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©IEG 2017_Admission Policy and Procedure

INSCAPE EDUCATION GROUP Admission policy and procedure V1016, U03, R01 2017/01/29 Admission into a Qualification programme stems from various rules and regulations set out by Universities South Africa (USAf – nee HESA). IEG (Inscape Education Group) also adopts the Council on Higher Education (CHE’s) frameworks and applicable regulations for Admissions, CAT (Credit Accumulation transfer) and RPL(Recognition of Prior Learning) based on the Policies for RPL, CAT and Assessment in Higher Education published in August 2016. CONTENT

1. ADMISSION POLICY OBJECTIVE / INTENTION 2. ADMISSION CRITERIA

2.1 Admission requirements 2.2 Special admission 2.2.1 USAf 2.2.2 SAQA 2.2.3 Mature exemption 2.2.4 Home schooling or other schooling systems 2.2.5 International Students 2.2.5.1 For all admissions to Bachelor’s Degree 2.2.5.2 Diploma and Higher Certificate 2.2.6 Special Conditions 2.2.7 Late enrolments

3. ADMISSION PROCESSES FOR RPL AND CAT 3.1 Recognition of prior learning (RPL) 3.2 Credit Accumulation Transfer (CAT)

ACRONYMS CAT: Credit Accumulation Transfer CEE0: Centre for the Evaluation of Education Qualification CESM: Classification Education Subject Matter CP: Campus Principal DHET: Department of Higher Education and Training FET: Further education and Training HESA: Higher Education South Africa IEG: Inscape Education Group MB: Matriculation Board NSC: National Senior Certificate RPL: Recognition of Prior Learning SAQA: South African Qualifications Authority USAf: Universities South Africa 1. ADMISSION POLICY OBJECTIVE / INTENTION The intention of the ADMISSION policy is to ensure that Inscape meets all prescribed legislative requirements with regards to the following:

x Students are accurately and sufficiently aware of the admission rules and regulations x All applicants adhere to the current legislation stipulated by USAf, CHE and DHET. x Admission and selection of students is supported by all necessary documentation x Admission criteria and processes are clearly defined

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x Prospectuses and other documents adequately describe the programme and are aligned with DHET and SAQA regulations

x RPL and CAT procedures are followed and adhered to according to CHE and SAQA specifications

2. ADMISSION CRITERIA 2.1 Admission requirements The following admission requirements apply when enrolling at IEG (in line with the Department of Higher Education and Training, Higher Education Act_ Minimum Admission Requirements) Degree Programme

x The minimum admission requirement is a National Senior Certificate (NSC) as certified by Umalusi, stipulating entrance to a Bachelor’s degree. This certificate should include:

o a minimum of 30% in the language of learning and teaching of the Higher Education Institution

o an achievement rating of 4 - Adequate Achievement, (50-59%) or better in four subjects chosen from the following recognised NSC 20-credit subjects:

� Accounting, Agricultural Sciences, Business Studies, Dramatic Arts, Economics, Engineering Graphics and Design, Geography, History, Consumer Studies, Information Technology, Consumer Studies, Information Technology, Languages (one language of learning and teaching at a higher education institution and two other recognised language subjects), Life Sciences, Mathematics, Mathematical Literacy, Music, Physical Sciences, Religion Studies, Visual Arts

Diploma programmes x The minimum admission requirement is a National Senior Certificate (NSC) as certified by

Umalusi, stipulating an entrance into Diploma and Higher Certificate. This certificate should include:

o minimum of 30% in the language of learning and teaching of the higher education institution

o an achievement rating of 3 - Moderate Achievement, (40-49%) or better in four recognised NSC 20-credit subjects (please refer to the list under the Degree).

HCERT programmes x National Senior Certificate with admission to a Higher Certificate, with English as a subject x Architectural Technology Higher Certificate candidates wishing to continue studying further at

other institutions upon completion of the Higher Certificate, need to ensure that they have Mathematics as a subject and/or have consulted with the institution of choice for further studies, regarding admission requirements such as Science or a stipulated average.

x Should a current Higher Certificate student want to continue degree studies with Inscape Education Group they must achieve an average of 60% or higher for entrance into a degree. Diploma will be an alternative route for averages between 50-60%.

Awards courses x National Senior Certificate (Grade 12 or equivalent), with English as a subject.

2.2 Special Admissions All applicants for a bachelor degree that cannot produce an official National Senior Certificate (NSC) stating entrance into a degree, need to meet additional requirements and certification authorised by


Universities South Africa – USAf and SAQA. These applicants will need to apply with the following organisations: 2.2.1 USAf The function of USAf is to grant full or conditional exemption into a degree programme The Universities South Africa exemption certificate is compulsory

o The Matriculation Board (MB) Unit of USAf is responsible for administering the Government Gazetted regulations for admission into bachelor’s degree studies.

o The MB evaluates applications to establish if applicants meet the exemption requirements and issue exemptions accordingly.

o MB function is to determine whether applications are meeting the minimum degree admission requirements

USAf offers both exemption and conditional exemption to applicants.

x An exemption carries a full exempt status and the applicant can continue with enrolment x A conditional exemption allows the applicant to study but the applicant can only reach full

exemption status after they have completed their studies and passed. Full exemption status needs to be applied for by the student with proof of programme completion in the form of a signed transcript.

Applying for certification is a lengthy process and outside of IEG’s control. IEG may not allow an applicant to enrol without the necessary documentation. Should an applicant not receive the necessary documentation by the enrolment deadline, IEG cannot accept the student into any contact qualifications for the current academic year. 2.2.2 SAQA SAQA CEEQ Unit evaluates foreign academic qualifications (including external schooling systems used for home schooling) to establish their level when compared to SA qualifications of similar nature. The function of SAQA (CEEQ) is to align “equivalence” to the NQF framework A SAQA certificate assists the CP to assess at which level a current qualification compares to in relation to the NQF. 2.2.3 Mature Age Exemption IEG offers mature age conditional exemption into Degrees as per USAf requirements and to Diplomas and Higher Certificates via consideration from the Academic Board.

x Degree Mature Age conditional exemption o USAf recognises individuals who are 23 yrs. or older at the time of registration o This is based on:

� Senior Certificate holders 1. 4 Senior Certificate subjects passed with symbol E or better 2. 1 Subject must be passed on Higher Grade 3. 3 Subjects must be passed in the same exam sitting � FET (Further education and Training) Qualification 1. 3 N4 Subjects 2. 1 N5, Higher Grade Equivalent subject � Cambridge Examinations 1. Four IGCSE/O Level subjects including English Language or First Language

English passed with symbol A-C. 2. Three of the subjects must have been passed at one examination sitting.


x Applicants who are 45 years or older are allowed by law to study towards a degree programme subject to faculty admission requirements.

x Applicants must apply to IEG. IEG then needs to stamp and sign off the applicants M30E form available from the USAf nee HESA website in order to apply for the exemption.

x Once the exemption certificate is received, the students will move from pending to verified.

x Diploma and Higher Certificate Mature Age conditional exemption o Mature age conditional exemption towards Diploma, Higher Certificates and Awards is

considered on individual application and reviewed by the Academic Board. o Students may be admitted via Recognition of Prior Learning (RPL).

2.2.4 Home schooling or other schooling systems Inscape recognises external examination results as entrance into a degree that meet USAf requirements and have been SAQA verified.

x Degree exemption x The Cambridge system of education has very specific rules and regulations when

regarding exemption status. All applicants should be referred to USAf where they can apply for a certificate of exemption at their offices in Pretoria, via couriered post or online – applicants can find all the necessary information on http://www.universitiessa.ac.za/.

x Students applying for exemption may only be allowed into their selected programme once they produce their USAf exemption certificate that states their acceptance into a degree programme.

x The following is a summary of the USAf requirements: Cambridge examinations Full exemption (O/IGCSE/HIGCSE/HIGHER LEVEL/AS/A LEVELS )

o Holders of three O levels plus two A Levels that satisfy the grouping requirements qualify for complete exemption. (A-C is a pass mark for O Levels; A-E is pass marks for A Levels) English Language/English 1st additional Language compulsory

o Holders of IGCSE subject plus four HIGCSE/Higher level subjects that satisfy the grouping requirements qualify for complete exemption. (A-C are IGCSE pass marks; 1-3 are HIGCSE/Higher level pass marks

o Holders of one O Level (A-C pass mark) plus four AS Level subjects (A-D pass mark) that satisfy the grouping requirements qualify for complete exemption.

x School of Tomorrow candidates do not qualify currently for full or conditional exemption

and can therefore not be admitted for degree studies.

x Diploma and Higher Certificate conditional exemption o Conditional exemption towards Diploma, Higher Certificates and Awards is considered

on individual application and reviewed by the IEG Academic Board. o Students may be admitted via Recognition of Prior Learning (RPL).

2.2.5 International Students Due to an influx of enquiries received by USAf, stipulated rules and regulations that apply to Foreign Students are provided on their interactive website. The initial streaming of enquires at Institution level will assist USAf in ensuring that all documentation is in order and stipulations are met. The CP is responsible to research the students’ academic results in relation to information provided by USAf and assist / direct the International student in what documentation may be lacking or missing. 2.2.5.1 For all admissions to Bachelor’s Degree

http://www.universitiessa.ac.za/


x IEG recognises international qualifications and certificates that meet USAf requirements. x Applicants must produce a completed USAf exemption or conditional exemption certificate. x Applicants must produce a study permit in the name of Inscape Education Group that is valid

for the duration of the chosen course. x Applicants must produce these documents before the final stipulated enrolment date in the

given academic year of application before they may commence studies. Should the candidate not receive their documentation timeously they may need to enrol for a subsequent year.

x Applicants with a Bachelor’s degree from an accredited university in a foreign country e.g. University of Botswana receive complete exemption. Specific regulations per country is available on: www.he-enrol.ac.za and these applications must be accompanied by a printout made by the applicant, confirming their country is recognised.

x The applicants must still follow all other requirements – i.e. supplying of an exemption certificate and study permit

x International students may fall into three categories: o Complete exemption (if previous studies are recognised) o Foreign Conditional exemption o Mature Age exemption

x Specific entrance requirements and regulations per country are available on: www.he-enrol.ac.za. These entrance requirements regularly change. The CP should research the countries requirements on the provided site and assist the International student by directing them to USAf and evaluating if their results meet up with the researched entrance requirements per country.

2.2.5.2 Diploma and Higher Certificate x For admission to Diploma an applicant must provide a South African Qualifications Authority

(SAQA) evaluation of National Senior Certificate NQF5 equivalence. x For admission to a Higher Certificate an applicant must provide a South African Qualifications

Authority (SAQA) evaluation of National Senior Certificate NQF4 equivalence. x Applicants must provide a study permit in the name of Inscape Education Group that is valid

for the duration of the chosen course. x Cambridge examinations (O/IGCSE/HIGCSE/HIGHER LEVEL/AS/A LEVELS )

2.2.6 Special Conditions

x The MB issues complete exemption to holders of the senior certificate and national diplomas issued by the former Technikons and now universities of technology

x The MB issues complete exemption to holders of a three year diploma irrespective of the Senior Certificate BUT no credits may be granted.

x Two senior certificate languages on higher grade plus four N5 subjects that include a senior certificate subject also qualify the holder for complete exemption.

x The MB issues certificates of complete exemption to candidates who completed a qualification that is evaluated at Level 5 of the SAQA NQF with credit value of 120 or more. These applicants need to apply for this full exemption in order to move into a Bachelor’s degree. Candidates aspiring for complete exemption through this route are strongly advised to check the registration status of the qualification with SAQA before proceeding with studies.

x Candidates entering a Bachelor’s Degree with exemption obtained through a Higher Certificate may not receive any credit accumulation transfer from the preceding Higher Certificate Qualification.

x Applying for certification is a lengthy process and outside of IEG’s control. IEG may not allow an applicant to enrol without the necessary documentation. Should an applicant not receive the necessary documentation by the enrolment deadline, IEG cannot accept the student into any contact qualifications for the current academic year.

2.2.7 Late enrolments

http://www.he-enrol.ac.za/




x At the beginning of the academic year a cut-off date for enrolments will be communicated by the Managing Director. Any enrolments not fully processed for the academic year by this deadline needs to be forwarded to the Academic Board and Financial Department for consideration and approval to continue with the enrolment process.

3. ADMISSION PROCESSES FOR RPL AND CAT 3.1.1 Recognition of Prior Learning (RPL) IEG subscribes to the National Policy for the Implementation of the Recognition of Prior developed by South African Qualifications Authority (SAQA) in co-operation with Policies on RPL, CAT and Assessment in Higher Education developed by the Council on Higher Education (CHE). According to the CHE document Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (2016):

RPL seeks to achieve inclusion and to overcome a variety of barriers to access and success in higher education. RPL should be premised on overcoming possible barriers to admission to, or registration for higher education studies for those people who lack formal prerequisites.

3.1.2. The following principles are important elements of the RPL Policy, in accordance to the SAQA specifications:

3.1.2.1 RPL is more than a process of assessment. It considers both informal and non-formal bodies of knowledge into their formal and structured equivalents based on specified competencies.

3.1.2.2 Consideration must be taken between knowledge gained in experiential and academic practices, in relation to the levels and areas that RPL can be applied.

3.1.2.3 The implementation of RPL is context-specific, in terms of institution, discipline, programme and level.

3.1.3. The following application guidelines are taken directly from the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (2016) in accordance to the SAQA specifications: 3.1.3.1 RPL, as defined nationally by SAQA, applies to informal or non-formal learning only. Learning

resulting from formal routes will normally be recognised via Credit Accumulation and Transfer (CAT), but in cases where CAT is found not to be applicable, the RPL route may be explored.

3.1.3.2.RPL may be used to grant access to, or exemption from modules and/or courses that contribute towards a particular qualification. IEG may recognise forms of prior learning as equivalent to the prescribed formal minimum admission requirements, and may recognise other forms of prior learning for granting advanced standing in particular programmes through exemption from modules or courses at lower levels of the qualification programme. In higher education, exemption from modules or courses does not translate to credits being awarded for those modules.

3.1.3.3.In RPL processes designed to grant access, an RPL application is evaluated against the entry

requirements of the qualification in question. Applicants seeking access to IEG who do not hold a National Senior Certificate (NSC) with the appropriate exemption may be considered for the RPL route, but will only be admitted at the Academic Board’s discretion in accordance with the IEG RPL policy. An RPL assessment process will be used to evaluate the knowledge of applicants who do not hold a National Senior Certificate or an equivalent qualification, with passes at levels accepted for direct admission to higher education qualification programmes.

3.1.3.4 RPL may be used to grant access to, or exemption from modules and/or courses that contribute towards a particular qualification. IEG may recognise forms of prior learning as equivalent to the prescribed formal minimum admission requirements, and may recognise other forms of prior learning for granting advanced standing in particular


programmes through exemption from modules or courses at lower levels of the qualification programme. In higher education, exemption from modules or courses does not translate to credits being awarded for those modules.

3.1.3.5.In higher education, full qualifications are not awarded solely on the basis of RPL; and similarly, RPL cannot be used to grant an individual the exemption from more than 50% of the modules/courses required for any particular qualification. This policy prescript helps prevent the possibility of having the same set of prior knowledge being used for obtaining more than one qualification. It also assists in ensuring that an applicant refreshes his or her prior knowledge with new, cutting-edge content, theories and concepts in the chosen field of study, before obtaining a qualification. Also, it is in line with the regulation that a person must obtain 50% of a qualification at the institution that is going to award the certificate for the qualification.

3.1.3.6.Since RPL in higher education does not lead to credits being awarded against modules or courses that one is exempted from, it follows that if a student is granted exemption from one or more modules that lead to a particular qualification, that particular student will complete the qualification in question with a total number of credit points that are less than the normally required number of credits for the qualification. The academic record of that student will reflect ‘exempted’ against the modules or courses that she or he was exempted from; while credits will be reflected against the courses or modules that she or he did, got assessed for and achieved the required scores.

3.1.3.7.Applicants seeking access to a postgraduate qualification in a particular field or Classification

of Education Subject Matter (CESM) category but who do not hold an undergraduate degree in that field or CESM category may be admitted by RPL if they are able to satisfy the requisite RPL criteria. Such applicants may be given advanced standing but without the award of the primary qualification(s).

3.1.3.8.Not more than 10% of a cohort of students in a programme should be admitted through an

RPL process. This is a programme accreditation requirement. However, under exceptional circumstances, motivations to exceed this quota will be considered by the Higher Education Quality Committee (HEQC) as part of its accreditation processes.

3.1.3.9. Assessment criteria for RPL should not simply replicate those for mainstream study, but should seek to accommodate the knowledge and skills gained in practices outside the higher education institution in terms of their value for the envisaged course of study. Due consideration should be given to the fact , in some cases, the prior knowledge and skills would have been acquired, and would only be more effectively expressed, in languages that are not the media of teaching and learning at a particular institution.

3.1.3.10. Initial assessment will be undertaken by the Campus Principal who will then forward the applicants necessary documentation to the Academic Board for consideration. The Academic Board will confirm their decision in writing to the CP who in turn will communicate these findings with the student.

3.1.3.11. Certificates awarded signifying successful completion of a qualification will not reflect that a candidate has gained access or been awarded advanced standing through an RPL process. However, as stated, the academic transcripts of those who were exempted from some modules or courses will reflect exemptions achieved through the RPL process, but with no credit points attached.

3.1.4. RPL procedure Students applying at IEG for RPL need to complete the IEG Recognition of Prior Learning (RPL) application form available on the Inscape website. A fee is payable in full, in advance. Proof of payment must be submitted with the RPL application form. The CP will be in communication with the student applicant within two weeks of receiving the inquiry and will ensure that all documentation is included. The CP forwards the documentation to the Academic Manager. The Academic Board will communicate their decision to the CP within two weeks of the receipt of the RPL application. The CP will be notified in writing and must communicate the Academic Board’s decision to with applicant. The applicant can expect the process to take up to 4 weeks.


3.1.4.1 The applicant must acknowledge that:

x Inscape may not legally recognise more than 50% of the modules/courses required for any particular qualification.

x The content of courses may change from time to time without notice, which may affect the RPL findings.

3.1.4.2 In order to have competencies accessed by the Academic Board the student agrees to:

• Indicate, on a current copy of the IEG syllabus document, the knowledge and skills in which the student believes to be competent (the syllabus documents for all courses are available on the Inscape LMS and will be sent to the applicant on request).

• Compile a comprehensive portfolio of evidence containing works which support the student’s claim of competence. This portfolio must specifically indicate abilities if the applicant has not completed an undergraduate qualification in the same field for which they are applying.

• Present a portfolio of evidence to the Campus Principal in order to demonstrate competence or explain knowledge and skills achieved with reference to the syllabus and portfolio of evidence.

• Supply certified copies/transcripts of any training or learning completed. • Supply an updated and current CV.

3.1.4.3 The student may be required, by request of the Campus Principal, to: • Produce any artefacts or written works that may substantiate the student’s

claim of competence to be taken on further recommendation before the Faculty Head, Academic Manager or Academic Board.

3.1.4.4 Once the Campus Principal has reviewed the portfolio of evidence and is satisfied that the student qualifies for a RPL, they will forward all relevant documentation through to the Academic Board for review and approval.

3.1.4.5 The Academic Board will communicate their decision to the CP within two weeks of the receipt of the RPL application. The CP will be notified in writing and must communicate the Academic Board’s decision with the applicant. The applicant can expect the process to take up to 4 weeks.

3.2.1 Credit Accumulation Transfer (CAT)

IEG subscribes to the National Policy for the Implementation of Credit Accumulation Transfer developed by South African Qualifications Authority (SAQA) in co-operation with Policies on RPL, CAT and Assessment in Higher Education developed by the Council on Higher Education (CHE). According to the CHE National Policy:

CAT seeks to recognised previously achieved credits through vertical, horizontal or diagonal relocation of credits towards a qualification.

3.2.2 The following principles are important elements based on the Policy on RPL mandated by CHE (published in 2016) in accordance to the SAQA specifications:

3.2.2.1 A qualification signifies the formal recognition and certification of learning achievement. The

HEQSF sets out the range of qualification types in higher education and any qualification offered by a higher education institution must conform to one of the qualifications types or its variants as described in the HEQSF. The HEQSF is about whole qualifications for higher education, understood to comprise of at least 120 credits. The HEQSF does not specify parameters for part qualifications.

3.2.2.2 Credits are used as a measure of the volume of learning required for a qualification and can be


specified in terms of the total minimum numbers of credits required, and in terms of the minimum number of credits required at the specified exit level of the qualification type or its variant as described in the HEQSF. The credit-rating system estimates that 10 notional study hours are equivalent to one credit. Credits represent a measure of all the learning activities engaged in by the student and include, among others, contact time, self-study, WIL, assignments, projects and examinations.

3.2.2.3 Credit accumulation Transfer (CAT) is the totalling of credits towards the completion of a qualification. Credit transfer is the vertical, horizontal or diagonal relocation of credits towards a qualification.

3.2.2.4 The process of CAT brings together the diverse features of credit accumulation and credit

transfer in order to facilitate lifelong learning. It allows a student’s achievements to be recognised even if the student does not achieve a qualification. Any and all credits for an incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification, or may be recognised by a different institution as meeting part of the requirements for the same qualification.

3.2.2.5 The process of CAT ensures the mobility of an individual student between programmes and

institutions within the constraining parameters set by the requirements of the specific curricula.

3.2.3 The following application guidelines are taken directly from the Policy on CAT mandated by CHE (published in 2016) in accordance to the SAQA specifications: 3.2.3.1 IEG meets the prescribed institutional CAT policies ensuring equity and inclusiveness and

promotes access to learning opportunities actively.

3.2.3.2 IEG CAT policies are based on the principles of access for success, retention, articulation by design, comparison based on credible methods and transparency.

3.2.3.3 Credit accumulation can take place within IEG programmes (total amount of credits within a specific institution/department) or between institutions (recognition of credits between two or more institutions).

3.2.3.4 Credit transfer means carrying over credits either horizontally at the same level of study or vertically from a lower to a higher level of study. Horizontal transfer refers to credits at the same level carried over between institutions where the outcome/curriculum statements (subject content) are identical or comparable. Vertical transfer is where credits of a preceding level of study at one institution are accepted for entry into the next level of study at another institution.

3.2.3.5 The recognition of credits for the purposes of transfer from one qualification to another is

determined by the nature of the qualifications, the relationship between them, the nature, complexity, and extent of the curricula associated with the specific subjects to be recognised for exemption and/or inclusion, and the nature of the assessment used.

3.2.3.6 A maximum of 50% of the credits of a completed qualification may be transferred to another qualification. This policy prescript seeks to protect the integrity of qualifications by ensuring that the exception does not become the norm.

3.2.3.7 Credits for an incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification, or may be recognised by a different institution as meeting part of the requirements for the same qualification.

3.2.3.8 Credits obtained from studies that do not lead to a qualification (for example, non-degree

studies comprising of modules or courses that are part of a programme which normally leads to qualifications registered on the HEQSF) should count for the credit accumulation and transfer mechanism towards relevant qualifications in the same or different institutions.

3.2.3.9 Short courses offered outside the HEQSF are non-credit bearing and, thus, individuals who register for and attend such short courses are not awarded credits against any level on the


National Qualification Framework (NQF). This means no credit will be accumulated and/or transferred from such short courses. However, the learning acquired counts for RPL.

3.2.4 CAT procedure Students applying for a CAT need to complete the Credit Accumulation Transfer (CAT) application form available on the Inscape website. A fee is payable in full, in advance. POP must be submitted with the CAT application form before the CAT assessment will be scheduled. The CP will be in communication with the student applicant within two weeks of receiving the inquiry and will ensure that all documentation is included. The CP forwards the documentation to the Academic Manager. The Academic Board will communicate their decision to the CP within two weeks of the receipt of the CAT application. The CP will be notified in writing and must communicate the Academic Board’s decision to with applicant. The applicant can expect the process to take up to 4 weeks. 3.2.4.1.The applicant must acknowledge that:

x Inscape may not legally recognise more than 50% of credits from any previous completed qualification.

x Short courses are not credit bearing and cannot be recognised for CAT x Credits for an incomplete qualification may be recognised by IEG as meeting

part of the requirements for a similarly suited qualification or for the same type of qualification.

3.2.4.2.In order to have competencies accessed, the student agrees to: • Indicate, on a current copy of the syllabus document the subject name/s and

credit/s the student wishes to be recognised for (the syllabus documents for all courses are available of the Inscape LMS and will be sent to the applicant on request).

• Provide the full syllabus document from any previous Institution attended, in the case of a completed or incomplete qualification to compare with the IEG syllabus equivalence.

• Produce a comprehensive portfolio of evidence containing work which supports the student’s claim of competence. This portfolio must specifically indicate abilities if the applicant has not completed an undergraduate in the same field for which they are applying.

x Present a portfolio of evidence to the Academic Board in order to verify competence in credits accumulated.

• Supply certified copies/transcripts of any training or learning completed clearly indicating the credits accumulated.

3.2.4.3.The student may be required, by request of the Campus Principal, to: • Produce any artefacts or written works that may substantiate the student’s

claim of credit accumulation to be taken on further recommendation before the Faculty Head, Academic Manager or Academic Board.

3.2.4.5.Once the Campus Principal has reviewed the portfolio of evidence/relevant documentation and

x is satisfied that the student qualifies for a CAT, they will forward all relevant documentation through to the Academic Board for review and approval. The Academic Board will communicate their decision to the CP within two weeks of the receipt of the CAT application. The CP will be notified in writing and must communicate the Academic Board’s decision to with applicant. The applicant can expect the process to take up to 4 weeks.


