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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Clothing and Textile Technology 
SAQA QUAL ID QUALIFICATION TITLE
100775  Diploma in Clothing and Textile Technology 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78619  National Diploma: Clothing Management  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This is a generalist, occupationally orientated qualification to equip the learner with fundamental principles, scientific and technical knowledge in the fields of clothing and textiles. It will also provide learners with knowledge and skills in specific fields of management systems and organisational operations in the fields of clothing, textiles and related industries. It places emphasis on applied mathematics, statistics and sciences to provide a sound foundation for the application of knowledge and skills in terms of advanced problem solving and technology in both clothing and textile technology.

Consultation with the Fibre, Processing (FPSETA) and Manufacturing Sector Education Training Authority (MerSETA) and stakeholders in the Clothing and Textiles Retail Sector as well as related Manufacturing stakeholders has highlighted the need for highly skilled and suitably qualified Clothing and Textile technologist/technicians who can work in the clothing, textiles and retail sectors. The stakeholders (Advisory Board, Industry, Technology Station Clothing and Textiles at Cape Peninsula University of Technology, Department of Trade and Industry, Provincial Government, Alumni, South African Clothing and Textiles Workers' Union (SACTWU), Retail Sector, Manufacturing Sector) observed there is a need for an increase in technological knowledge, green technology and a demand for applied mathematics and statistics. In consultation with the Advisory Board, it was agreed that more emphasis should be placed on the development of relevant knowledge and skills in applied mathematics, statistics, textile science and technology to enhance the competitiveness of this qualification and to address needs in terms of innovation and research.

This qualification will allow for the flexibility of career choices for Textile and Clothing technologists, both vertically and horizontally, through personal growth and job advancement within and across the clothing, textile and retail sectors. This is in line with the call for innovation made by the South African Technology Innovation Agency (TIA, 2008) and the Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA's) documented statement that Materials Engineering Technologist (OFO 214908) is a scarce skill in the sector FP&M SETA: Demand of Skills and Scarce- and Critical Skills, 2014). Thus, the qualification addresses the issue of scarce skills stated in the cited documents.

Rationale:
The purpose is to equip the learner with fundamental principles, scientific and technical knowledge in the field of Clothing and Textile Technology. It also provides the learners with skills in specific fields of management systems and organisational operations in the field of Clothing, Textiles and related industries. Additionally, the purpose is to enable learners to engage in lifelong learning and innovative thinking.

Consultation with the Fibre, Processing and Manufacturing Sector Education Training Authority (FP&M SETA) of South Africa and stakeholders in the Clothing and Textiles Retail Sector as well as related Manufacturing stakeholders has highlighted the need for highly skilled and suitably qualified Clothing and Textile technologist/technicians who can work in the clothing, textile and retail sectors. The stakeholders (Advisory Board, Industry, Technology Station Clothing and Textiles at the institution, Department of Trade and Industry, Provincial Government, Alumni, SACTWU Union, Retail Sector, and Manufacturing Sector) observed there is a need for an increase in Technological knowledge, Green Technology and a demand for basic calculations and statistics. The department of Clothing and Textile Technology is an integral member of the Advisory Board and agrees with the suggested changes. Through regular qualification reviews the academic staff has recognised that there was a shortcoming in terms of the quantitative literacy. Additionally, the academic staff also realised that in order to prepare a learner fully for industry, a greater emphasis on textile technology would have to be incorporated into the current diploma to enhance innovation and research. This realisation came about through the feedback from industry via the workplace-based learning of third-year learners of the current qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL is a process of identifying the knowledge and skills of a learner against the admission requirements of qualification and for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of learners and is handled following an institutional RPL policy by a unit dedicated to this activity.

The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and credits/advanced standing as described in institutional guidelines.

Entry Requirements:
  • National Senior Certificate, NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 5 and 6 totalling 360 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Mathematics and Statistics 1, 7 Credits.
  • Applied Textiles Science 1, 19 Credits.
  • Academic Practice and Communication 1, 9 Credits.
  • Clothing and Textiles Management 1, 15 Credits.
  • Basic Industrial Engineering, 16 Credits.
  • Pattern Construction and Cad 1, 18 Credits.
  • Garment Construction 1, 18 Credits.
  • Clothing and Textiles Manufacture 1, 18 Credits.

