Diploma in Catering Management

Purpose

The Diploma in Catering Management is intended to provide entry-level vocational preparation and applied specialisation in the catering field. Upon completion of the qualification, learners would be competent in using a variety of technical, management and practical skills in the daily operations of a kitchen. The qualification offers an appropriate balance of theoretical knowledge and practical skills, and the inclusion of a six months work integrated learning component ensures that qualifying learners are better prepared to enter the world of work.

When designing the curriculum, the programme team ensured that the programme was coherently planned, and intellectually credible in terms of content, credits, purpose and outcomes, and that it was aligned to the needs of the catering/hospitality/tourism sectors.

The positions in which learners can be employed upon completion of the Diploma in Catering Management, include, but is not limited to, the following: catering manager/supervisor for various food service units, i.e., hospitals, schools, factories, prisons, cruise ships, hotel chains, universities canteens; sous chef/chef de partie; restaurant manager, and event planner.

Rationale

A skills audit by the Department of Environmental Affairs and Tourism, released in 2014, indicated that between 2015 and 2017, the hospitality sector in South Africa will require 24 000 chefs/cooks, and thousands of waitrons, cleaners, cashiers and management staff. According to the South African Chef Association's (SACA), as at June 2016, there were 2 500 vacancies for pastry chefs and 12 500 vacancies in hot kitchens in South Africa. The acquisition of culinary skills is very important for both the South African and global economy, in terms of direct and indirect employment, and contribution to Gross Domestic Product (GDP). In addition to the above, catering has a tremendous multiplier effect on other economic sectors, and as the tourism sector in South Africa is forecast to grow even larger, the demand for chefs and cooks is also likely to grow. Hence, the decision to offer a new Diploma in Catering Management that will contribute to addressing the growing demand for knowledgeable and skilled catering personnel.

According to the National Development Plan (NDP), education is the critical enabler for economic development and growth in South Africa; it also defines learners' identity; enables them to take control of their own lives; raise healthy families, and plays a meaningful role in the broader development of our society. In the above regard, the Diploma in Catering Management will not only broaden access to higher education, as the tuition costs are much lower than those charged by private institutions, but it will also improve the employment prospects of the qualifying learners, and will contribute towards meeting the growing needs of the catering, hospitality and tourism industries for skilled employees, thereby contributing to the socio-economic development and growth of the country.

The qualification was also developed with a view to offering learning and career pathways, with opportunities for articulation into other qualifications within and across tertiary institutions.

Recognition of Prior Learning (RPL)

The institution has an RPL policy in place that allows candidates access to higher education by recognising their prior learning (completed qualifications, short courses and work experience). RPL applications for the institution are received by the Centre for Excellence in Learning and Teaching (CELT). The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio reflecting extensive work-based learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the relevant academic department for evaluation. The department's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes, and credits/exemption may be granted for some modules in the qualification, and/or admission may be granted into the qualification. In accordance with Durban University of Technology (DUT)'s RPL policy, the department will accept a maximum of 10% of a learner cohort into a qualification via the RPL route.

Entry Requirements

The minimum entry requirements are

• Senior Certificate.

Or

• National Senior Certificate (NSC) granting access to Diploma studies.

Or

• National Certificate (Vocational) (NC(V)) at Level 4 granting access to Diploma studies.

This qualification consists of compulsory modules at Levels 5 and 6 totalling 360 Credits.

Compulsory Modules at Level 5: 156 Credits

• Cornerstone, 12 Credits.
• Introduction to Technology, 12 Credits.
• Business Communications and Information Literacy, 16 Credits.
• Introduction to Hospitality and Tourism, 16 Credits.
• Catering Fundamentals, 12 Credits.
• Commercial Cookery and Costing, 16 Credits.
• Commercial Cookery, 16 Credits.
• Food and Nutrition, 8 Credits.
• Hygiene and Safety, 8 Credits.
• Restaurant Operations, 12 Credits.
• Catering Management, 16 Credits.
• Catering Financial Management, 12 Credits.

Compulsory Modules at Level 6: 204 Credits

• Management, 8 Credits.
• The Entrepreneurial Edge, 8 Credits.
• Work Preparedness, 8 Credits.
• Commercial Cookery, 16 Credits.
• Restaurant Operations, 12 Credits.
• Catering Management, 16 Credits.
• Catering Financial Management, 16 Credits.
• Commercial Cookery, 16 Credits.
• Hygiene and Safety, 8 Credits.
• Commercial Cookery, 16 Credits.
• Catering Information Systems, 12 Credits.
• Catering Facilities, 8 Credits.
• Work-Integrated-Learning, 60 Credits.

1. Demonstrate detailed knowledge of the main areas within the catering industry, including an understanding of the key terms, concepts, facts, principles and theories applicable to the industry.
2. Apply relevant knowledge and skills to identify, analyse, and resolve catering-related problems.
3. Evaluate current industry practices; propose measures to improve them, and demonstrate knowledge of the impact of regulations on the catering industry.
4. Communicate effectively, both orally and in writing, using appropriate technology, language, structure, style and graphical support.
5. Use appropriate information technology software programmes to enhance productivity in a catering establishment.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the nature and function of the various areas within a hospitality environment.
• Explain the key catering specific terms, concepts, facts, principles, and theories applicable to the industry.
• Demonstrate basic food preparation methods.
• Undertake basic food costing calculations to establish the selling price.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and analyse catering-related problems.
• Present solutions to resolve catering-related problems.
• Display procedural knowledge, theory, principles and skills pertinent to working in a professional kitchen.

Associated Assessment Criteria for Exit Level Outcome 3

• Observe and critique current industry practices.
• Present measure to improve current industry practices.
• Observe regulations and protocols governing the preparation and handling of food during practical lessons.

Associated Assessment Criteria for Exit Level Outcome 4

• Used a variety of communication technologies to communicate effectively with industry stakeholders.
• Use appropriate style and language to communicate coherently and concisely with industry stakeholders.
• Work effectively, as part of a team, to achieve a common outcome.
• Apply appropriate communication skills to interact with culturally diverse colleagues and customers.

Associated Assessment Criteria for Exit Level Outcome 5

• Use appropriate software programs to communicate effectively with catering stakeholders.
• Use appropriate software programs pertaining to catering.

Integrated Assessment

Aligned to the institution's Assessment Policy, regarding Integrated Assessments for the Diploma in Catering Management

• The assessments will be aligned with the stated learning outcomes for the programme.
• Appropriate assessment tools will be used to establish that students have achieved the stated learning outcomes.
• Assessment will be systematic, regular and formative, and feedback to the learners about their progress toward exit level competence will be timeous and constructive.
• The assessment practices will be open, transparent, fair, valid and reliable, and ensure that no learner is disadvantaged in any way whatsoever.

The assessment of the fundamental modules will be integrated into the core modules, and the assessment of a number of core modules will be integrated into the practical assessments. The Integrated Assessments will make use of a range of Formative and Summative Assessment tools to assess combinations of practical, applied, foundational and reflective competencies, and include: simulations; practical's; written assignments; written tests; case studies and case presentations. The assessment of work-integrated learning will require learners to apply the knowledge and skills acquired from all of the modules in the qualification.