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INSCAPE EDUCATION GROUP Admission policy and procedure V1016, U03, R01 2017/01/29 Admission into a Qualification programme stems from various rules and regulations set out by Universities South Africa (USAf – nee HESA). IEG (Inscape Education Group) also adopts the Council on Higher Education (CHE’s) frameworks and applicable regulations for Admissions, CAT (Credit Accumulation transfer) and RPL(Recognition of Prior Learning) based on the Policies for RPL, CAT and Assessment in Higher Education published in August 2016. CONTENT
2.1 Admission requirements 2.2 Special admission 2.2.1 USAf 2.2.2 SAQA 2.2.3 Mature exemption 2.2.4 Home schooling or other schooling systems 2.2.5 International Students 2.2.5.1 For all admissions to Bachelor’s Degree 2.2.5.2 Diploma and Higher Certificate 2.2.6 Special Conditions 2.2.7 Late enrolments
3. ADMISSION PROCESSES FOR RPL AND CAT 3.1 Recognition of prior learning (RPL) 3.2 Credit Accumulation Transfer (CAT)
ACRONYMS CAT: Credit Accumulation Transfer CEE0: Centre for the Evaluation of Education Qualification CESM: Classification Education Subject Matter CP: Campus Principal DHET: Department of Higher Education and Training FET: Further education and Training HESA: Higher Education South Africa IEG: Inscape Education Group MB: Matriculation Board NSC: National Senior Certificate RPL: Recognition of Prior Learning SAQA: South African Qualifications Authority USAf: Universities South Africa 1. ADMISSION POLICY OBJECTIVE / INTENTION The intention of the ADMISSION policy is to ensure that Inscape meets all prescribed legislative requirements with regards to the following:
x Students are accurately and sufficiently aware of the admission rules and regulations x All applicants adhere to the current legislation stipulated by USAf, CHE and DHET. x Admission and selection of students is supported by all necessary documentation x Admission criteria and processes are clearly defined
x Prospectuses and other documents adequately describe the programme and are aligned with DHET and SAQA regulations
x RPL and CAT procedures are followed and adhered to according to CHE and SAQA specifications
2. ADMISSION CRITERIA 2.1 Admission requirements The following admission requirements apply when enrolling at IEG (in line with the Department of Higher Education and Training, Higher Education Act_ Minimum Admission Requirements) Degree Programme
x The minimum admission requirement is a National Senior Certificate (NSC) as certified by Umalusi, stipulating entrance to a Bachelor’s degree. This certificate should include:
o a minimum of 30% in the language of learning and teaching of the Higher Education Institution
o an achievement rating of 4 - Adequate Achievement, (50-59%) or better in four subjects chosen from the following recognised NSC 20-credit subjects:
� Accounting, Agricultural Sciences, Business Studies, Dramatic Arts, Economics, Engineering Graphics and Design, Geography, History, Consumer Studies, Information Technology, Consumer Studies, Information Technology, Languages (one language of learning and teaching at a higher education institution and two other recognised language subjects), Life Sciences, Mathematics, Mathematical Literacy, Music, Physical Sciences, Religion Studies, Visual Arts
Diploma programmes x The minimum admission requirement is a National Senior Certificate (NSC) as certified by
Umalusi, stipulating an entrance into Diploma and Higher Certificate. This certificate should include:
o minimum of 30% in the language of learning and teaching of the higher education institution
o an achievement rating of 3 - Moderate Achievement, (40-49%) or better in four recognised NSC 20-credit subjects (please refer to the list under the Degree).
HCERT programmes x National Senior Certificate with admission to a Higher Certificate, with English as a subject x Architectural Technology Higher Certificate candidates wishing to continue studying further at
other institutions upon completion of the Higher Certificate, need to ensure that they have Mathematics as a subject and/or have consulted with the institution of choice for further studies, regarding admission requirements such as Science or a stipulated average.
x Should a current Higher Certificate student want to continue degree studies with Inscape Education Group they must achieve an average of 60% or higher for entrance into a degree. Diploma will be an alternative route for averages between 50-60%.
Awards courses x National Senior Certificate (Grade 12 or equivalent), with English as a subject.
2.2 Special Admissions All applicants for a bachelor degree that cannot produce an official National Senior Certificate (NSC) stating entrance into a degree, need to meet additional requirements and certification authorised by
Universities South Africa – USAf and SAQA. These applicants will need to apply with the following organisations: 2.2.1 USAf The function of USAf is to grant full or conditional exemption into a degree programme The Universities South Africa exemption certificate is compulsory
o The Matriculation Board (MB) Unit of USAf is responsible for administering the Government Gazetted regulations for admission into bachelor’s degree studies.
o The MB evaluates applications to establish if applicants meet the exemption requirements and issue exemptions accordingly.
o MB function is to determine whether applications are meeting the minimum degree admission requirements
USAf offers both exemption and conditional exemption to applicants.
x An exemption carries a full exempt status and the applicant can continue with enrolment x A conditional exemption allows the applicant to study but the applicant can only reach full
exemption status after they have completed their studies and passed. Full exemption status needs to be applied for by the student with proof of programme completion in the form of a signed transcript.
Applying for certification is a lengthy process and outside of IEG’s control. IEG may not allow an applicant to enrol without the necessary documentation. Should an applicant not receive the necessary documentation by the enrolment deadline, IEG cannot accept the student into any contact qualifications for the current academic year. 2.2.2 SAQA SAQA CEEQ Unit evaluates foreign academic qualifications (including external schooling systems used for home schooling) to establish their level when compared to SA qualifications of similar nature. The function of SAQA (CEEQ) is to align “equivalence” to the NQF framework A SAQA certificate assists the CP to assess at which level a current qualification compares to in relation to the NQF. 2.2.3 Mature Age Exemption IEG offers mature age conditional exemption into Degrees as per USAf requirements and to Diplomas and Higher Certificates via consideration from the Academic Board.
x Degree Mature Age conditional exemption o USAf recognises individuals who are 23 yrs. or older at the time of registration o This is based on:
� Senior Certificate holders 1. 4 Senior Certificate subjects passed with symbol E or better 2. 1 Subject must be passed on Higher Grade 3. 3 Subjects must be passed in the same exam sitting � FET (Further education and Training) Qualification 1. 3 N4 Subjects 2. 1 N5, Higher Grade Equivalent subject � Cambridge Examinations 1. Four IGCSE/O Level subjects including English Language or First Language
English passed with symbol A-C. 2. Three of the subjects must have been passed at one examination sitting.
x Applicants who are 45 years or older are allowed by law to study towards a degree programme subject to faculty admission requirements.
x Applicants must apply to IEG. IEG then needs to stamp and sign off the applicants M30E form available from the USAf nee HESA website in order to apply for the exemption.
x Once the exemption certificate is received, the students will move from pending to verified.
x Diploma and Higher Certificate Mature Age conditional exemption o Mature age conditional exemption towards Diploma, Higher Certificates and Awards is
considered on individual application and reviewed by the Academic Board. o Students may be admitted via Recognition of Prior Learning (RPL).
2.2.4 Home schooling or other schooling systems Inscape recognises external examination results as entrance into a degree that meet USAf requirements and have been SAQA verified.
x Degree exemption x The Cambridge system of education has very specific rules and regulations when
regarding exemption status. All applicants should be referred to USAf where they can apply for a certificate of exemption at their offices in Pretoria, via couriered post or online – applicants can find all the necessary information on http://www.universitiessa.ac.za/.
x Students applying for exemption may only be allowed into their selected programme once they produce their USAf exemption certificate that states their acceptance into a degree programme.
x The following is a summary of the USAf requirements: Cambridge examinations Full exemption (O/IGCSE/HIGCSE/HIGHER LEVEL/AS/A LEVELS )
o Holders of three O levels plus two A Levels that satisfy the grouping requirements qualify for complete exemption. (A-C is a pass mark for O Levels; A-E is pass marks for A Levels) English Language/English 1st additional Language compulsory
o Holders of IGCSE subject plus four HIGCSE/Higher level subjects that satisfy the grouping requirements qualify for complete exemption. (A-C are IGCSE pass marks; 1-3 are HIGCSE/Higher level pass marks
o Holders of one O Level (A-C pass mark) plus four AS Level subjects (A-D pass mark) that satisfy the grouping requirements qualify for complete exemption.
x School of Tomorrow candidates do not qualify currently for full or conditional exemption
and can therefore not be admitted for degree studies.
x Diploma and Higher Certificate conditional exemption o Conditional exemption towards Diploma, Higher Certificates and Awards is considered
on individual application and reviewed by the IEG Academic Board. o Students may be admitted via Recognition of Prior Learning (RPL).
2.2.5 International Students Due to an influx of enquiries received by USAf, stipulated rules and regulations that apply to Foreign Students are provided on their interactive website. The initial streaming of enquires at Institution level will assist USAf in ensuring that all documentation is in order and stipulations are met. The CP is responsible to research the students’ academic results in relation to information provided by USAf and assist / direct the International student in what documentation may be lacking or missing. 2.2.5.1 For all admissions to Bachelor’s Degree
x IEG recognises international qualifications and certificates that meet USAf requirements. x Applicants must produce a completed USAf exemption or conditional exemption certificate. x Applicants must produce a study permit in the name of Inscape Education Group that is valid
for the duration of the chosen course. x Applicants must produce these documents before the final stipulated enrolment date in the
given academic year of application before they may commence studies. Should the candidate not receive their documentation timeously they may need to enrol for a subsequent year.
x Applicants with a Bachelor’s degree from an accredited university in a foreign country e.g. University of Botswana receive complete exemption. Specific regulations per country is available on: www.he-enrol.ac.za and these applications must be accompanied by a printout made by the applicant, confirming their country is recognised.
x The applicants must still follow all other requirements – i.e. supplying of an exemption certificate and study permit
x International students may fall into three categories: o Complete exemption (if previous studies are recognised) o Foreign Conditional exemption o Mature Age exemption
x Specific entrance requirements and regulations per country are available on: www.he-enrol.ac.za. These entrance requirements regularly change. The CP should research the countries requirements on the provided site and assist the International student by directing them to USAf and evaluating if their results meet up with the researched entrance requirements per country.
2.2.5.2 Diploma and Higher Certificate x For admission to Diploma an applicant must provide a South African Qualifications Authority
(SAQA) evaluation of National Senior Certificate NQF5 equivalence. x For admission to a Higher Certificate an applicant must provide a South African Qualifications
Authority (SAQA) evaluation of National Senior Certificate NQF4 equivalence. x Applicants must provide a study permit in the name of Inscape Education Group that is valid
for the duration of the chosen course. x Cambridge examinations (O/IGCSE/HIGCSE/HIGHER LEVEL/AS/A LEVELS )
2.2.6 Special Conditions
x The MB issues complete exemption to holders of the senior certificate and national diplomas issued by the former Technikons and now universities of technology
x The MB issues complete exemption to holders of a three year diploma irrespective of the Senior Certificate BUT no credits may be granted.
x Two senior certificate languages on higher grade plus four N5 subjects that include a senior certificate subject also qualify the holder for complete exemption.
x The MB issues certificates of complete exemption to candidates who completed a qualification that is evaluated at Level 5 of the SAQA NQF with credit value of 120 or more. These applicants need to apply for this full exemption in order to move into a Bachelor’s degree. Candidates aspiring for complete exemption through this route are strongly advised to check the registration status of the qualification with SAQA before proceeding with studies.
x Candidates entering a Bachelor’s Degree with exemption obtained through a Higher Certificate may not receive any credit accumulation transfer from the preceding Higher Certificate Qualification.
x Applying for certification is a lengthy process and outside of IEG’s control. IEG may not allow an applicant to enrol without the necessary documentation. Should an applicant not receive the necessary documentation by the enrolment deadline, IEG cannot accept the student into any contact qualifications for the current academic year.
x At the beginning of the academic year a cut-off date for enrolments will be communicated by the Managing Director. Any enrolments not fully processed for the academic year by this deadline needs to be forwarded to the Academic Board and Financial Department for consideration and approval to continue with the enrolment process.
3. ADMISSION PROCESSES FOR RPL AND CAT 3.1.1 Recognition of Prior Learning (RPL) IEG subscribes to the National Policy for the Implementation of the Recognition of Prior developed by South African Qualifications Authority (SAQA) in co-operation with Policies on RPL, CAT and Assessment in Higher Education developed by the Council on Higher Education (CHE). According to the CHE document Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (2016):
RPL seeks to achieve inclusion and to overcome a variety of barriers to access and success in higher education. RPL should be premised on overcoming possible barriers to admission to, or registration for higher education studies for those people who lack formal prerequisites.
3.1.2. The following principles are important elements of the RPL Policy, in accordance to the SAQA specifications:
3.1.2.1 RPL is more than a process of assessment. It considers both informal and non-formal bodies of knowledge into their formal and structured equivalents based on specified competencies.
3.1.2.2 Consideration must be taken between knowledge gained in experiential and academic practices, in relation to the levels and areas that RPL can be applied.
3.1.2.3 The implementation of RPL is context-specific, in terms of institution, discipline, programme and level.
3.1.3. The following application guidelines are taken directly from the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (2016) in accordance to the SAQA specifications: 3.1.3.1 RPL, as defined nationally by SAQA, applies to informal or non-formal learning only. Learning
resulting from formal routes will normally be recognised via Credit Accumulation and Transfer (CAT), but in cases where CAT is found not to be applicable, the RPL route may be explored.
3.1.3.2.RPL may be used to grant access to, or exemption from modules and/or courses that contribute towards a particular qualification. IEG may recognise forms of prior learning as equivalent to the prescribed formal minimum admission requirements, and may recognise other forms of prior learning for granting advanced standing in particular programmes through exemption from modules or courses at lower levels of the qualification programme. In higher education, exemption from modules or courses does not translate to credits being awarded for those modules.
3.1.3.3.In RPL processes designed to grant access, an RPL application is evaluated against the entry
requirements of the qualification in question. Applicants seeking access to IEG who do not hold a National Senior Certificate (NSC) with the appropriate exemption may be considered for the RPL route, but will only be admitted at the Academic Board’s discretion in accordance with the IEG RPL policy. An RPL assessment process will be used to evaluate the knowledge of applicants who do not hold a National Senior Certificate or an equivalent qualification, with passes at levels accepted for direct admission to higher education qualification programmes.
3.1.3.4 RPL may be used to grant access to, or exemption from modules and/or courses that contribute towards a particular qualification. IEG may recognise forms of prior learning as equivalent to the prescribed formal minimum admission requirements, and may recognise other forms of prior learning for granting advanced standing in particular
programmes through exemption from modules or courses at lower levels of the qualification programme. In higher education, exemption from modules or courses does not translate to credits being awarded for those modules.
3.1.3.5.In higher education, full qualifications are not awarded solely on the basis of RPL; and similarly, RPL cannot be used to grant an individual the exemption from more than 50% of the modules/courses required for any particular qualification. This policy prescript helps prevent the possibility of having the same set of prior knowledge being used for obtaining more than one qualification. It also assists in ensuring that an applicant refreshes his or her prior knowledge with new, cutting-edge content, theories and concepts in the chosen field of study, before obtaining a qualification. Also, it is in line with the regulation that a person must obtain 50% of a qualification at the institution that is going to award the certificate for the qualification.
3.1.3.6.Since RPL in higher education does not lead to credits being awarded against modules or courses that one is exempted from, it follows that if a student is granted exemption from one or more modules that lead to a particular qualification, that particular student will complete the qualification in question with a total number of credit points that are less than the normally required number of credits for the qualification. The academic record of that student will reflect ‘exempted’ against the modules or courses that she or he was exempted from; while credits will be reflected against the courses or modules that she or he did, got assessed for and achieved the required scores.
3.1.3.7.Applicants seeking access to a postgraduate qualification in a particular field or Classification
of Education Subject Matter (CESM) category but who do not hold an undergraduate degree in that field or CESM category may be admitted by RPL if they are able to satisfy the requisite RPL criteria. Such applicants may be given advanced standing but without the award of the primary qualification(s).
3.1.3.8.Not more than 10% of a cohort of students in a programme should be admitted through an
RPL process. This is a programme accreditation requirement. However, under exceptional circumstances, motivations to exceed this quota will be considered by the Higher Education Quality Committee (HEQC) as part of its accreditation processes.
3.1.3.9. Assessment criteria for RPL should not simply replicate those for mainstream study, but should seek to accommodate the knowledge and skills gained in practices outside the higher education institution in terms of their value for the envisaged course of study. Due consideration should be given to the fact , in some cases, the prior knowledge and skills would have been acquired, and would only be more effectively expressed, in languages that are not the media of teaching and learning at a particular institution.
3.1.3.10. Initial assessment will be undertaken by the Campus Principal who will then forward the applicants necessary documentation to the Academic Board for consideration. The Academic Board will confirm their decision in writing to the CP who in turn will communicate these findings with the student.
