The purpose of this Learning and Teaching Policy is to establish a clear framework for delivering high-quality education at FIAL. It outlines the principles, objectives, and responsibilities that guide learning and teaching practices, ensuring that all stakeholders are committed to fostering an effective and supportive learning and teaching environment.
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 , Occupations (QCTO) Regulations, assessment and evaluation process and procedure .
This Policy Framework includes the following components:
Affiliate: Officially attached or connected 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 assign 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.
Deregister: The act or process of removing oneself from a register
Diversity: Defined for the institution as including inter alia race, age, gender, religion, sexual orientation, culture, ethnicity, socio-economic status, geographic location, and nationality
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 right 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
Policy: Learner and teaching strategy policy.
Portfolio of Evidence: A collection of documents or proof sent by an applicant to support an RPL application. This may include certificates, professional references, work samples, design portfolios, and other relevant materials.
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 as assessment perform during the teaching to give feedback to student’s improvement.
FIAL Strategy for Teaching and Learning
FIAL provides a stimulating and inclusive learning environment that fosters academic excellence, critical thinking, and lifelong learning. In alignment with the Fourth Industrial Revolution (4IR), FIAL integrates advanced technologies and innovative teaching methodologies to enhance the educational experience and prepare students for a rapidly evolving global landscape.
Objectives:
FIAL adheres to national and institutional regulations, ensuring that all teaching and learning activities support the overarching goals and standards set forth by relevant legislative frameworks.
We strive for the continuous transformation of our curriculum by incorporating diverse teaching modalities and leveraging suitable technologies. This approach ensures high-quality, seamless engagement between lecturers and students, enabling graduates to become socially responsive and well-educated professionals.
FIAL is committed to nurturing self-directed, lifelong learners who contribute responsibly, ethically, and distinctively to society and the workforce. Our support systems are designed to empower students to achieve their academic and personal goals.
Ensuring robust governance structures for teaching and learning to support ambitious standards and accountability.
Supporting the planning, design, and development of qualifications and academic programmes that meet current and future industry demands and Social economic challenges.
Enhancing and fostering excellent and innovative teaching practices within an enabling environment that encourages creativity and collaboration.
Attracting, developing, and keeping outstanding teaching and learning staff through professional development and a supportive work environment.
Continuously improving and supporting student success through comprehensive support services, academic advising, and resources that help academic achievement and personal growth.
Immersive learning is a cornerstone of FIAL’s educational approach. By integrating experiential learning opportunities, such as simulations, internships, and project-based assignments, we ensure that students gain practical, real-world experience that complements their academic knowledge.
Teaching and learning at FIAL are governed by principles, rules, and strategies approved by SLT to ensure coordinated decision-making across all matters related to teaching, learning, and assessment. Our focus is on continuous transform to achieve the following aims:
Improve student access, retention, and academic success.
We implement initiatives that enhance accessibility to education, support student retention through comprehensive support services, and promote academic success through targeted interventions and resources.
Adhere to 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 1997)
7.1 Create Meaningful Learning Opportunities
FIAL offers fair and appropriate learning opportunities across our campus with provision for distance learning and teaching.
7.2 Develop FIAL Graduate Attributes
Our curriculum is designed to cultivate the FIAL graduate attributes as outlined in the college’s teaching and learning strategy, ensuring that students graduate with the skills and competencies needed for success in their professional career.
7.3 Enhance Teaching Quality and Learning Support
7.3.1 We plan, implement, monitor, manage, and continuously improve teaching quality and learning support services to enrich student learning experiences and outcomes.
7.3.2 This is achieved by gathering, analysing, and reporting data about students and their contexts. To this end, the institute is committed to:
7.3.2.1 Providing data models and tools to students, tutors, academics, and administrators for analysing and predicting student progress and performance. These tools are essential for identifying underperforming students early and offering appropriate support.
7.3.2.2Ensuring that decisions about teaching and learning are based on evidence, using both quantitative and qualitative data from various sources.
7.4 Maintain Relevant and High-Quality Academic Teaching and offering
7.4.1 FIAL ensures that our academic programs are still relevant, high in quality, and responsive to the requirements set by statutory and regulatory bodies. Regular reviews and updates keep our offerings aligned with industry standards and societal needs.
7.4.2 To improving teaching and learning and this is spelt out the in the Fial Framework for lecture Development of Academic as Teachers:
7.4.3 To achieve its strategic goal of fostering excellence in teaching and learning, the institution acknowledges the dual role of academics: as experts generating new knowledge in their fields and as educators facilitating effective student learning. This dual role combines research and subject expertise with the continuous development of teaching skills and competencies
7.4.4 The institution is dedicated to supporting the professional growth of educators by offering various professional development programs and opportunities, both formal and informal. These initiatives help academics acquire, improve, or update the skills needed for effective teaching and learning at different stages of their careers
7.5 Commitment to Continuous Improvement
FIAL emphasizes evidence-based teaching practices and a culture of continuous improvement. Regular assessment and feedback mechanisms are employed to refine teaching methods and curricular offerings, ensuring that our educational programs are still relevant and effective.
