ba dgree in fashion
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COURSE OUTLINE
BACHELOR OF ARTS IN FASHION DESIGN
JHB CAMPUS
2nd Floor
Design District Building
14 Keyes Avenue (corner 7th Avenue)
Rosebank
TEL 27.11.788.4432
EMAIL [email protected]
PTA CAMPUS
1ST Floor
Clocktower Building (Building 2)
Hateld Square
Hateld
TEL 27.12.362 6827
EMAIL [email protected]
LEADERS IN FASHION EDUCATION
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LEADERS IN FASHION EDUCATION
ABOUT LISOF
LISOF opened in 1993. With our graduates now populating the upper
echelons of the fashion industry, LISOFs reputation as the most progressive
fashion school on the continent is well established and is the reason why
South Africas most talented future fashion practitioners choose us.
Our signicant experience in fashion education and
training coupled with our drive to remain at the forefront
of fashion has cemented LISOFs reputation as the
fashion school of rst choice.
The world of fashion requires commitment, dedication, hard work, a little
madness and a lot of edge. At LISOF you will discover these attributes in us
and in you!
Shana Rosenthal, founder and Managing Director says, In fashion, the idea of
the perfect look has long since been left behind and what replaces it is a deepsense of individuality. Similarly, at LISOF, the individual is carefully nurtured
according to their own unique talents, built upon a solid base of knowledge
of the fashion industry.
What is valued most at LISOF is our ability to innovate in order to realise
applied solutions to the creative and commercial challenges that are the
day-to-day reality of the fashion industry, both locally and abroad. Clothing
reects the negotiated, multicultural, fashioned identity constructions within
contemporary, post-modern contexts. The terrain is fraught with contradic-
tion and possibilities and at LISOF, we believe it is our responsibility to agitate,
creatively, in order to realise not only great design solutions but commercially
viable and successful ones that will drive the fashion economy and nurture the
lives of those that are directly and indirectly involved in the fashion industry.
The fashion curriculum is a tremendously intriguing and complex construc-
tion. It is distinguished by signicant levels of diversity that span a broad
range of subjects and disciplines. This range of skills and knowledge must
be mastered by the aspiring fashion practitioner whether as a designer,
clothing technician, merchandiser or anything in between. South African
fashion specically is the locus for the local-global dialectic, for past-present
dialogues, and for self-other debates - fascinating, complex and rich ter-
rain indeed. At LISOF you will be challenged to realise an equally rich and
diverse curriculum experience that ensures local and global relevance and
that will allow you to participate with condence in the many exciting elds
of fashion practice available.
LISOF and its full-time pro-
grammes are accredited by
the Council on Higher Educa-
tion and registered on the
South African Qualications
Authoritys National Qualica-
tions Framework (NQF).
LISOF is registered with the
Department of Education as
a private higher education
institution under the Higher
Education Act, 1997. Regis-
tration Certicate No. 2002/
HE07/002.
To develop and enhance
opportunities for quality
education and training in the
fashion industry.
To promote high academic
standards.
To promote good principles of
character.
To enhance understanding
between people of different
cultures.
To provide high quality fashion
education thereby preparing
learners fully for entering the
job market.
MISSION STATEMENT
REGISTRATION AND
ACCREDITATION STATUS
GOALS & OBJECTIVES
3-YEAR BACHELOR OF
ARTS IN FASHION
NQF Level 7
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BACHELOR OF ARTS IN FASHION
CAREER OPPORTUNITIES
The Bachelor of Arts in Fashion prepares students for a diverse and incredibly
exciting range of career pathways.
Step into any shopping mall and you are stepping straight into an incredible
world of career options in the fashion industry. From the professionals whodecide what colours and shapes we will be wearing this season (and next,
and the next) to those that design and manufacture the clothing, what you see
on the hanger is just the beginning of the story.
Behind every item of clothing is a team of merchandisers, buyers, retailers
and many more. Every brand you know (and love) has a team of fashion
professionals driving the design, manufacture and delivery of the cloth-
ing to the retail oor. From brand managers and fashion marketers to
publicists and visual merchandisers.
