This policy provides a clear process for the evaluation and assessment of the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT), assessment policy, moderation policy and for the appointment of external examiners/moderators at FIAL. It ensures that prior learning and external credits are evaluated consistently, transparently, and fairly, while keeping the Institute’s academic integrity. The purpose is to promote flexible, fair access to education, support lifelong learning, and ensure that the learning outcomes achieved outside of FIAL are appropriately recognized.
This policy applies to:
ü All students seeking recognition for prior learning.
ü All student seeking credit transfers into FIAL programs.
ü Academic and administrative staff involved in assessing and processing RPL and CAT applications.
It focuses solely on the assessment evaluation and procedural aspects of these processes to ensure compliance with FIAL's standards.
This Policy Framework must be read in conjunction with FIAL's policy on assessment and evaluation process and procedure on RPL and CAT, Quality Management System Policy, code of practice, the higher education act 61 of 2008 the National Qualifications Framework Act 67 of 2008 South African Qualifications Authority (SAQA) guidelines, Protection of Personal Information Act (POPIA), 2013 (Act No. 4 of 2013) FIAL’s academic policies. Constitution of South Africa, 1996 (Chapter 2 – Bill of Rights), Council on Higher Education (CHE) Policies, Further Education and Training Colleges Act, 2006 (Act No. 16 of 2006), Skills Development Act, 1998 (Act No. 97 of 1998), National Policy for the Implementation of Recognition of Prior Learning (RPL), Basic Conditions of Employment Act, 1997 (Act No. 75 of 199 ) Quality Council for Trades and Occupations (QCTO) Regulations , SETA Accreditation Requirements.
This Policy Framework includes the following components:
Definitions.
Policy Statement
Rational
Assessment policy and evaluation
RPL AND CAT.
Moderation policy
Policy on appointment of external examiner/moderators
Affiliate: Officially attach or connect to an organisation
Assessment: This means gathering, reviewing, and using information about educational programs in an organized way to help improve how students learn and grow. The goal is to make sure the programs are working well and helping students succeed.
Assessor: Is an assigned person that will make sure that all assessments conducted was fair, valid, sufficient, as per the course/module learning outcomes.
Assessment criteria: Tells students what will be looked at when grading their work. They explain what important and what skills or qualities is needed to meet the learning goals. This helps students know what to focus on when completing their tasks.
Assessment method: A way of providing evidence that students’ knowledge and learning match the aims of a course.
Credit: Formally recognizes that you have acquired the necessary knowledge, skills, and understanding in a specific field of study
CAT: Credit Accumulation and Transfer
Deregister: The act or process of removing oneself from a register
Enrolment: Order or allow to leave
External assessor: An independent expert, not affiliated with the University or acting in any capacity within the University, but who is appointed by the University to assess students’ work.
Experiential Learning: Practical learning activities, such as internships, placements, or projects, where students apply theoretical knowledge.
Internal Assessor: External moderators are usually employed at other school with similar course with the appropriate NQF. or is a expect in the field that is call in just for moderation.
Internal moderator: An internal moderator is an experienced assessor with knowledge of the learning area/ module/ field of study.
LMS: Learner Management System
Malpractice: Improper, illegal, or negligent behaviour
Panel: Three members of the faculty appointed to evaluate RPL and CAT
Policy: assessment and evaluation process and procedure policy
Portfolio of Evidence: A collection of documents or proof submitted by an applicant to support an RPL application. This may include certificates, professional references, work samples, design portfolios, and other relevant materials.
RPL: Recognition of Prior Learning
SLT: Senior Leadership Team
Summative assessment: Assessment conducted at the end of module, and which evaluates the extent to which the student achieves the learning outcomes.
Formative assessment: Is an assessment performed during teaching to give feedback to student’s improvement.
FIAL is committed to providing fair and flexible access to its qualifications by recognizing the value of prior learning, enabling the transfer of credits, and ensuring robust assessment and moderation practices. This policy supports FIAL’s strategic objectives of lifelong learning, industry engagement, educational inclusivity, and maintaining high academic standards.
FIAL's Assessment Policy ensures that all student assessments are fair, transparent, and aligned with the institution’s immersive learning method. Assessments are designed to measure the achievement of learning outcomes, skills acquisition, and the application of industry-relevant knowledge. To maintain academic integrity, all assessments are subject to internal and external moderation to ensure consistency, reliability, and compliance with national education standards.
