics in practical application.
  • Read and interpret visual images.
  • Developing themselves in a design career.
  • Producing a range of design works.
  • Exploring and communicating with a variety of mediums, media, processes and techniques.

    Qualifying learners are also capable of:
  • Using new media technology OR.
  • Developing designs for marketable craft product ranges OR.
  • Designing aspects for performance OR.
  • Working in a business environment.

    Rationale:

    The Further Education and Training Certificate in Design Foundation (NQF Level 4) is aimed at providing a foundation of generic competencies in design, allowing learners to explore different design fields in the creative industries. Such a foundation will improve the results of education and training provided in South Africa.

    The qualification provides a foundation that will give greater access to academically unprepared entrants into an extremely wide range of design career choices. The qualification will thus benefit the learner by empowering him/her to function in a variety of design and media technology disciplines in South Africa.

    The introduction of a Further Education and Training Certificate in Design Foundation (NQF Level 4) based on unit standards will allow learners the opportunity to reach their full potential of advancement within formal education and will also allow for the recognition of prior learning. This qualification provides learners with access to qualifications in Design at NQF levels 5 and 6. This will enable learners to pursue different career paths within the culture and arts sector and contribute towards the economic sustainability and improvement of the design environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learning assumed to be in place for this qualification is the fundamental competencies in the areas of communication, mathematic literacy and life skills at NQF Level 3 of the Further Education and Training Band.

    Learners are also assumed to have attained competence in the area of Culture and Arts at NQF Level 1 of the General Education and Training Band.

    Learners are also assumed to have attained competence in the area of computer literacy in the areas of developing word processing documents, spreadsheets, using a personal computer operating system and ability to use the World Wide Web with electronic mailing.

    Recognition of prior learning (RPL):

    This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 141 credits as detailed below.

    Fundamental component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core component:
  • The Core Component consists of Unit Standards to the value of 75 credits all of which are compulsory.

    Elective component:
  • The Elective Component consists of Unit Standards to the value of 46 credits. Learners are to choose Unit Standards to the minimum of 10 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Fundamental and Core Exit Level Outcomes:

    1. Reflect on own and other's work in context.
    2. Read and interpret visual images.
    3. Develop oneself for a design career.
    4. Produce a range of design works.
    5. Explore and communicate with a variety of mediums, media, processes and techniques.
    6. Use mathematics in practical applications.

    Elective Level Outcomes:

    1. Use new media technology.
    2. Develop marketable craft product ranges.
    3. Design aspect for performances.
    4. Work in a business environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental and Core Exit Level Outcome 1:
  • Work has been contextualised appropriately.
  • Work has been interpreted appropriately.
  • Reflections are valid and substantive.
  • Verbal descriptions and explanations are valid and successful.
  • Written descriptions and explanations are valid and appropriate.
  • Written descriptions and explanations are clear and logical.

    Fundamental and Core Exit Level Outcome 2:
  • Interpretation and reading of a variety images is valid and substantive.
  • Interpretation and reading is contextualised appropriately.
  • Explanations and descriptions are appropriate and valid.
  • Interpretation and reading of visual language is appropriate to the level of study.
  • Use of visual and verbal vocabulary is appropriate to the context.
  • Interpretations and readings are original and appropriate.

    Fundamental and Core Exit Level Outcome 3:
  • Identification and selection of career opportunities are relevant and appropriate.
  • Descriptions of self and own strengths and weaknesses is relevant and appropriate.
  • Appropriate information gathering techniques have been utilised successful.
  • Time was effectively utilised.

    Fundamental and Core Exit Level Outcome 4:
  • Wide range of demonstrated conceptual skills are of appropriate depth to the level of study.
  • Level of finish is appropriate to the level of study.
  • A range of problem solving techniques have been used successfully to create valid solutions to the brief.
  • Explanations and descriptions of the various visual and conceptual components are accurate and appropriate.
  • Range of work demonstrates the successful use of a variety of techniques and processes exploring a number of design disciplines and contexts.
  • Range of works is appropriate to the level of study.