FULL-TIME COURSES
LISOFs full-time qualications offer students the widest range of curriculum
choice available in the country. Students design their curriculum based on
their particular career interests. A LISOF full-time curriculum offers everything
from design & technical courses, to courses in the business of fashion (buy-
ing, marketing and product development) and everything in between fashion
journalism, trend forecasting, wardrobe & costume, styling, make-up, fashion
photography and many more.
We collaborate with some of the top brands in the world
of fashion and lifestyle to realise the most innovative and
dynamic full-time curriculum experience available to
students anywhere South of London!
BA
IN FASHIONDESIGN/COMMERCIAL
LISOF and its full-time pro-
grammes are accredited by
the Council on Higher Educa-
tion and registered on the
South African Qualications
Authoritys National Qualica-
tions Framework (NQF).
LISOF is registered with the
Department of Education as
a private higher education
institution under the Higher
Education Act, 1997. Regis-
tration Certicate No. 2002/
HE07/002.
To develop and enhance
opportunities for quality
education and training in the
fashion industry.
To promote high academic
standards.
To promote good principles of
character.
To enhance understanding
between people of different
cultures.
To provide high quality fashion
education thereby preparing
learners fully for entering the
job market.
MISSION STATEMENT
REGISTRATION AND
ACCREDITATION STATUS
GOALS & OBJECTIVES
3-YEAR BACHELOR OF
ARTS IN FASHION
NQF Level 7
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Stand in the queue of any major retail store, and you will be mesmerized by
the proliferation of magazines on the shelves. Every publication whether a
fashion mag or not has a team of writers, journalists, photographers, make-
up artists, hair stylists and editors bringing their readers the latest fashion and
lifestyle content. Take your magazine home, op onto the couch and switch
on the telly and then remind yourself that every programme or movie you
watch has a wardrobe department deciding what each character will wear
sometimes designing and making it, sometimes sourcing it - the opportunities
are endless.
Oh, and just in case dont forget the careers in fashion research and
teaching and the many crossover careers in other lifestyle categories like
interiors. Dont forget the advertising industry someone has to style up
the models and extras for the shoot including hair and make-up and overall
creative direction.
Okay, one more fashion week and the hundreds of fashion shows staged
around the country each year. Someones got to put the fashion show
together so why not you! When we hear people lamenting the lack of
jobs and a solid career and salary in the fashion industry we, well try
not to laugh.
Okay, yes, we forgot to mention that you might want to work for
yourself so are you the next Galliano, Stella McCartney, David Tlale,
Marianne Fassler?
LETS BREAK IT DOWN AGAIN:
FASHION DESIGN:
Design commercial ready-to-wear collections for wholesalers/retailersDesign couture garments to individual specications
CLOTHING PRODUCTION:
Construct tted patterns and sized ratios for clothing production.
Quality control of manufacturing in clothing production environments.
COMMERCIAL/MERCHANDISING FIELDS:
Fashion Buying
Fashion Marketing
Business & Brand Management
Product Development
Trend Analysis
PHOTOGRAPHY, MEDIA, BEAUTY & MAKE-UP:
Fashion Photography
Make-Up & Beauty (including Styling & Hair Styling)
Fashion & Beauty Journalism, Editing and Publishing
Fashion Styling (for Media and Advertising)
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GENERAL:
Fashion illustrations for magazines, retail patterns,
newspapers and fashion shows.
Co-ordinate textiles within the design context.
Fabric buying or sourcing.
Costume design for theatre or lm.
Costume co-ordination for theatre or lm.
ADMISSION CRITERIA
*These admission guidelines are extracted directly from the Minimum Admis-
sion Requirements for Higher Certicate, Diploma and Bachelors Degree Pro-
grammes requiring a National Senior Certicate, (Department of Education,
Pretoria, August 2005) & the Minimum Admission Requirements for Higher
Certicate, Diploma and Bachelors Degree Programmes requiring a Nation-
al Certicate (Vocational) (Department of Education, Pretoria, March 2006,
September 2007)
Qualications in higher education represent signicant learning achievement,
but all qualications are not alike. They make different intellectual demands
and reect different intellectual achievements on an increasing scale of dif-
culty, and this is reected in the different requirements for admission to the
Higher Certicate, the Diploma and the Bachelors Degree, in terms of the Na-
tional Senior Certicate and the National Certicate (Vocational). The minimum
admission criteria for the various entry level qualications in the higher educa-
tion band (Higher Certicate, Diploma, Bachelors Degree) must balance a
number of important considerations and must reect the cognitive demands
that will be made on participating learners in the higher levels of the NQF.
