Advanced Diploma in Consumer Sciences in Food and Nutrition

Purpose

This qualification aims at promoting consumer well-being by focusing on the application of scientific theoretical and practical food and nutrition knowledge in convenience food development, by developing food and nutrition training and research capacities. This qualification presents an opportunity to specialise in either food safety and quality, or food marketing and communication.

The theoretical deepening of food and nutrition knowledge will enable the learner to action a food enterprise brief of recipe/product development and disseminate sound nutrition solutions to communities and the food industry. Essential to ensure consumer well-being, on-the-job training programs are required for past learners who work in fresh food production, food retail or food service industries as supervisors/managers or quality controllers as part of their day-to-day duties.

In addition, learners will be able to gain additional knowledge in one of the following areas: either food safety and quality or food marketing and communication.

Rationale

The South African National Development Plan (2030) and the Integrated Food Security and Nutrition Qualification (IFSNP) Strategic Objectives, both indicate that the provision of healthy, nutritious, safe and sustainable food is a priority in a country challenged by both over and under nutrition as well as food insecurity.

In the light of the importance of food security in the nation's development and the overall goal of improved welfare of the population, government places high priority on several national policies and qualifications, which outline the coherent goal to raise the nutritional levels, especially the more vulnerable sections of the population. This qualification fulfils these national and regional directives as it emphasises this relationship between food, nutrition and health as well as focuses on the well-being of the consumer, both as an individual and as a member of a community.

For the South African economy, the main benefit of this qualification is the contribution to capacity building within the food industry. The Exit Level Outcomes of the qualification are linked to positions identified by the National Scarce Skills list. In addition, the FoodBev SETA has identified the following generic critical skills, i.e.: problem identification and solving, mathematics and numeracy, language and literacy, handling people and conflict and monitoring processes.

Furthermore, learners have the background to become entrepreneurs as their Diploma food and nutrition theoretical and practical knowledge combined with business modules are further developed in this qualification, when specialisation occurs within specific areas such as food marketing and communication or food safety and quality.

The development of healthy convenience food products (convenience food products can typically replace a meal or part of a meal, it has been commercially pre-prepared, and little further preparation is required by the consumer; it is sold in a fresh, chilled or frozen state), can play a role in the alleviation of both over and under nutrition. The convenience food sector is a viable, profitable, growing segment of the food industry worldwide. Economists and market trend predictors indicate that in Africa the convenience food market will continue to grow due to increased urbanisation, westernization and economic growth.

Recognition of Prior Learning (RPL)

The department's RPL process will be aligned to the Institution's Recognition of Prior Learning Policy and will include representation from industry when reviewing RPL applications.

The structure of this qualification makes the Recognition of Prior Learning possible. The qualification may be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

The appropriate credits would be assigned provided that the prospective learner is able to demonstrate competence that they have achieved the Exit Level Outcomes. Learners should be able to apply theoretical science-based food and nutrition knowledge and skills in convenience food production, food service or retail.

Due to the unique combination of food science, nutrition and culinary skills required, it is possible for a learner to apply for exemption from a single module. Prospective learners from the food industry may have successfully completed accredited qualifications within this field and are applying this knowledge in their daily duties. In this case their job description, daily duties and the content and the level of the qualifications attended will be assessed to determine if the module outcomes have been met.

Entry Requirements

The minimum entry requirement for this qualification is

• National Diploma: Consumer Sciences Food and Nutrition.

Or

• A 360 Credits Diploma in Consumer Science Food and Nutrition.

This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 7 totalling 124 Credits.

Compulsory Modules: 100 Credits

• Statistics, 16, Credits.
• Nutrition, 28, Credits.
• Food and Food Science, 32, Credits.
• Food and Nutrition Training, 24, Credits.

Elective Modules: 24 Credits (Choose one)

• Food Safety and Quality, 24, Credits.
• Food Marketing and Communication, 24 Credits.

1. Apply scientific theoretical and practical food and nutrition knowledge in recipe and product development, contextualised nutrition concepts, training, and either food safety and quality or food marketing and communication.
2. Develop skills to undertake research within the field of food and nutrition.
3. Apply critical and creative problem-solving techniques within the food and nutrition field.
4. Work effectively as an individual and in teams within organisations and communities.
5. Develop professional, ethical and critical thinking practices.

Associated Assessment Criteria for Exit Level Outcomes 1

• Demonstrate scientific -based food and nutrition knowledge including relevant legislation and research practices.
• Apply practical food and nutrition skills.

Associated Assessment Criteria for Exit Level Outcomes 2

• Develop and systematically apply the research methods effectively.
• Demonstrate an effective utilisation of statistical tools to report on food and nutrition research findings.

Associated Assessment Criteria for Exit Level Outcomes 3

• Apply creativity, originality, problem solving techniques and innovation to contextualised situations.

Associated Assessment Criteria for Exit Level Outcomes 4

• Deliver on activities, resources and tasks required by organisations and communities.
• Show ability to work in organisations and communities as an individual and as part of a team

Associated Assessment Criteria for Exit Level Outcomes 5

• Develop and implement standards of professional and ethical practices.

Integrated Assessment

Integrated assessments will combine a number of different elements and require learners to bring together different sets of outcomes of learning into a demonstration of applied competence. Integrated assessments will be emphasised in this qualification because they link to the notion of applied competence which is a central concern of the National Qualification Framework.

Integrated assessments will

• Assess a number of outcomes together using written classroom tests, case study reports and/or assignments.
• Assess a number of modules together by using written classroom tests, case study reports and/or assignments.
• Use a number of assessment methods and instruments for an outcome/s.

Formative and Summative Assessment

Learners will be assessed using appropriate assessment methods which will provide evidence that learners have achieved the stated learning outcomes through the assessment criteria. The assessment will be systematic, regular and formative in nature.

Formative Assessments will be used to support the student developmentally and to feed back into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning processes.

Summative Assessments will be used to make a judgement about achievement and to provide "snapshot" information about a student's level of competence at a given time. This includes assessment marks that contribute to the final mark.