Bachelor of Consumer Science

Purpose

The primary purpose of the qualification is to educate and train learners in the field of Consumer Science with the abilities to enter into a career as for example. A Consumer Consultant, Designer, Buyer, Marketer, and/or Quality Control Inspector of consumer products. Graduates would have attained an understanding and the ability to integrate basic critical knowledge and practically orientated development of the field. After successfully completing the Bachelor of Consumer Science qualification, the Graduate would be able to apply the fundamental principles, concepts and skill acquired within the field of Consumer Science.

Rationale

Consumer Science is a study of the needs of man for Housing, Clothing and Food and the management of resources to satisfy these needs. After completion of this qualification, the learner will be equipped with the necessary knowledge and skills to follow a career as a Consumer Scientist, for example Consumer Consultant, Designer, Buyer, Marketer, or Quality Control Inspector of consumer products. The learner should also be capable of advising consumers on the management of time, energy and other resources. The Bachelor of Consumer Science is a general formative qualification-offering learner to specialise in one of the following disciplines: Food, Consumer Science and Textiles.

Recognition of Prior Learning (RPL)

Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL will be applied according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment policy. This will relate to both access to the qualification as well as for credit recognition or exemption towards achieving the qualification.

The institution will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NQF Level 4).

This qualification consists of the following elective modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 364 Credits.

Elective Modules, Level 5

• Basic Construction, 16 Credits.
• Interior design - Fabric Study, 16 Credits.
• Food Security, 8 Credits.

Elective Modules, Level 6

• Fundamental Business Activities, 16 Credits.
• Children's Clothing and Outfit Planning, 16 Credits.
• Home Planning, 16 Credits.
• Ergonomics and Apparatus Studies, 8 Credits.
• General Management, 16 Credits.
• Food Preparation II, 16 Credits.
• Introductory Housing, 16 Credits.
• Food Preparation, 16 Credits.
• Socio-Cultural Aspect of Clothing, 16 Credits.
• Innovation Management, 16 Credits.
• Personal Selling, 16 Credits.
• Digital Marketing, 20 Credits.

Elective Modules, Level 7

• Small Business Management, 16 Credits.
• Entrepreneurship, 16 Credits.
• Apparel Industry, 16 Credits.
• Recourse management. 8 Credits.
• Pattern Design, 16 Credits.
• Construction and Finishing of Textile Fabrics, 8 Credits.
• Textile fibres, 8 Credits.
• Relationship Marketing, 16 Credits.
• Consumer Study, 16 Credits.
• Strategic Marketing, 20 Credits.
• Community Development, 8 Credits.
• Product Development, 8 Credits.
• Weaving, knitting and other construction methods. Embroidery 16 Credits.
• The interior, clothing or food business, 16 Credits.
• Food preservation, 12 Credits.

Elective Module, Level 8

• Meal planning, 16 Credits.

1. Outline the concepts relevant to food security, food selection, food preparation, food preservation and food product development.
2. Outline the concepts relevant to textile, fibers, fabrics, textile finishes and textile maintenance
3. Outline the concepts relevant to food security, fashion development, fashion designers, fashion technology, fashion cycles, fashion forecasting and fashion resources, patterns and pattern alterations.
4. Provide and describe background and concerns of food security.
5. Describe the relationship between the environment, clothing and health.
6. Outline the functions of clothing and the inter-relationship of clothing and cultural patterns.
7. Apply techniques in food preparation, food preservation and food product development.
8. Access, process and manage information to plan and implement in food product development.
9. Outline the concepts relevant to consumer behavior.
10. Recognise the influence of social class and culture on the consumer.
11. Outline the concepts relevant to the decision making processes in the family
12. Manage personal and family finances and other resources.
13. Apply textile fiber identification techniques to distinguish between different groups of fibers.
14. Apply techniques in basic construction and pattern alterations.
15. Outline the concepts relevant to sustainable housing, energy- and water conservation.
16. Discuss the housing needs in the different stages of the family life cycle, the housing sources to select from, the housing act, rental housing act and the constitution on housing.
17. Evaluate a food security situation and the influence of man and nature in this regard.
18. Access, process and manage information and distinguish between reliable information and inflated and unreliable information used for propaganda.
19. Evaluate the needs of families and communities and develop and manage community development programs to support individuals and families to fulfil their basic food, clothing and housing needs.

Integrated Assessment

The assessment strategy provides for both formative and summative assessment opportunities. Learners should provide evidence of learning competency (knowledge, skills and attitude). This combination of assessment opportunities affords learners the opportunity to monitor their progress on a regular basis and address problems as they occur and will include:

Integrated continuous and formative assessment allowing demonstration of achieved competences as required by the outcomes of the qualification by means of: tests.