Thus, in the case of Bachelors Degree learners, for example, it is important
that higher education institutions admit applicants who are likely to succeed
in degree studies, given good teaching, good facilities, and appropriate aca-
demic monitoring and support (for accredited and registered learning pro-
gramme). Signicantly, admission criteria must, as far as possible, predict
student success in the programmes for which they are enrolled. This is very
complex terrain requiring substantial research attention and track-record
savvy on the part of higher education institutions and the education system
generally and a signicant amount of research is done in the area in order to
improve the predictive value of admission judgments.
The setting of the admission requirements is made by Higher Education South
Africa (HESA) in terms of section 74 of the Higher Education Act, 1997 (ActNo. 101 of 1997). HESA is the successor to the South African University
Vice-Chancellors Association (SAUVCA) and the Committee of Technikon
Principals (CTP). In this regard, HESA is recognised as the body responsible
for setting the minimum admission requirements for the Higher Certicate,
Diploma and Degree Programmes.
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National statutory minimum admission requirements (minimum threshold
norms) have been set in terms of the National Senior Certicate (NSC) at
Level 4 of the National Qualications Framework - issued for the rst time in
2008 for admission to higher education in 2009 and beyond - whose speci -
cations were approved by the Minister of Education in the Policy for the
National Senior Certicate: A Qualication at Level 4 on the National Qualica-
tions Framework (Government Gazette, Vol. 481, No. 27819, July 2005) for
undergraduate higher education qualications and programmes, namely the
Higher Certicate (NQF Level 5), the Diploma qualication (NQF Level 6), and
the Bachelors Degree (NQF Level 7).
National statutory minimum admission requirements (minimum threshold
norms) have also been set in terms of the new National Certicate (Vocational)
(NSV) at Level 4 of the National Qualications Framework to be issued for
the rst time in 2009 for admission to higher education in 2010 - whose speci-
cations were approved by the Minister of Education in the Policy for the Na-
tional Certicate (Vocational): A Qualication at Level 4 on the National Quali-
cations Framework (Government Gazette, Vol. 489, No. 28677, March 2006
and amended in Government Gazette, Volume 507, No. 30266, September
2007) for undergraduate higher education qualications and programmes,
namely the Higher Certicate (NQF Level 5), the Diploma qualication (NQF
Level 6), and the Bachelors Degree (NQF Level 7).
Eligibility for admission to LISOFs 3-year, full-time minimum, Bachelor of Arts
in Fashion learning programme is as follows:
The minimum admission requirement is a National Senior Certicate
(NSC) or its academic precedents, e.g. Senior Certicate with endorse-
ment as certied by Umalusi with an achievement rating of 4 (adequate
achievement, i.e. 50% - 59% or better, in four (of no fewer than six + Life Orienta-
tion) subjects from the following designated subject list of recognized 20-credit
NSC subjects:
ACCOUNTING(03060034)
AGRICULTURAL SCIENCES(01060064)
BUSINESS STUDIES(03060064)
CONSUMER STUDIES(11060034)
DRAMATIC ARTS(02060094)
ECONOMICS(03060094)
ENGINEERING GRAPHICS &
DESIGN(06060124)
GEOGRAPHY(07060064)
HISTORY(07060094)
INFORMATION TECHNOLOGY(10060124)
LIFE SCIENCES(10060154)
MATHEMATICS(10040064)
MATHEMATICAL LITERACY(10030034)
MUSIC(02060124)
PHYSICAL SCIENCES(10060184)
RELIGION STUDIES (07060124)
VISUAL ARTS(02060154)
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OR
The minimum admission requirement is also a National Certicate (Voca-
tional) (NCV) Level 4 issued by the Council for General and Further Edu-
cation and Training, where the student must (a) achieve at least 60% in
three fundamental subjects, including the language of learning and teach-
ing in the higher education institution (i.e. Group A, Fundamental Compo-
nent), and (b) achieve at least 70% in four compulsory vocational subjects
(Group B, Vocational Component).
