ba dgree in fashion

7/31/2019 Ba Dgree in Fashion

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COURSE OUTLINE

BACHELOR OF ARTS IN FASHION DESIGN

JHB CAMPUS

2nd Floor

Design District Building

14 Keyes Avenue (corner 7th Avenue)

Rosebank

TEL 27.11.788.4432

EMAIL [email protected]

PTA CAMPUS

1ST Floor

Clocktower Building (Building 2)

Hateld Square

Hateld

TEL 27.12.362 6827

EMAIL [email protected]

LEADERS IN FASHION EDUCATION


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ABOUT LISOF

LISOF opened in 1993. With our graduates now populating the upper

echelons of the fashion industry, LISOFs reputation as the most progressive

fashion school on the continent is well established and is the reason why

South Africas most talented future fashion practitioners choose us.

Our signicant experience in fashion education and

training coupled with our drive to remain at the forefront

of fashion has cemented LISOFs reputation as the

fashion school of rst choice.

The world of fashion requires commitment, dedication, hard work, a little

madness and a lot of edge. At LISOF you will discover these attributes in us

and in you!

Shana Rosenthal, founder and Managing Director says, In fashion, the idea of

the perfect look has long since been left behind and what replaces it is a deepsense of individuality. Similarly, at LISOF, the individual is carefully nurtured

according to their own unique talents, built upon a solid base of knowledge

of the fashion industry.

What is valued most at LISOF is our ability to innovate in order to realise

applied solutions to the creative and commercial challenges that are the

day-to-day reality of the fashion industry, both locally and abroad. Clothing

reects the negotiated, multicultural, fashioned identity constructions within

contemporary, post-modern contexts. The terrain is fraught with contradic-

tion and possibilities and at LISOF, we believe it is our responsibility to agitate,

creatively, in order to realise not only great design solutions but commercially

viable and successful ones that will drive the fashion economy and nurture the

lives of those that are directly and indirectly involved in the fashion industry.

The fashion curriculum is a tremendously intriguing and complex construc-

tion. It is distinguished by signicant levels of diversity that span a broad

range of subjects and disciplines. This range of skills and knowledge must

be mastered by the aspiring fashion practitioner whether as a designer,

clothing technician, merchandiser or anything in between. South African

fashion specically is the locus for the local-global dialectic, for past-present

dialogues, and for self-other debates - fascinating, complex and rich ter-

rain indeed. At LISOF you will be challenged to realise an equally rich and

diverse curriculum experience that ensures local and global relevance and

that will allow you to participate with condence in the many exciting elds

of fashion practice available.

LISOF and its full-time pro-

grammes are accredited by

the Council on Higher Educa-

tion and registered on the

South African Qualications

Authoritys National Qualica-

tions Framework (NQF).

LISOF is registered with the

Department of Education as

a private higher education

institution under the Higher

Education Act, 1997. Regis-

tration Certicate No. 2002/

HE07/002.

To develop and enhance

opportunities for quality

education and training in the

fashion industry.

To promote high academic

standards.

To promote good principles of

character.

To enhance understanding

between people of different

cultures.

To provide high quality fashion

education thereby preparing

learners fully for entering the

job market.

MISSION STATEMENT

REGISTRATION AND

ACCREDITATION STATUS

GOALS & OBJECTIVES

3-YEAR BACHELOR OF

ARTS IN FASHION

NQF Level 7

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BACHELOR OF ARTS IN FASHION

CAREER OPPORTUNITIES

The Bachelor of Arts in Fashion prepares students for a diverse and incredibly

exciting range of career pathways.

Step into any shopping mall and you are stepping straight into an incredible

world of career options in the fashion industry. From the professionals whodecide what colours and shapes we will be wearing this season (and next,

and the next) to those that design and manufacture the clothing, what you see

on the hanger is just the beginning of the story.

Behind every item of clothing is a team of merchandisers, buyers, retailers

and many more. Every brand you know (and love) has a team of fashion

professionals driving the design, manufacture and delivery of the cloth-

ing to the retail oor. From brand managers and fashion marketers to

publicists and visual merchandisers.

