Diploma in Biotechnology

Purpose

The purpose of the Diploma in Biotechnology is to provide the Biotechnology industry with learners who will be able to apply theoretical and practical scientific knowledge of Microbiology, Biochemistry and Bioprocessing fields to Biotechnology. The sound theoretical grounding in sciences will enable the learners to troubleshoot and solve problems around current Biotechnology procedures as well as cope with future technological changes in this rapidly evolving field. The practical training enables the learners to contribute to the company's productivity.

Rationale

Biotechnology is a relatively new and rapidly growing industry worldwide. The qualification in Biotechnology) is geared towards meeting the initial need for technical knowledge in Biotechnology, underpinned by sound conceptual and practical understanding, such as to address basic scientific developments, including basic research, production, and troubleshooting.

Learners have the option of studying further for Level 7 qualifications, such as an Advanced Diploma in Biotechnology or a related field, and even further, thus realising opportunities for upward mobility in industry and a research career.

Biotechnology is on the scarce skills list as defined by the National Skills Development Strategy III and scarce skills areas of some Sector Education and Training Authorities (SETAs), and is a priority area for national and provincial strategic plans.

The Biotechnology qualification emanates from the National Biotechnology Strategy for South Africa (2001), which considered existing qualifications in the Western Cape and the national needs of biotechnology, as reflected by the Biotechnology Audits of 2003 and 2007. The qualification addresses scarce skills that appear on the Organising Framework of Occupations (2013), wherein Biotechnology was listed as a scarce skill and thus encouraged by government policy. As a result, the Department of Science and Technology's Innovation Ten-Year Plan for South Africa (2008-2018) identified five 'grand challenges' around which to focus innovation efforts, one of which is 'Farmer to Pharma' value chain to strengthen the bio-economy.

This qualification aims to ensure a continuous supply of qualified Biotechnologists with industry-specific skills for both established, newly-emerging and the associated biotechnology support industries. Although microbial biotechnology is the main focus area for the Diploma - in line with the immediate needs of the surrounding environment - basic knowledge and training in other areas of Biotechnology are also provided.

The qualification will focus on the development and practical transfer of requisite knowledge using advanced biotechnological practical training for learners that will enable learners to work effectively as Biotechnologists, in fields as varied as vaccine production, chemical manufacturing, cell culture, production of amino acids, chemical analysis, quality control, microbial metabolite extraction and production, bioreactor design and operation, and many others. The overall objective is to be aligned with the institution's vision, viz., 'to be at the heart of technology innovation in Africa'.

The institution consulted Stakeholders have been consulted through the use of strategic planning surveys and the Biotechnology Advisory Committee. The surveys were valuable in aligning the needs of stakeholders, government, and CPUT, and thus informed the development of the qualification. The industry stakeholders include: current student learners, alumni, Advisory Committee, Seidels, Spoor and Fisher, Aspirata Microbiological and Chemical laboratories in the Western Cape, such as, The BioVac Institute, Technology Innovation Agency (TIA), Stellenbosch University and the University of the Western Cape, Life Assay, Council for Scientific and Industrial Research (CSIR), Department of Science and Technology, Anchor Yeast, Biomass Technologies, iThemba Labs, Biosafety South Africa, MicroChem Laboratories, and many others. These stakeholders represent the primary endorsers of the trained workforce in Biotechnology. Furthermore, alumni advised on curriculum matters that will allow the qualification to remain relevant.

Being a scarce skill itself, Biotechnology also services a wide array of additional scarce skills careers. These are the Medicinal and Pharmaceutical Biotechnology Industries, which houses subfields as varied as biomedical engineering, population genetics, gene and paternity testing, forensic science, medical genetics, gene therapy, Pharmacogenomics, chemical, vaccine, medicine development and production; pathogen identification, and biological and chemical warfare protection. A second area is that of Food and Agriculture, which includes the fields of genetic modification of foods and seeds, biopesticide and nutriceutical development, bioprocessing chamber design and production. A third area is that of Energy and the Environment, including environmental studies, toxic waste clean-up, and creation of new energy sources via engineering and life science research. Incorporating such a wide array of professional and technical fields, job opportunities for graduates with a Diploma in Biotechnology exist in all the above-listed areas and allied industries.

Improvements to the National Diploma in Biotechnology have focussed on accommodating new developments and trends in Biotechnology. Several new topics are included in the Diploma in Biotechnology. This improvement addresses shortcomings identified during curriculum change, and areas which were highlighted by stakeholders as being critical to the job specification of a Diploma holder. Topics such as operations management; regulatory agencies and constraints; selection/isolation of mutants; detection of pathogens in foods; control of pathogens in foods; Deoxyribonucleic acid (DNA), Ribonucleic acid (RNA) and protein isolation and separation techniques, structure and expression of genetic material; control of prokaryotic gene expression, and recombinant DNA technology, are prominent in the syllabus.

Since there is presently no Biotechnology Professional Body in South Africa, learners of the Diploma in Biotechnology will be able to register under a relevant non-statutory body, including but not limited to the South African Society for Microbiology (SASM), South African Society of Biochemistry and Molecular Biology (SASBMB), Water Institute of South Africa (WISA), the South African Council of Natural Science Professionals (SACNSP). As a result of joining such bodies, learners have the opportunity to remain current in their respective field, to be on the driving edge of biotechnology in South Africa.