GROUP A:
Fundamental Component
Ofcial Languages at First Additional Language Level:
ENGLISH(First Additional language)
AFRIKAANS(First Additional language)
ISIXHOSA(First Additional language)
MATHEMATICAL SCIENCES
MATHEMATICS
MATHEMATICAL LITERACY
HUMAN AND SOCIAL STUDIES
LIFE ORIENTATION
ENGLISH - home level
(04010124) or minimum of rst additional
language level (04020154) - compulsory
Maximum of two of:
AFRIKAANS - home level
(04010034) or minimum of rst additional
language level (04020064)
ISINDEBELE - home level
(04010214) or minimum of rst additional
language level (04030244)
ISIXHOSA - home level
(04010304) or minimum of rst additional lan-
guage level (04020334)
ISIZULU - home level
(04010394) or minimum of rst additional
language level (04020424)
SEPEDI - home level
(04010484) or minimum of rst additional
language level (04020514)
SESOTHO - home level
(04010574) or minimum of rst additional
language level (04020604)
SETSWANA - home level
(04010664) or minimum of rst additional
language level (04020694)
SISWATI - home level
(04010754) or minimum of rst additional
language level (04020784)
TSHIVENDA - home level
(04010844) or minimum of rst additional
language level (04020874)
XITSONGA - home level
(04010934) or minimum of rst additional
language level (04020964)
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In addition to meeting the technical admission criteria for a rst Bachelors
degree, candidate students must complete an admission task. The task as-
sesses a candidates entry-level capability, lateral thinking ability, and career
orientation. The admission task serves a diagnostic function and is not a
selection process per se. However, the institution does reserve the right to
further assess a candidates suitability to the programme (i.e. fashion, or the
NQF Level) should there be evidence that arises from the admission task that
diagnoses potential challenges for a candidate student.
Ofcial languages at First Additional
language Level:
ENGLISH(First Additional language)
AFRIKAANS(First Additional language)
ISIXHOSA(First Additional language)
Agriculture and Nature Conservation:
FARM PLANNING AND MECHANISATION
ADVANCED PLANT PRODUCTION
ANIMAL PRODUCTION
AGRI-BUSINESS
Business, Commerce and Management Studies:
APPLIED ACCOUNTING
FINANCIAL MANAGEMENT
ECONOMIC ENVIRONMENT
NEW VENTURE CREATION
MANAGEMENT PRACTICE
OPERATIONS MANAGEMENT
FINANCIAL MANAGEMENT
PROJECT MANAGEMENT
MARKETING ADVERTISING & PROMOTIONS
MARKETING COMMUNICATION
CONSUMER BEHAVIOUR
BUSINESS PRACTICE OFFICE
PRACTICE OFFICE DATA
PROCESSING CONTACT
CENTRE OPERATIONS
Physical, Mathematical, Computer and
life Sciences:
SYSTEMS ANALYSIS AND DESIGN DATA
COMMUNICATION AND NETWORKING
COMPUTER PROGRAMMING
PHYSICAL SCIENCE
Services:
HOSPITALITY
GENERICS FOOD PREPARATION
CLIENT SERVICES AND HUMAN RELATIONS
HOSPITALITY SERVICES
SCIENCE OF TOURISM
SUSTAINABLE TOURISM IN SA AND
INTERNATIONAL TRAVEL TOURISM
OPERATIONS
Manufacturing, engineering and technology:
CONSTRUCTION PLANNING
CONSTRUCTION SUPERVISION
MATERIALS CARPENTRY AND ROOF WORK
CONCRETE STRUCTURES
MASONRY
ROADS
PLUMBING
ELECTRICAL PRINCIPLES AND PRACTICE
ELECTRICAL WORKMANSHIP
ELECTRONIC CONTROL AND DIGITAL
ELECTRONICS
ELECTRICAL SYSTEMS AND
CONSTRUCTION ENGINEERING
PROCESSES
PROFESSIONAL ENGINEERING PRACTICES
APPLIED ENGINEERING PRACTICES
TECHNOLOGY FITTING AND TURNING
AUTOMOTIVE REPAIR & MAINTENANCE
ENGINEERING
FABRICATION
BOILER MAKING
ENGINEERING FABRICATION - SHEET METAL
WORKER WELDING
REFRIGERATION AND AIR
CONDITIONING PROCESSES
STORED PROGRAMME SYSTEMS
ELECTRO-TECHNOLOGY
COMPUTER-INTEGRATED
MANUFACTURING
MECHATRONIC SYSTEMS
Law, military science and security:
GOVERNANCE
LAW PROCEDURES AND EVIDENCE
CRIMINAL JUSTICE PROCESS
APPLIED POLICING CRIMINOLOGY
Education, training and development:
ART AND SCIENCE OF TEACHING
HUMAN AND SOCIAL DEVELOPMENT