FULL-TIME COURSES

LISOFs full-time qualications offer students the widest range of curriculum

choice available in the country. Students design their curriculum based on

their particular career interests. A LISOF full-time curriculum offers everything

from design & technical courses, to courses in the business of fashion (buy-

ing, marketing and product development) and everything in between fashion

journalism, trend forecasting, wardrobe & costume, styling, make-up, fashion

photography and many more.

We collaborate with some of the top brands in the world

of fashion and lifestyle to realise the most innovative and

dynamic full-time curriculum experience available to

students anywhere South of London!

BA

IN FASHIONDESIGN/COMMERCIAL

LISOF and its full-time pro-

grammes are accredited by

the Council on Higher Educa-

tion and registered on the

South African Qualications

Authoritys National Qualica-

tions Framework (NQF).

LISOF is registered with the

Department of Education as

a private higher education

institution under the Higher

Education Act, 1997. Regis-

tration Certicate No. 2002/

HE07/002.

To develop and enhance

opportunities for quality

education and training in the

fashion industry.

To promote high academic

standards.

To promote good principles of

character.

To enhance understanding

between people of different

cultures.

To provide high quality fashion

education thereby preparing

learners fully for entering the

job market.

MISSION STATEMENT

REGISTRATION AND

ACCREDITATION STATUS

GOALS & OBJECTIVES

3-YEAR BACHELOR OF

ARTS IN FASHION

NQF Level 7

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Stand in the queue of any major retail store, and you will be mesmerized by

the proliferation of magazines on the shelves. Every publication whether a

fashion mag or not has a team of writers, journalists, photographers, make-

up artists, hair stylists and editors bringing their readers the latest fashion and

lifestyle content. Take your magazine home, op onto the couch and switch

on the telly and then remind yourself that every programme or movie you

watch has a wardrobe department deciding what each character will wear

sometimes designing and making it, sometimes sourcing it - the opportunities

are endless.

Oh, and just in case dont forget the careers in fashion research and

teaching and the many crossover careers in other lifestyle categories like

interiors. Dont forget the advertising industry someone has to style up

the models and extras for the shoot including hair and make-up and overall

creative direction.

Okay, one more fashion week and the hundreds of fashion shows staged

around the country each year. Someones got to put the fashion show

together so why not you! When we hear people lamenting the lack of

jobs and a solid career and salary in the fashion industry we, well try

not to laugh.

Okay, yes, we forgot to mention that you might want to work for

yourself so are you the next Galliano, Stella McCartney, David Tlale,

Marianne Fassler?

LETS BREAK IT DOWN AGAIN:

FASHION DESIGN:

Design commercial ready-to-wear collections for wholesalers/retailersDesign couture garments to individual specications

CLOTHING PRODUCTION:

Construct tted patterns and sized ratios for clothing production.

Quality control of manufacturing in clothing production environments.

COMMERCIAL/MERCHANDISING FIELDS:

Fashion Buying

Fashion Marketing

Business & Brand Management

Product Development

Trend Analysis

PHOTOGRAPHY, MEDIA, BEAUTY & MAKE-UP:

Fashion Photography

Make-Up & Beauty (including Styling & Hair Styling)

Fashion & Beauty Journalism, Editing and Publishing

Fashion Styling (for Media and Advertising)

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GENERAL:

Fashion illustrations for magazines, retail patterns,

newspapers and fashion shows.

Co-ordinate textiles within the design context.

Fabric buying or sourcing.

Costume design for theatre or lm.

Costume co-ordination for theatre or lm.

ADMISSION CRITERIA

*These admission guidelines are extracted directly from the Minimum Admis-

sion Requirements for Higher Certicate, Diploma and Bachelors Degree Pro-

grammes requiring a National Senior Certicate, (Department of Education,

Pretoria, August 2005) & the Minimum Admission Requirements for Higher

Certicate, Diploma and Bachelors Degree Programmes requiring a Nation-

al Certicate (Vocational) (Department of Education, Pretoria, March 2006,

September 2007)

Qualications in higher education represent signicant learning achievement,

but all qualications are not alike. They make different intellectual demands

and reect different intellectual achievements on an increasing scale of dif-

culty, and this is reected in the different requirements for admission to the

Higher Certicate, the Diploma and the Bachelors Degree, in terms of the Na-

tional Senior Certicate and the National Certicate (Vocational). The minimum

admission criteria for the various entry level qualications in the higher educa-

tion band (Higher Certicate, Diploma, Bachelors Degree) must balance a

number of important considerations and must reect the cognitive demands

that will be made on participating learners in the higher levels of the NQF.

