Diploma in Fashion Design

Purpose

The purpose of this qualification is to develop graduates who can demonstrate focused knowledge and skills.

The curriculum has been structured to provide an introduction to higher education, to Fashion Design as a discipline and a profession, and to the professional work practices. The wide and diverse range of activities across the structured qualification will focus on research and creativity, which will contribute towards the intended outcomes. The aim of this qualification is to develop graduates who can demonstrate focused knowledge and skills in the fashion/clothing and related fields.

The study and application of the theoretical and creative components of the qualification will actively encourage learners to broaden their knowledge base and commit themselves to the challenges of the future and to contribute to the expansion and development of the South African fashion/clothing industry as a whole. A learner accredited with this qualification will develop a deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation. With the introduction of General Education and the exposure to a range of interdisciplinary elective modules, a learner will be prepared for the social, personal and global work environment.

This qualification will prepare learners for life-long learning, and support not only traditional fashion design, but promote a spirit of enquiry, reflection and evaluation, to encourage them to be innovative in their approaches to problem solving, enabling them 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 sectors.

Rationale

The clothing/fashion industry has for several years been going through a period of rapid change both in terms of technology employed and the markets served. This industry is becoming increasingly automated and has moved towards using computers in managing and manufacturing functions to increase performance, report information and increase productivity. The industry has had to deal with demands for more rapid style changes and greater product variety and shorter production runs. Because of the changes taking place in this industry profession, and educational landscape, the tertiary sector has to provide sufficient opportunity for school-leavers to prepare themselves for current employment needs.

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, as well as the business and entrepreneurial skills required to innovate in business.

The Diploma in Fashion Design is designed not only to support traditional design, but also to educate and equip learners with practical skills and applied knowledge that will enable them to meet the needs of industry and requirements of employers. An in-depth specialisation of knowledge, together with practical skills and collaboration with industry experts, will enable graduates to enter a number of career paths, such as Pattern Technologists, Designers, Trend Forecasters, Retailers and/or Buyers, and they will be enabled to apply their learning to particular employment contexts from the outset.

A wide and diverse range of activities will take place across this structured qualification, with an emphasis on research and creativity, and these will contribute towards the attainment of the Exit Level Outcomes.

The aim of the qualification is to

• Prepare graduates as entrepreneurs/employees who can successfully establish a place in the highly competitive and challenging world of the clothing/fashion industry.
• Provide the industry with creative and skilled graduates as generalist designers, with broad and well informed views of the total production process in the clothing/fashion industry, as well as in specialist areas in various sectors of the industry toward creating employment or self-employment.
• Prepare learners for further study at Advanced Diploma and Honours level.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible and applicable to all prospective candidates. The purpose of the institution's RPL policy is to:

• To provide a framework for the implementation of Recognition of Prior Learning procedures within the Institution.
• To facilitate access and admission to learning programmes within education and training and career paths.
• To accelerate redress of past unfair discrimination in education, training and employment opportunities.
• To promote and facilitate lifelong learning.
• To outline general procedures relating to the processing of RPL applications at the Institution.

Recognition of Prior Learning in South Africa is critical to the development of an equitable education and to support transformation of the education and training system of the country. The Institution therefore strives to build a viable, sustainable and credible system to implement RPL.

Institution policies and procedures encourage the Recognition of Prior Learning through a process of assessment, in which the applicant's experience is evaluated for correspondence with learning outcomes of the modules for which the applicant wishes to gain credit. The candidate 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.

Evaluation of the applicant's prior learning is accomplished by submission of a portfolio of relevant fashion/clothing design work and other information; by interview; and if necessary by the completion of projects or exercises to provide evidence of competences not otherwise clear. The successful assessment enables the applicant to enter the qualification at an appropriate level, and ensures that academic staff is fully aware of the applicant's level of experience before he/she joins the qualification. The process thus supports the applicant and enables staff to provide appropriate guidance.

Entry Requirements

The minimum admission requirements to this qualification are

• National Senior Certificate (NSC) granting access to Bachelor Degrees studies and with a minimum achievement rating of 3 for English and a minimum achievement rating of 3 in four recognised NSC 20-credit subjects.

Or

• National Senior Certificate (Vocational) Level 4 with at least 50% in three fundamental subjects, including English; and, at least 60% in three compulsory vocational subjects.