3.1.3.11. Certificates awarded signifying successful completion of a qualification will not reflect that a candidate has gained access or been awarded advanced standing through an RPL process. However, as stated, the academic transcripts of those who were exempted from some modules or courses will reflect exemptions achieved through the RPL process, but with no credit points attached.
3.1.4. RPL procedure Students applying at IEG for RPL need to complete the IEG Recognition of Prior Learning (RPL) application form available on the Inscape website. A fee is payable in full, in advance. Proof of payment must be submitted with the RPL application form. The CP will be in communication with the student applicant within two weeks of receiving the inquiry and will ensure that all documentation is included. The CP forwards the documentation to the Academic Manager. The Academic Board will communicate their decision to the CP within two weeks of the receipt of the RPL application. The CP will be notified in writing and must communicate the Academic Board’s decision to with applicant. The applicant can expect the process to take up to 4 weeks.
x Inscape may not legally recognise more than 50% of the modules/courses required for any particular qualification.
x The content of courses may change from time to time without notice, which may affect the RPL findings.
3.1.4.2 In order to have competencies accessed by the Academic Board the student agrees to:
• Indicate, on a current copy of the IEG syllabus document, the knowledge and skills in which the student believes to be competent (the syllabus documents for all courses are available on the Inscape LMS and will be sent to the applicant on request).
• Compile a comprehensive portfolio of evidence containing works which support the student’s claim of competence. This portfolio must specifically indicate abilities if the applicant has not completed an undergraduate qualification in the same field for which they are applying.
• Present a portfolio of evidence to the Campus Principal in order to demonstrate competence or explain knowledge and skills achieved with reference to the syllabus and portfolio of evidence.
• Supply certified copies/transcripts of any training or learning completed. • Supply an updated and current CV.
3.1.4.3 The student may be required, by request of the Campus Principal, to: • Produce any artefacts or written works that may substantiate the student’s
claim of competence to be taken on further recommendation before the Faculty Head, Academic Manager or Academic Board.
3.1.4.4 Once the Campus Principal has reviewed the portfolio of evidence and is satisfied that the student qualifies for a RPL, they will forward all relevant documentation through to the Academic Board for review and approval.
3.1.4.5 The Academic Board will communicate their decision to the CP within two weeks of the receipt of the RPL application. The CP will be notified in writing and must communicate the Academic Board’s decision with the applicant. The applicant can expect the process to take up to 4 weeks.
3.2.1 Credit Accumulation Transfer (CAT)
IEG subscribes to the National Policy for the Implementation of Credit Accumulation Transfer developed by South African Qualifications Authority (SAQA) in co-operation with Policies on RPL, CAT and Assessment in Higher Education developed by the Council on Higher Education (CHE). According to the CHE National Policy:
CAT seeks to recognised previously achieved credits through vertical, horizontal or diagonal relocation of credits towards a qualification.
3.2.2 The following principles are important elements based on the Policy on RPL mandated by CHE (published in 2016) in accordance to the SAQA specifications:
3.2.2.1 A qualification signifies the formal recognition and certification of learning achievement. The
HEQSF sets out the range of qualification types in higher education and any qualification offered by a higher education institution must conform to one of the qualifications types or its variants as described in the HEQSF. The HEQSF is about whole qualifications for higher education, understood to comprise of at least 120 credits. The HEQSF does not specify parameters for part qualifications.
3.2.2.2 Credits are used as a measure of the volume of learning required for a qualification and can be
specified in terms of the total minimum numbers of credits required, and in terms of the minimum number of credits required at the specified exit level of the qualification type or its variant as described in the HEQSF. The credit-rating system estimates that 10 notional study hours are equivalent to one credit. Credits represent a measure of all the learning activities engaged in by the student and include, among others, contact time, self-study, WIL, assignments, projects and examinations.
3.2.2.3 Credit accumulation Transfer (CAT) is the totalling of credits towards the completion of a qualification. Credit transfer is the vertical, horizontal or diagonal relocation of credits towards a qualification.
3.2.2.4 The process of CAT brings together the diverse features of credit accumulation and credit
transfer in order to facilitate lifelong learning. It allows a student’s achievements to be recognised even if the student does not achieve a qualification. Any and all credits for an incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification, or may be recognised by a different institution as meeting part of the requirements for the same qualification.
3.2.2.5 The process of CAT ensures the mobility of an individual student between programmes and
institutions within the constraining parameters set by the requirements of the specific curricula.
3.2.3 The following application guidelines are taken directly from the Policy on CAT mandated by CHE (published in 2016) in accordance to the SAQA specifications: 3.2.3.1 IEG meets the prescribed institutional CAT policies ensuring equity and inclusiveness and
promotes access to learning opportunities actively.
3.2.3.2 IEG CAT policies are based on the principles of access for success, retention, articulation by design, comparison based on credible methods and transparency.
3.2.3.3 Credit accumulation can take place within IEG programmes (total amount of credits within a specific institution/department) or between institutions (recognition of credits between two or more institutions).
3.2.3.4 Credit transfer means carrying over credits either horizontally at the same level of study or vertically from a lower to a higher level of study. Horizontal transfer refers to credits at the same level carried over between institutions where the outcome/curriculum statements (subject content) are identical or comparable. Vertical transfer is where credits of a preceding level of study at one institution are accepted for entry into the next level of study at another institution.
3.2.3.5 The recognition of credits for the purposes of transfer from one qualification to another is
determined by the nature of the qualifications, the relationship between them, the nature, complexity, and extent of the curricula associated with the specific subjects to be recognised for exemption and/or inclusion, and the nature of the assessment used.
3.2.3.6 A maximum of 50% of the credits of a completed qualification may be transferred to another qualification. This policy prescript seeks to protect the integrity of qualifications by ensuring that the exception does not become the norm.
3.2.3.7 Credits for an incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification, or may be recognised by a different institution as meeting part of the requirements for the same qualification.
3.2.3.8 Credits obtained from studies that do not lead to a qualification (for example, non-degree
studies comprising of modules or courses that are part of a programme which normally leads to qualifications registered on the HEQSF) should count for the credit accumulation and transfer mechanism towards relevant qualifications in the same or different institutions.
3.2.3.9 Short courses offered outside the HEQSF are non-credit bearing and, thus, individuals who register for and attend such short courses are not awarded credits against any level on the
National Qualification Framework (NQF). This means no credit will be accumulated and/or transferred from such short courses. However, the learning acquired counts for RPL.
3.2.4 CAT procedure Students applying for a CAT need to complete the Credit Accumulation Transfer (CAT) application form available on the Inscape website. A fee is payable in full, in advance. POP must be submitted with the CAT application form before the CAT assessment will be scheduled. The CP will be in communication with the student applicant within two weeks of receiving the inquiry and will ensure that all documentation is included. The CP forwards the documentation to the Academic Manager. The Academic Board will communicate their decision to the CP within two weeks of the receipt of the CAT application. The CP will be notified in writing and must communicate the Academic Board’s decision to with applicant. The applicant can expect the process to take up to 4 weeks. 3.2.4.1.The applicant must acknowledge that:
x Inscape may not legally recognise more than 50% of credits from any previous completed qualification.
x Short courses are not credit bearing and cannot be recognised for CAT x Credits for an incomplete qualification may be recognised by IEG as meeting
part of the requirements for a similarly suited qualification or for the same type of qualification.
3.2.4.2.In order to have competencies accessed, the student agrees to: • Indicate, on a current copy of the syllabus document the subject name/s and
credit/s the student wishes to be recognised for (the syllabus documents for all courses are available of the Inscape LMS and will be sent to the applicant on request).
• Provide the full syllabus document from any previous Institution attended, in the case of a completed or incomplete qualification to compare with the IEG syllabus equivalence.
• Produce a comprehensive portfolio of evidence containing work which supports the student’s claim of competence. This portfolio must specifically indicate abilities if the applicant has not completed an undergraduate in the same field for which they are applying.
x Present a portfolio of evidence to the Academic Board in order to verify competence in credits accumulated.
• Supply certified copies/transcripts of any training or learning completed clearly indicating the credits accumulated.
3.2.4.3.The student may be required, by request of the Campus Principal, to: • Produce any artefacts or written works that may substantiate the student’s
claim of credit accumulation to be taken on further recommendation before the Faculty Head, Academic Manager or Academic Board.
3.2.4.5.Once the Campus Principal has reviewed the portfolio of evidence/relevant documentation and
x is satisfied that the student qualifies for a CAT, they will forward all relevant documentation through to the Academic Board for review and approval. The Academic Board will communicate their decision to the CP within two weeks of the receipt of the CAT application. The CP will be notified in writing and must communicate the Academic Board’s decision to with applicant. The applicant can expect the process to take up to 4 weeks.
Annexures / Links / Legal Framework: Annexures Links Legal Framework Origin Date November 2016 Review Date Annually in February Implementation Date 17 March 2017 Key Red Font = 2017 Changes to Policy
Blue Font = 2017 Additions to Policy Code explanation e.g. V2017,R02, U03
Version – year Revision – month Update – number
Review by Academic Manager Drivers of Policy Campus Academic Managers
Campus Principals Distance Campus Manager All department managers
Policy Stakeholders Lecturers, students and applicants Ownership & Governance IEG: Mrs Helen Bührs
IEG 2017 - Student Assessment Policy
INSCAPE EDUCATION GROUP Assessment policy and procedure V2017, U03, R02 2017/02/28 Assessment tasks and practices play a fundamental role in what students learn and how they engage with the curriculum. Inscape adopts the CHE’s principle of assessment for transformation and quality enhancement, and accordingly implements strategies and methodologies for quality assessment leading to credible certification. CONTENT
x HCERT portfolio x 2nd year portfolios x Final year final project and portfolio x Appointing external moderators x External moderation preparations x External moderation appeal
4.2 Requested Moderation x Request for Internal moderation x Request for External moderation
5. LATE AND RESUBMISSION OF ASSIGNMENTS 5.1 Late and resubmission - summative assessment 5.2 Late and resubmissions - portfolios, research papers and final project 5.3 Exceptions to the rule 5.4 Late and resubmission procedure
6. REPORTING 6.1 Student Academic Reports 6.2 Performance Appraisals 6.3 Procedure for the generation and distribution of academic reports
7. REQUIREMENTS FOR PROMOTION 7.1 Promotion for Degree and Diploma programmes 7.2 Promotion for Higher Certificates 7.3 Promotion for Awards Courses 7.4 Promotion for Short Courses
IEG 2017 - Student Assessment Policy
INSCAPE EDUCATION GROUP
Assessment policy and procedure V2017, U03, R02 2017/02/28
Assessment tasks and practices play a fundamental role in what students learn and how they engage
with the curriculum. Inscape adopts the CHE’s principle of assessment for transformation and quality
enhancement, and accordingly implements strategies and methodologies for quality assessment
leading to credible certification.
CONTENT
1. ASSESSMENT POLICY OBJECTIVE / INTENTION
2. HIGHER EDUCATION QUALIFICATIONS SUB FRAMEWORK
2.1 Validity and reliability of assessment
2.2 Formative assessment
2.3 Summative assessment
2.4 Definition of assessment criteria
3. STUDENT ASSESSMENT PROCEDURES
3.1 Assignment submission
3.2 Deadlines, extensions and penalties
3.3 Assessment marks
4. MODERATION POLICY AND PROCEDURES
4.1 Compulsory Moderation
4.1.1 Internal moderation
4.1.2 External moderation
HCERT portfolio
2nd year portfolios
Final year final project and portfolio
Appointing external moderators
External moderation preparations
External moderation appeal
4.2 Requested Moderation
Request for Internal moderation
Request for External moderation
5. LATE AND RESUBMISSION OF ASSIGNMENTS
5.1 Late and resubmission - summative assessment
5.2 Late and resubmissions - portfolios, research papers and final project
5.3 Exceptions to the rule
5.4 Late and resubmission procedure
6. REPORTING
6.1 Student Academic Reports
6.2 Performance Appraisals
6.3 Procedure for the generation and distribution of academic reports
7. REQUIREMENTS FOR PROMOTION
7.1 Promotion for Degree and Diploma programmes
7.2 Promotion for Higher Certificates
7.3 Promotion for Awards Courses
7.4 Promotion for Short Courses
Page 2 of 24 IEG Assessment Policy
8. CERTIFICATION
8.1 Certification and graduation of Higher Education Qualifications
8.2 Certification and graduation of Awards Courses
8.3 Recognizing top students
8.4 Graduation and Awards ceremony
9. FAILURE TO SUCCESSFULLY COMPLETE A PROGRAMME OR PART THEREOF
9.1 Degree and Diploma programme
9.2 Higher Certificate programme and Awards courses
1. ASSESSMENT POLICY OBJECTIVE / INTENTION
The intention of this assessment policy is to ensure that Inscape measures learning in line with the
Higher Education Qualifications Sub Framework (HEQSF) by:
Establishing a framework for verification of assessment decisions
Enabling and defining learner access to assessment
Ensuring credibility of assessment
Defining roles and responsibilities of assessors and moderators
Defining systems and procedures to ensure reliability and validity of assessment (across all
programmes and courses)
Defining systems and procedure to ensure feasibility and manageability of assessment (across
all programmes and courses)
Inscape aims to create an enabling environment for students to develop into responsible, creative,
successful, practitioners with a passion for their profession. An integrated assessment of integrated
assignments is employed, as opposed to examinations, as the internalisation and application of theory
and skills in context is appropriate to learning in the creative disciplines.
Inscape employs criterion-referenced assessment in preference to norm-referenced assessment as it
is a more reliable instrument for gauging learning in a diverse population in the creative industries.
Formative assessment is used for progress marking and summative assessment for marking of
completed assignments.
The assessment instrument must also accommodate a diverse student population. In a ‘transformed’
education situation, an authentic assessment system that measures the true competence of its
students must also be developmental and informative in nature. Inscape constantly explores the use
of alternative assessment methods to help measure true student competence.
All Policies & Procedures are reviewed and updated as necessary on a regular basis, and employees
and students are kept informed of these reviews/updates. It however remains the employee and
student’s responsibility to read Policy & Procedure from time to time to remain up to date.
2. HIGHER EDUCATION QUALIFICATIONS SUB FRAMEWORK (HEQSF)
(previously known as National Qualifications Framework)
Inscape subscribes to the principles of the HEQSF. These principles are implemented in our
curriculum development process so that they may be implemented at assessment. Exercise and
project assignments are assessed in accordance with the internationally accepted assessment
principles of the HEQSF.
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2.1 Validity and reliability of assessment
Inscape employs the HEQSF Principles of Assessment which are:
Appropriateness: the method of assessment is suited to the performance being assessed.
Fairness: the method of assessment does not present any barriers to achievements, which
are not related to the evidence.
Manageability: the methods used make for easily arranged, cost-effective assessments that
do not unduly interfere with learning.
Integration into work or learning: evidence collection is integrated into the work or
learning process where this is appropriate and feasible.
Validity: the assessment focuses on the requirements laid down in the Standard; i.e. the
assessment is fit for purpose.
Direct: the activities in the assessment mirror the conditions of actual performance as closely
as possible
Authenticity: the assessor is satisfied that the work being assessed is attributable to the
person being assessed.
Sufficient: the evidence collected establishes that all criteria have been met and that
performance to the required Standard can be repeated consistently.
Systematic: planning and recording is sufficiently rigorous to ensure that assessment is fair.
Open: students can contribute to the planning and accumulation of evidence. Assessment
candidates understand the assessment process and the criteria that apply.
Consistent: the same assessor would make the same judgment again in similar
circumstances. The judgment made is similar to the judgment that would be made by other
assessors.
2.2 Formative assessment
The institution employs continuous assessment as this is a useful developmental tool for students in
the creative industries. Progress marking of assignments (marking student work at key stages of its
development) also assists the student with time management: implementing an effective preparation
and planning regime. Formative assessment may at the lecturers discretion be formal or informal but
is always appropriate and relevant to the students learning and progress.
Assessment tools include group critique, peer critique, self-critique and may include both verbal and
written feedback. A moderator (internal or external) may be present to provide an additional
perspective. Comments may be communicated to the students there and then to facilitate the learning
process or within a specified period to ensure learning takes place.
2.3 Summative assessment
Summative assessment of projects captures the holistic appreciation of an assignment by evaluating
an inter-related body of work.
Completed work is critiqued and marked within 2 weeks of submission of assignment to ensure it is
still fresh in the students’ minds. Once again, group critiques are usually more beneficial and a
moderator may be present to provide an additional perspective. Results and comments are captured
on the LMS and students are notified thereof.
It is the responsibility of the student to view their results on the LMS by logging in to their student
profiles. Students whose accounts are in arrears will not be able to view their assignment marks until
their accounts have been settled. Lecturers may not share and/or print student results – this is to be
viewed on the LMS only. If a student is unable to view their results and to the best of their knowledge
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their account is up to date, he/she must consult the Campus Office Administrator (COA).
It is advised for students to check their results regularly to ensure that they are at all times aware of
their progress and achieved competence.