Annexures / Links / Legal Framework: Annexures Links Legal Framework Origin Date November 2016 Review Date Annually in February Implementation Date 17 March 2017 Key Red Font = 2017 Changes to Policy

Blue Font = 2017 Additions to Policy Code explanation e.g. V2017,R02, U03

Version – year Revision – month Update – number

Review by Academic Manager Drivers of Policy Campus Academic Managers

Campus Principals Distance Campus Manager All department managers

Policy Stakeholders Lecturers, students and applicants Ownership & Governance IEG: Mrs Helen Bührs

IEG 2017 - Student Assessment Policy

INSCAPE EDUCATION GROUP Assessment policy and procedure V2017, U03, R02 2017/02/28 Assessment tasks and practices play a fundamental role in what students learn and how they engage with the curriculum. Inscape adopts the CHE’s principle of assessment for transformation and quality enhancement, and accordingly implements strategies and methodologies for quality assessment leading to credible certification. CONTENT

1. ASSESSMENT POLICY OBJECTIVE / INTENTION 2. HIGHER EDUCATION QUALIFICATIONS SUB FRAMEWORK

2.1 Validity and reliability of assessment 2.2 Formative assessment 2.3 Summative assessment 2.4 Definition of assessment criteria

3. STUDENT ASSESSMENT PROCEDURES 3.1 Assignment submission 3.2 Deadlines, extensions and penalties 3.3 Assessment marks

4. MODERATION POLICY AND PROCEDURES 4.1 Compulsory Moderation 4.1.1 Internal moderation 4.1.2 External moderation

x HCERT portfolio x 2nd year portfolios x Final year final project and portfolio x Appointing external moderators x External moderation preparations x External moderation appeal

4.2 Requested Moderation x Request for Internal moderation x Request for External moderation

5. LATE AND RESUBMISSION OF ASSIGNMENTS 5.1 Late and resubmission - summative assessment 5.2 Late and resubmissions - portfolios, research papers and final project 5.3 Exceptions to the rule 5.4 Late and resubmission procedure

6. REPORTING 6.1 Student Academic Reports 6.2 Performance Appraisals 6.3 Procedure for the generation and distribution of academic reports

7. REQUIREMENTS FOR PROMOTION 7.1 Promotion for Degree and Diploma programmes 7.2 Promotion for Higher Certificates 7.3 Promotion for Awards Courses 7.4 Promotion for Short Courses

IEG 2017 - Student Assessment Policy

INSCAPE EDUCATION GROUP

Assessment policy and procedure V2017, U03, R02 2017/02/28

Assessment tasks and practices play a fundamental role in what students learn and how they engage

with the curriculum. Inscape adopts the CHE’s principle of assessment for transformation and quality

enhancement, and accordingly implements strategies and methodologies for quality assessment

leading to credible certification.

CONTENT

1. ASSESSMENT POLICY OBJECTIVE / INTENTION

2. HIGHER EDUCATION QUALIFICATIONS SUB FRAMEWORK

2.1 Validity and reliability of assessment

2.2 Formative assessment

2.3 Summative assessment

2.4 Definition of assessment criteria

3. STUDENT ASSESSMENT PROCEDURES

3.1 Assignment submission

3.2 Deadlines, extensions and penalties

3.3 Assessment marks

4. MODERATION POLICY AND PROCEDURES

4.1 Compulsory Moderation

4.1.1 Internal moderation

4.1.2 External moderation

HCERT portfolio

2nd year portfolios

Final year final project and portfolio

Appointing external moderators

External moderation preparations

External moderation appeal

4.2 Requested Moderation

Request for Internal moderation

Request for External moderation

5. LATE AND RESUBMISSION OF ASSIGNMENTS

5.1 Late and resubmission - summative assessment

5.2 Late and resubmissions - portfolios, research papers and final project

5.3 Exceptions to the rule

5.4 Late and resubmission procedure

6. REPORTING

6.1 Student Academic Reports

6.2 Performance Appraisals

6.3 Procedure for the generation and distribution of academic reports

7. REQUIREMENTS FOR PROMOTION

7.1 Promotion for Degree and Diploma programmes

7.2 Promotion for Higher Certificates

7.3 Promotion for Awards Courses

7.4 Promotion for Short Courses

of 24 IEG Assessment Policy

8. CERTIFICATION

8.1 Certification and graduation of Higher Education Qualifications

8.2 Certification and graduation of Awards Courses

8.3 Recognizing top students

8.4 Graduation and Awards ceremony

9. FAILURE TO SUCCESSFULLY COMPLETE A PROGRAMME OR PART THEREOF

9.1 Degree and Diploma programme

9.2 Higher Certificate programme and Awards courses

1. ASSESSMENT POLICY OBJECTIVE / INTENTION

The intention of this assessment policy is to ensure that Inscape measures learning in line with the

Higher Education Qualifications Sub Framework (HEQSF) by:

Establishing a framework for verification of assessment decisions

Enabling and defining learner access to assessment

Ensuring credibility of assessment

Defining roles and responsibilities of assessors and moderators

Defining systems and procedures to ensure reliability and validity of assessment (across all

programmes and courses)

Defining systems and procedure to ensure feasibility and manageability of assessment (across

all programmes and courses)

Inscape aims to create an enabling environment for students to develop into responsible, creative,

successful, practitioners with a passion for their profession. An integrated assessment of integrated

assignments is employed, as opposed to examinations, as the internalisation and application of theory

and skills in context is appropriate to learning in the creative disciplines.

Inscape employs criterion-referenced assessment in preference to norm-referenced assessment as it

is a more reliable instrument for gauging learning in a diverse population in the creative industries.

Formative assessment is used for progress marking and summative assessment for marking of

completed assignments.

The assessment instrument must also accommodate a diverse student population. In a ‘transformed’

education situation, an authentic assessment system that measures the true competence of its

students must also be developmental and informative in nature. Inscape constantly explores the use

of alternative assessment methods to help measure true student competence.

All Policies & Procedures are reviewed and updated as necessary on a regular basis, and employees

and students are kept informed of these reviews/updates. It however remains the employee and

student’s responsibility to read Policy & Procedure from time to time to remain up to date.

2. HIGHER EDUCATION QUALIFICATIONS SUB FRAMEWORK (HEQSF)

(previously known as National Qualifications Framework)

Inscape subscribes to the principles of the HEQSF. These principles are implemented in our

curriculum development process so that they may be implemented at assessment. Exercise and

project assignments are assessed in accordance with the internationally accepted assessment

principles of the HEQSF.


2.1 Validity and reliability of assessment

Inscape employs the HEQSF Principles of Assessment which are:

Appropriateness: the method of assessment is suited to the performance being assessed.

Fairness: the method of assessment does not present any barriers to achievements, which

are not related to the evidence.

Manageability: the methods used make for easily arranged, cost-effective assessments that

do not unduly interfere with learning.

Integration into work or learning: evidence collection is integrated into the work or

learning process where this is appropriate and feasible.

Validity: the assessment focuses on the requirements laid down in the Standard; i.e. the

assessment is fit for purpose.

Direct: the activities in the assessment mirror the conditions of actual performance as closely

as possible

Authenticity: the assessor is satisfied that the work being assessed is attributable to the

person being assessed.

Sufficient: the evidence collected establishes that all criteria have been met and that

performance to the required Standard can be repeated consistently.

Systematic: planning and recording is sufficiently rigorous to ensure that assessment is fair.

Open: students can contribute to the planning and accumulation of evidence. Assessment

candidates understand the assessment process and the criteria that apply.

Consistent: the same assessor would make the same judgment again in similar

circumstances. The judgment made is similar to the judgment that would be made by other

assessors.

2.2 Formative assessment

The institution employs continuous assessment as this is a useful developmental tool for students in

the creative industries. Progress marking of assignments (marking student work at key stages of its

development) also assists the student with time management: implementing an effective preparation

and planning regime. Formative assessment may at the lecturers discretion be formal or informal but

is always appropriate and relevant to the students learning and progress.

Assessment tools include group critique, peer critique, self-critique and may include both verbal and

written feedback. A moderator (internal or external) may be present to provide an additional

perspective. Comments may be communicated to the students there and then to facilitate the learning

process or within a specified period to ensure learning takes place.

2.3 Summative assessment

Summative assessment of projects captures the holistic appreciation of an assignment by evaluating

an inter-related body of work.

Completed work is critiqued and marked within 2 weeks of submission of assignment to ensure it is

still fresh in the students’ minds. Once again, group critiques are usually more beneficial and a

moderator may be present to provide an additional perspective. Results and comments are captured

on the LMS and students are notified thereof.

It is the responsibility of the student to view their results on the LMS by logging in to their student

profiles. Students whose accounts are in arrears will not be able to view their assignment marks until

their accounts have been settled. Lecturers may not share and/or print student results – this is to be

viewed on the LMS only. If a student is unable to view their results and to the best of their knowledge


their account is up to date, he/she must consult the Campus Office Administrator (COA).

It is advised for students to check their results regularly to ensure that they are at all times aware of

their progress and achieved competence.

Lecturers return assessed work and feedback to students no more than two weeks after

submission. This is done because Inscape views assessment as a developmental tool and students

need to appreciate how and where their work can be improved as soon as possible. (Certain items

may be temporarily retained for display purposes but as it is the intention to assist students to

develop a Portfolio of work, the work is returned to the student in good condition as soon as

reasonably possible). All work, however, remains the property of Inscape Education Group (Pty) Ltd.

Marks are assigned to the appropriate specific outcomes categories (as percentages): creativity,

knowledge, skills and values, allowing the student to evaluate their own achievement in relation to the

expected outcomes and associated assessment criteria specified in the brief. The weighting of the

assessment criteria are predetermined and are appropriate to the nature of the assignment. For

example if an assignment does not require creativity to be assessed then creativity will be awarded a

weighting of zero. The total of all assessment criteria per assignment totals 100.

2.4 Definition of assessment criteria

The specific assessment criteria are defined as follows:

Skills: measure the ability of the student to complete the task well – writing, drawing,

presentation skill etc.

Knowledge: measures the understanding and interpretation of a subject- relevant to the task

at hand. This is usually theory based

Creativity: measures the student’s ability to generate original, new concepts applied through

various skills acquired

Values: measures the student’s ability to complete a task effectively, efficiently and diligently

All assignments/projects are assessed according to the above assessment criteria. The criteria will

differ in weighting depending on the nature of the assignment/project at hand (refer to Teaching and

Learning policy)

3. STUDENT ASSESSMENT PROCEDURE

3.1 Assignment submission

Work must be submitted for assessment to the lecturer no later than (the time and) the date

stipulated on the course outline, at the beginning of the session.

3.2 Deadlines, extensions and penalties

Typically, extensions for work submission are not granted, however,

a lecturer may, at his/her discretion and with good reason (evidence must be provided), grant

an extension on a hand-in deadline of a maximum of 24hours, without applying a late

submission penalty;

thereafter, an extension may only be granted, under critical circumstances, with the

permission of the Campus Academic Manager, after receiving a written request from a student

and convincing motivation (including a police docket number or a doctor’s letter);

if the Campus Academic Manager decides not to grant the extension s/he must indicate

reasons therefore on the application letter;

if the Campus Academic Manager grants an extension, that decision and the penalty (if

applicable) is to be written on the application letter;

In all other circumstances, if work is not submitted on or before the specified deadline a 100%

penalty shall be applied and the late submission procedure should be followed.

Lecturers may request a special extended class deadline in written request form to the


Campus Academic Manager – if the deadline affects the original outline by a prolonged period

the Academic Manager needs to be consulted. Special extended deadlines are not encouraged

and are at the discretion of the Campus Academic Manager in consultation with the Academic

Manager.

3.3 Assessment marks

To ensure that lecturers and moderators remain as objective as possible and that the assessment is

reliable, all briefs include the desired outcomes and the associated assessment criteria (aligned with

the subject matter) in the SAQA specified format. The work is assessed against the criteria to

establish the extent of the students’ applied competence.

The assessment sheet is structured to allow the analysis of exercises and projects into the Specific

Outcome categories: Creativity, Knowledge, Skills and Values. The lecturer indicates achieved

competence against the different aspects of the exercise or project so that students can see where

their efforts are bearing fruit or where improvement is needed. The assessment sheet does not

indicate results. It reflects on the student’s performance within the different assessment categories.

Updated assessment sheets will be made available to the Campus Academic Manager at the beginning

of an Academic year. This is to be shared with current lecturers and new staff during their staff

orientation. The updated Assessment sheets will also be available on the LMS.

Note: From 2015 lecturers should not give results directly to students – assignment and

subject results are to be viewed on the LMS only.

Critical Cross-field Outcomes (CCFO) refer to those generic outcomes that inform all teaching and

learning. For example CCFOs may include working effectively with others as a member of a team,

and/or collecting, analysing, organising and critically evaluating information. They are naturally

integrated into all assignments at Inscape. These can be viewed on the listed SAQA qualification

documentation.

Exercises usually relate to a single subject and take the student between one day and one week to

complete. Results are typically not awarded for exercises.

Projects measure creativity, knowledge, skills and values across a range of integrated subjects in a

meaningful whole. They typically take between a week and a semester to complete and are allocated

marks with a predetermined weighting relative to the intensity of the assignment at hand. The critical

outcomes are analysed, where appropriate, within the specific outcomes. Assessment rubrics are

provided to assist lecturers with indicating a student’s performance against specific assessment

criteria. The assessment criteria according to which the assignment/project is to be marked is

indicated in the assignment/project briefs. Lecturers copy the assessment criteria from the brief into

the assessment rubric to ensure that assignments/projects are assessed accordingly. Rubrics indicate

level of achieved competence and do not award specific marks. Final results per criteria is captured on

the LMS and viewed by the student on their student LMS profile.

Formal presentations of applied projects require that an internal moderator be present. The result

awarded by the moderator should be integrated into the final result by averaging all results awarded.

The following are some of the instruments that may be used to monitor student progress:

continuous project-based assessment,

continuous evaluation of students' progress during interactive class critique,

peer assessment during interactive class critique of students' work,

self-evaluation - students critique their own work,

internal and external moderation


Lecturers evaluate the extent to which the student has successfully met the requirements of the brief

(achieved the desired associated outcomes). The lecturers then digitally record the results awarded

on the LMS. These results are reflected on the student’s LMS profile, are updated in real time and can

be viewed online at any given time (via internet access). End of year result submissions will carry a

deadline date specified by the Academic Department on the IEG calendar.

4. MODERATION POLICY AND PROCEDURES

Moderation (peer review) is a valuable source of input into the continued relevance of programme

content and direction. Assessment of student work is moderated both internally and externally to

ensure its consistency and reliability.

4.1 Compulsory moderation

4.1.1 Internal moderation

Internal moderation of assessment is conducted at two levels.

Firstly, internal moderation takes place, evaluating and moderating lecturer’s accuracy and

reliability. This is done by a panel of lecturers assessing a group of students together. The

procedure is qualification specific as detailed below:

o For diploma and degree students one project per term in the Design subject (typically

the project presented during presentation week) is presented in front of an internal

moderating panel as formative assessment moderation.

o For HCERT students projects within various modules are identified by the Academic

Management team prior to the commencement of the academic year and indicated on

the outlines as projects to be moderated.

o It is the subject/module lecturer’s responsibility to arrange with an internal moderator

to be present for moderation of student work.

o Moderator feedback forms are submitted at the end of the term to the CAM and forms

part of the Subject Quality Assurance report (refer to Teaching and Learning policy)

o At the end of the year Final Projects for degree and diploma students and portfolios for

all qualifications are internally moderated as summative assessment moderation.

Secondly, self-evaluation of the assessment and moderation procedure and its effectiveness,

by analysing student progress relative to the feedback and moderation received by a lecturer.

4.1.2 External moderation

External moderators evaluate exit level Portfolios and Final Year Project submissions, as well as

samples of 2nd year student portfolios for each discipline (2 highest, 2 average and 2 lowest awarded

results).

At least two competent and impartial external moderators, one of whom is a respected academic from

an accredited and registered higher education provider and the other a recognised practitioner in the

relevant industry, are appointed to assess the submissions (summative assessment for exit

qualifications).

o Moderators are briefed prior to moderation on the requirements of the assignment and on the

assessment criteria.

o Moderators are asked to prepare and submit a report on the student assignments and

portfolios as well as to make suggestions for improvements to the curricula.

(Refer to Teaching and Learning policy for details on moderation procedure, minimum requirements

and remuneration)

HCERT portfolio

HCERT student portfolios are moderated individually and assessed according to NQF 5 exit level

descriptors and programme outcomes.


Two external moderators are appointed to moderate the exit portfolios

The Higher Certificate Portfolio lecturer suggests suitable moderators to the Campus Academic

Manager of appropriate moderator candidates and forwards their relevant CV’s.

These moderators are required to have Industry experience of at least 3 years and any

specified accreditations (e.g. South African Council for Architectural Professionals registered

for Higher Certificate Architectural Technology students)

The moderators are directed to assess the full body of work but concentrate on the 2 highest

fails, two lowest passes and 2 highest marked portfolios

The moderators are not to consult with each other or have the lecturer results disclosed to

them

The Higher Certificate portfolio lecturer submits their results to the Campus Academic Manager

before the external moderation takes place in table format but not loaded onto the LMS

system yet.

After the moderations have been conducted the Campus Academic Manager consults together

with the Higher Certificate portfolio lecturer to evaluate the marks.

If the discrepancy between the moderators’ marks and those the Inscape lecturers awards is

less than 10%, the lecturers’ marks remain. Should this not be the case, the portfolios are

reassessed by alternative Inscape lecturers.

Once all marks have been evaluated and agreed upon, the Higher Certificate Portfolio lecturer

enters the mark onto the LMS.

External moderators are remunerated at a predetermined hourly rate

Campus Academic Managers issue the moderator a contract requested from Human Resources

and requests relevant signing to take place. The signed contract is returned to Human

Resources.

2nd year Portfolios

When the 3rd year Final Project portfolios are moderated, each moderator assesses an example of

work at each end of the mark spectrum (highest 2 and lowest 2) and at midrange (middle 2) of the

2nd year portfolios - without consulting with one another - and then awards results in accordance with

the assessment criteria.

•The 2nd year portfolio lecturer is required to submit their results to the Campus Academic Manager

before the external moderation takes place in table format. These results must not be loaded onto the

LMS system yet.

•After the moderations have been conducted the Campus Academic Manager consults together with

the 2nd year portfolio lecturer to evaluate the results.

•If the discrepancy between the moderators’ results and those the Inscape lecturers awards is less

than 10%, across all top, middle and low spectrum, the lecturers’ results remain. Should this not be

the case, the portfolios must be reassessed by an alternative, qualified, Inscape lecturer.

•Once all results have been evaluated and agreed upon the 2nd year Portfolio lecturer enters the

results onto the LMS.

Final Year Final Projects and Portfolio

The Final Project and student portfolio are presented by the student to the lecturers and the

moderators. The moderator comments and awards a percentage for the assignment.

The agreed upon result of the lecturers and the moderators is considered a final result to be awarded

to the student. If the lecturers and the moderators award a result below 45%, the student is declared

not yet competent and must re-enroll for the relevant subjects the following year. If the lecturers and

moderators award a result of 45% - 49% the student is declared not yet competent but is eligible to

complete a resubmission of the Final Project or Portfolio provided they have met all other

requirements of the programme. They should then follow the resubmission procedure for final

projects, research papers and portfolios. (Refer to Final Project “How To”)


Appointing external moderators

Final Project lecturers identify one internal moderator and two external moderators; an industry and

an academic moderator, each have minimum specifications of a field specific qualification.

Industry moderators must hold a relevant qualification and min 3-5 years’ experience in the

specified field. They may be on the same level but preferably 1 level higher than the

qualification being moderated

Academic moderators must hold at minimum one qualification higher than what they are

moderating, preferably a Master’s degree in the appropriate field and at least 3, preferably 5

years of academic experience with final year students

Internal moderators are highly qualified, field specific, respected and experienced, i.e. senior

lecturers on the campus.

Final Project lecturers provide the Campus Academic Manager with a full CV (including:

Qualification, institution and date of completion of qualification, ID number, Address, Full

names, Experience, dates and positions) of each identified moderator and the date of

moderation to be conducted

Campus Academic Managers request the moderators contract to be issued by the HR

department. The moderators CV should be included in the request to HR.

The External Moderators are remunerated at a predetermined hourly rate

Internal Moderators are not remunerated and do not require a moderators contract but do

need to be selected an approved by the Campus Principal in conjunction with the Academic

Manager.

Campus Academic Managers issue the moderator the contract and request relevant signing to

take place. The signed contract is returned to HR.

External moderation preparation

Campus Academic Managers inform the marketing coordinators of the date for external

moderation to take place

Marketing coordinators and Campus Operations Administrators organise the presentation

space – liaise with the Final Project lecturer and Campus Academic Manager – the studio is set

up with;

o A presentation space, tables and chairs for the Final Project lecturer\s, Internal

Moderator and two external moderators

o Chairs for other students (1/2/3 years)

o Tables and Table cloths for moderation panel

o Water and mints

o Writing pads and pens

o Print outs of the Final Project brief for reference purposes.

o Print out of the Final Project mark sheet per qualification discipline/per student issued

by the Academic department

o Print out of the Moderators feedback form issued by the Academic department

o Coffee and Tea

o Light lunch

Final Project lecturers in conjunction with the CAM set up a schedule and allow 20mins per

student with 5 min feedback

Presentations commence at 09h00

Moderators are required to arrive at 08h00

08h00 – 09h00: orientation for moderators (“Understanding the requirements of a

moderator”)

During presentations a Final Project Assessment sheet is completed for each student by each

moderator. These assessment sheets are handed into the CAM and are digitally copied and

shared with the Academic Manager.


The Final Project lecturer is required to complete a comparative assessment block with the

allocated mark per moderator and then the agreed on assessment during the deliberation

discussions on the day of the Final Project presentations. This sheet must be signed off in

agreement for each student by all the moderators and finally approved by the Campus

Principal.

Moderators complete hand written feedback on a feedback form provided to them by the CAM

and return it to the CAM before the conclusion of the moderation process/on the final day of

moderating. These forms are digitally copied and shared with the Academic Manager. These

moderator reports detail curricula concerns or commendations. These moderator reports are

digitally shared with the Academic Management team as part of a National Quality Assurance

and enhancement programme.

The CAM collects invoices from the moderators and submits it to the accounts department who

prepare payment requests accordingly.

External moderation appeal (Final project Specific)

Level One – verbal appeal

A student wishing to lodge an appeal should do so verbally immediately after the external

moderation and in writing within 72hrs of the moderation with the CAM. The following should be

included in the written appeal:

Name of student and qualification enrolled in

Addressed to (name) of Campus Academic Manager

Date of appeal filing

A concise statement detailing the nature of the student’s grievance

The rule, policy, procedure or regulation the Institution has allegedly mismanaged or

misinterpreted

How the rule, policy, procedure or regulation the Institution was allegedly mismanaged or

misinterpreted

The reparation being sought by the student

The CAM refers the grievance to the Campus Principal. Should the grievance not be resolved the

Campus Principal will escalate the matter to the Academic Board who will address the grievance

accordingly. Should it be found that the institution or external moderator(s) were at fault the

student will be given the opportunity to resubmit the assignment for re-evaluation.

A different moderating panel will be appointed by the Campus Principal to re-evaluate the

student’s work. The student will be required to submit the work by the deadline given on the date

agreed upon, in order for the external moderation to be completed.

The external moderator(s) will evaluate the re-submission, and will give an outcome which is

provided in the form of written feedback within 72hrs.

4.2 Requested moderation (by student)

Request for Internal moderation

In the event that a student is not satisfied with a result awarded for an assignment, the student may

request that the assessment of the submitted assignment be moderated. The student must complete

an internal moderation request form providing the code and name of the assignment and the reason

for the moderation request. A lead time of four weeks is allowed for the processing of the

assignment.

Internal Moderations are managed by the CAM. The scanned assignments and moderation forms are

sent to the CAM who will appoint an internal lecturer, other than the lecturer who originally assessed

the assignment, to moderate the assessment. The higher of the two results is awarded and captured


on the LMS. The moderator provides relevant feedback to the student in the form of a typed report. If

the student is still not satisfied with the findings, a request may be made for the assignment to be

moderated externally at a prescribed fee. This process is facilitated by the CAM.

The following conditions apply when requesting that an internal moderation be conducted:

the assignment must have been submitted by the deadline date specified on the course outline,

late and resubmissions may not be submitted for moderation,

an internal moderation request form must be completed and submitted together with the

assignment to the Campus Academic Manager via the Campus Operations Administrator at

each campus, and

A student whose fees are in arrears may not apply for internal moderation.

Internal moderations may only be requested up to two weeks after receiving the assignment

back

No internal moderations will be granted for late/resubmissions

A moderation period of 4 weeks is allocated for processing and receiving the moderation results

No internal moderations will be accepted after week 42 due to processing time and final mark

compilation

A student may not request more than two internal moderations per subject per term

(Internal moderation request forms are available on the LMS)

Request for External Moderation

In the event that a student is not satisfied with a result awarded for an internal moderation of an

assignment a student may request an external moderation of the assessed assignment. The student

must complete an external moderation request form stipulating the code and name of the assignment

and the reason for the moderation request. A lead time of six weeks is allowed for the processing of

the assignment. The Campus Academic Manager appoints a suitably qualified moderator who is not

employed at the institution in communication with the Academic Manager. The external moderator

assesses the assignment. The higher of the two results is awarded and captured on the LMS. The

external moderator provides relevant feedback on the assignment in the form of a typed report that is

submitted to the CAM and forwarded to the Academic Manager. The CAM will discuss the feedback and

outcome of the external moderation with the student.

The following conditions apply when requesting an external moderation:

an external moderation may not be requested unless an internal moderation has been

processed and the student has indicated dissatisfaction with the outcome thereof,

an external moderation request form must be completed and submitted together with the

assignment to the Campus Academic Manager via the Campus Operations Administrator at

each campus,

a student whose fees are in arrears may not apply for external moderation, and

the Inscape administration fee is payable as an admin fee as well as an hourly rate per hour or

part thereof for moderation conducted by the external moderator. An initial fee equivalent to

the Inscape administration fee is payable and proof of payment thereof should be attached to

the external moderation form submitted. Should the moderator assess for more than one hour

or part thereof, the additional fee will be charged accordingly. Final results will be processed

on receipt of all fees charged.

(External moderation request forms are available on IOL)

5. LATE AND RESUBMISSION OF ASSIGNMENTS

5.1 Late and resubmissions – summative assessments

Late and resubmissions of assignments are allowed to assist all students with exceptional

circumstances to successfully achieve the desired results. The following terms and conditions apply

when submitting a late or resubmission respectively to all contact students regardless what


programme or course they are enrolled for:

A student may make a maximum of one late submission for each subject/module per term

during each academic year without having to furnish reasons or be granted permission. A

student may earn a maximum mark of up to 50%.

A late submission fee is applicable per project/code to all late submissions submitted and can

be found on the late/resubmission application form.

OR

A student may make a maximum of one resubmission for each subject/module per term

during the academic year for projects or assignments where a min of a 40% mark was

awarded. Projects that have received a mark lower than 40% MAY NOT be resubmitted. A

resubmission may be marked up to a 100%.

Resubmissions do not carry a financial penalty. No charge will be levied for resubmissions.

