Diploma in Consumer Science in Food and Nutrition

Purpose

The Diploma in Consumer Science in Food and Nutrition focusses on the acquisition of a range of specialised knowledge and skills and includes a sound understanding of general theoretical principles. Learners will be able to apply sciences in the food and nutrition components of the course. This qualification addresses general as well as specific procedures with the focus on knowledge and skills within specific fields in the food industry. This procedure includes the production of short life, convenience food products in a small or large scale food manufacturing enterprise, in the operation of a food retailer, focussing on fresh foods and in the operation of a food service provider, focussing on institutional food provision.

Learners will apply knowledge and skills in a workplace context as work-directed theoretical learning will take place from the first year. Combining theory and practice in a meaningful way will occur during the practical sessions which take place in a culinary laboratory and food production facilities, simulating the test kitchens and fresh food production facilities, found in the food industry.

In the third year, problem-based learning will occur with two integrated projects within the fields of Food Science and Nutrition. Learners will also be placed in industry for a three-month work-based learning component.

On the completion of the qualification, the learners will be able to work in test kitchens formulating and developing recipes to be used in food production; training employees in food retail, implementing quality control systems, advising consumers on food and nutrition products, managing the preparation and production of convenience food products, supervising retail food departments and managing food service enterprises.

Rationale

Both the South African National Development Plan 2030 and the Western Cape Provisional Strategic Objectives indicate that the provision of healthy/nutritious, safe and sustainable food is a priority. Also, various acts, e.g. the Foodstuff, Cosmetic and Disinfectant Amendment Act 39 (2007) and the Consumer Protection Act (2009) have been promulgated over the past years to help achieve these aims. From a consumer viewpoint, there is also a greater awareness of healthy food products and eating patterns linked to a healthier lifestyle.

The Diploma in Consumer Science in Food and Nutrition is linked to national and regional needs as it emphasises the relationship between food, nutrition and health and focusses on the well-being of the consumer. The focus is on both under and over-nutrition, accenting the role that food plays in the prevention of chronic diseases related to lifestyle. There is a need for nutrient-dense, economical food products that can contribute to improving the nutritional status of people.

In Consumer Science, no statuary professional body exists, but members of the South African Association of Family Ecology and Consumer Science (SAAFECS) participated in the study. The Diploma is also in line with the mission of SAAFECS, which is to promote Consumer Science as an integrated scientific discipline and profession and to pro-actively work towards improving the quality of life of the consumer.

The W&R SETA lists the following occupational skills as critical: technical, production, product development, product knowledge, supervisory, general management, quality assurance and teamwork skills, while the FoodBev SETA has identified the following generic critical skills: problem identification and solving, mathematics and numeracy, language and literacy, handling people and conflict and monitoring processes.

This qualification focusses on the integration of science-based food and nutrition knowledge and culinary skills, providing learners with a thorough grounding in the disciplinary knowledge and skills of these fields. There is a need in convenience food production, food retail and foodservice for learners in management positions where a background in management is with a specialised food and nutrition knowledge.

A further benefit to the economy is that learners have the background to become entrepreneurs as these skills are developed by combining business information with food and nutrition knowledge and culinary skills.

The Diploma provides an opportunity for lifelong learning and professional development within the field of Consumer Science. It not only enables learners to discover and further develop their resources and capabilities but, it also provides a solid foundation of knowledge, skill and applied foundation within this field.

The Diploma in Consumer Science in Food and Nutrition is to train learners for specific sectors and jobs within the food industry. Learners will be able to apply food and nutrition knowledge and culinary skills in the production, retail and service of food.

The qualification offers learners various career pathways as they are trained for food production, food service and food retail where various jobs opportunities are available, e.g. food production supervisor/manager, food service supervisor/manager, quality controller, food safety auditor, fresh food manager, consumer advisor, customer service manager, food department manager, Home Meal Replacement (HMR) manager and recipe developer.

Recognition of Prior Learning (RPL)

In keeping with the institution's mission and vision, widening of access to education through Recognition of Prior Learning (RPL), the institution applies 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, addressing the individual needs of learners according to the 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 learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Entry Requirements

The minimum entry requirements for this qualification are

• 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 consists of the following compulsory modules at NQF Levels 5, 6 totalling 360 Credits.

Compulsory Modules at NQF Level 5, 162 Credits

• Food: Science and Practice1, 30 Credits.
• Nutrition 1, 24, Credits.
• Food Production and Service Operations, 20 Credits.
• Applied Sciences: Introduction, 24 Credits.
• Food Communication, 22, Credits.
• Consumer Retailing, 18 Credits.
• Food Microbiology and Quality Control, 24 Credits.

Compulsory Modules at NQF Level 6, 198 Credits

> Food: Science and Practice 2, 30 Credits.