Thus, in the case of Bachelors Degree learners, for example, it is important

that higher education institutions admit applicants who are likely to succeed

in degree studies, given good teaching, good facilities, and appropriate aca-

demic monitoring and support (for accredited and registered learning pro-

gramme). Signicantly, admission criteria must, as far as possible, predict

student success in the programmes for which they are enrolled. This is very

complex terrain requiring substantial research attention and track-record

savvy on the part of higher education institutions and the education system

generally and a signicant amount of research is done in the area in order to

improve the predictive value of admission judgments.

The setting of the admission requirements is made by Higher Education South

Africa (HESA) in terms of section 74 of the Higher Education Act, 1997 (ActNo. 101 of 1997). HESA is the successor to the South African University

Vice-Chancellors Association (SAUVCA) and the Committee of Technikon

Principals (CTP). In this regard, HESA is recognised as the body responsible

for setting the minimum admission requirements for the Higher Certicate,

Diploma and Degree Programmes.

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National statutory minimum admission requirements (minimum threshold

norms) have been set in terms of the National Senior Certicate (NSC) at

Level 4 of the National Qualications Framework - issued for the rst time in

2008 for admission to higher education in 2009 and beyond - whose speci -

cations were approved by the Minister of Education in the Policy for the

National Senior Certicate: A Qualication at Level 4 on the National Qualica-

tions Framework (Government Gazette, Vol. 481, No. 27819, July 2005) for

undergraduate higher education qualications and programmes, namely the

Higher Certicate (NQF Level 5), the Diploma qualication (NQF Level 6), and

the Bachelors Degree (NQF Level 7).

National statutory minimum admission requirements (minimum threshold

norms) have also been set in terms of the new National Certicate (Vocational)

(NSV) at Level 4 of the National Qualications Framework to be issued for

the rst time in 2009 for admission to higher education in 2010 - whose speci-

cations were approved by the Minister of Education in the Policy for the Na-

tional Certicate (Vocational): A Qualication at Level 4 on the National Quali-

cations Framework (Government Gazette, Vol. 489, No. 28677, March 2006

and amended in Government Gazette, Volume 507, No. 30266, September

2007) for undergraduate higher education qualications and programmes,

namely the Higher Certicate (NQF Level 5), the Diploma qualication (NQF

Level 6), and the Bachelors Degree (NQF Level 7).

Eligibility for admission to LISOFs 3-year, full-time minimum, Bachelor of Arts

in Fashion learning programme is as follows:

The minimum admission requirement is a National Senior Certicate

(NSC) or its academic precedents, e.g. Senior Certicate with endorse-

ment as certied by Umalusi with an achievement rating of 4 (adequate

achievement, i.e. 50% - 59% or better, in four (of no fewer than six + Life Orienta-

tion) subjects from the following designated subject list of recognized 20-credit

NSC subjects:

ACCOUNTING(03060034)

AGRICULTURAL SCIENCES(01060064)

BUSINESS STUDIES(03060064)

CONSUMER STUDIES(11060034)

DRAMATIC ARTS(02060094)

ECONOMICS(03060094)

ENGINEERING GRAPHICS &

DESIGN(06060124)

GEOGRAPHY(07060064)

HISTORY(07060094)

INFORMATION TECHNOLOGY(10060124)

LIFE SCIENCES(10060154)

MATHEMATICS(10040064)

MATHEMATICAL LITERACY(10030034)

MUSIC(02060124)

PHYSICAL SCIENCES(10060184)

RELIGION STUDIES (07060124)

VISUAL ARTS(02060154)

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OR

The minimum admission requirement is also a National Certicate (Voca-

tional) (NCV) Level 4 issued by the Council for General and Further Edu-

cation and Training, where the student must (a) achieve at least 60% in

three fundamental subjects, including the language of learning and teach-

ing in the higher education institution (i.e. Group A, Fundamental Compo-

nent), and (b) achieve at least 70% in four compulsory vocational subjects

(Group B, Vocational Component).

