Diploma in Agriculture

Purpose

The purpose of this qualification is to provide the agricultural industry with agricultural practitioners that are able to apply technical knowledge, practical competencies and appropriate extension and scientific communication skills in operating agricultural production units effectively as part of a production and/or advisory team. Graduates will be able to define, conceptualise and develop basic solutions for problems of limited complexity relating to agricultural production systems and human production activity and outcomes.

The demands for well-trained agricultural and extension practitioners who can function at a limited level of independence at various levels of complexity are growing. Current advisory and technical support needs in a changing agricultural environment and landscape as a result of a variety of market related, politically motivated, environmentally prompted and economically supported factors necessitate functional efficiency of practitioners at a technical, social and institutional level.

It is generally accepted that the rate of innovation exceeds the rate of uptake of such developments. By implication this increases the demand for scientists at all levels of complexity and extent to be sufficiently skilled and qualified to communicate their science effectively to an increasingly demanding farmer community at all levels of functional complexity and economic activity. Extension science and skills training, as an interface programme, is by default the most appropriate and suitable training programme to facilitate the meeting of such demands and creating the essential core of competencies to promote the uptake of innovation and promote the role and importance of agricultural practice as economic, social and environmentally responsive industry in all the various disciplines associated with agricultural production.

Subject lecturers are responsible to continuously update the content and course notes of their subjects to ensure relevance. New developments and trends are identified by frequently attending industry information days and forums; consulting industry role players regarding the continuing relevance of the subject content as well as inviting them as guest speakers/lecturers; and staying-up-to-date by reading new scientific publications and popular articles. This is essential to improve employability of graduates and actively contribute to improving the career pathing opportunities for extension and agricultural practitioners. Although employability directly relates to a solid disciplinary knowledge base and the capability to effectively apply and communicate this knowledge, employers particularly stressed the importance of interpersonal relations and communication skills (in social, professional, scientific and strategic conceptual planning settings and processes) required in an ideal employee. These latter skills are addressed within the Diploma in Agriculture and are clearly reflected in the rationale of the programme.

Rationale

The National Skills Development Strategy (NSDS) III places particular emphasis on supporting rural development and therefore aims to ensure improved access to quality learning programmes and increased skills development interactions. This is of particular importance in the improvement of agricultural teaching, research and engagement activities of students, staff and postgraduate students. Universities of Technologies are ideally situated to meet this demand, especially since a central objective of the NSDS III is "improved placement of both students and graduates, especially from universities of technology".

Agriculture is one of the primary pillars of the economy of the Western Cape, generating almost 23% of the total value added by the agriculture sector in South Africa. Although only 12% of the total agriculture land is situated in this province, the Western Cape produces between 55% and 60% of South Africa's exports and 20% of the country's total production of agriculture products. It is therefore clear that education and training in Agriculture provides to a large and constant demand for skilled labour.

Graduates are employed in a wide range of jobs, with the exception being agricultural technicians. Job titles include, among others: Farm or Nursery or Production managers, inspectors and research assistants.

The Diploma in Agriculture is considered to be generic, although the student is allowed to select the specific agricultural field of his preference. The basic course comprises of subjects such as Crop Protection, Soil Science, Agricultural Extension and Agricultural Economics and Marketing. In addition, the student may select between Crop Production (choice of two subjects between Fruit Production, Agronomy and Viticulture); Viticulture and Oenology or Livestock Production (which also includes Animal Nutrition and Pasture Science).

The curriculum offered in the Diploma in Agriculture at Cape Peninsula University of Technology (CPUT) focusses on the main agricultural sectors of the Western Cape, such as Viticulture and Oenology, Fruit Production, Agronomy and Livestock Production. This makes the course highly relevant in the region, especially since CPUT is the only University of Technology (UoT) in the Western Cape that offers a Diploma in Agriculture. This focus on curriculum relevance is mirrored in the mission statement of CPUT.

The needs of students and industry are continuously addressed by means of small-scale benchmarking on subject level by individual lecturers as well as by annually sending out questionnaires to WPBL-students, alumni and role-players in industry. The focus in the new purpose statement is also removed from "technicians" and "under supervision", since surveys have shown that a large percentage of graduates is employed as agriculturists/managers in their own right for independent functioning. Indications from interview results following discussions with various professional bodies and industry commodity groups, it became evident that a great need exists for agricultural practitioners who can function independently with a sufficient degree of technical/scientific knowledge and functional competence in engaging across fields to address and manage processes to solve agricultural problems. The important balance between technical knowledge and practical competencies to achieve this is also well addressed in the new purpose statement.

The importance of a balance between theoretical knowledge and practical skill and competency in the course is emphasised in the purpose statement of the qualification. The technical subjects in the course have both a theoretical and practical component to accentuate the close relationship between theory and the application thereof in industry. The workplace-based learning component of the course serves excellently in facilitating the combination of theory and practice of all subject areas in the mind of the student.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or advanced standing as described in institutional guidelines.

Entry Requirements

National Senior Certificate: In keeping with the Minimum Admission requirements for Higher Certificate, Diploma and Bachelor's Degree programmes requiring a National Senior Certificate (NSC) as specified in legislation, the following admission requirements will be applicable to this qualification:

English Home or First Additional Language (rating 4).

