Advanced Diploma in Fashion Design

Purpose

The purpose of the qualification is to promote academic enrichment and personal growth. This qualification will provide qualifying learners with skills in specialised areas; an opportunity to gain in-depth knowledge in an area of specialisation; and gain design practice skills to perform in a specific field, either within the fashion/clothing industry or as an entrepreneur. It will further develop in qualifying learners the principles of accountability; to act ethically and professionally; and to manage their learning in a self-directed manner.

Rationale

The fashion or clothing industry has been going through a period of rapid change in terms of both the technology employed and the markets served. The industry has moved towards using advanced technology in the managing and manufacturing functions to increase performance and productivity, to report information, and to deal with demands for more rapid style changes, shorter production runs and greater product variety. The current trend is one of increasing integration of fields and education has to take into account not only the technological developments and skills required for their use, but also the intellectual and critical skills now required for successful solution of design problems.

This qualification is guided by industry's needs through a group of stakeholders that make up of Advisory Board which is made up of fashion/clothing manufacturers, retailers, small, medium and micro-enterprises (SMMEs) and alumni that interacts on an annual basis through guest lectures, site visits and advisory board meetings.

The global economic crises have placed the fashion/clothing industry under severe pressure. The industry has had to deal with a high level of cheap imports from other countries and this has resulted in significant job losses in the production sector. Most manufacturing plants have had to down-size and/or relocate to rural areas. In order to address the challenges of current employment/unemployment needs, this qualification aims to prepare learners as entrepreneurs and employees who can successfully establish a place in the highly competitive and challenging world of the fashion/clothing industry, and ultimately create employment in the SMME sector.

The qualification will prepare learners for life-long learning, and support not only traditional fashion design, but promote a spirit of enquiry, reflection and evaluation. Learners will be innovative in their approaches to problem solving, to pursue new ideas and apply the knowledge and skills acquired to issues encountered in the workplace and society, and to interact with the industry with a view to identifying opportunities in both the formal and small business sector.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible and applicable to all prospective learners. The purpose of this policy is to:

• Facilitate access and admission to qualifications within education and training and career paths.

The institution encourages the Recognition of Prior Learning through a process of assessment, in which the applicant's experience is evaluated for correspondence with the learning outcomes of the modules for which the applicant wishes to gain credit. The learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in the specific qualification. Prior learning may include formal, informal and non-formal learning and work experience.

Entry Requirements

The minimum requirement for this qualification is

• A 360 Credits Diploma in Fashion Design or relevant field, Level 6.

This qualification comprises of compulsory modules at National Qualifications Framework (NQF) Level 7 totalling 120 Credits.

Compulsory Modules

• Fashion Design Research Practices, 20 Credits.
• Specialised Clothing Technology, 24 Credits.
• Computer Aided Design (InDesign), 20 Credits.
• Theory of Clothing, 28 Credits.
• Fashion Technology, 28 Credits.

1. Apply a range of suitable methods to resolve problems and/or introduce change to innovative designs.
2. Demonstrate integrated knowledge, intellectual independence and an understanding of current thinking, practice, theory and methodology in areas of specialisations in the fashion/clothing discipline.
3. Act ethically, responsibly and professionally within a supported environment in areas of specialisations in the fashion/clothing discipline.
4. Communicate ideas and creative insights in a variety of modes appropriate to the fashion/clothing discipline.

Associated Assessment Criteria for Exit Level Outcome 1

• Resolve problems in one or more areas of specialisation in the fashion/clothing discipline by using appropriate technical processes.
• Develop and support of design concepts relating to fashion/clothing discipline.
• Demonstrate an understanding of theoretical knowledge of the fashion/clothing discipline, its principles, concepts and related practices as applied to the area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 2

• Develop academic independence in a self-directed manner as applied to the fashion/clothing discipline.
• Discuss project based learning (integration of theory to practice) to demonstrate academic independence.
• Evaluate design principles relating to the fashion/clothing discipline.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply appropriate citation and referencing in areas of specialisation.
• Apply social, cultural, and economic effects to design principles.
• Analyse sustainable and environmental effects relating to the fashion/clothing industry.
• Formulate responses in context and demonstrate these in a social, ethical and cultural way.
• Comply with intellectual and copyright requirements when incorporating ideas from others.

Associated Assessment Criteria for Exit Level Outcome 4

• Present design solutions in visual, written and oral form.
• Show technical considerations in visual, written and oral form.
• Evaluate design aesthetic for quality and innovativeness.

Integrated Assessment

Integrated assessment implies the assessment of both theoretical and practical components of a module within one assessment. It assesses a number of outcomes and assessment criteria together using a range of assessment methods; it requires evidence from sources such as lecturers' reports and feedback, portfolios, evidence of visual research, written work and/or visual journals; and it combines a number of different elements across modules that will require learners to bring together a range of learning outcomes.

Assessment types are varied and based on continuous assessment principles in order to be appropriate to a diverse learner group and include, but are not limited to; self and peer assessment, visual and practical assessment, forms of written formative and summative assessment, and, project and/or oral assessment.

Formative Assessment is used to support teaching and learning; assists in planning future learning engagements; and is used to identify the learner's strengths and weaknesses and provides feedback on academic progress during the development of concepts.

Summative assessment is used to determine learner competency and is typically scheduled at the end of a module, which results in credit being awarded. A wide variety/or any combination of assessment methods, tools and activities will be used for assessment purposes, as outlined below:

• Face to face contact with learners.
• Written assignments.
• Projects, written tests and workbooks may be included for theoretical modules where appropriate.
• Journaling, Portfolio displays and/or exhibitions.
• A capstone project.
• Peer group evaluation.
• Blended learning and online forms of teaching, learning and assessment will be employed where appropriate.