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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Fashion Merchandising, Marketing and Media 
SAQA QUAL ID QUALIFICATION TITLE
101862  Diploma in Fashion Merchandising, Marketing and Media 
ORIGINATOR
FEDISA (Pty) Ltd 
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 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 Diploma in Fashion Merchandising, Marketing and Media qualification is to develop and empower graduates with skills and insights into the fashion retail industry with its multitude of interrelated components. These components of the fashion retail industry range from the forecasting of future fashion trends and consumer analysis to visual display and product merchandising, and include all elements of promotional marketing, buying, sourcing and sales to management of the fashion retail business.

All aspects of the programme are designed to enhance the volume of sales within the fashion retail industry and cover those areas between the creation of the fashion product and the fashion retail consumer.

Rationale:
The Diploma in Fashion Merchandising, Marketing and Media prepares graduates for the design and fashion industry both graduates and industry will benefit from exhaustive exploration and application of relevant subject matter, commensurate with the outcomes of a Diploma in Fashion Merchandising, Marketing and Media. This assertion is predicated on the fact that many opportunities exist in the fashion industry that may not necessarily require either the depth or scope of many knowledge elements currently associated with the Bachelor of Arts in Fashion Design offered at the institution.

Moreover, the addition of a Diploma level qualification to the institution's academic offering, will allow the institution the opportunity to broaden access to tertiary education for many candidates that do not currently comply with the minimum academic entry requirements for Degree studies. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
'Recognition of prior learning (RPL), the process of assessing and accrediting acquired knowledge and/or capabilities of a person, gained in formal, informal and non-formal learning, against a set of outcomes in a formal course of study or a set of workplace or social competencies'.

The institution subscribes to the practice of 'recognition of prior learning', which will be applicable to mature applicants (22 years +), which will be evaluated by means of a practical assessment, portfolio submission and interview.

The institution permits students to be admitted with advanced standing or granted exemption from modules, on the basis of studies pursued and examinations passed in respect of other qualifications awarded by the institution or another educational institution or on the basis of learning demonstrated from experience. In addition, applications for admission by prospective students, who do not have the approved entry qualifications, may be made on the basis of equivalent knowledge and aptitude acquired through work or life experience.

Principles:
The following principles are fundamental to the achievement of awards that meet nationally recognised standards of achievement:
  • Learning shall be recognised irrespective of the context in which it is achieved.
  • It is the achievement of learning, or the outcomes of that learning, and not just the experience of the activities alone that shall be recognised.
  • Learning must be evidenced in writing and authenticated at the appropriate level.
  • All applications for RPL shall be considered with the same degree of rigour and shall be comparable in terms of evidence and effort.
  • Decisions regarding the recognition of prior learning are a matter of academic judgment, informed by the FEDISA Academic Advisory Council and its various committees, as well as industry stakeholders.
  • The entire RPL process shall be transparent to all stakeholders and demonstrably rigorous and fair.
  • All staff associated with the recognition of prior learning shall have their roles clearly and explicitly defined, and underpinned by appropriate staff induction/development.
  • Limitations to RPL shall be clearly defined.
  • Policy and procedures for the recognition of prior learning shall be subject to regular monitoring and review every five years.

    Application for RPL for Admission:
  • The RPL Adviser shall, in consultation with the applicant, determine whether the evidence presented is likely to meet the criteria of being authentic, current, valid, reliable and sufficient.
  • Undergraduate Admissions
    Admission to undergraduate programmes is based upon prospective students, with considerable life and work experience, demonstrating evidence of their ability to undertake the programme. A portfolio of evidence shall be presented for consideration. Subject/Course Committees shall specify the minimum outcomes to be demonstrated for admission to the programme.

    Entry Requirements:
  • National Senior Certificate granting access to Diploma studies and with appropriate subject combinations and levels of achievement.
    Or
  • An approved Higher Certificate, Level 5.
    Or
  • Advanced Certificate, Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Modules: Year 1:
  • Trend Analysis, 14 Credits.
  • Design History, 14 Credits.
  • Fashion Buying and Sourcing, 14 Credits.
  • Makeup and Styling, 10 Credits.
  • Store Layout and Display Presentation, 12 Credits.
  • Brand Building and Advertising, 10 Credits.
  • Fashion Media Studies, 10 Credits.
  • Computer Aided Design, 12 Credits.
  • Fashion Journalism, 12 Credits.
  • Business Management, 12 Credits.