Lecturers return assessed work and feedback to students no more than two weeks after
submission. This is done because Inscape views assessment as a developmental tool and students
need to appreciate how and where their work can be improved as soon as possible. (Certain items
may be temporarily retained for display purposes but as it is the intention to assist students to
develop a Portfolio of work, the work is returned to the student in good condition as soon as
reasonably possible). All work, however, remains the property of Inscape Education Group (Pty) Ltd.
Marks are assigned to the appropriate specific outcomes categories (as percentages): creativity,
knowledge, skills and values, allowing the student to evaluate their own achievement in relation to the
expected outcomes and associated assessment criteria specified in the brief. The weighting of the
assessment criteria are predetermined and are appropriate to the nature of the assignment. For
example if an assignment does not require creativity to be assessed then creativity will be awarded a
weighting of zero. The total of all assessment criteria per assignment totals 100.
2.4 Definition of assessment criteria
The specific assessment criteria are defined as follows:
Skills: measure the ability of the student to complete the task well – writing, drawing,
presentation skill etc.
Knowledge: measures the understanding and interpretation of a subject- relevant to the task
at hand. This is usually theory based
Creativity: measures the student’s ability to generate original, new concepts applied through
various skills acquired
Values: measures the student’s ability to complete a task effectively, efficiently and diligently
All assignments/projects are assessed according to the above assessment criteria. The criteria will
differ in weighting depending on the nature of the assignment/project at hand (refer to Teaching and
Learning policy)
3. STUDENT ASSESSMENT PROCEDURE
3.1 Assignment submission
Work must be submitted for assessment to the lecturer no later than (the time and) the date
stipulated on the course outline, at the beginning of the session.
3.2 Deadlines, extensions and penalties
Typically, extensions for work submission are not granted, however,
a lecturer may, at his/her discretion and with good reason (evidence must be provided), grant
an extension on a hand-in deadline of a maximum of 24hours, without applying a late
submission penalty;
thereafter, an extension may only be granted, under critical circumstances, with the
permission of the Campus Academic Manager, after receiving a written request from a student
and convincing motivation (including a police docket number or a doctor’s letter);
if the Campus Academic Manager decides not to grant the extension s/he must indicate
reasons therefore on the application letter;
if the Campus Academic Manager grants an extension, that decision and the penalty (if
applicable) is to be written on the application letter;
In all other circumstances, if work is not submitted on or before the specified deadline a 100%
penalty shall be applied and the late submission procedure should be followed.
Lecturers may request a special extended class deadline in written request form to the
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Campus Academic Manager – if the deadline affects the original outline by a prolonged period
the Academic Manager needs to be consulted. Special extended deadlines are not encouraged
and are at the discretion of the Campus Academic Manager in consultation with the Academic
Manager.
3.3 Assessment marks
To ensure that lecturers and moderators remain as objective as possible and that the assessment is
reliable, all briefs include the desired outcomes and the associated assessment criteria (aligned with
the subject matter) in the SAQA specified format. The work is assessed against the criteria to
establish the extent of the students’ applied competence.
The assessment sheet is structured to allow the analysis of exercises and projects into the Specific
Outcome categories: Creativity, Knowledge, Skills and Values. The lecturer indicates achieved
competence against the different aspects of the exercise or project so that students can see where
their efforts are bearing fruit or where improvement is needed. The assessment sheet does not
indicate results. It reflects on the student’s performance within the different assessment categories.
Updated assessment sheets will be made available to the Campus Academic Manager at the beginning
of an Academic year. This is to be shared with current lecturers and new staff during their staff
orientation. The updated Assessment sheets will also be available on the LMS.
Note: From 2015 lecturers should not give results directly to students – assignment and
subject results are to be viewed on the LMS only.
Critical Cross-field Outcomes (CCFO) refer to those generic outcomes that inform all teaching and
learning. For example CCFOs may include working effectively with others as a member of a team,
and/or collecting, analysing, organising and critically evaluating information. They are naturally
integrated into all assignments at Inscape. These can be viewed on the listed SAQA qualification
documentation.
Exercises usually relate to a single subject and take the student between one day and one week to
complete. Results are typically not awarded for exercises.
Projects measure creativity, knowledge, skills and values across a range of integrated subjects in a
meaningful whole. They typically take between a week and a semester to complete and are allocated
marks with a predetermined weighting relative to the intensity of the assignment at hand. The critical
outcomes are analysed, where appropriate, within the specific outcomes. Assessment rubrics are
provided to assist lecturers with indicating a student’s performance against specific assessment
criteria. The assessment criteria according to which the assignment/project is to be marked is
indicated in the assignment/project briefs. Lecturers copy the assessment criteria from the brief into
the assessment rubric to ensure that assignments/projects are assessed accordingly. Rubrics indicate
level of achieved competence and do not award specific marks. Final results per criteria is captured on
the LMS and viewed by the student on their student LMS profile.
Formal presentations of applied projects require that an internal moderator be present. The result
awarded by the moderator should be integrated into the final result by averaging all results awarded.
The following are some of the instruments that may be used to monitor student progress:
continuous project-based assessment,
continuous evaluation of students' progress during interactive class critique,
peer assessment during interactive class critique of students' work,
self-evaluation - students critique their own work,
internal and external moderation
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Lecturers evaluate the extent to which the student has successfully met the requirements of the brief
(achieved the desired associated outcomes). The lecturers then digitally record the results awarded
on the LMS. These results are reflected on the student’s LMS profile, are updated in real time and can
be viewed online at any given time (via internet access). End of year result submissions will carry a
deadline date specified by the Academic Department on the IEG calendar.
4. MODERATION POLICY AND PROCEDURES
Moderation (peer review) is a valuable source of input into the continued relevance of programme
content and direction. Assessment of student work is moderated both internally and externally to
ensure its consistency and reliability.
4.1 Compulsory moderation
4.1.1 Internal moderation
Internal moderation of assessment is conducted at two levels.
Firstly, internal moderation takes place, evaluating and moderating lecturer’s accuracy and
reliability. This is done by a panel of lecturers assessing a group of students together. The
procedure is qualification specific as detailed below:
o For diploma and degree students one project per term in the Design subject (typically
the project presented during presentation week) is presented in front of an internal
moderating panel as formative assessment moderation.
o For HCERT students projects within various modules are identified by the Academic
Management team prior to the commencement of the academic year and indicated on
the outlines as projects to be moderated.
o It is the subject/module lecturer’s responsibility to arrange with an internal moderator
to be present for moderation of student work.
o Moderator feedback forms are submitted at the end of the term to the CAM and forms
part of the Subject Quality Assurance report (refer to Teaching and Learning policy)
o At the end of the year Final Projects for degree and diploma students and portfolios for
all qualifications are internally moderated as summative assessment moderation.
Secondly, self-evaluation of the assessment and moderation procedure and its effectiveness,
by analysing student progress relative to the feedback and moderation received by a lecturer.
4.1.2 External moderation
External moderators evaluate exit level Portfolios and Final Year Project submissions, as well as
samples of 2nd year student portfolios for each discipline (2 highest, 2 average and 2 lowest awarded
results).
At least two competent and impartial external moderators, one of whom is a respected academic from
an accredited and registered higher education provider and the other a recognised practitioner in the
relevant industry, are appointed to assess the submissions (summative assessment for exit
qualifications).
o Moderators are briefed prior to moderation on the requirements of the assignment and on the
assessment criteria.
o Moderators are asked to prepare and submit a report on the student assignments and
portfolios as well as to make suggestions for improvements to the curricula.
(Refer to Teaching and Learning policy for details on moderation procedure, minimum requirements
and remuneration)
HCERT portfolio
HCERT student portfolios are moderated individually and assessed according to NQF 5 exit level
descriptors and programme outcomes.
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Two external moderators are appointed to moderate the exit portfolios
The Higher Certificate Portfolio lecturer suggests suitable moderators to the Campus Academic
Manager of appropriate moderator candidates and forwards their relevant CV’s.
These moderators are required to have Industry experience of at least 3 years and any
specified accreditations (e.g. South African Council for Architectural Professionals registered
for Higher Certificate Architectural Technology students)
The moderators are directed to assess the full body of work but concentrate on the 2 highest
fails, two lowest passes and 2 highest marked portfolios
The moderators are not to consult with each other or have the lecturer results disclosed to
them
The Higher Certificate portfolio lecturer submits their results to the Campus Academic Manager
before the external moderation takes place in table format but not loaded onto the LMS
system yet.
After the moderations have been conducted the Campus Academic Manager consults together
with the Higher Certificate portfolio lecturer to evaluate the marks.
If the discrepancy between the moderators’ marks and those the Inscape lecturers awards is
less than 10%, the lecturers’ marks remain. Should this not be the case, the portfolios are
reassessed by alternative Inscape lecturers.
Once all marks have been evaluated and agreed upon, the Higher Certificate Portfolio lecturer
enters the mark onto the LMS.
External moderators are remunerated at a predetermined hourly rate
Campus Academic Managers issue the moderator a contract requested from Human Resources
and requests relevant signing to take place. The signed contract is returned to Human
Resources.
2nd year Portfolios
When the 3rd year Final Project portfolios are moderated, each moderator assesses an example of
work at each end of the mark spectrum (highest 2 and lowest 2) and at midrange (middle 2) of the
2nd year portfolios - without consulting with one another - and then awards results in accordance with
the assessment criteria.
•The 2nd year portfolio lecturer is required to submit their results to the Campus Academic Manager
before the external moderation takes place in table format. These results must not be loaded onto the
LMS system yet.
•After the moderations have been conducted the Campus Academic Manager consults together with
the 2nd year portfolio lecturer to evaluate the results.
•If the discrepancy between the moderators’ results and those the Inscape lecturers awards is less
than 10%, across all top, middle and low spectrum, the lecturers’ results remain. Should this not be
the case, the portfolios must be reassessed by an alternative, qualified, Inscape lecturer.
•Once all results have been evaluated and agreed upon the 2nd year Portfolio lecturer enters the
results onto the LMS.
Final Year Final Projects and Portfolio
The Final Project and student portfolio are presented by the student to the lecturers and the
moderators. The moderator comments and awards a percentage for the assignment.
The agreed upon result of the lecturers and the moderators is considered a final result to be awarded
to the student. If the lecturers and the moderators award a result below 45%, the student is declared
not yet competent and must re-enroll for the relevant subjects the following year. If the lecturers and
moderators award a result of 45% - 49% the student is declared not yet competent but is eligible to
complete a resubmission of the Final Project or Portfolio provided they have met all other
requirements of the programme. They should then follow the resubmission procedure for final
projects, research papers and portfolios. (Refer to Final Project “How To”)
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Appointing external moderators
Final Project lecturers identify one internal moderator and two external moderators; an industry and
an academic moderator, each have minimum specifications of a field specific qualification.
Industry moderators must hold a relevant qualification and min 3-5 years’ experience in the
specified field. They may be on the same level but preferably 1 level higher than the
qualification being moderated
Academic moderators must hold at minimum one qualification higher than what they are
moderating, preferably a Master’s degree in the appropriate field and at least 3, preferably 5
years of academic experience with final year students
Internal moderators are highly qualified, field specific, respected and experienced, i.e. senior
lecturers on the campus.
Final Project lecturers provide the Campus Academic Manager with a full CV (including:
Qualification, institution and date of completion of qualification, ID number, Address, Full
names, Experience, dates and positions) of each identified moderator and the date of
moderation to be conducted
Campus Academic Managers request the moderators contract to be issued by the HR
department. The moderators CV should be included in the request to HR.
The External Moderators are remunerated at a predetermined hourly rate
Internal Moderators are not remunerated and do not require a moderators contract but do
need to be selected an approved by the Campus Principal in conjunction with the Academic
Manager.
Campus Academic Managers issue the moderator the contract and request relevant signing to
take place. The signed contract is returned to HR.
External moderation preparation
Campus Academic Managers inform the marketing coordinators of the date for external
moderation to take place
Marketing coordinators and Campus Operations Administrators organise the presentation
space – liaise with the Final Project lecturer and Campus Academic Manager – the studio is set
up with;
o A presentation space, tables and chairs for the Final Project lecturer\s, Internal
Moderator and two external moderators
o Chairs for other students (1/2/3 years)
o Tables and Table cloths for moderation panel
o Water and mints
o Writing pads and pens
o Print outs of the Final Project brief for reference purposes.
o Print out of the Final Project mark sheet per qualification discipline/per student issued
by the Academic department
o Print out of the Moderators feedback form issued by the Academic department
o Coffee and Tea
o Light lunch
Final Project lecturers in conjunction with the CAM set up a schedule and allow 20mins per
student with 5 min feedback
Presentations commence at 09h00
Moderators are required to arrive at 08h00
08h00 – 09h00: orientation for moderators (“Understanding the requirements of a
moderator”)
During presentations a Final Project Assessment sheet is completed for each student by each
moderator. These assessment sheets are handed into the CAM and are digitally copied and
shared with the Academic Manager.
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The Final Project lecturer is required to complete a comparative assessment block with the
allocated mark per moderator and then the agreed on assessment during the deliberation
discussions on the day of the Final Project presentations. This sheet must be signed off in
agreement for each student by all the moderators and finally approved by the Campus
Principal.
Moderators complete hand written feedback on a feedback form provided to them by the CAM
and return it to the CAM before the conclusion of the moderation process/on the final day of
moderating. These forms are digitally copied and shared with the Academic Manager. These
moderator reports detail curricula concerns or commendations. These moderator reports are
digitally shared with the Academic Management team as part of a National Quality Assurance
and enhancement programme.
The CAM collects invoices from the moderators and submits it to the accounts department who
If an assignment is due at a particular lecture, it will be assumed that it is due at the
beginning of the lecture unless otherwise stipulated by the lecturer.
A 100% penalty is applied for assignments not submitted timeously. This rule is also applied
to presentations.
Exceptions will include; sick notes, death certificates and case numbers to prove that the
student was unable to attend the presentation or to submit the required assignment. The
assignment should be submitted on return of the student to the lecturer or alternative
arrangements must be made with the CAM to submit the required assignments at an agreed
date and time.
Oral presentations: No provision is made for a late or re-submission of oral presentations.
Group Projects: No provision is made for a late or re-submission of the group projects.
5.4 Late and resubmission procedure
Student procedure
The student applies for a late/resubmission by completing the necessary details on the
late/resubmission form available on the LMS
The student submits the Late/re-submissions to the institution COA in person. The assignment
must be ACCOMPANIED by the relevant late/re-submission form;
The student is responsible for ensuring that the COA signs their assignment submission form
as proof of submission;
For resubmissions the original assignment must be submitted with the improved on
assignment/project.
All late/resubmissions must be received during the first two weeks of terms 2-4 and according
to dates stipulated on IEG calendar/before the special dates specified for the final term 4
late/resubmission block. Close off time for the block is 3pm on the final day of the block.
Internal procedure
The COA checks that the student is entitled to submit the assignment and makes a record of
all submitted assignments in table format.
The COA gives the assignment to the CAM who will approve the submission taking into
account the conditions for the submission of late/resubmissions, the percentage that the
assignment may be marked up to must be indicated clearly in red pen on the
late/resubmission form and signed off by the CAM.
The CAM returns the submissions to the COA who informs the relevant lecturer to assess and
process the assignment.
The COA captures a note on the Retention List on Google Drive and under Academic Notes on
the LMS system regarding the receipt of the late/re submission and ensures that the student is
able to submit the assignment according to the policy requirements.
The COA notifies the lecturer via email of late/resubmissions that need to be collected and
arranges a collection point.
The lecturers are requested to sign out the relevant assignments allocated to them on the
COA’s submitted assignment record.
The lecturers take the assignments for moderating and assess it accordingly to the percentage
stipulated by the CAM indicated clearly in red pen.
The results are recorded on the form and are then captured on the LMS system by the
lecturer/assessor.
All late/resubmissions must be assessed no later than two weeks after the late/resubmission
block is complete.
Lecturers return the assignment directly to the student after recording the mark on the LMS
system no more than 2 weeks after the initial receipt of the assignment.
Lecturers return all late submission forms to the COA and sign off that they have completed
the re/late submission process on the COA’s record of assignments submitted.
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The COA files the form for record purposes in a central and accessible point alphabetically by
surname.
The COA makes a note on the Academic Tab on the LMS system to confirm the completion of the late
submission process.
Financial process for late submissions:
The COA receives the late submission assignment/s and proof of payment where applicable
The COA attaches the printed Late Submission Form received as notification to the assignment
and applicable proof of payment
The COA must allocate the paid late submission fee to the student’s account once proof of
payment is produced and notifies the finance department if the student has paid via
eft/deposit slip.
6. REPORTING
6.1 Student Academic Reports
Students have access to their results on the LMS provided their tuition fees are up to date. An
official final report is generated at the end of the academic year detailing average per
subject/module per student.