    Fundamental and Core Exit Level Outcome 5:
  • Exploration of a wide variety of media and mediums has led to clear and appropriate communication.
  • Processes of exploration demonstrate appropriate development as well as appropriate problem solving skills.
  • Demonstration of relevant skills pertinent to the media and mediums (including computer) is appropriate and contextualise.
  • Descriptions and explanations of elements and processes are accurate, appropriate and substantive.
  • Descriptions and interpretations of target markets and accurate and valid.

    Fundamental and Core Exit Level Outcome 6:
  • Knowledge of numbers and their relationships affecting the visual communication sector is used to investigate a range of different contexts which include financial aspects of personal, business and national issues.
  • Various functional relationships are recognised, interpreted and used to solve problems in the visual communication context.
  • Appropriate instruments are used, to estimate and calculate physical quantities, and to interpret, describe and represent properties of and relationships between 2-dimensional and 3-dimensional objects in a variety of orientations and positions within the visual communication context.
  • Data is collected, summarised and displayed so as to apply knowledge of statistics of probability to communicate, justify, predict and critically interrogate findings and draw conclusions on information in the visual communication context.

    Elective Exit Level Outcome 1:
  • Computer-generated images were produced and printed.
  • Word processing documents were produced using basic functions.
  • Computer-aided presentations were produced through using basic functions.

    Elective Exit Level Outcome 2:
  • Design components of prototypes were interpreted, identified and applied.
  • Marketable ranges of craft products were developed
  • Craft product ranges were assessed.

    Elective Exit Level Outcome 3:
  • The design needs and resources for a performance, as provided by the text, director, context of performance, performance space were assessed.
  • The contribution made by different aspects of performance technology to effective performance was analysed.
  • Design elements for use in a performance were conceptualised.
  • Apply skills, techniques and technologies of the design elements are applied in performance effectively.

    Elective Exit Level Outcome 4:
  • A business plan is presented in a form that would be generally acceptable for a business.
  • Actual performances of an organisation against budget were performed.
  • Personal effectiveness in a business environment is achieved.

    Integrated assessment:

    The assessment criteria in the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts. Evidence is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and thus its purpose, at the time of the award of the qualification. Workplace experience can be recognised when assessing towards this qualification.

    Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.

    Integrated assessment must judge the quality of the observable performance, and also the quality of thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance. Allowance must be made for creative freedom, exploration and experimentation, which are not easily measurable.

    A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. Unit standards in the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies.

    While the foundational component (literacy, communication and numeracy skills) of this qualification on NQF level 4 can be assessed through occupational contexts and activities relating to design, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. 
    		•

    INTERNATIONAL COMPARABILITY 
    A comprehensive search for similar qualifications in other countries in Africa yielded no results.

    Australia has two qualifications that compares closely to this qualification:
  • Certificate III in Design Fundamentals.
  • Certificate IV in Design.

    Certificate III in Design Fundamentals:

    This qualification contains the following units that correlate closely with the South African Further Education and Training Certificate in Design Foundation (NQF Level 4).
  • Develop, refine and communicate concept for own work.
  • Follow health safety and security procedures.
  • Produce drawings to represent and communicate the concept.
  • Source and apply design industry knowledge.
  • Apply the design process to 2-dimensional work in response to a brief.
  • Apply the design process to 3-dimensional work in response to a brief.

    Certificate IV in Design:

    The following units correlate closely with this qualification:
  • Originate concept for own work and conduct critical discourse.
  • Follow health safety and security procedures.
  • Select and apply drawing techniques and media to represent and communicate the concept.
  • Source and apply design industry knowledge.
  • Apply the design process to 2-dimensional work in response to a brief.
  • Apply the design process to 3-dimensional work in response to a brief.
  • Interpret and respond to a brief.