    Modules: Year 2:
  • Trend Analysis, 14 Credits.
  • Design History, 14 Credits.
  • Fashion Buying and Sourcing, 8 Credits.
  • Brand Building and Advertising, 10 Credits.
  • Computer Aided Design, 12 Credits.
  • Fashion Journalism, 12 Credits.
  • Marketing and Consumer Behaviour, 10 Credits.
  • Fashion Advising, 8 Credits.
  • Fashion Photography, 14 Credits.
  • Retail Training, 10 Credits.
  • Public Relations for Fashion, 8 Credits.

    Modules: Year 3:
  • Trend Analysis, 20 Credits.
  • Fashion Buying and Sourcing, 12 Credits.
  • Brand Building and Advertising, 16 Credits.
  • Computer Aided Design, 12 Credits.
  • Fashion Journalism, 12 Credits.
  • Fashion Events Planning, 12 Credits.
  • Project Management, 8 Credits.
  • Fashion Videography, 14 Credits.
  • Fashion Entrepreneurship, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge of Fashion Theory, Fashion Buying and Sourcing, Visual Merchandising, Marketing and Media and Fashion Retail Management and apply key terms, concepts, facts, principles, rules and theories of the above mentioned fields study to unfamiliar but relevant contexts.
    2. Demonstrate an understanding of fashion research (in terms of Trend Analysis and the way in which information is researched, processed and presented) as well as an awareness of how consumer behaviour studies are conducted and applied within the fashion business context.
    3. Evaluate and apply higher order thinking skills - Bloom's Revised Taxonomy levels 4 (analysis), 5 (evaluation) and 6 (synthesis). These higher order thinking skills should be evident in learners' approach to all subject matter and modules, especially where research (be it design, trend, business or marketing related) is concerned, seeing that various sources of information, processes and methodology should be evaluated and then synthesised into a new creative or academic product.
    4. Identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the four courses of study within the learning programme.
    5. Demonstrate an understanding of ethical implications of decisions and actions specifically related to fashion buying and sourcing, consumer studies, journalism and advertising in the fashion industry, and in retail management contexts, based on an awareness of the complexity of ethical dilemmas.
    6. Evaluate different sources of information, such as primary sources (industry experts) and secondary sources (books, electronic books, internet material, academic articles and fashion-related databases such as WGSN - a trend analysis and forecasting site) to select information appropriate to the various tasks at hand.
    7. Present and communicate complex information reliably and coherently using appropriate academic and professional conventions, formats and technologies in the relevant contexts.
    8. Demonstrate of the ability to make decisions and act appropriately in familiar and new contexts (specifically referring to Work Integrated Learning), as well as the demonstration of an understanding of the relationships between Trend Analysis, Fashion Theory, Design History, Fashion Buying and Sourcing, Visual Merchandising, Marketing and Media, and Fashion Retail Management.
    9. Evaluate performance against given criteria, and accurately identifying and addressing task-specific learning needs in the context of Fashion Merchandising, Marketing and Media.
    10. Demonstrate of the ability to work effectively in a team or group, and to take responsibility for his or her decisions and actions and the decisions and actions of others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and evaluate key roles within the retail business environment.
  • Identify and evaluate key merchandising and marketing management drivers.
  • Identify and evaluate key economic factors and influence on the retail business sector.
  • Assess various integrated operational models within the retail business and related contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply a variety of consumer behaviour research tools to an integrated research project.
  • Research, process and present subject appropriate data within the Trend Forecasting field.
  • Evaluate a broad range of trend analysis tools and research methodologies.
  • Research presentations address specifically identified areas of the integrated retail business environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Assess and evaluate information and the application of data within the retail business environment.
  • Interpret and apply researched concepts in the fashion merchandising, marketing and media field.
  • Synthesise new retail strategies through the analysis and evaluation of economic retail sales data.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explore problem based solutions within the frame of an interrelated fashion management context.
  • Clearly articulate and relate abstract and theoretical concepts to identifiable considerations within the retail environment.
  • Demonstrate theory driven argument within the fashion trend and marketing contexts.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Conceptually synthesise information affecting ethical dilemmas.
  • Demonstrate ethical cognisance through an analysis of broadly influencing factors within the economics of the fashion buying, sourcing and retail sectors.
  • Explore and evaluate concepts of fashion marketing and media through an ethical/cultural lens.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate primary and secondary sources of knowledge and use data in the synthesis of new academic product.
  • Digital presentations observe all academic, business and referencing conventions.
  • Articulate research concepts through digital technology.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explore integrated entrepreneurship projects through digital media applications for the fashion retail environment.
  • Execute complex content development engaging multiple audiences with specific regard to digital media use.
  • Develop of promotional collateral based on industry research which reflects the required knowledge assimilation appropriate to the field of fashion retail.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Devise integrated project management strategies with consideration of all areas of the learning programme.
  • Analyse the implementation outcomes of various integrated events with specific consideration to the various components of the learning programme.
  • Evaluate action research within a preset industry context with the aim of resolving identifiable economic challenges affecting the fashion retail sector.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify and analyse complex task outcomes within the context of self-directed learning.
  • Plan and assess independent implementation of complex multi-dimensional projects.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Apply high-level interpersonal negotiating skills within large and small group tasks.
  • Demonstrate a comprehensive understanding of various methodologies related to complex task implementation with specific consideration of the integration between merchandising, marketing and media in the fashion retail context.