GROUP A:

Fundamental Component

Ofcial Languages at First Additional Language Level:

ENGLISH(First Additional language)

AFRIKAANS(First Additional language)

ISIXHOSA(First Additional language)

MATHEMATICAL SCIENCES

MATHEMATICS

MATHEMATICAL LITERACY

HUMAN AND SOCIAL STUDIES

LIFE ORIENTATION

ENGLISH - home level

(04010124) or minimum of rst additional

language level (04020154) - compulsory

Maximum of two of:

AFRIKAANS - home level


language level (04020064)

ISINDEBELE - home level



ISIXHOSA - home level

(04010304) or minimum of rst additional lan-

guage level (04020334)

ISIZULU - home level



SEPEDI - home level



SESOTHO - home level



SETSWANA - home level



SISWATI - home level



TSHIVENDA - home level



XITSONGA - home level



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In addition to meeting the technical admission criteria for a rst Bachelors

degree, candidate students must complete an admission task. The task as-

sesses a candidates entry-level capability, lateral thinking ability, and career

orientation. The admission task serves a diagnostic function and is not a

selection process per se. However, the institution does reserve the right to

further assess a candidates suitability to the programme (i.e. fashion, or the

NQF Level) should there be evidence that arises from the admission task that

diagnoses potential challenges for a candidate student.

Ofcial languages at First Additional

language Level:

ENGLISH(First Additional language)

AFRIKAANS(First Additional language)

ISIXHOSA(First Additional language)

Agriculture and Nature Conservation:

FARM PLANNING AND MECHANISATION

ADVANCED PLANT PRODUCTION

ANIMAL PRODUCTION

AGRI-BUSINESS

Business, Commerce and Management Studies:

APPLIED ACCOUNTING

FINANCIAL MANAGEMENT

ECONOMIC ENVIRONMENT

NEW VENTURE CREATION

MANAGEMENT PRACTICE

OPERATIONS MANAGEMENT

FINANCIAL MANAGEMENT

PROJECT MANAGEMENT

MARKETING ADVERTISING & PROMOTIONS

MARKETING COMMUNICATION

CONSUMER BEHAVIOUR

BUSINESS PRACTICE OFFICE

PRACTICE OFFICE DATA

PROCESSING CONTACT

CENTRE OPERATIONS

Physical, Mathematical, Computer and

life Sciences:

SYSTEMS ANALYSIS AND DESIGN DATA

COMMUNICATION AND NETWORKING

COMPUTER PROGRAMMING

PHYSICAL SCIENCE

Services:

HOSPITALITY

GENERICS FOOD PREPARATION

CLIENT SERVICES AND HUMAN RELATIONS

HOSPITALITY SERVICES

SCIENCE OF TOURISM

SUSTAINABLE TOURISM IN SA AND

INTERNATIONAL TRAVEL TOURISM

OPERATIONS

Manufacturing, engineering and technology:

CONSTRUCTION PLANNING

CONSTRUCTION SUPERVISION

MATERIALS CARPENTRY AND ROOF WORK

CONCRETE STRUCTURES

MASONRY

ROADS

PLUMBING

ELECTRICAL PRINCIPLES AND PRACTICE

ELECTRICAL WORKMANSHIP

ELECTRONIC CONTROL AND DIGITAL

ELECTRONICS

ELECTRICAL SYSTEMS AND

CONSTRUCTION ENGINEERING

PROCESSES

PROFESSIONAL ENGINEERING PRACTICES

APPLIED ENGINEERING PRACTICES

TECHNOLOGY FITTING AND TURNING

AUTOMOTIVE REPAIR & MAINTENANCE

ENGINEERING

FABRICATION

BOILER MAKING

ENGINEERING FABRICATION - SHEET METAL

WORKER WELDING

REFRIGERATION AND AIR

CONDITIONING PROCESSES

STORED PROGRAMME SYSTEMS

ELECTRO-TECHNOLOGY

COMPUTER-INTEGRATED

MANUFACTURING

MECHATRONIC SYSTEMS

Law, military science and security:

GOVERNANCE

LAW PROCEDURES AND EVIDENCE

CRIMINAL JUSTICE PROCESS

APPLIED POLICING CRIMINOLOGY

Education, training and development:

ART AND SCIENCE OF TEACHING

HUMAN AND SOCIAL DEVELOPMENT

LEARNING

PSYCHOLOGY

EARLY CHILDHOOD DEVELOPMENT

GROUP B:

Vocational Component

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Many adult students who have not achieved a National Senior Certifcate

(NSC) or an equivalent prior qualication (e.g. Senior Certicate) can benet

from higher education. In keeping with the objectives of the National Senior

Certifcate Framework the Ministry of Education supports wider and more

diverse access to higher education and efcient progression pathways within

the higher education system.

In keeping with this spirit and intention, LISOF recognises prior learning (RPL)

in the following instances:

For admission purposes in the event that a candidate student has

not completed the secondary school exit level but is at least 22

years of age and has suitable work-place experience that can be

assessed for comparability with the secondary school exit level;

For credit accumulation purposes in the event that a candidate

student has completed parts of the learning programme at another

institution, or in an aligned discipline, and wishes to be considered

for partial exemption from the learning programme

(courses or modules);

For certifcation purposes in the event that a candidate student

has completed all the requirements of the learning programme,

either at another institution or through accumulated work

experience, and wishes to be considered for full exemption from

the learning programme for the awarding of the programme

certication.

The institution has an RPL facilitator and has developed an administrative sys-

tem to facilitate RPL applications and outcomes and prescribes a range of

evidence options depending on the nature of the RPL exemption being applied

for, by the RPL candidate student. The RPL facilitator, on a case-by-case basis,

facilitates RPL applications.

If you want to apply for the Bachelor of Arts in Fashion simply contact the

campus you are interested in attending or send us an email ([email protected],

subject line: Programme Enquiry Bachelor of Arts in Fashion). One of

our recruitment facilitators will contact you within 48 hours to explain the

application process and to provide any further guidance or information

you may require.

THE CURRICULUM & SUBJECT CHOICES

LISOF provides a unique curriculum experience that is the very rst of its kind

in South Africa. The principle that drives the construction of each individual

students curriculum is one of exibility in order to maximize student choice.

Students essentially construct their own curriculum based on their individu-

al interests and career intentions but within the qualication rules of course

combinations. The rules of course combinations draw on LISOFs signicant

experience and understanding of the world-of-fashion-work and ensure that

each students chosen curriculum represents a planned and purposeful set

of learning experiences that are compliant with the South African Qualica-

tion Authoritys regulations for curriculum design; that meet the accreditation

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LEADERSINFASHIONEDUCATION

Department of Education; and, most importantly, lead to a set of viable

careersaftergraduation.

LISOFscurriculumadvisors will guide youthrough theexcitingprocessof

planningyourcurriculumbasedonyourcareerinterests.Theywillassistyou

tochoosecourses according tothe rules ofcoursecombinationthatbest

supportyourcareerinterests.Nomoredoingcoursesyoudontwantto,or

havenointerestin, simplybecausethatshowitsalways worked. LISOFs

newcurriculummodelisbasedonthesameguidingprinciplesofthetradi-

tionalUniversitysystemandoperatedby theleadingfashionschoolsinthe

UnitedKingdomandtheUnitedStates.Thisshifthasbeennecessitatedby

afashionsectorinSouthAfricathatisincreasinglysophisticatedandthatis

demandinggreater depth andbreadth of specializedknowledge andskills

earlierandearlierintheeducationalexchange.

LISOFsresearchintothecurrentandfuturetrendsinSouthAfricanandglobal

daysofdoingabitofeverything havepassedas havethedaysofbridging

thefashionindustry.Thisprincipleholdstruefortheinternationalfashionmar-

ketaswell indeedmoreso!