LEARNING
PSYCHOLOGY
EARLY CHILDHOOD DEVELOPMENT
GROUP B:
Vocational Component
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Many adult students who have not achieved a National Senior Certifcate
(NSC) or an equivalent prior qualication (e.g. Senior Certicate) can benet
from higher education. In keeping with the objectives of the National Senior
Certifcate Framework the Ministry of Education supports wider and more
diverse access to higher education and efcient progression pathways within
the higher education system.
In keeping with this spirit and intention, LISOF recognises prior learning (RPL)
in the following instances:
For admission purposes in the event that a candidate student has
not completed the secondary school exit level but is at least 22
years of age and has suitable work-place experience that can be
assessed for comparability with the secondary school exit level;
For credit accumulation purposes in the event that a candidate
student has completed parts of the learning programme at another
institution, or in an aligned discipline, and wishes to be considered
for partial exemption from the learning programme
(courses or modules);
For certifcation purposes in the event that a candidate student
has completed all the requirements of the learning programme,
either at another institution or through accumulated work
experience, and wishes to be considered for full exemption from
the learning programme for the awarding of the programme
certication.
The institution has an RPL facilitator and has developed an administrative sys-
tem to facilitate RPL applications and outcomes and prescribes a range of
evidence options depending on the nature of the RPL exemption being applied
for, by the RPL candidate student. The RPL facilitator, on a case-by-case basis,
facilitates RPL applications.
If you want to apply for the Bachelor of Arts in Fashion simply contact the
campus you are interested in attending or send us an email ([email protected],
subject line: Programme Enquiry Bachelor of Arts in Fashion). One of
our recruitment facilitators will contact you within 48 hours to explain the
application process and to provide any further guidance or information
you may require.
THE CURRICULUM & SUBJECT CHOICES
LISOF provides a unique curriculum experience that is the very rst of its kind
in South Africa. The principle that drives the construction of each individual
students curriculum is one of exibility in order to maximize student choice.
Students essentially construct their own curriculum based on their individu-
al interests and career intentions but within the qualication rules of course
combinations. The rules of course combinations draw on LISOFs signicant
experience and understanding of the world-of-fashion-work and ensure that
each students chosen curriculum represents a planned and purposeful set
of learning experiences that are compliant with the South African Qualica-
tion Authoritys regulations for curriculum design; that meet the accreditation
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Department of Education; and, most importantly, lead to a set of viable
careersaftergraduation.
LISOFscurriculumadvisors will guide youthrough theexcitingprocessof
planningyourcurriculumbasedonyourcareerinterests.Theywillassistyou
tochoosecourses according tothe rules ofcoursecombinationthatbest
supportyourcareerinterests.Nomoredoingcoursesyoudontwantto,or
havenointerestin, simplybecausethatshowitsalways worked. LISOFs
newcurriculummodelisbasedonthesameguidingprinciplesofthetradi-
tionalUniversitysystemandoperatedby theleadingfashionschoolsinthe
UnitedKingdomandtheUnitedStates.Thisshifthasbeennecessitatedby
afashionsectorinSouthAfricathatisincreasinglysophisticatedandthatis
demandinggreater depth andbreadth of specializedknowledge andskills
earlierandearlierintheeducationalexchange.