    Compulsory Modules, Level 6, 240 Credits:
  • Mathematics and Statistics 2, 5 Credits.
  • Applied Textiles Science 2, 19 Credits.
  • Academic Practice and Communication 2, 6 Credits.
  • Clothing and Textiles Management 2, 18 Credits.
  • Operations Management 1, 18 Credits.
  • Pattern Construction and Cad 2, 18 Credits.
  • Garment Construction 2, 18 Credits.
  • Clothing and Textiles Manufacture 2, 18 Credits.
  • Clothing and Textiles Management 3, 18 Credits.
  • Operations Management 2, 12 Credits.
  • Professional Practice and Communication 3, 6 Credits.
  • Applied Textiles Science 3, 14 Credits.
  • Garment Construction 3, 20 Credits.
  • Pattern Construction and Cad 3, 20 Credits.
  • Clothing and Textiles Professional Practice, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of processes, conduct research and solve problems in product organisation, product development and manufacturing technology in clothing, textiles and related industries.
    2. Demonstrate an ability to effectively employ manual and Computer-Aided Design (CAD) skills for product development to produce patterns and clothing to industry standards and specification. Use specialist software packages effectively and creatively.
    3. Demonstrate advanced knowledge and application of operations management and productivity technology, systems and policy in clothing, retail and textile manufacture.
    4. Demonstrate understanding of procedures, techniques, systems and policies relating to the management of personnel and labour in a clothing and textiles related environment.
    5. Develop a clear understanding of entrepreneurship and its business administration in a clothing and textiles related environment with special reference to import/export legislation and regulation.
    6. Develop an understanding of innovative and emerging technologies in clothing and textiles and related industries.
    7. Demonstrate the ability to communicate effectively both orally and in writing professionally in disseminating information. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Report and present findings on research and analysis in terms of Processes and trends used to make decisions with regards to systems and equipment in the clothing and textile industries.
  • Report and present findings on research and analysis in terms of Raw materials and manufacturing methods of construction appropriate to the clothing and textile industries.
  • Report and present findings on research and analysis in terms of merchandising techniques linked to the design of materials and product development.
  • Understand and apply mathematics and statistics as used in clothing and textiles.
  • Demonstrate the use, understanding and application of Computer-Aided Manufacturing systems (CAM), Computer-Aided Design (CAD) systems in the clothing and textile industry.
  • Produce summative and formative evidence of findings and understanding of research projects.
  • Do oral presentations on the findings of research projects.
  • Produce evidence of an understanding of research methodology.
  • Develop proposals including a literature survey for research projects in the clothing and textile industries.
  • Record, analyse and report the purpose, process and outcomes of the research for both summative and formative assessments.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate the use of understanding and application of Computer-Aided Manufacturing systems (CAM), Computer-Aided Design (CAD) systems in the clothing and textile industries.
  • Produce a range of both manual and computerised graded patterns with detailed specifications to demonstrate the ability to perform pattern engineering techniques to enhance product cost and productivity in manufacturing.
  • Show evidence of sourcing and analysing textile materials.
  • Produce batches of products conforming to the clothing and textile industry specifications and processes, report and present on these.
  • Record, analyse and report the purpose, process and outcomes of the research for both summative and formative assessments.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Report on different production systems and their suitability to create various products.
  • Conduct work measurement and method studies.
  • Evaluate and report on a planning and control system.
  • Determine changes in product, specification and volumes due to changes in the market place and recommend methods to adapt production procedures.
  • Research and report on a variety of relevant productivity areas showing broad understanding and offer recommendations for productivity improvement.
  • Research, explain and report on the application of management functions in industries.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Understand the application of labour-related laws in the clothing and textile industries.
  • Demonstrate Leadership and Teamwork skills.
  • Understand and apply Human Resource policies and practices.
  • Understand and apply professional and technical communication.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Produce, pilot and analyse the results of a merchandising and business plan suitable for a small clothing manufacturer.
  • Research and report on the global clothing and textile industry, illustrating its relation to South Africa.
  • Discuss, research and report on Import/export legislation about the clothing and textile industries.
  • Research and report on the structure of products, processes and customer requirements in the clothing and textile industries.
  • Research and report the main themes, topics, concepts and skills within the marketing environment.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Produce evidence of understanding of Innovative Processes and Systems in clothing and textiles.
  • Demonstrate an understanding of the process and product innovations in clothing and textiles.
  • Research and report on innovative and emerging technologies in clothing and textiles and related industries.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Produce evidence of an understanding of research methodology.
  • Conduct research and write a report that includes a literature review and referencing.
  • Demonstrate an ability to communicate confidently and effectively using appropriate clothing and textile references through oral, visual and written methods, academically and professionally.

    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative assessment is aimed at enhancing learner learning and provides learners with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management. The formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and others.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification and subject(s). In this qualification, it will consist of written assessments in the form of written and practical class tests and examination conducted during and at the end of the academic semester/year.
    Integrated assessment often cuts across several subjects/modules of qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

    Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically using project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study.

    The workplace-based learning component of this qualification will enable learners to gain practical workplace-based knowledge and skills in addition to the theoretical disciplinary knowledge and practical laboratory skills. Academic departments are required to adhere to institutional policy, requirements and guidelines regarding the planning, implementation, monitoring, evaluation and review of the workplace-based learning components of an academic qualification. Learners, in keeping with institutional policy are required to sign a Memorandum of Understanding (MoU). The MoU outlines the roles and responsibilities of the different parties in terms of ethical considerations. Learners are required to adhere to the learning outcomes and associated assessment criteria defined in the subject guide of the workplace-based learning component of the qualification. Learners are required to register for workplace-based learning, and various forms of communication are used to disseminate information to learners before placement, during workplace-based learning and on completion of workplace-based learning. Proper recordkeeping practices apply in this regard. 
    		•

    INTERNATIONAL COMPARABILITY 
    International Comparability:
    International benchmarking were conducted to determine the extent qualification, and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education institutions internationally; the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of qualification design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

    The international benchmarking exercise which included the following higher education institutions: University of Applied Sciences Albstadt-Sigmaringen (Germany), Curtin University of Technology and Edith Cowan University (Australia), Borås Technical School of Textiles (Sweden) and De Montfort University and Manchester Metropolitan University (the United Kingdom. The benchmarking exercise revealed that the revised qualification compares well with an appropriate focus clothing and textiles science and technology at universities abroad, but especially in terms of Germany higher education institutions such as the University of Applied Sciences (Albstadt-Sigmaringen). 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Diploma in Clothing Management, NQF Level 6.
  • Diploma in Textile Technology, NQF Level 6.

    Vertical Articulation:
  • Advance Diploma in Textile Technology, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Cape Peninsula University of Technology 


    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.