The LISOF curriculum model is divided into Primary Courses and

Secondary Courses. The PrimaryCourses are divided between those

coursesthatfocusonDesign&Technicalknowledgeandskillsandthosethat

focusonCommercialorBusinessknowledgeandskills.

TheSecondaryCoursesaredividedbetweenthosecoursesthatfocuson

Design&Technicalknowledgeandskills;thosethatfocusonCommercialorBusinessknowledgeandskills;andthosethatfocusonTheoretical&Contex-

tualknowledgeandskills.

Dontforgetthatalthoughwe offeryou asmuchchoiceas possible,there

arecertainrestrictionsonwhatyoucanorcantchoose.Thesearecalledthe

RulesofCombination andhave beenextensivelydebated

andresearchedbytheinstitutionsknowledgecustodianstheKnowledge

Director,AcademicHead,HeadsofDepartmentandAdvisoryBoard.

Thecourseselectionprocessandrulesofcombination willbeexplainedto

youwhenyouattendyourcandidateassessmenttestandacurriculumadvi-

YoumustchooseatleastthreeofthefollowingPrimaryCourses totaketo

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FROM THE DESIGN & TECHNICAL CLUSTER OF COURSES:

Creative Design 01, 02 & 03

Pattern Design 01, 02 & 03

FROM THE COMMERCIAL CLUSTER OF COURSES:

Buying & Merchandising 01, 02 & 03

Business Studies & Management 01, 02 & 03Marketing &Retailing 01, 02 & 03

Next, build the remainder of your curriculum from the following list of courses

ensuring that you complete a minimum of 120 SAQA credits per year:

FROM THE DESIGN & TECHNICAL CLUSTER OF COURSES:

Computer Literacy & Design 01, 02 & 03

Garment Construction 01, 02 & 03

Fashion Photography 01 & 02

Make-Up 01 & 02

Technical Drawing 01

Visual Studies 01, 02 & 03

FROM THE COMMERCIAL CLUSTER OF COURSES:

Merchandising Mathematics (incl. Planning) 02 & 03

FROM THE CONTEXTUAL CLUSTER OF COURSES:

Experiential Learning 02

Fashion Media 01 & 02

Fashion Theory 01, 02 & 03

Historical Fashion Studies 01 & 02

Fashion Practice 01, 02 & 03

Textiles and Fashion 01

Trend Analysis 01 & 02

You must ensure that you take at least three of these courses to Level 02 of

the course, but you may take them to a higher level if you choose to. You may

take as many courses as you wish to level 02 or 03 but you may not choose

more than 140 SAQA credits in any one academic year without the written

authorization of LISOFs Head of Institution.

You are not restricted to particular course clusters (Design & Technical, Com-

mercial, Contextual). You are in fact encouraged to combine courses from

different course clusters in order to achieve a well rounded curriculum experi-

ence but you should also be aware that courses listed under the same course

cluster complement each other and provide for a stronger career focus.

What follows is a brief description of the course clusters to give you some idea

of the career possibilities available to you. Remember that you are not con-

ned to any particular course cluster and that you may, and should, combine

courses from different clusters of courses.

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THE DESIGN & TECHNICAL CLUSTER OF COURSES:

Computer Literacy & Design, Creative Design, Fashion Photography, Garment

Construction, Make-Up, Pattern Design, Technical Drawing, Visual Studies.

The Creative Design course aims to introduce the student to the concepts

and design development skills related to fashion, with continual reference to

production methods, identity and market trends.

The Visual Studies course identies and develops those areas of skill in the

visual arts that relate to fashion design and design presentation. By develop-

ing graphic techniques in Computer Literacy & Design students will be able to

communicate their design in visual form, including computer assisted design

formats (CAD).

The technical courses (Pattern Design, Garment Construction, Technical

Drawing) develop an understanding of the relationship between design and

manufacture. Students must explore the progressive stages involved in the

manufacturing process and the inuence of these processes on design deci-

sions. Students develop a thorough understanding of all the technical (and

technological) requirements of clothing production.