However, the student’s fees must be up to date before a resubmission will be accepted.

(Note: only 1 late OR resubmission may be submitted per module/subject per term)

The late/resubmission must be submitted within the corresponding late/resubmission block

(first two weeks of Inscape Terms 2-4 as per the Inscape Education Group calendar and the

final late submission block dates in term 4 will be made available on www.inscape.ac.za and

made available to the CAM). Assignments submitted thereafter, will not be accepted, and thus

not assessed. Consulting the IEG calendar is essential as the dates change annually and may

not include a full week due to public holidays etc.

Late/resubmissions must be made to the institution COA in person no later than 15:00 on any

given day during the late/resubmission block.

The COA must sign the student’s assignment submission form (available on the LMS) upon

submission of the project.

The institution will not be held responsible for assignments that are not signed for by the COA

on the students assignment submission form.

When a student resubmits an assignment, s/he may choose to either redo or improve the

assignment.

When resubmitting an assignment the original submitted assignment/part thereof must be

submitted with the resubmission form.

5.2 Late and resubmissions - portfolios, research papers and final projects

Late or resubmission of a portfolio will only be permitted where the student meets all other

requirements for promotion or graduation.

A written application together with supporting documentation and signed by the CAM must be

submitted to the Campus Principal for approval at his/her discretion.

The CAM will then arrange an alternative date and new external examiners/moderators

payable by the student.

If the student fails the final project, a date may be allocated for a re-submission.

The maximum mark that may be awarded for the re-submission is 50%

Where a valid reason for a non- or late attendance (like a doctor's note or an affidavit) is

furnished, the student may submit on the supplementary date; however, if the student fails, a

second opportunity to present will not be granted.

Where a valid reason for a non- or late attendance of a seminar (like a doctor's note or an

affidavit) is furnished, a new time slot will be allocated.

All late/resubmissions including final projects and portfolio ‘s must be submitted no later than

one week before Graduation or Awards ceremony date for final assessment. No submissions

thereafter will be accepted. All assignments will be assessed no later than five days before

Graduation or Awards ceremony date.

http://www.inscape.ac.za/


5.3 Exceptions to the rule

If an assignment is due at a particular lecture, it will be assumed that it is due at the

beginning of the lecture unless otherwise stipulated by the lecturer.

A 100% penalty is applied for assignments not submitted timeously. This rule is also applied

to presentations.

Exceptions will include; sick notes, death certificates and case numbers to prove that the

student was unable to attend the presentation or to submit the required assignment. The

assignment should be submitted on return of the student to the lecturer or alternative

arrangements must be made with the CAM to submit the required assignments at an agreed

date and time.

Oral presentations: No provision is made for a late or re-submission of oral presentations.

Group Projects: No provision is made for a late or re-submission of the group projects.

5.4 Late and resubmission procedure

Student procedure

The student applies for a late/resubmission by completing the necessary details on the

late/resubmission form available on the LMS

The student submits the Late/re-submissions to the institution COA in person. The assignment

must be ACCOMPANIED by the relevant late/re-submission form;

The student is responsible for ensuring that the COA signs their assignment submission form

as proof of submission;

For resubmissions the original assignment must be submitted with the improved on

assignment/project.

All late/resubmissions must be received during the first two weeks of terms 2-4 and according

to dates stipulated on IEG calendar/before the special dates specified for the final term 4

late/resubmission block. Close off time for the block is 3pm on the final day of the block.

Internal procedure

The COA checks that the student is entitled to submit the assignment and makes a record of

all submitted assignments in table format.

The COA gives the assignment to the CAM who will approve the submission taking into

account the conditions for the submission of late/resubmissions, the percentage that the

assignment may be marked up to must be indicated clearly in red pen on the

late/resubmission form and signed off by the CAM.

The CAM returns the submissions to the COA who informs the relevant lecturer to assess and

process the assignment.

The COA captures a note on the Retention List on Google Drive and under Academic Notes on

the LMS system regarding the receipt of the late/re submission and ensures that the student is

able to submit the assignment according to the policy requirements.

The COA notifies the lecturer via email of late/resubmissions that need to be collected and

arranges a collection point.

The lecturers are requested to sign out the relevant assignments allocated to them on the

COA’s submitted assignment record.

The lecturers take the assignments for moderating and assess it accordingly to the percentage

stipulated by the CAM indicated clearly in red pen.

The results are recorded on the form and are then captured on the LMS system by the

lecturer/assessor.

All late/resubmissions must be assessed no later than two weeks after the late/resubmission

block is complete.

Lecturers return the assignment directly to the student after recording the mark on the LMS

system no more than 2 weeks after the initial receipt of the assignment.

Lecturers return all late submission forms to the COA and sign off that they have completed

the re/late submission process on the COA’s record of assignments submitted.


The COA files the form for record purposes in a central and accessible point alphabetically by

surname.

The COA makes a note on the Academic Tab on the LMS system to confirm the completion of the late

submission process.

Financial process for late submissions:

The COA receives the late submission assignment/s and proof of payment where applicable

The COA attaches the printed Late Submission Form received as notification to the assignment

and applicable proof of payment

The COA must allocate the paid late submission fee to the student’s account once proof of

payment is produced and notifies the finance department if the student has paid via

eft/deposit slip.

6. REPORTING

6.1 Student Academic Reports

Students have access to their results on the LMS provided their tuition fees are up to date. An

official final report is generated at the end of the academic year detailing average per

subject/module per student.

The CAM is responsible for ensuring the quality and completeness of the academic report for

every student at their respective campus by completing a thorough check of reports each

term.

The CAM ensures that results are captured by the 15th of every month as per the Lecturer’s

assessment submission dates document, provided by the Academic Management team

(available at on the LMS)

The CAM is responsible to archive a digital copy of each student’s full detailed academic report

at the end of the year, uploaded to a folder specified by the Academic Manger.

6.2 Student Performance Appraisals

Performance appraisals are generated in term 2 and term 3 for Qualifications students.

Lecturers capture comments on a word document and submit it to the CAM for proof reading.

The CAM will indicate the deadline for the proofread appraisals to be captured directly onto the

LMS. Students can view their appraisals on the LMS once they have been published and made

available by the CAM. The CAM will schedule meetings with Cause for Concern students

identified within the appraisal procedure (refer to “How to add Performance Appraisals”). If

required, a student may also request a meeting with the CAM to discuss his/her Performance

Appraisals after comments have been published for viewing.

At midyear, the institution evaluates the student’s attitude and competence by considering

attendance, submission of work, and quality of work. At the end of third quarter, the students’

marks are considered. On the first occasion the institution indicates to the student how it sees

the student’s progress and what remedial actions, if any, should be taken. Where a particular

strength is identified, the student is encouraged to develop this. On the second occasion the

institution advises the student of the possibility of failure, should this exist. In both cases

students are directed as to where they might improve, whether this is in an area of concern or

potential. Student input is invited.

6.3 Procedure for the generation and distribution of academic reports

The Campus Academic Manager is responsible for generating and distributing academic reports at the

end of the academic year.


CAM procedure

Open the Learner Management System

Check that all results required have been captured

Capture zero’s where results have not been captured and inform the responsible lecturer by

email

Generate Final modular reports at the end of term 4 as per the date specified on the Inscape

Education Group Calendar at www.inscape.ac.za

PDF detailed reports and modular reports and upload to a specified folder communicated by

the Academic Manager, for archiving purposes

Final Qualification students must receive a stamped transcript using an official Inscape stamp

and each report must be signed approving the contents thereof. These reports are placed

together in the envelope containing the candidate’s Certificate of Qualification

Students whose academic year does not result in the award of a qualification are completed

and a final report is emailed to the student.

A final academic report, transcript or certificate may only be issued to a student whose fees

are up to date.

7. REQUIREMENTS FOR PROMOTION

7.1 Promotion for Degree and Diploma programmes

It is necessary for the student to meet the institution’s minimum achievement criteria for any

academic year to be promoted to the following year of study.

All projects, exercises and tests are weighted according to the relative importance of the outcomes to

be achieved in the assignments. This means that all projects, exercises and tests are allocated a

number of possible marks that a student can earn when submitting these projects on time.

The year-mark for each subject comprises the total of the possible marks that may be earned for all

projects, exercises and tests in that subject.

Practical work accounts for approximately 50% of the total year mark and theory work accounts for

approximately 50% of the total year mark in each year of study.

First year students Degree and Diploma are required to achieve a minimum aggregate of 50% in

every subject in order to be promoted to the next year of study. First year students do not submit

Portfolios at the end of the year for moderation. Promotion is based on overall performance

throughout the academic year.

Second year students Degree and Diploma are required to achieve a minimum aggregate of 50%

in every subject, as well as a minimum of 50% for the “end of the year” portfolio assessment, in order

to be promoted to the next year of study.

Students must pass all subjects in their current year of study in order to be promoted to the

next year of study.

A distinction is awarded in a subject where the year mark for that subject equals or exceeds

75%.

Promotion for Software blocks: First year and Second year Degree students

Software blocks run for the 1st and 2nd year qualification candidates respectively during the

first week of each term

The software blocks for each discipline is indicated on the Outlines and Academic Structure

The software block mark allocation forms part of the 1st and 2nd year subject structure and

credits


Software blocks run for 4 double sessions i.e. 16hrs total during the first week of each term.

Marks for the software blocks will be allocated as follows:

o 10% for each double session full attendance = total of 40% for full attendance

o 15% for each double session class participation and successful completion of exercises

allocated, indicating sufficient software skill application per day = total of 60% for

sufficient skill application

Steps to take should a student not attend the software block :

o If the student can present a police affidavit / medical certificate and/or was part of

late registration, they may complete the exercises conducted in class with the

assistance of their Applied Design/Applied Technology/ Image Making lecturer. A

deadline for submission of allocated exercises will be decided by the CAM but may not

fall later than 4 weeks from the initial block. The student may be marked up to 60 %

for completion when show casing sufficient skill application in the presence of the CAM

or Administration staff member.

o If the student did not attend without valid reasoning, they will need to follow the late

submission policy and will only be marked up to 50% as per policy. The student will be

required to pay the late submission fee as well as a fee for a moderator that will need

to be arranged to facilitate the student’s exercise completion period.

Third Year Students Degree

Requirements for the award of Bachelor of Design programme respectively (at exit level):

Students must achieve a minimum mark of 50% for each subject in their third year of study.

The results are calculated as follows:

o Coursework: Each subject (including Experiential Training) must achieve 50%.

o Final Project Design Application: The agreed mark between: one lecturer, one

internal moderator and two external moderators.

o Design Portfolio: The agreed mark between: one lecturer, one internal moderator

and two external moderators added as a 50% contribution to the assigned assessment

mark of the Final Project Portfolio lecturer.

o A distinction in any one of the above sections (Course work, Final Project Design

Application and Design portfolio) results in the student being awarded with a

distinction upon graduating

o A 3rd year graduate who achieved distinctions, as worked out according to the top

student calculations and not total average, for the full 3 years of studies will be

awarded a Cum Laude achievement upon graduating

All the requirements for the award of the degree must be fulfilled within a minimum of three

years and a maximum of four years.

Students who do not attain an average of 50% for all work completed by the end of the first

semester may be disallowed from completing the year.

There are certain minimum requirements that students must meet to be promoted or to

graduate. These include academic achievements and attendance.

Due Performance (minimum attendance) for Diploma and Degree students

Students are required to arrive timeously for lectures and participate for the duration of the

class. The institution promotes a healthy respect for punctuality and deadlines in students, in

preparation for the ‘real’ world.

An attendance register is kept as an aid to determining Due Performance. It is vitally

important to maintain an attendance register as it assists students to become disciplined in

time management.

To be considered for promotion or to submit the Portfolio, students must have attended at

least 80% of lecture sessions and have submitted at least 90% of projects and exercises.


7.2 Promotion for Higher certificates

All projects, exercises and tests are weighted according to the relative importance of the

outcomes to be achieved in the assignments. This means that all projects, exercises and tests

are allocated a number of possible marks that a student can earn when submitting these

projects on time.

The year-mark for each subject comprises the total of the possible marks that may be earned

for all projects, exercises and tests in that subject.

A distinction is awarded in a subject where the year mark for that subject equals or exceeds

75%.

Requirements for the award of a higher certificate programme respectively:

Students must achieve a minimum mark of 40% for each module respectively (this includes

the experiential training and portfolio modules)

Students must achieve an overall average of 50% for all modules that forms part of the

overall qualification

The results are calculated as follows:

o The average of all registered modules is calculated to achieve an overall average.

Should the average be 75% or higher, the qualification is awarded with distinction.

All the requirements for the award of higher certificate must be fulfilled within a minimum of

one year and a maximum of two years.

Should a Higher Certificate candidate want to continue studying a degree at Inscape Education

Group, and not hold a degree entrance on their matric certificate, they will need to apply for a

certificate of exemption with Universities South Africa through the matriculation board.

A student who has completed a Higher Certificate with Inscape Education Group and wishes to

apply to study a Degree Programme at Inscape Education Group must achieve a minimum

average of 60% to be considered.

Due Performance (minimum attendance) for Higher Certificate Students

Students are required to arrive timeously for lectures and participate for the duration of the

class. The institution promotes a healthy respect for punctuality and deadlines in students, in

preparation for the ‘real’ world.

Class attendance is captured on the LMS and available for viewing as part of the modular

report

An attendance register is kept as an aid to determining Due Performance. It is vitally

important to maintain an attendance register as it assists students to become disciplined in

time management.

To be considered for promotion or to submit the Portfolio, students must have attended at

least 80% of lecture sessions and have submitted at least 90% of projects and exercises.

7.3 Promotion for awards

All projects, exercises and tests are weighted according to the relative importance of the outcomes to

be achieved in the assignments. This means that all projects, exercises and tests are allocated a

number of possible marks that a student can earn when submitting these projects on time.

The year-mark for each subject comprises the total of the possible marks that may be earned for all

projects, exercises and tests in that subject.

Requirements for successful completion of an Awards course respectively:

Students must achieve a minimum mark of 50% for each of the following:


Coursework (includes all registered modules)

All the requirements for the completion of an Awards Course must be fulfilled within a

maximum of one year.

7.4 Promotion for Short Courses

Students who successfully complete short courses at Inscape receive a certificate of

completion.

Successful completion is dependent on attendance, participation and completion of the

training material requirements.

8. CERTIFICATION

Inscape manages all documents and records that relate to requirements of the Inscape Quality

Management System including:

Student records (including certificates)

Staff records

Management system records

Department of Education records

HEQC records

SAQA records

Document and record management activities ensure the following:

Appropriate documents are reviewed and approved by authorised personnel prior to issue and

use,

Pertinent issues of appropriate documents are available at all locations where they are

required,

Obsolete documents are removed from all points of issue or use,

Changes made to documents are identified in the document or attachment, and all such

changes are approved by authorised personnel prior to being implemented,

All records are readily retrievable, and kept in a manner so as to prevent loss or deterioration,

No records are destroyed without prior approval of authorised personnel,

Control of records includes identification, collection, indexing, access, storage, maintenance

and disposal.

8.1 Certification and graduation of Higher Education Qualifications

All results are stored digitally on an online LMS. Backups are completed regularly and data is stored in

the cloud. Information is accessible to staff and registered students through controlled security

login. Captured results are pre weighted into a purpose-written database from which students'

academic records and transcripts are produced.

Student’s academic records are saved electronically and stored in a secure place.

Certificates are generated annually at Head Office using a master artwork template. They are

then couriered overnight, unsigned to the relevant campuses.

The following security features ensure the uniqueness of the certificate:

A unique certificate design has been developed specifically for the Inscape higher education

qualifications.

The master artwork for the documents is archived and a new batch of sufficient certificates is

printed each year.

Each certificate is printed on a unique type of cardboard.

The size of the certificate is unique.

A foil seal is embossed with the Inscape insignia and this is attached over the certificate to

cover the words: “Certificate not valid if this message is visible”. A gold seal is attached to

certificates where the student has obtained a distinction. Silver seals are attached to all


certificates where students have not obtained a distinction.

Students' individual certificates are saved electronically as a PDF and stored in a secure place.

Each certificate has a unique certificate number. This number reflects the student number,

campus, programme of study and the year of graduation. The certificate numbers are used for

archiving purposes.

Every certificate is an original laser-printed full colour document which contains:

o The student’s full name and surname as it appears in their official identification

document or passport as part of the artwork

o The student’s ID number or passport number as it appears in their official

identification document or passport as part of the artwork

Certificates are signed and dated by the Campus Principal at the awards and graduation

ceremony in their respective town/region

A duplicate certificate bears a reference to the fact that it is a duplicate document. A duplicate

may only be issued after the requisite application form and administration fee has been lodged

with the institution. The certificate information is retrieved from the academic records

database.

8.2 Certification and graduation of Awards

All results are stored digitally on an online LMS. Backups are completed regularly and data is stored in

the cloud. Information is accessible to staff and registered students through controlled security

login. Captured results are pre weighted into a purpose-written database from which students'

academic records and transcripts are produced.

Student’s academic records are saved electronically and stored in a secure place.

A certificate template is generated annually at Head Office by the Resources Department using

a master artwork template. Each campus is responsible for completing and printing their

respective Awards student’s certificates. To facilitate this purpose, a certificate template is

disseminated by the Resource Department annually to all Campus Academic Managers.

The following security features ensure the uniqueness of the certificate:

A unique certificate design has been developed specifically for the Inscape Awards courses.

The master artwork for the documents is archived and a new batch of sufficient certificates is

printed each year.

Each certificate is printed on a specified size and type of cardboard.

Students' individual certificates are saved electronically as a pdf and stored in a secure place.

Each certificate has a unique certificate number. This number reflects the student number,

campus, programme of study and the year of graduation. The certificate numbers are used for

archiving purposes.

Every certificate is an original laser-printed full colour document which contains:

o The student’s full name and surname as it appears in their official identification

document or passport as part of the artwork

o The student’s ID number or passport number as it appears in their official

identification document or passport as part of the artwork

Certificates are signed and dated by the Campus Principal at the awards and graduation

ceremony in their respective town/region

A duplicate certificate bears a reference to the fact that it is a duplicate document. A duplicate

may only be issued after the requisite application form and administration fee has been lodged

with the institution. The certificate information is retrieved from the academic records

database.

Duplicate certificates and transcript requests: Internal Procedure Duplicate certificates/transcript requests may be issued to students who have misplaced their original certificate/or are in need of academic results in transcript format.


A duplicate certificate / transcript may only be issued after The General Application form (available from www.inscape.ac.za) and administration fee has been lodged with the institution.

The General Application Form along with proof of payment of the admin fee is to be sent to

the relevant Campus Academic Manager (CAM).

The CAM forwards any duplicate certificate / transcript requests to [email protected]

These requests are verified by the Academic Department to ensure the candidate’s results are

sound and fees are up to date

Certificate printing after verification:

o Awards and Qualification candidates: The certificate information is retrieved from

the academic records database by the Academic Department. Each duplicate

certificate bears a reference to the fact that it is a duplicate document. The archiving

department will print and seal the certificate and arrange for the delivery of the

certificate to the relevant campus. The Academic Department will approve and proof

read the certificate. The Campus Operation Administrator will inform the student to

collect once the CAM has received the certificate from the Academic department.

Certificates my not be mailed and need to be collected from the relevant campus. A 6

week lead time exists for the generating of a duplicate certificate.

o No Campus may print any certification

o Transcript printing: The Academic Department are responsible for generating

academic records /transcripts once a candidate has been completed on the LMS. The

Academic department will forward the generated transcript to the CAM as a pdf

document. The CAM will print the transcript and give to the Campus Principal to stamp

with an official Inscape Stamp and sign it. The CAM will contact the student to collect.

In the case of a student being overseas or unable to collect the transcript – the CAM

may email a scanned copy of the stamped and signed transcript to the candidate but

the original is kept for collection.

o Campus Academic Managers may print reports for the purpose of Cause for Concern

meetings and retention rate data.

o Duplicate or requested Transcripts are an official report documentation only printable

by the Academic Department

Duplicate certificates: Student Procedure Students may apply to have a duplicate certificate printed by completing the General

Application Form (available from www.inscape.ac.za).

The General Application Form along with proof of payment of the admin fee is to be sent to

the relevant Campus Academic Manager.

The student will be notified as soon as the certificate is ready for collection.

A 6 week lead time exists for the generating of a duplicate certificate.

8.3 Recognising top students

The following categories of students receive top student awards:

One regional top student per course/programme offered at the respective campus – 1st, 2nd

and 3rd year, Higher Certificates in each specialization and Awards in each specialization

One national top student per discipline for registered qualification programme – only

graduating candidates

Top students per Region or National need to achieve at least 70% in order to be awarded a

Top Student award.

A CUM LADE is only awarded to students completing a degree. Students need to have held an

average of 75% or higher for each year of study to qualify for this award. The average

calculations are worked out according to a pre-determined formula found below for each

respective year where portfolio, design and technology subjects carry heavier weighting.


mailto:[email protected]



Calculating final year/exit level top students – awarded at Graduation

Degree:

Average of coursework: Applied Design and Applied Technology combined counts 50%, average of

remaining subjects’ counts 50% PLUS Final Project Design Application mark PLUS Design portfolio

average divided by 3.

Higher Certificates and Awards:

Average of all subjects/modules: Each subject needs to be passed with at least 40% and the

candidate must have an overall average of 50%.

The above information is calculated on an Excel calculation sheet sent out by the Academic

Department and populated by the respective CAM. A summary of the top students together with other

graduates are populated on the Graduation Candidate Google sheet shared by the Academic

Management team. The information populated on these sheets will be monitored and used by the

National Academic Department who will generate relevant certificates.

Calculating current 1st and 2nd year Degree and Diploma top students – recognised at

Campus Awards

Year 01 BDes and Diploma

Average of all subjects. Subjects need to be passed with a minimum of 50%

Year 02

Degree: Average of Applied Technology and Applied Design PLUS Portfolio mark PLUS an average of

all remaining subjects divided by 3.

Diploma: Average of Graphic/Interior Application mark PLUS Portfolio mark PLUS an average of all

blue knowledge subjects PLUS an average of all yellow skills subjects divided by 4.

The 2nd year top student average differs from the general report average and needs to be recorded on

the top student spreadsheet made available by the Academic Manager.

Top student prizes

Each top student receives an Inscape top student certificate and monetary prize in the form of a

voucher. The value is to be determined annually and communicated to Campus Principals by the

finance department at least one week before graduation date.

Each campus is responsible for purchasing vouchers for their top students.

8.4 Graduation and awards ceremony

Graduation and Awards ceremony is held in the first week in December as specified on the

Inscape Education Group calendar.

The MC is responsible for organising, planning and managing the event assisted by the COA

and CAM.

Academic staff are expected to attend the graduation and awards ceremony

Student attendance is subject to them passing all modules/subjects and their tuition fees

being up to date.

All QUALIFICATION students are expected to wear graduation gowns and the appropriate

Inscape stole as prescribed by Inscape. The gown is for the cost of the student. The Stole is

provided by the institution. Provision for supply of the gowns at the cost of the student will be

made by the institution.

National Office provides all QUALIFICATION certificates and AWARDS certificates.

The institution arranges for a professional photographer to be available on the evening at the

cost of the student.


9. FAILURE TO SUCCESSFULLY COMPLETE A PROGRAMME OR PART THEREOF

9.1 Degree and Diploma programmes

1st and 2nd year students must pass all registered subjects with a minimum of 50% per subject to

successfully be promoted to the next year of study.

The Academic Board may review the results of individual students identified by the CAM who

have shown potential and consistency in application towards their studies throughout the year

but have failed to successfully complete a maximum of two registered subjects.

The Academic Board at their sole discretion may decide to grant a student the opportunity to

submit outstanding assignments or to resubmit failed assignments for the relevant subject/s

that they have not yet successfully completed.

The CAM will inform the student in writing by issuing them with the resubmission final

academic progress template letter.

The assignment submissions should be submitted at the reception of the respective campus by

a given date and time for assessment purposes (stated in the above letter). The student will

receive feedback on the outcome of the submissions and their final results by the close of

business for the December holiday period at which time the student may enroll for the next

year of study.

If the student has already done so and does not meet the requirements at this submission,

they may choose to repeat the current year of study (no subjects will be exempted) or to be

reimbursed of any monies paid to Inscape for the subsequent academic years tuition fees.

Should the student decide to repeat the year, the following financial implications will apply:

Pay the full tuition fee for that academic/calendar year

The student will receive 20% of their tuition fee back over the year. 5% per term upon review.

The review, conducted by the CAM, will be based on the following:

80% attendance

100% pass rate for all modules/subjects

Fees being up to date

Satisfactory conduct

The CAM needs to send a termly report of the student to the CP who will notify the Financial Manager

in writing of the student’s progress. The Financial manager will credit the students account with the

5% term discount pending the review. Should the student not meet any of the review criteria they

negate the termly discount.

A standard Contract of Enrolment will be amended by hand in red pen by the Campus Principal

accordingly and completed by the student/guardian/sponsor.

The student will be expected to attend the necessary classes and meet work submission deadlines.

3rd year students who do not meet the minimum requirements, after resubmission of moderated

assignments have been completed, must repeat any and all subjects in which they have not met

satisfactory requirements. The repeated subjects need to be determined by the CP and approved by

the Academic Manager as an indicated and necessary repeat.

The following tuition fee is applicable and is calculated according to the number of contact

sessions within the respective repeated subjects the student is required to repeat:

8-16 Sessions repeated per year.

8 sessions or less per accumulated subjects per calendar year repeated: 25% of the current

fees

8 – 16 sessions per accumulated subjects per calendar year repeated: 50% of the current fees


Full 3rd year repeated

17 or more sessions per accumulated subjects per calendar year repeated: 80% of the current

fees with the following conditions:

The student will pay the full 100% tuition fee for that academic/calendar year

The student will receive 20% of their tuition fee back over the year. 5% per term upon review.

The review, conducted by the CAM, will be based on the following:

• 80% attendance

• 100% pass rate for all modules/subjects

• Fees being up to date

• Satisfactory conduct

The CAM needs to send a termly report of the student to the CP who will notify the Financial

Manager in writing of the student’s progress. The Financial manager will credit the students

account with the 5% term discount pending the review. Should the student not meet any of

the review criteria they negate the termly discount.

A standard Contract of Enrolment will be amended by hand in red pen by the Campus Principal

accordingly and completed by the student/guardian/sponsor.

The student will be expected to attend the necessary classes and meet work submission

deadlines.