The Moderation Policy guarantees that both internal and external moderators review and verify the fairness and quality of assessments. External examiners and moderators appointed by FIAL will have the necessary qualifications, experience, and accreditation, following national and SETA regulations. The moderation process ensures that the rigor and quality of FIAL’s assessments are upheld across all programs, with the goal of providing valid and reliable outcomes for students.
FIAL will appoint external examiners and moderators to ensure independent oversight of assessments. These individuals shall be selected based on their expertise in the relevant fields and their ability to uphold the institution’s academic standards. The external examiners will play a crucial role in reviewing final assessments and ensuring that learning outcomes are met at the NQF levels. Their appointment will follow transparent and fair procedures, as outlined in FIAL’s external examiner appointment policy.
In terms of the Recognition of Prior Learning and Credit Accumulation and Transfer, FIAL will recognize prior learning and transfer credits provided that the previous program is aligned with the program the student intends to enrol in at FIAL. FIAL may enter into agreements with certain institutions with aligned programs to facilitate the CAT process. However, credits from some institutions may not be accepted; a list of these institutions will be made available to the RPL and CAT committee for reference.
This policy promotes fairness, transparency, and alignment with FIAL’s immersive learning methodology, while maintaining academic integrity and ensuring that all RPL, transferred credits, assessments, and moderated outcomes meet the quality and rigor expected from FIAL programs.
FIAL’s policies on the Recognition of Prior Learning (RPL), Credit Accumulation and Transfer (CAT), Assessment, and Moderation create flexible educational pathways that acknowledge diverse learning experiences, allowing students to progress efficiently and fairly.
RPL recognizes skills gained through work, informal learning, or previous studies, awarding credits for prior experience. CAT enables students to transfer credits from other institutions, ensuring their past coursework is recognized when switching programs. Both policies foster inclusivity, lifelong learning, and academic mobility.
FIAL’s Assessment Policy ensures that assessments fairly evaluate students' knowledge and skills, aligning with program outcome as outline on assessment criterion and FIAL’s immersive learning approach. The Moderation Policy guarantees consistency and fairness in assessments, verified by internal and external moderators to maintain academic quality.
External Examiners provide independent oversight, ensuring that assessments meet both FIAL’s standards and industry expectations. Their role promotes fairness, transparency, and quality across all evaluations, reinforcing the value of FIAL’s qualifications.
At FIAL, students earn credits by successfully completing the required learning activities and assessments for each course or module. A credit formally acknowledges that you have gained the necessary knowledge, skills, and understanding in a specific field of study.
1 credit equals 10 notional hours of learning; this is the total time an average student needs to achieve the defined learning outcomes. It includes in-person instruction, assignments, group projects, classroom activities, or oral presentations.
Each module at FIAL will specify the credit value at the beginning of the module document.
All assessments at FIAL should adhere to the following principles:
a) Expectations communicated to students beforehand.
b) Clarity and Transparency: Assessments must be clearly linked to learning outcomes, with criteria and Validity: Assessments should accurately measure the intended learning outcomes using proper methods.
c) Reliability: Assessment results should be consistent across different assessors, internal and external moderators, and contexts.
d) Fairness: All students should have equal opportunities to demonstrate their learning without bias or disadvantage.
e) NQF: the assessment must be reflective of the right National Qualification Framework.
f) Constructive Feedback: Timely and meaningful feedback should be provided to support student learning and development.
g) Academic Integrity: All assessment practices must uphold the highest standards of honesty and integrity.
FIAL utilizes a combination of formative and summative assessments to support learning:
a) Formative Assessments: These are ongoing assessments aimed at providing feedback and identifying areas for improvement. They may or may not contribute to the final grade.
b) Summative Assessments: Conducted at the end of a module or course, these assessments evaluate overall achievement of learning outcomes and contribute to the final grade.
c) Integrated Assessments: These assessments combine various methods and tasks to evaluate, potentially across multiple modules some key Aspects of Integrated Assessments:
d) Capstone Projects:
ü Description: Final-year projects that require students to integrate knowledge and skills from their entire program to solve complex problems or create innovative products and this product must be part of their collection, i.e. fashion collection
ü Moderated assessment from different disciplines, considering both the process and the final output. Example: retail expect, manufacturer, consumer goods specialist
b) Portfolios of evidence
Students compile a portfolio of work over a period, highlighting their learning journey and competencies across various modules.
