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 THAT HAS PASSED THE END DATE:

Doctor of Technology: Fashion

SAQA QUAL ID	QUALIFICATION TITLE
72333	Doctor of Technology: Fashion
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 02 - Culture and Arts		Design Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 8 and above	Level N/A:Pre-2009 was L8+	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
2011	Doctor of Technology: Fashion	Level 8 and above	NQF Level 10	240	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The qualifying learner can make a significant and original contribution to knowledge in a specialised area of fashion.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Master in Technology Degree: Fashion.

Recognition of prior learning:

The qualification will be awarded to a learner who has provided evidence that the stated competence of the qualification has been achieved through experience that complies with the stated specified outcomes

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a single provider's learning programme, or through experience that complies with the stated specified outcomes

EXIT LEVEL OUTCOMES

1. Research a specialised area of fashion.
2. Research, develop and transfer significant advances in knowledge within a specialised area of fashion.

Specified outcomes:

1. Write a reasoned and appropriate research proposal. (E) 30 credits (NQF 8).

Gather information pertinent to the research area and justified as to relevance.
(E) 30 credits (NQF 8).

Analyse and evaluate the information.
(E) 20 credits (NQF 8).

2. Generate original research and analytical methods.
(E) 40 credits (NAF 8).

Perform and manage the research.
(E) 80 credits (NAF 8)

Facilitate the transfer of technological knowledge in academic institutions.
(E) 40 credits (NQF 8).

Critical outcomes:

Critical outcomes are generic outcomes that inform all teaching and learning. These critical outcomes must be embedded within all learning of qualification programmes.

They read as follows:

1) Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

2) Work effectively with others as a member of a team, group, organisation, community.

3) Collect, analyse, organise and critically evaluate information.

4) Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.

5) Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

6) Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

7) Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

Reflecting on and exploring a variety of strategies to learn more effectively.

Participating as responsible citizens in the life of local, national and global communities.

Being culturally and aesthetically sensitive across a range of social contexts.

Exploring education and career opportunities.

Developing entrepreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

The research field and implications are sufficiently understood.

The proposal is feasible, relevant and applicable.

Justification is given for the proposal.

The proposed research involves the development of original and innovative theory and practice in complex technological situations.

The proposal is independently formulated.

Appropriate and wide sources are located.

Information is analysed and choices are made.

Information is synthesised into a coherent whole.

Information is gathered independently from supervision.

Information is appropriately categorised.

Information is translated into appropriate form.

Information is evaluated and informed.

Innovative recommendations concerning the research are put forward.

2.

Methods are at an appropriate high level of complexity.

Methods are original or are innovative refinements of existing methods.

All major related research methods are discussed and compared to the chosen method.

The merits of the chosen method are defined.

The design is translated into practice.

Observations made are consistently and accurately recorded.

The design and performance are evaluated and suggestions put forward for improvements.

The research process is successfully managed.

The research process is successfully carried out independently of the supervisor.

The thesis is coherently written and laid out according to national and institutional guidelines for level 8.

An accreditation journal accepts a paper to which the learner has substantially contributed.

Learning by peers is facilitated through oral and poster presentations and / or in-house seminars.

Research at lower levels is supervised.

Integrated assessment:

Research thesis.
Presentation of methodology, analysis and research findings.

ARTICULATION OPTIONS

Various horizontal articulation possibilities.

MODERATION OPTIONS

External moderation approved by SERTEC.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

SERTEC (currently)

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.

1.	Tshwane University of Technology (TUT)