Diploma in Food Technology

Purpose

This qualification provides learners with a sound knowledge of principles and applications of Food Science and Technology. The Diploma in Food Technology also provides learners with the ability to apply their knowledge and skills to perform and organise operations in laboratories, food production facilities and organisations in compliance with statutory requirements for ethics, safety and quality assurance. The qualification develops skills in innovation, problem-solving, supervision, management, communication and research.

Rationale

Food Technology, as a field of study in Natural Sciences, is a specific niche area that produces learners specifically for the Food Manufacturing Industry. The food and beverage manufacturing sector are growing, and competition is intensifying. Therefore, manufacturers are continually demanding higher skills levels. These skills include food product development, operating and managing a food manufacturing plant, food analyses, to ensure compliance and food safety and food quality assurance. The sector is adopting high technological innovations, for example, quick retorts that require personnel with more top skills than are available in the labour market. Food Technology learners will be exposed to technologies similar to that used in industry such as in the pilot plant which is equipped with a wide range of processing equipment covering all sectors of the food and beverage manufacturing industry.

It is clear from the FoodBev SETA Sector Skills Plan for the Food And Beverages Manufacturing Sector document that from a total of 50 016 additional employees required by the FoodBev sector over the next five years, 16 410 the industry will need people in occupations identified as scarce. Hence, Food Technology is a limited skill in South Africa and the demand for qualified Food Technologists is progressively increasing, underscoring the rare skills status of this discipline. The supply of skills to the FoodBev sector is influenced by a wide variety of factors, including the availability of suitable qualifications at institutions of learning, the quality of teaching, the work-readiness of prospective employees on completion of studies, the attractiveness of the sector as employer and the availability of information on career options in the industry. Food Technology has an important role to play in the Food Industry over the next few years.

The revised qualification meets not only national policy requirements and the labour market needs of the local industry but also the international guidelines as set for educational qualifications and activities for food technologists. This is based on results of an extensive survey with the local industry, with input from international partners, the internationally recognised guidelines of the Institute of Food Technologists (IFT), as well as directives of the 2009 Project Track Fast: Training Requirements and Careers for Knowledge-based Food Science and Engineering Knowledge Into the Food Chain (ISEKI) Food Association.

Qualifying learners of this qualification will be equipped to enter a career path in Food Research and Development, Food Analysis, Food Quality Assurance, Food Manufacturing and Food Safety in the food industry.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of the qualification and for credits against a 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 multi-dimensional and multi-contextual, aimed at the individual needs of applicants and is handled per 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 learner 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 Diploma and credits/advanced standing as described in institutional guidelines.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

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

This qualification consists of compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 367 Credits.

Compulsory Modules, Level 5, totalling 120 Credits

• Physics 1A, 12 Credits.
• Biometrics 1B, 10 Credits.
• Food Microbiology, 20 Credits.
• Chemistry 1, 20 Credits.
• Food Technology 1: Project, 18. Credits.
• Food Technology 1: Theory, 20, Credits.
• Mathematics 1, 20, Credits.

Compulsory Modules, Level 6, totalling 247 Credits

• Food Analysis 2, 16 Credits.
• Food Manufacturing Control 2, 8 Credits.
• Food Chemistry 2, 10 Credits.
• Food Technology 2, 16 Credits.
• Food Product Development 2, 14 Credits.
• Food Process Engineering 2, 10 Credits.
• Food Project 2, 24 Credits.
• Food Quality Assurance 2, 12 Credits.
• Food Microbiology 2, 14 Credits.
• Food Analysis 3, 8 Credits.
• Food Industry Practice 3, 25 Credits.
• Food Manufacturing Practice 3, 15 Credits.
• Food Chemistry 3, 7 Credits.
• Food Technology 3, 8 Credits.
• Food Product Development 3, 8 Credits.
• Food Engineering 3, 6 Credits.
• Food Project 3A, 20 Credits.
• Food Project 3B, 10 Credits.
• Food Quality Assurance 3, 8 Credits.
• Food Microbiology 3, 8 Credits.