Relying solely on one type of assessment can limit your ability to accurately gauge learners' understanding and skills. FIAL student shall using the following assessment methods listed below:
Knowledge module assessment
This shall be done in a form of written exams. Written Exams, quizzes, multiple-choice questions, short answers, essay-type questions, etc to cover various aspects of the module content. The format use will depend on the assessor and the outcome of the Module or program.
Practical Assessments
This shall be done by evaluating hands-on skills and the application of knowledge in real-world scenarios. The assessor shall assign tasks such as creating fashion designs, using design software for pattern making, or executing specific techniques relevant to the course. This method shall carry more weight and must form part of the three methods.
Group Projects
This shall be done as a team, to promote leadership, and collaborative in critical thinking skills.
These group projects require learners to work together to achieve common goals.
Oral Presentations
Have learners present their projects, research findings, or design concepts to the class or a panel of judges. Communication skills, confidence, and the ability to articulate ideas clearly shall be assessed during the these presentations.
Project-Based Assessments.
Lecturers shall require learners to complete comprehensive projects, incorporating both unsupervised and on-campus component.
Unsupervised Component:
Approximately 60% of the project must be completed independently by the learner. This includes research, design, and initial development phases, which should be submitted through the FIAL Learning Management System (by the specified deadlines).
ü On-Campus Component
The remaining 40% of the project must be completed on campus under supervision. This includes final development, testing, and presentation phases, which will take place during scheduled on-campus sessions.
Assessments are structured to ensure a balanced workload and appropriate weighting:
a) Students shall be evaluated through a series of assessments spread across the module, depending on lecturer, and they shall contribute to final grade.
b) A significant summative assessment at the end of the module, which may be combined with continuous assessments.
a) Supplementary Assessments: Offered to students who narrowly miss passing a module (e.g., achieving a mark between 45% and 49%). The maximum achievable mark for a supplementary assessment is capped at 50%.
b) Special Assessments: May be granted in cases of extenuating circumstances such as serious illness or family bereavement, upon approval by the relevant department.
Students will receive detailed information about assessment objectives, criteria, formats, schedules, and submission deadlines through course guides and the Learner Management System.
Constructive feedback will be provided in a timely manner to help students understand their performance and areas for improvement.
a) Plagiarism and Cheating
FIAL has a zero-tolerance policy for academic dishonesty. All work submitted must be the student's own. Breaches will result in disciplinary action as outlined in FIAL's Academic Integrity Policy.
b) Use of Unauthorized Materials
Students are prohibited from using unauthorized resources during assessments. Violation may lead to assessment invalidation.
Accommodations will be made to ensure equitable assessment conditions, in line with FIAL's Inclusivity Policy.
Students may apply for deferred assessments due to valid reasons such as medical emergencies, subject to approval will be at the discretion of the lecturer.
Students have the right to request a review or remark of their assessments if they believe there has been an error or unfairness.
Appeals must be submitted in writing within five days after results are released, following the procedures outlined in FIAL's Assessment Appeals Policy.
a) This policy will be reviewed regularly to ensure it remains relevant and effective.
b) Updates to the policy shall be communicated to all students and staff through official channels, including the FIAL intranet and departmental meetings.
a) Departments are responsible for implementing this policy within their programs and ensuring that all staff and students are aware of their responsibilities.
b) Training and development opportunities will be provided to staff to support effective assessment practices.
A student will be considered in violation of the assessment policy for the following:
a) Possession of Unauthorized Materials: Having any unauthorized written, printed, or electronic materials, notes, sketches, diagrams, or inadmissible equipment after the assessment has commenced.
b) Academic Misconduct: Engaging in cheating, plagiarism, or submit work that is not their own.
c) Unauthorized Communication: Attempt to communicate or obtain assistance from other candidates or any unauthorized person during the assessment.
d) Disruptive Behaviour: Causing a disturbance or acting improperly within the assessment venue and failing to comply with invigilator’s instructions to cease such behaviour.
e) Leaving the Venue Without Permission: Exit the assessment venue without prior approval from the invigilator.
f) Students must refrain from any form of dishonest conduct during assessments.
g) Submitting work that includes plagiarism, or collusion is prohibited and subject to disciplinary action.
h) All electronic devices, except those expressly permitted, must be turned off and stored away during assessments.