LISOFsresearchintothecurrentandfuturetrendsinSouthAfricanandglobal
daysofdoingabitofeverything havepassedas havethedaysofbridging
thefashionindustry.Thisprincipleholdstruefortheinternationalfashionmar-
ketaswell indeedmoreso!
The LISOF curriculum model is divided into Primary Courses and
Secondary Courses. The PrimaryCourses are divided between those
coursesthatfocusonDesign&Technicalknowledgeandskillsandthosethat
focusonCommercialorBusinessknowledgeandskills.
TheSecondaryCoursesaredividedbetweenthosecoursesthatfocuson
Design&Technicalknowledgeandskills;thosethatfocusonCommercialorBusinessknowledgeandskills;andthosethatfocusonTheoretical&Contex-
tualknowledgeandskills.
Dontforgetthatalthoughwe offeryou asmuchchoiceas possible,there
arecertainrestrictionsonwhatyoucanorcantchoose.Thesearecalledthe
RulesofCombination andhave beenextensivelydebated
andresearchedbytheinstitutionsknowledgecustodianstheKnowledge
Director,AcademicHead,HeadsofDepartmentandAdvisoryBoard.
Thecourseselectionprocessandrulesofcombination willbeexplainedto
youwhenyouattendyourcandidateassessmenttestandacurriculumadvi-
YoumustchooseatleastthreeofthefollowingPrimaryCourses totaketo
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FROM THE DESIGN & TECHNICAL CLUSTER OF COURSES:
Creative Design 01, 02 & 03
Pattern Design 01, 02 & 03
FROM THE COMMERCIAL CLUSTER OF COURSES:
Buying & Merchandising 01, 02 & 03
Business Studies & Management 01, 02 & 03Marketing &Retailing 01, 02 & 03
Next, build the remainder of your curriculum from the following list of courses
ensuring that you complete a minimum of 120 SAQA credits per year:
FROM THE DESIGN & TECHNICAL CLUSTER OF COURSES:
Computer Literacy & Design 01, 02 & 03
Garment Construction 01, 02 & 03
Fashion Photography 01 & 02
Make-Up 01 & 02
Technical Drawing 01
Visual Studies 01, 02 & 03
FROM THE COMMERCIAL CLUSTER OF COURSES:
Merchandising Mathematics (incl. Planning) 02 & 03
FROM THE CONTEXTUAL CLUSTER OF COURSES:
Experiential Learning 02
Fashion Media 01 & 02
Fashion Theory 01, 02 & 03
Historical Fashion Studies 01 & 02
Fashion Practice 01, 02 & 03
Textiles and Fashion 01
Trend Analysis 01 & 02
You must ensure that you take at least three of these courses to Level 02 of
the course, but you may take them to a higher level if you choose to. You may
take as many courses as you wish to level 02 or 03 but you may not choose
more than 140 SAQA credits in any one academic year without the written
authorization of LISOFs Head of Institution.
You are not restricted to particular course clusters (Design & Technical, Com-
mercial, Contextual). You are in fact encouraged to combine courses from
different course clusters in order to achieve a well rounded curriculum experi-
ence but you should also be aware that courses listed under the same course
cluster complement each other and provide for a stronger career focus.
What follows is a brief description of the course clusters to give you some idea
of the career possibilities available to you. Remember that you are not con-
ned to any particular course cluster and that you may, and should, combine
courses from different clusters of courses.
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THE DESIGN & TECHNICAL CLUSTER OF COURSES:
Computer Literacy & Design, Creative Design, Fashion Photography, Garment
Construction, Make-Up, Pattern Design, Technical Drawing, Visual Studies.
The Creative Design course aims to introduce the student to the concepts
and design development skills related to fashion, with continual reference to
production methods, identity and market trends.
The Visual Studies course identies and develops those areas of skill in the
visual arts that relate to fashion design and design presentation. By develop-
ing graphic techniques in Computer Literacy & Design students will be able to
communicate their design in visual form, including computer assisted design
formats (CAD).