9.2 Higher certificate programmes and awards courses

A student who is unable to complete a Higher Certificate or Awards programme in the given time

period may complete the qualification or course by following the per modular enrolment by completing

the following procedure.

The Modular Enrolment Procedure is applicable to the following types of students and is only

available through the distance mode of delivery:

1. Any student wishing to upgrade from the Awards programme (AD, DE and CD) to the

Higher Certificate programme (AT, ID and FD) respectively

2. Any student who has completed a minimum of 50% of a course (excluding Experiential

Training) successfully and whose course time period has expired in the Awards

programme dating back no more than three years.

3. Any student who wishes to enroll for selected modules only

4. Contact Higher Certificate Architectural Technology Students wanting to complete their

Higher Certificate through Distance will need to complete a CAT (Credit Accumulation

Transfer) document and consult with the CAM to confirm which modules will be

applicable to their incomplete or failed subject/s.


The following is applicable to all students falling into categories 1 and 2 above:

All modules completed successfully through the Awards, previously learnt or Part Time programme

at Inscape Education Group will complete a CREDIT ACCUMULATIVE TRANSFER (CAT) at the

predetermined CAT fee. The following CAT will be applied accordingly:

HCert AT 2017 HCert ID 2017 HCert FD 2017

Modules completed

from 2013 semester

2 could result in CAT

for:

TEC009, TEC010,

TEC011, TEC012,

CRE013, TEC014,

TEC015, TEC016

CRE017, TEC009,

TEC010, TEC018,

TEC019, CRE020,

CRE021, CRE022

CRE001, CRE002,

CRE003, CRE004,

CRE005, CRE006,

CRE007, CRE008

Modules completed

from 2013 semester

1 could result in CAT

for:

TEC009, TEC010,

TEC011, TEC012,

CRE013, TEC014,

TEC015, TEC016,

SOF046/BUS024

CRE017, TEC009,

TEC010, TEC018,

TEC019, CRE020,

CRE021, CRE022,

SOF046/BUS024

CRE001, CRE002,

CRE003, CRE004,

CRE005, CRE006,

CRE007, CRE008,

SOF046/BUS024

Modules completed

from 2010-2012

could result in CAT

for:

TEC009, TEC010,

TEC011, TEC012,

CRE013, TEC014,

TEC015, TEC016,

SOF046/BUS024,

CRE025, BUS026

CRE017, TEC009,

TEC010, TEC018,

TEC019, CRE020,

CRE021, CRE022,

SOF046/BUS024,

CRE025, BUS026

CRE001, CRE002,

CRE003, CRE004,

CRE005, CRE006,

CRE007, CRE008,

SOF046/BUS024,

CRE025, BUS026

Modules completed

during and before

2009

TEC009, TEC010,

TEC011, TEC012

CRE017, TEC009,

TEC010, TEC018

n/a

Award AD 2017 Award DE 2017 Award CD 2017

Modules completed

from 2010 – 2013

could result in CAT

for:

TEC009, TEC010,

TEC011, TEC012,

CRE013, TEC014,

TEC015, TEC016

CRE017, TEC009,

TEC010, TEC018,

TEC019, CRE020,

CRE021, CRE022

CRE001, CRE002,

CRE003, CRE004,

CRE005, CRE006,

CRE007, CRE008

Modules completed

during and before

2009 could result in

CAT for:

TEC009, TEC010,

TEC011, TEC012

CRE017, TEC009,

TEC010, TEC018

n/a

To complete the Modular Enrolment Procedure:

Download and complete the Modular Enrolment Form from www.inscape.ac.za

Submit the Modular Enrolment Form with Proof of Payment for relevant modular fee and CAT

fee if applicable to [email protected]

The Modular Fee applicable is payable upfront and in full

The CAT Fee applicable is payable upfront and in full




Annexures / Links / Legal Framework:

Annexures

Links

Legal Framework

Origin Date

Review Date Annually in February

Implementation Date 9 February 2015

Key Red Font = 2017 Changes to Policy

Blue Font = 2017 Additions to Policy

Code explanation e.g. V2017,R02, U03

Version – year

Revision – month

Update – number

Review by Academic Manager

Drivers of Policy Programme managers

Campus Academic Managers

Campus Principals

Distance Campus Manager

All department managers

Policy Stakeholders Lecturers and students

Ownership & Governance IEG: Mrs Helen Bührs

of 12 ©IEG Preparation and Administration Policy and Procedure_2017


PREPARATION AND ADMINISTRATION POLICY AND PROCEDURE V2017/U04/R01

2017/02/01

The overriding objective at Inscape is to develop our students into responsible, creative, successful, practicing

practitioners with a passion for their profession. Academic Preparation and Administration procedures form an integral

part of a positive student experience as they work their way through each programme and all it entails. Students are

our primary focus and the effective implementation of Academic activities will ensure that our students feel valued at

all times.

CONTENT

1. PREPARATION AND ADMINISTRATION POLICY OBJECTIVE/INTENTION

2. ACADEMIC ADMINISTRATION

Admission requirements

2.1 2.2 Recognition of Prior Learning (RPL) and Credit Accumulation Transfer (CAT)

2.3 Student Transfers

Conditions for student transfer from one course/programme to another

Internal Procedure for student transfer from one course/programme to

another

Conditions for student transfer between Campuses

Internal procedure for student transfer between campuses

2.4 Student Deferment

3. ACADEMIC RESOURCES

3.1 IEG Coding structure

3.2 Timetabling

3.3 Use of Equipment to aid teaching and learning

3.4 Campus Library

3.5 Questia

3.6 Stationery

3.7 Software and devices

3.8 Textbooks

3.9 Courseware

3.10 Stock Management / dispatching / distributing of courseware

3.11 Academic Document Management

4. STUDENT AND LECTURER AFFAIRS

4.1 Classroom Management

4.2 Class preparation

4.3 Social Engagement (extramural involvement / excursions)

4.4 Communication

4.6 Class attendance

1. PREPARATION AND ADMINISTRATION POLICY OBJECTIVE / INTENTION

The Academic Preparation and Administration policy addresses the various academic activities that take place one

each Inscape campus. It is the objective of this policy to ensure that academic activities are effectively and

appropriately implemented on each campus as part of National Quality Assurance. This policy aims to set the

standards for Academic activities (as part of the IEG value added product offering). The various activities addressed in

this policy are applicable to all staff, lecturers and students, regardless of the department, programme or qualification.


All policies and procedures are reviewed and updated annually. Employees and students will be informed of any

reviews/updates made, however it remains the employee and student’s responsibility to read the Policies and

Procedures from time to time to remain up to date.

2. ACADEMIC ADMINISTRATION

2.1 Admission requirements

A comprehensive list of Admission requirements are stipulated in the Admissions Policy. Please refer to this Policy for

the necessary guidelines rules and regulations.

2.2 Recognition of Prior Learning (RPL) and Credit Accumulation Transfer

A comprehensive list of RPL and CAT requirements are stipulated in the Admissions Policy. Please refer to this Policy

for the necessary guidelines rules and regulations.

2.3 Student Transfer

As Inscape offers many programmes across multiple campuses simultaneously the opportunity to transfer between

programmes/courses and between campuses is often presented. In order for the transition to be as seamless and

efficient as possible the following student transfer procedure should be adhered to:

“Initial Campus/Course” refers to the campus/course of origin.

“Intended Campus/Course” refers to the campus/course to which the student would like to transfer.

Conditions for transfer (from one course/programme to another)

Should a student’s account be in arrears a transfer application will not be processed.

When transferring between courses the student should understand that credits for subjects can only be

transferred if appropriate and at the discretion of the Academic Board. The CP will consult with the Academic

Board and will provide the learners results, a motivational letter written by the student and date of intended

transfer. The CP will receive written communication from the Academic Board with recommendations to assist the

student transfer. The CP/CAM will communicate this with the transferring applicant.

It is generally accepted that when transferring between courses the student will have to begin the new course

from the start.

In the case where an RPL (recognition of prior learning) applies, it is important to note that a student may not be

recognised for more than 50% of the intended course (see RPL stipulations _Admissions Policy)

Students may not transfer after 25% of a course has been completed

Administration fee

In the case of a student transfer (be it between programmes/courses or between campuses) an administration fee is

payable in advance to complete the transfer process. The student must submit the proof of payment together with the

Transfer Application form (available on the LMS) to the CAM on request for transfer.

Internal Procedure for student transfer from one course/programme to another

Once the CAM has received the completed Transfer Application form and proof of payment the following must be

confirmed:

o The student’s account is up to date

o The student has completed a RPL/CAT form in the case where the student can be recognised for

modules/subjects successfully completed. This form must be sent to the Academic Board for approval.

o The student has completed a motivational letter

The CAM must consult the Campus Principal (CP) when approving a transfer and provide a motivational letter

for the CP to review. The student may be required to meet with the CP on their request.

Should the transfer not be approved the CAM must notify the student, explaining the situation and suggesting

a way forward to possibly remedy the situation. If the situation cannot be resolved, the student must

complete a refund request form to claim back the transfer fee.

Should the transfer be approved, a new contract of enrolment must be signed for the relevant course (course

fee adjustments may apply).

The COA will process the documentation and make the relevant changes on LMS.


The student will receive an email from the COA, confirming proof of registration and starting date for the new

course.

The student must be added to the class lists.

The CAM will inform the relevant lecturers of the new student in class and will work out a catch up schedule

for the student to submit outstanding briefs.

Financial Implications

When a student transfers from one programme/course to another, keeping to the original signed contractual

obligations, ‘unused’ funds will be allocated to the new programme/course.

The balance of the account will be calculated (in consultation by the Financial Manager) and the student will be

invoiced accordingly.

Conditions for student transfer (between campuses)

One of the many benefits of being an Inscape student is the opportunity to transfer from one campus to another

without disrupting the student’s studies. If a student wishes to transfer to another campus the student must inform

the CAM in writing thereof. The CAM will discuss the transfer with the Campus Principal, who will in turn confirm the

transfer with the intended Campus’ Principal.

The student should download and complete in the Transfer Application Form (available on the LMS)

The student must submit the completed Transfer Application form and proof of payment of the administration

fee to the CAM of the initial campus.

The initial CAM will inform the intended campus of the application, setting the transfer process into motion.

Should a student’s account be in arrears a transfer application will not be processed.

Internal Procedure for student transfer between campuses

Once the CAM has received the Transfer application and proof of payment the CAM must confirm that:

o The student’s account is up to date

o That the student is passing all modules/subjects at that point in time (if the applying student is failing a

module(s)/subject(s) the transfer will not be approved).

• The CAM should contact the intended campus which the student wishes to transfer to and enquire as to

the course status and capacity.

• The CAM must consult the Campus Principal when approving a transfer.

• Should the transfer not be approved the CAM must notify the student, explaining the situation and

suggesting a way forward to possibly remedy the situation. If the situation cannot be resolved, the

student must complete a refund request form to claim back the transfer fee.

• Should the transfer be approved, all completed documentation must be sent to the intended campus’

CAM.

• The intended campus COA will make the relevant changes to LMS (updating the student’s campus details

and adding the student to the resources allocation document)

• The student will receive and email from the intended campus COA, confirming proof of registration and

starting date at the new campus.

• The COA of the intended campus will add the student to the appropriate class list.

• The CAM of the intended campus will inform the relevant lecturers of the new student in class.

CAM from the initial campus should provide a digital copy of all documentation in the students file that is not loaded

on LMS (such as disciplinary history) to the intended campus.

2.4 Student Deferment

As students are our main concern, we understand that under certain circumstances the need may arise for a student

to suspend their studies temporarily. Keeping the well-being of our students in mind, Inscape offers students the

option to apply for a Deferment when enrolled for a particular course/programme. When a Deferment has been

granted the student will be allowed to postpone his/her studies for a given time period.

This period may span over a term, ½ year (deferment) or full year respectively suspended studies.

Either of the above categories needs to be approved by the Campus Principal.


It is important for the student to take note that Deferment in a course does not guarantee that the course will be

available the following year. If a course is cancelled, deferred students will be offered a place in an alternative course

or with special arrangements made in communication with the Academic Board. A student needs to complete their

studies within 5 years.

Procedure

The student’s account has to be up to date when applying for a Deferment

The student has to complete the Deferment Application form available under ‘student documents’ on LMS.

The student has to submit the Deferment form, proof of payment and reason in writing to the COA who will

escalate the application to the Campus Principal.

The student will be informed in writing of the Deferment application outcomes (this process may include a

meeting with the Campus Principal).

If the Deferment has been approved, the COA will update the student’s status on LMS (to reflect the new

enrolment date)

The CAM will update the retention list accordingly and will keep record of the Deferment Application and

outcomes in the student’s file.

Financial Implications

When a student Defers, keeping to the original signed contractual obligations, ‘unused’ funds will be allocated

to the new date of enrolment.

The balance of the account will be allocated to the new enrolment date (in consultation by the Financial

Manager) and the student will be invoiced accordingly.

3. ACADEMIC RESOURCES

The main objective of the Resources Department at Inscape Education Group is to provide a steady flow of resources

in order to keep daily operations from being disrupted. Providing resource materials that both encourage and support

creativity, research and learning is an overriding objective, coupled with the need to ensure consistency and accuracy

across all academic departments.

3.1 IEG coding structure

Qualifications, courses, subjects and modules offered at Inscape are referred to in terms of a ‘code’ determined by the

IEG coding structure.

The coding structure works as follows:

Degree/diploma programmes

1. Subject category:

C = Common (subjects/modules that fall under a generic DESIGN category)

D = Discipline (subjects/modules that are DISCIPLINE specific)

Q = Qualification (subjects/modules that are QUALIFICATION specific)

2. Level indicators:

0 =Awards courses

1 = level 1 / first year design / HCERT

2 = level 2 / second year design

3 = level 3 / third year design

3. Department / discipline indicators:

10 = Relevant to all DESIGN disciplines

20 = Interior Design discipline

30 = Graphic Design discipline

40 = Fashion Design discipline

50 = Idea Generation

60 = Marketing and Communication

70 = Audio-Visual

80 = Environmental Design

(Disciplines added in multiples of 10’s)


Examples:

DAD230 = (D) Discipline + (AD) Applied Design + (2)2nd year / level 2 + (30) Graphic Design Discipline

QVC310 = (Q) Qualification + (VC) Visual Communication + (3)3rd year / level 3 + (10) Design disciplines

Hcert/Awards/Short courses

Categories descriptors for modules (also offered as part of Dip/Deg programmes):

● CRE = Creative modules

● TEC = Technology modules

● SOF = Software modules

● COM = Communication modules

● BUS = Business modules

● IEG = Internal Training modules

Module codes consist of a category descriptor and a numerical value (as per IEG_coding document)

e.g. BUS026 Experiential Training

It is the responsibility of the Academic Managers to update the IEG codes annually as per the IEG product offering and

Academic Structure.

3.2 Timetabling

Two time tables are prepared:

a) Term timetable – this timetable indicates the sessions and how they will be synchronised for each discipline /

course throughout the term. This timetable takes into consideration the first week software block (year 01 and

02) which will differ from the rest of the term and may at the CAM’s discretion be indicated by making a

special software block timetable labelled as a 1st week schedule to avoid confusion between term 1 and the

software block. The 1st week schedule still needs to make available all Awards/HC and 3rd year sessions to

ensure all sessions are included for Week 1 of every term.

b) Presentation week timetable – this time table is drawn up in alignment with the set outlines. It includes hand

in sessions, moderators for Applied design subjects, Mock Presentations and any additional moderated

subjects. It also includes any Awards or Higher Certificate sessions that will continue running.

The timetable for contact students is set one week prior to the commencement of every term and/or presentation

week. The timetable is reviewed and updated before the start of every term and/or presentation week to

accommodate new subjects on the outlines, new courses being offered and changes in lecturer arrangements, e.g.

when a new lecturer is taking over a subject.

It is the student’s responsibility to download the updated timetable before the commencement of the term and /or

presentation week (checking regularly for last minute changes). The timetable is available on LMS.

The CAM (CAM) is responsible for setting both timetables termly keeping the following key factors in mind:

● Availability of lecturers

● Availability of studios

● Availability of parking

● Availability of students (e.g. evening classes for part-time students)

Student sessions on the timetable should allow for maximum work productivity of lecturers, students and staff.

Sessions times are as follows:

● Session 1: 7h00-8h45

● Session 2: 9h00-10h45

● Session 3: 11h00-12h45

● Lunch: 12h45-13h30

● Session 3: 13h30-15h15

● Session 5: 15h30-17h15

● Session 6: 18h30-19h15


● Session 7: 19h30-21h15

The timetable allows for a 15 minute ‘break’ between classes to accommodate moving around between classes,

setting up of equipment etc. to ensure that the next session starts on time.

At times to accommodate a larger number of students within a specific course or qualification, the student group has

to be divided into smaller groups – the result of which is a more complex timetable and the ‘doubling-up’ of certain

class/subject sessions.

● Students are not divided into groups based on marks or achievements – the CAM will decide on the most

effective way of dividing a student group into smaller classes (keeping the best interest of the

students/qualification/course in mind)

● The maximum amount of students per class may not exceed 24 students

● Students are not allowed to migrate and move over from one group to another, unless approved by the CAM

● The CAM will use his/her own discretion when allowing a student to move to another group (the student must

provide the CAM with the reason in writing before the move will be considered no later than 1 week into the

new term)

Internal procedure for setting up the timetable

● The CAM is responsible for setting up the timetable before the commencement of each term.

● Once the timetable has been finalised the timetable is sent to the Resources Manager, who will in turn make

the various campus timetables available for students and staff on LMS.

● The timetable for the first week of the term may be different to the rest of the term to accommodate for short

courses. Both timetables must be sent to the Resources Department to make available on LMS no later than

one week before the commencement of the new term and/or presentation week.

Note: Timetables are subject to change and the student’s will be notified accordingly.

3.3 Use of equipment to aid teaching and learning

As Inscape embraces a ‘blended learning’ culture of education, we encourage our lecturers to make use of various

digital equipment and online platforms to support more engaged in-class learning.

The following is provided for:

● Projectors are installed in each studio (a ‘floating projector’ is also available on each campus in the case where

a studio is not fitted with a projector or when a projector is needed to assist a teaching activity that is taking

place outside the allocated studio. The floating project must be ‘signed in and out’ with the COA)

● Speakers (to be booked and signed for with the COA)

● Wi-Fi access to staff and students (COA to share Wi-Fi log in details with students and staff at the beginning of

each new academic year)

3.4 Campus library

Inscape Education Group provides all its campuses with a library containing reference material that covers content

from all disciplines and programmes offered. Students are encouraged to make use of the library to further their

research and broaden their terms of reference. Reference material is comprised of prescribed textbooks as well as

informative, inspirational and research based titles

Research documents submitted by final year Degree students, as part of their qualification, are archived in each

campus library. These documents become the research property of IEG and are made available to students and staff

for further research.

Internal Procedure

The Resources Department orders reference material for the libraries on all campuses.

Reference material is sourced from reputable and reliable textbook suppliers and publishers.

Reference material is labelled according to the programme or course to which it is applicable.

A list of reference material relevant to each campus library is made available to students and staff on LMS.

The list is updated as and when new books are delivered to the library by the Resource Department.


Campus Student Assistants in conjunction with the Campus Operations Administrator (COA) are responsible

for maintaining the list of reference material.

Campus Student Assistants under supervision of the COA are also responsible for the labelling of the reference

material upon receipt from the Resources Department.

IEG Students may not remove any reference material from the campus.

IEG Students may take reference material to a studio located on campus. To do so they must hand their

student card to the Student Assistant on duty. The Student Assistant records which item is being removed and

logs this against the students’ name.

The student card is returned to the student when the item that was removed is returned.

Libraries are only ‘open’ if a Student Assistant is on duty.

A library duty roster should be made available at all times.

Student Procedure

IEG students may make use of the library.

Books and reference material may not be removed from the campus.

Students may use books and reference material in studios on campus.

In order to remove a book from the library the student is to leave his/her student card with the Student

Assistant on duty or COA.

The Student Assistant/COA will make a note of the item being removed as well as the student’s details.

The student card will be returned to the student once the borrowed item is returned to the library.

3.5 Questia (online library)

Inscape encourages its staff and students to conduct academic research and therefore provides all its

Qualification students (Degree, Diploma and Higher Certificate) as well as lecturers with a subscription and

access to an online research library in the form of Questia. In so doing, Inscape enables the students to

conduct research anywhere, anytime to the benefit of their studies.

3.6 Stationery

Inscape Education Group provides all Qualification (Degree, Diploma and Higher Certificate) students with

preliminary art equipment relevant to their qualification as part of their course fees and as part of their

‘Starter Kit’. The art equipment is sourced from reputable suppliers that provide a professional and reliable

service. The Starter Kit enables students to ‘get down to work’ as soon as classes start without the frustration

of having to source the items themselves.

3.7 Software and Devices

All the relevant software (for the duration of study), courseware and anything else deemed necessary is

provided either on the devices or through an uploading platform.

Currently Inscape Education Group provides all Qualification (Degree, Diploma and Higher Certificate)

students with electronic devices varying in discipline specifications and options.

3.8 Textbooks

Inscape Education Group provides all first and second year Bachelor of Design and Diploma students with the

prescribed textbooks relevant to their qualification as part of their ‘Starter Kit’. Textbooks are sourced from

reputable and reliable textbook suppliers and publishers. Prescribed textbooks are referenced within the Study

Guides that are made available to each student and are an invaluable source of information. To this end, all

prescribed textbooks are also available in the library on each campus.

Late enrolments and delayed resources


Students who enrol ‘late’ in the year, or at the beginning of the following year (particularly those that enrol

after Registration Day), will receive their textbooks, electronic devices and stationery as soon as possible after

the additional order has been placed with the external provider by the Resources Department.

A 6 week lead time exists for late enrolment applicants.

IEG remains dependant on external providers for all stationery items, software licences, textbooks and

devices. IEG endeavours to provide the items timeously to the students but cannot be held responsible for

delayed deliveries by suppliers.

3.9 Courseware

Inscape provides each student with digital Study Guides (courseware) to aid them in their studies. These study guides

serve as support material and should be consulted in conjunction with the prescribed textbooks and additional

resources where necessary.

3.10 Stock Management / dispatching / distribution of courseware

Inscape provides students with certain physical items (‘stock’) necessary for the successful completion of their

studies. Physical stock (belonging to the Resources Department and therefore pertinent to the Preparation and

Administration Policy) is comprised of printed courseware and art equipment and is managed by the Resources

Department. Stock Management includes ordering stock items from suppliers, dispatching to campuses and keeping

up to date records of stock on hand by means of the Stock Management module on Inscape Online (LMS).

3.11 Academic document management

The Resources Department maintains an online Document Management system which forms part of the Learner

Management System (LMS). Academic Document Management forms one part of the Document Management System.

The online nature of the system enables staff and students to have access to important academic documents at any

time. The Resources Department ensures that the latest version of each academic document is uploaded and available

to staff and students.

4. STUDENT AND LECTURER AFFAIRS

In order to facilitate best Teaching and Learning practices the following should be adhered to by all students and

Inscape Academic and Administrative staff members:

4.1 Classroom management

Class sessions

As per the timetable, sessions are schedule to last for 1h45min, with a short break of 15min between

sessions.

As students take responsibility for their own learning, it is expected of all students to be present for the full

duration of the teaching session.

Lecturers are expected to make use of the full session for engaged, interactive learning appropriate to the

nature of the subject/module.

As we are setting a professional environment lecturer sessions should not run over the 1h45 scheduled times.

As our lecturers are all industry based we do not expect our lecturers to ‘teach’ outside their scheduled

sessions (unless a prior arrangement has been made with the CAM that accommodates both the lecturer and

student group)

Students arriving late for class

Taking pride in our professional environment and in preparation for the world of work, class sessions are

expected to start promptly at the scheduled time.

If a student is more than 5 minutes late at the lecturers discretion the student may not be allowed to attend

the session. However, as we have an open door policy the student is welcome to discuss the reason for being

late with the lecturer after the session, or alternatively address the matter with the CAM.

If a student is more than 5min late on a regular basis, the lecturer should inform the CAM, who will address

this with the student and account payer if deemed necessary.


Lecturers arriving late for class

As lecturers set professional examples for students, lecturers are expected to be set up and ready to start with

their session promptly on the time indicated on the timetable.

It is advised that lecturers arrive for class 10min early too ensure that they are ready to start their sessions

on time.

If a lecturer is more than 15min late, the student should inform the CAM who will take lead of the situation.

The CAM will provide further guidance to the class.

Students are allowed to leave the class if a lecturer is more than 30min late. The class will be rescheduled

accordingly.

If a lecturer is more than 5min late regularly, the Class Representative should inform the CAM thereof in

writing to be addressed.

Taking breaks during class sessions

A 15min break is scheduled on the timetable between every session.

There is a scheduled 45min lunch break between sessions 3 and 4.

Students may be allowed a short 5 min break during class sessions at the discretion of the lecturer.

Professional conduct

As set out in our student code of conduct we expect our students to behave professionally, treating all

students, lecturers and staff with respect at all times.

We expect students to take responsibility for their own learning, and therefor do not see the need to

‘discipline’ students during class sessions.

In the case where a student is disruptive in class and/shows disrespectful behaviour towards the lecturer

and/or peers the following procedure should be followed:

o The lecturer should not engage in a verbal dispute with a disruptive student but may request the

student to leave the classroom.

o The lecturer should report the incident to the CAM who will make a note thereof on the student’s

LMS profile and in in the CAM report.

o The CAM will take lead of the situation and address the student and/or lecturer accordingly.

o The student may be allowed back in class for the next session.

o If the student refuses to leave the classroom and continues with disrespectful behaviour /continues

to disrupt the class the lecturer should leave the class and inform the CAM.

o The CAM will address the student, which may result in further disciplinary action to be taken.

o When a lecturer is showing disrespectful behaviour in the class towards a student/group of

students, the Class Representative should inform the CAM of the incident (during or after class

depending on the severity of the situation). The CAM will investigate the matter and address

accordingly.

o Depending on the nature of the dispute, in severe situations the Campus Principal may suspend a

student from class for a specified time period (informing the student and account payer thereof in

writing). The Campus Principal will address the matter with the Academic board for further

disciplinary action.

4.2 Classroom preparation

At Inscape we take a lot of pride in our students, our lecturers and our curriculum. The weekly activities and

assignment deadline dates are pre schedule on the course/programme outlines and are strictly kept to. To ensure

maximum learning takes place in each session the following applies:

Student preparation

Students are expected to always come to class prepared (this means looking at the outlines ahead of time to

be informed as to what learning content will be covered in class. Lecturers may also communicate any extra

preparation needed during preceding class session – it is therefore imperative for students to attend all

sessions).