Or

• Senior Certificate without endorsement.

This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 380 Credits.

Compulsory Modules, Level 5, 112 Credits

• Pattern Technology 1, 12 Credits.
• Garment Technology 1, 12 Credits.
• Textiles 1, 8 Credits.
• Theory of Clothing 1, 8 Credits.
• Cornerstone 101, 12 Credits.
• English for the Arts, 12 Credits.
• Garment Design and Development 1, 12 Credits.
• Drawing and Illustration 1, 8 Credits.
• Entrepreneurial Studies 1, 8 Credits.
• 2 and 3 Dimensional Studies 1, 8 Credits.
• Creative Design 1, 12 Credits.

Elective Modules, Level 5, 48 Credits (select one)

Language

• French, 12 Credits.

Or

• Portuguese, 12 Credits.

Or

• Mandarin, 12 Credits.

Or

• Isizulu, 12 Credits.

And select one

• Law for Life (Social), 8 Credits.

Or

• Cultural Diversity (Social), 8 Credits.

And select one

• Values in the Workplace (Personal), 8 Credits.

Or

• Interpersonal communication and the Self (Personal), 8 Credits.

Compulsory Modules, Level 6, 136 Credits

• Pattern Technology 2, 12 Credits.
• Garment Technology 2, 12 Credits.
• Creative Design 2, 12 Credits.
• Theory of Clothing 2, 8 Credits.
• Computer Aided Design 2A (Adobe), 8 Credits.
• Computer Aided Design 2B (Lectra), 8 Credits.
• Drawing and Illustration 2, 8 Credits.
• Business Studies 2, 8 Credits.
• 2 and 3 Dimensional Studies 2, 12 Credits.
• Garment Design and Development 2, 12 Credits.
• Theory of Clothing 3, 8 Credits.
• 2 and 3 Dimensional Studies 3, 12 Credits.
• Business Management 3, 8 Credits.
• Computer Aided Design 3 (Lectra and Sync) , 8 Credits.

Elective Modules, Level 6, 20 Credits

Select one

• The Global Environment (Global and Work), 8 Credits.

Or

• The Entrepreneurial Edge (Global and Work), 8 Credits.

Select one

• Media and Visual Literacy, 12 Credits.

Or

• Critical thinking, 12 Credits.

Compulsory Modules, Level 7, 64 Credits

• Pattern Technology 3, 12 Credits.
• Garment Technology 3, 12 Credits.
• Creative Design & Drawing 3, 12 Credits.
• Portfolio and Range Development 3, 28 Credits.

1. Solve advanced problems relating to pattern and garment technology processes by applying evidence-based solutions and/or theory informed methods.
2. Demonstrate creative and critical thinking to solve design problems relating to changes influencing the fashion/clothing environment.
3. Apply professional ethics and practice to all business and communication required in the fashion/clothing sector.
4. Analyse the impact of historical, social and cultural influences on fashion/clothing from an integrated or interdisciplinary level and in relation to context and theory driven arguments.
5. Demonstrate fluency and professionalism in articulating ideas, rationale, design concepts and solutions using advance visual, oral and textual communication techniques.

Associated Assessment Criteria for Exit level Outcome 1

• Analyse and interpret knowledge in order to formulate concepts, work plans, strategies, and visual or other solutions which answer these requirements.
• Plan and adapt two-dimensional design for advanced product applications according to specified design intent.
• Ensure two-dimensional design makes optimal use of material properties.
• Achieve complex three-dimensional product specifications through design manipulation.
• Complex three-dimensional design execution resolves or develops design intention.

Associated Assessment Criteria for Exit level Outcome 2

• Investigate the impact of cultural, environmental and social issues on fashion/clothing.
• Analyse and contextualise a diverse range of relevant historical and theoretical models.
• Evaluate the relevance of cultural, environmental and social issues and ensure they are understood and used to develop responsible citizenry.

Associated Assessment Criteria for Exit level Outcome 3

• Demonstrate knowledge and application of professional business practice, including ethical and professional issues, codes of conduct, values and formal structures, rules and guidelines as relevant to the fashion/clothing sector.
• Demonstrate an understanding of human-centredness in business, including the complexities of working in teams, management skills, and the place of professional practice in determining social, cultural and environmental benefit and sustainability.
• Document and control costs, timeframes and other business aspects of a project accurately and as appropriate, and thus demonstrate sufficient general business competency to be able to practice as a professional fashion designer.
• Apply forms of business communication effectively and clearly, including written, visual, and live audio/visual information and presentations.