Mathematics (rating 3) or Mathematical Literacy (rating 5).

One of the following: Life Sciences, Physical Sciences or Agricultural Science (rating 4).

One of the following: Life Sciences, Physical Sciences, Agricultural Science, Geography or Economics (rating 3).

National Certificate Vocational: In keeping with the Minimum Admission requirements for Higher Certificate, Diploma and Bachelor's Degree programmes requiring a National Certificate (Vocational) (NCV) as specified in legislation, the following admission requirements will be applicable to this programme:

At least 60-69% in three of the following fundamental subjects, including the Language of Learning and Teaching (LOLT) of the institution.

• English (official language at first additional language level, (20 Credits) at Level 4.
• Mathematics (20 Credits) at Level 4 or Mathematical Literacy (20 Credits) requiring a pass rate of at least 60%.
• Life Orientation (10 Credits) at Level 4.

At least 60% in four vocational subjects (20 Credits each), chosen from the NC(V) Level 4 subjects as stipulated in legislation that align closely to the field of study and the purpose of the qualification.

This qualification consists of a total of 360 Credits, sub-divided into the following levels, including three elective streams within the qualification.

Level 5

• Agricultural Computer and Numerical Literacy, 10 Credits.
• Agricultural Economics and Marketing 1A, 10 Credits.
• Agricultural Economics and Marketing 1B, 12 Credits.
• Agricultural Extension 1, 12 Credits.
• Agricultural Engineering, 12 Credits.
• Agricultural Soil Science 1A Credits.
• Agricultural Soil Science 1b, 12 Credits.
• Biometry, 12 Credits.
• Crop Protection 1a, 10 Credits.
• Crop Protection 1b, 12 Credits.
• Livestock Production 1, 12 Credits.
• Oenology 1, 10 Credits.
• Plant Production, 12 Credits.
• Pasture Science, 10 Credits.
• Research Methodology: Introduction, 15 Credits.
• Vegetable Production, 10 Credits.

Level 6

• Agricultural Economics And Marketing 2, 14 Credits.
• Agricultural Production, 25 Credits.
• Agronomy 2a, 12 Credits.
• Agronomy 2b, 14 Credits.
• Agricultural Practice, 30 Credits.
• Agricultural Extension 2a, 14 Credits.
• Agricultural Extension 2b, 14 Credits.
• Agricultural Environment, 15 Credits.
• Animal Nutrition, 14 Credits.
• Crop Protection 2, 14 Credits.
• Fruit Production 2a, 12 Credits.
• Fruit Production 2b, 14 Credits.
• Agricultural Management Information and Systems, 20 Credits.
• Agricultural Labour Practice, 15 Credits.
• Livestock Production 2a, 12 Credits.
• Livestock Production 2b, 14 Credits.
• Oenology 2a, 12 Credits.
• Oenology 2b, 14 Credits.
• Viticulture 2a, 12 Credits.
• Viticulture 2b, 14, Credits.

1. Successfully manage an agricultural production unit underpinned by sound scientific principles.
2. Design and facilitate agricultural extension programmes.
3. Demonstrate an understanding of environmental factors and their implication for sustainable and economically viable agricultural production.
4. Adapt to environmental factors to improve productivity and sustainability.
5. Apply basic value-chain marketing principles as they relate to agricultural production.

Associated Assessment Criteria for Exit Level Outcomes 1

• Assignments and practical exercises testing various levels of technical complexity and competence to construct manage and evaluate the efficiency and sustainability of different types of production systems.

Associated Assessment Criteria for Exit Level Outcomes 2

• Accurately identify and formulate agricultural extension problems.
• Comprehensively conceptualise agricultural extension problems and formulate functional objectives for an extension programme.
• Develop and draft basic suitable extension programmes to illustrate how extension problems in agricultural target communities will be addressed illustrating how the principles of agricultural extension and communication will be applied in the process.
• Provide evidence of a structured evaluation programme as part of the agricultural extension programme.

Associated Assessment Criteria for Exit Level Outcomes 3

• Assignments and practical exercises testing various levels of technical complexity and competence to construct, manage and evaluate the efficiency and sustainability of different types of production systems.

Associated Assessment Criteria for Exit Level Outcomes 4

• Identifying and applying various environmental factors at different levels of technical complexity and competence to construct, manage and evaluate the efficiency and sustainability of different types of production systems.

Associated Assessment Criteria for Exit Level Outcomes 5

• Accurately identify and formulate agricultural value chain marketing principles and interactions.
• Comprehensively conceptualise agricultural value chain marketing strategies and formulate functional objectives for an agricultural marketing strategy.
• Develop and draft basic suitable agricultural marketing plans to illustrate how value chain marketing principles will be addressed and applied in the process.
• Provide evidence of a structured value chain marketing plan.

Integrated Assessment

Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.

In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and poster design.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing students' attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

Integrated assessment often cuts across a number of subjects/modules of a programme and is aimed at the holistic development of students and contributes to students' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

Integrated assessment in this qualification will take place at the third year of study and students will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the agricultural industry.