Bachelor of Applied Science in Textile Science

Purpose

The Bachelor of Applied Science in Textile Science aims to provide a unique blend of practical application and theory, which immerses learners into wide range of textile related scientific aspects within a specialised area of textile manufacturing and research.

The theoretical underpinnings of this qualification have a core discipline of textile science.

The purpose of this qualification is to equip learners with the necessary theoretical and scientific knowledge of disciplines and fields of study to be used in an academic or specialised context. Thorough grounding in the knowledge, scientific theory, principles and skills of the career or profession concerned requires an individual who can critically analyse and effectively apply knowledge in the Textile environment. The learner's knowledge will 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.

Learners achieving this qualification will be able to conduct research, formulate appropriate responses, develop and improve systems and policy and combine a wide range of textile related scientific knowledge, skills and experience within specialised areas of the textile sector.

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

Rationale

With advancements and scientific development taking place in the textile sector there is a specific need of higher calibre analytical and scientifically competent learners.

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

Learners with a higher 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 design and delivery of the qualification is aligned to the policies of the institution, which are also aligned to the Higher Education Qualifications Sub-Framework (HEQSF). When designing this qualification, the South African Qualifications Authority (SAQA) Level Descriptors were adhered to.

Recognition of Prior Learning (RPL)

The Bachelor of Applied Science in Textile Science may be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. If the prospective learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification, the appropriate credits would be assigned or access granted to the prospective learner. The department's RPL process is aligned to the University's Recognition of Prior Learning Policy.

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 learning 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 at the university.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Bachelor's studies.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 368 Credits.

Compulsory Modules NQF Level 5, 104 Credits

• Cornerstone 101, 12 Credits.
• Institutional General Education 1: Information and Communication Technology Literacy and Skills, 8 Credits.
• Chemistry 1, 12 Credits.
• Physics 1, 16 Credits.
• Mathematics 1, 16 Credits.
• Faculty General Education 2: Applied Science in Wellness, 12 Credits.
• Textile Industry 1, 12 Credits.
• Institutional General Education 2, 8 Credits.
• Institutional General Education 3, 8 Credits.

Compulsory Modules NQF Level 6, 140 Credits

• Faculty General Education 1: Applied Sciences for Sustainable Development, 12 Credits.
• Faculty General Education 3: Role of Applied Science in Society, 12 Credits.
• Weaving Preparation Theory 1, 16 Credits.
• Textile Material Science 1, 12 Credits.
• Yarn Spinning Theory 1, 16 Credits.
• Weaving Principles 2, 16 Credits.
• Textile Colouration Principles 2, 16 Credits.
• Product Engineering 2, 16 Credits.
• Knitting Principles 2, 12 Credits.
• Textile Testing Principles 2, 12 Credits.

Compulsory Modules NQF Level 7, 80 Credits

• Textile Research Techniques, 12 Credits.
• Industrial Management 3, 12 Credits.
• Textile Testing Principles 3, 12 Credits.
• Non- Woven Principles 3, 16 Credits.
• Finishing Theory 3, 12 Credits.
• Production Organisation Research Project, 16 Credits.

Elective Modules NQF Level 7, 44 Credits

Dry Option

• Weaving Principles 3 (Advanced), 16 Credits.
• Product Engineering 3 (Advanced), 16 Credits.
• Yarn Spinning Theory 3 (Advanced), 12 Credits.

Wet Option

• Colouration Theory 3 (Advanced), 16 Credits.
• Chemistry and Colour Physics 3, 16 Credits.
• Polymer Science 3, 12 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 sciences in relation to textile 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. Utilise technical and scientific knowledge and skills to conduct basic research.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and explain 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 science 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.
• Show calculated data is in industry standard formats and 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 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 critically information.
• Exhibit research writing skills by compiling a research report with clear findings, discussion and recommendations.

Integrated Assessment

Integrated assessments will be used to combine the assessment of a variety of different skills at the same time; assessing a number of Exit Level Outcomes together; assessing a number of Associated Assessment Criteria together; using a combination of assessment methods and instruments.

This is to ensure that the purpose of the qualification is achieved. Integrated assessments will combine a number of different elements and will require learners to bring together different sets of Exit Level Outcomes of learning into a demonstration of applied competence. Integrated assessment will be emphasised in the Bachelor of Applied Science in Textile Science because it links to the notion of applied competence which is a central concern of the National Qualification Framework. Applied competence will be achieved by combining practical competence, foundational competence and reflective competence.

Integrated assessments will

• Assess a number of Exit Level Outcomes together using written classroom tests, practical's, projects, presentations and/or assignments.
• Assess a number of Associated Assessment Criteria together using written classroom tests, practical's, 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 learner's 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. Formative assessments will comprise activities such as assignments, projects, group work, tutorials and tests. Typically, Formative assessments will comprise 40% of the final mark.

Summative assessments will be used to evaluate and measure the learner's learning, skills acquisition and academic achievement. Summative assessments will typically comprise of tests, examinations and/or projects and will be used to determine whether, and to what extent, learners have learned the material they have been taught and have attained the learning outcomes. Typically, Summative assessments will comprise 60% of the final mark.

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