Diploma in Interior Design

Purpose

The purpose of this qualification is to equip learners with knowledge and skills that will enable them to operate effectively in the interior design field and prepare them to advance their career in this field. This qualification will produce graduates who will be professional interior designers and entrepreneurs, educated and appropriately trained to design and create client-centred indoor environments and spaces that are functional, innovative, stimulating, and sustainable.

They will also be equipped with

• The knowledge and cognitive competencies (analysis, recognition, and postulation of a problem, the skill to do the necessary research to solve relevant problems, critical thinking and evaluation expertise) to function effectively within industry - as individuals but also as members and leaders of teams.
• The ability to effectively communicate creative and innovative ideas (both verbally and by way of appropriate media and technology).
• A sound ethical and professional foundation to successfully enter and function in the field of interior design.

Rationale

The Diploma in Interior Design is designed to provide learners with detailed knowledge and understanding of operations in interior design. The Diploma in Interior Design and Decor qualification and a Higher Diploma in Interior Design and D�cor at Level 7 were evaluated against the requirements of the Higher Education Qualifications Sub-Framework and national policy standards and were then re-designed, aligned, and integrated to produce this three (3) year qualification. According to this market research finding by the Institution, there are many institutions that offer Bachelors Degree in Interior Design. This qualification provides for training that is career focussed and that opens access to candidates who do not meet requirements for Bachelor's Degree requirements. It provides a vocational approach to the teaching of the required knowledge and career expertise selected as better suited to the focus and learner profile.

The essence of this qualification is to provide graduates with a competitive edge in terms of their vocational practical expertise when applying for jobs. Qualified learners would be able to be employed by interior design firms, architectural firms and various decorating industry role players. They can also open their own businesses in the design and d�cor industries. This qualification therefore, has the potential to offer a valuable contribution to stakeholders in the design industry. It also aims to develop responsible citizens, capable of leading independent and responsible lifestyles while contributing to economic growth and sustainability within South African communities.

Recognition of Prior Learning (RPL)

The institution strives to comply with the National Policy for the Implementation of the Recognition of Prior Learning as gazette on 15 March 2013. The institution also considers the recommendation and application of Recognition of Prior Learning within the higher education context and the view of the Council of Higher Education (CHE) as stipulated in the Draft Policy on the Recognition of Prior Learning, Credit Accumulation and Transfer, and assessment in Higher Education (March 2015).

RPL is used when no formal training or learning has taken place and in cases where Credit, Accumulation and Transfer (CAT) cannot be performed. As stated, RPL may be carried out at any level of learning and at any NQF level and to provide an alternative access route into a qualification of learning for those who do not meet the formal entry requirements for admission. The candidate seeking access through RPL will provide a Portfolio of Evidence outlining experience and competencies gained to the Institution and this will be evaluated against the entry requirements provided that they meet the minimum age requirements for candidates that do not hold a National Senior Certificate with the appropriate exemption. RPL is also used to determine the level of study in a qualification to which the RPL applicant will be admitted.

RPL assessment constitutes of two parts, namely the Cognitive Assessment and Supporting Documentation that provides an insight into required competencies needed in terms of knowledge and skills gained in practices in the field of work. Academic staff involved in the qualification will be responsible for the assessment of the RPL portfolio. The assessment should be fair and transparent and the general policy on appeals procedures applies to RPL candidates not satisfied with the assessment results or process.

Entry Requirements

The minimum requirement for admission to the Diploma in Interior Design is

- National Senior Certificate (NSC) granting access to Diploma Studies with

> The Language of Learning and Teaching of the higher education institution.

And

> Any four recognised NSC 20-credit bearing subjects chosen from the following list: Accounting; Agricultural Sciences; Business Studies; Dramatic Arts; Economics; Engineering; Graphics and Design; Geography; History; Consumer Studies; Information Technology; Consumer Studies; Information Technology; Languages (one language of learning and teaching at a higher education institution and two other recognised language subjects); Life Sciences; Mathematics; Mathematical Literacy; Music; Physical Sciences; Religion Studies; Visual Arts.

Or

> A Higher Certificate or Advanced Certificate in a cognate field of Design.

This qualification comprises compulsory modules at Levels 5 and 6 totalling 360 Credits.

Level 5, 120 Credits

• Design Theory, 20 Credits.
• Interior Design in Practice, 30 Credits.
• Building Science Theory, 10 Credits.
• Technical Documentation and Specification, 20 Credits.
• Introduction to Design Communication, 20 Credits.
• Introduction to Graphic Presentation, 10 Credits.
• Fundamentals of Business Management, 10 Credits.