    Integrated Assessment:
    Assessment opportunities for each level of study are evaluated in an integrated manner seeing that module 'borders' are fluid and the institution takes an interdisciplinary approach to assessing learners' work. For example, in the third year of study, learners' trend proposals will inform their individual brand campaigns as well as their magazine editorials. Assessment practice at the institution takes into account both knowledge development and application of said knowledge across an array of module specific outcomes within the context of the Diploma in Fashion Merchandising, Marketing and Media. A primary example of such integrated assessment would be premised on the historical knowledge developed in Design History and applied to future Trend Analysis. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is internationally comparable to similar qualifications offered in the United Kingdom, Western Europe and the United States of America (USA).

    This qualification offers various components with a strong similarity to those incorporated in this Diploma in Fashion Merchandising, Marketing and Media. While the above IED qualification does not include the elements of Fashion Merchandising, the Communication component may be considered the as the Media component of this Diploma.

    Fashion Institute of Design and Merchandising (FIDM) - Los Angelos, USA:
    The Fashion Merchandising and Marketing Programme prepare learners for a wide range of careers in the global fields of fashion merchandising, marketing, and brand management. The curriculum emphasises the development of creative, financial, technological, buying and promotional strategies that affect consumer behaviour in the digital era. Core values of the qualification include critical thought, leadership, teamwork, management and effective communication.

    This qualification offers a direct comparison with the Diploma in Fashion Merchandising, Marketing and Media. While the term Brand Management is used in the qualification title, it is similar to the content of the Media component in this qualification.


    While it is clear that the above international qualifications all offer comparable content to that of the Diploma in Fashion Merchandising, Marketing and Media, the qualification manages to incorporate a full spectrum of their various learning content, context and activities.

    Integrated Assessment:
    Assessment opportunities for each level of study are evaluated in an integrated manner seeing that module 'borders' are fluid and the institution takes an interdisciplinary approach to assessing learners' work. For example, in the third year of study, learners' trend proposals will inform their individual brand campaigns as well as their magazine editorials. Assessment practice at the institution takes into account both knowledge development and application of said knowledge across an array of module specific outcomes within the context of the Diploma in Fashion Merchandising, Marketing and Media. A primary example of such integrated assessment would be premised on the historical knowledge developed in Design History and applied to future Trend Analysis. 

    ARTICULATION OPTIONS 
    This qualification allows for articulation options.

    Horizontal Articulation:
  • Diploma in Fashion, Level 06.
  • Diploma in Marketing, Level 06.
  • Diploma in Marketing Communication, Level 06.

    Vertical Articulation:
  • Advanced Diploma, Level 7.
  • Bachelor of Arts in a cognate field, Level 7.
  • Advanced Diploma in Marketing and Advertising Communications, Level 07.
  • Advanced Diploma in Fashion, Level 07.
  • Advanced Diploma in Retailing, Level 07.
  • Bachelor of Arts in Fashion, Level 07. 
    		•

    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.
     
    1. FEDISA (Pty) Ltd 


    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.