Advanced Diploma in Food Science

Purpose

The Advanced Diploma in Food Science offers an intensive, focused and applied specialisation which meets the requirements of the Food Science Industry. The qualification will ensure specialist development through the inculcation of a deep and systematic understanding of current thinking, practise, theory and methodology in Food Science. The qualification will also prepare learners through the deepening of their knowledge and understanding of theories, methodologies and practices in Food Science. Learners will develop their ability to formulate, undertake and resolve complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques. All of which will provide the learner with the requisite knowledge base and skills to engage with the Food Science Industry.

Rationale

Food Science (FS) is a multi-faceted discipline which has been making a steady impact within the food sector of South Africa. Globally the discipline has made a massive contribution in the science and technology arena. Food Scientists are skilled to respond to issues of food and water contamination, food safety and quality control - issues that significantly affect society and the economy as well as product development. FS, therefore, plays a substantial role in the contribution to the food and beverage industry, agricultural industry and water industry, to name a few. In keeping with current trends in the food sector, in particular, the growing concerns surrounding the diminishing food supply and wastage of raw material/foods. The Advanced Diploma will build on the learners existing foundational knowledge to meet the needs of this new wave of Food Science.

The qualification further provides a strong foundation for the Honours, Masters and PhD career path, enabling developmental and lifelong learning in FS research and development, as well as industrial management and entrepreneurship. The learners may find research and development career opportunities in parastatal research institutions such as, but not limited to, Council for Scientific and Industrial Research (CSIR), Agricultural Research Council (ARC) and Technology Innovation Agency (TIA).

Food Science is a scarce skill due to its potential contribution to the food sector and economy. Research funding from the National Research Foundation (NRF), South African Association of Food Science and Technology (SAAFoST), Agricultural Research Council (ARC), Technology Innovation Agency (TIA) and Department of Science and Technology (DST) has been made available to both undergraduate and postgraduate learners for the pursuit of Food Science careers.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible and applies to all learners to the Department of Biotechnology and Food Technology. The Advanced Diploma in Food Science is achievable in part through the recognition of prior learning, which includes formal learning, experiential learning and work experience. If the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification, the assigning of appropriate credits to the prospective learner is possible.

The Department's RPL process aligns to the institution's Recognition of Prior Learning Policy and includes representation from the industry when reviewing RPL applications. The purpose of the RPL policy is to:

• Provide a framework for the implementation of Recognition of Prior Learning procedures.
• Facilitate access and admission to learning qualifications within education and training and career paths.
• Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
• Promote and facilitate lifelong learning.
• Outline the general procedures relating to the processing of RPL applications.

Furthermore, RPL provides for admission or admission with credit.

Entry Requirements

The minimum entry requirement for this qualification is

• National Diploma: Food Science and Technology, NQF Level 6.

Or

• Diploma in Food Science and Technology, NQF Level 6.

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

Compulsory Modules, NQF Level 7, 120 Credits

• Applied Food Science, 20 Credits.
• Research Techniques, 8 Credits.
• Applied Food Chemistry, 20 Credits.
• New Product Development in the Food Sector, 12 Credits.
• Packaging in the Food Sector, 12 Credits.
• Research Project, 12 Credits.
• Food Industry Management, 12 Credits.
• Food Toxicology, 12 Credits.
• Applied Biotechnology in Food Systems, 12 Credits.

1. Apply the principles of food science to diagnose and solve broadly-defined problems within the food sector systematically.
2. Plan and conduct research relevant to food processing, food analysis, food product development, food quality and food safety; and be able to evaluate/interpret data and communicate findings scientifically.
3. Exhibit the written and oral skills with the ability to summarise, evaluate, synthesise, and appropriately communicate scientific concepts to a variety of audiences.
4. Critically analyse prevailing issues in the food sector while having the ability to evaluate scientific and technological problems and propose solutions.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and apply technical material and related principles to the development of a process or product on which the learner has shown work.
• Evaluate theory, concepts and methodologies associated with interrelated scientific and technological processes and their contribution to various aspects within the food.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate technical and manipulative skills in using laboratory equipment, tools, materials and computer software.
• Analyse an understanding of laboratory procedures, including health and safety, and scientific methods and a deeper understanding of abstract concepts and theories by experiencing and visualising them as authentic phenomena, within a research context.
• Apply the skills of scientific enquiry and problem-solving within a wide variety of Food Science and Technology contexts.
• Prepare for the complementary skills of collaborative learning and teamwork in laboratory settings and understanding and possible future roles in laboratory-based work through evidence of team-based learning.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate good listening, writing, verbal communication skills and procedures.
• Interpret technical material and prepare a journal article related to the development of a process or product on which the learner has worked.
• Develop observational skills and related documentation strategies in written and oral.

Associated Assessment Criteria for Exit Level Outcome 4

• Recognise and address potential errors in protocol with colleagues and the appropriate supervisor.
• Define responsibilities within research, manufacturing, quality control, or quality assurance team.
• Perform procedures as required within food science laboratories.
• Use appropriate scientific terminology and abbreviations.
• Interpret technical material and a journal article related to the development of a process or product.

Integrated Assessment

Integrated assessments will combine several different elements and will require learners to bring together different sets of outcomes of learning into a demonstration of applied competence. Integrated assessment will be emphasised in the Advanced Diploma because it links the notion of applied competence which is a central concern of the NQF. The achievement of applied competence is by combining practical, foundational and reflective competence. Integrated assessments will:

• Assess several Exit Level Outcomes together using written tests, case study reports and assignments.
• Assess several assessment criteria together using written tests, case study reports and assignments.
• Use various assessment methods and instruments to achieve an outcome/s.

Assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever so that an integrated approach to assessment is in the qualification. The validity of the assessments is through the following strategies:

• Clarify learning outcomes and their link to specific assessment criteria within an overall assessment strategy.
• Use a range of assessment methods to ensure assessment of all learning outcomes.
• Establish a link between assessment, learning and personal development, by allowing learners an element of choice, thereby encouraging self-assessment and reflection.

The reliability of the assessments is through the following strategies

• Establish clear, common and manageable assessment criteria.
• Use internal moderators who meet during and after the assessment to compare results.
• Use several assessment methods.
• Evaluate the assessment criteria for efficacy and relevance.

The term `Integrated Assessment` implies the assessment of theoretical and practical components together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment is through:

• Project reports.
• Simulations.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with learners.

Formative and Summative Assessments

• Formative Assessments will be used to support the learner developmentally and to provide feedback into the teaching and learning process. Summative assessments will be used to make a judgement about achievement and to provide "snapshot" information about a learner's level of competence at a given time.
• Assessment is systematically and purposefully used to generate data for formative purposes. Feedback on the success of the qualification from industry and industry's requirements of learners helps to structure the content of the qualification. Assessment of the content taught is regularly reviewed for relevance to industry requirements and standards to form appropriate assessment levels acceptable to the industry.
• The range of assessment tasks and methods assess all Exit Level Outcomes. Assessment strategies provide a variety of opportunities for competence. All modules of the qualification have several forms and types of assessments to assess, including a strong skills assessment component to ensure that learning outcomes for theoretical knowledge and practical skills. Both formative and summative assessments are in each module of the qualification. A typical module comprises the following summative assessments: theory tests, a practical assessment and one written assignment. Optional assessments include oral and poster presentations, case studies and proposal and mini-dissertation presentations and write-ups. Practical assessments may include pre-practical and post-practical tests, written practical reports, assessment during practical experiments and assessment of laboratory notebooks for each module.