Being prepared for class also includes bringing all the necessary equipment to class.

Students must be prepared to work in class to ensure maximum productivity.

At times students will be instructed to read the notes/textbook chapter/watch a video/do research as part of

class preparation.


Class preparation may at times be assessed within the VALUE mark of assignments and may therefor form

part of the overall assessment of a subject/module/course.

Lecturer preparation

Our lecturers are employed for the professional, academic and industry value they bring to the classroom. We therefor

require our lecturers to be well prepared for class to ensure maximum learning output in each session.

Lecturer preparation time is included in remuneration rates (refer to Lecturer position profile and contract).

As the experts in the field, students rely on lecturers to make the learning content engaging and interactive to

assist with their personal growth and development.

Lecturers should include discussion topics in their preparation to further challenge and extend the students’

academic development.

Lecturers are encouraged to introducing blended learning methods in their classrooms for enhanced learning

(refer to Teaching and Learning policy and Procedure for more guidelines).

4.3 Social engagements

At Inscape we are about people and therefor recognise the importance and value of investing in the social

development of our students to support their academic growth. Social engagements arranged on and off campus is a

way for students and staff to ‘get to know each other’ out of the classroom in more informal environments. We

encourage staff and students to take part in social activities that build creative character and invest in a healthy

campus culture.

We expect our students and staff to conduct themselves as responsible citizens, especially during social

gatherings.

Inappropriate behaviour will not be tolerated and may result in disciplinary action.

We take pride in our students and our staff as they represent Inscape as brand ambassadors to the outside

world and therefor expect them to behave accordingly.

4.4 Communication

At Inscape we adopt an Open door communication policy and encourage continuous positive developmental

conversation between all students and staff. At times the need may arise to communicate vital information to students

and for this purpose different channels may be used depending on the nature of the information to be shared.

Communication must at all times be professional (regardless of the channel being used).

It is the responsibility of the student to ensure that their contact information is kept up to date on LMS.

Email communication

Lecturers and campus admin staff may communicate information with students via email.

Staff may request Class Representatives to share communication with the class or alternatively email the

students individually.

When a lecturer emails important information to students the CAM must be included in the email.

The CAM regularly communicates with lecturers via email. It is therefore imperative for lecturers to ensure

that their contact details are kept up to date and that they carefully consider the information being shared

with them.

Publishing news on LMS

The CAM makes use of the Discussions module on LMS as primary communication medium for students and

academic staff.

It is the student and staff members responsibility to ensure that they are up to date with information shared

on LMS (by logging in to their LMS profile and selecting the ‘Discussions’ and ‘News’ options)

Mobile communication

As we are developing professional practitioners, we discourage the use of SMS/WhatsApp/other mobile

application as primary communication tools between students and staff for official communication.

Admin staff may not share lecturer contact information with students, parents or account payers (this is at the

lecturer’s own discretion).


If a student urgently needs to get hold of a lecturer they must consult the CAM who will disseminate the

information.

Students are discouraged to use mobile devices during sessions for private use.

Facebook

Staff may not communicate important academic information with students via Facebook or any other social

media platform.

4.5 Cass attendance

As per our Occupational Health and Safety requirements it is critical for lecturers to capture attendance on the

printed class registers at the beginning of every class session. Additionally lecturers are also required to log

student attendance on the LMS.

As students’ attendance records are included in their academic reports, it is therefore imperative that this

information is captured accurately and timeously on LMS.

In the case of Case for Concern students the CAM may refer to the attendance records of a student as an

indicator of academic performance.

End


Annexures

Links

Legal Framework

Origin Date 29 January 2015


Implementation Date 17 March 2017



Blue Font = 2017 Additions to Policy Code explanation e.g. V2017,R02, U03

Version – year

Revision – month

Update – number

Drivers of Policy Programme Managers


Campus Principals


Policy Stakeholders Lecturers

Students


of 7 2017 © IEG Programme Design and Development Policy and Procedure


PROGRAMME DESIGN AND COURSEWARE DEVELOPMENT POLICY AND

PROCEDURE V2017, U03, R02 2017/03/15

The intention of this policy to outline an approach to courseware development which is relevant,

integrated and career oriented. The successful implementation of this policy should result in the

development of courseware which is equally balanced between market needs and academic

requirements in line with the various statutory bodies who govern education and qualifications,

such as the Department of Higher Education and Training (DHET), Council of Higher Education

(CHE) and the National Qualifications Framework (NQF).

CONTENT

1. PROGRAMME DESIGN AND COURSEWARE DEVELOPMENT POLICY

OBJECTIVE/INTENTION

2. MECHANISM TO GUIDE PROGRAMME DESIGN

2.1 Programme Competencies at associated NQF level

2.2 Syllabus Documents for each programme

2.3 Programme outlines

2.4 Courseware and assignment briefs

2.5 Work Integrated Learning (WIL)

2.6 Research and Design practice

2.7 Market contact / industry exposure

3. COURSEWARE DEVELOPMENT AND SELECTION OF DEVELOPERS

4. COURSEWARE DEVELOPMENT: IEG STANDARDS

4.1 Content

4.2 Briefs

1. PROGRAMME DESIGN AND DEVELOPMENT POLICY OBJECTIVES/INTENTION

This policy intends to instil an integrated, developmental and outcomes based approach

to national programme design and courseware development at IEG. This holistic

approach to programme design and courseware development will be driven by the

Director and managed by the Academic Team, it will also make use of the expertise of

Course Developers as well as consultation of Full Time Lecturers (FTL)

To instil a holistic culture such as this Academic Managers will need to:

Be up to date with industry and market related needs

Familiarise themselves with associated NQF level descriptors

Be aware of relevant national and international standards

Have exposure to trends and innovations within education and the

industry

Have knowledge of the rules and regulations set by associated governing

bodies and stakeholders

Have curriculum review mechanisms in place

Liaise with Academic Managers and review the curriculum annually in

conjunction with the Academic Board council where necessary

Receive Academic Manager and programme development training as

needed


2. MECHANISM TO GUIDE PROGRAMME DESIGN

The following mechanisms are put into place by the Academic Managers to ensure that

the same holistic culture is infused in the level of courseware development;

2.1 Programme competencies at associated NQF levels

Competencies such as these specify the associated knowledge areas and exit level

outcomes as set out by the NQF. Academic Managers develop competencies for each

discipline / course to address industry and market needs while keeping in line with

associated competencies.

2.2 Syllabus documents for each programme

IEG’s learning programmes are outcomes based, market oriented and addresses the

needs within the industry. Syllabus documents set out content, outcomes (to address

associated competencies), assessment criteria, subject weightings/credit value as well as

teaching and learning strategies relevant to a specific subject / module and year. Theory

is integrated into assignments and no subject / module is viewed in isolation but builds

toward a holistic learning experience.

2.3 Programme outlines

Outlines indicate the structure of each subject / module and can be considered the ‘blue

print’ of each subject / module. Outlines provide insight into each subject / module and

give a holistic overview of each qualification / discipline / course. Outlines are structured

is such a way that progression and integration between subjects are easily

demonstrated, for example theory being addressed in Design Thinking (a qualification

specific subject) regarding critical analysis and synthesis will be applied to the practical

brief in Applied Design (a discipline specific subject) taking place at the same time.

Outlines documents specify:

o Assignment briefing dates

o Associated deadlines dates

o Value marks per assignment

o Creativity/Knowledge/Skills/Value breakdown per assignment

o In class activities and topics to be addressed

2.4 Courseware and assignment briefs

Courseware and study guides are intended to be companions for lecturers and students,

as they guide the learning aspects to be covered within a subject or module. Assignment

briefs define the project challenges / tasks to be complete as well as specify outcomes

and associate assessment criteria. Courseware and assignments are reviewed and

updated before the commencement of each year by the Academic Management team.

Assigned Courseware Developers are responsible for developing courseware in

accordance with the Academic Managers stipulations.

All courseware and briefs remain the property of IEG – they are stored digitally and held

in a central repository.

2.5 Work Integrated Learning (WIL)

IEG programme design incorporates a Work Integrated Learning (WIL) approach.

Assignments are career oriented and in most cases simulate the workplace environment.


Qualification programmes adopt a hands-on-approach to the principles, practices and

processes of the industry to through the following ways:

o Real/live projects: Real projects / live industry briefs should be treated as such

– the client’s/agency’s brief(s) and deadlines must be adhere to in the same

way that a project would be handled in the workplace. In this situation

lecturers serve as facilitators between students and clients/agencies, giving

them all the benefits of his/her practical expertise/experience of the industry.

Real project / live briefs do not replace current projects on the outlines, unless

approved in advance by the respective Academic Manager.

o Experiential training and job shadowing (see Policy and Procedure for Teaching

and Learning – experiential training)

o Competitions (see Policy and Procedure for Teaching and learning -

competitions)

2.6 Research and design practice

Research assignments and practical projects within each programme work hand in hand

and contribute directly to the enhancement of the students’ success in his/her career

path. Practical projects mimic real projects within the industry, whereas research

assignments assist in laying the foundation of knowledge as the critical basis for

conceptualisation and problem solving.

2.7 Market contact / industry exposure

Exposure to the market is crucial to the students’ holistic development. Students need to

be aware of products and methods currently being used within / specified by the

industry. In order to be effective and up-to-date, students need to be aware of current

local and international trends and innovations.

Various forms of relevant external contact are identified:

o Student visits to industry practitioners / agencies / contractors / suppliers

o Visits by experts / specialists or trade representatives to IEG campus

o Scheduled WIL visits in 2nd and 3rd year

o Lecturers are also industry practitioners and bring with them industry

standard knowledge to the classroom

o Joint ventures and projects specific to each campus and organised largely by

IEG staff, such as fashion shows and exhibitions at the end of the year where

industry players are invited to attend

Lecturers are responsible for arranging exposure opportunities for students, this culture

is also built into the programme development and specified within the syllabus

documents and programme outlines.

3. COURSEWARE DEVELOPMENT AND SELECTION OF DEVELOPERS

IEG courseware developers are selected based on the following;

Key competencies such as being able to:

o Identify and solve problems with clarity

o Collaborate effectively with other

o Organise and manage activities responsibly and effectively

o Collect, analyse, organise and critically evaluate information

o Communicate effectively

o Use technology effectively

o Strong work ethic


o Eager to explore new career opportunities

critical requirements include;

Specified internal training is to be completed

Demonstrate a working knowledge of:

o Core competency document

o Outline document

o Syllabus documents

o IEG standard courseware requirements

o IEG assessment standards in terms of assessment criteria,

weightings and values.

Relevant Hons/Masters degree (preferably Masters)

3 years Higher education experience or industry equivalent

4. COURSEWARE DEVELOPMENT: IEG STANDARDS

Inscape uses formulated and quality assured standard courseware which is delivered to

all campuses. When the courseware is written, it should include the following before

being submitted to the relevant Academic Manager:

The subject name

The unique subject code

The period set for courseware (i.e.: Term 1, Semester 1 etc.)

Contents

o Give an overview of what the module / term / set of notes includes. This

could be broken down into sections or parts and can include the brief

codes and names for each assignment within the courseware, it is not a

good idea to include week numbers or dates as these change every year.

Outcomes for the Courseware

o Outcomes generally itemise the most important goals that the courseware

is defining for the students. For example, what should the student be able

to do or achieve at the end of this learning unit. The learning outcomes

should be based on the end result of learning and not centred on the

process involved.

o When writing outcomes, avoid ambiguous terms or vocabulary, use

concrete verbs such as:

Articulate

Explain

Define

Argues

Presents

Demonstrates an ability etc.

o Be specific about what the student should be able to do – for example

“understand” is a vague term, rather use concepts such as “apply”, or

“critique” as this can be assessed more successfully.

o Outcomes need to be challenging but attainable to the expected level of

student

o These outcomes need to be demonstrated through assessment

o And are supported by Teaching and Learning strategies

Assessment Criteria:


o Assessment is central to achievement and needs to be governed by 4 core

principles:

Fairness –An assessment should not hinder or advantage any

student in particular. No student should have inequalities in terms

of resources and access to knowledge. There should be no bias in

terms of gender, age, disability, social class etc. Assessment should

always be clear, transparent and available to all students and there

should be an appeal process which all students can access.

Validity – Refers to measuring what it says it is measuring –

whether this is skills, information or behaviour based. Assessment

procedures therefore need to match what is being assessed.

Reliability – Revolves around consistency in judgement.

Assessment results should not be influenced by subjectivity,

assessors understanding information differently, assessor stress or

assumptions about the student’s previous performance.

Practicability – This refers to ensuring that assessments take into

account available financial resources, facilities or time.

Assessments which require elaborate planning, or exorbitant costs

or specialist equipment are not practical.

o Assessment criteria are used to assess students.

o These criteria should specify any of the following should they be evident in

the outcomes:

Creativity

Skills

Knowledge

Values

o Assessment criteria should specify:

The complexity and quality of any specified outcome

The context which this evidence is produced

Please refer to the “How to submit my work” document provided by the Academic

Manager for detailed specifications.

4.1 Content

This is perhaps the most complex stage of the courseware and consideration

needs to be given to the contents as well as structure of the notes.

Courseware is to be organised logically and arranged so that the student may

navigate through it with ease.

Provide students with opportunities for reflection, this can be in the form of class

exercises (formative assessment), tips or extra readings during the courseware.

Use as many examples as possible, this will show an application of knowledge

Try and use visuals to explain concepts, many students learn better through

visuals than words, a good balance between the two is healthy.. Where you can

use customised images or photos as opposed to internet based ones, when

sourcing images off the internet please ensure that they have appropriate

copyright allowances.

Incorporate emerging technologies where you can – this can be in the

assessments, or having interactive links within the body of the courseware etc.

Reference according to IEG or Harvard Referencing Standards, this includes all

visuals.


Keep the information relevant and as up to date as possible. The content should

be well researched, and locally based where possibly.

Ensure that the outcomes are made visible to the students through the content,

this will ensure relevance

Bear in mind that the courseware developed needs to arouse interest, be written

for student use (offer summaries where appropriate).

When writing the content, consider the following points:

o Use shorter words as opposed to longer, convoluted ones

o Use familiar words rather than exotic sounding words

o Use shorter sentences as opposed to longer ones which become difficult to

read

o Use a more personal style than an impersonal one

Above all else please ensure that you are not producing intentionally or

unintentionally plagiarised courseware, this is unethical and dealt with in line with

IEG policies on plagiarism.

Where possible refer to extra reading and text books which are available in

Inscape’s libraries, if the book is not available inform the appropriate Academic

Manager who will take the matter up.

4.2 Briefs

Briefs are fundamentally important in the development of courseware as this is

where students prove the outcomes which were required of them.

To build effective briefs one first needs to reflect on the outcomes of the subject –

briefs need to be structured to give the student the best chance to showcase

those skills / knowledge / abilities.

When constructing briefs consider the expected capabilities and requirements of

the model student at any specific level, do not consider the students who you are

currently lecturing as some students are stronger than others.

Try to vary briefs and their delivery mode, consider the student’s point of view

and research alternative ways to learn, for example students learn well through

discovery, therefore consider constructing a brief which encourages the self-

discovery of information instead of simply providing it in the courseware.

Students respond well to touch points/guides during the brief process, for

example when encouraging a student to discover information, do not ask them to

research cats for example with no further guidance, rather provide stepping

stones in the form of points to consider or discussions to take place, such as the

benefits that come from living with cats, associated health benefits, psychological

benefits, etc. – this way you can aim the research and discovery in a specific

direction.

Briefs are required in each module developed. The brief will require the following

information:

o Brief code – This is generally composed of the subject code followed by

the brief number which is consecutive i.e., 01,02,03,etc.

o Brief Name – explains briefly what it will be about

o Materials – Specify any specific materials required to complete the brief

o Value – this is the value of the brief and will be set by the Academic

Manager and found in the course outline. This will give an indication of the

complexity of the brief e.g.: a value of 5 will expect to be less complex

and demand less of the student than a value 15.


o Brief Outcomes – see above for notes on outcomes, these will be specific

to the brief, and will be specified by the courseware developer

o Assessment Criteria – see above for notes on assessment criteria – each

brief requires its own set of criteria, and will be specified by the

courseware developer

o Brief – This is the written description of the brief. It should include the

basics which the students need to understand, it should outline the

submission requirements and it should be clearly structured so that the

students can understand exactly what is required of them. The use of

images or graphics is encouraged if it is of benefit to the students. When

setting the brief, please consult with the outline for the weighting value of

creativity, knowledge, skills and values.

Bear in mind that certain modules are delivered in the distance mode of education. This

has implications for the all of the above information and needs to be considered carefully

by the courseware developer. As an example when setting a brief, there cannot be any

group work associated with it, or no marks awarded to verbal presentations. When

formulating the content for these types of modules it has to be well structured and be

student cantered at all times.


Annexures

Links

Legal Framework

CHE

Origin Date



Code explanation e.g. V2013,R11,U01

Version – year

Revision – month

Update – number Key Red Font = 2017 Changes to Policy





Campus Principals




of 20 IEG Teaching and Learning Policy and Procedure Contact 2017


Teaching and Learning Policy and Procedure V2017, U04, R03, 2017/03/03

Inscape Education Group (IEG) embraces the diversity of our students and therefore aims to create an enabling

learning environment where students can develop as individuals. Inscape lecturers are continuously required to

reflect upon their knowledge of teaching and affect it has on a student's learning. Various institutional mechanisms

have been put in place to assist in the student’s learning process –good education is in essence not about what

lecturers teach but about how students learn.

CONTENT

1. TEACHING AND LEARNING POLICY OBJECTIVE / INTENTION

2. TEACHING AND LEARNING APPROACH 2.1 Developmental teaching and learning 2.2 Addressing learning needs of students 2.3 Lecturer and student contact 2.4 Work integrated learning (WIL) 2.5 Language policy 2.6 IEG referencing document

3. TEACHING AND LEARNING METHODS 3.1 Outcomes-based education and training methods 3.2 Delivery of content

4. DELIVERY MODES

4.1. Courseware and study guides 4.2. Research assignments and practical projects 4.3. Interactive class discussions and critique 4.4. Blended learning and the use of social media 4.5. Industry relevance and exposure

Procedure for Industry Exposure 4.6. Experiential learning

Real Projects/live Industry

2nd Year Job Shadowing

Final Year Experiential Training 4.7. Competitions

Procedure for Competitions incorporated into the Prescribed Curriculum

Procedure for Competitions outside of the Prescribed Curriculum

Procedure for Private work outside of the Prescribed Curriculum

5. INTELLECTUAL PROPERTY

5.1 Intellectual Property Procedures:

5.2 Tools to assist in avoiding plagiarism

5.3 In the event that an occurrence of Plagiarism is suspected

6. PROVIDING STUDENT SUPPORT 6.1 Career guidance 6.2 Support Programmes 6.3 Financial Support 6.4 Student Placement 6.5 Leadership and mentorship 6.6 Parent/guardian/sponsor involvement

7. CAUSE FOR CONCERN STUDENTS (CFC)

8. RESOLVING STUDENT GRIEVANCES

8.1 Student Procedure for resolving grievances

8.2 Internal Procedure for resolving student grievances

9. PROVIDING LECTURER SUPPORT

9.1 IEG Internal training for Lecturers

IEG Training Modules on LMS

9.2 Lecturer workshops

9.3 Lecturer induction and mentorship


9.4 Discussion groups

10. FLEXIBILITY AND RELEVANCE OF TEACHING AND LEARNING

11. MONITORING AND EVALUATING TEACHING AND LEARNING

11.1 National Quality Assurance (QA process)

A. Courseware Production

B. Content Delivery

C. Assessment of work submitted

11.2 Campus Academic Quarterly Reports (Campus to National)

1. TEACHING AND LEARNING POLICY OBJECTIVE / INTENTION The intention of this policy is to define the approach, methods and various modes of teaching and learning that

Inscape employs to develop our students into responsible, creative and successful practitioners with a passion for

their profession. In order to achieve this we integrated various teaching methods that inform and depend on each

other for an enhanced learning experience.

Programmes are delivered in small groups and should at all times be outcomes and career oriented. Class sessions

take place in workshop–like environments, where group critiques and personalised attention help to ensure

industry ready candidates. Emphasis is placed on practical investigation of both theory and practical type subjects

to ensure a thorough understanding of the various elements that make up the content of the syllabus.

2. TEACHING AND LEARNING APPROACH 2.1 Developmental teaching and learning We believe that good education starts with a highly professional teaching core, our lecturers are therefore

qualified, knowledgeable, experienced and professional industry practitioners.

Our lecturers adopt a developmental approach toward the students' learning, inspiring students and cultivating

within them a desire to learn through discovery. Lecturers subsequently facilitate the learning of the students in

their class and therefore need to continuously update their knowledge and experience of Higher Education

teaching requirements and pedagogy – contributing to the all-round development of each individual student. From

the lecturer’s example and guidance students set a standard by which they measure themselves for industry

readiness.

Lecturers are rotated to ensure that students are exposed to several lecturers’ points of view and styles of

teaching and learning. Through this students develop well rounded and refined design and problem solving skills.

Within the lecturing body there should also be interaction to ensure that students benefit not only from the

strengths of individual lectures but also from the strengths of the group as a whole. Interaction of this nature is

facilitated where possible on campus and in doing so lecturers learn through experience and address

underdeveloped areas.

2.2 Addressing learning needs of students The success of the student at Inscape is ultimately shared between Inscape and the student themselves. The

student and lecturer are also held jointly accountable to Inscape for the student’s progress. In order to be

proactive, lecturers need to identify and notify the Campus Academic Manager (CAM) of cause for concern

students in their classes – the CAM will address these students as an attempt to remedy the problems as far as

possible. Students are expected to take responsibility for their individual learning; this includes attending classes,

ensuring that they are equipped and able to address their learning, handing in briefs completed to the best of their

ability on time. The onus of the individual student’s learning engagement is that of each student. Students can

approach their lecturers during scheduled class times for assistance in addressing their learning needs.

2.3 Lecturer and student contact The nature and extent of personal contact with students: Lecturers are expected to remain professional at all times while dealing with students. Fraternisation with students

is not acceptable as it can compromise integrity and objectivity, and may lead to disciplinary action. Inscape

fosters a friendly approachable atmosphere where lecturers are seen as respected facilitators, guides and advisors.


The ideal Inscape lecturer is a motivated self-starter, innovative, creative, patient, encouraging, solution-oriented,

willing to learn, able to communicate concepts and conscientious.

2.4 Work Integrated Learning Inscape adopts a Work Integrated Learning (WIL) approach – bringing the workplace into the classroom studio.

Assignments are career oriented and most class sessions simulate the workplace environment. Lecturers should

adopt a hands-on-approach to the principles, practices and processes of the industry in delivering the programme

content. Students should at all times behave professionally and responsibly – as would be expected in the

industry.

2.5 Language policy Inscape embraces the cultural diversity in South Africa and accommodates students from all different cultures in

our programmes/courses. However to keep our programmes/courses industry relevant and competitive (both

nationally and internationally) and to make learning accessible to all students at all times, the language policy at

Inscape is that we teach in English. Due to this reason, being fluent in English (as the accepted universal

language) is a prerequisite for entry into any Inscape programme/course.

2.6 IEG referencing document At Inscape we make use of the IEG referencing document (adapted from the APA Referencing techniques) to

ensure that all lecturers and students follow the same approach when referencing and crediting sources in their

assignments and practical projects. The document is available on the Inscape LMS (reviewed regularly) and must

be strictly kept to by lecturers and students across all different qualifications and courses (applied consistently

across all subjects and modules).

3. TEACHING AND LEARNING METHODS 3.1 Outcomes-Based Education and Training methods. Outcomes Based Education (OBE) focuses on how the student learns – the most effective learning tool is discovery

and exploration. The curriculum is designed to afford the student this type of learning, facilitated and guided by

the lecturer. Lecturers do not stop with the “chalk and talk” approach, but also encourage new learning

innovations such as the “flipped classroom” approach where the student learns through exploration and interaction

with professionals in the field.

Inscape constantly explores the use of alternative teaching and learning methods to help with effective

programme delivery and aims to stay on par with the industry and relevant learning innovations.

The learning process is student-centred; they are part of the WIL experience as they take part in:

Action-learning,

Job shadowing,

Cooperative education,

Experiential learning,

Inquiry learning,

Inter-professional learning,

Problem‐based learning,

Project-based learning,

Scenario learning,

Service-learning,

Simulated learning,

Team-based learning,

Virtual learning,

Work-based learning,

Work experience.


Inscape integrates subject matter in projects to demonstrate the relevance of each subject as part of the holistic

learning experience -focusing not only on knowledge and skills but also the development of well-rounded learning.

All education and training is aimed at the students’ graduation and successful entry into the industry.

3.2 Delivery of content Most lecturing sessions take part in workshop-like environments, formal discussions and seminars are necessary

too. All classroom sessions require equal preparatory research by lecturer this is particularly the case when new

subject matter is introduced to the student as they will need a fair amount of input. The lecturer should not need

to stand in front of a class and read from their notes; they should be able to take their own initiative in presenting

the learning content in a student friendly manner to facilitate the learning process.

Inscape conducts regular training workshops and additional formal lecturing training to assist lecturers to develop

their understanding and application of the outcomes-based methods of education training and assessment. This

contributes to more effective delivery and assessment and ultimately establishes a positive learning experience for

students.

4. DELIVERY MODES Teaching and learning OBE places emphasis on students taking responsibility for their own learning therefore all teaching and learning

strategies involve interactive class discussions and critiques.

The following outcomes based modes of delivery lie at the core of Inscape’s teaching and learning strategy:

4.1 Courseware and study guides Students receive the relevant courseware and study guides at the beginning of each term / module. This includes

all exercises and assignments to be submitted for the subject / module during the term.

(Refer to Administration and Preparation Policy – Courseware)

4.2. Research assignments and practical projects Research assignments and practical projects within each programme contribute directly to the enhancement of the

students’ success in his/her career path. Practical projects mimic real projects within the industry, whereas

research assignments assist in laying the foundation of knowledge as the critical basis for conceptualisation and

problem solving.

All relevant subject matter is covered by project and assignment briefs. Briefs indicate to the student what has to

be learnt and what the required outcomes are for learning that particular part of the subject matter.