The CAM is responsible for ensuring the quality and completeness of the academic report for
every student at their respective campus by completing a thorough check of reports each
term.
The CAM ensures that results are captured by the 15th of every month as per the Lecturer’s
assessment submission dates document, provided by the Academic Management team
(available at on the LMS)
The CAM is responsible to archive a digital copy of each student’s full detailed academic report
at the end of the year, uploaded to a folder specified by the Academic Manger.
6.2 Student Performance Appraisals
Performance appraisals are generated in term 2 and term 3 for Qualifications students.
Lecturers capture comments on a word document and submit it to the CAM for proof reading.
The CAM will indicate the deadline for the proofread appraisals to be captured directly onto the
LMS. Students can view their appraisals on the LMS once they have been published and made
available by the CAM. The CAM will schedule meetings with Cause for Concern students
identified within the appraisal procedure (refer to “How to add Performance Appraisals”). If
required, a student may also request a meeting with the CAM to discuss his/her Performance
Appraisals after comments have been published for viewing.
At midyear, the institution evaluates the student’s attitude and competence by considering
attendance, submission of work, and quality of work. At the end of third quarter, the students’
marks are considered. On the first occasion the institution indicates to the student how it sees
the student’s progress and what remedial actions, if any, should be taken. Where a particular
strength is identified, the student is encouraged to develop this. On the second occasion the
institution advises the student of the possibility of failure, should this exist. In both cases
students are directed as to where they might improve, whether this is in an area of concern or
potential. Student input is invited.
6.3 Procedure for the generation and distribution of academic reports
The Campus Academic Manager is responsible for generating and distributing academic reports at the
end of the academic year.
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CAM procedure
Open the Learner Management System
Check that all results required have been captured
Capture zero’s where results have not been captured and inform the responsible lecturer by
email
Generate Final modular reports at the end of term 4 as per the date specified on the Inscape
Education Group Calendar at www.inscape.ac.za
PDF detailed reports and modular reports and upload to a specified folder communicated by
the Academic Manager, for archiving purposes
Final Qualification students must receive a stamped transcript using an official Inscape stamp
and each report must be signed approving the contents thereof. These reports are placed
together in the envelope containing the candidate’s Certificate of Qualification
Students whose academic year does not result in the award of a qualification are completed
and a final report is emailed to the student.
A final academic report, transcript or certificate may only be issued to a student whose fees
are up to date.
7. REQUIREMENTS FOR PROMOTION
7.1 Promotion for Degree and Diploma programmes
It is necessary for the student to meet the institution’s minimum achievement criteria for any
academic year to be promoted to the following year of study.
All projects, exercises and tests are weighted according to the relative importance of the outcomes to
be achieved in the assignments. This means that all projects, exercises and tests are allocated a
number of possible marks that a student can earn when submitting these projects on time.
The year-mark for each subject comprises the total of the possible marks that may be earned for all
projects, exercises and tests in that subject.
Practical work accounts for approximately 50% of the total year mark and theory work accounts for
approximately 50% of the total year mark in each year of study.
First year students Degree and Diploma are required to achieve a minimum aggregate of 50% in
every subject in order to be promoted to the next year of study. First year students do not submit
Portfolios at the end of the year for moderation. Promotion is based on overall performance
throughout the academic year.
Second year students Degree and Diploma are required to achieve a minimum aggregate of 50%
in every subject, as well as a minimum of 50% for the “end of the year” portfolio assessment, in order
to be promoted to the next year of study.
Students must pass all subjects in their current year of study in order to be promoted to the
next year of study.
A distinction is awarded in a subject where the year mark for that subject equals or exceeds
75%.
Promotion for Software blocks: First year and Second year Degree students
Software blocks run for the 1st and 2nd year qualification candidates respectively during the
first week of each term
The software blocks for each discipline is indicated on the Outlines and Academic Structure
The software block mark allocation forms part of the 1st and 2nd year subject structure and
credits
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Software blocks run for 4 double sessions i.e. 16hrs total during the first week of each term.
Marks for the software blocks will be allocated as follows:
o 10% for each double session full attendance = total of 40% for full attendance
o 15% for each double session class participation and successful completion of exercises
allocated, indicating sufficient software skill application per day = total of 60% for
sufficient skill application
Steps to take should a student not attend the software block :
o If the student can present a police affidavit / medical certificate and/or was part of
late registration, they may complete the exercises conducted in class with the
assistance of their Applied Design/Applied Technology/ Image Making lecturer. A
deadline for submission of allocated exercises will be decided by the CAM but may not
fall later than 4 weeks from the initial block. The student may be marked up to 60 %
for completion when show casing sufficient skill application in the presence of the CAM
or Administration staff member.
o If the student did not attend without valid reasoning, they will need to follow the late
submission policy and will only be marked up to 50% as per policy. The student will be
required to pay the late submission fee as well as a fee for a moderator that will need
to be arranged to facilitate the student’s exercise completion period.
Third Year Students Degree
Requirements for the award of Bachelor of Design programme respectively (at exit level):
Students must achieve a minimum mark of 50% for each subject in their third year of study.
The results are calculated as follows:
o Coursework: Each subject (including Experiential Training) must achieve 50%.
o Final Project Design Application: The agreed mark between: one lecturer, one
internal moderator and two external moderators.
o Design Portfolio: The agreed mark between: one lecturer, one internal moderator
and two external moderators added as a 50% contribution to the assigned assessment
mark of the Final Project Portfolio lecturer.
o A distinction in any one of the above sections (Course work, Final Project Design
Application and Design portfolio) results in the student being awarded with a
distinction upon graduating
o A 3rd year graduate who achieved distinctions, as worked out according to the top
student calculations and not total average, for the full 3 years of studies will be
awarded a Cum Laude achievement upon graduating
All the requirements for the award of the degree must be fulfilled within a minimum of three
years and a maximum of four years.
Students who do not attain an average of 50% for all work completed by the end of the first
semester may be disallowed from completing the year.
There are certain minimum requirements that students must meet to be promoted or to
graduate. These include academic achievements and attendance.
Due Performance (minimum attendance) for Diploma and Degree students
Students are required to arrive timeously for lectures and participate for the duration of the
class. The institution promotes a healthy respect for punctuality and deadlines in students, in
preparation for the ‘real’ world.
An attendance register is kept as an aid to determining Due Performance. It is vitally
important to maintain an attendance register as it assists students to become disciplined in
time management.
To be considered for promotion or to submit the Portfolio, students must have attended at
least 80% of lecture sessions and have submitted at least 90% of projects and exercises.
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7.2 Promotion for Higher certificates
All projects, exercises and tests are weighted according to the relative importance of the
outcomes to be achieved in the assignments. This means that all projects, exercises and tests
are allocated a number of possible marks that a student can earn when submitting these
projects on time.
The year-mark for each subject comprises the total of the possible marks that may be earned
for all projects, exercises and tests in that subject.
A distinction is awarded in a subject where the year mark for that subject equals or exceeds
75%.
Requirements for the award of a higher certificate programme respectively:
Students must achieve a minimum mark of 40% for each module respectively (this includes
the experiential training and portfolio modules)
Students must achieve an overall average of 50% for all modules that forms part of the
overall qualification
The results are calculated as follows:
o The average of all registered modules is calculated to achieve an overall average.
Should the average be 75% or higher, the qualification is awarded with distinction.
All the requirements for the award of higher certificate must be fulfilled within a minimum of
one year and a maximum of two years.
Should a Higher Certificate candidate want to continue studying a degree at Inscape Education
Group, and not hold a degree entrance on their matric certificate, they will need to apply for a
certificate of exemption with Universities South Africa through the matriculation board.
A student who has completed a Higher Certificate with Inscape Education Group and wishes to
apply to study a Degree Programme at Inscape Education Group must achieve a minimum
average of 60% to be considered.
Due Performance (minimum attendance) for Higher Certificate Students
Students are required to arrive timeously for lectures and participate for the duration of the
class. The institution promotes a healthy respect for punctuality and deadlines in students, in
preparation for the ‘real’ world.
Class attendance is captured on the LMS and available for viewing as part of the modular
report
An attendance register is kept as an aid to determining Due Performance. It is vitally
important to maintain an attendance register as it assists students to become disciplined in
time management.
To be considered for promotion or to submit the Portfolio, students must have attended at
least 80% of lecture sessions and have submitted at least 90% of projects and exercises.
7.3 Promotion for awards
All projects, exercises and tests are weighted according to the relative importance of the outcomes to
be achieved in the assignments. This means that all projects, exercises and tests are allocated a
number of possible marks that a student can earn when submitting these projects on time.
The year-mark for each subject comprises the total of the possible marks that may be earned for all
projects, exercises and tests in that subject.
Requirements for successful completion of an Awards course respectively:
Students must achieve a minimum mark of 50% for each of the following:
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Coursework (includes all registered modules)
All the requirements for the completion of an Awards Course must be fulfilled within a
maximum of one year.
7.4 Promotion for Short Courses
Students who successfully complete short courses at Inscape receive a certificate of
completion.
Successful completion is dependent on attendance, participation and completion of the
training material requirements.
8. CERTIFICATION
Inscape manages all documents and records that relate to requirements of the Inscape Quality
Management System including:
Student records (including certificates)
Staff records
Management system records
Department of Education records
HEQC records
SAQA records
Document and record management activities ensure the following:
Appropriate documents are reviewed and approved by authorised personnel prior to issue and
use,
Pertinent issues of appropriate documents are available at all locations where they are
required,
Obsolete documents are removed from all points of issue or use,
Changes made to documents are identified in the document or attachment, and all such
changes are approved by authorised personnel prior to being implemented,
All records are readily retrievable, and kept in a manner so as to prevent loss or deterioration,
No records are destroyed without prior approval of authorised personnel,
Control of records includes identification, collection, indexing, access, storage, maintenance
and disposal.
8.1 Certification and graduation of Higher Education Qualifications
All results are stored digitally on an online LMS. Backups are completed regularly and data is stored in
the cloud. Information is accessible to staff and registered students through controlled security
login. Captured results are pre weighted into a purpose-written database from which students'
academic records and transcripts are produced.
Student’s academic records are saved electronically and stored in a secure place.
Certificates are generated annually at Head Office using a master artwork template. They are
then couriered overnight, unsigned to the relevant campuses.
The following security features ensure the uniqueness of the certificate:
A unique certificate design has been developed specifically for the Inscape higher education
qualifications.
The master artwork for the documents is archived and a new batch of sufficient certificates is
printed each year.
Each certificate is printed on a unique type of cardboard.
The size of the certificate is unique.
A foil seal is embossed with the Inscape insignia and this is attached over the certificate to
cover the words: “Certificate not valid if this message is visible”. A gold seal is attached to
certificates where the student has obtained a distinction. Silver seals are attached to all
Page 18 of 24 IEG Assessment Policy
certificates where students have not obtained a distinction.
Students' individual certificates are saved electronically as a PDF and stored in a secure place.
Each certificate has a unique certificate number. This number reflects the student number,
campus, programme of study and the year of graduation. The certificate numbers are used for
archiving purposes.
Every certificate is an original laser-printed full colour document which contains:
o The student’s full name and surname as it appears in their official identification
document or passport as part of the artwork
o The student’s ID number or passport number as it appears in their official
identification document or passport as part of the artwork
Certificates are signed and dated by the Campus Principal at the awards and graduation
ceremony in their respective town/region
A duplicate certificate bears a reference to the fact that it is a duplicate document. A duplicate
may only be issued after the requisite application form and administration fee has been lodged
with the institution. The certificate information is retrieved from the academic records
database.
8.2 Certification and graduation of Awards
All results are stored digitally on an online LMS. Backups are completed regularly and data is stored in
the cloud. Information is accessible to staff and registered students through controlled security
login. Captured results are pre weighted into a purpose-written database from which students'
academic records and transcripts are produced.
Student’s academic records are saved electronically and stored in a secure place.
A certificate template is generated annually at Head Office by the Resources Department using
a master artwork template. Each campus is responsible for completing and printing their
respective Awards student’s certificates. To facilitate this purpose, a certificate template is
disseminated by the Resource Department annually to all Campus Academic Managers.
The following security features ensure the uniqueness of the certificate:
A unique certificate design has been developed specifically for the Inscape Awards courses.
The master artwork for the documents is archived and a new batch of sufficient certificates is
printed each year.
Each certificate is printed on a specified size and type of cardboard.
Students' individual certificates are saved electronically as a pdf and stored in a secure place.
Each certificate has a unique certificate number. This number reflects the student number,
campus, programme of study and the year of graduation. The certificate numbers are used for
archiving purposes.
Every certificate is an original laser-printed full colour document which contains:
o The student’s full name and surname as it appears in their official identification
document or passport as part of the artwork
o The student’s ID number or passport number as it appears in their official
identification document or passport as part of the artwork
Certificates are signed and dated by the Campus Principal at the awards and graduation
ceremony in their respective town/region
A duplicate certificate bears a reference to the fact that it is a duplicate document. A duplicate
may only be issued after the requisite application form and administration fee has been lodged
with the institution. The certificate information is retrieved from the academic records
database.
Duplicate certificates and transcript requests: Internal Procedure Duplicate certificates/transcript requests may be issued to students who have misplaced their original certificate/or are in need of academic results in transcript format.
Page 19 of 24 IEG Assessment Policy
A duplicate certificate / transcript may only be issued after The General Application form (available from www.inscape.ac.za) and administration fee has been lodged with the institution.
The General Application Form along with proof of payment of the admin fee is to be sent to
the relevant Campus Academic Manager (CAM).
The CAM forwards any duplicate certificate / transcript requests to [email protected]
These requests are verified by the Academic Department to ensure the candidate’s results are
sound and fees are up to date
Certificate printing after verification:
o Awards and Qualification candidates: The certificate information is retrieved from
the academic records database by the Academic Department. Each duplicate
certificate bears a reference to the fact that it is a duplicate document. The archiving
department will print and seal the certificate and arrange for the delivery of the
certificate to the relevant campus. The Academic Department will approve and proof
read the certificate. The Campus Operation Administrator will inform the student to
collect once the CAM has received the certificate from the Academic department.
Certificates my not be mailed and need to be collected from the relevant campus. A 6
week lead time exists for the generating of a duplicate certificate.
o No Campus may print any certification
o Transcript printing: The Academic Department are responsible for generating
academic records /transcripts once a candidate has been completed on the LMS. The
Academic department will forward the generated transcript to the CAM as a pdf
document. The CAM will print the transcript and give to the Campus Principal to stamp
with an official Inscape Stamp and sign it. The CAM will contact the student to collect.
In the case of a student being overseas or unable to collect the transcript – the CAM
may email a scanned copy of the stamped and signed transcript to the candidate but
the original is kept for collection.
o Campus Academic Managers may print reports for the purpose of Cause for Concern
meetings and retention rate data.
o Duplicate or requested Transcripts are an official report documentation only printable
by the Academic Department
Duplicate certificates: Student Procedure Students may apply to have a duplicate certificate printed by completing the General
Application Form (available from www.inscape.ac.za).
The General Application Form along with proof of payment of the admin fee is to be sent to
the relevant Campus Academic Manager.
The student will be notified as soon as the certificate is ready for collection.
A 6 week lead time exists for the generating of a duplicate certificate.
8.3 Recognising top students
The following categories of students receive top student awards:
One regional top student per course/programme offered at the respective campus – 1st, 2nd
and 3rd year, Higher Certificates in each specialization and Awards in each specialization
One national top student per discipline for registered qualification programme – only
graduating candidates
Top students per Region or National need to achieve at least 70% in order to be awarded a
Top Student award.
A CUM LADE is only awarded to students completing a degree. Students need to have held an
average of 75% or higher for each year of study to qualify for this award. The average
calculations are worked out according to a pre-determined formula found below for each
respective year where portfolio, design and technology subjects carry heavier weighting.
o Brief Outcomes – see above for notes on outcomes, these will be specific
to the brief, and will be specified by the courseware developer
o Assessment Criteria – see above for notes on assessment criteria – each
brief requires its own set of criteria, and will be specified by the
courseware developer
o Brief – This is the written description of the brief. It should include the
basics which the students need to understand, it should outline the
submission requirements and it should be clearly structured so that the
students can understand exactly what is required of them. The use of
images or graphics is encouraged if it is of benefit to the students. When
setting the brief, please consult with the outline for the weighting value of
creativity, knowledge, skills and values.
Bear in mind that certain modules are delivered in the distance mode of education. This
has implications for the all of the above information and needs to be considered carefully
by the courseware developer. As an example when setting a brief, there cannot be any
group work associated with it, or no marks awarded to verbal presentations. When
formulating the content for these types of modules it has to be well structured and be
student cantered at all times.
