Advanced Diploma in Fashion

Purpose

The purpose of this qualification is to combine the development of knowledge, understanding and skills in a range of specialised fields within the fashion industry. The aim is to provide the learners with a flexible programme of study which will provide the relevant level of knowledge and skills that are needed in the specialised field of fashion in a chosen career path. This qualification aims to meet the specialised needs of specific sectors of the fashion industry and commerce and reflect the knowledge areas expressed in the relevant Quality Assurance bodies, pertaining to higher education and training, as well as the job/national skills market.

Rationale

This qualification has been developed in response to existing customers' and industry collaborators' needs. The qualification was conceptualised as an intervention to improve competitiveness in a specific niche of the industry. The aim is to educate and train learners in a niche area to add to and create real value for that particular chain, whether it is apparel retail, accessory design and entrepreneurship in fashion or any other specialised field in fashion design. This qualification aims to add to the global competitiveness of South African made clothing, textiles, footwear, leather and leather goods. It is anticipated that potential learners in this qualification will be working or have access to work placement but require a mechanism for the acquisition of relevant knowledge.

It is assumed that learners are competent in fashion design skills at NQF Level 6 and have knowledge of research method.

Recognition of Prior Learning (RPL)

The Academy has a Recognition of Prior Learning policy and procedures, which guide Recognition of Prior Learning (RPL) practices within the institution. Recognition of Prior Learning is regarded as one of the critical mechanisms for achieving redress and equity and accelerating access. This policy and set of procedures can be used for the following purposes:

• Transfer of credits between programmes or institutions.

Or

• Admission to a learning programme where the minimum requirements have not been met (excluding mature age exemption) and the candidate feels that the requirements can be met through Recognition of Prior Learning.

Or

• Admission to a learning programme with advanced standing or "Fast-tracking".

It should be noted that the policy does not accommodate the awarding of an entire qualification on the basis of Recognition of Prior Learning and this option would only be considered for inclusion upon review of the policy.

Access to the Qualification

Learners wishing to enrol for this qualification must

• Be in possession of a relevant, design related Advanced Certificate, NQF Level 6, Diploma at NQF Level 6 or Occupational Certificate at NQF Level 6.
• Learners who do not comply with the minimum requirements for admission may be admitted on the basis of the Recognition of Prior Learning.
• Mature applicants of 23 years and above who do not meet the admission requirements may also be admitted based upon their workplace experience and Academy-specific entrance assessments and interviews.

All modules are offered at NQF Level 7. There are no elective modules. All modules must be successfully completed.

• Fashion Design, 20 Credits.
• Focus on Production, Credits 40.
• Business Studies, 20 Credits.
• Research for Practice, 10 Credits.
• Advanced Study Skills, 30 Credits.

1. Solve problems relating to specialised fields within fashion design technology and other processes.
2. Evaluate and apply historical, social and cultural influences on specialised sectors of fashion design.
3. Select and apply advanced visual, oral and textual communication techniques prevalent and accepted in specialised fields of fashion design.
4. Solve specific fashion design problems relating to changes influencing a field of fashion design and textiles/materials.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate an understanding of primary and secondary investigative research methods.
• Engage in informed discussion analysing, contextualising and evaluating the results of research.
• Identify the most appropriate production strategies for the development of the design brief, taking technical factors into account.
• Produce a case-study report of contemporary practice in industry or commerce.
• Use selected information to effectively support or refute a proposition/case.
• Produce visual and written communications that clearly and effectively identify personal positions on differing subjects.

Associated Assessment Criteria for Exit Level Outcome 2

• Evaluate the impact of innovative ideas and divergent thought in terms of their suitability and feasibility.
• Identify and use a range of techniques and skills to ensure that the work meets the necessary standards.
• Analyse and discuss any relevant new design trends, developments and techniques which could be exploited in the production of the work and may require adjustment of the brief.
• Evaluate the design constraints imposed by costing, materials, content, production processes, special awareness and location considerations.

Associated Assessment Criteria for Exit Level Outcome 3

• Evaluate design concepts and early ideas and their relationship to consumer demand.
• Apply health, safety and environmental regulations relating to use of materials, processes and technology.
• Identify the key factors and influences which need to be considered in the product pricing process such as competition, product life cycle, among others.
• Gather and assess data to evaluate the viability of design concepts.
• Discuss product availability and distribution activities, relating them to customer demand and product pricing.

Associated Assessment Criteria for Exit Level Outcome 4

• Prepare and present design options visually and in writing to both designers and non-designers.
• Describe a product's life cycle.
• Identify the most appropriate production strategies for the development of the design brief, taking technical factors into account.
• Exploit materials, processes and technology in terms of creative potential, limitations and suitability for design realisation.
• Structure and present an argument in support of a design option.

Integrated Assessment

Formative and summative assessment practices will be implemented.

Formative assessment will be mainly through group discussions, where practical exercises are observed and feedback is given on experiences and presentation of assignments, as well as written reports, some in draft and some in final form, depending on the purpose of the formative assessment opportunity. These assessments will predominantly be used as a form of on-going guidance as well as form of tracking a learner's progress. Summative assessment practices will be implemented to assess the final achievement of outcomes. These will take the form of assignments to be submitted, observation and assessment of practical tasks and presentations. Tests and/or examinations can also be used for certain parts of the work where retention of knowledge or individual and unguided performance needs to be established.

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done where applicable by written assignments, tests, practical assessments, portfolios, and case studies. The integrated assessment will help to relate the theory and knowledge to the practical skills needed in the particular sector of the fashion industry. Integrated assessment at this level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions in order to achieve specialised competence that is grounded in the current practice of that sector and is coherent in relation to the purpose of the qualification. Integrated assessments will allow the judgment of level of quality of the learner's observable performance, as well as the quality, depth and acuteness of the thinking that underpins and informs such performance.

Assessment tools will encourage learners to give an account of the thinking and decision-making that underpins their demonstrated performance in exercises requiring reflection and the critique of their own process. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature, depending on what is being assessed. It is of utmost importance that validity of the assessment is ensured. The ratio between action and interpretation is not fixed, but varies according to the type of module and should be sufficiently varied.