Level 6, 240 Credits

• Advanced Design Theory, 20 Credits.
• Advanced Interior Design in Practice, 35 Credits.
• Advanced Building Science Theory, 10 Credits.
• Advanced Technical Documentation and Specification, 25 Credits.
• Advanced Design Communication, 20 Credits.
• Advanced Graphic Presentation, 10 Credits.
• Applied Design Theory, 20 Credits.
• Applied Interior Design in Practice, 40 Credits.
• Applied Building Science Theory, 5 Credits.
• Applied Professional Practice, 25 Credits.
• Applied Technical Documentation and Specification, 30 Credits.

1. Demonstrate detailed theoretical and practice-related knowledge and understanding of the theory, and the principles of design, building science and design communication.
2. Demonstrate applied knowledge and logic to solve interior design problems according to industry standards, exhibiting professional and ethical competence.
3. Evaluate, select and apply appropriate documentation and specification guidelines and methods to compile comprehensive technical documentation according to industry standards.
4. Identify, analyse and solve interior design problems within the interior design practice context during workplace learning.
5. Respond to environmental and socially sensitive issues, utilising justifiable decision making, whilst selecting appropriate materials, resources and spatial layouts.
6. Evaluate different precedent studies, to select project specific information, and to translate this information in an analytical and informed manner in a comprehensive self- directed design scheme.
7. Present and communicate design solutions from conceptualisation to final proposal, using effective written and verbal communication skills in combination with graphic presentations generated by hand and applicable software and hardware.
8. Apply and manage resources and expertise gained, through a self- directed learning process, to successfully practice as entrepreneur in the field of interior design, therefore, promoting an integrative design team approach to problem solving in the industry.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply key terms, concepts, facts, principles, rules and theories in the field of interior design, history of interior design, design theory, building science and design communication in order to demonstrate knowledge and insight.
• Apply knowledge regarding design theory and building science methods to solve interior design problems according to industry standards.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate logical and critical understanding of the determining factors of spatial design and the implications thereof in the professional Interior Design practice context.
• Apply professional ethical practices in problem solving to justify decisions.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply subject specific technical information relating to documentation and specification of a design, to communicate technical documentation and specification, reliably, accurately, coherently, and ethically sensitive manner.
• Understand ethical and sustainable practises when technically documenting a project and incorporate (these practices should be associated with the South African Bureau of Standards (SABS) National Building Regulations (NRB), whilst responding to industry standards).
• The ability to communicate information reliably, accurately and coherently using computer aided design software.

Associated Assessment Criteria for Exit Level Outcome 4

• Solve interior design problems in an ethical, environmental and socially sustainable manner, by applying knowledge and understanding of design related theories, methodologies and components.
• Conduct basic research applicable to the responsible selection of materials, resources and spatial layouts.
• Make responsible decisions in the interior design practice environment as an individual, as well as in a group setting.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate detailed knowledge and informed understanding of environmental psychology and environmental issues with reference to design to address complex briefed design problems in an innovative, functional and socially responsible way, reflecting values and ethical conduct.
• Research, evaluate and apply Various design materials and finishes are researched, evaluated and applied within the field of Interior Design to specify materials responsibly.

Associated Assessment Criteria for Exit Level Outcome 6

• Investigate and apply design-based vocabulary and principles found in precedent studies when formulating an approach to the given brief.
• Design, develop and apply a self-formulated discipline-specific approach where critical thinking, independent thought and analytic skills are encouraged.
• Display an informed understanding and application of the determining factors of spatial design, whilst distinguishing, evaluating and applying the design elements and principles to a self-directed brief.

Associated Assessment Criteria for Exit Level Outcome 7

• Integrate economical responsibility, aesthetic appeal, user association and available technology as an integral component to the outcome, whilst utilising discipline specific communication skills.
• The ability to identify, evaluate and solve defined, new design problems is demonstrated by applying sound technical and graphic documentation.
• Demonstrate detailed applied knowledge, understanding and expertise in the preparation and presentation of design proposals is shown by means of visual presentation techniques via different media.

Associated Assessment Criteria for Exit Level Outcome 8

• Formulate own rationale that responds to both predefined spatial constraints, brief restrictions as well as the strengths of your team.
• Demonstrate reliable, accurate and coherent verbal and written communication skills regarding on-site management and interior design practice.
• Demonstrate and apply fundamental entrepreneurship concepts and skill to establish and operate a successful business in accordance with acceptable ethical and professional behaviour.

Integrated Assessment

According the assessment policy of the institution all assessments must be fair, valid and reliable. An integrated assessment approach is incorporated through formative and summative assessment processes.

Theory assessment

A variety of assessment strategies and/or approaches must be used such as, but not limited to

• Tests.
• Assignments.
• Workbooks.
• Projects.
• Demonstrations.

Practical assessment

May take the form of

• Written.
• Practical

Or

• Oral assessment.
• Case studies and Work Integrated Learning.