Advanced Diploma in Textile Technology

Purpose

The Advanced Diploma in Textile Technology aims to provide an additional level of theoretical understanding which builds on the foundational levels of textile related subjects already covered in the Diploma in Textile Technology. The purpose of this qualification is to equip learners with the necessary theoretical, technical and scientific knowledge of disciplines and fields of study to be used in an academic or specialised context. A thorough grounding in the knowledge, scientific theory, principles and skills of the textile discipline will be focussed on. The learner will be required to critically analyse, conduct research, effectively apply and communicate theoretical knowledge in the Textile environment. The learner's knowledge and skills gained in this specialised qualification will advantageously position him/her within the textile industry in which he/she can make a valid contribution to the South African Textile industry and the social and economic climate in general.

The modules incorporated into this qualification ensures learner competency as an analytical thinker, well-rounded technical person who is equipped with theoretical and scientific knowledge related to textiles, who can critically and effectively practice and communicate this knowledge in the workplace. As a result, the learner becomes a team player who contributes, learn and applies practical knowledge during the interaction at the textile workplace.

Rationale

With advancements and scientific development taking place in the textile sector there is a specific need for higher calibre analytical and scientifically competent learners. To meet this end, the Advanced Diploma in Textile Technology, has been designed. Diploma and National Diploma learners would also be able to elevate themselves to the level of the Bachelor of Applied Science in Textile Science (NQF Level 7) once they have completed the Advanced Diploma in Textile Technology, and be eligible to progress onwards from there into higher level qualifications.

Due to previous government policies there was a large shortage of local and indigenous learners in the textile field and therefore this sector was extensively reliant on overseas expertise. Due to the overseas experts retiring, there is a sudden need of highly competent local learners and expertise in the technical field, production planning and middle management in the manufacturing sector.

Learners with a scientific competency will improve product development capacity, production efficiency and the competitive edge of the South African industry which leads to economic growth, job creation and higher living standards of the community. The Advanced Diploma in Textile Technology aims to achieve this by offering a curriculum that can assist learners to contribute to the South African economy and local communities. When designing this qualification, the South African Qualifications Authority's (SAQA) Level Descriptors were adhered to.

Recognition of Prior Learning (RPL)

The department's RPL process will be aligned to the institution's Recognition of Prior Learning Policy. The policy will be applicable to all prospective learners for the Advanced Diploma in Textile Technology. The purpose of the policy is to:

• Provide a framework for the implementation of Recognition of Prior Learning procedures within the institution.
• Facilitate access and admission to qualifications within education and training and career paths.
• Accelerate redress of past unfair discrimination in education, training and employment opportunities.
• Promote and facilitate lifelong learning.
• Outline general procedures relating to the processing of RPL applications.

The structure of this qualification makes the Recognition of Prior Learning possible. The Advanced Diploma in Textile Technology may be achieved in part through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. Appropriate credits will be assigned provided that the prospective learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in the Advanced Diploma in Textile Technology.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Textile Technology, NQF Level 6.

Or

• National Diploma in Textile Technology, NQF Level 6.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules NQF Level 7, 56 Credits

• Textile Research Techniques, 12 Credits.
• Advanced Production Organisation, 16 Credits.
• Industrial Management, 12 Credits.
• Advanced Textile Testing Principles, 16 Credits.

Elective Modules, NQF Level 7, 64 Credits (Choose modules from either Dry Processing or Wet Processing)

Dry Goods

• Advanced Yarn Spinning Theory, 16 Credits.
• Advanced Weaving Principles, 16 Credits.
• Advanced Product Engineering, 16 Credits.
• Dry Processing Project, 16 Credits.

Or

Wet Goods

• Chemistry and Colour Physics, 16 Credits.
• Advanced Colouration Theory, 16 Credits.
• Polymer Science, 16 Credits.
• Wet Processing Project, 16 Credits.

1. Critically analyse and apply principles of a particular area of textile processing to the efficient running of this process.
2. Interpret and apply the theoretical understanding of the principles behind the operation of textile processes, product development and engineering practice.
3. Practically implement theoretical principles of production organisation and control techniques to a textile manufacturing process.
4. Formulate and communicate theoretical knowledge and best practices in the textile context.
5. Apply technical and scientific knowledge and skills to conduct basic research.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and explain the principles behind the major textile manufacturing operational stages.
• Quantify operational parameters and operational rates.
• Identify potential limitations and problems and propose solutions.
• Formulate options for improvement.

Associated Assessment Criteria for Exit Level Outcome 2

• Interpret and apply theoretical knowledge related to textile technology to contextualised situations.
• Measure and quantify appropriate data.
• Calculate and display numerical and statistical data in a scientific way.
• Select a course of action based on accepted scientific and engineering practice appropriately.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply production measuring techniques appropriately.
• Ensure calculated data are in industry standard formats and be communicable.
• Demonstrate an awareness of possible problems and misrepresentations.
• Make management decisions based on the outcomes.

Associated Assessment Criteria for Exit Level Outcome 4

• Construct reports clearly using scientifically correct quantitative terminology.
• Derive arguments based on sound theoretical understanding of textile processes.
• Apply plant level industrial relation procedures.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply a knowledge of scientifically acceptable ways by which a textile product can be modified.
• Evaluate a feasible textile related research topic.
• Validate an understanding of the research process by compiling a research proposal based on sound scientific methods.
• Compile a valid and applicable literature survey.
• Collect, analyse, organise and evaluate information critically.
• Exhibit research writing skills by compiling a research report with clear findings, discussion and recommendations.

Integrated Assessment

Integrated assessments will

• Assess a number of Exit Level Outcomes together using written classroom tests, practicals, projects, presentations and/or assignments.
• In some cases use a number of assessment methods for an outcome.

Integrated assessment will support integrated learning. It will develop and measure the learners' abilities not only to understand the underpinning theory but also apply it in authentic contexts and to reflect on what they have learnt, what they are doing and why they are doing it.

Formative and Summative Assessment

Formative Assessments will be used to support the learner developmentally and to provide feedback into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessments inform and strengthen both the teaching and learning process, and the learner improves from their areas of difficulty.

For Summative Assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures. Summative Assessments will be used to make a judgement about achievement and to provide "snapshot" information about a learner's level of competence at a given time. This includes assessment marks that contribute to the final mark.

Academic staff who teach a module are responsible for designing, implementing and marking both formative and summative learner assessments, for recording results and for providing feedback to learners.