Students are responsible for acquainting themselves with all relevant assessment rules and regulations of their faculty and the Institution.
Reporting Issues:
Any irregularities or issues encountered during the assessment must be reported immediately to the invigilator.
Health and Well-being:
Students should inform the faculty in advance if any medical conditions may affect their assessment performance, following the procedures outlined in the policy.
a) Disciplinary Actions: Violations of assessment conduct rules may result in penalties ranging from assessment invalidation to more severe disciplinary measures as determined by FIAL's disciplinary committee.
b) Invalidation of Assessment: Any form of misconduct may lead to the assessment being declared invalid, requiring the student to retake the assessment under stipulated conditions.
a) Right to Appeal: Students have the right to appeal any disciplinary actions taken against them, following the procedures outlined in FIAL's Appeals Policy.
b) Timely Submission: Appeals must be submitted in writing within five working days of receiving the disciplinary decision.
c) Students may request an explanation of their assessment marks and a remark if they believe an error has occurred.
d) Appeal Submission: Appeals must be submitted in writing to the assessor/lecturer responsible within five working days after results are released.
e) Review Process: The assessment will be reviewed in accordance with FIAL's Appeals Policy, and the decision communicated to the student promptly.
Assessment in various contexts must consider the unique needs and situations of students:
a) Students with Disabilities:
Accommodations will be made to ensure equitable assessment conditions, in line with FIAL's Inclusivity Policy.
b) Deferred Assessments
Students may apply for deferred assessments due to valid reasons such as medical emergencies, subject to approval and provision of supporting documentation.
c) Assessment Postponement
Misreading the assessment timetable is not considered a valid reason for postponement.
a) Qualifications: Assessors must be appropriately qualified and experienced in the subject matter they are assessing.
b) Responsibilities: Assessors are responsible for setting fair assessments, marking consistently, providing feedback, and participating in moderation processes.
c) Professionalism: Assessors must maintain confidentiality and integrity throughout the assessment process.
Moderation ensures that all assessments are fair, valid, and reliable. It guarantees that students are assessed consistently and accurately across different assessors. Moderation also evaluates the performance of the assessors, ensuring that the quality of assessments provided to students meets FIAL's high standard.
a) Internal Moderation: Conducted by experienced faculty members to ensure assessments are fair, valid, and consistent.
b) External Moderation: External experts may be engaged, particularly for exit-level modules or programs requiring professional accreditation.
c) Process Transparency: Moderation procedures must be documented and accessible to relevant stakeholders.
Evaluation committee will comprise of three member each with minimums of 3 years’ experience irrelevant field.
Enrolment administrator
Senior lecture
Head of workshop - industry experts
The Evaluation Committee shall meet as often as necessary to meet the deadlines outlined in this policy. The Enrolments Administrator will record and communicate the outcomes of the evaluation committee.
The Senior Lecturer and Head of Workshop will then evaluate and make decisions based on the processes outlined in this policy.
a) The student must fill in an online application form, submit relevant documents and pay the application fee.
b) Prospective students must first consult with the Admissions Office to determine eligibility for RPL.
c) Applicants must compile and submit a Portfolio of Evidence that demonstrates their prior learning and competencies. This may include:
Certificates of qualifications
Work experience documentation (CV, references, performance appraisals, reference letter form employer describing duty and duration).
Evidence of self-directed learning or informal education (e.g., short courses, workshops).
Actual product
Samples of relevant work (designs, fashion projects, or practical work).
Samples of fashion designs, projects, or professional work (photos, reports, fashion show, technical drawings, pattern
The Panel will review the portfolio to determine if the applicant’s prior learning aligns with the learning outcomes of the targeted FIAL program or modules.
In some cases, applicants may be required to attend an interview or provide a practical demonstration of skills.
f) Evaluate the quality, relevance, and currency of the applicant’s prior learning. Key criteria include:
ü Relevance to the targeted modules or qualification.
ü Quality of evidence in terms of academic or industry standards.
ü Currency of learning (normally within the last five years).
The panel shall determine that the evidence satisfies the required standards, the applicant shall then be awarded credits for specific modules, reducing the time and coursework required to complete the program.
