Advanced Diploma in Agriculture in Post Harvest Technology

Purpose

The purpose of the Advanced Diploma in Agriculture in Post Harvest Technology is to train and equip agriculturalists with the skills, knowledge and attitudes needed to contribute to building the capacity along the post-harvest value chain, including human capacity, systems and value-adding technologies and processes.

The curriculum is structured across five learning spaces in the context of Post Harvest Technology

• Policy: understanding the policy and legal issues and 'boundaries' for action.
• Practice: understanding and applying the most relevant practice.
• Analysis: Understanding the methods and principles of analysis.
• Tools: Understanding and applying the relevant tools.
• Work Integrated Learning: Internship in a relevant workplace with a formal learning qualification.

Upon completion of the qualification, qualifying learners will be able to

• Demonstrate integrated knowledge of effective post-harvest management and post-harvest processing and engineering, and of strategic management and the principles and practices of management for development and how these relate to the wider field of agricultural production, supply chain management.
• Demonstrate an understanding of knowledge as contested and an ability to evaluate types of knowledge and explanations typical within the area of post-harvest technology systems, development and management.
• Demonstrate an understanding of a range of methods of enquiry in area of post-harvest technology systems, development and management, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within a practice.
• Demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments in the context of Post Harvest Technology systems, development and management.

Rationale

The Advanced Diploma in Post Harvest Technology was developed to meet the demands of the changing agricultural landscape in South Africa. The changes redirect agriculture to the majority of the population which has been marginalised and generally denied meaningful access to the agricultural sector of the South African economy. This vision for agriculture calls for building capacity among farmers and other actors to engage with the post-harvest value chain and benefit from the increase profitability and sustainability it can bring to producers. As pressure increases to produce more food, fibre and fuel, so too must the value-chain be strengthened.

Agricultural science is a critical skill identified in the National Development Plan. Advanced Diploma graduates will contribute to strengthening the capacity of the nation to meet its agricultural objectives. They will help meet the demand for professionals who can participate in leading South African agriculture through the complex world of agricultural and rural transformation while at the same time supporting and helping to expand commercial agricultural activity and productivity-with a particular emphasis on the post harvest value chain.

The qualification will seek to attract learners who are interested in working with farmers, producers and commodity processors. The training qualification will be closely tied to the labour market for post- harvest product processing and product management with the specific aim of providing them with a skill set that will enable them to obtain good-paying jobs or establish consultancies. To do this will require that they develop more than just knowledge and skills relevant to post harvest technologies-they will need to do this in the context of the wider agricultural development agenda for South Africa. Agencies throughout the post harvest value chain need specialists in areas such as cold chain management, product processing, pack housing and warehousing. Such specialists will need to be able to work simultaneously in the "for profit" and the development contexts.

Recognition of Prior Learning (RPL)

The institution accepts Recognition of Prior Learning as an integral part of education and academic practice. It is acknowledged that all learning has value, and the institution accepts the challenge to assess prior learning that is aligned to qualifications and award credit (through Classroom Assessment Techniques (CAT)) to promote lifelong learning. The purpose of the institution's RPL and CAT policies, is to recognize prior learning to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules using the principles and processes that serve as basis for RPL practices.

Entry Requirements

Access to the Advanced Diploma in Fashion Design and Technology requires the student to have a

• Diploma in Agriculture in Plant Production, NQF Level 6.

Or

• Bachelor's Degree in Agriculture, NQF Level 7.

This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

• Post Harvest Management, 30 Credits.
• Post Harvest Processing and Engineering, 30 Credits.
• Strategic Management, 15 Credits.
• Principles and Practices of Management for Development, 15 Credits.
• Post Harvest Experiential Learning, 30 Credits.