Annexures / Links / Legal Framework:
Annexures
Links
Legal Framework
CHE
Origin Date
Review Date Annually in February
Implementation Date 13 March 2017
Code explanation e.g. V2013,R11,U01
Version – year
Revision – month
Update – number Key Red Font = 2017 Changes to Policy
Blue Font = 2017 Additions to Policy
Review by Academic Manager
Drivers of Policy Programme Managers
Campus Academic Managers
Campus Principals
Distance Campus Manager
Policy Stakeholders Lecturers
Ownership & Governance IEG: Mrs Helen Bührs
Page 1 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
INSCAPE EDUCATION GROUP
Teaching and Learning Policy and Procedure V2017, U04, R03, 2017/03/03
Inscape Education Group (IEG) embraces the diversity of our students and therefore aims to create an enabling
learning environment where students can develop as individuals. Inscape lecturers are continuously required to
reflect upon their knowledge of teaching and affect it has on a student's learning. Various institutional mechanisms
have been put in place to assist in the student’s learning process –good education is in essence not about what
lecturers teach but about how students learn.
CONTENT
1. TEACHING AND LEARNING POLICY OBJECTIVE / INTENTION
2. TEACHING AND LEARNING APPROACH 2.1 Developmental teaching and learning 2.2 Addressing learning needs of students 2.3 Lecturer and student contact 2.4 Work integrated learning (WIL) 2.5 Language policy 2.6 IEG referencing document
3. TEACHING AND LEARNING METHODS 3.1 Outcomes-based education and training methods 3.2 Delivery of content
4. DELIVERY MODES
4.1. Courseware and study guides 4.2. Research assignments and practical projects 4.3. Interactive class discussions and critique 4.4. Blended learning and the use of social media 4.5. Industry relevance and exposure
Procedure for Industry Exposure 4.6. Experiential learning
Real Projects/live Industry
2nd Year Job Shadowing
Final Year Experiential Training 4.7. Competitions
Procedure for Competitions incorporated into the Prescribed Curriculum
Procedure for Competitions outside of the Prescribed Curriculum
Procedure for Private work outside of the Prescribed Curriculum
5. INTELLECTUAL PROPERTY
5.1 Intellectual Property Procedures:
5.2 Tools to assist in avoiding plagiarism
5.3 In the event that an occurrence of Plagiarism is suspected
6. PROVIDING STUDENT SUPPORT 6.1 Career guidance 6.2 Support Programmes 6.3 Financial Support 6.4 Student Placement 6.5 Leadership and mentorship 6.6 Parent/guardian/sponsor involvement
7. CAUSE FOR CONCERN STUDENTS (CFC)
8. RESOLVING STUDENT GRIEVANCES
8.1 Student Procedure for resolving grievances
8.2 Internal Procedure for resolving student grievances
9. PROVIDING LECTURER SUPPORT
9.1 IEG Internal training for Lecturers
IEG Training Modules on LMS
9.2 Lecturer workshops
9.3 Lecturer induction and mentorship
Page 2 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
9.4 Discussion groups
10. FLEXIBILITY AND RELEVANCE OF TEACHING AND LEARNING
11. MONITORING AND EVALUATING TEACHING AND LEARNING
11.1 National Quality Assurance (QA process)
A. Courseware Production
B. Content Delivery
C. Assessment of work submitted
11.2 Campus Academic Quarterly Reports (Campus to National)
1. TEACHING AND LEARNING POLICY OBJECTIVE / INTENTION The intention of this policy is to define the approach, methods and various modes of teaching and learning that
Inscape employs to develop our students into responsible, creative and successful practitioners with a passion for
their profession. In order to achieve this we integrated various teaching methods that inform and depend on each
other for an enhanced learning experience.
Programmes are delivered in small groups and should at all times be outcomes and career oriented. Class sessions
take place in workshop–like environments, where group critiques and personalised attention help to ensure
industry ready candidates. Emphasis is placed on practical investigation of both theory and practical type subjects
to ensure a thorough understanding of the various elements that make up the content of the syllabus.
2. TEACHING AND LEARNING APPROACH 2.1 Developmental teaching and learning We believe that good education starts with a highly professional teaching core, our lecturers are therefore
qualified, knowledgeable, experienced and professional industry practitioners.
Our lecturers adopt a developmental approach toward the students' learning, inspiring students and cultivating
within them a desire to learn through discovery. Lecturers subsequently facilitate the learning of the students in
their class and therefore need to continuously update their knowledge and experience of Higher Education
teaching requirements and pedagogy – contributing to the all-round development of each individual student. From
the lecturer’s example and guidance students set a standard by which they measure themselves for industry
readiness.
Lecturers are rotated to ensure that students are exposed to several lecturers’ points of view and styles of
teaching and learning. Through this students develop well rounded and refined design and problem solving skills.
Within the lecturing body there should also be interaction to ensure that students benefit not only from the
strengths of individual lectures but also from the strengths of the group as a whole. Interaction of this nature is
facilitated where possible on campus and in doing so lecturers learn through experience and address
underdeveloped areas.
2.2 Addressing learning needs of students The success of the student at Inscape is ultimately shared between Inscape and the student themselves. The
student and lecturer are also held jointly accountable to Inscape for the student’s progress. In order to be
proactive, lecturers need to identify and notify the Campus Academic Manager (CAM) of cause for concern
students in their classes – the CAM will address these students as an attempt to remedy the problems as far as
possible. Students are expected to take responsibility for their individual learning; this includes attending classes,
ensuring that they are equipped and able to address their learning, handing in briefs completed to the best of their
ability on time. The onus of the individual student’s learning engagement is that of each student. Students can
approach their lecturers during scheduled class times for assistance in addressing their learning needs.
2.3 Lecturer and student contact The nature and extent of personal contact with students: Lecturers are expected to remain professional at all times while dealing with students. Fraternisation with students
is not acceptable as it can compromise integrity and objectivity, and may lead to disciplinary action. Inscape
fosters a friendly approachable atmosphere where lecturers are seen as respected facilitators, guides and advisors.
Page 3 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
The ideal Inscape lecturer is a motivated self-starter, innovative, creative, patient, encouraging, solution-oriented,
willing to learn, able to communicate concepts and conscientious.
2.4 Work Integrated Learning Inscape adopts a Work Integrated Learning (WIL) approach – bringing the workplace into the classroom studio.
Assignments are career oriented and most class sessions simulate the workplace environment. Lecturers should
adopt a hands-on-approach to the principles, practices and processes of the industry in delivering the programme
content. Students should at all times behave professionally and responsibly – as would be expected in the
industry.
2.5 Language policy Inscape embraces the cultural diversity in South Africa and accommodates students from all different cultures in
our programmes/courses. However to keep our programmes/courses industry relevant and competitive (both
nationally and internationally) and to make learning accessible to all students at all times, the language policy at
Inscape is that we teach in English. Due to this reason, being fluent in English (as the accepted universal
language) is a prerequisite for entry into any Inscape programme/course.
2.6 IEG referencing document At Inscape we make use of the IEG referencing document (adapted from the APA Referencing techniques) to
ensure that all lecturers and students follow the same approach when referencing and crediting sources in their
assignments and practical projects. The document is available on the Inscape LMS (reviewed regularly) and must
be strictly kept to by lecturers and students across all different qualifications and courses (applied consistently
across all subjects and modules).
3. TEACHING AND LEARNING METHODS 3.1 Outcomes-Based Education and Training methods. Outcomes Based Education (OBE) focuses on how the student learns – the most effective learning tool is discovery
and exploration. The curriculum is designed to afford the student this type of learning, facilitated and guided by
the lecturer. Lecturers do not stop with the “chalk and talk” approach, but also encourage new learning
innovations such as the “flipped classroom” approach where the student learns through exploration and interaction
with professionals in the field.
Inscape constantly explores the use of alternative teaching and learning methods to help with effective
programme delivery and aims to stay on par with the industry and relevant learning innovations.
The learning process is student-centred; they are part of the WIL experience as they take part in:
Action-learning,
Job shadowing,
Cooperative education,
Experiential learning,
Inquiry learning,
Inter-professional learning,
Problem‐based learning,
Project-based learning,
Scenario learning,
Service-learning,
Simulated learning,
Team-based learning,
Virtual learning,
Work-based learning,
Work experience.
Page 4 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
Inscape integrates subject matter in projects to demonstrate the relevance of each subject as part of the holistic
learning experience -focusing not only on knowledge and skills but also the development of well-rounded learning.
All education and training is aimed at the students’ graduation and successful entry into the industry.
3.2 Delivery of content Most lecturing sessions take part in workshop-like environments, formal discussions and seminars are necessary
too. All classroom sessions require equal preparatory research by lecturer this is particularly the case when new
subject matter is introduced to the student as they will need a fair amount of input. The lecturer should not need
to stand in front of a class and read from their notes; they should be able to take their own initiative in presenting
the learning content in a student friendly manner to facilitate the learning process.
Inscape conducts regular training workshops and additional formal lecturing training to assist lecturers to develop
their understanding and application of the outcomes-based methods of education training and assessment. This
contributes to more effective delivery and assessment and ultimately establishes a positive learning experience for
students.
4. DELIVERY MODES Teaching and learning OBE places emphasis on students taking responsibility for their own learning therefore all teaching and learning
strategies involve interactive class discussions and critiques.
The following outcomes based modes of delivery lie at the core of Inscape’s teaching and learning strategy:
4.1 Courseware and study guides Students receive the relevant courseware and study guides at the beginning of each term / module. This includes
all exercises and assignments to be submitted for the subject / module during the term.
(Refer to Administration and Preparation Policy – Courseware)
4.2. Research assignments and practical projects Research assignments and practical projects within each programme contribute directly to the enhancement of the
students’ success in his/her career path. Practical projects mimic real projects within the industry, whereas
research assignments assist in laying the foundation of knowledge as the critical basis for conceptualisation and
problem solving.
All relevant subject matter is covered by project and assignment briefs. Briefs indicate to the student what has to
be learnt and what the required outcomes are for learning that particular part of the subject matter.
Briefs with knowledge outcomes are written in such a way that students learn by doing research and
building a knowledge base – through gathering the information they take ownership of their own learning.
Basic information is provided, as part of a class discussion and/or part of the brief, to guide students and
to indicate in which direction they should be working. The brief also defines the breadth and depth of the
research required. All information gathered is then verified, contextualised and clarified during class
discussion to ensure that students acquire sufficient knowledge and skills to meet the outcomes for that
project. Students and lecturers should make use of the IEG referencing method and should at all times
keep to this method where research (including visual research) is involved. The lecturer may prompt
further learning either by requiring more research or adding information and knowledge to the work done.
Briefs with skills outcomes challenge students to apply knowledge practically using the knowledge base
that they are continuously building on to solve problems at the level of professionalism prescribed in their
brief outcomes. Projects are carefully chosen and defined to simulate industry projects and briefs (also
called realistic projects and briefs) as part of a WIL learning experience. Thus, students are encouraged to
think at a professional entry level from day one. Realistic projects ensure that learning is relevant, current
and industry geared.
Briefs with creativity outcomes challenge the students to find solutions outside of the obvious, outside of
the recognised norm of problem solving. Projects such as these are fundamentally important to the
Page 5 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
student’s development as they systematically break down the boundaries which define the accepted and
average for every problem. Creativity should be nurtured and grown; creativity encourages innovative
thinking and problem solving.
Briefs with value outcomes build on the student’s intrinsic morals and values, these projects grow the
student as a whole person not just focusing on their academic abilities.
4.3 Interactive class discussion and critique The teaching and learning strategy in all programmes involve a mix of research, independent problem solving,
practical application of knowledge and intensive class discussion and critique that involve the following:
Discussions in which all the students in the class or group must participate
Lecturer critiquing students, students critiquing others and themselves
The lecturer ensures that learning during this interactive process is valid, sufficient and meets outcomes
specified for that project or discussion
Professional design language and appropriate terminology is used during these discussions
Students learn from the lecturer as well as from each other
Students receive immediate feedback about their progress and how successfully they meet the outcomes
The number of students per class does not exceed 24 (twenty four). This allows the lecturer the
opportunity to become actively involved in the process and progress of each individual student during each
lecture session
This interactive teaching/learning strategy is an effective utilisation of lecture time and allows remarkable
breadth and depth of learning for each and every individual student
4.4 Blended learning and the use of social media
Inscape adopts a blended approach to teaching and learning, where ‘blended’ is defined as combining internet and
digital media with established face-to-face in classroom contact. Lecturers combine in class teaching with off-site
learning, giving the student control over the elements of time, place, path and pace of certain learning activities.
These blended learning activities include (but are not limited to): Video training (students view video content in their own time and at their own pace) Internet tutorials (online exercises completed at the students own pace) Additional internet/online sources (students to access additional content at their own time, following their
own path of learning) Engaging on various social media platforms
When using any form of social media as part of teaching and learning activities Inscape expects students and staff
to:
Be credible – accurate, fair, thorough and transparent.
Be respectful – encourage constructive criticism and deliberation.
Be cordial, honest and professional at all times.
Write what you know – you have to know your facts and cite credible sources.
Acknowledge if a mistake is made through your comment or response and respond to it immediately.
Be both reactive and responsive – when you gain insight share it where appropriate
Keep postings legal, ethical and respectful
Respect copyright laws
Not post confidential or proprietary information
Act as a responsible citizen – always keeping the best interest of yourself, your peers/fellow staff members
and Inscape in mind
4.5. Industry relevance and exposure Inscape believes that some of the most powerful learning comes directly from the industry. This is done through
extensive research into and first hand contact with relevant and related industry disciplines. Active industry
engagement is achieved through the following ways: Visits to companies and individuals within the related industries Talks delivered on campus by practicing professionals from related industries Talks on existing and new materials and services Workshops delivered by external professionals related to the industry,
Page 6 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
Tours of factories, retailers, production houses and suppliers related to the industry Independent student contact with industry as part of structured research – students communicate with
industry professionals and report back to class during follow-up interactive class discussions.
Lecturers are responsible for arranging industry exposure activities for their classes and should try to do so as
often as possible. Campus Marketing Coordinators (MC) and CAMs need to be notified of any exposure activities
taking place on campus. It is the Inscape tradition to hand over a token of appreciation (normally a gift voucher,
or other small gift) to the industry practitioners on such occasions.
Procedure for industry exposure
The lecturer should make the necessary arrangements with the industry practitioners and relevant student
group(s) regarding the exposure activity.
Lecture to notify CAM and Campus Marketing Coordinator about specific arrangements
In the case of practitioners visiting an Inscape campus CAM and Campus Marketing Coordinator should
ensure that all necessary arrangements are in place to accommodate the visit. This includes booking a
studio, setting up equipment, sending out SMSs and or emails to students informing them about
arrangements, providing refreshments when required and organising a thank you gift for the visiting
practitioners.
On occasions where extra-mural visits or talks by consultants may have to be scheduled outside normal
lecture hours; students will be advised timeously about these events and must make the necessary
arrangements for attendance.
Students are required to attend extra-mural events and are expected to participate in exposure activities
arranged on site as part of the learning strategy.
In order to further enhance the OBE and WIL approach inscape applies the following additional delivery modes:
4.6 Experiential learning
Real projects / live industry briefs should be treated as such – the clients/agency’s brief(s) and deadlines
must be adhered to in the same way that a project would be handled in the workplace. In this situation
lecturers serve as facilitators between students and clients/agencies, giving them all the benefits of his/her
practical expertise/experience of the industry.
2nd year degree qualifications students take part in a one-week (5 working days) job shadowing activity
relevant to their discipline. This initiative has the following outcomes for the students: o Observe and understand what it takes to be a designer in the real world. o To be exposed to the business practices/activities conducted by the company relevant to their
qualification specialisation. o This is the first phase of experiential training that continues in the student’s third year of study. o The specific requirements for successful completion of 2nd year Job Shadowing includes the following:
· The duration of this specific learning activity is 5 days, full-time, at one company completed during
the June/July holidays. · The student is exposed to design related activities (relevant to their field of study) at least 50% of
the job shadowing period · The student completes a time sheet, which is then signed off by the employer. · If possible, but not a requirement, the student receives some form of a reference letter from the
employer that the student can use for future employment. · An Internal moderation by the FTL (Full Time Lecturer/s) per discipline is completed as an over
view of all the job shadowing experiences
· CP (Campus Principal) / CAM (Campus Academic Manager) may sit for the moderation too.
· CP/CAM and/or FTL needs to monitor the job shadowing presentation session for no less than 10-
15 min per discipline and observe if the lecturer is assessing and collecting the necessary
documentation, an internal moderation form needs to be submitted giving feedback per discipline.
Final year degree, diploma and higher certificate qualifications students are required to undertake 240
hours of experiential training in their chosen discipline/industry as part of their WIL experience. This
experiential training is intended to better prepare the student for the industry. The transition from the
academic world into the working world should then be considerably easier for our graduates and they in turn
should be significantly more productive and employable because of it.
Page 7 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
This initiative has the following outcomes for the students: o Observe and understand what it takes to be a practitioner in the real world o To practically apply skills and knowledge gained as a student in the work environment o To receive an evaluation of their competency, as an entry level practitioner, from a professional
practice relevant to their field of study.