A maximum of 50% of credits for a program can be awarded through RPL to ensure significant learning occurs within FIAL.
Each program shall have its own guideline to make determination, the Senior leadership team shall approve this guideline.
Applicants will be notified in writing of the outcome within 4-6 weeks.
Applicants can appeal the decision within 14 days if they believe the assessment process was not conducted fairly, or additional evidence can be provided.
Appeal process guideline shall be in line with FIAL Academic policy and Quality management assurance.
The CAT Panel will evaluate whether the completed courses or modules:
a) Align with FIAL’s learning outcomes and academic standards.
b) Match the credit value of FIAL modules.
c) The panel and the Admissions Office shall review the academic transcripts in detail, comparing the provided evidence with verified sources.
d) The applicant may be asked to provide additional clarification or documentation to resolve any discrepancies.
The panel considers the following criteria:
e) How closely the external course matches FIAL’s curriculum.
f) Whether the external learning experience meets the academic rigor of FIAL’s programs.
g) Credits must typically have been earned within the last five years to ensure relevance.
h) A student can transfer up to 50% of credits required for a qualification through CAT.
i) In cases where FIAL has articulation agreements with other institutions, the credit transfer process will follow specific terms set out in the agreement.
j) The student will be informed of the CAT decision within 4-6 weeks of submission by administration.
k) Credits approved through CAT will be reflected in the student’s academic record, reducing their required course load at FIAL.
This policy shall be managed and overseen by the Head of Academics, who will be responsible for its implementation and compliance.
The student’s responsibility to familiarize themselves with the required number of credits for RPL and CAT
a) Admissions Office
Serves as the first point of contact and manages communication, administrative tasks related to RPL and CAT applications.
b) The Panel:
Conduct the detailed evaluation of applications and ensure that all evidence is assessed fairly and in alignment with FIAL’s academic standards.
c) Academic Department:
Ensures compliance with this policy and oversees regular reviews of RPL and CAT processes.
This policy is mandatory for all staff and faculty involved in the RPL and CAT processes. Failure to adhere to the policy may result in the rejection of applications or disciplinary actions, as outlined in FIAL’s Code of Practice.
Failure to comply with the guidelines of this policy may result in rejection of applications or disciplinary actions as outlined in FIAL’s Code of Practice.
If the Portfolio of Evidence submitted for Recognition of Prior Learning (RPL) is found to be inconsistent with reality, meaning it contains false, misleading, or inaccurate information, the following actions will be taken, in line with FIAL’s commitment to fairness, transparency, and academic integrity:
If the discrepancies are minor and appear to be due to unintentional errors (e.g., incomplete evidence or outdated documentation), the applicant will be given the opportunity to:
a) Correct the errors by submitting updated or additional evidence.
b) Attend an interview or demonstration of skills to further validate their claim.
If the portfolio contains serious inconsistencies, deliberate misrepresentation, or falsified documents, FIAL may take more serious action:
a) Immediate Rejection: The RPL application will be immediately rejected.
b) Disqualification: The applicant may be disqualified from applying for RPL in the future.
c) Revocation of Credits: If credits had already been awarded based on the false evidence, these credits will be revoked, and the applicant’s academic record will be adjusted accordingly.
All outcomes, and decisions related to inconsistent portfolios will be documented and retained in line with FIAL’s archiving and record-keeping policy. This ensures transparency and accountability in the process.
If a staff member engages in an unfair admission process via Recognition of Prior Learning (RPL), FIAL has procedures in place to address this situation and ensure accountability, fairness, and compliance with institutional policies. The following actions would be taken.
If it is determined that the staff member’s actions were due to procedural mistakes or lack of knowledge (e.g., misapplying policy unintentionally), the following steps will be taken:
a) Training and Guidance: The staff member will undergo retraining on RPL policies and procedures to ensure compliance in the future.
b) Correction of Process: The affected RPL application will be re-evaluated by a different staff member or independent panel to ensure fairness and accuracy.
If the investigation finds evidence of deliberate misconduct, bias, or manipulation of the RPL process for personal, professional, or financial gain, stronger actions shall be taken:
a) Immediate Suspension: The staff member shall(may) be suspended from their duties while the investigation is ongoing.
b) Disciplinary Action: If found guilty of misconduct, the staff member may face disciplinary measures, including, demotion or reassignment., termination of employment, revocation of privileges such as involvement in future RPL assessments or other academic duties.
