The students pursuing fashion education are from various disciplines, sociocultural and linguistic backgrounds. These students are to be groomed towards the specific objectives of the fashion programs they pursue. It is interesting to know how these institutions are providing learning experiences and how students are able to comprehend and acquire adequate knowledge, creative skills, and attitude towards fashion education. This study has made an attempt to critically analyze various fashion education programs in terms of curriculum inputs, approaches to learning and learning outcomes. Fashion education needs inputs broadly in the areas of fine arts, design, technology, and management. Accordingly, multi-disciplinary teachers are recruited to teach. It is interesting to know how NIFT campuses are accomplishing their academic planning and curriculum transaction with the teachers of varying backgrounds, experiences, and profiles. The teaching methodologies and modes of students assessment are also the focus of the present research study.
Key words: fashion education, stendent assessment
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