• Nutrition, 2, 24, Credits.
• Food Production and Service Operations, 2, 24 Credits.
• Food: Science and Practice 3, 30 Credits.
• Nutrition, 3, 30, Credits.
• Food Production and Service Operations 3, 30 Credits.
• Food and Nutrition Practice 3, 30 Credits.

1. Apply theoretical food and nutrition knowledge in fresh food production, food service and food retail.
2. Demonstrate competence in the practical application of food and nutrition knowledge and culinary skills in the production of fresh, short life, convenience food products and in the operation of food service and retail food business.
3. Show innovation in the development of fresh, short life, convenience food products for foodservice and retail food establishments.
4. Implement quality control systems within the production, service and retail of food.
5. Use food and nutrition knowledge and culinary skills to solve problems encountered in the production of fresh, short life, convenience food products and in the operation of food service and retail food business.
6. Apply managerial principles within the production of fresh, short life, convenience food products and in the operation of food service and retail food business.
7. Act professionally within the production, service and retail of food.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe the chemical composition, structure and properties of food commodities and food products.
• Describe the composition, structure and functions of dietary components, e.g. macro and micronutrients.
• Explain the changes, reactions, interactions and outcomes that occur during storage, preparation, cooking and processing of food commodities and food products based on scientific evidence.
• Explain the effect of over and under consumption of dietary components, e.g. macro and micronutrients with physiological support.
• Explain the relationship between specific dietary components like dietary fibre and health-related concerns, with physiological support.

Associated Assessment Criteria for Exit Level Outcome 2

• Display suitable culinary techniques in the preparation and presentation of selected food products.
• Apply Food science theory and culinary principles in small and large scale food production.
• Compile Standard purchasing specifications for a range of food commodities and food products.
• Design product and production specifications for selected convenience food products.
• Evaluate the sensory quality of selected food commodities and prepared foods against prescribed criteria.
• Compile and adapt Nutritionally balanced menus suitable for the various life stages and ensure that health concerns are to accommodate consumer needs and executed.
• Apply food and nutrition knowledge together with practical managerial skills and techniques in the operation of food production, food service and retail food business.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify Current national and international food trends, suitably selected and applied in the formulation of recipes.
• Identify Current national nutritional needs and concerns.
• Identify and assess Consumer purchasing behaviour.
• Analyse existing food products according to set criteria.
• Food ingredient selection, handling and processing are effectively applied.
• Formulate Recipes for consumer needs and specific circumstances.
• Recipes are tested and evaluated according to set criteria.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of food hygiene and food safety principles in small scale food preparation.
• Apply Legislation to food premises and foodstuffs.
• Apply Food hygiene and food safety principles during large scale food production.
• Current food safety systems are analysed, adapted to improve operations, implemented and managed.

Associated Assessment Criteria for Exit Level Outcome 5

• Use science-based food and nutrition knowledge as well as culinary principles to predict outcomes resulting from the choice of ingredients, storage, preparation, cooking and processing of various food commodities and products.
• Use science-based food and nutrition knowledge and culinary principles to solve problems encountered based on the choice of ingredients, storage, preparation, cooking and processing of various food commodities and products.
• Apply managerial principles to solve problems in the operation of food production, food service and retail food business.

Associated Assessment Criteria for Exit Level Outcome 6

• Describe the components that comprise a business plan and their relation to each other as elements of a system.
• Evaluate business ideas and compile a basic business proposal.
• Produce convenience food products in large quantities and meet set guidelines.
• Successfully manage a convenience food production facility.

Associated Assessment Criteria for Exit Level Outcome 7

• The source of information is acknowledged through the correct application of the Harvard referencing system when citing information from a source and in the reference list.
• Information from a source is paraphrased using different words and sentence structure.
• Apply effective planning and time management principles for the timeous completion of tasks.
• Demonstrate ability to work effectively in a team or group.
• Demonstrate responsibility for own decisions and conduct.
• Apply constructive conflict management strategies to solve a conflict.
• An understanding and acceptance of cultural, social and religious diversity in the university environment are displayed.

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, and the importance of feedback to enhance learner 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 aims at enhancing the learning and provides learners with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management. The 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 group assignments and projects, class discussions, quizzes, reflective reports, unscheduled class tests.

Summative assessment will take place at the end of a section of work/quarter or semester and aims at assessing learners' attainment against the learning outcomes of the qualification and subject(s). 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 class tests, examination, case studies, projects and presentations conducted during and at the end of the academic semester/year.

Integrated assessment often cuts across several subjects/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 at the third year of study and students will be assessed holistically by means of project reports, simulation exercises, case studies, projects, practical workbooks and log sheets.

Work-directed theoretical learning is applied in the various modules to ensure that disciplinary knowledge is aligned with the needs of professional practice. The emphasis is on integrated assessments, and learners need to demonstrate by means of a project/s the integration of their food and nutrition knowledge and culinary skills in, e.g. the development of convenience food products for a specific group, e.g. preschool children with specific food intolerance.