Briefs with knowledge outcomes are written in such a way that students learn by doing research and

building a knowledge base – through gathering the information they take ownership of their own learning.

Basic information is provided, as part of a class discussion and/or part of the brief, to guide students and

to indicate in which direction they should be working. The brief also defines the breadth and depth of the

research required. All information gathered is then verified, contextualised and clarified during class

discussion to ensure that students acquire sufficient knowledge and skills to meet the outcomes for that

project. Students and lecturers should make use of the IEG referencing method and should at all times

keep to this method where research (including visual research) is involved. The lecturer may prompt

further learning either by requiring more research or adding information and knowledge to the work done.

Briefs with skills outcomes challenge students to apply knowledge practically using the knowledge base

that they are continuously building on to solve problems at the level of professionalism prescribed in their

brief outcomes. Projects are carefully chosen and defined to simulate industry projects and briefs (also

called realistic projects and briefs) as part of a WIL learning experience. Thus, students are encouraged to

think at a professional entry level from day one. Realistic projects ensure that learning is relevant, current

and industry geared.

Briefs with creativity outcomes challenge the students to find solutions outside of the obvious, outside of

the recognised norm of problem solving. Projects such as these are fundamentally important to the


student’s development as they systematically break down the boundaries which define the accepted and

average for every problem. Creativity should be nurtured and grown; creativity encourages innovative

thinking and problem solving.

Briefs with value outcomes build on the student’s intrinsic morals and values, these projects grow the

student as a whole person not just focusing on their academic abilities.

4.3 Interactive class discussion and critique The teaching and learning strategy in all programmes involve a mix of research, independent problem solving,

practical application of knowledge and intensive class discussion and critique that involve the following:

Discussions in which all the students in the class or group must participate

Lecturer critiquing students, students critiquing others and themselves

The lecturer ensures that learning during this interactive process is valid, sufficient and meets outcomes

specified for that project or discussion

Professional design language and appropriate terminology is used during these discussions

Students learn from the lecturer as well as from each other

Students receive immediate feedback about their progress and how successfully they meet the outcomes

The number of students per class does not exceed 24 (twenty four). This allows the lecturer the

opportunity to become actively involved in the process and progress of each individual student during each

lecture session

This interactive teaching/learning strategy is an effective utilisation of lecture time and allows remarkable

breadth and depth of learning for each and every individual student

4.4 Blended learning and the use of social media

Inscape adopts a blended approach to teaching and learning, where ‘blended’ is defined as combining internet and

digital media with established face-to-face in classroom contact. Lecturers combine in class teaching with off-site

learning, giving the student control over the elements of time, place, path and pace of certain learning activities.

These blended learning activities include (but are not limited to): Video training (students view video content in their own time and at their own pace) Internet tutorials (online exercises completed at the students own pace) Additional internet/online sources (students to access additional content at their own time, following their

own path of learning) Engaging on various social media platforms

When using any form of social media as part of teaching and learning activities Inscape expects students and staff

to:

Be credible – accurate, fair, thorough and transparent.

Be respectful – encourage constructive criticism and deliberation.

Be cordial, honest and professional at all times.

Write what you know – you have to know your facts and cite credible sources.

Acknowledge if a mistake is made through your comment or response and respond to it immediately.

Be both reactive and responsive – when you gain insight share it where appropriate

Keep postings legal, ethical and respectful

Respect copyright laws

Not post confidential or proprietary information

Act as a responsible citizen – always keeping the best interest of yourself, your peers/fellow staff members

and Inscape in mind

4.5. Industry relevance and exposure Inscape believes that some of the most powerful learning comes directly from the industry. This is done through

extensive research into and first hand contact with relevant and related industry disciplines. Active industry

engagement is achieved through the following ways: Visits to companies and individuals within the related industries Talks delivered on campus by practicing professionals from related industries Talks on existing and new materials and services Workshops delivered by external professionals related to the industry,


Tours of factories, retailers, production houses and suppliers related to the industry Independent student contact with industry as part of structured research – students communicate with

industry professionals and report back to class during follow-up interactive class discussions.

Lecturers are responsible for arranging industry exposure activities for their classes and should try to do so as

often as possible. Campus Marketing Coordinators (MC) and CAMs need to be notified of any exposure activities

taking place on campus. It is the Inscape tradition to hand over a token of appreciation (normally a gift voucher,

or other small gift) to the industry practitioners on such occasions.

Procedure for industry exposure

The lecturer should make the necessary arrangements with the industry practitioners and relevant student

group(s) regarding the exposure activity.

Lecture to notify CAM and Campus Marketing Coordinator about specific arrangements

In the case of practitioners visiting an Inscape campus CAM and Campus Marketing Coordinator should

ensure that all necessary arrangements are in place to accommodate the visit. This includes booking a

studio, setting up equipment, sending out SMSs and or emails to students informing them about

arrangements, providing refreshments when required and organising a thank you gift for the visiting

practitioners.

On occasions where extra-mural visits or talks by consultants may have to be scheduled outside normal

lecture hours; students will be advised timeously about these events and must make the necessary

arrangements for attendance.

Students are required to attend extra-mural events and are expected to participate in exposure activities

arranged on site as part of the learning strategy.

In order to further enhance the OBE and WIL approach inscape applies the following additional delivery modes:

4.6 Experiential learning

Real projects / live industry briefs should be treated as such – the clients/agency’s brief(s) and deadlines

must be adhered to in the same way that a project would be handled in the workplace. In this situation

lecturers serve as facilitators between students and clients/agencies, giving them all the benefits of his/her

practical expertise/experience of the industry.

2nd year degree qualifications students take part in a one-week (5 working days) job shadowing activity

relevant to their discipline. This initiative has the following outcomes for the students: o Observe and understand what it takes to be a designer in the real world. o To be exposed to the business practices/activities conducted by the company relevant to their

qualification specialisation. o This is the first phase of experiential training that continues in the student’s third year of study. o The specific requirements for successful completion of 2nd year Job Shadowing includes the following:

· The duration of this specific learning activity is 5 days, full-time, at one company completed during

the June/July holidays. · The student is exposed to design related activities (relevant to their field of study) at least 50% of

the job shadowing period · The student completes a time sheet, which is then signed off by the employer. · If possible, but not a requirement, the student receives some form of a reference letter from the

employer that the student can use for future employment. · An Internal moderation by the FTL (Full Time Lecturer/s) per discipline is completed as an over

view of all the job shadowing experiences

· CP (Campus Principal) / CAM (Campus Academic Manager) may sit for the moderation too.

· CP/CAM and/or FTL needs to monitor the job shadowing presentation session for no less than 10-

15 min per discipline and observe if the lecturer is assessing and collecting the necessary

documentation, an internal moderation form needs to be submitted giving feedback per discipline.

Final year degree, diploma and higher certificate qualifications students are required to undertake 240

hours of experiential training in their chosen discipline/industry as part of their WIL experience. This

experiential training is intended to better prepare the student for the industry. The transition from the

academic world into the working world should then be considerably easier for our graduates and they in turn

should be significantly more productive and employable because of it.


This initiative has the following outcomes for the students: o Observe and understand what it takes to be a practitioner in the real world o To practically apply skills and knowledge gained as a student in the work environment o To receive an evaluation of their competency, as an entry level practitioner, from a professional

practice relevant to their field of study.

Student procedure for experiential training

Students are briefed on the purpose and the requirement of their experiential training.

Students undertake a minimum of 240 hours experiential training in an applicable, industry appropriate

firm or office or closely related practice (see course outlines for dates).

The student needs to complete the experiential training as a consecutive 6 week procedure. Permission to

split up the process, needs to be requested in writing by the student and submitted to the CAM for review.

The CP will notify the student in writing if a special arrangement has been approved.

Students receive a personalised letter of introduction for presentation to the representative of the practice.

The letter explains to the host what will be expected of the student.

The experiential training must be conducted under the supervision of a qualified industry practitioner

appropriate to the student’s field of study.

Each student is required to take particular note of: the nature of the enterprise, management structure,

office systems and documentation, design processes, professional interface and project management.

The supervisor at the practice is requested to monitor the student’s involvement, conduct an exit interview

with the students (structure provided by Inscape) and complete a feedback report. The host is also

requested to comment on the relevance of the subject matter in our course to the student’s chosen career.

Experiential training students maintain a record of activities while undergoing this training, which is the

assessed by the student’s lecturer and CAM/and or FTL. A 'portfolio' reflecting the extent of the student’s

exposure and a detailed diagnostic report are presented to the lecturer and CAM/and or FTL upon their

return from experiential training.

Internal procedure for experiential learning and job-shadowing

Relevant subject lecturers are required to collect and collate information from the students regarding; o full details of the company hosting the student for Experiential training or Job shadowing o who the contact person is and o their contact details including phone number and email address, this information is passed

onto the Marketing Coordinator (MC) at each campus who adds the relevant information to a

shared live document.

The MC copies personalised letter of introduction provided by the Resource Department for each student

using the information given to them by the subject lecturer.

These letters are printed on letterheads and signed by the Campus Principal (CP) and given to the

students to take with them as a hard copy.

The MC will also email the signed letters to the various industry hosts (including the student in the email)

no later than 2 weeks prior to the commencement of the training.

The MC will send a standard email to each experiential learning/job-shadowing host (set up by the

National Marketing Manager) which thanks them for hosting our students and invites them to contact the

campus should they have any further queries.

When the students return and the letters and exit interview forms are brought back, the relevant subject

lecturer collects them and returns them to the MC no later than two weeks after the students have

returned.

The MC should scan and email the experiential learning/job shadowing reports to CAM once all reports

have been received.

The CAM collates the reports into one document which is then shared with the CP and Academic

Management team. These reports form part of National Quality Assurance and Curriculum Development

and are included in the annual Academic Report.

The MC then sends another email to thank the hosts company for their hospitality once again, and asks if

they would be interested in hosting more Inscape students next year. The MC also ensures that all the

details of the hosts are captured correctly and filled in.


MC should use all this information to build a database which they can mine for industry events and future

experiential learning/job-shadowing hosts (details are captured on the National Experiential Training

database).

3rd year Experiential Training documentation and data collection is prepared for from April – specified date

and deadlines stipulated on the IEG calendar

2nd year Job shadowing documentation and data collection is prepared for from May - specified date and

deadlines stipulated on the IEG calendar

HC Experiential Training documentation and data collection is prepared for from August - specified date

and deadlines stipulated on the IEG calendar

4.7 Competitions Competitions are an important part of the Inscape syllabus. They expose students to the realities of the world

outside the institution. Competitions are integrated into the syllabus for final year qualifications students as part of

their exit level competencies.

Students from various programmes and levels may also be expected to participate in one or more competitions

each year, provided that the Academic Management team believes that they may be accommodated into the

existing timetable. The lecturers will be included in assessing the benefits to both the students and the institution

of participation before incorporating such competitions.

Procedure for Competitions incorporated into the curriculum nationally by the Academic Management

team

When a competition is deemed appropriate and beneficial for Inscape students to partake on a national level it is

incorporated into the curriculum and reviewed annually. These sorts of competitions are usually competitions held

nationally and student focused, the organising company is usually able to brief the students and there is support

available to the students and lecturers throughout the duration of the competition. These competitions are

selected and incorporated based on the benefit to the student and the institution and are chosen at the discretion

of the appropriate Academic Manager/s.

Procedure for competitions outside of the prescribed curriculum.

Provision must be made for such opportunities as they too can be beneficial to the student and institution. When

the institution or individual campuses are approached by a person or company (organiser) proposing to offer a

competition to Inscape students or when someone at the institution proposes that Inscape students should

participate in a competition, the following steps are required:

The brief for the competition must be clearly detailed on the Inscape Competition Application form, or

professionally formulated by the organiser, in writing, providing at least the information on the Inscape

Competition Application form. The form must be submitted to the relevant Academic Manager/s.

The Academic Manages must consider the proposed competition firstly to establish its relevance to the

programme, and secondly to establish whether it can be accommodated in the syllabus, outlines and

timetable.

If the competition is to be held, an agreement must be entered into between Inscape and the organiser

wherein the organiser undertakes to ; 1) brief the students,

2) monitor the students’ progress (on at least one occasion during the design process),

3) assess the students presentation upon completion and

4) awards a suitable reward to the winning student(s).

Inscape undertakes to direct the students throughout the design process and ensure that the

students present acceptable designs to the organizer.

The organiser and the institution must perform the commitments undertaken in the agreement above.

When competitions like these are evaluated it is fundamentally important that the interests of the students are not

to be compromised and that the students retain their rights to their work unless an agreement is entered into

where the student receives fair compensation

The results of successful competitions will, where appropriate, be used for marketing and promotion purposes

where deemed suitable by the Marketing Manager. The sponsor of the competition will be encouraged to make a


donation to the campus, typically in the form of a contribution to the resource centre, in the event that an Inscape

student is announced a winner.

Procedure for private work outside of the prescribed curriculum.

Where the services of Inscape students are employed by a company or individual outside the syllabus, such work

should not be undertaken free of charge; students must be compensated for materials and consumables used and

must be paid a fair ‘student’ fee for their efforts. This is to prevent exploitation of students.

General Competitions agreement The following agreement between IEG, Client (the client) and Inscape students relate to competitions: IEG is responsible for the following;

The competition brief can only be accepted when the nature and timing of the competition brief is

similar to that of the corresponding brief in the syllabus.

Shall be responsible for ensuring that the students undertake the brief with the required level of

professionalism and completeness.

Shall ensure that the students maintain the timing of the brief and complete it by the agreed deadline. Client / competition organiser’s responsibilities:

The client shall agree on the nature and extent of the brief with the relevant Academic Manager a

minimum of 2 weeks before the students are briefed. A representative of the client shall brief the students, providing them with a written brief, explaining

the client's mission, product or service and market. The specific requirements shall be detailed in the brief. The client representative shall maintain contact with the students to evaluate the students’ concepts

on at least one occasion. On completion of the competition, the client shall judge the students’ submissions and choose a

winner. In the event that no work is found to be satisfactory, that fact shall be agreed with Inscape. The students undertake to do the following:

The students will interpret the requirements of the brief, research the subject matter, conceptualise

and propose solutions to the client and develop the accepted concept into a final proposal. The winner must complete the chosen solution to the full satisfaction of the client.

The client / competition organiser shall award a prize to the winning student/s as follows:

The prize shall be in the form of product, service or money to the minimum value of R 1000 (unless

the brief is undertaken pro bono as a social responsibility project by IEG).

Such prize shall be received by the student within 30 days of the winner having been selected by the

client.

The client shall also make a contribution to the Inscape resource centre in the form of a library book,

or similar, worth R 500, or a monetary contribution to the value of R 500.

5. INTELLECTUAL PROPERTY

Using someone else’s ideas or work without their permission is theft and is particularly offensive in the design and

creative industries. Educational institutions play a key role in developing a sense of ethics in future practitioners.

As such, it is essential that academic staff ensure that students are made aware of the importance of honesty and

integrity. It is understood that content that exceeds 15% derived from a source other than the students own and

presented in a formal assignment submission by the student constitutes plagiarism.

Research and design are both processes of basing ones learning and conceptualisation on the knowledge and

insight (intellectual property) of others. Using someone else’s intellectual property without their permission or

without acknowledging the source is termed plagiarism. Lecturers use projects and assignments as an opportunity

to inform students of the need to recognise their sources properly.


5.1 Intellectual Property Procedures: When a student makes use of someone else’s work (text, images, objects, designs, music, computer programs,

ideas, etc.) and presents it as their own, they are guilty of plagiarism. Even when the work is reworked without

identifying the source, it is considered to be plagiarism.

Plagiarism can be deliberate or unintentional. Deliberate plagiarism occurs when the person is aware that it is an

offence and still carries it out. In legal terms, this constitutes fraud. Unintentional plagiarism occurs when the

person is unaware (or uninformed) that they have committed an offence. This is considered to be less serious.

Given the consequence of the plagiarism, it is important that students be educated about the nature and effect of

plagiarism throughout the course. To this end, emphasis on the role of ethics in any profession is integrated into

several assignments. Students sign a document acknowledging that they are aware of the nature and seriousness

of plagiarism when they enrol at IEG, and that the work that they produce is their own except when the source is

properly acknowledged.

Additionally, Plagiarism workshops are held at each campus in Term 1 to aid students in understanding what

constitutes plagiarism, and copy-right law in general.

5.2 Tools to assist in avoiding Plagiarism

IEG provides each student with a Grammarly licence. This software assists with identifying grammar issues as well

as plagiarised sections of work. Plagiarism not highlighted by Grammarly but identified by the lecturer will be dealt

with according to the stipulated Plagiarism Policy listed in point 5.3. Students need to generate a report indicating

the percentage of plagiarism which is handed in with specified briefs. Students must check that they meet the

following criteria when handing in their report:

HC and Year 01 Bachelor of design and Diploma students:

Semester 1: report needs to indicate plagiarism of 20% or below

Semester 2: report needs to indicate 15% or below

If a HC or 1st year student receives a 20% or higher plagiarism report the lecturer has to investigate.

If the candidate has received a 21% or higher plagiarism report twice in a term across all subjects, this

needs to be reported to the CAM. The CAM will highlight the student as a CFC (Cause for Concern)

student.

If plagiarism is identified three or more times the CAM will investigate further.

Year 02 and year 03 Bachelor of design and Diploma students

Semester 1 and 2: report needs to indicate plagiarism 15% or below

If a 2nd or 3rd year student receives a 16% or higher plagiarism report the lecturer has to investigate.

If the candidate has received a 16% or higher plagiarism report twice in a term across all subjects, this

needs to be reported to the CAM. The CAM will highlight the student as a CFC student.

If plagiarism is identified three or more times the CAM will investigate further.

5.3 In the event that an occurrence of plagiarism is suspected

The lecturer should collect all the evidence to support the charge. The authenticity of the evidence should be

established as accurately as possible. The student should be invited to a meeting held to discuss the matter. The

student, together with any person whom the student may wish to support their case, meets with the CAM and

another Inscape Manager. A record of what is said is kept (this will become a legal document). The student is

informed of the charge and the evidence supporting the charge. As this may be a case of unintentional plagiarism,

explain the situation rather than make an accusation. The student is asked to present the situation from their own

perspective. Be sensitive to the fact that English may not be the student’s home language.

After the student has had an opportunity to satisfactorily put their case forward, the Inscape Managers must make

a finding.

If the matter is not clear cut, an expert must be brought to a later meeting.

If it is found that there was no plagiarism, a suitable apology should be made to the student.

If it was a case of unintentional plagiarism, the seriousness of the misdeed and its consequences should be

made clear to the student. The student should receive a 0% mark for the plagiarised assignment, but

should be given an opportunity to produce and submit another assignment that may be marked up to

100%.


If the student was guilty of deliberate plagiarism, a penalty of 100% should be applied to the project and

the student advised of the seriousness of the deed. This may result in failure of the academic year.

If this is a second occurrence of deliberate plagiarism or indeterminate case, the CP may escalate the

matter to the Academic Board for further consideration. Once the matter has been escalated to the Academic Board the student may be required to sit in a hearing

and may be expelled from the institution. In the event that the student does not accept a finding of

deliberate plagiarism and or hearing ruling, the student may appeal the finding.

If this is the case:

A panel of three credible people, who are not associated with Inscape, will be appointed by the institution: o A professional industry professional who has qualified at a university or another registered private

higher education institution, with five years of design practice in the workplace, o A senior design academic at a university or registered private higher education institution, o An intellectual property attorney with an understanding of design.

The student who was found to have plagiarised may appoint an expert in each of the above categories to

represent their interests,

The appeal is scheduled on a date and at a place that suits all parties,

Both parties present their cases to the panel,

The panel must make a finding based on balance of probability on the day of the appeal,

The panel’s finding is final and must be accepted by both parties.

The costs of the panel are covered by the party against whom the panel makes the finding.

6. PROVIDING STUDENT SUPPORT

As it is the nature of education to be developmental and supportive, Inscape has at the base of its principles the

best interests of its students in mind while enrolled and after graduation. To this end, the institution puts in place

mechanisms to support and develop its students to achieve their potential.

Student support falls into several categories: 6.1 Career Guidance Inscape can conduct an in-depth, personalised career counselling meeting and or interviews with every person

wishing to enrol for a programme or Inscape course, whether or not they meet the legal admission criteria.

These meetings are intended to ensure, as far as is possible, that there is a reasonable likelihood of the student

successfully completing the programme. The Career Advisor (CA) at each campus will discuss the various study

options with the candidate, to find a study programme and mode of learning best suited to his/her needs.

6.2 Support Programmes · Our Higher Certificate qualifications are stand-alone accredited courses that are well accepted in the industry.

Furthermore, successfully completing the Higher Certificate programmes also allow students (who were not

previously accepted) access into the Diploma or Degree qualifications offered at Inscape pending an exemption

certificate from USAf (Universities South Africa) and they have met the entrance requirements. These

qualifications are also referred to as ‘support programmes’.

· The practical ‘hands-on’ developmental approach Inscape takes to teaching and learning means that students

develop personal processes of experimentation, discovery and practice. Lecturers build student confidence through

guidance and facilitation as they spend time investing in each student during interactive class sessions. Though

this way students are equipped to address their learning needs.

6.3 Financial Support

Financial Assistance Application

Inscape provides student financial assistance, the following process needs to be followed:

Students complete a Financial Assistance Application form.

Applications for Financial Assistance may be made at any time throughout the academic year by

completing the form provided and submitting all accompanying documents to the applicable Campus

Principal.


After evaluation the Campus Principal will submit the application for review to the Board of Directors.

All applications are processed monthly and a 6-week lead time for approvals is expected.

Applicants must submit:

o A motivational letter by the applicant

o A motivational letter from the Campus Academic Manager or Campus Principal

o A copy of applicants latest academic results from Inscape Education Group

o Proof of parents/sponsors/guardian/account payer’s income/grant/affidavit of non-income

o Copy of parents/sponsors/guardian/account payer’s ID

o Copy of applicant’s ID/Passport

Once approved by Inscape Education Groups Board of Directors, financial assistance is granted at the

discretion of the Board of Directors

Applicants must have an average academic mark of at least 60% and 80% attendance for the past year.

Financial Assistance excludes monthly consumables, transport, parking fees, accommodation and any

other additional fees such as late submission fees, deferment fees, transfer fees and the like.

The financial assistance is non-transferable.

Should financial assistance be granted, the agreement will be for the current academic year applied for and

continuing financial assistance is dependent on the academic performance and student conduct evaluations

at the end of each term and is granted at the discretion of the Inscape Board of Directors.

Should the student not comply with the rules & regulations as per the above or adhere to Inscape

Education Groups Student Code of Conduct and Policies and Procedures the financial assistance will be

withdrawn and the student will be held liable for the tuition fees received to date (in the case of partial

financial assistance) as well as a fee for the study pack provided.

Student Assistance Application

Inscape provides limited student financial assistance in the form of a selected student assistant position. The

amount of student assistants are determined by overall annual campus student numbers. Candidates wishing to

apply for the student assistant position need to fill the following criteria:

Have been a student at IEG for a total of one full year pervious to application

Fill in a student assistant application form

Be interviewed by the CAM/FTL and/or CP

Sign a working contract clearly stipulating the number of work hours in exchange for a percentage of

current years fee deduction

Must continue to pass all subjects and maintain an 80% class attendance rate

the position is reviewed termly

The institution receives no state subsidy; bursaries are therefore funded by IEG.

Further information regarding the bursaries please consult the Inscape Marketing and Sales Policy.

6.4 Student ET and Job shadowing Placement When embarking on experiential training students receive support from Inscape in finding suitable host companies

to complete their training at is available – however the ultimate responsibility of securing final placement still lies

with the student. During this exercise students receive first-hand experience of how the industry operates thus

making students employable after graduation. In addition, many of our students are offered positions to return to

their host companies after graduation.

Inscape also hosts a ‘job pages’ on their website as added support to graduates. Job offers are updated regularly

as companies and employers source Inscape students and graduates for specific positions.

6.5 Leadership and mentorship Our Leadership Programme/Leadership Management (offered to Diploma and Degree students) provides

extended support to students through the following teaching and learning activities: introduction of various

study methods, effective time management, inter/intra-personal skills development, stress management and

developing emotional intelligence. In addition to the importance of leadership skills, mentorship is also a key element in the teaching and

learning process of well-rounded students. Inscape encourages positive student relations (where senior


students take on informal mentoring roles to junior students) and often hosts events on campus to encourage

students to engage with each other (building mentor-mentee relations).

Formal mentorship activities (for degree students) take place through the Design Praxis, where senior and junior

students (across all disciplines) are grouped together in creative teams to work on challenging projects together.

Senior students are placed in leadership and management roles - tasked with the mentoring responsibility of

group members (this mentor-mentee relationship is closely monitored and guided by the Design Praxis Lecturers

and National Project Team). The Academic Managers monitors and evaluates the value of mentorship within the

Design Praxis programme on a national level.

6.6 Parent / guardian / sponsor involvement

Inscape is an institution of Higher Learning, students are treated like adults and expected to behave as such.

Parents / guardians / sponsors have a role to play too; they are the support and encouragement which a student

needs to succeed.

Inscape tasks the individual student with the responsibility for their own learning, this is done to empower the

student and teach them to manage their time, learning, capacity for stress tolerance and work load. Having

mastered this, an Inscape graduate is able to function as a sustainable, profitable employee, and quickly master

the dynamic of the working world.

Independence and responsibility such as this cannot be cultivated in students who are not responsible for their

own learning. If a student hands over this responsibility to a parent / guardian / sponsor or if the parent /

guardian / sponsor takes this responsibility away from the student, the student cannot grow or learn. Agreements

to this end are accepted when each student enrols with Inscape.

The CAM is available to students and parents / guardians / sponsors to discuss challenges and or barriers to

learning that may exist for the student and provide appropriate support and advice. Should the parent / guardian /

sponsor over step their boundaries they will be invited to meet with the CAM where the situation, roles and

responsibilities can be clarified and reassigned.

The financial and emotional investment of a parent / guardian / sponsor should not be overlooked or undermined,

but at the same time enough emphasis cannot be placed on the importance of a student assuming the

responsibility of their own learning.

7. CAUSE FOR CONCERN STUDENTS (CFC)

CAMs identify the need for CFC student meetings throughout the year and after each term’s report review. CFC

students are students who are at risk of being unsuccessful in their chosen studies, which could be the result of

various personal (student specific struggles), external (outside of the student’s control) and internal

(Inscape/course/programme related/failing more than 2 subjects) factors.