1. Demonstrate integrated knowledge of effective post harvest management and post harvest processing and engineering, and of strategic management and the principles and practices of management for development and how these relate to the wider field of agricultural production, supply chain management.
2. Demonstrate an understanding of knowledge as contested and an ability to evaluate types of knowledge and explanations typical within the area ofpost-harvest technology systems, development and management.
3. Demonstrate an understanding of a range of methods of enquiry in area of post harvest technology systems, development and management, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within a practice.
4. Demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments in the context of Post--Harvest Technology systems, development and management.
5. Take decisions and act ethically and professionally, and justify decisions and actions taken by drawing on appropriate ethical values and approaches, within a supported environment, regarding issues that are relevant to of Post- Harvest Technology systems, development and management.
6. Develop appropriate processes of information gathering for a given context or use; and independently validate the sources of information and evaluate and manage the information regarding issues that are relevant to of Post -Harvest- Technology systems, development and management.
7. Develop and communicate ideas and opinions in well-formed arguments, using appropriate professional and occupational discourse relevant to Post- Harvest Technology systems, development and management.
8. Manage processes in unfamiliar and variable contexts, recognising that problem solving is context- and system-bound, and does not occur in isolation in situations that are relevant to Post- Harvest Technology systems, development and management.
9. Identify, evaluate and address learning needs in a self-directed manner, and facilitate collaborative learning processes particularly in contexts that are relevant to of Post- Harvest-Technology systems, development and management.

10 Take full responsibility for own, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts including commercial and development agricultural settings.

Associated Assessment Criteria for Exit Level Outcome 1

• Execute an in depth knowledge of post harvest management.
• Evaluate and critique existing plans for agricultural enterprises in relation to current best practice in post harvest processes.
• Demonstrate a very high level of knowledge and understanding in separate management plans for two post harvest enterprises.

Associated Assessment Criteria for Exit Level Outcome 2

• Review existing agricultural enterprises and suggest how latest ideas, theories, principles, laws and practices can be incorporated.
• Select and apply theories and processes amongst diverse farms to optimize the success of their post harvest processes.

Associated Assessment Criteria for Exit Level Outcome 3

• Write project reports to formulate research questions and select appropriate methodologies.
• Collect, analyse and synthesize data and present data in written and verbal form.

Associated Assessment Criteria for Exit Level Outcome 4

• Formulate research questions and present data in written and verbal form for project reports.
• Select appropriate methodologies, collect, analyse and synthesize data and present data in written and verbal form for project reports.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate and critique existing agricultural enterprises in terms of ethics.
• Develop plans for different enterprises that take into account issues of ethics.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluate and appropriately use available tools for accessing, processing and managing information.
• Compare and use available tools for data analysis appropriately to address questions.

Associated Assessment Criteria for Exit Level Outcome 7

• Evaluate and appropriately use available tools for written and spoken communication based on the audience.

Associated Assessment Criteria for Exit Level Outcome 8

• Evaluate and critique existing plans in terms of the extent to which they take a holistic approach to post harvest techniques and management.

Associated Assessment Criteria for Exit Level Outcome 9

• Critically discuss and apply post-harvest principles to manage and solve emerging challenges in the postharvest industry.
• Describe and analyse complex processes involved in post-harvest biochemistry of plant and products including application of advanced knowledge in quality improvements and quality trouble shooting.

Associated Assessment Criteria for Exit Level Outcome 10

• Critically consider feedback and successfully incorporate into iterative drafts of works.

Integrated Assessment

The institution understands the central role that assessment plays in education and the need for assessment to be fair, transparent and rigorous. All assessment at the institution is carried out in terms of the institution's policy. The following assessment strategies will be integrated into the Advanced Diploma in Agriculture.

Number and types of tests/assignments/projects/case studies

• This qualification and all its modules are set at Level 7. Therefore, the learning and related assessment are aligned to the relevant level descriptors. Assessment will primarily be in the form of written papers that will require learners to demonstrate their capacity to communicate their learning in appropriate language. Among the types of papers required are the following:
• Technical/Professional reports showing understanding of and application of theory in a real-world setting.
• Reflection/Learning reports demonstrating the learner's ability for critical self-reflection and critical analysis of collective learning and the learning of others.
• Project reports showing the capacity to translate theory and practice into realistic and viable qualifications of activity for the benefit of others.
• Research projects showing the capacity to conduct basic primary and secondary research and to write appropriately about the process, findings, conclusions and implications.

Formative and Summative Assessment

• Assessment will be primarily formative through the mechanism of iteratively developing the documents listed above.

Internal and external moderation/examination

• A minimum of 50% of the assessment of all modules on the qualification will be subject to external examination.

Assessment of experiential learning (if applicable)

• Experiential learning will be assessed through learning reports developed around a learning framework formulated in consultation with the learner, lecturer and 'employer'. It will cover three broad aspects: the content (knowledge and skills to be learned); reflection on the capacity to learn the agree content; reflection on the praxis between theory (the negotiated learning) and the real world experience.