Student procedure for experiential training
Students are briefed on the purpose and the requirement of their experiential training.
Students undertake a minimum of 240 hours experiential training in an applicable, industry appropriate
firm or office or closely related practice (see course outlines for dates).
The student needs to complete the experiential training as a consecutive 6 week procedure. Permission to
split up the process, needs to be requested in writing by the student and submitted to the CAM for review.
The CP will notify the student in writing if a special arrangement has been approved.
Students receive a personalised letter of introduction for presentation to the representative of the practice.
The letter explains to the host what will be expected of the student.
The experiential training must be conducted under the supervision of a qualified industry practitioner
appropriate to the student’s field of study.
Each student is required to take particular note of: the nature of the enterprise, management structure,
office systems and documentation, design processes, professional interface and project management.
The supervisor at the practice is requested to monitor the student’s involvement, conduct an exit interview
with the students (structure provided by Inscape) and complete a feedback report. The host is also
requested to comment on the relevance of the subject matter in our course to the student’s chosen career.
Experiential training students maintain a record of activities while undergoing this training, which is the
assessed by the student’s lecturer and CAM/and or FTL. A 'portfolio' reflecting the extent of the student’s
exposure and a detailed diagnostic report are presented to the lecturer and CAM/and or FTL upon their
return from experiential training.
Internal procedure for experiential learning and job-shadowing
Relevant subject lecturers are required to collect and collate information from the students regarding; o full details of the company hosting the student for Experiential training or Job shadowing o who the contact person is and o their contact details including phone number and email address, this information is passed
onto the Marketing Coordinator (MC) at each campus who adds the relevant information to a
shared live document.
The MC copies personalised letter of introduction provided by the Resource Department for each student
using the information given to them by the subject lecturer.
These letters are printed on letterheads and signed by the Campus Principal (CP) and given to the
students to take with them as a hard copy.
The MC will also email the signed letters to the various industry hosts (including the student in the email)
no later than 2 weeks prior to the commencement of the training.
The MC will send a standard email to each experiential learning/job-shadowing host (set up by the
National Marketing Manager) which thanks them for hosting our students and invites them to contact the
campus should they have any further queries.
When the students return and the letters and exit interview forms are brought back, the relevant subject
lecturer collects them and returns them to the MC no later than two weeks after the students have
returned.
The MC should scan and email the experiential learning/job shadowing reports to CAM once all reports
have been received.
The CAM collates the reports into one document which is then shared with the CP and Academic
Management team. These reports form part of National Quality Assurance and Curriculum Development
and are included in the annual Academic Report.
The MC then sends another email to thank the hosts company for their hospitality once again, and asks if
they would be interested in hosting more Inscape students next year. The MC also ensures that all the
details of the hosts are captured correctly and filled in.
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MC should use all this information to build a database which they can mine for industry events and future
experiential learning/job-shadowing hosts (details are captured on the National Experiential Training
database).
3rd year Experiential Training documentation and data collection is prepared for from April – specified date
and deadlines stipulated on the IEG calendar
2nd year Job shadowing documentation and data collection is prepared for from May - specified date and
deadlines stipulated on the IEG calendar
HC Experiential Training documentation and data collection is prepared for from August - specified date
and deadlines stipulated on the IEG calendar
4.7 Competitions Competitions are an important part of the Inscape syllabus. They expose students to the realities of the world
outside the institution. Competitions are integrated into the syllabus for final year qualifications students as part of
their exit level competencies.
Students from various programmes and levels may also be expected to participate in one or more competitions
each year, provided that the Academic Management team believes that they may be accommodated into the
existing timetable. The lecturers will be included in assessing the benefits to both the students and the institution
of participation before incorporating such competitions.
Procedure for Competitions incorporated into the curriculum nationally by the Academic Management
team
When a competition is deemed appropriate and beneficial for Inscape students to partake on a national level it is
incorporated into the curriculum and reviewed annually. These sorts of competitions are usually competitions held
nationally and student focused, the organising company is usually able to brief the students and there is support
available to the students and lecturers throughout the duration of the competition. These competitions are
selected and incorporated based on the benefit to the student and the institution and are chosen at the discretion
of the appropriate Academic Manager/s.
Procedure for competitions outside of the prescribed curriculum.
Provision must be made for such opportunities as they too can be beneficial to the student and institution. When
the institution or individual campuses are approached by a person or company (organiser) proposing to offer a
competition to Inscape students or when someone at the institution proposes that Inscape students should
participate in a competition, the following steps are required:
The brief for the competition must be clearly detailed on the Inscape Competition Application form, or
professionally formulated by the organiser, in writing, providing at least the information on the Inscape
Competition Application form. The form must be submitted to the relevant Academic Manager/s.
The Academic Manages must consider the proposed competition firstly to establish its relevance to the
programme, and secondly to establish whether it can be accommodated in the syllabus, outlines and
timetable.
If the competition is to be held, an agreement must be entered into between Inscape and the organiser
wherein the organiser undertakes to ; 1) brief the students,
2) monitor the students’ progress (on at least one occasion during the design process),
3) assess the students presentation upon completion and
4) awards a suitable reward to the winning student(s).
Inscape undertakes to direct the students throughout the design process and ensure that the
students present acceptable designs to the organizer.
The organiser and the institution must perform the commitments undertaken in the agreement above.
When competitions like these are evaluated it is fundamentally important that the interests of the students are not
to be compromised and that the students retain their rights to their work unless an agreement is entered into
where the student receives fair compensation
The results of successful competitions will, where appropriate, be used for marketing and promotion purposes
where deemed suitable by the Marketing Manager. The sponsor of the competition will be encouraged to make a
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donation to the campus, typically in the form of a contribution to the resource centre, in the event that an Inscape
student is announced a winner.
Procedure for private work outside of the prescribed curriculum.
Where the services of Inscape students are employed by a company or individual outside the syllabus, such work
should not be undertaken free of charge; students must be compensated for materials and consumables used and
must be paid a fair ‘student’ fee for their efforts. This is to prevent exploitation of students.
General Competitions agreement The following agreement between IEG, Client (the client) and Inscape students relate to competitions: IEG is responsible for the following;
The competition brief can only be accepted when the nature and timing of the competition brief is
similar to that of the corresponding brief in the syllabus.
Shall be responsible for ensuring that the students undertake the brief with the required level of
professionalism and completeness.
Shall ensure that the students maintain the timing of the brief and complete it by the agreed deadline. Client / competition organiser’s responsibilities:
The client shall agree on the nature and extent of the brief with the relevant Academic Manager a
minimum of 2 weeks before the students are briefed. A representative of the client shall brief the students, providing them with a written brief, explaining
the client's mission, product or service and market. The specific requirements shall be detailed in the brief. The client representative shall maintain contact with the students to evaluate the students’ concepts
on at least one occasion. On completion of the competition, the client shall judge the students’ submissions and choose a
winner. In the event that no work is found to be satisfactory, that fact shall be agreed with Inscape. The students undertake to do the following:
The students will interpret the requirements of the brief, research the subject matter, conceptualise
and propose solutions to the client and develop the accepted concept into a final proposal. The winner must complete the chosen solution to the full satisfaction of the client.
The client / competition organiser shall award a prize to the winning student/s as follows:
The prize shall be in the form of product, service or money to the minimum value of R 1000 (unless
the brief is undertaken pro bono as a social responsibility project by IEG).
Such prize shall be received by the student within 30 days of the winner having been selected by the
client.
The client shall also make a contribution to the Inscape resource centre in the form of a library book,
or similar, worth R 500, or a monetary contribution to the value of R 500.
5. INTELLECTUAL PROPERTY
Using someone else’s ideas or work without their permission is theft and is particularly offensive in the design and
creative industries. Educational institutions play a key role in developing a sense of ethics in future practitioners.
As such, it is essential that academic staff ensure that students are made aware of the importance of honesty and
integrity. It is understood that content that exceeds 15% derived from a source other than the students own and
presented in a formal assignment submission by the student constitutes plagiarism.
Research and design are both processes of basing ones learning and conceptualisation on the knowledge and
insight (intellectual property) of others. Using someone else’s intellectual property without their permission or
without acknowledging the source is termed plagiarism. Lecturers use projects and assignments as an opportunity
to inform students of the need to recognise their sources properly.
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5.1 Intellectual Property Procedures: When a student makes use of someone else’s work (text, images, objects, designs, music, computer programs,
ideas, etc.) and presents it as their own, they are guilty of plagiarism. Even when the work is reworked without
identifying the source, it is considered to be plagiarism.
Plagiarism can be deliberate or unintentional. Deliberate plagiarism occurs when the person is aware that it is an
offence and still carries it out. In legal terms, this constitutes fraud. Unintentional plagiarism occurs when the
person is unaware (or uninformed) that they have committed an offence. This is considered to be less serious.
Given the consequence of the plagiarism, it is important that students be educated about the nature and effect of
plagiarism throughout the course. To this end, emphasis on the role of ethics in any profession is integrated into
several assignments. Students sign a document acknowledging that they are aware of the nature and seriousness
of plagiarism when they enrol at IEG, and that the work that they produce is their own except when the source is
properly acknowledged.
Additionally, Plagiarism workshops are held at each campus in Term 1 to aid students in understanding what
constitutes plagiarism, and copy-right law in general.
5.2 Tools to assist in avoiding Plagiarism
IEG provides each student with a Grammarly licence. This software assists with identifying grammar issues as well
as plagiarised sections of work. Plagiarism not highlighted by Grammarly but identified by the lecturer will be dealt
with according to the stipulated Plagiarism Policy listed in point 5.3. Students need to generate a report indicating
the percentage of plagiarism which is handed in with specified briefs. Students must check that they meet the
following criteria when handing in their report:
HC and Year 01 Bachelor of design and Diploma students:
Semester 1: report needs to indicate plagiarism of 20% or below
Semester 2: report needs to indicate 15% or below
If a HC or 1st year student receives a 20% or higher plagiarism report the lecturer has to investigate.
If the candidate has received a 21% or higher plagiarism report twice in a term across all subjects, this
needs to be reported to the CAM. The CAM will highlight the student as a CFC (Cause for Concern)
student.
If plagiarism is identified three or more times the CAM will investigate further.
Year 02 and year 03 Bachelor of design and Diploma students
Semester 1 and 2: report needs to indicate plagiarism 15% or below
If a 2nd or 3rd year student receives a 16% or higher plagiarism report the lecturer has to investigate.
If the candidate has received a 16% or higher plagiarism report twice in a term across all subjects, this
needs to be reported to the CAM. The CAM will highlight the student as a CFC student.
If plagiarism is identified three or more times the CAM will investigate further.
5.3 In the event that an occurrence of plagiarism is suspected
The lecturer should collect all the evidence to support the charge. The authenticity of the evidence should be
established as accurately as possible. The student should be invited to a meeting held to discuss the matter. The
student, together with any person whom the student may wish to support their case, meets with the CAM and
another Inscape Manager. A record of what is said is kept (this will become a legal document). The student is
informed of the charge and the evidence supporting the charge. As this may be a case of unintentional plagiarism,
explain the situation rather than make an accusation. The student is asked to present the situation from their own
perspective. Be sensitive to the fact that English may not be the student’s home language.
After the student has had an opportunity to satisfactorily put their case forward, the Inscape Managers must make
a finding.
If the matter is not clear cut, an expert must be brought to a later meeting.
If it is found that there was no plagiarism, a suitable apology should be made to the student.
If it was a case of unintentional plagiarism, the seriousness of the misdeed and its consequences should be
made clear to the student. The student should receive a 0% mark for the plagiarised assignment, but
should be given an opportunity to produce and submit another assignment that may be marked up to
100%.
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If the student was guilty of deliberate plagiarism, a penalty of 100% should be applied to the project and
the student advised of the seriousness of the deed. This may result in failure of the academic year.
If this is a second occurrence of deliberate plagiarism or indeterminate case, the CP may escalate the
matter to the Academic Board for further consideration. Once the matter has been escalated to the Academic Board the student may be required to sit in a hearing
and may be expelled from the institution. In the event that the student does not accept a finding of
deliberate plagiarism and or hearing ruling, the student may appeal the finding.
If this is the case:
A panel of three credible people, who are not associated with Inscape, will be appointed by the institution: o A professional industry professional who has qualified at a university or another registered private
higher education institution, with five years of design practice in the workplace, o A senior design academic at a university or registered private higher education institution, o An intellectual property attorney with an understanding of design.
The student who was found to have plagiarised may appoint an expert in each of the above categories to
represent their interests,
The appeal is scheduled on a date and at a place that suits all parties,
Both parties present their cases to the panel,
The panel must make a finding based on balance of probability on the day of the appeal,
The panel’s finding is final and must be accepted by both parties.
The costs of the panel are covered by the party against whom the panel makes the finding.
6. PROVIDING STUDENT SUPPORT
As it is the nature of education to be developmental and supportive, Inscape has at the base of its principles the
best interests of its students in mind while enrolled and after graduation. To this end, the institution puts in place
mechanisms to support and develop its students to achieve their potential.
Student support falls into several categories: 6.1 Career Guidance Inscape can conduct an in-depth, personalised career counselling meeting and or interviews with every person
wishing to enrol for a programme or Inscape course, whether or not they meet the legal admission criteria.
These meetings are intended to ensure, as far as is possible, that there is a reasonable likelihood of the student
successfully completing the programme. The Career Advisor (CA) at each campus will discuss the various study
options with the candidate, to find a study programme and mode of learning best suited to his/her needs.
6.2 Support Programmes · Our Higher Certificate qualifications are stand-alone accredited courses that are well accepted in the industry.
Furthermore, successfully completing the Higher Certificate programmes also allow students (who were not
previously accepted) access into the Diploma or Degree qualifications offered at Inscape pending an exemption
certificate from USAf (Universities South Africa) and they have met the entrance requirements. These
qualifications are also referred to as ‘support programmes’.
· The practical ‘hands-on’ developmental approach Inscape takes to teaching and learning means that students
develop personal processes of experimentation, discovery and practice. Lecturers build student confidence through
guidance and facilitation as they spend time investing in each student during interactive class sessions. Though
this way students are equipped to address their learning needs.
6.3 Financial Support
Financial Assistance Application
Inscape provides student financial assistance, the following process needs to be followed:
Students complete a Financial Assistance Application form.
Applications for Financial Assistance may be made at any time throughout the academic year by
completing the form provided and submitting all accompanying documents to the applicable Campus
Principal.
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After evaluation the Campus Principal will submit the application for review to the Board of Directors.
All applications are processed monthly and a 6-week lead time for approvals is expected.
Applicants must submit:
o A motivational letter by the applicant
o A motivational letter from the Campus Academic Manager or Campus Principal
o A copy of applicants latest academic results from Inscape Education Group
o Proof of parents/sponsors/guardian/account payer’s income/grant/affidavit of non-income
o Copy of parents/sponsors/guardian/account payer’s ID
o Copy of applicant’s ID/Passport
Once approved by Inscape Education Groups Board of Directors, financial assistance is granted at the
discretion of the Board of Directors
Applicants must have an average academic mark of at least 60% and 80% attendance for the past year.
Financial Assistance excludes monthly consumables, transport, parking fees, accommodation and any
other additional fees such as late submission fees, deferment fees, transfer fees and the like.
The financial assistance is non-transferable.
Should financial assistance be granted, the agreement will be for the current academic year applied for and
continuing financial assistance is dependent on the academic performance and student conduct evaluations
at the end of each term and is granted at the discretion of the Inscape Board of Directors.
Should the student not comply with the rules & regulations as per the above or adhere to Inscape
Education Groups Student Code of Conduct and Policies and Procedures the financial assistance will be
withdrawn and the student will be held liable for the tuition fees received to date (in the case of partial
financial assistance) as well as a fee for the study pack provided.
Student Assistance Application
Inscape provides limited student financial assistance in the form of a selected student assistant position. The
amount of student assistants are determined by overall annual campus student numbers. Candidates wishing to
apply for the student assistant position need to fill the following criteria:
Have been a student at IEG for a total of one full year pervious to application
Fill in a student assistant application form
Be interviewed by the CAM/FTL and/or CP
Sign a working contract clearly stipulating the number of work hours in exchange for a percentage of
current years fee deduction
Must continue to pass all subjects and maintain an 80% class attendance rate
the position is reviewed termly
The institution receives no state subsidy; bursaries are therefore funded by IEG.
Further information regarding the bursaries please consult the Inscape Marketing and Sales Policy.
6.4 Student ET and Job shadowing Placement When embarking on experiential training students receive support from Inscape in finding suitable host companies
to complete their training at is available – however the ultimate responsibility of securing final placement still lies
with the student. During this exercise students receive first-hand experience of how the industry operates thus
making students employable after graduation. In addition, many of our students are offered positions to return to
their host companies after graduation.
Inscape also hosts a ‘job pages’ on their website as added support to graduates. Job offers are updated regularly
as companies and employers source Inscape students and graduates for specific positions.