    New Zealand also has two qualifications that closely resemble the current one. Each of these qualifications has very few (one and two respectively) units, which are listed below, under the qualifications titles:
  • The National Certificate in Visual Arts (Level 4):

    Title-Level-Credits
    Develop visual arts works from given briefs-4-60
  • National Diploma in Visual Arts (Advanced):

    Title-Level-Credits
    Develop a body of visual arts work from selected ideas-5-60
    Develop a body of visual arts work from independent investigation-6-80

    Scotland has an Intermediate, Level qualification in Art and Design that contains a large unit that closely resembles those of this qualification:
  • Demonstrate knowledge and understanding of a selected area of design.

    In India, design courses are generally aimed at school leavers at equivalent levels to NQF Level 5 and above. Visual Communication and other courses that are part of Higher Education undergraduate course and are addressing the equivalent areas of competence than in this South African qualification include learning about the formal systems and basic elements of visual organisation through two-dimensional design principles and theories using a variety of media, the basic elements of drawing and different drawing media, painting, photography, colour slide photography, printmaking and the production of fine art multiples, watercolour techniques, ceramics, metalwork and jewellery, sculpture, metal sculpture and welding, printmaking (monotypes), visual communication, colour theory, art and visual culture, and art history.

    This South African qualification contains Unit Standards that are comparable to those in used in other areas of the world, for a similar qualification. Furthermore, this qualification is at NQF Level 4 (below degree level), which further aligns it with most international standards. 
    		•

    ARTICULATION OPTIONS 
    Vertical articulation is possible with, for example, the National Certificate in Design (NQF Level 5), and the National Certificate: Generic Business Administration Services (NQF Level 5). Horizontal articulation on the NQF is possible with all Further Education and Training Certificates at NQF Level 4 through the Fundamental component, and the Further Education and Training Certificate: Small Business Financial Management (NQF Level 4), the Further Education and Training Certificate: Craft Enterprise (NQF Level 4), the Further Education and Training Certificate: Performing Arts (NQF Level 4), and the National Certificate in Business Administration Services (NQF Level 4). 

    MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.

    The criteria for assessors and moderators for this qualification are:
  • Registration as an assessor with the relevant ETQA.
  • Possession of a qualification in Art and Craft or Design at NQF level 5 or above. 
    		•

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

    NOTES 
    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. Remember that the learner is competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors. 
    		•

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114952  Apply problem-solving techniques to make a decision or solve a problem in a real life context  Level 3  NQF Level 03  2 
    Core  9530  Manage work time effectively  Level 3  NQF Level 03  3 
    Core  115115  Access different approaches to drawing  Level 4  NQF Level 04  10 
    Core  117508  Conceptualise and plan a design  Level 4  NQF Level 04  15 
    Core  117509  Interpret and respond to brief  Level 4  NQF Level 04  5 
    Core  117512  Realise and review a design  Level 4  NQF Level 04  15 
    Core  117510  Use elements and principles of 2D and 3D design  Level 4  NQF Level 04  10 
    Core  117513  Use knowledge of self to make a life decision in the creative world  Level 4  NQF Level 04  5 
    Core  117511  Use visual communication techniques to represent a concept  Level 4  NQF Level 04  10 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03  5 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04  5 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  7567  Produce and use spreadsheets for business  Level 3  NQF Level 03  5 
    Elective  7575  Produce presentation documents for business  Level 3  NQF Level 03  5 
    Elective  110021  Achieve personal effectiveness in business environment  Level 4  NQF Level 04  6 
    Elective  114552  Design aspects for performances  Level 4  NQF Level 04  10 
    Elective  14473  Develop and produce computer aided drawings  Level 4  NQF Level 04  4 
    Elective  115123  Develop designs for marketable craft product ranges  Level 4  NQF Level 04  10 
    Elective  114738  Perform financial planning and control functions for a small business  Level 4  NQF Level 04  6 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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. African Academy of Cinematic Arts (Pty) Ltd 
    2. Shree Institute for Professional Studies 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.