Associated Assessment Criteria for Exit level Outcome 4

• Analyse data, reflect on and critique both research and design processes using current theory and history and apply an awareness of social, cultural, economic and environmental effects and sustainability.
• Engage creatively with disciplines outside of Fashion Design in collaborative interdisciplinary and real-world projects.
• Formulate a research problem or question, develop a research plan and methodology, and conduct preliminary research.

Associated Assessment Criteria for Exit level Outcome 5

• Demonstrate appropriate visual, verbal, written, and listening abilities, using technologically mediated skills, with individuals and groups.
• Communicate effectively with a variety of audiences.
• Demonstrate the importance of context through an awareness of social, ethical and cultural issues in formulating responses.
• Demonstrate an understanding and correct use of appropriate design concepts and terminology.

Integrated Assessment

Student-centredness as a theoretical approach is a defining feature of the organisational culture of the Institution. Accordingly, the philosophy of student- centredness informs all institutional policies, rules and procedures, including those relating to learning, teaching and assessment. Various forms, strategies and modes of learner assessment are seen as an integral part of the learning and teaching process, which is underpinned by the notions of self-directed learning, learner autonomy and critical self-reflection.

Integrated assessment implies the assessment of both theoretical and practical components of a module within one assessment event. 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 that will require students 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 student's strengths and weaknesses and provides feedback on academic progress during the development of concepts. Summative assessment is used to determine student competency and is typically scheduled at the end of a unit which results in credit being rewarded and reported.

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: Live, regular, formative feedback with individual students and/or groups.
• Written assignments: Problem solving activities with stipulated guidelines and clear structure presented orally or in writing, in collaboration or independently. The assignments may include essays and/or research reports which can be formatively supported 'work-in-progress' assessment as well as through the Faculty of Arts and Design Writing Centre.
• Projects: An investigation into a specific area, with a practical outcome, developed under supervision with support. At more senior levels this can also include an industry simulated project mentored by industry specialists.
• Written tests and workbooks may be included for theoretical subjects where appropriate.
• Journaling: A collection of thoughts and experiences which can be used for critical self-reflection.
• Portfolio displays or exhibitions are used as a form of assessment at the ends of Capstone projects.
• Peer group evaluation: Learners may be asked to critique their own and others' work, thereby encouraging self-assessment and/or reflection on an individual or peer group basis.
• Competency evaluations of technical and software skills will be included in projects and assignments and practical exercises.
• Blended learning and online forms of teaching, learning and assessment will be employed where appropriate.

The Institution Assessment Policy defines and requires criteria for assessment. It stipulates that assessment practices be open, transparent, fair, valid, and reliable.

The validity of the assessments will be demonstrated by

• Clarity of learning outcomes and their alignment with clear assessment criteria within an overall assessment strategy.
• Use of a range of assessment methods to ensure that all learning outcomes are assessed.

The reliability of the assessments will be confirmed through the following strategies

• Establishment of clear and manageable assessment criteria.
• Internal and external moderation.
• Use of several assessment methods.
• Evaluation of assessment criteria by academics and industry partners for ensured relevance.

Moderation is considered to be a method used to ensure qualification relevance, quality of content and outcome and ensures consistency. Student outputs are moderated both internally and externally.

Both internal and external moderation practices will ensure that students are assessed in a consistent, fair and accurate manner. Moderation will also ensure that all assessors are using appropriate assessment methods, at the appropriate level, and are making similar, consistent and academically credible judgements about learner performance.

Internal moderation is conducted to evaluate assessment practices, approaches and mark allocations in order to provide developmental feedback. For Summative assessments, a representative sample of the learners' work will be moderated. The assessment plan, which includes assessment methods, will be moderated against the learning outcomes of the subject, before the commencement of the module.

External moderation is undertaken to ensure the following

• The validity of the assessment methods used in relation to learning outcomes
• Student performance as assessed against stated outcomes, professional standards and generic qualification standards.
• The reliability and consistency of the marking process.
• Any concerns relating to irregularities and other issues with regard to Institution and/or professional standards and regulations.
• Recommendations with regard to calculation errors.