If the unfair admission resulted in the improper granting of credits or admission to a student:
a) The affected RPL credits or admission decision will be cancel.
b) The student will be notified, and the correct process will be followed to reassess their application, ensuring fairness.
c) If there are legal implications (e.g., bribery or fraud), legal action may be taken against the staff member, and the case may be referred to law enforce.
d) FIAL shall conduct regular staff training on ethical standards and admissions policies to prevent misconduct.
FIA’s moderation operates under key principles: fairness, ensuring assessments respect each student's creative approach; consistency, where assessment criteria are uniformly applied; transparency, with clear communication of moderation processes and criteria to assessors and students alike; ensuring assessments reflect real-world fashion standards to equip students for professional design and manufacturing environments.
Moderated assessments for practical or knowledge modules, will be done at the end of every module or every semester as outline on the course document.
Final credit as per NQF level for full qualification will be as followed:
Grades will be distributed across components to ensure a balanced assessment:
a) Practical Module (40%): Evaluated through practical assignments and projects. Criteria include technical execution, creativity, adherence to brief specifications, and the ability to innovate within the given constraints. Practical skills are crucial in the fashion industry, where firsthand abilities and craftsmanship are highly valued.
b) Knowledge Module (25%): Assessed via written exams and theoretical assignments. Focuses on understanding of concepts, theories, and industry knowledge. Theoretical knowledge provides the foundation for informed decision-making and critical analysis in fashion design and production.
c) Project Work (20%): Comprehensive assessment of the entire project lifecycle, including research, concept development, design, execution, and final presentation. Projects evaluate learners' ability to manage time, resources, and creativity, resulting in a cohesive and professional final product.
d) Participation and Engagement (5%): Measured through class attendance, teamwork, and involvement in discussions and activities. Active participation and engagement demonstrate a learner's commitment, enthusiasm, and willingness to contribute to the learning community.
e) Oral presentation (10%): Oral presentations serve as a multifaceted assessment tool by evaluating students' verbal and non-verbal communication skills, critical thinking, organization, research abilities, public speaking confidence, technological proficiency, and adaptability and ability to sell one idea on real world.
a) At least one assessment, including any replacement or supplementary assessments, must be moderated for each module or each semester.
b) Moderated assessments are the ones that carry the highest weight in determining the final module mark. The specific assessments to be moderated are decided by the assessor.
c) All question papers, related materials, and instructions (such as for assignments, portfolios, etc.) must go through an internal quality check and be either internally or externally moderated to ensure quality and fairness.
Internal moderation at FIAL is conducted by experienced senior lecturers employed by the Institution, either on a full-time or part-time basis, to ensure that assessments are applied fairly and consistently across all students. This process shall guarantee that evaluation standards are maintained and equitable for all.
External moderation ensures an independent review of final-year and exit-level assessments. External experts may be engaged, particularly for exit-level modules or programs requiring professional accreditation.
For SETA regulated programs, assessor /moderator will be selected from the list provide by SETA As it is part of the course rules. However, for diploma and above, external moderators must be industry professionals with substantial experience in fashion design and manufacturing. They must hold qualifications one NQF level above the course they are moderating.
External moderators at FIAL must be independent from the teaching staff and have no prior involvement with the program being reviewed. They are appointed for three-year terms, which can be renewed based on performance, and are regularly rotated to bring fresh industry insights. The selection process is transparent, with candidates recommended by the academic department and approved by the FIAL Academic Board, ensuring no conflicts of interest.
a) All online assessments will take place on the FIAL LMS
b) If any third-party software or websites are needed for assessments, they must be approved by FIAL first. These tools must protect your personal data according to the law.
c) There will be extra costs for using third-party tools as is not covered by your regular FIAL fees.
d) Practical assessments (like direct work) cannot be done online and will need to be completed in person.
This policy will be reviewed every three years or sooner if regulatory or internal institutional changes arise. Minor updates (e.g., typographical changes) will be processed without formal approval major revisions must follow FIAL’s formal policy review process, including stakeholder consultation, or impact assessment and Senior Leadership Team approval.
14. Approval and Effective Date
This policy was approved by the FIAL Senior Leadership Team on 23/02/2024 and takes effect immediately.
Welcome to Fashion Institute of Advance Learning Accept