SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Fashion Design

SAQA QUAL ID	QUALIFICATION TITLE
111311	Postgraduate Diploma in Fashion Design
ORIGINATOR
Durban University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 02 - Culture and Arts		Design Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-08-23	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Postgraduate Diploma in Fashion Design is to prepare learners with an advanced scope of knowledge and research skills to engage in areas of specialisation within the discipline; critically review multiple sources of knowledge in specialised contexts; and develop in learners the principles of accountability, to act ethically and professionally, and to manage their learning in a self-critical manner.

The qualification has been developed to promote a high level of technical, creative and critical thinking skills. It is a qualification that will provide a learner with an advanced set of skills or knowledge and a professional attitude to perform in the field, either within the fashion/clothing industry or as an entrepreneur.

Rationale:
The fashion/clothing industry has for several years been going through a period of rapid change both in terms of 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, as well as the business and entrepreneurial skills required to innovate in business.

Although the institution is not affiliated to any professional body in fashion, the qualification is guided by industry's needs through a group of stakeholders that make up our Advisory Board Committee. This committee is made up of fashion/clothing manufacturers, retailers, Small, Medium and Micro-sized Enterprises (SMMEs) and alumni that the institution interacts with on an annual basis through guest lectures, site visits and advisory board meetings. These organisations provide ongoing support in the form of sponsorships, and the industry experts advise us through the external moderation process.

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, the qualification aims to prepare learners as entrepreneurs/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 not only support traditional design, but develop in learners a culture of continual learning to achieve their full intellectual and human potential; prepare learners for life-long learning, and support not only traditional fashion design, but promote a spirit of enquiry, reflection and evaluation, to encourage learners to 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.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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 the institution RPL 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.

RPL in the institution 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 learner'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.

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. Successful assessment enables the learner to enter the course at an appropriate level, and ensures that academic staff are fully aware of the learner's level of experience before he/she joins the qualification. The process thus supports the learner and enables staff to provide appropriate guidance.

Entry Requirements:
The minimum entry requirement for this qualification is:

Advanced Diploma in Fashion Design, NQF Level 7, 120 Credits.
Or

Bachelor of Arts in Fashion Design, NQF Level 7, 360 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises of compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits:

Research Methodology, 24 Credits.

Research and Creative Development, 20 Credits.

Personal and Professional Development, 20 Credits.

Theory of Clothing 5, 28 Credits.

Final Project and Portfolio Development, 28 Credits.

EXIT LEVEL OUTCOMES

1. Identify and solve complex problems pertaining to innovative designs; apply specialist knowledge and skill to production/manufacturing problems; and communicate verbally and orally with professional audiences.
2. Conduct research in areas of specialisation by demonstrating proficiency in knowledge to critically engage and review the different theoretical constructs and frameworks as they apply to discipline specific research and related areas.
3. Recognise and assess the role, value and relationships between the different functional areas within organisations to enhance the business of fashion; undertake management tasks appropriate to the initial stages in a professional career or as an entrepreneur; and act ethically, responsibly and professionally within a supported environment.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate knowledge and skills by identifying, analysing and addressing manufacturing problems pertaining to innovative designs.

Address complex problems .in the production/manufacturing processes through Comprehensive and integrated knowledge.

Communicate academic/professional ideas and texts to a range of audiences on insights, interpretations and solutions to problems in the fashion/clothing discipline.

Integrate the specialised literature that informs the problem or issue in the fashion/clothing discipline.

Associated Assessment Criteria for Exit Level Outcome 2:

Research problems will be solved by select and apply a range of research methodologies and methods/techniques by solving Research problems.

Apply conceptual and/or evidence based solutions and theory driven arguments through areas of research.

Identify, describe and explain core concepts, theories and principles of the business of fashion.

Demonstrate professional ethics, conduct and liability.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate key issues associated with management tasks in any portfolio relating to the business of fashion.

Comply with Intellectual and copyright requirements by incorporating ideas from others.

Integrated Assessment:
The institution's Assessment Policy defines and requires criteria for assessment. It stipulates that assessment practices be open, transparent, fair, valid, and reliable.

Learner-centeredness as a theoretical approach is a defining feature of the organisational culture of the institution. Accordingly, the philosophy of learner centeredness 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. 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: Live, regular, formative feedback with individual learners 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. At higher levels a project of this nature can also include an industry-simulated project mentored by industry specialists.

Written tests and workbooks may be included for theoretical modules where appropriate.

Journaling: A collection of thoughts and experiences, which can be used for critical self-reflection.

Portfolio displays and/or exhibitions are used as a form of assessment at the end of the qualification. A capstone project will integrate the theory and practice from across the qualification into the final portfolio and range development.

Peer group evaluation: Learners will 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, assignments, and practical exercises.

Blended learning and online forms of teaching, learning and assessment will be employed where appropriate.

INTERNATIONAL COMPARABILITY

The comparability exercise attempted to situate Fashion Design in the broader context of higher education internationally. At the University of Namibia, Fashion Studies is offered as an 'applied art' subject which is part of a 4-year Bachelor of Arts qualification. Analysing the qualifications at other international institutions where the general trend was to offer a one or two-year qualification in specialised areas of design and/or technology. This qualification has also been compared to qualifications from countries that are leaders in designing and fashion and those with best practices.

The qualification types, credits, levels and modules have been compared.

At Dublin Institute of Technology, the Postgraduate Diploma in Fashion Buying and Management is offered. The design reflects the educational requirements and learning opportunities necessary to succeed as a fashion buyer in today`s competitive environment.

At the London College of Fashion, a Graduate Diploma Fashion Management is offered. The qualification emphasises the importance of sustainability and ethics within the fashion industry when responding to consumer behaviour and demand. Business and management theories are explored and combined with practical applications.

At Central Saint Martins, a Graduate Diploma in Fashion is offered. It aims to produce mature and sophisticated designers equipped to work in and design for the international market.

It is evident that modules such as design, communication, portfolio development and research are common across most of the qualifications compared.

Through this analysis a variety of qualifications and institutions have been compared in order to ensure that this qualification is both relevant and aligned to international standards in terms of content and outcomes.

While the above international qualifications focus on areas of specialisation like Fashion Buying and Management and Fashion Management. Whilst this qualification will prepare learners with a scope of knowledge and research skills to engage in areas of specialisation within the discipline; and to promote a high level of technical, creative and critical thinking skills that will provide a student with a professional attitude to perform in the field, either within the fashion/clothing industry or as an entrepreneur.

ARTICULATION OPTIONS

The qualification allows for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor Honours Degree, Level 8.

Vertical Articulation:

Master of Applied Arts in Fashion, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

NONE