6.5 Leadership and mentorship Our Leadership Programme/Leadership Management (offered to Diploma and Degree students) provides
extended support to students through the following teaching and learning activities: introduction of various
study methods, effective time management, inter/intra-personal skills development, stress management and
developing emotional intelligence. In addition to the importance of leadership skills, mentorship is also a key element in the teaching and
learning process of well-rounded students. Inscape encourages positive student relations (where senior
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students take on informal mentoring roles to junior students) and often hosts events on campus to encourage
students to engage with each other (building mentor-mentee relations).
Formal mentorship activities (for degree students) take place through the Design Praxis, where senior and junior
students (across all disciplines) are grouped together in creative teams to work on challenging projects together.
Senior students are placed in leadership and management roles - tasked with the mentoring responsibility of
group members (this mentor-mentee relationship is closely monitored and guided by the Design Praxis Lecturers
and National Project Team). The Academic Managers monitors and evaluates the value of mentorship within the
Design Praxis programme on a national level.
6.6 Parent / guardian / sponsor involvement
Inscape is an institution of Higher Learning, students are treated like adults and expected to behave as such.
Parents / guardians / sponsors have a role to play too; they are the support and encouragement which a student
needs to succeed.
Inscape tasks the individual student with the responsibility for their own learning, this is done to empower the
student and teach them to manage their time, learning, capacity for stress tolerance and work load. Having
mastered this, an Inscape graduate is able to function as a sustainable, profitable employee, and quickly master
the dynamic of the working world.
Independence and responsibility such as this cannot be cultivated in students who are not responsible for their
own learning. If a student hands over this responsibility to a parent / guardian / sponsor or if the parent /
guardian / sponsor takes this responsibility away from the student, the student cannot grow or learn. Agreements
to this end are accepted when each student enrols with Inscape.
The CAM is available to students and parents / guardians / sponsors to discuss challenges and or barriers to
learning that may exist for the student and provide appropriate support and advice. Should the parent / guardian /
sponsor over step their boundaries they will be invited to meet with the CAM where the situation, roles and
responsibilities can be clarified and reassigned.
The financial and emotional investment of a parent / guardian / sponsor should not be overlooked or undermined,
but at the same time enough emphasis cannot be placed on the importance of a student assuming the
responsibility of their own learning.
7. CAUSE FOR CONCERN STUDENTS (CFC)
CAMs identify the need for CFC student meetings throughout the year and after each term’s report review. CFC
students are students who are at risk of being unsuccessful in their chosen studies, which could be the result of
various personal (student specific struggles), external (outside of the student’s control) and internal
(Inscape/course/programme related/failing more than 2 subjects) factors.
Procedure for CFC student meetings
CFC students are identified at the end of each term by the CAM and lecturers, based on attendance
records and academic performance.
Once a CFC student has been identified the CAM in assistance with the COA schedules a meeting with the
student as a means for early intervention.
The parent / guardian / sponsor need not be informed that this meeting is taking place unless the CAM
deems the reason for the meeting worthy of informing the account payer.
If the parent / guardian / sponsor needs to be present in the meeting they need to be informed in writing -
with permission from the student that this meeting is taking place. The parent / guardian / sponsor is
given the opportunity to attend the meeting unless the CAM and/or student deems it in their best interest
to meet alone. The CAM needs to make thorough documentation should the student refuse the presence of
their parent / guardian / sponsor.
In the meeting the specific areas of concern are addressed with the student and documented in writing on
a copy of the Candidates report where clear notes are made.
If there has been no improvement by the student after the meeting has taken place, the student must be
invited back to meet with the CAM together with their parent / guardian / sponsor to discuss any and all
opportunities available to this student and discuss ways of moving forward.
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The meeting is documented on the CAM report and on the students LMS profile – indicating the time/date
of the meeting and the main areas of concern as well as who was present.
In the event that the parent / guardian / sponsor should contact the CAM and ask for feedback the CAM
should do so freely and discuss the student’s best options going forward.
8. STUDENT GRIEVANCES Inscape seeks to create confident, competent and employable graduates, to do so student concerns need to be
resolved regularly by management. There are many ways to resolve a concern, Inscape can seek to remove
obstacles to student success, or for the benefit of the student Inscape can encourage and guide the student to
resolve the concern themselves. Regardless of how the concern is resolved, what is important is that it is resolved
to the satisfaction of all parties concerned. We appreciate when students bring their concerns to our attention; only if we are aware of it, can we attempt to
‘fix’ it. Adhering to a few key principles will help to satisfactorily resolve concerns:
It can usually be resolved more easily if it is addressed early,
Students should raise their issues themselves, or through a class representative, rather than through a
third party (like a parent / guardian / sponsor),
When we approach a problem positively and with the intention of finding a satisfactory solution, they are
more likely to be resolved,
Constructive proposals usually help in achieving satisfactory solutions. Most concerns fall into one of two categories: Programme or course related
Misrepresentation of programmes / course content (false statement of facts about a specific programme or
course) Misrepresentation of offerings in prospectus / on website (false statements of facts about product
offerings) Quality of offerings
· Person (staff or students) related:
Attitude / personality clashes
Performance of duties
Misunderstandings / miscommunication
8.1 Student Procedure for resolving grievances To find satisfactory solutions, students are encouraged to:
● Raise the issue straight away. As time passes, it gets more difficult to resolve,
● Deal with their concern or complaint themselves, rather than through another person (like a parent /
guardian / sponsor)
● As soon as possible after the problem has occurred, approach the person concerned, and put the concern
in writing, i.e. draw up a letter of concern. (See: Guidance for writing up concerns to follow),
● Focus on finding a solution, rather than on the person or thing that is to blame for the situation,
● If the student is unhappy with the outcome they should discuss this with the CAM
● If the matter is still not resolved satisfactorily, escalate it to the Campus Principal (CP),
● If the matter cannot be resolved internally, it should be referred to the Department of Education (DoE).
The DoE will not deal with complaints until all internal procedures have been exhausted.
Guidance for writing up concerns: When putting your concerns in writing, please bear the following in mind:
● The institution cannot accept anonymous complaints,
● Don’t make a ‘shopping list of concerns’. The gravity of the matter will become diluted by other issues,
and it suggests that that the other issues were not serious enough to be raised when they first occurred.
List a maximum of five priority issues,
● Make a record of the matter with as much factual information as possible (e.g.: give dates, peoples’
names and assignments) because it is easier to resolve a substantiated complaint,
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● If the complaint is about a person, explain what they did /did not do. (The institution will investigate and
take action against any person found to victimise any other person because of a complaint that has been
lodged),
● Remember that, in crits and performance appraisals, the institution attempts to provide affirmation for
achievements, and to accompany positive criticism with proposals for improvement. When writing down
your concern, we ask you to also recommend constructive, corrective action/s.
● In assistance the student can request a Grievance Lodgement form from the CAM who will follow up on the
grievance with the CP.
8.2 Internal Procedure for resolving student grievances
● When the CAM receives the letter of concern, s/he will try to resolve the issue with the student/s directly.
The proposed resolution should be signed and dated by both parties and filed with the letter of concern in
the student’s file;
● If the attempted resolution is unsuccessful, the aggrieved party/ies should submit the letter of concern to
the Campus Principal (CP) who will arrange a meeting between all parties concerned and - in the role of
arbitrator - attempt to find a satisfactory solution. The proposed solution is written up and signed by all
parties, and is filed with the letter of concern in the student’s file;
● The Department of Education will only handle complaints once all internal avenues have been exhausted
unsuccessfully.
9. PROVIDING LECTURER SUPPORT Inscape has a highly qualified and expert lecturing body which is supported and invested in by the institution.
Various mechanisms are in place which ensures that information, support and training is available to lecturers.
The following mechanisms are in place to provide extended lecturer support and training throughout the academic
year:
9.1 IEG Internal Training Internal training is a tool which is used to ensure that Inscape staff have the necessary skills and knowledge to
carry out the tasks expected of them, for example, a lecturer may be an expert in their field of design but may
have no experience in classroom management, or assessment, and training is provided for this. This training is
linked to the IEG staff performance appraisals and overall performance in line with National Training strategy /
requirements - refer to the Training and Development Policy. Lecturing staff may at times be requested to
complete specific training modules to further their knowledge within a specific area as identified by the Campus
Academic Manager (CAM), Full Time Lecturer (FTL) and/or Campus Principal (CP). IEG training modules can be
used in the following ways:
The CAM, FTL and/or CP may request new lecturers to complete modules that are specific to IEG
operations, structures and offering as part of induction
The CAM, FTL and/or CP may request lecturers to complete classroom management and/or academic
training modules to benefit and enhance their teaching effectiveness
Lecturing staff may enrol for modules on their own account to further enhance their knowledge and
expertise
The CAM, FTL and/or CP may request a lecturer to complete a module at any point of the performance
management process
9.2 Lecturer workshops As essential training is held nationally and formalised in terms of assessments and outcomes lecturer workshops
are treated as campus specific and based on the current needs of the lecturers on each specific campus. Based on
the current area of underperformance, for example assessment, the CAM, FTL and/or CP will conduct a workshop
to address very specific and localised needs of the lecturers concerned. Lecturer workshops are completed after
staff meetings and will assist, refresh and improve lecturing abilities and support. Additional workshops may be
arranged at a suitable time for extra concerns or further training requirements. Attendance and feedback on all
workshops are documented in the CAM report.
9.3 Lecturer induction and mentorship
The “New Lecturer induction process” introduces lecturers to the various aspects relating to their position as an
Inscape lecturer. Induction is managed by the CAM and is a critical component of enabling lecturers to be effective
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Inscape educator. Lecture induction is completed within the 1st week of employment. Induction ‘check lists’ are
sent to HR after completion of the process.
Lecturer induction is supported by lecturer mentorship overseen by the FTL;
New lecturers are grouped with senior lecturers within a mentoring capacity (during their three month
probation period). The FTL assigns a mentor to each new lecturer (according to subject knowledge and teaching experience). The mentor and mentee have one formal meeting each month during the probation period - these
meetings are documented and meeting notes are sent to the CAM. It is the responsibility of the mentee to schedule a meeting with the mentor – as the mentee is evaluated
on this process after the three month period. The mentor and mentee use the formal meeting sessions to address the mentee’s roles and responsibilities
as a lecturer. Informal meetings are used to address day-to-day lecturing needs and concerns identified by the
mentee/mentor.
9.4 Discussion groups “Discussion groups” (on the LMS and/or Google Groups platform) are used as an informal lecturer
communication space, where lecturers discuss topics related to their subject and general lecturing
experience to enhance their understanding of the content and improve on their lecturing abilities. These discussion groups should not be considered as formal information sharing channels, but used as
platforms for extended lecturer and subject support. FTL may lead group discussions – engaging in positive and constructive conversations. The FTL monitors activities within the discussion groups –the CAM is at all times informed on discussions
and activities taking place within the bigger lecturing body. Concerns raised within the discussion groups (relevant to the course/qualification) are escalated to the
Academic Manager/s by the FTL for further investigation and action. The discussion groups provide a space for informal mentorship and comradeship between lecturers
teaching the same subjects across different campuses. Lecturers make use of the discussion groups to share lecturing ‘tips’ and insights into their lecturing
activities that can be of benefit for all subject lecturers.
10. FLEXIBILITY RELEVANCE AND QUALITY ASSURANCE OF TEACHING AND LEARNING Academic Managers set up the course content in the form of a syllabus document and outlines far in advance,
these are dictated by constraints set by the statutory bodies who govern higher education. Within these guidelines
Inscape creates unique and creative briefs and teaching and learning opportunities. Content is reviewed annually
informed through various quality assurance channels – refer to the monitoring and evaluating of teaching and
learning below.
Flexibility
The programme is structured and provides limited room for interpretation and unapproved change.
Flexibility is introduced by lecturer’s placing their personal “slant” and professional flair on subject /
module content.
Trends within the market place are carefully monitored by lecturers to ensure up-to-date information is
transferred to students.
All technologies and applications thereof are constantly improved and updated, influencing the content of
the syllabus on an on-going basis.
Part-time lecturers suggest various industry work related trends, advancements and improvements in the
various offered specialisation programmes. This direct contact with industry filters relevant information to
the students that they would otherwise be oblivious of.
Relevance The following methods are used to ensure programmes are industry relevant and a variety of input and industry
knowledge is received by the students:
Live briefs (see 4.7 Competitions above) are used when possible to expose students to industry
requirements and demands
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Experiential learning reports are used to ensure that the courses offered align with industry in terms of
subject matter taught, software and technological requirements
Lecturers lecturing a 2nd year Design Specific Subject such as Applied Design and Applied Technology may
not lecture the same group consecutively in their 3rd year. The lecturer may also only lecture one major
Design Subject in year 02 or year 03.
Lecturers lecturing Design Specific subjects (Applied Design Applied Technology, Final Project component
subjects or Computer Applications) and Software based courses must have relevant, and recent
certification like Autodesk, evidence (certificates) of advanced courses completed and/or Photoshop ACA
accreditations to be able to teach the respective subjects.
Final year projects are assessed externally by both academic and industry professionals who are not
affiliated with Inscape
Portfolios are moderated externally by both academic and industry professionals who are not affiliated with
Inscape
External moderators are required to draw up a report stating their findings and recommendations
regarding both students and the curriculum
Dean of Faculty and Full Time Lecturers are appointed as experts in the field and continuously feed
current, relevant information to the Academic Managers to be considered for curriculum development.
Dean of Faculty and Full Time Lecturers engage in continuous academic and industry related research
while affiliating with Industry and governing bodies to ensure that the Inscape curriculum is at the fore
front of creative education.
Quality assurance
Lecturers contribute termly by filling in a subject report and/or moderator report issued by the Academic
department and Resource department and made available on the LMS.
The subject report covers basic questions concerning the subject/module that the lecturer taught as an
overview of the previous term.
The Moderator report covers basic questions pertaining to a moderation a lecturer may have conducted
for a fellow lecturer’s subject.
Moderation reports are compulsory for Applied Design subjects in each specialisation, any subject that
requests a moderation and for Final project Mock presentations. Should a lecturer request a moderator in
a subject that is not compulsory, it is beneficial for the lecturer to complete a moderation form as this
assists quality assurance of all subjects.
Each lecturer is required to fill in one subject report per subject or module taught per term and a
moderation form only if they have been requested to moderate.
Subject and Moderation reports are filled in digitally via interactive pdf and submitted to the CAM by
sending it in a file format using the following file labelling system: Campus abbreviation_Subject
Subject and Moderation reports are due in the first week of the new term – i.e. Week 1 of term 2
lecturers will submit reports for Term 1 subjects / modules taught and so on. The final Term 4 Subject and Moderation reports will need to be submitted before the academic year
closes according to a date stipulated on the IEG calendar. After the reports have been submitted the Campus Academic Manager and Full Time Lecturer/s will read
the reports, group them according to years and disciplines in digital folders and send them to the Academic Manager by the date specified on the IEG calendar.
The CAM and/or FTL will further document areas of concern on the National QA Summary of Subject reports which is made live by the Academic Manager via google docs annually.
The CAM will also complete the evaluation process by completing the Quarterly CAM report
Based on these sources the information is channelled into curriculum development in the following ways; o The programme is built to meet market/industry needs, thus ensuring relevance o Peer assessment and class critiques o Annual course evaluation forms filled in by the students o Lecturers are respected, qualified and experienced industry practitioners o Lecturers are trained in classroom management, assessment and delivery o Engaging with the WIL experience as described above o Lecturers contribute via suggestions made on the Subject reports and Moderation reports
11. MONITORING AND EVALUATING OF TEACHING AND LEARNING
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The ultimate goal for monitoring and evaluating teaching and learning as part of quality assurance is
improvement. Inscape uses the curriculum cycle to quality assure the implementation and delivery of content on
campus level as well as throughout the institution – with the main focus on improving the curriculum and the
learning thereof.
The following policies are in place to monitor and evaluate the value of teaching and learning activities on a
national scale:
11.1 National Quality Assurance (QA process) Quality Assurance (QA) is a tool which is used to ensure the quality of learning outcomes at strategic points. This
is not done to find fault, but rather to standardise and make the Inscape product offering transparent. By doing
this we assure stakeholders of the quality of our end product: education.
The Quality Assurance of IEG academic offerings can be broken down into 3 parts:
A . Courseware production
B . Content delivery
C . Assessment of work submitted
Each part can further be broken down as follows:
A. COURSEWARE PRODUCTION
Academic Managers (AM) compile a framework which details exit level outcomes, credits and subject breakdowns.
The academic framework is then further dissected in programme/course outlines. The outlines are used to outline
and pace the content to be taught at each campus in every subject/module.
When new courseware is required and deemed necessary the following procedure is followed to ensure that new
courseware is of the appropriate standard to enter the collective body of curriculum material.