7.6 Teaching and learning modes of delivery
7.6.1. FIAL acknowledges that teaching and learning on campus need to be reimagined to include a range of delivery methods this will include video recording, audio recording and others
7.6.3. A range of teaching and learning methods is used to improve student learning by allowing them to participate in activities beyond the classroom
7.6.4. FIAL uses a variety of teaching technologies and practices to fulfil its commitment to "teaching the students we have," ensuring that the diverse learning needs of all students are met effectively
7.6.5 IAL provides the same high-quality standards across all its teaching methods and programs, regardless of the duration of the program.
The rules, procedures and practices associated with all teaching, learning and assessment must be applied taking into consideration that:
8.1 Student to lecturer ratio shall be 30-1.
8.2 It is crucial for students to familiarize themselves with the professional environment they will enter upon obtaining their high certificates or diplomas. To help this, FIAL integrates knowledge-based and practical modules, taught concurrently by lecturers and facilitators. This dual approach ensures that theoretical knowledge is effectively translated into tangible, comprehensible products by the end of the learning process.
8.3 FIAL focuses on teaching students through professional software, rather than simplified learning versions with limited tools. This approach is designed to make it easy for our learners to take their work file into workplace.
8.4 FIAL students are challenged to solve problem that occur on the factory from on the daily basis while learning how to develop new tool to enhance the quality of the product and to increase productivity.
8.5 In all teaching, learning and assessment contexts, staff and students are subject to specific rules and codes of conduct.
8.6 Teaching, learning and assessment-related matters must take the vision and mission of the Institute into consideration.
8.7 The SLT must regularly approve faculty integrated teaching and learning plans to guide the development and transformation of teaching, learning and assessment.
8.8 Faculties and relevant teaching and learning support departments are co-responsible for the relevance, integrity, and standards of the academic offering.
8.9 Teaching must be done in line with implementation plan approved by the SLT.
8.10 Campus management must ensure that class teaching, learning and assessment practices are keeping with this policy.
8.11Teaching and learning must be student-centred, and focused on active, participative, immerse learning, inclusive and meaningful learning within a supportive environment.
8.12 Demonstration of excellence in teaching and learning is relevant in the academic promotion process.
8.13 Innovative and proper teaching approaches in the blended, online, contact and distance environments must enable students to learn.
8.14 Appropriate ICT-integration (blended learning) and e-learning must constitute an integral part of the learning provision within selected academic programmes.
8.15 An enabling Teaching and Learning Environment (TLE) that supports and enhances effective and high-quality teaching and learning must be developed and maintained continuously.
8.16 All modules must be completed in accordance with FIAL’s established implementation plan. This ensures that students’ progress through their studies in a structured and timely manner, adhering to the curriculum schedule and meeting all academic requirements
8.17 Students are required to familiarize themselves with their lesson plans to ensure active participation in FIAL’s on-campus, in-person learning and teaching activities. Reviewing lesson plans in advance helps students prepare effectively for classes and engage fully in the educational experience.
8.18 FIAL is committed to ensuring that its curricula remain relevant across all offered programmes and qualifications. Curricula are regularly reviewed and updated to keep pace with the rapidly changing social and economic landscapes of the 21st century. They incorporate considerations of globalization and advancements in information and communications technology, including Artificial Intelligence and the emergence of the Fourth Industrial Revolution.
8.19 The modern accessibility of information emphasizes the application of knowledge through the development of broad skills and competencies. FIAL’s curricula encompass:
Understanding the concepts, methods, procedures, and analytical tools within Fashion industry, including the connections between different fields of study.
Applying knowledge to solve real-world problems, which involves critical thinking, problem-solving, creativity, communication, and teamwork.
Engaging and behaving ethically and responsibly in the world, fostering qualities such as integrity, honesty, courage, resilience, responsibility, and leadership.
8.20 The design and development of FIAL’s curricula reflect these evolving needs by ensuring that:
Curricula meet the learning needs of students from diverse backgrounds and accommodate various qualification and knowledge types.
Recognizing and valuing multiple forms of knowledge, addressing the historical imbalance where Western-centric perspectives have dominated. This involves decolonizing the curriculum to include all knowledge systems, particularly those from the global South with a focus on African insights.
Promoting both breadth and depth in undergraduate programmes and encouraging interdisciplinary approaches in undergraduate. This aligns with the growing trend in higher education that views interdisciplinarity as essential for addressing and solving major societal challenges on both national and global levels.
To continuously enhance and ensure the effectiveness of our educational environment, our institution commits to allocating a specific portion of gross income to support services and teacher development.