The technical courses (Pattern Design, Garment Construction, Technical
Drawing) develop an understanding of the relationship between design and
manufacture. Students must explore the progressive stages involved in the
manufacturing process and the inuence of these processes on design deci-
sions. Students develop a thorough understanding of all the technical (and
technological) requirements of clothing production.
This course cluster includes the Make-up, and Fashion Photography courses
for those who are interested in the many exciting career options available to
graduates in media, styling, advertising, journalism, lm and television.
THE COMMERCIAL CLUSTER OF COURSES
Buying & Merchandising, Business Studies & Management, Marketing & Re-
tailing, Merchandising Mathematics & Planning.
The business management, marketing and merchandising sectors of the fash-
ion industry have seen signicant growth and development in recent years.
This has led to the introduction of a cluster of courses at LISOF that prioritise
the many business aspects of the fashion industry as their core focus. These
courses will provide students with the appropriate knowledge and skills to
operate effectively in the business arena in fashion.
This cluster of courses focus on developing an understanding of the basic
business environment, including the dominant structures and operational sys-
tems that characterise commercial fashion enterprises and the context and
nature of management practices in commercial fashion enterprises of different
sizes. In addition this cluster of courses applies buying, merchandising and
marketing/brand theory and practice to the fashion retail and merchandising
context. The basic principles and terminology of merchandising mathematics
for retail management and merchandising contexts is also covered.
THE CONTEXTUAL CLUSTER OF COURSES
Experiential Learning, Fashion Media, Fashion Theory, Historical Fashion
Studies, Fashion Practice, Textiles and Fashion, Trend Analysis.
Successful fashion practices may be regarded as creative processes based
on the collection, analysis, synthesis, consolidation, evaluation and presenta-
tion of a very diverse and challenging body of knowledge.
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The knowledge and skills developed through the theoretical, historical and
contextual courses of this cluster have a signicant bearing on the students
ability to engage successfully with a wide range of challenges in the eld of
fashion. Contextual studies introduce skills, concepts and inuences within
both historical and contemporary contexts. These areas of study are consid-
ered vital to the creative and commercial practice of fashion and beauty and
develop a critical awareness of various styles and cultural inuences, dem-onstrating their absorption and operationalisation as changing trends in the
fashion and beauty market place.
The Experiential Learning course offers students a rsthand experience via a
brief internship. This course allows students to interact with members of the
industry, preparing them for the working environment.
All equipment, consumables and textbooks (where prescribed) are not includ-
ed in the tuition fees payable to the institution. The institution advises students
about equipment and consumables needed for different courses in advance,
and also, as far as possible, assists students in sourcing preferred suppliers.
Not withstanding the institutions appreciation of the rich value of multicul-
turalism in South Africa, and its impact on educational language policy, the
institution has selected a single language in terms of its language policy since
it would be impracticable to select more than one language, given the size of
the institution. The language of recruitment, admission, administration, facilita-
tion, learning and assessment at the institution is English. All students admit-
ted to the learning programme must demonstrate prociency in written and
spoken English at the minimum prescribed level.
The institution has an academic progression counselor to assist students to
recognize academic risks and set academic targets in order to maximize their
eventual success. All other academic queries, both entry-level and continu -
ous, are serviced by the academic staff member most qualied to do so.
There are very few bursaries available to candidate rst-year students and
where they exist, they are generally awarded as part of competition formats.
Candidate rst year students that have been assessed and accepted are ad-
vised of such opportunities as and when they occur by our recruitment facilita-
tors. LISOF does not award bursaries to rst year students.
INTERNATIONAL RECOGNITION
There is a great deal of interest in the international status of qualications in
South Africa. There is also a great deal of confusion about the matter and an
equally alarming amount of misinformation given to students.
Lets begin the discussion by recognising that the SAQA registration process
for learning programmes and qualications requires that institutions bench-
mark their qualications against at least one international qualication of
similar/same depth and breadth. Now although this process doesnt guaran-
tee international recognition of a learning programme/qualication in any way
(and dont let anyone tell you that it does) it does facilitate an understanding
of international comparability for prospective employers or learning institutions
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(for vertical articulation purposes). Employers or other educational institutions
are able to independently verify the learning programme/qualication in terms
of its intellectual depth and breadth on the SAQA Website and thereby get a
sense of how to interpret and understand the qualication. Most SA institu-
tions use qualications from New Zealand, Australian, the United States or
the United Kingdom. This is perhaps because English learning programmes/
qualications are more practical for benchmarking purposes as they are eas-ily understood and accessible in terms of the language issues and perhaps
it is because theses countries have similar qualication frameworks to our
National Qualications Framework (managed and maintained by SAQA).