When a Courseware Developer (CD) and /or FTL enters into a contract with IEG to develop courseware,
the developed material becomes the property of IEG. The submitted material is peer reviewed before it is
deemed ready for implementation under guidance of the Academic Management team.
Procedure for Quality Assurance of courseware production
The Courseware Developer (CD) submits completed material to the Academic Management team.
The Academic Manager(s) will assess if the material is ready to begin the QA review process, if not then it
is returned to the CD with corrections to be made.
If the material is deemed ready for the QA review, the material is sent to the various Academic Managers
/Dean of Faculty (depending on the nature of the content) for rigorous assessment.
The alternative reviewer conducting the QA assessment compiles a review report and submits the report to
the Academic Manager leading the QA process.
Based on this feedback changes may be made at the discretion of the Academic Manager(s).
The Academic Manager(s) will send the content back to the CD for correction if necessary.
Once the final content has been returned to and approved by the Academic Manager(s) the content is sent
to the Resources for formatting.
Formatted material is again returned to Academic Manager(s) for final approval.
Once approved the courseware is sent back to the Resources for distribution (see Preparation and
Administration – Courseware Policy and Procedure)
B. CONTENT DELIVERY
Procedure for QA of content delivery
Inscape adopts a threefold approach to ensure appropriate QA during the delivery of the curriculum.
Each lecturer is required to reflect and self-evaluate at the end of every term - this is documented on a
Subject Report form (see Quality assurance )-
o Self-evaluation is a very powerful tool which lecturers can use to better the product offering which
they are responsible for - often one learns more through discovery, trial and error than through
purely theoretical study.
The CAM at each teaching site is responsible for managing the teaching performance of their lecturers both
actively and passively.
Page 19 of 20 IEG Teaching and Learning Policy and Procedure Contact 2017
o The FTL/CAM is required to sit in on lecturers’ sessions to observe how the lecturers manages their
classroom and students, paying specific attention to how they communicate and how the students
experience the lecture.
o The FTL/CAM has to sit in on at least one lecture session annually for lecturer’s with IEG teaching
experience of 1 or more years on their campus. Findings must be recorded in the lecturer’s file.
o For staff members new to lecturing at IEG the FTL/CAM has to sit in on one lecturing session
within the first term of teaching and a second session annually as a follow up. Findings must be
recorded in the lecturer’s file.
o The FTL/CAM must provide feedback to the lecturer after the session, addressing concerns with the
lecturer in an appropriate manner, documented on the Class Visit report supplied by the Academic
Manager.
o The CAM/FTL must document which lectures’ sessions they have attended and whom they
monitored as well as the outcomes on their CAM quarterly report.
o Any immediate intervention which needs to take place must be documented
o If at any point a CAM/FTL does not feel confident in their findings or interventions they should
consult with their Campus Principal (CP).
CAM Quarterly QA report (see point 11.2 below), at the end of each term lecturers are encouraged to take
time to reflect and self-evaluate the term gone by (see procedure for QA of content delivery above); based
on these and the deeper understanding gained through sitting in on several lecturers during the term the
CAM has the insight to report on the academic delivery and QA happenings on the campus to the Academic
Management team.
3. ASSESSMENT OF WORK SUBMITTED
Procedure for QA of assessment of work submitted
Assessment and transparency is not taken lightly at IEG - we employ a rigorous assessment policy, which should
be read in conjunction with this section.
Selected discipline specific subjects are internally moderated every term by a two lecturers on campus.
Lecturers sit in on every student’s presentation and assessment them feedback on each student is shared
between the subject lecturer and internal moderator.
o This process gives the examining lecturer an opportunity to learn through mentorship and
observation, both very powerful learning tools. An in-house moderation opens the floor to
discussions that are otherwise not easy to have - lectures are given the opportunity to form
working relationships with more senior qualification lectures.
o The subject lecturer is responsible for arranging with a lecturer to moderate their student’s work, it
is a good idea that lecturers use a variety of moderators and not the same one repeatedly as this
can narrow the feedback pool. Even though it is the responsibility of the lecturer, the CAM should
keep track of the process.
At the end of the Academic year a panel of external moderatos are sourced to moderate exit level student
work (refer to Assessment policy for moderation procedures).
o External moderators are remunerated for their time – moderators are not associated with IEG
therefore they are assumed not to be biased or prejudiced toward the assessment and moderation
of the students. For this same reason, moderators may not be used for more than 3 years, and
after the 3 year cycle with us we do not re-use them again.
o A final year student may only graduate if all moderators and examiners agree on a pass mark for
the exit level project - should disputes arise they should be resolved in line with the IEG
assessment policy (the procedure of final year moderations is detailed in the IEG assessment
policy).
o All moderators (internal and external) are required to complete feedback reports after the
moderation period. These reports include an overview of the course and feedback on each student.
The moderators’ reports are returned to CAM, forming part of the quarterly QA CAM report that is
in turn submitted to the Academic Management team.
o These reports contribute to National Quality Assurance and Curriculum Development.
(Inscape’s Quality Assurance Policies are in line with the CHE’s Framework for Quality Enhancement, January
2014)
11.2 Campus Academic Quarterly Reports (Campus to National)
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The CAM at each site compiles quarterly reports on the teaching and learning activities that took place
throughout the term on campus level through capturing the following information: o Success rates: Each term the CAM is required to update the Retention rates by populating each
course’s student list. Results are documented by filling in the block of each student with green if all
subjects are passed, yellow if a subject is failed but still within passing spectrum (i.e. HC candidates
who fail at 40% but pass on an average of 50% and red for failed subjects / modules also indicating
the subject code that is failed The summary of theses retention rates are then documented onto the
success rate tab on the Campus Quarterly Report spreadsheet. o CFC (Cause for concern students) – meetings and overviews are documented here o Events: All campus events, outings and visitors are documented in collaboration with the MC. o QA lecturer reviews: Class visits / Conversations and Lecturer concerns are documented here. o Email tracking: CAM are requested to track all emails o Campus concerns: This documents any Campus issues revolving around security, technology and/or
building maintenance issues. o Academic concerns: Any major Academic issues or situations are recorded, including plagiarism cases,
meetings with class reps or parent meetings – over and above CFC meetings. o Attendance: Staff attendance to campus events are recorded o Competition winners and participants: All competition entrants and/or winners are documented with
the assistance of the MC. The nature and content of the report is set by the Academic Management team. The reports are used to monitor and evaluate the value of programme/course delivery (on campus and
national level).
CAM quarterly reports are due as stipulated in the national IEG calendar.
The CAM reports are captured ‘live’ to ensure a continuous, up-to-date overview of the teaching and learning
activities on each site at any given time.
These reports form an integral part to the Annual Academic report and are included in setting National Academic
strategies, standards and objectives.
End
Annexures / Links / Legal Framework:
Annexures
Links
Legal Framework
Origin Date
Review Date Annually in February
Ratification Date 2017/03/03
Implementation Date 2017/03/09
Key Red Font = 2017 Changes to Policy
Blue Font = 2017 Additions to Policy
Code explanation e.g. V2017,R11,U01
Version – year
Revision – month
Update – number
Review by Academic Manager
Drivers of Policy Programme Managers
Campus Academic Managers
Campus Principals
Distance Campus Manager
Policy Stakeholders Lecturers
Students
Ownership & Governance IEG: Mrs Helen Bührs
Page 1 of 5 IEG - Student Code of Conduct Policy & Procedure 2014
INSCAPE EDUCATION GROUP
Student Code of Conduct Policy V2017,U02,R03
2017/16/03
The overriding objective at Inscape is to develop our students into responsible, creative,
successful, practicing practitioners with a passion for their profession.
Inscape provides an environment conducive to learning, industry relevant programmes and
courses, and up to date software, technology and lecturers. We require that the students
take responsibility for their progress both on an academic level and personal level to ensure their success.
All Policy & Procedure are reviewed and updated as necessary on a regular basis, and
students will be kept informed of these reviews/updates. It however remains the student’s responsibility to read Policy & Procedure from time to time to remain up to date.
Student Code of Conduct Procedure
CONTENT
1. Academic
2. Resource Facilities
3. General Facilities
4. Dress Code
5. Health And Safety On Campuses
6. Hygiene
7. Marketing
8. Financial Matters
9. Variation
1. Academic
Deadline dates are strictly adhered to for all programmes and courses by all lecturers
Assignments are to be submitted at the commencement of the lecture session unless
otherwise specified by the lecturer.
Exercises and projects are to be entirely the student’s own work except where
agreed to by the lecturers.
When a deadline date is set for the submission of an exercise or project, the
students will be advised of this via a pre-scheduled course outline and at the time of
the briefing. No submission of work will be accepted by the lecturer after the expiry
of the deadline.
Assignments not submitted by the given deadline may be submitted by using the
Late/Resubmission procedure pending all requirements are being met – refer to 5. Of
the Assessment Policy and Procedure for late and resubmission guidelines and
procedures.
Students (and their parents/guardians) accept that if a student has not achieved a
Update – number Key Red Font = 2017 Changes to Policy
Blue Font = 2017 Additions to Policy
Review by Academic Manager
Drivers of Policy Programme Managers
Campus Academic Managers
Campus Principals
Distance Campus Manager
All department managers
Policy Stakeholders Students
Ownership & Governance IEG: Mrs Helen Bührs
Page 1 of 3 IEG Employee Health and Wellness Policy 2017
INSCAPE EDUCATION GROUP
Employee Health and Wellness Policy and Procedure V2017, U01, R01
2017/03/25
Inscape Education Group (IEG) is committed to a safe, positive, and healthy workplace that
encourages and supports the physical and mental wellbeing of employees. We encourage not only
nurturing this philosophy, but also encouraging employees to take ownership of their own health and
welfare.
At Inscape we opt to give our employees access to Occupational Health and Safety and Personal Health
offerings, along with Wellness and Work Life Quality interactions. In this way ensuring that our
employees are equipped with the correct coping tools when they in turn need to aid students and other stakeholders alike, along with maintaining their own personal wellbeing.
The purpose of this policy is to address the core values of Inscape:
• Quality
• Authenticity
• Relationships
The Health and Wellness Framework (H & W Framework) is the driving force behind the fundamental
core values of maintaining Quality, wherein ensuring that our employees are always up-to-date,
strive for excellence in not only all they do, but within their own lives: that they endeavour to instil
these values in their interaction within the learning and work environment.
When recruiting, and selecting potential employees, one of the key factors we look for in an individual
is the ability to be Authentic. This is that Inscapeness, that unspoken inner essence that naturally
makes an individual reliable, consistent, and dependable, not only as an individual, but within a team.
Building, and maintaining, healthy Relationships with all stakeholders and self, is also an essential
ideal we strive to maintain and cultivate at Inscape. Through various internal mechanisms and
engagement activities, we promote the positive integration of individuals to assist with the continuous
and growing scope of communication within a system that allows effective interaction and personal
growth.
Health and Wellness Framework for Employees
1. Occupational Health and Safety and Personal Health.
The DHET, in terms of Regulation 12(2), states that institutions are required to submit an
occupational health and safety report for each site of delivery, as evidence that we comply with
all regulations relating to the health and safety of persons on our premises.
To this end:
• Inscape has a comprehensive Occupation Health and Safety Policy and Procedure that
governs the overall safety of our facilities.
• Along with emergency procedures, effective systems, and training, to ensure the
general safety of all those using our internal spaces.
• The organisation participates in yearly professional inspections, national (by a SAIOSH
certified member), to ensure a continuous high standard of inclusive safety in
preparation of any such event.
▪ See IEG Occupational Health and Safety Policy and Procedure
The Inscape Education Group Employee Benefits provide access to:
• Multiple choices within the Framework of the Discovery Medial Aid system for
employees to choose access. Whereby ensuring the physical, mental, and financial
health of employees
Page 2 of 3 IEG Employee Health and Wellness Policy 2017
• Liberty investment solutions with regards
o Pension benefits
o Group life access
▪ See IEG Employee Benefits Policy and Procedure
2. Wellness and Work Life Quality
The mental, professional, and personal development, of an employee is very important to
Inscape as a national and global institution. The general “open door policy” of the managerial
representatives goes a long way to ensure, and secure, employees as to access for present
and continued success. The accessibility to a high-level management team is paramount to
the success of the institution.
• Employees have access to state of the art equipment, and technology, to ensure their
business success.
• Relevant and progressive policy and procedure documents, along with a formalised
coaching program, are available to ensure individual success and progress.
▪ See IEG Policy and Procedure documents on the Learner Management
System (LMS)
To ensure a quality of life and attention to personal success and growth of the individual
employee, Inscape has constructed a success platform with access to all employees. As a
natural training environment, Inscape has initiated an Online internal training platform, to
complement it’s already engaging personal workshops, and external training plan. These are
offered by various managers and experts, at various levels of employment dependant on the
immediate need. Whereby ensuring individual and departmental success.
▪ See IEG Training and Development Policy and Procedure
In terms of personal access to fundamental questions and aspect of a professional working
environment Inscape offers employees:
• easy access to personal annual leave (amongst others) via an online Employee Self
Service (ESS) system
• a clear and defined retirement explanation in the IEG Standard Conditions of
Employment
• confidentiality
• access to a discipline system that addresses any internal grievances
▪ See IEG Employee Grievance Policy and Procedure
• clear and concise position profiles, documenting Key Performance Areas
• defined departmental Key Performance Indicators
• a bonus payment system dependant on collective output
Specific Awareness to Student Mental and Physical Needs
1. Addressing Student Mental and Physical Needs Within the Curriculum
Within the curriculum, the students are exposed to various tools and strategies that address
their mental and physical health. Leadership, mentorship, along with stress and time
management, are covered in a direct and subtle inference through suggestion, roleplay, and
actual participation.
Through project based practice, awareness is created around social and environmental issues,
touching on subject, but not limited to: cyber bullying, teenage pregnancy, HIV aids, addiction,
and socio-economic mindfulness.
2. External Provisions Made to Deal with Specific Issues Per Site of Delivery
With specific reference to giving students access to information regarding their mental health,
and making them aware of their environment the following initiatives are put in place to address
their immediate needs. Through the registration process each student is required to fill-in and
maintain, their healthcare needs, and contracts. These are kept securely, at a campus and
national level, and are readily available in case of an emergency.
a. Cape Town Campus
Yearly SAPS visit – Information session
Contact person - Captain October from Cape Town Central Police Station – 021 467 6351
Page 3 of 3 IEG Employee Health and Wellness Policy 2017
Addresses the following - general safety awareness and having the contact number of
the nearest police station.
THERAPISTS:
• Crescent Clinic:
o Clinical Psychologist Dr Anita Badenhorst – 0217627666
o Counselling Psychologist Dr Jacques Tylor – 0217627666
o Counselling Psychologist Dr Elizabeth Franklin – 0217627666
• Other:
o Psychotherapy & Pshychology Dr Vincenzo Sinisi – 0733565814
o Counselling Dr Sharon Johnson – 0722644140 ext 5552223
• For students having difficulty coping emotionally a programme called ‘The Journey’
by Nicci Drzewicki [email protected], has proven to be very successful
b. Durban Campus
Yearly SAPS visit – Information session
Contact person - W/O Danny Verster, Police Emergency Services, 031-3254497
Addresses the following - Safety & Security on the street, safety and security inside the
campus, self-defence, facts of file on drugs, avoid Hijacking situation, missing children,
safety at the ATM, rape, water safety.
THERAPISTS:
Psychologists - Dr Tasneem Khan -031204 1569/1442
Hospital – Life Entabeni Hospital - Life Healthcare - 031 204 1300 –
Advisor/mentor at Inscape - Gail Henning always assisting student with problems.
c. Midrand Campus
Yearly SAPS visit – Information session
Contact person – 011 347 1626
Addresses the following – General Safety
THERAPISTS
Lazrus Kgalema Dr - 011 304 7842
Phipps Warwick Dr - 011 805 5594
Xoli Mvoko Psychologists - 012 657 0166
d. Pretoria Campus
Yearly SAPS visit – Information session
Contact person – 012 353 4233
Addresses the following – General Safety
THERAPISTS
Ask Pretoria Campus Reception for complete list
All Policy’s & Procedures are reviewed and updated as necessary on a regular basis, and employees
will be kept informed of these reviews/updates. It however remains the employee’s responsibility to
read Policy’s & Procedures from time to time to remain up to date.
Inscape Education Group (IEG) is committed to acceptance, equality, inclusion and empowerment of
disabled individuals. IEG endorses fully the United Nations Convention on the Rights of Persons with
Disabilities signed into South African law in June 2007.
The purpose of this policy is to:
• outline the role of IEG in regard to disability best practice at our facilitates
• clarify the rights of students and staff/employees
All Policy’s & Procedures are reviewed and updated as necessary on a regular basis, and employees
will be kept informed of these reviews/updates. It however remains the employee’s responsibility to read Policy’s & Procedures from time to time to remain up to date.
CONTENT
1. Definitions
Terminology
Disability
Language
Discrimination based on disability – staff and/or student