Procedure for CFC student meetings

CFC students are identified at the end of each term by the CAM and lecturers, based on attendance

records and academic performance.

Once a CFC student has been identified the CAM in assistance with the COA schedules a meeting with the

student as a means for early intervention.

The parent / guardian / sponsor need not be informed that this meeting is taking place unless the CAM

deems the reason for the meeting worthy of informing the account payer.

If the parent / guardian / sponsor needs to be present in the meeting they need to be informed in writing -

with permission from the student that this meeting is taking place. The parent / guardian / sponsor is

given the opportunity to attend the meeting unless the CAM and/or student deems it in their best interest

to meet alone. The CAM needs to make thorough documentation should the student refuse the presence of

their parent / guardian / sponsor.

In the meeting the specific areas of concern are addressed with the student and documented in writing on

a copy of the Candidates report where clear notes are made.

If there has been no improvement by the student after the meeting has taken place, the student must be

invited back to meet with the CAM together with their parent / guardian / sponsor to discuss any and all

opportunities available to this student and discuss ways of moving forward.


The meeting is documented on the CAM report and on the students LMS profile – indicating the time/date

of the meeting and the main areas of concern as well as who was present.

In the event that the parent / guardian / sponsor should contact the CAM and ask for feedback the CAM

should do so freely and discuss the student’s best options going forward.

8. STUDENT GRIEVANCES Inscape seeks to create confident, competent and employable graduates, to do so student concerns need to be

resolved regularly by management. There are many ways to resolve a concern, Inscape can seek to remove

obstacles to student success, or for the benefit of the student Inscape can encourage and guide the student to

resolve the concern themselves. Regardless of how the concern is resolved, what is important is that it is resolved

to the satisfaction of all parties concerned. We appreciate when students bring their concerns to our attention; only if we are aware of it, can we attempt to

‘fix’ it. Adhering to a few key principles will help to satisfactorily resolve concerns:

It can usually be resolved more easily if it is addressed early,

Students should raise their issues themselves, or through a class representative, rather than through a

third party (like a parent / guardian / sponsor),

When we approach a problem positively and with the intention of finding a satisfactory solution, they are

more likely to be resolved,

Constructive proposals usually help in achieving satisfactory solutions. Most concerns fall into one of two categories: Programme or course related

Misrepresentation of programmes / course content (false statement of facts about a specific programme or

course) Misrepresentation of offerings in prospectus / on website (false statements of facts about product

offerings) Quality of offerings

· Person (staff or students) related:

Attitude / personality clashes

Performance of duties

Misunderstandings / miscommunication

8.1 Student Procedure for resolving grievances To find satisfactory solutions, students are encouraged to:

● Raise the issue straight away. As time passes, it gets more difficult to resolve,

● Deal with their concern or complaint themselves, rather than through another person (like a parent /

guardian / sponsor)

● As soon as possible after the problem has occurred, approach the person concerned, and put the concern

in writing, i.e. draw up a letter of concern. (See: Guidance for writing up concerns to follow),

● Focus on finding a solution, rather than on the person or thing that is to blame for the situation,

● If the student is unhappy with the outcome they should discuss this with the CAM

● If the matter is still not resolved satisfactorily, escalate it to the Campus Principal (CP),

● If the matter cannot be resolved internally, it should be referred to the Department of Education (DoE).

The DoE will not deal with complaints until all internal procedures have been exhausted.

Guidance for writing up concerns: When putting your concerns in writing, please bear the following in mind:

● The institution cannot accept anonymous complaints,

● Don’t make a ‘shopping list of concerns’. The gravity of the matter will become diluted by other issues,

and it suggests that that the other issues were not serious enough to be raised when they first occurred.

List a maximum of five priority issues,

● Make a record of the matter with as much factual information as possible (e.g.: give dates, peoples’

names and assignments) because it is easier to resolve a substantiated complaint,


● If the complaint is about a person, explain what they did /did not do. (The institution will investigate and

take action against any person found to victimise any other person because of a complaint that has been

lodged),

● Remember that, in crits and performance appraisals, the institution attempts to provide affirmation for

achievements, and to accompany positive criticism with proposals for improvement. When writing down

your concern, we ask you to also recommend constructive, corrective action/s.

● In assistance the student can request a Grievance Lodgement form from the CAM who will follow up on the

grievance with the CP.

8.2 Internal Procedure for resolving student grievances

● When the CAM receives the letter of concern, s/he will try to resolve the issue with the student/s directly.

The proposed resolution should be signed and dated by both parties and filed with the letter of concern in

the student’s file;

● If the attempted resolution is unsuccessful, the aggrieved party/ies should submit the letter of concern to

the Campus Principal (CP) who will arrange a meeting between all parties concerned and - in the role of

arbitrator - attempt to find a satisfactory solution. The proposed solution is written up and signed by all

parties, and is filed with the letter of concern in the student’s file;

● The Department of Education will only handle complaints once all internal avenues have been exhausted

unsuccessfully.

9. PROVIDING LECTURER SUPPORT Inscape has a highly qualified and expert lecturing body which is supported and invested in by the institution.

Various mechanisms are in place which ensures that information, support and training is available to lecturers.

The following mechanisms are in place to provide extended lecturer support and training throughout the academic

year:

9.1 IEG Internal Training Internal training is a tool which is used to ensure that Inscape staff have the necessary skills and knowledge to

carry out the tasks expected of them, for example, a lecturer may be an expert in their field of design but may

have no experience in classroom management, or assessment, and training is provided for this. This training is

linked to the IEG staff performance appraisals and overall performance in line with National Training strategy /

requirements - refer to the Training and Development Policy. Lecturing staff may at times be requested to

complete specific training modules to further their knowledge within a specific area as identified by the Campus

Academic Manager (CAM), Full Time Lecturer (FTL) and/or Campus Principal (CP). IEG training modules can be

used in the following ways:

The CAM, FTL and/or CP may request new lecturers to complete modules that are specific to IEG

operations, structures and offering as part of induction

The CAM, FTL and/or CP may request lecturers to complete classroom management and/or academic

training modules to benefit and enhance their teaching effectiveness

Lecturing staff may enrol for modules on their own account to further enhance their knowledge and

expertise

The CAM, FTL and/or CP may request a lecturer to complete a module at any point of the performance

management process

9.2 Lecturer workshops As essential training is held nationally and formalised in terms of assessments and outcomes lecturer workshops

are treated as campus specific and based on the current needs of the lecturers on each specific campus. Based on

the current area of underperformance, for example assessment, the CAM, FTL and/or CP will conduct a workshop

to address very specific and localised needs of the lecturers concerned. Lecturer workshops are completed after

staff meetings and will assist, refresh and improve lecturing abilities and support. Additional workshops may be

arranged at a suitable time for extra concerns or further training requirements. Attendance and feedback on all

workshops are documented in the CAM report.

9.3 Lecturer induction and mentorship

The “New Lecturer induction process” introduces lecturers to the various aspects relating to their position as an

Inscape lecturer. Induction is managed by the CAM and is a critical component of enabling lecturers to be effective


Inscape educator. Lecture induction is completed within the 1st week of employment. Induction ‘check lists’ are

sent to HR after completion of the process.

Lecturer induction is supported by lecturer mentorship overseen by the FTL;

New lecturers are grouped with senior lecturers within a mentoring capacity (during their three month

probation period). The FTL assigns a mentor to each new lecturer (according to subject knowledge and teaching experience). The mentor and mentee have one formal meeting each month during the probation period - these

meetings are documented and meeting notes are sent to the CAM. It is the responsibility of the mentee to schedule a meeting with the mentor – as the mentee is evaluated

on this process after the three month period. The mentor and mentee use the formal meeting sessions to address the mentee’s roles and responsibilities

as a lecturer. Informal meetings are used to address day-to-day lecturing needs and concerns identified by the

mentee/mentor.

9.4 Discussion groups “Discussion groups” (on the LMS and/or Google Groups platform) are used as an informal lecturer

communication space, where lecturers discuss topics related to their subject and general lecturing

experience to enhance their understanding of the content and improve on their lecturing abilities. These discussion groups should not be considered as formal information sharing channels, but used as

platforms for extended lecturer and subject support. FTL may lead group discussions – engaging in positive and constructive conversations. The FTL monitors activities within the discussion groups –the CAM is at all times informed on discussions

and activities taking place within the bigger lecturing body. Concerns raised within the discussion groups (relevant to the course/qualification) are escalated to the

Academic Manager/s by the FTL for further investigation and action. The discussion groups provide a space for informal mentorship and comradeship between lecturers

teaching the same subjects across different campuses. Lecturers make use of the discussion groups to share lecturing ‘tips’ and insights into their lecturing

activities that can be of benefit for all subject lecturers.

10. FLEXIBILITY RELEVANCE AND QUALITY ASSURANCE OF TEACHING AND LEARNING Academic Managers set up the course content in the form of a syllabus document and outlines far in advance,

these are dictated by constraints set by the statutory bodies who govern higher education. Within these guidelines

Inscape creates unique and creative briefs and teaching and learning opportunities. Content is reviewed annually

informed through various quality assurance channels – refer to the monitoring and evaluating of teaching and

learning below.

Flexibility

The programme is structured and provides limited room for interpretation and unapproved change.

Flexibility is introduced by lecturer’s placing their personal “slant” and professional flair on subject /

module content.

Trends within the market place are carefully monitored by lecturers to ensure up-to-date information is

transferred to students.

All technologies and applications thereof are constantly improved and updated, influencing the content of

the syllabus on an on-going basis.

Part-time lecturers suggest various industry work related trends, advancements and improvements in the

various offered specialisation programmes. This direct contact with industry filters relevant information to

the students that they would otherwise be oblivious of.

Relevance The following methods are used to ensure programmes are industry relevant and a variety of input and industry

knowledge is received by the students:

Live briefs (see 4.7 Competitions above) are used when possible to expose students to industry

requirements and demands


Experiential learning reports are used to ensure that the courses offered align with industry in terms of

subject matter taught, software and technological requirements

Lecturers lecturing a 2nd year Design Specific Subject such as Applied Design and Applied Technology may

not lecture the same group consecutively in their 3rd year. The lecturer may also only lecture one major

Design Subject in year 02 or year 03.

Lecturers lecturing Design Specific subjects (Applied Design Applied Technology, Final Project component

subjects or Computer Applications) and Software based courses must have relevant, and recent

certification like Autodesk, evidence (certificates) of advanced courses completed and/or Photoshop ACA

accreditations to be able to teach the respective subjects.

Final year projects are assessed externally by both academic and industry professionals who are not

affiliated with Inscape

Portfolios are moderated externally by both academic and industry professionals who are not affiliated with

Inscape

External moderators are required to draw up a report stating their findings and recommendations

regarding both students and the curriculum

Dean of Faculty and Full Time Lecturers are appointed as experts in the field and continuously feed

current, relevant information to the Academic Managers to be considered for curriculum development.

Dean of Faculty and Full Time Lecturers engage in continuous academic and industry related research

while affiliating with Industry and governing bodies to ensure that the Inscape curriculum is at the fore

front of creative education.

Quality assurance

Lecturers contribute termly by filling in a subject report and/or moderator report issued by the Academic

department and Resource department and made available on the LMS.

The subject report covers basic questions concerning the subject/module that the lecturer taught as an

overview of the previous term.

The Moderator report covers basic questions pertaining to a moderation a lecturer may have conducted

for a fellow lecturer’s subject.

Moderation reports are compulsory for Applied Design subjects in each specialisation, any subject that

requests a moderation and for Final project Mock presentations. Should a lecturer request a moderator in

a subject that is not compulsory, it is beneficial for the lecturer to complete a moderation form as this

assists quality assurance of all subjects.

Each lecturer is required to fill in one subject report per subject or module taught per term and a

moderation form only if they have been requested to moderate.

Subject and Moderation reports are filled in digitally via interactive pdf and submitted to the CAM by

sending it in a file format using the following file labelling system: Campus abbreviation_Subject

code_lecturer name.pdf: (e.g. DBN_QVC110_Gail Henning .pdf)

Subject and Moderation reports are due in the first week of the new term – i.e. Week 1 of term 2

lecturers will submit reports for Term 1 subjects / modules taught and so on. The final Term 4 Subject and Moderation reports will need to be submitted before the academic year

closes according to a date stipulated on the IEG calendar. After the reports have been submitted the Campus Academic Manager and Full Time Lecturer/s will read

the reports, group them according to years and disciplines in digital folders and send them to the Academic Manager by the date specified on the IEG calendar.

The CAM and/or FTL will further document areas of concern on the National QA Summary of Subject reports which is made live by the Academic Manager via google docs annually.

The CAM will also complete the evaluation process by completing the Quarterly CAM report

Based on these sources the information is channelled into curriculum development in the following ways; o The programme is built to meet market/industry needs, thus ensuring relevance o Peer assessment and class critiques o Annual course evaluation forms filled in by the students o Lecturers are respected, qualified and experienced industry practitioners o Lecturers are trained in classroom management, assessment and delivery o Engaging with the WIL experience as described above o Lecturers contribute via suggestions made on the Subject reports and Moderation reports

11. MONITORING AND EVALUATING OF TEACHING AND LEARNING


The ultimate goal for monitoring and evaluating teaching and learning as part of quality assurance is

improvement. Inscape uses the curriculum cycle to quality assure the implementation and delivery of content on

campus level as well as throughout the institution – with the main focus on improving the curriculum and the

learning thereof.

The following policies are in place to monitor and evaluate the value of teaching and learning activities on a

national scale:

11.1 National Quality Assurance (QA process) Quality Assurance (QA) is a tool which is used to ensure the quality of learning outcomes at strategic points. This

is not done to find fault, but rather to standardise and make the Inscape product offering transparent. By doing

this we assure stakeholders of the quality of our end product: education.

The Quality Assurance of IEG academic offerings can be broken down into 3 parts:

A . Courseware production

B . Content delivery

C . Assessment of work submitted

Each part can further be broken down as follows:

A. COURSEWARE PRODUCTION

Academic Managers (AM) compile a framework which details exit level outcomes, credits and subject breakdowns.

The academic framework is then further dissected in programme/course outlines. The outlines are used to outline

and pace the content to be taught at each campus in every subject/module.

When new courseware is required and deemed necessary the following procedure is followed to ensure that new

courseware is of the appropriate standard to enter the collective body of curriculum material.

When a Courseware Developer (CD) and /or FTL enters into a contract with IEG to develop courseware,

the developed material becomes the property of IEG. The submitted material is peer reviewed before it is

deemed ready for implementation under guidance of the Academic Management team.

Procedure for Quality Assurance of courseware production

The Courseware Developer (CD) submits completed material to the Academic Management team.

The Academic Manager(s) will assess if the material is ready to begin the QA review process, if not then it

is returned to the CD with corrections to be made.

If the material is deemed ready for the QA review, the material is sent to the various Academic Managers

/Dean of Faculty (depending on the nature of the content) for rigorous assessment.

The alternative reviewer conducting the QA assessment compiles a review report and submits the report to

the Academic Manager leading the QA process.

Based on this feedback changes may be made at the discretion of the Academic Manager(s).

The Academic Manager(s) will send the content back to the CD for correction if necessary.

Once the final content has been returned to and approved by the Academic Manager(s) the content is sent

to the Resources for formatting.

Formatted material is again returned to Academic Manager(s) for final approval.

Once approved the courseware is sent back to the Resources for distribution (see Preparation and

Administration – Courseware Policy and Procedure)

B. CONTENT DELIVERY

Procedure for QA of content delivery

Inscape adopts a threefold approach to ensure appropriate QA during the delivery of the curriculum.

Each lecturer is required to reflect and self-evaluate at the end of every term - this is documented on a

Subject Report form (see Quality assurance )-

o Self-evaluation is a very powerful tool which lecturers can use to better the product offering which

they are responsible for - often one learns more through discovery, trial and error than through

purely theoretical study.

The CAM at each teaching site is responsible for managing the teaching performance of their lecturers both

actively and passively.


o The FTL/CAM is required to sit in on lecturers’ sessions to observe how the lecturers manages their

classroom and students, paying specific attention to how they communicate and how the students

experience the lecture.

o The FTL/CAM has to sit in on at least one lecture session annually for lecturer’s with IEG teaching

experience of 1 or more years on their campus. Findings must be recorded in the lecturer’s file.

o For staff members new to lecturing at IEG the FTL/CAM has to sit in on one lecturing session

within the first term of teaching and a second session annually as a follow up. Findings must be

recorded in the lecturer’s file.

o The FTL/CAM must provide feedback to the lecturer after the session, addressing concerns with the

lecturer in an appropriate manner, documented on the Class Visit report supplied by the Academic

Manager.

o The CAM/FTL must document which lectures’ sessions they have attended and whom they

monitored as well as the outcomes on their CAM quarterly report.

o Any immediate intervention which needs to take place must be documented

o If at any point a CAM/FTL does not feel confident in their findings or interventions they should

consult with their Campus Principal (CP).

CAM Quarterly QA report (see point 11.2 below), at the end of each term lecturers are encouraged to take

time to reflect and self-evaluate the term gone by (see procedure for QA of content delivery above); based

on these and the deeper understanding gained through sitting in on several lecturers during the term the

CAM has the insight to report on the academic delivery and QA happenings on the campus to the Academic

Management team.

3. ASSESSMENT OF WORK SUBMITTED

Procedure for QA of assessment of work submitted

Assessment and transparency is not taken lightly at IEG - we employ a rigorous assessment policy, which should

be read in conjunction with this section.

Selected discipline specific subjects are internally moderated every term by a two lecturers on campus.

Lecturers sit in on every student’s presentation and assessment them feedback on each student is shared

between the subject lecturer and internal moderator.

o This process gives the examining lecturer an opportunity to learn through mentorship and

observation, both very powerful learning tools. An in-house moderation opens the floor to

discussions that are otherwise not easy to have - lectures are given the opportunity to form

working relationships with more senior qualification lectures.

o The subject lecturer is responsible for arranging with a lecturer to moderate their student’s work, it

is a good idea that lecturers use a variety of moderators and not the same one repeatedly as this

can narrow the feedback pool. Even though it is the responsibility of the lecturer, the CAM should

keep track of the process.

At the end of the Academic year a panel of external moderatos are sourced to moderate exit level student

work (refer to Assessment policy for moderation procedures).

o External moderators are remunerated for their time – moderators are not associated with IEG

therefore they are assumed not to be biased or prejudiced toward the assessment and moderation

of the students. For this same reason, moderators may not be used for more than 3 years, and

after the 3 year cycle with us we do not re-use them again.

o A final year student may only graduate if all moderators and examiners agree on a pass mark for

the exit level project - should disputes arise they should be resolved in line with the IEG

assessment policy (the procedure of final year moderations is detailed in the IEG assessment

policy).

o All moderators (internal and external) are required to complete feedback reports after the

moderation period. These reports include an overview of the course and feedback on each student.

The moderators’ reports are returned to CAM, forming part of the quarterly QA CAM report that is

in turn submitted to the Academic Management team.

o These reports contribute to National Quality Assurance and Curriculum Development.

(Inscape’s Quality Assurance Policies are in line with the CHE’s Framework for Quality Enhancement, January

2014)

11.2 Campus Academic Quarterly Reports (Campus to National)


The CAM at each site compiles quarterly reports on the teaching and learning activities that took place

throughout the term on campus level through capturing the following information: o Success rates: Each term the CAM is required to update the Retention rates by populating each

course’s student list. Results are documented by filling in the block of each student with green if all

subjects are passed, yellow if a subject is failed but still within passing spectrum (i.e. HC candidates

who fail at 40% but pass on an average of 50% and red for failed subjects / modules also indicating

the subject code that is failed The summary of theses retention rates are then documented onto the

success rate tab on the Campus Quarterly Report spreadsheet. o CFC (Cause for concern students) – meetings and overviews are documented here o Events: All campus events, outings and visitors are documented in collaboration with the MC. o QA lecturer reviews: Class visits / Conversations and Lecturer concerns are documented here. o Email tracking: CAM are requested to track all emails o Campus concerns: This documents any Campus issues revolving around security, technology and/or

building maintenance issues. o Academic concerns: Any major Academic issues or situations are recorded, including plagiarism cases,

meetings with class reps or parent meetings – over and above CFC meetings. o Attendance: Staff attendance to campus events are recorded o Competition winners and participants: All competition entrants and/or winners are documented with

the assistance of the MC. The nature and content of the report is set by the Academic Management team. The reports are used to monitor and evaluate the value of programme/course delivery (on campus and

national level).

CAM quarterly reports are due as stipulated in the national IEG calendar.

The CAM reports are captured ‘live’ to ensure a continuous, up-to-date overview of the teaching and learning

activities on each site at any given time.

These reports form an integral part to the Annual Academic report and are included in setting National Academic

strategies, standards and objectives.

End


Annexures

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Origin Date


Ratification Date 2017/03/03

Implementation Date 2017/03/09




Version – year

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Campus Principals



Students


of 5 IEG - Student Code of Conduct Policy & Procedure 2014


Student Code of Conduct Policy V2017,U02,R03

2017/16/03

The overriding objective at Inscape is to develop our students into responsible, creative,

successful, practicing practitioners with a passion for their profession.

Inscape provides an environment conducive to learning, industry relevant programmes and

courses, and up to date software, technology and lecturers. We require that the students

take responsibility for their progress both on an academic level and personal level to ensure their success.

All Policy & Procedure are reviewed and updated as necessary on a regular basis, and

students will be kept informed of these reviews/updates. It however remains the student’s responsibility to read Policy & Procedure from time to time to remain up to date.

Student Code of Conduct Procedure

CONTENT

1. Academic

2. Resource Facilities

3. General Facilities

4. Dress Code

5. Health And Safety On Campuses

6. Hygiene

7. Marketing

8. Financial Matters

9. Variation

1. Academic

Deadline dates are strictly adhered to for all programmes and courses by all lecturers

Assignments are to be submitted at the commencement of the lecture session unless

otherwise specified by the lecturer.

Exercises and projects are to be entirely the student’s own work except where

agreed to by the lecturers.

When a deadline date is set for the submission of an exercise or project, the

students will be advised of this via a pre-scheduled course outline and at the time of

the briefing. No submission of work will be accepted by the lecturer after the expiry

of the deadline.

Assignments not submitted by the given deadline may be submitted by using the

Late/Resubmission procedure pending all requirements are being met – refer to 5. Of

the Assessment Policy and Procedure for late and resubmission guidelines and

procedures.

Students (and their parents/guardians) accept that if a student has not achieved a

minimum mark of

o 50% for Bachelor of Design

o 50% for Diploma

of 5 ©IEG - Student Code of Conduct Policy & Procedure 2017

o 40% for Higher Certificate qualifications

in all subjects during the first semester, s/he may not be permitted to continue the

course without the approval of the campus principal and that this ruling will not

compromise the Contract of Enrolment.

Bachelor of Design and Diploma qualification students must achieve a

minimum aggregate of 50% for each and every subject including portfolio

submission to pass the year.

Higher Certificate qualification students must achieve a minimum aggregate of

40% for each and every subject including portfolio and a total average of 50% for all

subjects to pass the year. Students with a 60% average will be considered to study

further in a Bachelor of Design with Inscape Education Group should they choose to.

Students with an average of between 50-60% may be considered to enrol for a

Diploma Programme with Inscape Education Group should they choose to.

Student work which is on display by the institution may not be removed without

permission from the relevant staff member. The Institution reserves the right to use

student work for promotional purposes.

The Institution will assign students to lecture sessions at its discretion and to change

the lecture sessions if necessary, but after giving students advance notice. Students

may only attend lecture sessions to which they have been assigned.

Due Performance (DP) is based on attendance at lectures. All students are expected

to attend at least 80% of lecture sessions each year and to be present for the

duration of each session. At least twenty hours per week should also be allowed for

unsupervised continuation work (homework).

A student’s DP may be taken into account when work is assessed and promotion or

graduation is considered.

Where illness exceeds one day, the student is to tender a doctor’s note. In any

event, a ‘phone call may be expected.

On occasions, extra-mural visits or talks by consultants may have to be scheduled

outside normal lecture hours and may occur up to 50km away from the campus

premises. Students will be advised timeously about these events and must make

the necessary arrangements for attendance.

No provision is made for students to bring visitors to the Institution during lecture

sessions.

Students can expect to receive feedback in both verbal and written formats.

Students’ may request for further explanation regarding the feedback in a

professional manner and during scheduled lecture sessions only.

Students are expected to conduct themselves in an honourable and appropriate

manner during academic interactions and activities including critique sessions.

2. RESOURCE FACILITIES

Reference works in the Institution library must be booked out in accordance with the

library procedure.

Institution reference works must be returned on the day that they are borrowed and

may not leave the premises.


3. GENERAL FACILITIES

Smoking is not permitted in the Campus buildings.

Designated smoking areas must be adhered to and cigarette butts must be disposed

of by the student.

Drugs and firearms are not permitted on any Inscape premises.

Alcoholic beverages may be consumed in moderation when on Inscape activities,

whether on Inscape premises or not. Abuse of this privilege will result in it being

retracted and possible disciplinary action and suspension or expulsion.

Students may not make or receive ‘phone calls during lecture sessions.

Students are asked to take care of work surfaces, computers and other equipment.

Cutting and pasting is to be done on cutting mats.

4. DRESS CODE

Students are to dress appropriately at all times when representing Inscape.

5. HEALTH AND SAFETY ON CAMPUSES

Save all campus emergency numbers and know the location of all campus

emergency stations.

Be alert and aware of your surroundings by limiting distractions such as cell phones,

laptops and notebooks.

Walk in groups

If you must travel alone, walk, drive, or bike in well-lit areas. Also be sure to alert

someone of your whereabouts.

If you have a bike, invest in a quality U-lock to keep it secure.

Protect your personal information when on campus. Be sure to log off before leaving

when using public computers.

Park in well-lit areas and lock all items in your boot.

Report any suspicious activity to Campus principal or a relevant Manager.

Notify the authorities about any suspicious people, vehicles or activities in or outside

of your building

Familiarize yourself with your campuses safety procedures

If you witness a crime being committed on campus, contact campus-security or the

campus operations administrator

Familiarise yourself with the fire exits and escape routes at campus.

6. HYGIENE

Palettes, brushes and pens are to be washed in the designated sink. Kitchen sinks

and bathroom basins may not be used for this purpose.

Students are asked to leave studios between sessions to allow for cleaning.

Campus toilets are to be kept clean and tidy.

Rubbish is to be thrown into applicable rubbish bins.

Students are to uphold personal hygiene.