Either way, it is important not to confuse (or have others confuse you about)
benchmarking practices with claims that a programme or qualication is in -
ternationally recognised.
In order for a qualication to be truly internationally recognised there need
to be professional bodies in place in different countries who talk to each
other and verify the exact depth and breadth of qualications from different
countries and then facilitate the understanding of what a qualication from
another country means in their sector. A good example is the Health Profes-
sions Council of South Africa (HPCSA). If a medical practitioner trained in
South Africa goes to the UK there is an immediate understanding (at HR level)
of what the South African qualication really means, but even this is not nec-
essarily a blanket recognition because the applicant may still have to undergo
some form of assessment or evaluation to practice in the UK. And of course
should the medical practitioner go to another country which the HPCSA has
not talked to , there will be no immediate recognition and no seamless inte-
gration into their medical system.
There are in fact very few of these formal arrangements in place around the
world and so most claims to a qualication being internationally recognised
actually often mean internationally recognisable . There is a difference, and
the best way for you to judge the validity of any claim by an institution that
their qualication is internationally recognised (as opposed to recognisable)
is to ask for the proof and then make a judgment for yourself of the validity
and scope of that proof.
In fashion, there is no professional council set up in South Africa but the good
news is that fashion qualications, especially from the design elective, trans-
late very easily into foreign contexts (for employment or further training) be-
cause the student has a body of work to show (the portfolio) in addition to
the formal qualication. A prospective employer of a design graduate will be
far more interested in their design outputs than in the actual qualication. On
the commercial side, the translation of what a graduate really knows-and-
can-do is more difcult to demonstrate (by the graduate) because there is no
portfolio to show and so the prospective employer or educational institution
must take, at face value, the qualication and the academic transcript and try
to make a judgment for themselves of what it all means. Complex terrain but
this is the common sense and honest answer.
Our bottom line is that the LISOF qualications are internationally bench-
marked on the SAQA Website and are internationally recognisable. Many of
our graduates are working and/or studying overseas, particularly in Europe,
Australasia and the US.
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INTERNATIONAL STUDENTS
International students are reminded that they are required to secure a Study
Permit to study and reside legally in South Africa. LISOF will not conclude the
registration of any foreign national who does not abide by the regulations and
provisions set down for foreign students by the South African Department
of Home Affairs. We advise you to contact your nearest South African ofceabroad to ensure that you fully understand the processes involved in securing
a Study Permit.
As a guideline only, you are required to gain a provisional offer to study from
LISOF before you apply for a Study Permit in your country of origin and be-
fore you arrive in South Africa to study. You may have to travel to South Af-
rica to undertake the admissions task unless an alternative arrangement can
be made that satises our admissions process. Once you have undergone
the assessment process you must return to your country of origin and await
a written offer of a place to study at LISOF. Only then should you submit
your application for a Study Permit at your nearest South African ofce in the
country in which you reside, together with all the other requirements that are
needed from foreign students. These include, but may not be limited to, a valid
passport, your offer of a place to study, proof of nancial sustainability while
in South Africa, a medical certicate of your current health status and proof of
cover for your stay in South Africa, a repatriation guarantee and written decla-
ration that you will return to your country of origin after your studies have been
concluded, and the permit fee.
Once again, please do not enter South Africa with the intention of registering
at LISOF without rst obtaining a study permit in your country of origin.
Contact your nearest South African ofce or the South African Department of
Home Affairs for detailed and specic information. This information is a guide-
line only, as regulations and procedures may change from time to time.
Department of Home Affairs
Sub directorate: Temporary Residence
Private Bag X114
Pretoria
0001
South Africa
TELEPHONE: +27(0)12 314 8911
FACSIMILE: +27(0)12 328 3908
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