This course cluster includes the Make-up, and Fashion Photography courses

for those who are interested in the many exciting career options available to

graduates in media, styling, advertising, journalism, lm and television.

THE COMMERCIAL CLUSTER OF COURSES

Buying & Merchandising, Business Studies & Management, Marketing & Re-

tailing, Merchandising Mathematics & Planning.

The business management, marketing and merchandising sectors of the fash-

ion industry have seen signicant growth and development in recent years.

This has led to the introduction of a cluster of courses at LISOF that prioritise

the many business aspects of the fashion industry as their core focus. These

courses will provide students with the appropriate knowledge and skills to

operate effectively in the business arena in fashion.

This cluster of courses focus on developing an understanding of the basic

business environment, including the dominant structures and operational sys-

tems that characterise commercial fashion enterprises and the context and

nature of management practices in commercial fashion enterprises of different

sizes. In addition this cluster of courses applies buying, merchandising and

marketing/brand theory and practice to the fashion retail and merchandising

context. The basic principles and terminology of merchandising mathematics

for retail management and merchandising contexts is also covered.

THE CONTEXTUAL CLUSTER OF COURSES

Experiential Learning, Fashion Media, Fashion Theory, Historical Fashion

Studies, Fashion Practice, Textiles and Fashion, Trend Analysis.

Successful fashion practices may be regarded as creative processes based

on the collection, analysis, synthesis, consolidation, evaluation and presenta-

tion of a very diverse and challenging body of knowledge.

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The knowledge and skills developed through the theoretical, historical and

contextual courses of this cluster have a signicant bearing on the students

ability to engage successfully with a wide range of challenges in the eld of

fashion. Contextual studies introduce skills, concepts and inuences within

both historical and contemporary contexts. These areas of study are consid-

ered vital to the creative and commercial practice of fashion and beauty and

develop a critical awareness of various styles and cultural inuences, dem-onstrating their absorption and operationalisation as changing trends in the

fashion and beauty market place.

The Experiential Learning course offers students a rsthand experience via a

brief internship. This course allows students to interact with members of the

industry, preparing them for the working environment.

All equipment, consumables and textbooks (where prescribed) are not includ-

ed in the tuition fees payable to the institution. The institution advises students

about equipment and consumables needed for different courses in advance,

and also, as far as possible, assists students in sourcing preferred suppliers.

Not withstanding the institutions appreciation of the rich value of multicul-

turalism in South Africa, and its impact on educational language policy, the

institution has selected a single language in terms of its language policy since

it would be impracticable to select more than one language, given the size of

the institution. The language of recruitment, admission, administration, facilita-

tion, learning and assessment at the institution is English. All students admit-

ted to the learning programme must demonstrate prociency in written and

spoken English at the minimum prescribed level.

The institution has an academic progression counselor to assist students to

recognize academic risks and set academic targets in order to maximize their

eventual success. All other academic queries, both entry-level and continu -

ous, are serviced by the academic staff member most qualied to do so.

There are very few bursaries available to candidate rst-year students and

where they exist, they are generally awarded as part of competition formats.

Candidate rst year students that have been assessed and accepted are ad-

vised of such opportunities as and when they occur by our recruitment facilita-

tors. LISOF does not award bursaries to rst year students.

INTERNATIONAL RECOGNITION

There is a great deal of interest in the international status of qualications in

South Africa. There is also a great deal of confusion about the matter and an

equally alarming amount of misinformation given to students.

Lets begin the discussion by recognising that the SAQA registration process

for learning programmes and qualications requires that institutions bench-

mark their qualications against at least one international qualication of

similar/same depth and breadth. Now although this process doesnt guaran-

tee international recognition of a learning programme/qualication in any way

(and dont let anyone tell you that it does) it does facilitate an understanding

of international comparability for prospective employers or learning institutions

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(for vertical articulation purposes). Employers or other educational institutions

are able to independently verify the learning programme/qualication in terms

of its intellectual depth and breadth on the SAQA Website and thereby get a

sense of how to interpret and understand the qualication. Most SA institu-

tions use qualications from New Zealand, Australian, the United States or

the United Kingdom. This is perhaps because English learning programmes/

qualications are more practical for benchmarking purposes as they are eas-ily understood and accessible in terms of the language issues and perhaps

it is because theses countries have similar qualication frameworks to our

National Qualications Framework (managed and maintained by SAQA).