Kitchens and socialising areas are to be kept clean.

7. MARKETING

Students need to be available to work at all Inscape events including but not limited

to Open days, workshops, Industry days etc..


As all work produced by Inscape students is the property of Inscape, students must

make their work available for display at all Inscape events and for use in any

promotional materials.

Students are the heart of the organisation and as such are expected to subscribe to

the Inscape ethos and promote Inscape at every level and touch point.

Students need to ask permission from the marketing department when using

Inscape’s branding.

8. FINANCIAL MATTERS

All moneys owed to Inscape are to be paid using existing payment options offered by

the Institution. Cash will not be accepted at any Inscape campus.

The Institution reserves the right not to assess student work or to provide a progress

report when Institution fees are more than one month overdue.

Institution fees are to reach Inscape not later than the day on which they are

due. The Debit Order facility and Credit Card instruction (where applicable) are the

preferred methods of payment.

In the event that a student’s fees are outstanding in excess of two months, the

Institution shall be entitled to suspend the student without compromising the

Contract of Enrolment.

Students to send proof of payments to [email protected]

The institution shall be entitled to recover all legal and administration costs incurred,

including attorney / client charges , tracing fees and such commission collection

commission as the intuition is obliged to pay to its attorneys on behalf of the

student.

In addition to the fees and without prejudice to any rights of the institution , from

due date to the date of payment the student shall pay interest at the rate of two per

centum (2%) per month or part thereof during the period while the payment is

outstanding on all amounts.

The parties choose as their domicilia citandi et executandi the addresses referred to

in the contract. All notices shall be deemed to be received by the addressee on the

5th business day after posting thereof, or forthwith upon hand delivery or by

telefax.

The contract constitutes the whole agreement between the parties and no warranties

or representations whether express or implied shall be binding on the parties other

than that as recorded herein. Any agreement to vary this agreement shall be in

writing and signed by both parties.

Neither the institution nor its employees shall be liable for any loss or damage to any

of the student personal effects while on the premises.

9. VARIATION

This document may be varied from time to time without notice.

End




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Update – number Key Red Font = 2017 Changes to Policy





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Policy Stakeholders Students


of 3 IEG Employee Health and Wellness Policy 2017


Employee Health and Wellness Policy and Procedure V2017, U01, R01

2017/03/25

Inscape Education Group (IEG) is committed to a safe, positive, and healthy workplace that

encourages and supports the physical and mental wellbeing of employees. We encourage not only

nurturing this philosophy, but also encouraging employees to take ownership of their own health and

welfare.

At Inscape we opt to give our employees access to Occupational Health and Safety and Personal Health

offerings, along with Wellness and Work Life Quality interactions. In this way ensuring that our

employees are equipped with the correct coping tools when they in turn need to aid students and other stakeholders alike, along with maintaining their own personal wellbeing.

The purpose of this policy is to address the core values of Inscape:

• Quality

• Authenticity

• Relationships

The Health and Wellness Framework (H & W Framework) is the driving force behind the fundamental

core values of maintaining Quality, wherein ensuring that our employees are always up-to-date,

strive for excellence in not only all they do, but within their own lives: that they endeavour to instil

these values in their interaction within the learning and work environment.

When recruiting, and selecting potential employees, one of the key factors we look for in an individual

is the ability to be Authentic. This is that Inscapeness, that unspoken inner essence that naturally

makes an individual reliable, consistent, and dependable, not only as an individual, but within a team.

Building, and maintaining, healthy Relationships with all stakeholders and self, is also an essential

ideal we strive to maintain and cultivate at Inscape. Through various internal mechanisms and

engagement activities, we promote the positive integration of individuals to assist with the continuous

and growing scope of communication within a system that allows effective interaction and personal

growth.

Health and Wellness Framework for Employees

1. Occupational Health and Safety and Personal Health.

The DHET, in terms of Regulation 12(2), states that institutions are required to submit an

occupational health and safety report for each site of delivery, as evidence that we comply with

all regulations relating to the health and safety of persons on our premises.

To this end:

• Inscape has a comprehensive Occupation Health and Safety Policy and Procedure that

governs the overall safety of our facilities.

• Along with emergency procedures, effective systems, and training, to ensure the

general safety of all those using our internal spaces.

• The organisation participates in yearly professional inspections, national (by a SAIOSH

certified member), to ensure a continuous high standard of inclusive safety in

preparation of any such event.

▪ See IEG Occupational Health and Safety Policy and Procedure

The Inscape Education Group Employee Benefits provide access to:

• Multiple choices within the Framework of the Discovery Medial Aid system for

employees to choose access. Whereby ensuring the physical, mental, and financial

health of employees


• Liberty investment solutions with regards

o Pension benefits

o Group life access

▪ See IEG Employee Benefits Policy and Procedure

2. Wellness and Work Life Quality

The mental, professional, and personal development, of an employee is very important to

Inscape as a national and global institution. The general “open door policy” of the managerial

representatives goes a long way to ensure, and secure, employees as to access for present

and continued success. The accessibility to a high-level management team is paramount to

the success of the institution.

• Employees have access to state of the art equipment, and technology, to ensure their

business success.

• Relevant and progressive policy and procedure documents, along with a formalised

coaching program, are available to ensure individual success and progress.

▪ See IEG Policy and Procedure documents on the Learner Management

System (LMS)

To ensure a quality of life and attention to personal success and growth of the individual

employee, Inscape has constructed a success platform with access to all employees. As a

natural training environment, Inscape has initiated an Online internal training platform, to

complement it’s already engaging personal workshops, and external training plan. These are

offered by various managers and experts, at various levels of employment dependant on the

immediate need. Whereby ensuring individual and departmental success.

▪ See IEG Training and Development Policy and Procedure

In terms of personal access to fundamental questions and aspect of a professional working

environment Inscape offers employees:

• easy access to personal annual leave (amongst others) via an online Employee Self

Service (ESS) system

• a clear and defined retirement explanation in the IEG Standard Conditions of

Employment

• confidentiality

• access to a discipline system that addresses any internal grievances

▪ See IEG Employee Grievance Policy and Procedure

• clear and concise position profiles, documenting Key Performance Areas

• defined departmental Key Performance Indicators

• a bonus payment system dependant on collective output

Specific Awareness to Student Mental and Physical Needs

1. Addressing Student Mental and Physical Needs Within the Curriculum

Within the curriculum, the students are exposed to various tools and strategies that address

their mental and physical health. Leadership, mentorship, along with stress and time

management, are covered in a direct and subtle inference through suggestion, roleplay, and

actual participation.

Through project based practice, awareness is created around social and environmental issues,

touching on subject, but not limited to: cyber bullying, teenage pregnancy, HIV aids, addiction,

and socio-economic mindfulness.

2. External Provisions Made to Deal with Specific Issues Per Site of Delivery

With specific reference to giving students access to information regarding their mental health,

and making them aware of their environment the following initiatives are put in place to address

their immediate needs. Through the registration process each student is required to fill-in and

maintain, their healthcare needs, and contracts. These are kept securely, at a campus and

national level, and are readily available in case of an emergency.

a. Cape Town Campus

Yearly SAPS visit – Information session

Contact person - Captain October from Cape Town Central Police Station – 021 467 6351


Addresses the following - general safety awareness and having the contact number of

the nearest police station.

THERAPISTS:

• Crescent Clinic:

o Clinical Psychologist Dr Anita Badenhorst – 0217627666

o Counselling Psychologist Dr Jacques Tylor – 0217627666

o Counselling Psychologist Dr Elizabeth Franklin – 0217627666

• Other:

o Psychotherapy & Pshychology Dr Vincenzo Sinisi – 0733565814

o Counselling Dr Sharon Johnson – 0722644140 ext 5552223

• For students having difficulty coping emotionally a programme called ‘The Journey’

by Nicci Drzewicki [email protected], has proven to be very successful

b. Durban Campus


Contact person - W/O Danny Verster, Police Emergency Services, 031-3254497

Addresses the following - Safety & Security on the street, safety and security inside the

campus, self-defence, facts of file on drugs, avoid Hijacking situation, missing children,

safety at the ATM, rape, water safety.

THERAPISTS:

Psychologists - Dr Tasneem Khan -031204 1569/1442

Hospital – Life Entabeni Hospital - Life Healthcare - 031 204 1300 –

Advisor/mentor at Inscape - Gail Henning always assisting student with problems.

c. Midrand Campus


Contact person – 011 347 1626

Addresses the following – General Safety

THERAPISTS

Lazrus Kgalema Dr - 011 304 7842

Phipps Warwick Dr - 011 805 5594

Xoli Mvoko Psychologists - 012 657 0166

d. Pretoria Campus


Contact person – 012 353 4233

Addresses the following – General Safety

THERAPISTS

Ask Pretoria Campus Reception for complete list

All Policy’s & Procedures are reviewed and updated as necessary on a regular basis, and employees

will be kept informed of these reviews/updates. It however remains the employee’s responsibility to

read Policy’s & Procedures from time to time to remain up to date.


of 3 IEG Disability Policy 2016


Disability Policy V2017, U01, R01

2017/03/01

Inscape Education Group (IEG) is committed to acceptance, equality, inclusion and empowerment of

disabled individuals. IEG endorses fully the United Nations Convention on the Rights of Persons with

Disabilities signed into South African law in June 2007.

The purpose of this policy is to:

• outline the role of IEG in regard to disability best practice at our facilitates

• clarify the rights of students and staff/employees

All Policy’s & Procedures are reviewed and updated as necessary on a regular basis, and employees

will be kept informed of these reviews/updates. It however remains the employee’s responsibility to read Policy’s & Procedures from time to time to remain up to date.

CONTENT

1. Definitions

Terminology

Disability

Language

Discrimination based on disability – staff and/or student

Reasonable adaptation & inclusion & inclusion – staff and/or student

2. Reasonable adaptation & inclusion & inclusion request – staff or student

Written request

Student with disability meeting

Staff with disability meeting

3. Access to the built environment

1. DEFINITIONS

i. Terminology

A ‘Lecturer’ is a person who instructs, provides tuition to students and assesses their work

‘Staff’ refers to full time administrative and service staff

‘Employee’ is used interchangeably for Lecturer and staff

‘Manager/ment’ is the person an employee reports to, e.g. Campus Academic Manager (CAM),

Academic Programme Manager (APM), Campus Principal (CP), Distance Campus Manager

(DCM), National Short Course Manager (NSCM) and Department Managers, i.e. Academic

Manager, Finance, ICT, HR/Operations

‘Leave Cycle’ is the period of 12 months calculated from the first day of each year

ii. Disability

IEG recognises that disability policy is necessary as a result of, interaction of people with

disabilities and their social and built environment, e.g. it is not the disability, nor the crutches

that disables a person, but society’s stigmatism and categorisation, as well as access into a

building/premises.

iii. Language

IEG will endeavour to use and instil a culture of acceptance, equality, inclusion and

empowerment by using the preferred terminology for English1

The disability rights movement of South Africa accepts the terms:

• “disabled person” and “people with disabilities”

• “uses a wheelchair”


• “disability”, “able bodied” and “people without disabilities”

• Some diseases by legal definition are considered disabilities e.g. “person with diabetes” or

“people living with AIDS”

• The Deaf culture refer to themselves as “Deaf” with a capital “D”

• A person may be “born without arms” or “has a congenital disability”

• “person with Down syndrome”, “person with cerebral palsy”, “person with epilepsy” or

“person with a seizure disorder”, “person with paraplegia/quadriplegia”, etc.

• “person with an intellectual disability” or “person with a psychiatric disability”

iv. Discrimination based on disability – staff/employee or student

IEG does not exclude any individual regardless of their disability and affords all equal and fair

opportunity to make application for either employment or to study at any of the campuses.

Qualification criteria for employment (position profile specifications) or to study (minimum

requirements) is adhered to for any and all applicants, irrespective of being able-bodied or

being a person with disabilities.

v. Reasonable adaptation & inclusion of disability – staff/employee and/or student

IEG will endeavour to make the necessary and appropriate modifications, changes,

adjustments where needed in a particular case of staff/employee or students, without imposing

a disparate or undue burden, to ensure those with disabilities can be incorporated, accepted

and given equal opportunity thereby affording them the same inclusion and empowerment as

their able-bodied counterparts.

2. Reasonable adaptation & inclusion of disability request – staff/employee and/or student

IEG recognises the right of staff and students with disabilities to request adaptation & inclusion of

their disability to facilitate their acceptance, equal participation and inclusion in all programme

offerings and facilities on our campuses.

i. Staff/employee or students with disabilities wishing to request reasonable adaptation &

inclusion of their disability should do so in written format which must include the following:

• Name of student and course enrolled in

• Addressed to (name) of Campus Academic Manager / Campus Principal

• Date of request

• A concise statement detailing the nature of the request

• A medical certificate (physical and sensory disabilities) and/or clinical/educational

psychologist or psychiatrist (cognitive and psychological disabilities) confirming the nature

and severity of the disability

These written requests must be sent to the Campus Principal’s email address, or that of the

Campus Academic Manager.

ii. While students with disabilities are welcomed, they are also not treated differently to

able-bodied students, with very little, to no concession being given that veers from our policy

and procedures applicable to students. Students with disabilities will graduate with the

requisite industry skills and competencies, as expected of able-bodied students.

Each reasonable adaptation and inclusion of disability application will be treated individually

and on its own merits at the beginning of each year:

iii. Student with disability meeting:

A meeting with the Campus Academic Manager / Campus Principal, parents and student will

clarify what, if any concessions will be made, e.g. supplementing curricula, course work

requirements, alternative but equivalent assessment modes, etc. The student is to initiate

such a meeting by requesting a meeting.

iv. The Campus Academic Manager / Campus Principal will then communicate same to the

Lecturer(s) detailing what the specific disability is and how it can and should be handled or


addressed in class. If it cannot be handled internally, external assistance would be required

and this/these options would be investigated.

v. Employee with disability meeting

A meeting with the Campus Principal, Human Resource Manager and staff member/employee

will clarify what, if any concessions can and will be made.

vi. All disclosed information will be kept private and confidential if deemed so necessary, and is

used to:

• monitor employment progress

• alert the lecturer to facilitate seamless integration into classes, adjustment to facilitation

methods, assessment & monitoring of progress,

• comply with Employment Equity reporting and strategic planning

3. Access to the built environment

Each campus or facility faces unique challenges with providing access to people with disabilities to

the built environment.

Each campus will identify, and wherever possible, address barriers to all facilities and services on

their site. Each campus will make budget provision for retrofitting access solutions, e.g. parking,

ramps, toilet facilities, stair markers, signage, etc.

All relevant campus personnel will receive appropriate and obligatory training on the retrofitting

as and when it is finalised.

With acknowledgement to Patricia Digh of Real Work Group sighted in DPSA (Disable People South

Africa) “A Pocket Guide on Disability Equity


Annexures

Links

∙ Employment Equity Policy & Procedure

Legal Framework

∙ Employment Equity Act (Act 55 of 1998)

∙ Basic Conditions of Employment Act 1997 (Act No 75 of 1997)

∙ Labour Relations Act, (Act 66 of 1995)

∙ Occupational Health and Safety Act (Act 85 of 1993 + Regulations)

Origin Date 11th December 2012


Implementation

Date 11th December 2012

Review by HR Manager March 2017

Drivers of Policy Campus Academic Managers

Campus Principals


Policy Stakeholders All at Inscape

Ownership &

Governance IEG: Mrs Helen Bührs

STAFF LIST_2017

First Name Surname Position Held Campus Highest Qualification attained

TOP MANAGEMENT

Helen Buhrs Managing Director & Principal

NAT B Tech (Interior Design), PGCE FET

Kevin Cromhout Director & Finance Manager

NAT N Diploma in Accountancy Postgraduate Certificate in Business Administration (Edinburgh Business School)

Mornay Schoeman Director & HR & Training Manager

NAT N H Dip (Interior Design)

Janet De Jager Director & Business Development Manager

NAT B Arts (Information Design) Hons

Sue Giloi Postgraduate Academic Manager

NAT Doctorate of Philosophy In Education

Leigh Krueger Academic Manager NAT BA Fine Arts (Hons), Post Graduate Certificate in ECDE.

Carsten Walton Faculty Dean Built Environment

NAT Master of Architecture

Renee Koelewyn General Manager Distance Campus Manager

NAT& DST HCert Numerical Skills for Business

Bianca Lance Marketing Manager NAT B Arts (VisualCommunication), Dip Mktng Mngmt

Nhlanhla Dube Sales Manager NAT Master of Business Administration Master of Divinity

Miguel De Figueiredo Campus Principal & HR & Ops Co-ordinator

NAT&CTN B Des (Interior Design)

Gail Henning Campus Principal & HR Training Co-ordinator

NAT&DBN M Interior Architecture (Prof), PGDipED Tertiary Education

Thulare Matlaba Campus Principal MRD B Design (Interior Design), BBA(Mktng Mngmt)

Liezl Thompson Campus Principal PTA B SocSc (IndPsy) Hons

Senior Management

Annalita Harley Campus Academic Manager

CTN N H Dip (Interior Design)

Nikita Singh Campus Academic Manager

MRD B Tech Interior Design

Raymond Taylor Campus Academic Manager & Marketing Co-ordinator

DBN Bachelor of Philosophy Hons in Mktng Mngmt

Business Development

Marisca Loots Project Manager NAT B Design (Interior Design)

Marketing

Ayanda Zwane National Marketing Co-ordinator

NAT Project Management Diploma Certificate in Broadcasting (ETDP SETA NQF 5)

Manunu Magane Marketing Co-ordinator

PTA N Diploma in Business Communication

Gabriela Carter Marketing Co-ordinator

CTN B Comm (Mktng Mngmt)

Sales

Chritina Manganyi Central Applications NAT B Sc Information Technology Management

Sphokazi Bhengu Brand Ambassador NAT Dip (Sports Mngmt)

Tiang Phillips Brand Ambassador NAT BBA (Mktng Mngmt)

Yincee Piers Brand Ambassador NAT Dip (Office Admin)

Anje Prigge Brand Ambassador NAT Dip (Public Relations)

Finance

Michelle Van Suilichem Bookkeeper NAT ICB - Senior Bookkeeper

Administrators

Marna Kriel PA to Financial Manager

NAT B Tech Jewellery Design and Manufacture

Rosemary De Sousa Operations and HR Administration Support

NAT NSC

Itumeleng Phetla Academic Administrator & Despatch Clerk

NAT NSC

Raelee Maja National Receptionist NAT NSC

Boitshoko Poncho National Receptionist NAT NSC

Ilze Adams Campus Operations Administrator

CTN HCert (GD)

Meera Krishenschund Campus Operations Administrator

DBN NSC

Mantshebo Matee Campus Operations Administrator

MRD NSC

Ronel Louw Campus Operations Administrator

PTA Grade 11

Belina Pillay Logistics and Administration

DST NSC

Our Academic & Industry Knowledge Experts

Lecturers, Facilitators and Instructors

Imraan Begg Lecturer CTN M Architecture (Prof)

Oriole Bolus Lecturer CTN M Tech Industrial Design

Melville Du Plessis Lecturer CTN M Business Management and Administration

Carol-Anne Gainer Lecturer CTN M Tech(Fine Arts)

Annalita Harley Lecturer CTN N H Dip Interior Design

Ludwig Gericke Lecturer CTN M Architecture (Prof)

Seugnet Herbst Lecturer CTN B Tech Interior Design

Phillip Kraft Lecturer CTN BA (Visual Communication) Hons

Thelma Mort Lecturer CTN Master of Education

Magmari Olivier Lecturer CTN&DST B Sc Interior Architecture

Janri Oosthuizen Lecturer CTN B Sc Interior Architecture

Warren Papier Lecturer CTN M Architecture

Leonie Slattery Full Time Lecturer CTN M Tech(Fashion)

Monique Smith Lecturer CTN B Des (Interior Design)

Cameron Sparg Lecturer CTN B Tech (Interior Design)

Karen Suskin Lecturer CTN B Tech (Graphic Design)

Leigh Tobin Lecturer CTN M Tech (Design)

Louise Topping Lecturer CTN Bachelor of Arts in Fine Arts in the special field of contemporary Media and Visual Studies

Soumya Varghese Lecturer CTN M Architecture (Prof)

Helen Borg Lecturer DBN B Tech (Graphic Design)

Sadie Bosworth-Smith

Lecturer DBN B A Honours Psychology with Distinction N Dip Fashion

Karl Fischer Lecturer DBN B Architectural Studies

Edward Freer Lecturer DBN B Tech (Graphic Design)

Jonothan James Lecturer DBN M Architecture

Linda Jones Lecturer DBN M Arts Fine Art

Roger Kerr Lecturer DBN M Architecture (Prof)

Roxanne Larkan Lecturer DBN B A (Psych. Cou.)

Jenni McKenzie Lecturer DBN B Tech (Interior Design)

Sarah McKenzie Lecturer DBN B Arts Hons in Brand Leadership

Marc Oswell Lecturer DBN M Architecture

Chantal Porter Lecturer DBN B Interior Design Hons

Alice Rash Lecturer DBN B Tech (Fashion Design)

Raymond Taylor CAM & Lecturer DBN B Philosophy Honours Marketing Management

Lydia Townsend Lecturer DBN B Tech (Interior Design)

Johan Van Staden Lecturer DBN Bachelor of Arts

Skye van Wyk Lecturer DBN B Tech (Fashion)

Luhandra (Vorstman) Kirby

Lecturer DBN B Tech (Fashion)

Chantelle Warburton Lecturer DBN B Tech (Graphic Design)

Chantelle Arends Lecturer MRD B Arts Dramatic Art Honours

Nicholas Barclay Lecturer MRD B Tech (Graphic Design)

Sandra Bissel Lecturer MRD B Tech (Graphic Design)

Jennifer Bradley Lecturer MRD B Architecture Honours

Abri Coetzee Lecturer MRD B Des (Interior Design)

Corlia De Swardt Lecturer MRD B A Graphic Design

Candice Dippenaar Lecturer MRD B Tech (Interior Design)

Kim Geere Lecturer MRD Diploma (Graphic Design)

Jennifer Hearn Lecturer MRD B Arts History Of Art

Deirdre Hoffman Lecturer MRD B Tech (Graphic Design)

Stefanie Krynauw Lecturer MRD BA Hons Industrial Design B A Graphic Design

Heinrich Liebenberg Full Time Lecturer MRD BA Hons Graphic Design PGCE FET

Beatrix Large Lecturer MRD B Arts Design & Multimedia

Shirley Ledwaba Lecturer MRS B Tech Interior Design

Chris Meyer Lecturer MRD B Tech Architectural Technology

Mary-Ann Potter Lecturer MRD & PTA

Master of Arts in English; PhD in English Pending ??

Sonja Prinsloo Lecturer PTA BIS Multimedia Honours

Nikita Singh Lecturer MRD B Tech Interior Design

Janine Terblanche Lecturer MRD B Arts(Graphic Design)

Moses Yakobe Lecturer MRD M Architecture (Prof)

Kwazikwenkosi Zungu Lecturer MRD B Arts(Graphic Design)

Everardt Burger Lecturer PTA M Tech Civil Engineering

Yolandi Burger Lecturer PTA M Tech (Design); PGDipEd

Ricardo Carvalho Lecturer PTA Master of Business Administration

Kyle Coulson Lecturer PTA B Tech Architecture

Courtney De Villiers Lecturer PTA B Arts (Fine Arts) ; PGCE_FET

Donovan Drodskie Lecturer PTA B Arts(Fine Arts) Hons

Martie Erasmus Lecturer PTA B A Information Design Honours B A Fashion Design

Peter Harrison Lecturer PTA BTech Idustrial Design M Tech (Pending results Feb2017)

Diandra Haupt Lecturer PTA B Arts(Information Design) B Arts(Fashion

Leigh Krueger Lecturer PTA BA Fine Arts (Hons), Post Graduate Certificate in ECDE.

Leandra Levenderis Lecturer PTA B Arts Honours in Interior Design

Merry Luzolo Lecturer PTA M Architecture (Prof)

Merani Meyer Lecturer PTA B Arts (Information Design)

Timothy Mostert Lecturer PTA B Arts Fine Arts

Annarie Paterson Lecturer PTA B A Graphic Design

Helen Pinkham Lecturer PTA B A (Information Design)

Gwynedd Peters Lecturer PTA B Arts(Fine Arts) Hons

Hilke Potter Lecturer PTA B Architecture

Sonja Prinsloo Lecturer PTA BIS Multimedia Honours

Anje Sauer Lecturer PTA B ED Early Childhood Development and Foundation Phase

Leana Scheffer Lecturer PTA B Sc (Interior Architecture) Hons

Jolandi Serton Lecturer PTA Diploma Architectural Draughting

Charles Smart Full Time Lecturer PTA B Arts Honours in Graphic Design

Mick Taute Lecturer PTA B Arts Fashion

Hugo Van Der Walt Lecturer PTA&DST B Tech Architectural Technology

Ronmari Van Tonder Lecturer PTA B Drama Hons

Maryke Van Wyk Lecturer PTA B Arts (Information Design)

Suzanne Van Wyk Lecturer PTA B Cons Sc (Interior Retail Mngmnt) Hons

Mia Van Zyl Lecturer PTA B Interior Design

Michelle Van Zyl (Erasmus)

Lecturer PTA B Interior Architecture Hons

Marilu Vermeulen Lecturer PTA Masters in Architecture

Nielmari Wilson Lecturer PTA B Arts (Information Design)

Jennifer Harvey Lecturer DST N H Dip (Architectural Technology)

Liese Morgan Lecturer DST B Tech Fashion

Service Staff

Dinah Kgopa General Worker - Cleaner

NAT NSC & Grade C (Security)

Mpho Cedric Makofane General Worker -Maintenance

NAT Grade 11 & Grade EDC (Security)

Ngoako Moses Seabela General Worker - Cleaner

NAT Grade 10

Ielyaas Davids General Worker - Cleaner & Maintenance

CTN Grade 11

Pelisa Dzila General Worker - Cleaner

CTN Grade 11

Josue Cizungu General Worker - Cleaner & Maintenance

DBN NSC and Inscape Award in Architectural Draughting

Edward Mathabatha General Worker - Cleaner

MRD Grade 11

Petros Ncube General Worker - Gardener

MRD

Taymon Ncube General Worker - Cleaner & Maintenance

MRD

Enock Mahumani General Worker - Cleaner & Maintenance

PTA Grade 11 PSRA Grade E & D (Security)

Nakampe Romeo Ramokgola General Worker - Cleaner

PTA Grade 11