The learners will furthermore be able to function as Biotechnologists in multidisciplinary teams which include engineers, scientists and business/operations managers. Learners who complete this qualification will demonstrate detailed theoretical and applied knowledge relevant to the array of Biotechnology fields, such as pharmaceutical, environmental, medical, as well as the food industry. They will function as biotechnologists in multidisciplinary teams which include engineers, scientists and business/operations management specialists, in the management/operation of biological processes. They will thus sustain technology transfer for the benefit of communities, advocating bioethics, social responsibility and environmental sustainability. They will be technologically adept, technically skilled, making them employable, socially responsive, problem-solving in their thinking and actions as well as being environmentally conscious.

Recognition of Prior Learning (RPL)

In keeping with the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. 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 formal learning. The RPL process is multidimensional and multi-contextual, to address the individual needs of applicants following 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.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Diploma studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.

This qualification comprises compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 370 Credits:

Compulsory Modules Level 5, 143 Credits

• Biotechnology 1A: Introduction 14, Credits.
• Chemistry 1A, 18 Credits.
• Mathematics 10, Credits.
• Physics for Biology, 14 Credits.
• Microbiology 1B, 17 Credits.
• Bio Operations Management, 13 Credits.
• Biotechnology Workplace Preparedness, 10 Credits.

Compulsory Modules, Level 6, 227 Credits

• Bioprocessing 2A, 15 Credits.
• Microbiology 2A, 16 Credits.
• Biochemistry 2A, 15 Credits.
• Molecular Biology Techniques, 15 Credits.
• Bioprocessing 2B, 15 Credits.
• Bio-Analytical Chemistry, 2B 15 Credits.
• Microbiology 2B, 16 Credits.
• Applied Biotechnology, 20 Credits.
• Biotechnology Integrated Project 3, 30 Credits.
• Biotechnology Workplace-Based Learning, 60 Credits.
• Research Methodology: Introduction, 10 Credits.
• Analytical Chemistry 1B, 16 Credits.
• Biochemistry 1B, 16 Credits.
• Immunology 15, Credits.

1. Possess detailed knowledge of the main areas of Biotechnology, some of its theoretical underpinnings and its practices, as it relates to technical proficiency.
2. Demonstrate ability to evaluate, select and apply appropriate Biotechnological methods, procedures and techniques to a range of processes of investigation or application within the biological context.
3. Identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice.
4. Understand the ethical implications of decisions and actions taken in Biotechnological practice, within a professional context, based on an awareness of the complexity of ethical dilemmas and accountability.
5. Demonstrate ability to communicate complex discipline-specific, scientific and relevant reports in an accurate, reliable and appropriate manner, by following the appropriate academic, professional and occupational conventions, formats and technologies.
6. Demonstrate ability to work effectively in a team or group and to take responsibility for own decisions and actions and those of others within well-defined contexts, including the responsibility for the use of resources where appropriate.

Associated Assessment Criterion for Exit Level Outcome 1

• Demonstrate adequate understanding of and an ability to apply key terms, concepts, facts, principles, rules and theories of Biotechnology.
• Show competency with appropriate practical investigations using the relevant evidence of achievement.
• Display and demonstrate the use of scientific knowledge as it relates to biotechnology, as well as the link between related sciences, such as chemistry, mathematics and physics through problem-solving.

Associated Assessment Criterion for Exit Level Outcome 2

• Demonstrate through appropriate ways of problem-solving, in familiar and unfamiliar contexts, how to relate theoretical knowledge to procedural and practical application.
• Demonstrate how to identify biological questions and design appropriate experiments to test or investigate such questions as well as draw conclusions from the findings.

Associated Assessment Criterion for Exit Level Outcome 3

• Show how to contextualise biological problems that may arise in new and unfamiliar situations in the field of practice.
• Demonstrate how to relate biological questions to established theory in the field of study.
• Display adequate competency in data collection, data analysis, synthesis, and proposing appropriate scientific conclusions.

Associated Assessment Criterion for Exit Level Outcome 4

• Demonstrate how to identify various ethical concerns using relevant theoretical knowledge and practical understanding of the field of study.
• Demonstrate the ability to categorise and prioritise biological investigations based on a deep understanding of the relevant theoretical knowledge and context.
• Show competency in communicating ethical concerns once identified, in a scientifically-acceptable manner by proposing ways of addressing these concerns.
• Show competence in taking responsibility for research, and defend findings in a socially-responsible context.

Associated Assessment Criterion for Exit Level Outcome 5

• Show competence in writing scientific reports based on the research of topic with sensitivity to the professional and societal context.
• Demonstrate communication skills by communicating findings in a scientifically appropriate manner to different audiences (professional and non-professional).
• Demonstrate an understanding of academic, professional, and scientific conventions appropriate to the field of study through research proposals, reports and other means of communication.

Associated Assessment Criterion for Exit Level Outcome 6

• Display competence, through selected projects, in managing group tasks and group dynamics.
• Demonstrate professionalism and responsibility as it relates to an individual and collective group duties and responsibilities.
• Show competency and responsibility when using biotechnology resources in a manner that translates to relevant and effective research and reporting.
• Act professionally and ethically in terms of duties and responsibilities as an individual as well as a member of a group using appropriate ways of communication.

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 learner centred-learning and assessment. Feedback is considered vital in enhancing learner engagement. Assessment practices will be fair, reliable, consistent and valid. It will also be in keeping with academic disciplinary and professional field norms and standards. Hence, internal and external moderation, where appropriate, is a cornerstone of reliable, high-quality assessment in this qualification.

Summative assessment will take place at the end of a section of work/quarter or semester and aims at assessing learners' attainment against the Exit Level Outcomes of the qualification. 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 several modules of qualification and is aimed at the holistic development of learners and contributes to learners' 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 in the third year of study and learners will be assessed holistically using project reports portfolio of evidence, a and an oral presentation related to the needs and requirements of the biotechnology industry.