Either way, it is important not to confuse (or have others confuse you about)

benchmarking practices with claims that a programme or qualication is in -

ternationally recognised.

In order for a qualication to be truly internationally recognised there need

to be professional bodies in place in different countries who talk to each

other and verify the exact depth and breadth of qualications from different

countries and then facilitate the understanding of what a qualication from

another country means in their sector. A good example is the Health Profes-

sions Council of South Africa (HPCSA). If a medical practitioner trained in

South Africa goes to the UK there is an immediate understanding (at HR level)

of what the South African qualication really means, but even this is not nec-

essarily a blanket recognition because the applicant may still have to undergo

some form of assessment or evaluation to practice in the UK. And of course

should the medical practitioner go to another country which the HPCSA has

not talked to , there will be no immediate recognition and no seamless inte-

gration into their medical system.

There are in fact very few of these formal arrangements in place around the

world and so most claims to a qualication being internationally recognised

actually often mean internationally recognisable . There is a difference, and

the best way for you to judge the validity of any claim by an institution that

their qualication is internationally recognised (as opposed to recognisable)

is to ask for the proof and then make a judgment for yourself of the validity

and scope of that proof.

In fashion, there is no professional council set up in South Africa but the good

news is that fashion qualications, especially from the design elective, trans-

late very easily into foreign contexts (for employment or further training) be-

cause the student has a body of work to show (the portfolio) in addition to

the formal qualication. A prospective employer of a design graduate will be

far more interested in their design outputs than in the actual qualication. On

the commercial side, the translation of what a graduate really knows-and-

can-do is more difcult to demonstrate (by the graduate) because there is no

portfolio to show and so the prospective employer or educational institution

must take, at face value, the qualication and the academic transcript and try

to make a judgment for themselves of what it all means. Complex terrain but

this is the common sense and honest answer.

Our bottom line is that the LISOF qualications are internationally bench-

marked on the SAQA Website and are internationally recognisable. Many of

our graduates are working and/or studying overseas, particularly in Europe,

Australasia and the US.

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COURSE OUTLINE


INTERNATIONAL STUDENTS

International students are reminded that they are required to secure a Study

Permit to study and reside legally in South Africa. LISOF will not conclude the

registration of any foreign national who does not abide by the regulations and

provisions set down for foreign students by the South African Department

of Home Affairs. We advise you to contact your nearest South African ofceabroad to ensure that you fully understand the processes involved in securing

a Study Permit.

As a guideline only, you are required to gain a provisional offer to study from

LISOF before you apply for a Study Permit in your country of origin and be-

fore you arrive in South Africa to study. You may have to travel to South Af-

rica to undertake the admissions task unless an alternative arrangement can

be made that satises our admissions process. Once you have undergone

the assessment process you must return to your country of origin and await

a written offer of a place to study at LISOF. Only then should you submit

your application for a Study Permit at your nearest South African ofce in the

country in which you reside, together with all the other requirements that are

needed from foreign students. These include, but may not be limited to, a valid

passport, your offer of a place to study, proof of nancial sustainability while

in South Africa, a medical certicate of your current health status and proof of

cover for your stay in South Africa, a repatriation guarantee and written decla-

ration that you will return to your country of origin after your studies have been

concluded, and the permit fee.

Once again, please do not enter South Africa with the intention of registering

at LISOF without rst obtaining a study permit in your country of origin.

Contact your nearest South African ofce or the South African Department of

Home Affairs for detailed and specic information. This information is a guide-

line only, as regulations and procedures may change from time to time.

Department of Home Affairs

Sub directorate: Temporary Residence

Private Bag X114

Pretoria

0001

South Africa

TELEPHONE: +27(0)12 314 8911

FACSIMILE: +27(0)12 328 3908

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ba dgree in fashion

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