Advanced Diploma in Industrial Design

Purpose

The purpose with this qualification is to enable industrial design learners to improve their own knowledge, skills and competencies. The qualification will enable learners to independently solve industrial design problems within the local formal or informal sectors by means of designing and developing new products for local and or international markets. Qualifying learners will be able to function in a cooperative working relationship with individuals from a variety of disciplines and/or fields of expertise. The ability to function and independently manage the design process as part of a multidisciplinary team is therefore essential. The qualification also provides an important background for Industrial Design specialisation studies that support design and research activities within the tertiary training community.

Rationale

This qualification was developed to promote the design of local products and, by doing so, seeking to strengthen and grow the local manufacturing sector. To grow our economy, South Africa must change from being an exporter of raw materials to becoming an exporter of finished products and services. The government is aware of this and through its various departments including education is providing a platform to develop the skills needed to achieve this goal.

The qualification aims to contribute towards the development of skilled labour. The institution promotes the education of Industrial Design because this profession specifically addresses the need for taking ideas and turning them into products and services.

There is a need for designers, industrial designers in particular, and engineers because without these skilled professionals it becomes difficult to convert raw materials into finished products. Design is one of the necessary links in the value chain turning ideas (or technology) into products that can be sold to mass markets. The qualification is aimed at giving young South Africans the skills necessary to design and develop new products for local and international markets.

Recognition of Prior Learning (RPL)

The qualification may be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be informed about the RPL process and procedure used and support and guidance must be provided. Due care must be taken that the RPL process and procedure used provide the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

RPL for credit can be applied to learners who are able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification.

RPL may also grant learners who do not meet the traditional minimum entry requirements access to this qualification.

Entry Requirements

In order to gain entry to the qualification, the learner is required to have a

• National Diploma in Three Dimensional Design at Level 6.

Or

• Diploma in Industrial Design at Level 6.

Or

• Bachelor Degree in Industrial Design at Level 7.

Or

• Recognised Level 6 qualification in Industrial Design.

The qualification consists of two compulsory modules at NQF Level 7, totalling 120 credits.

• Product Design IV, 100 Credits.
• Design Studies IV, 20 Credits.

1. Solve real-world industrial design problems through the design of product solutions by independently applying integrated knowledge of design factors using skills of analysis, synthesis and evaluation.
2. Demonstrate understanding of the field of industrial design and its relationship to other fields of knowledge.
3. Use a range of concept simulation methods, processes and techniques to Design-Make-Test-Refine product solutions.
4. Demonstrate the ability to act ethically and professionally in an industrial design environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Suitable industrial materials and manufacturing processes are used in product solutions.
• The functional requirements of the user are addressed by the product solutions.
• The management of the design process in unfamiliar and variable contexts is demonstrated through product solutions.
• Consideration for the environmental impact of product solutions is exhibited.
• Complex problems are identified, analysed and solved through the product solutions in the design brief.
• Innovation and commercial viability are showcased through product solutions.

Associated Assessment Criteria for Exit Level Outcome 2

• Design choices are adequately defended with physical and theoretical evidence.
• Independent viewpoints are demonstrated through design thinking.
• Conceptual solutions are supported by relevant information gathered.
• Information sources are independently validated.
• Information is properly evaluated and managed.

Associated Assessment Criteria for Exit Level Outcome 3

• Advanced two dimensional analogue and digital drawing techniques are used in product solutions to create, logically evolve, conceptually simulate and communicate design ideas (Design-Make-Test-Refine).
• Advanced three dimensional analogue and digital modelling techniques are used in product solutions to create, logically evolve, conceptually simulate and communicate design ideas (Design-Make-Test-Refine).
• Product solution information (two and three dimensional) is combined and presented orally, in print or electronically via the internet.

Associated Assessment Criteria for Exit Level Outcome 4

• Key professional practice issues in relation to the product solutions are understood and justified.
• Adherence to professional practice and ethical norms of the industrial design sector is simulated.

Integrated Assessment

Integrated assessment in this qualification provides learners with an opportunity to integrate theory and practice across all Exit Level Outcomes. Due to the integrated design of the qualification, learners are required to integrate their knowledge and skills on a continuous basis when undertaking projects, assignments and other assessment activities. Learners are required to integrate their knowledge and skills in the design of solutions through written and project-based assessments. Continuous integrated assessments methods include portfolios, simulations, workplace assessments and practical workbooks, written assignments, written tests, and case studies and case presentations.