1. Apply knowledge of Food Science and Technology, mathematics, natural science, chemistry and physics to systematically evaluate, analyse, and solve well-defined Food Technology problems.
2. Use appropriate techniques, resources, and modern Food Technology tools including information technology for the solution of well-defined Food Technology problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
3. Perform procedural design of well-defined systems, food products or processes to meet desired needs typically within applicable standards, codes of practice and legislation.
4. Conduct investigations of well-defined problems through locating and searching relevant acts and regulations, reference methods, academic books and scientific articles.
5. Communicate effectively, both orally and in writing within a Food Technology context.
6. Demonstrate knowledge and understanding of the impact of Food Technology activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
7. Demonstrate knowledge and understanding of Food Technology management principles and apply these to one's work, as a member and leader in a technical team and to manage projects.
8. Understand and commit to Food Technology workplace practices, professional ethics, responsibilities and norms to solve Food Technology problems consistent with academic learning achieved.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Demonstrate knowledge of mathematics, natural science, physics, food components, food process engineering, food chemistry and food microbiology and the associated food analysis techniques by developing new products which show adherence to all aspects of food safety and quality.
• Create final product specifications that will demonstrate appropriate knowledge of food composition, storage and distribution requirements.
• Create a new product taking into account the relevant legislation and demonstrate knowledge of legislation that governs food composition, preservation, marking and labelling requirements, quality and grading standards of foods.
• Present your new product to the marketing team in order to demonstrate effective oral communication and knowledge of food technology, consumer trends and product costing.
• Develop an appropriate Hazard Analysis Critical Control Point flow diagram and implementation of the relevant SANS to food production processes which will demonstrate knowledge of food safety systems, legal requirements and systematic approach to Food Safety and Quality.
• Compile a comprehensive scientific written report using the appropriate format and style to describe the new product development process and demonstrate knowledge of sensory-, chemical,-, microbial- and statistical analysis.
• Create a wastewater management policy pertaining to your new product and relevant production process to demonstrate knowledge of environmental legislation pertaining to the food industry as well as a social awareness/responsibility towards the impact of food production on the society, economy, industrial and physical environment.
• Produce portfolio of evidence, including CV, minutes of meetings, Emails, supervisor evaluations, formal presentation that demonstrate an understanding and commitment to Food Technology workplace practices, professional ethics, responsibilities and norms to solve Food Technology problems consistent with academic learning achieved.

Integrated Assessment

The overall assessment strategy of this qualification is based on continuous assessment in keeping with institutional policy and requirements. The qualification consists of formative, summative and integrated assessment methods. The institutional assessment policy and practices promote constructive alignment of the Exit Level Outcomes, student-centred learning activities and assessment tasks pitched against the appropriate SAQA level descriptors of the NQF level associated with each module in the curriculum.

Formative assessment is aimed at enhancing the learners' success and provides the learners with an opportunity to reflect critically on their own learning and to improve their own levels of 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/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and other practical exercises.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing the learner's attainment against the Exit Level Outcomes of the qualification. 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 spans a number of Exit Level Outcomes. Integrated assessment tasks are aimed at the holistic development of the learner and contribute to the learner's personal and professional development in the field of study. Integrated assessment in this qualification will take place in the third year of study and learners will be assessed by means of project reports, a portfolio of evidence, an oral presentation and examination.

The weighting of assessment tools varies between subjects and include: assignments (Individual or group), case studies, oral presentations (individual or group), practical exercises and tests, projects (Individual or group), reports, written tests, tutorials, integrated projects, peer evaluation, and critical reflection.

The workplace-based learning component of this qualification will enable the learners to gain practical workplace-based knowledge and skills in addition to the theoretical disciplinary knowledge and practical laboratory skills. Learners are required to register for workplace-based learning, and various forms of communication are used to disseminate information to the learners prior to placement, during workplace-based learning and on completion of workplace-based learning. Proper recordkeeping practices apply in this regard.

Workplaces/stations are screened by the institution prior to commencement of placement to ensure that these sites meet institutional and qualification specific requirements. The workplace-based learning component will take under the supervision of an institutionally approved mentor(s) or supervisor(s) in the workplace. Staff members will visit the learners regularly while they are in the workplace to monitor progress and to provide feedback as part of formative assessment to ensure that the learning experience meets the educational requirements. Learners are also required to keep a daily log sheet, and these activities are closely monitored by the workplace mentor/supervisor and the staff members from the institution. Learners are also formally assessed by means of assignments, reports, oral presentations, logbooks, portfolios of evidence and other means of assessment (e.g. artefacts) to ensure close alignment between the expected learning outcomes, workplace-based learning experience and associated assessment strategy and criteria of the qualification.