9.1 Total Allocation: 5%–14% of gross income
9.2 Funds may be used for workshops, conferences, online courses, and research activities.
9.3 Funds may be used to purchase and upgrade computers, software updates, and other educational technologies.
9.4 Engage all relevant stakeholders in the budgeting process to gather input and ensure that allocations meet the community’s needs.
9.5 The senior leadership team will review stakeholder input and determine funding priorities to align with the institution’s goals.
9.6 Regularly monitor and evaluate the effectiveness of budget allocations to ensure they contribute to improved educational outcomes. Adjust allocations as necessary to address evolving needs and priority.
Students will receive detailed information about assessment goals, criteria, formats, schedules, and submission deadlines through course guides and the learning management system.
Constructive feedback will be provided promptly 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.
a) Originality: All submitted work must be original. Proper referencing is required for any borrowed ideas or content. Academic integrity fosters a culture of honesty and respect for intellectual property, which is essential in both academic and professional settings.
b) Consequences of Plagiarism: Plagiarism will result in a failing grade for the assignment and may lead to further disciplinary actions, including potential expulsion. Plagiarism undermines the learning process and devalues the challenging work of other learners.
c) Collaboration: Encouraged, but submitted work must be individual unless specified as a group task. Group tasks must clearly indicate the contribution of each member. Collaboration enhances learning but must be managed to ensure individual accountability and fair assessment.
FIAL shall implement a comprehensive support service for students to address various challenges throughout their studies, both on and off campus.
It is the responsibility of the students to familiarize him/herself with the range of support service available. These support services include:
Contact information for counsellors will be available on the student LMS portal. Additionally, resources from the health department, social workers, and the South Africa Depression and Anxiety Group’s 24-hour toll-free number will be provided.
FIAL AI links will be exclusively available to students for accessing our library resources.
All learning materials and lessons will be recorded and accessible on the FIAL LMS.
Participate in regular surveys distributed by the Academic Services Office to share your experiences and highlight any learning challenges.
A Suggestion Boxes will be at the entrance and library for anonymous feedback and suggestions
These measures ensure that students receive the necessary support to succeed academically and keep their well-being throughout their educational journey at FIAL.
At the heart of FIAL’s mission to “inspire its community to transform and serve humanity through innovation and the collaborative pursuit of knowledge”, lies the excellence of its academic programs. FIAL is dedicated to offering programs that achieve international recognition and keep a strong national reputation for their rigor, relevance, and academic quality.
This policy ensures that all programs are developed and approved based on sound curriculum principles, effective design, and proper structure. Programs must comply with both internal quality standards and external regulatory requirements. Additionally, the policy guarantees consistent high-quality delivery and monitoring of programs and learning activities across all faculties, colleges, and campuses.
Furthermore, FIAL’s programs are designed to respond to the socio-economic conditions of a developing state, addressing regional needs for industrialization, particularly within the clothing and textile industry. By aligning academic offerings with these critical areas, FIAL supports regional growth and industrial advancement. This commitment ensures that our programs not only uphold academic excellence but also contribute meaningfully to societal and economic development.
Through these measures, FIAL maintains its dedication to delivering outstanding educational experiences that prepare students to meet global challenges and drive positive change in their communities.
FIAL is committed to maintaining high academic standards through the regular and formal review of all its programmes. This includes Continuing Education Programmes, encompassing both non-subsidised full-time and short-term learning programmes.
These reviews are conducted in accordance with the FIAL Quality Management Policy and adhere to established assessment and evaluation processes and procedures.
Recognize and highlight programmes that show outstanding performance and increase employability.
Detect and address programmes that require enhancements to meet academic and industry standards.
Facilitate the accreditation and re-accreditation processes with relevant professional and statutory bodies, ensuring programmes meet necessary external standards.
The formal programme review process includes two main phases:
Each programme conducts an internal self-assessment to evaluate its strengths, weaknesses, and overall effectiveness. This involves gathering feedback from faculty, students, and other stakeholders.
Following self-evaluation, an external panel of experts conducts an independent review. This panel assesses the programme’s quality, relevance, and compliance with accreditation standards, culminating in a comprehensive review report.
Upon completion of the review process, the head of the academic department manages compiling and presenting the review findings to the Senior Leadership Team on an annual basis. This ensures that the leadership is informed of each programme’s status and can make informed decisions on necessary actions or support.
FIAL formalizes the relationship between programme reviews and the Centre for Academic Planning and Quality Promotion (CAPQP). CAPQP provides essential support and facilitation throughout the review process, ensuring that all programmes adhere to quality standards and benefit from expert guidance. This collaboration enhances the effectiveness and consistency of programme reviews in campuses.
FIAL’s Academic Programme Review and Monitoring Policy ensures that all academic offerings maintain excellence and relevance in a dynamic educational landscape. By systematically reviewing and monitoring programmes, FIAL fosters an environment of continuous improvement, ensuring that students receive high-quality education that meets both national and international standards.
This policy will be reviewed every 3 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